THE EFFECT OF PICTURE SERIES ON STUDENTS READING ...
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THE EFFECT OF PICTURE SERIES ON STUDENTS
READING COMPREHENSION OF ANALYTICAL
EXPOSITION AT ELEVENTH GRADE ISLAMIC SENIOR
HIGH SCHOOL MAHDALIYAH JAMBI CITY
THESIS
SITI ELISA RITONGA
(TE. 151627)
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN
JAMBI 2019
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THE EFFECT OF PICTURE SERIES ON STUDENTS
READING COMPREHENSION OF ANALYTICAL
EXPOSITION AT ELEVENTH GRADE ISLAMIC SENIOR
HIGH SCHOOL MAHDALIYAH JAMBI CITY
THESIS
Submitted as Partial of Requirements to Obtain Undergraduate (S1) Degree at
English Education Program Faculty of Tarbiyah and Teacher Training
SITI ELISA RITONGA
(TE. 151627)
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN
JAMBI 2019
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MOTTO
Meaning: 1.Read! In the name of your lord, who has created (all that exist) 2.Has
created man from a clot (a piece of thick coagulated blood) 3.Read
!and your lord is most generous4. Who has taught (tre writing) by the
pen( the first person to write was Prophet idrees (Enoch)5.Has taught
man that which he know that.
Source:(Al-qur‟an Al-alaq verse1-5 juz 30)
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DEDICATION
Thanks to Allah SWT, The most Gracious, The most Mercifulfor the
blessing anleadingme.I could finally finish writing this thesis.Sholawat to the
Prophet Muhammad SAW.His coming really changed the world.This Thesis I
dedicate special to:My adored father DerajatRitongaand my adored mother
RosmianiRambeandalso my beloved brother Ahmad YasirRitonga who always
love and encourage me and never stop praying for my success now and in the
future with endless love, always being with and guiding me, your prayers are
really powerful.My lovely Friend especially DesiPatmawatiPulunganwho
always stand by me no matter what you guys are always there beside me, support
me, help me and won‟t let my tears down.
May Allah SWT always bless us.
Aamiin .
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ACKNOWLEDGMENT
Praise the writer to prayed to the presence of Allah STW. Who has given
of his love and guidance so that I can finish this thesis well. The author gives a
greeting to the prophet Muhammad SAW, who has devoted his life to perfecting
the character and grace for Muslims.
Furthermore , the preparation of this thesis is obligatory for students to
complete their studies in taking a Bachelor of undergraduate degree(S I),
especially in English Department at the Faculty Tarbiyah State Islamic University
SulthanThahaSaifuddin Jambi.
Thesis Entitled“The Effect of Picture on Students Reading
Comprehension of Analytical Exposition at eleventh grade Islamic Senior
High SchoolMahdaliyah Jambi City” is a manifestation of sense of concern for
writer on the development of education in the school.
In the completion of writing of this author have a lot of input and direction
and guidance from various parties, mainly from lectures and various parties. For
that, through this opportunity the author feels grateful presence of Allah and
sincere thanks to the honorable:
1. Dr. H. Hadri Hasan MA, the Rector of the State Islamic University
Sulthan Thaha Saifuddin Jambi.
2. Prof. Dr. H. Suaidi, MA, ph. D, Dr. H. Hidayat, M.Pd. and Dr. Hj.
Fadhilah Husen, M.Pd as vice rector‟s I,II, and III of State Islamic
University Sulthan Thaha Saifuddin Jambi.
3. Dr. Hj Armida, M.Pd.I as the dean of faculty of Education and Teacher
Training of the State Islamic University Sulthan Thaha Saifuddin Jambi.
4. Dr. H. lukman Hakim, M.Pd as the first vice Dean of faculty of Education
and Teacher Training Dr.Zawaki Afdal Jamil, M.Pd as the second vice
Deans of Faculty of Education and Teacher Training, and Dr. H. Kemas
Imran, M,Pd.I as the Third vice Dean of faculty Education and Teacher
Training.
5. Amalia Nurhasah, S.Pd M.Hum as a chairwoman of English Education
Program of the State Islamic University Sulthan Thaha Saifuddin Jambi.
6. WahyuniFitria, M.Pd as secretary of English Education Program of the
State Islamic University Sulthan Thaha Saifuddin Jambi.
7. Dr. Siti Raudhatul Jannah M.Pd.I as the first my advisor who has given a
lot of input such as correction, opinion, and other things which is useful to
the script writer in the process of writing this thesis.Netti Zurnely, M.Pd
as the second advisor for motivation, help contribution of though and
beneficial ideas toward the development of this thesis.
8. All lecturer of Tarbiyah Faculty of the State Islamic University Sulthan
Thaha Saifuddin Jambi.
9. All librarians for their helps, lending me some needed books to complete
this thesis.
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ABSTRACT
Name :Siti Elisa Ritonga
Major : English Education Program
Title :The effect of Picture on Students Reading Comprehension of Analytical
Exposition at EleventhGrade Islamic Senior High School Mahdaliyah
Jambi City.
This research was conducted to know the effect of Picture on Students‟
Reading Comprehension in learning English at Islamic Senior High School
Mahdaliyah Jambi City. This research is quantitative with method experimental
design.The population of this research was taken from the students grade eleventh
Islamic Senior High School Mahdaliyah Jambi City. which consisted of two
classes. The total number of students is 40, where 20 students for experimental
group and the other 20 students for control groups.The researcher used essay test
to collect the data. The test consisted of two types, namely pre-test and post-test.
The experimental group was taught by picture while the control group was taught
without using by Picture . After analyzing the data, the result of the research
showed that the value of t-observed was higher than the value of t-table
(2.462>1.686) at the level significance of α = 0,05 and at the degree of freedom
(df) = 38. It can be concluded that applying Picture Series has significant effect
on students‟ achievement in writing descriptive or in other words the alternative
hypothesis (Ha) was accepted.
Key words: Picture, Reading Comprehension, Analytical Exposition
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ABSTRAK
Nama : Siti Elisa Ritonga
Jurusan :PendidikanBahasaInggris
Judul : PengaruhGambardalampemahamanmembacasiswa di kelassebelas
Mas Mahdaliyah Kota Jambi.
Tujuan penelitian ini di lakukan untuk mengetahui pengaruh gambar
terhadap pemahaman membaca siswa dalam pembelajaran bahasa Inggris di
MAS Mahdaliyah Kota Jambi.Populasi penelitian ini di ambil dari siswa
kelas X1 MA Mahdaliyah kota Jambi. Yang terdiri daridua kelas Jumlah
siswa 40. dimana 20 siswa untuk kelompok experimen dan 20 siswa untuk
kelompok kontrol. Peneliti menggunakan tes essay untuk mengumpulkan
data. Tes terdiri dari duajenis yaitu pre-test dan post-test. Kelompok
experiment di ajar menggunakan media gambar sedangkan kelompok kontrol
tanpa menggunakan media gambar. Setelah menganalis data, hasil
penelitian menunjukkan bahwa nilai to di amati lebih tinggi
daritt(2.462>1.686) pada taraf signifikan 0,05 dan tarap kebebasan (df) = 38.
Dapat di simpulkan bahwa penerapan gambar berpengaruh signifikan
terhadap prestasi belajar siswa dalam menulis deskriptif atau dengan
katalain hypothesis alternatif ((Ha) di terima.
Kata kunci: Picture , Reading Comprehension, Analytical Exposition
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TABLE OF CONTENT
Page of Tittle .......................................................................................................... i
Official Memo ....................................................................................................... ii
Approval and Acceptance......................................................................................iii
Originality Statement ........................................................................................... iv
Motto ..................................................................................................................... v
Dedication ............................................................................................................ vi
Acknowledgment ................................................................................................ vii
Abstract ................................................................................................................ ix
Abstrak .................................................................................................................. x
Table of Content ................................................................................................... xi
List of Tables ..................................................................................................... xiii
List of Appendix ................................................................................................ xiv
CHAPTER I : INTRODUCTION
A. Background of the Research ..................................................................... 1
B. Identification of the Problems ................................................................... 4
C. Limitation of the Problem ......................................................................... 5
D. The Formulation of the Problem ............................................................... 5
E. The Objective of the Research .................................................................. 5
F. Significance of the Research ..................................................................... 5
CHAPTER II : LITERATURE REVIEW
A. Description of Theory……………………………………………………7
1. Defenition of Reading Comprehension………………………………..7
2. Picture……..…………………………………………………………10
3.Analytical Exposition………………………………………………....13
B. Previous Related Studies ......................................................................... 16
C. Thinking Framework .............................................................................. 18
D. Research Hypothesis ............................................................................... 18
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CHAPTER III : RESEARCH METHODOLOGY
A. Place and Time of The Research ............................................................. 19
B. Method and Design of The Research .................................................... ..19
C. Population and Sample………………………………………………….20
1.Population……………………………………………………………..20
2.Sampe………………………………………………………………….21
D. Variable of the Research………………………………………………...21
E. Instrument of Research…………………………….................................22
F. Technique of Data Analysis……………………………………………..25
G. Statistical Hypotheses…………………………………………………...27
H. Research Schedule……………………………………………………....27
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
A. Research Findings ................................................................................... 29
B. Data Analysis……………………………………………………………32
C. Hypothesis Testing……………………………………………………....46
D. Interpretation.............................................................................................49
CHAPTER V
A. Conclusion .............................................................................................. 52
B. Suggestion ............................................................................................... 53
REFERENCES
APPENDIX
CURRICULUM VITAE
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LIST OF TABLE
Table 3.1The non-equivalent pretest-posttest design…………………………...20
Table 3.2 Number of Population ......................................................................... 21
Table 3.3The Specification of the Test…………………………………………23
Table 3.4 Range of Students Reading Comprehension ...................................... 24
Table 3.5The result of Reliability Instrument……………………………….....25
Table 3.6 The Research Schedule……………………………………...............28
Table4.1 Scoring Grade………………………………………………………...29
Table 4.2The Score of Pre Test and Post Test of Experimental Group…..........30
Table 4.3The Score of Pre Test and Post Test of Control Group……………...31
Table 4.4Frequency Distribution of pre test in Experimental Group…..............32
Table 4.5Normality Testing of Pre Test in Experimental Group ……………...34
Table 4.6Frequency Distribution of post test in Experimental Group………....35
Table 4.7Normality Testing of Post test in Experimental Group……………....37
Table 4.8Frequency Distribution of pre test in control group…………………38
Table 4.9Normality Testing of Pre test in control group………………………40
Table 4.10Frequency Distribution of Post Test in Control group……………...41
Table 4.11Normality Testing of post test in Control Group…………………...43
Table 4.12Mean of Post-test pre test in experimental Group……………….....46
Table 4.13Mean of Post test- pre test in control group………………………...47
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LIST OF APPENDIXS
Appendix 1 Soalpre test an post test
Appendix 2 Answer key
Appendix 3The Critical Value Liliefors Test
Appendix 4 Table of F Distribution
Appendix 5 Distribusi t
Appendix 6The Table of” R” Product Moment Search
Appendix 7Table of Standard Normal(z) Distribution
Appendix 8 Lesson plan experimental and control class
Appendix 9Sylabus
Appendix 10 Documentation
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CHAPTER I
INRODUCTION
A. Background of the Problem
Reading is considered as one of the most important skills to be
taught besides listening, speaking, and writing. It is mainly emphasized to
students since they need to read printed materials in schools or their life.
By reading,students can build general knowledge to obtain a lot of
information which they need, for in reading, readers build a smooth
process of combining information from a text and their background
knowledge to build meaning( Nunan, 2003:68) The ability of reading and
comprehending text help students learn new knowledge,ideas,concept, and
attitudes. Students who have a good understanding of English text will be
able to follow the lesson and get better achievment. It is expected that
students of islamic senior high school are able to master the reading skill
well to enrich their vocabulary mastery and knowledge to continue their
study to a higher level.
Reading is an active cognitive process that does indeed face the
words which include the information it. Reading is not simply getting the
word right, without comprehension there is no reading.In the other words
reading will not occur without comprehension the text. In the process of
reading, the readers begin by looking at the word in message then grab
their meaning. When the reader knows the words, sentences or massage
fits into his prior knowledge and experience, he comprehends the text, and
comprehending requires the skills. To develop the students reading skills
need that the media to improve their reading such as magazine, newspaper,
book, text,ect.
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According to curriculum of In Indonesia, English is a foreign
language which is taught in every educational level, from Elementary
School up to university. Asstated in StandarKompetensi dan Kompetensi
Dasar (SK-KD)in School Based-Curriclumor Kurikulu Tingkat Satuan
Pendidikan (KTSP) of MA Tahun 2006, English is a compulsory subject
which is taught and learnt in a formal education it is because English is
considered to be used as a tool of global communication to express ideas,
information, etc. It means that the communicati-on is the ability to speak,
to understand or to produce a spoken/written text that can be integrated in
four certain m ajor language skills, listening, speaking, reading, and
writing (Jakarta: BSNP,KementerianPendidikanNasional, 2006:30).
In line with the essential role of reading in learning and acquiring
English, the Indonesian government recently has started to bring out a
genre-based curriculum for formal learning English in the secondary level
of education throught the country. Due to the implementation of the
curriculum, Indonesian hight school students are required to be familiar
with differentiate one type of texts from the others but also to comprehend
the text and able to do the task that follow to give evidence for their
comprehension.
The teacher as a learning agent is required to use all the capabilities
and skills of teaching so that students can really master the skill of reading
comprehension is as desired. Teacher must continue to improve skills of
students with different kinds of exercises and by using various kinds of
learning resources. This must be having done because the reading
comprehension of English text is not easy thing. Many factors that affect a
person‟s ability to the understand text in English reading. These factors
may come from within or from outside the students‟ factors originating
from within the students include students mastery of vocabulary, the
ability of students in understanding the elements of sentence the type form
of reading motivation and so forth.
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Based on the experience of the writer during PPL(Praktek
pengajaran lapangan) in Islamic Senior High School Mahdaliyah Jambi
City, students find problems on process reading, first of all reading is
claimed as a boring activity by most of students. It happened because
saveral factos, one of them students‟ interest about the text they would
read, some of not. Second most of students find difficulties to get message
of the text because they find many unfimiliar vocabularies needed to be
translated. Third,when the teacher asked students to answer the question
about text most of students can not answer the text because they do not
understand, and lazy to read the text they feel difficulties to understand
the text because they unfamiliar vocabularies. It is takes a lot of their effort
that leads to an uninterested to do. Those are the causes the student
difficulties comprehending the text.
It is found at students of Islamic Senior Hight School Mahdaliyah
Jambi City. From all case about reading, the writer was interested to have
some technique in teaching reading.The writer would use picture series as
media in teaching reading to achieve studentsreading comprehension in
her research and to get teaching English language activity more fun
especially in teaching reading.
To overcome this problems it is necessary for English teacher to
make reading materials more interesting and motivating, so that the
students can progress in reading. One of the teaching reading is using
picture-series as a media. In this case the researcher choose picture series
with the reason,presenting vocabulary by using picture making students
interested in the topic the lesson. The use of picture can attract students‟
attention in teaching learning process so they will not get bored and by
picture help teacher present many English word in interesting ways.
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According Wright he said on his book that picture is a good
media in teaching learning process (Andrew Wright, 2004:17) Picture is a
good media in teaching and learning, because everybody likes to look at
pictures.Picture series show some actions or events in chronological order.
latency function which is purposed to attract and aim students‟ attention to
concentrate on learning material. affective function that can stimulate
students‟ attitude. Using picture will help the students in understanding
the situation of the story or the process. Picture help students grasp the
meaning of the strips and make students think chronologically of the event
or the process of the strips. Pictures can motivate the student and make
him or her want to pay attention.
Teaching English material using picture has been discussed by
some people as research conducted by Allen Subekti in north sumaterahis
research also study about students“The Effectiveness of Using Picture in
Teaching Reading of Analytical Exposition”. The population and sample
used his research used the eleventh grade students of the vocational high
school while this research use the eleventh grade students of islamic
senior high schoolMahdaliyah Jambi as sample and population.
Based on the problems that were described above, the present
investigation has to be conducted through the title: The Effect of Picture
on Student Reading Comprehension of analytical exposition at eleventh
Grade Islamic Seior High School Mahdaliyah Jambi city in academic
years 2018/2019.
B. Identification of the Problems
Based on the information presented above, the problems that can be
identified are as follows:
1. Students bored in the process of learning reading.
2. Most of students low motivation in learning reading.
3. Most of the students difficult to get information of the text.
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C. Limitation of the Problem
Base on identification of the problem above, the writer only limits
the problem of this research was limited of the effect of using picture on
students reading comprehension of analytical exposition.
D. Formulation of Problem
Base on the background mentioned above formulation of the
research is as follow:
1. Is ther anyeffect of using picture on students‟ reading comprehension of
analytical exposition at eleventh grades Islamic senior high school
Mahdaliyah Jambi city?
2. Is there difference between on students‟ reading comprehension who
taugh by picture and those are not of analytical exposition at eleventh
grades Islamic seniorhigh school Mahdaliyah Jambi city?
E. Objective of the research
The objective of the research are:
1. To know any significant affect of using picture on students‟ reading
comprehension of analytical expositionat eleventh grades Islamic senior
high school Mahdaliyah Jambi city?
2. To know difference between on students‟ reading comprehension who
taugh by picture and those are not of analytical exposition at eleventh
grades Islamic seniorhigh school Mahdaliyah Jambi city?”
F. Significant of the research
1. For teachers
The result of this study is expected to be able to widen the skill of
teachers in using the picture series as a media in teaching Analytical
Exposition order to improve student‟s reading comprehension.
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2. For students
Hopefully, the uses of picture series in teaching Analytical
Exposition in reading can make the students are more enjoyable in
doing their tasks associated with the reading material and also, they will
feel more interested with the presentation of pictures in learning
analytical exposition text and can increase their understanding to this
material.
3. Further researchers
The results of this study will be as a reference for further
researchers who have interest in doing research related to using picture
series in teaching Analytical Exposition more intensively.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Reading Comprehension
1. The Definition of Reading Comprehension
Reading involves comprehension and they cannot be separated
each other. Reading has not happened yet, if the reader has not reached the
comprehension of the text. Comprehension is making connections between
what the readers read and what the readers already know. Sometimes the
connection seems to happen by itself – especially when the information is
important or interesting to the readers. (Beatrice S. Mikulecky and Linda
Jeffrie, 2004, p. 16) It means that reading comprehension can be seen as
one of reading goals. In reading comprehension, the readers should have
knowledge about understanding the reading passage, because without
comprehension, reading has not truly happened.
Other experts said (David Nunan,2005,p.71.) that reading
comprehension refers to reading for meaning, understanding, and
entertainment. It involves higher-order thinking skills. It can be defines as
the readers understand what the text tell about, knowing the main idea of
the text, and the details of the text tell about, knowing the main idea of the
text, and the details of the text, then combine it with their knowledge about
the topic discussed.
Kristin and her colleagues also propose a definition of reading
comprehension “Reading comprehension is the ability to construct
meaning from a given written text.”(Kristin Lems,2010, p.170.)It means
that the readers need to understand the ideas of the author‟s mind to the
reader‟s mind, in other words, what the author means should be
understood well by the readers.
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By the definition of reading comprehension it can be concluded
that reading and comprehension cannot be separated each other. Reading
comprehension is an activity to understand written ideas through
recognition of writte material.
2. The Components of Reading Comprehension
According to Ade Novrianto (2012, p 282) “there are some
components that may help the students to read effectively.
a. Finding Factual Information
Finding factual information requires the readers to scan specific
details. Factual information question are generally prepared for vocational
high school students and those question being with question words.
b. Main Idea
Reading is concerned with meaning to greater extent that is with
form. An efficient reader understanding not only the ideas but also the
relative significance as expressed by the authors. In order word, some of
ideas are super – ordinate while others are subordinate.
c. Reference
Recognizing reference word and to identify the words or phrase to
which they refer to will help to the reader understand the reading passage.
English students might learn many roles for the use of references words
and yet be confuse about what a particular words refers to in sentences.
d. Understanding inference
Understanding inference is almost important aspect in reading.
Writers how ever do not write out everything and they expect the reader to
understand the writer point of view.
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Based on the explanation above, it is concluded that there are four
components that might be able to give meaning for contribution to help the
students.
3. The Importance of Reading Comprehension
Teaching reading is very important for students. There are some
reasonfor this. The first reason is many English students need to read
English text their career, for study or simply for pleasure. The second
reason is reading text also help the students whe they study writing.
Harmer (2003:72) states that reading texts also provide good
models for English writing. If the students are familiar with texts‟ form,
teacher will be easier to teach them how to write the texts. The last is
reading text also provide opportunities to study language: vocabulary,
grammar, function, and the way to construct sentences, paragraphs and
texts.
In a nutshell, when the students read a new text, they will find new
vocabulary and different style of writing texts. Because of that, they can
enrich their vocabulary includes the ability to use the appropriate diction.
They will learn more about punctuation strengthen their grammar
understanding and know how to construct sentences, paragraph and text
correctly.
4.The Roles of the Teacher in Teaching Reading
Reading is the way to get information from written media. Students
will get knowledge by reading activities motivated their learning, not only
in formal education, but also in informal education. Therefore, reading is
one of the urgent skill for students to obtain their successTarigan (2008)
notes that: by reading some information are gives by the teacher through a
text, students will find general information and experience which later they
can increase their language skills such as listening, speaking and writing.
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Reading is important to learners in English. Because it becomes
important part English language. But the problem that commonly by the
teacher in reading comprehension is complicated, such as the students who
are mostly have difficulty in comprehend the text. So the teacher has
important role in encouraging students to comprehend the next. The role of
teacher in the classroom can affect the success of teaching reading and
learning process
2. Picture
a. Definition of Picture
According to Arsad Sadiman (2002: 67) Picture is something that
can be seen and consists of space and has saveral features.
According to Sapari (2010:54) Picture is something that can
represent an object in fact and has the character color and shape that is in
accoordance with original.
Andrew Wright stated (2004:65) on his book “pictures are not just
an aspect of method but through their representation of places, objects and
people they are an essential part of the overall experiences.” From this
statement, it can be seen that pictures have an important role in
representing an experience including in teaching and learning.
Pictures are good media in teaching and learning, because
everybody likes to look at pictures, their use in the classroom provides a
stimulating focus for students‟ attention. Pictures present what the text tell
about and give the stimulus for the students in teaching learning activities.
Pictures bring the outside world into the classroom in a clear concrete way
By the defenition of picture the writer can be conclude that picture
is bridges or create images and events or events based on the theme of
serieal related to each other so that it is a series of stories/ events.
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b. Types of Picture
According to Jeremy Harmer, pictures can be in form offlashcard,
large wall pictures, cue cards, photographs or illustrations, and projected
slide Harmer(2011:136-137).
1. Flashcard
It is a small card which we can hold up for students to see.
Flashcard is particularly useful for “drilling” grammar items, for cueing
different sentences, or practicing vocabulary.
2. Large wall picture
It is big enough for everyone to see detail. Sometime teachers use
large wall pictures when pointing to detail of a picture to elicit response.
3. Cue card
It is small card which students use in pairs or group work. Teachers
put students in pair of groups and give them some cards so that when a
student picks up the top cue card in a pile he or she will say a sentence that
the card suggests.
4. Photograph or illustration
It is a photo or an image that depicts a situation or people in action.
The teacher uses it to make the situation or the action clear. Photograph
can be found in the book, newspaper, magazine, etc.
5. Projected slide.
In multimedia class, the teacher also uses it to teach. Sometimes
teacher uses it to show the images in the big form
c. The Role of Picture as Instructional Media
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In general, according to Latuheru (2008 : 164) the use of
instructional media can give rise to certain advantages in teaching
learning process reading
1. Attracting and increasing students‟ attention.
2. Heping to cope with the differences of the students‟ experience
due to differences in their social and econimic background.
3. Providing learning experience that may be difficult to get in any
other way.
4. Helping arrange the experience the studentsacquare
systematically to promote their cognitivedevelopment.
5. Helping devolepstudents‟ability to do self-learning based on their
experience and fact they learn.
6. Decreasing verbalism ( using verbal language whether oral or
writtent) in the learning process.
d. Function of Picture
According to Arsad(2011 . p 164) “the are some functions of
picture series as a media in teaching learning reading:.
1. Latency function which is purposed to attract and aim students‟
attention to concentrate on learning material.
2. Affective function that can stimulate students‟ attitude and emotional
3. Picture series show some actions or events in chronological order.
4. Using picture series will help the students in understanding the
situation of the story or the process.
5. Pictures can increase the students‟ motivation and provide a useful
practice material.
6. Pictures also can help students to get the information of the text based
on the situations that described on the picture
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7. Pictures can be useful for the students to develop their skill in a
situation or they can practice the language in real context in which
they can use it to communicate their ideas of the pictures..
In conclusion, using picture in teaching and learning process will
give an easy way for the students to remember about what they have been
learned because they use their imagination in ordering the chronological of
the story or the process and picture series is a good media and very usefu
in teacing reading.
e. Teaching Reading Using Picture
Picture is making essay and interest to teach and to facilitate
learning. Picture can stimulate students to predict the text and attract the
student understand ability dimension to what they are reading. According
to Harmer” A reading text will be adorned by a photograph which is not
strictly necessary, in the same way as happen in newspaper and magazine
articles. The rationale for this clearly that picture enhance the text, giving
readers (or students) an extra visual dimension to what they are reading.
Picture are useful for getting students to predict what is coming next in a
lesson. Thus students might look at picture and try to guess what it
shows”.
3. Analytical Exposition
a. Definition of analytical exposition
Analytical exposition is text type describes pattern of discourse
structure organization that focusing in giving the thesis that states of
writer‟s position in which contains a number of argument and ending with
conclusion and argument consists of a point and elaboration sequence and
text explains about writer‟s argument about the case in this text consists,
thesis, arguments and reiteration(Rosa, RN, ,2008:88)
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Painter ( 2007 :7) states that the purposes of analytical exposition
is : To persuade the readers that idea is important matter. To persuade the
readers or listeners that there is something that, certainly, needs to
getattention. To analyze a topic and to persuade the reader that this opinion
is correct and supported by arguments
b. Generic Structures of analytical exposition
According to Painter. 2007:7)There are some Generic Structure of
analytical exposition
1) Thesis
Introducing the topic and indicating the writer‟s position
2) Arguments
Explaining the arguments to support the writer‟s position.
3.) Reiteration
Restating the writer‟s position
c. Language Features:
Based on standarwati and Grace‟s book, there are some language
features that usually found in analytical exposition.(2005:194) The
language features are:
1) Using relational process = Relationships between and among leaders,
workers, followers, partners, co-workers, etc. people knowing and
caring about people.
2) Using external conjunctions = Enhancing by linking to real world
events (Holocaust, the Final Solution, death trains)
3) Using relational process = Relationships between and among leaders,
workers, followers, partners, co-workers, etc. people knowing and
caring about people.
4) Using external conjunctions = Enhancing by linking to real world
events (Holocaust, the Final Solution, death trains)
5) Using internal conjunction = Elaborating and itemizing steps in an
argument (Firstly, secondly, next, finally
6) Using causal conjunction = the cause of an event, because
15
7) Using contrastive conjunction = but, nevertheless
8) Using simple present tense = Bruno is quiet boy
9) Focusing on generic human and non-human participants, e.g.: car,
pollution, leaded petrol car
10) Using abstract noun, e.g.: policy, government
11) Using relational processes, e.g.: It is important
12) Using modal verbs, e.g.: We must preserve
13) Using modal adverbs, e.g.: Certainly we.
14) Using passive sentence
The Importance of Internet for Education
Thesis The impact of internet in education has been far reaching and
still developing. It has created instant access to a wide variety of
research information to help students learn.
(Argument) Nowadays, internet access has created the potential for
students to learn new material easily. The time students have at class is
limited, so the teacher sometimes cannot give all the explanation
needed. In this case, internet can help students to get more explanation.
(Argument 1 Internet has become now way of life. In the future, on
students‟ working life, they will have to use internet. So it is wise for
the teacher to give assignment which related to it. For example, teacher
can ask students to give the assignment via e-mail.
(Reiteration) Internet has big impact on education. There are many
positive things students and teacher can get from it.
Based on the explanation above, it can be conclude the
components of reading comprehension for analytical exposition text are
finding topic andmain idea, finding factual information, finding reference
and inference, understanding generic structure of recount text,
understanding language features of analytical exposition.
16
4. The Steps of Teaching Reading Comprehension of Analytical
Exposition by Using Picture Series
1. The teacher conveys the competencies want to achieve in reading
comprhension
2. The teacher prepares the picture according to the text the students
wants toread.
3. The teacher asked students‟ ideas or experiences that related to the
material that will be discussed.
4. The teacher asks students about the content of the text according
to the images they see in the text.
5. The students are given time to read text in the time specified.
6. After finishing reading the students are asked to explain the
contents of the text they read
7. Students are asked by the teacher to answer question.
B. Previous Related Studies
There are some previous studies relevant to research. The first
relevant study was done by Allen Subekti the title “The Effectiveness of
Using Picture in Teaching Reading of Analytical Exposition asher thesis
2014. The study was condcudect at MAS Sukoharjo and it aimed at
examining the use of picture in reading comprehension to improve
student‟s reading comprehension. The researcer was conducting a sample
by using probability class of the elevent grade which had the avarage
score was 75, soit was taken as the sample consisted of 50 students.The
researcher took the XI A that group of sample was controland experiiment
group.
The second relevant study was done by Zainal ikhsanuddin the
titled Improving Students‟ Reading Comprehension of Analytical
Exposition as her thesis in 2016. The study was conducted at SMA N 1
17
Jakarta and it aimed at implementing picture as a medium to improve the
reading skill. The study was a classroom action research with 30 students
of grade XI.D as the participant. The study, furthermore, used both
qualitative (interview and observation) and quantitative data (pre and post
test). The study showed that there were improvements on the students‟
reading.
The last study that is relevant to this research in the one conducted
by Rosida Elka titled The Use of picture in Teaching reading
comprehension of analytical exposition as her thesis 2012. This study was
conducted to find out wheter the use of picture is effective or not in
teaching reading comprehension at eleventh grade students of MAN
Jakarta Alfalah academic year 2011/2012. This study used an experimental
research method with two design group sample. The subject of this study
was the eleventh grade students and the group sample were class 8.12 as
experimental group that was treated through picture and 8.11 as control
group that was treated without picturel .The total number of samples is 74
students. The sampling technique that used was purposive smapling
tehnique. The researcher used pre-test,post-tes and treatment in collecting
the data. the instrument that used to collect the data was test sheet only.
The tehcnique used in analyzed the data was t-test formula.
In this case, the researcher want to use picture as media in
teaching reading, wheter this media effective or not in teaching reading
and the researcher also focus on reading comprehension of analytical
exposition at eleventh grade students in MA Mahdaliyah Jambi City.
Based on some of previous studies above will ensure the writer to take this
problem for writer‟s research, because the third scholar above were
successesed in finishing this problem.
18
C. Thinking Framework
There are two variables in this study. In this study, the writer
decides that the independent variable is using picture series and the
dependent variable is students‟ reading comprehension.
This study will be focus on whether the picture series effective or
not. Reading is one of the language skills that important enough. Reading
comprehension is one of the major target in learning English. Students
who learn English should be able to take important information from
reading and of course, their teacher is expected to develop reading skill
toward educational objectives to support the students reading activity.
Reading comprehension refers to the students‟ ability to understand the
reading text given. Howeverto comprehend the text, a reader does not only
need linguistic knowledge but also they need much background
knowledge to support the linguistic one. Having good reading
comprehension can support the other.
D. Research Hypothesis
Based on the theory and the objective of the study, it can be
formulated hypothesis as below:
Ho: There is no effect of using picture series in teaching reading of
Analytical Exposition text.
Ha: There is effect of using picture series in teaching reading of analytical
exposition
19
CHAPTER III
RESEARCH METHOD
A. Place of Time the Research
This research was conducted at Islamic Senior High School
Mahdaliyah Jambi city in academic years 2018/2019. This research
almost two month, started from 19 February until 19 April ,the research
focuses on grade eleventh in Islamic Senior High School Mahdaliyah
Jambi City.The reason for choosing the school because the reseacher
found that is the students reading comprehension still low and the same
research never been conducted there. The students in the school also
learn Learning Comprehension as a part of their English curriculum.
B. Method and Design of the Research
The research conducted in a quantitative research method with
experimental design for the research.According to Gay he said the
purpose of experimental quasi is to establish cause-effect relationship
between two variables (Rosa, RN, And All. 2008:88). The researcher
used quasi -experimental study because the researchers used the classes
that have been formed initially as a class in MAS Mahdaliyah Jambi.
Quasi-experimental design uses pretests and post-test to both
experimental group and controlled group. The research involves two
different classes; in the experimental group, researcher used picture
series as the media of teaching reading of analytical exposition, and in
the controlled group, researcher did not use picture series as the media of
teaching reading of analytical exposition.
20
Table 3.1 : The non-equivalent pretest-posttest design
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 of the Research
1. Population
According to Sugiyono (2010: 80), Population is generalization of
object or subject that have certain characteristics and quality of their set
by investigation to be learned and then drawn conclusion.
The populations of this study are the students of the eleventh
grades of MAS Kota Jambi which consists of 2 classes in total from X1 A.
20 with 20 students in each class. The total population is 40 students.
Experimental
Group
O1 X O2
Control
Group
O3 O4
21
Table 3.2 : Number of Population
No CLASS PROBABILITY
1 X1 A 20
2 X1 B 20
TOTAL 40
Source: Data documentation of Islamic Senior High School Mahdaliyah
Jambi city
2. Sample
The sample is part of the number and characteristics possessed
by this population(Sugiyono,2013: p.81) The research use Sampling
probability. According to Arikuno( 2006 : 120) Probability Sampling is
that provide equal opportunities for each members element of the
population to be chosen as member of the sample. The research choose
this sample because the research give occasion to members. The sample of
this research is class X1 A1 is 20 students and X1 A2 is 20 students as
the experimental class and control group, The total is experimental class
and control group 40 students.
D. Variable of the Research
In doing the research, there were variable involved. Define a
variable as an atribute of a person or of an object which varies from person
to person or from object to object. In this study, there were two variables
which were classified into independent and dependent
variables.Independent variable that usually represented by the letter x or
other letters is major variable which selected, manipulated and measure by
the researcher (Hatch ad Farhady, 1982,15) On the other hand, dependent
variable that is reprsented by the letter y is variable which you observe
and measure to determine the effect of the independent variable. In this
22
study, picture series was selected as independent variable and the students‟
reading comprehension were selected the dependent variable.
E. Instrument of Research
The researcher collected the data by a test as research instrument.
There were two; pre-test and post-test. The pre-test is aims at finding out
the students‟ reading comprehension treatment is given by picture series ;
while the post-test is aims at finding out the students‟ reading
comprehension after treatment is given by picture series. The researcher
gave the same test for experimental and control group.The type of the test
was essay test which consisted of 20 items. The score in each item was 10
for correct answer. Then, students will get 100 point it all the answer
correctly.
1. Validity and Reliability test
Good instrument is the instrument that have two requirement those
are valid and reliable. The valid instrument is the instrument that can
measured the thing that would be measured.
a. Validity of the test
According to Muijis (2004)”Validity basically concerns whether
we are measuring what we want to measure and is probably the single
most importat aspect of measurement “(Mujis 2004, p .82) The validity
that will be used in this research is content validity which will be
appropriated with the curriculum and the instrument or test that will be
validated by expert. Content validity of the test can be done comparing the
contents of the instrument with the subject material that has been taught
(Sugiyono, 2013:p 129)
.
23
To know whether the test is a good reflection of what has been
taught and of the knowledge which the teacher wants the students to know,
the researcher compared this test with table of specification. If the table
represents the material that the research wants to test, then it is valid
test.from that point of view. A table of specification is an instrument that
help the test constructor plan the test. According toArikunto,(2010: 65)
valid is a measure that shows the level of the success of a test. A test
measures what you want to measure. The test has high validity if the
results are in accordance with the criteria, in the sense that they have
parallels between the test and criteria.
Table 3.3 :The Specification of the Test
No Objectives Number of test
Items
Total of test
Items
1 Finding topic & main idea 1,6,11,16 4 items
2 Finding factual information 2,7,12,17 4 items
3 Finding reference word,
synonym & antonym
3,8,13,18 4 items
4 Understanding generic
structure & language
4,9,14,19 4 items
5 Understanding inference 5,10,15,20 4 items
Total of numbers 20
24
Table 3.4 : Range of Students Reading Comprehension
No Range Qualification
96-100 Excellent
80-100 Very good
70-79 Good
60-69 Fairly Good
56-6 Enough
36-55 Poor
0-35 Very Poor
Source: Ariunto,(2010:142)
To prove whether the test is valid or not. The researcher use the
correlation product moment to know the validity of the test in this thesis.
The validity will used by using product moment formula is:
Rxy =
√
Note:
rxy= the coefficient of correlation product moment
N = Number of sample
X = Variable the effect of picture series
Y = Variable students‟ reading comprehension
b. Reliability of the Test
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(Frankel
&Wallenn, 2009: p 154). The technique thatwill be Cronbach Alpha.
Crobach alpha is a method often used in research to measure the scale
range (Duwi, 2014: p 64) The researcher tested reliability of test by using
SPSS 22.0
25
Table 3.5 : The result of Reliability Instrument
Reliability Statistics
Cronbach's
Alpha N of Items
.718 20
Based on the result of the test.It has found that r (0.718) was higher
than r table(0.396) or 0, 718> 0.396. It means that the data is Reliable. It
indicated that there was strong relationship of the data.
F. Technique of Data Analysis
After the writer getting students‟ scores of reading pre-test and
post-test between experimental and control classes. The research analysis
the data by using requirements test before. It consists of normality test,
homogeneity test, and T-test.
1. Normality test
Normality of the data would be found by using Calculating average
and standard deviationby this following formula:
a. Perception X1, X2...xn made permanent number zi, z1, z2... zn by using
formula
b. To every this permanent number and by using enlist of permanent
normal distribution, and the calculating the opportunity F (Zi) =
P(Z<Zi)
c. Here, after calculating a proportion z1, z2,..zn, the smaller equals to zi.
d. Counting the difference F(Zi)-S(Zi), and then determine is absolute
price
e. Taking the biggest price among absolute price of the difference and
mentioning the price by Lo
f. If Lo < L obtained from the critical value test, the Liliefors with the real
level a = 0,05, hence the distribution is normal.
26
2. Homogenity Test
According to Priyatno (2014:84) Homogenity test is used to know
whether data come from the homogeneous variance or not. To calculate the
research use test variants of both homogenous samples, variants equality
test, that is:
F=
Here after comparing to the Ftable, its criterion is:
If Fcount<Ftable, then both samples are homogeneus
3. T-test
A t-test formula use in this research is to prove the hypothesis. It is
aim to analyze the significant differences between the means score in
experimental and control groups. The formula of the t-test is:
t =
√
Where:
x1= Average value of sample owning of the first group
x2= Average of sample owning of the second group S
s= Marger of standard deviation
n1 = Nominal of sample owning of the first group
n2 = Nominal of sample owning of the second group
27
G. Statistical hypothesis
Hypothesis of this study are:
1. Null Hypothesis(Ho)
There is no significant effect on the students‟ reading comprehension
who are taught by using picture series,
2. Alternative Hypothesis (Ha)
There is any significance effect on the students‟ reading comprehension
who taught by using picture series.
Ho = to< tt
Ha = to > tt
Where:
Ho: There is no effect of using picture series in teaching reading of
analytical exposition
Ha: There is effect of using picture series in teaching reading of Analytical
exposition
If t-test (to)> t-table (tt) in significant degree 5%,Ho(null hypothesis) is
rejected.
If t-test (to) < t-table (tt) in significant degree 5%, Ha (null hypothesis) is
accepted.
G. Research of Schedules
The schedule of this is devided into four phases, preparation of
proposal, preparation to get seminar, to get research and upgrading and
the data. To simple the research, scrip-writer arrange the schedule of
research activity is below:
28
Table 3.6 : The Research of Schedules
No Activities Years/Month
2018 2019
Desember January Februari Meret April
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Prepation of
proposal
√ X
x
2 Arranging
of proposal
√ √ √ √
3 Preparation
of seminar
√ √
4 Seminar √
5 Improveme
nt seminar
√
6 Research
permission
√
7 Collection
data
√ √ √ √ √ √ √
8 Arrange
research list
√
9 Wrting final
report
√ √ √ √
29
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Finding ofthe Study
This study was conducted by applying Picture an experimental
research. There were two groups in this research, namely experimental and
control group. This research applied a writing test which the total score is
100. The pre test was given before the treatment and the post test was
given after the treatment. The researcher gave the treatment to students in
the experimental group by picture while control group without picture.
1. Description of Data
In this section,after conducting the research, the researcher got the
data of students‟ scores in pre test and post test from both experimental
and control group.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 Category
86-100 Very good
76-85 Good
56-75 Fair
36-55 Poor
0-35 Very poor
Source :Arikunto,(2010:142)
30
Table 4.2. The Score of Pre Test and Post Test of Experimental Group
No Students Pre Test Post Test
1 S1 55 75
2 S2 60 80
3 S3 55 75
4 S4 60 80
5 S5 60 80
6 S6 55 75
7 S7 60 80
8 S8 55 75
9 S9 60 80
10 S10 55 75
11 S11 55 75
12 S12 60 80
13 S13 60 80
14 S14 55 75
15 S15 55 75
16 S16 60 80
17 S17 60 80
17 S18 55 75
19 S19 60 80
20 S20 60 80
Total ∑ = 1155 ∑ = 1555
Mean 57.75 77.75
Max 60 80
Min 55 75
Based on the table above, the student‟s achievement in reading
comprehension at experimental group showed the lowest score of pre-test
was 55, and the highest score of post test was 60 and the mean of pre-test
was 57.75. On the other hand the lowest score of pre-test was 75, and the
highest score of post-test was 80 and the mean of post-test was 77.75
31
Table 4.3 The Score of Pre Test and Post Test of Control Group
No Students Pre Test Post Pest
1 S1 40 60
2 S2 50 65
3 S3 50 65
4 S4 55 70
5 S5 55 70
6 S6 50 65
7 S7 40 60
8 S8 40 60
9 S9 40 60
10 S10 50 65
11 S11 55 70
12 S12 50 65
13 S13 50 65
14 S14 40 60
15 S15 40 60
16 S16 50 65
17 S17 40 60
18 S18 40 60
19 S19 50 65
20 S20 55 70
Total ∑ = 930 ∑ = 1275
Mean 46.5 63.75
Max 55 70
Min 40 60
Based on the table above, the student‟s score in reading
comprehension in control group showed the lowest score of pre-test was
40, and the highest score of pre-test was 55 and the mean of pre-test was
46.5. On the other hand the lowest score of post-test was 60, and the
highest score of post-test was 70 and the mean of posttest was 63.75
Based on the explanation above, it shows that the students‟ score
in experimental group was higher than student‟s score in control group,
where in pre-test (46.5) and the score in post-test (63.75). The total score
of the mean score in experimental and control group showed that there was
significant effect in improvement of student‟s score between pre-test and
post-test.
32
B. Data Analysis
1. Normality Testing
Normality testing used to determine if a data set is well-modeled
by a normal distribution and to compute how likely it is for a random
variable underlying the data set to be normally distributed.
Table 4.4 Frequency Distribution of Pre Test in Experimental Group
No Xi Fi Fi Xi Xi² Fi Xi²
1 55 9 495 3025 27225
2 60 10 660 3600 39600
Total 20 1155 6625 66825
Based on the data above, the result ofFiXi² is 66825 and Fi Xi is
1155. Then the following is the calculation of mean, variant and standard
deviation.
a. Mean
x =
where:
x = Mean of variabel x
Σ Fi Xi = Total number of Score
ΣFi= Number of Sample
So,
x =Σ
Σ
=
=57.75
33
b. variant
Where:
S2
= variant
N = Number of sample
So
S2
=
=
=
=
= 6.513
c. Standard Deviation
S=√
=√
= 2.552
After getting the calculation of mean, variant and deviation
standard, then the next step is to found out the normality of the test. It
means that the test was given to the students is observed by Liliefors test.
The calculation of normality can be seen in the following table 4.5:
34
Table 4.5. Normality Testing of Pre Test in Experimental Group
No Score Zi Fi(Zi) S(Zi) Fi(Zi)- S(Zi)
1 55 18.9 0.1423 0.45 -0.3077
2 55 18.9 0.1423 0.45 -0.3077
3 55 18.9 0.1423 0.45 -0.3077
4 55 18.9 0.1423 0.45 -0.3077
5 55 18.9 0.1423 0.45 -0.3077
6 55 18.9 0.1423 0.45 -0.3077
7 55 18.9 0.1423 0.45 -0.3077
8 55 18.9 0.1423 0.45 -0.3077
9 55 18.9 0.1423 0.45 -0.3077
10 60 20.9 0.3106 1.00 -0.6894
11 60 20.9 0.3106 1.00 -0.6894
12 60 20.9 0.3106 1.00 -0.6894
13 60 20.9 0.3106 1.00 -0.6894
14 60 20.9 0.3106 1.00 -0.6894
15 60 20.9 0.3106 1.00 -0.6894
16 60 20.9 0.3106 1.00 -0.6894
17 60 20.9 0.3106 1.00 -0.6894
18 60 20.9 0.3106 1.00 -0.6894
19 60 20.9 0.3106 1.00 -0.6894
20 60 20.9 0.3106 1.00 -0.6894
Total 1555 Lo= -0.3077
Mean 57.75 Lt =0.190
35
a. Finding Z Score
Formula:Zi 1 =
Zi 1 =
= 18.9
Zi 2 =
=20.9
b. Finding S (Zi)
S(Zi) =
= 0.45
= 1.00
From the table above, it can be seen that Liliefors observation or
Lo = -0.3077with n = 20 and at real level a= 0.05 from the list of critical
value of Liliefors table Lt = 0.190. It is known that the coefficient of Lo(-
0.3077) Lt (0.190). So it can be concluded that the data distribution of the
student‟s ability in reading comprehension is normal.
Table 4.6.Frequency Distribution of post test in Experimental Group
No Xi Fi Fi Xi Xi² Fi Xi²
1 75 9 675 5625 50625
2 80 11 880 6400 70400
Total 20 1555 12025 121025
Based on the data above, the result ofFiXi² is 121025 and Fi
Xi1555. Then the following is the calculation of mean, variant and
standard deviation.
36
a. Mean
x =
where
x =Mean of variabel x
Σ Fi Xi = Total number of Score
ΣFi=Number of Sample
So,
x =Σ
Σ
=
=77.75
b. variant
Where:
S2
= variant
N = Number of sample
So
S2
=
=
=
=
= 6.513
c. Standard Deviation
S=√
=√
= 2.55
37
After getting the calculation of mean, variant and deviation
standard, then the next step is to found out the normality of the test. It
means that the test was given to the students is observed by Liliefors test.
The calculation of normality reading text can be seen in the following
table 4.7.
Table 4.7 Normality Testing of Post test in Experimental Group
No Score Zi Fi(Zi) S(Zi) Fi(Zi)- S(Zi)
1 75 -1.07 0.1446 0.45 -0.3054
2 75 -1.07 0.1446 0.45 -0.3054
3 75 -1.07 0.1446 0.45 -0.3054
4 75 -1.07 0.1446 0.45 -0.3054
5 75 -1.07 0.1446 0.45 -03054
6 75 -1.07 0.1446 0.45 -0.3054
7 75 -1.07 0.1446 0.45 -0.3054
8 75 -1.07 0.1446 0.45 -0.3054
9 75 -1.07 0.1446 0.45 -0.3054
10 80 -0.88 0.3106 1.00 -06894
11 80 -0.88 0.3106 1.00 -0.6894
12 80 -0.88 0.3106 1.00 -0.6894
13 80 -0.88 0.3106 1.00 -0.6894
14 80 -0.88 0.3106 1.00 -0.6894
15 80 -0.88 0.3106 1.00 -0.6894
16 80 -0.88 0.3106 1.00 -0.6894
17 80 -0.88 0.3106 1.00 -0.6894
18 80 -0.88 0.3106 1.00 -0.6894
19 80 -0.88 0.3106 1.00 -0.6894
20 80 -0.88 0.3106 1.00 -0.6894
Total 1.555 Lo= -0.3054
Mean 77.75 Lt =0.190
38
a. Finding Z Score
Formula:Zi 1 =
Zi 1 =
= -1.07
Zi 2 =
=-0.88
b. Finding S (Zi)
S(Zi) =
= 0.45
= 1.00
From the table above, it can be seen that Liliefors observation or Lo
= 0.3054 with n = 20 and at real level a= 0.05 from the list of critical value
of Liliefors table Lt = 0.190. It is known that the coefficient of Lo (-
0.3054) a Lt (0.190). So it can be concluded that the data distribution of
the student‟s ability in Reading comprehension is normal.
Table 4.8. Frequency Distribution of pre test in control group
No Xi Fi Fi Xi Xi² Fi Xi²
1 40 9 360 1600 14400
2 50 7 350 2300 17500
55 4 220 3025 12100
Total 20 930 7125 44000
Based on the data above, the result ofFiXi² is 44000 andFiXi i is
7125. Then the following is the calculation of mean, variant and standard
deviation.
39
a. Mean
x =
where
x =Mean of variabel x
Σ Fi Xi = Total number of Score
ΣFi=Number of Sample
So,
x =
=
=46.5
b. variant
Where:
S2
= variant
N = Number of sample
So
S2
=
=
=
=
= 39.73
c. Standard Deviation
S=√
=√
= 6.30
40
After getting the calculation of mean, variant and deviation
standard, then the next step is to found out the normality of the test. It
means that the test was given to the students is observed by Liliefors test.
The calculation of normality Reading Comprehension can be seen in the
following table 4.8
Table 4.9 Normality Testing of Pre test in control group
No Score Zi Fi(Zi) S(Zi) Fi(Zi)- S(Zi)
1 40 -1.06 0.1515 -1.03 -0.5085
2 40 -1.06 0.1515 -1.03 -05085
3 40 -1.06 0.1515 -1.03 -05085
4 40 -1.06 0.1515 -1.03 -05085
5 40 -1.06 0.1515 -1.03 -0.5085
6 40 -1.06 0.1515 -1.03 -0.5085
7 40 -1.06 0.1515 -1.03 -0.5085
8 40 -1.06 0.1515 -1.03 -0.5085
9 40 -1.06 0.1515 -1.03 -0.5085
10 50 -0.55 0.2080 -0.55 -0.342
11 50 -0.55 0.2080 -0.55 -0.342
12 50 -0.55 0.2080 -0.55 -0.342
13 50 -0.55 0.2080 -0.55 -0.342
14 50 -0.55 0.2080 -.055 -0.342
15 50 -0.55 0.2080 -0.55 -0.342
16 50 -0.55 0.2080 -0.55 -0.342
17 55 1.34 0.4082 1.34 -0.9318
18 55 1.34 0.4082 1.34 -0.9318
19 55 1.34 0.4082 1.34 -0.9318
20 55 1.34 0.4082 1.34 -0.9318
Total 930 Lo= -0.342
Mean 46.5 Lt =0.190
41
a. Finding Z Score
Formula: Zi 1 =
Zi 1 =
= -1.03
Zi 2 =
=-0.55
Zi 3 =
= -1.34
b. Finding S (Zi)
S(Zi) =
= 0.4
= 0.8
=1.00
From the table above, it can be seen that Liliefors observation or Lo
= 0.342with n = 20 and at real level a= 0.05 from the list of critical value
of Liliefors table Lt = 0.190. It is known that the coefficient of Lo (-0.342)
a Lt (0.190). So it can be concluded that the data distribution of the
student‟s ability in reading comprehension is normal.
Table 4.10.Frequency Distribution of Post Test in Control group
No Xi Fi Fi Xi Xi² Fi Xi²
1 60 9 540 3600 32400
2 65 7 455 4225 29575
3 70 4 280 4900 19600
Total 20 1275 12725 81575
Based on the data above, the result ofFiXi²is81575and Fi Xi is
1275. Then the following is the calculation of mean, variant and standard
deviation.
42
a. Mean
x =
where
x =Mean of variabel x
Σ Fi Xi = Total number of Score
ΣFi=Number of Sample
So,
x =
=
=63.75
b. variant
Where:
S2
= variant
N = Number of sample
So
S2
=
=
=
=
= 15.46
c. Standard Deviation
S=√
=√
= 3.93
43
After getting the calculation of mean, variant and deviation
standard, then the next step is to found out the normality of the test. It
means that the test was given to the students is observed by Liliefors test.
The calculation of normality reading comprehension can be seen in the
following table4.11.
Table 4.11 Normality Testing of post test in Control Group
No Score Zi Fi(Zi) S(Zi) Fi(Zi)- S(Zi)
1 60 -0.95 0.1711 0.45 -0.2789
2 60 -0.95 0.1711 0.45 -0.2789
3 60 -0.95 0.1711 0.45 -02789
4 60 -0.95 0.1711 0.45 -0.2789
5 60 -0.95 0.1711 0.45 -0.2789
6 60 -0.95 0.1711 0.45 -0.2789
7 60 -0.95 0.1711 0.45 -0.2789
8 60 -0.95 0.1711 0.45 -0.2789
9 60 -0.95 0.1711 0.45 -0.2789
10 65 -0.31 0.1217 0.8 -0.6783
11 65 -0.31 0.1217 0.8 -0.6783
12 65 -0.31 0.1217 0.8 -0.6783
13 65 -0.31 0.1217 0.8 -0.6783
14 65 -0.31 0.1217 0.8 -0.6783
15 65 -0.31 0.1217 0.8 -0.6783
16 65 -0.31 0.1217 0.8 -0.6783
17 70 1.59 0.4441 1.00 -0.5559
18 70 1.59 0,4441 1.00 -0.5559
19 70 1.59 0.4441 1.00 -0.5559
20 70 1.59 0.4441 1.00 -0.5559
Total 1275 Lo= -02789
Mean 63.75 Lt =0.190
44
a. Finding Z Score
Formula: Zi 1 =
Zi 1 =
= -0.95
Zi 2 =
=-0.31
Zi 3 =
= -1.59
b. Finding S (Zi)
S(Zi) =
= 0.23
= 0.33
=1.00
From the table above, it can be seen that Liliefors observation or Lo
= 0.2789with n = 20 and at real level a= 0.05 from the list of critical value
of Liliefors table Lt = 0.190. It is known that the coefficient of Lo (-
0.2789) a Lt (0.190). So it can be concluded that the data distribution of
the student‟s ability in Reading Comprehension is normal
2. Validity Testing
Rxy =
√
=
√
3. Homogenity Testing
Fobs=
Where
= the biggest variant
= the smallest variant
Base on variant of both sample of pre test found that
S²ex =6.513 N=20
S²CO =39.73 N=20
So
45
Fobs=
Fobs =
=0.16
Then the coefficient of Fobs = 0.16 is compared with Ftable, where
Ftable is determined at real level = 0.05 and the same numerator dk = N -
1 = 20 - 1 = 19 that was exist dk numerator 19, the denominator dk = n - 1
(20 - 1 = 19). Then Ftable can be calculated F 0.05(19,19) = 2.15 So
Fobs<Ftableatau (0.16 < 2.15) so it can be concluded that the variant is
homogenous.
3. Homogeneity Testing of Post Test
Fobs=
Where
= the biggest variant
= the smallest variant
Base on variant of both sample of pre test found that
S²ex =65.13 N=20
S²CO =15.46 N=20
So
Fobs
Fobs
=0.03
Then the coefficient of Fobs = 0.03 is compared with Ftable, where
Ftable is determined at real level = 0.05 and the same numerator dk = N -
1 = 20 - 1 = 19 that was exist dk numerator 19, the denominator dk = n - 1
(20 - 1 = 19). Then Ftable can be calculated F0.05(19,19) = 2.15 So
Fobs<Ftableatau (0.03<2.15 ) so it can be concluded that the variant is
homogenous.
46
C. Hypothesis Testing
Table 4.12 Mean of Post-test pre test in experimental Group
No Score Post test Score Pre test Decrease
1 75 55 20
2 80 60 20
3 75 55 20
4 80 60 20
5 80 60 20
6 75 55 20
7 80 60 20
8 75 55 20
9 80 60 20
10 75 55 20
11 75 55 20
12 80 60 20
13 80 60 20
14 75 55 20
15 75 55 20
16 80 60 20
17 80 60 20
18 75 55 20
19 80 60 20
20 80 60 20
∑ 400
Mean 20.00
47
Table 4.13. Mean of Post test- pre test in control group
No Score Post test Score Pre test Decraese
1 60 40 15
2 65 50 15
3 70 55 15
4 70 55 15
5 65 50 20
6 60 40 20
7 60 40 20
8 60 40 15
9 65 50 15
10 70 55 15
11 65 50 15
12 65 50 15
13 60 40 20
14 60 40 20
15 65 50 15
16 60 40 20
17 60 40 15
18 65 50 15
19 70 55 15
20 60 40 20
∑ 370
Mean 18.5
T. Formula
Experimental group : x 1 =77.75 S1² =2.55 ; n1=20
Control Group : x 2 =63.75 S2² =3.93 ; n2=20
48
With
S² =
S² =
S² =
S² =
S ² =3,24
S ² =√
SO
tcount = ̅
√
Tcount=
√
Tcount=
Tcount=2.462
From the computation above, it can be seen that to observed =
2.462. The testing hypothesis is conducted in order to find out whether that
hypothesis is accepted or rejected. The basis of testing hypothesis is that
the Ha is accepted ifthetobserved>ttable. In this study the calculation of the
scores uses t-test for the degree of freedom 38 (df = N + N - 2) at the level
of significant 0.05 that the critical value is 1.686. So it can be seen that
ttable= 1.686. (See Appendix 5) After the scores were calculated, it was
found that in this study the tobserved is higher than the ttable. It can be seen as
follow: tobserved>ttable(a = 0.05) with df 38 2.462>1.686
49
From the result above, it shows that the alternative hypothesis (Ha)
is accepted and the null hypothesis (Ho) is rejected. It means that picture
series affect student‟s achievement in reading comprehension.
D. Interpretation
The aims of this study were to find out whether or not there was a
significant effect of using picture in reading comprehension of analytical
expsition. The result showed that there was any significant effect of group
who are taught by picture and those who are 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 57.75 with minimum score was 55 and
maximum score was 60. The mean score of post-test in experimental class
was 77.50 with minimum score was 75 and maximum score was 80.
Meanwhile, the mean score of pre-test of control group was 46.5 with
minimum score was 40 and maximum score was 55. The mean score of
post test of control group was 63.75 with minimum score was 60 and
maximum score was 70.
From the analysis data above, there was any significant effect of
using picture in reading comprehension of analytical exposition. It means
students‟ score of post-test was better than pre-test, thus, students‟ score of
post-test did give some effect in this research. In order to gain the research
problem are stated in chapter I, The researcher conducted an experiment in
a pre-test and post-test design. The procedures done during teaching and
learning process were devided into three steps.
First step, give the pre-test to the students. Pre-test that the
reseacher gave to the students to know the capacity of the students‟
competence between experimental class an control class. When the
researcher gave the pre-test to the two class, there were 10th
Social 1 and
10th
Social 3 there some differences when they did a pre-test before, the
researcher choose one of them to be experimental class or control class.
The differences were in10th
Social 1 the students did not interested to the
50
test, they prefer to play handphone, talk with their classmate and they
choose to go out the class. Furthermore, just only 20 students who did the
pre-test. Meanwhile, 10th
3 the students were excited to did the pre-test, so
there were 28 students did the test. After complete the test, the researcher
choose the as the experimental class.
Second step, was applying the treatment to teached them how to
get with picture as a media in reading comprehension. The treatment was
done four meeting. First meeting, the students enjoy what the researcher
teach, the reseacher teached them about the deffinition of analytical
exposition text and structure of the text. The reseacher have 90 minutes to
teach them about reading comprehension. And they got the point of
analytical exposition. Second meeting, they enjoy the teaching learning
reading , because they think the subject was interesting. Reseraher keep on
discussing the material in brief after that the researher discussed about
language features of analytical exposition. In this meeting they might be
seriuouly in lerning this subject. Third meeting, some them who want to
learned and listened the researcher in this meeting the researcher gave
them the example of text and how to get informaion from the text.
Moreover, the students have more vocabularies and understand how to get
information from the text. And the last meeting students enjoy in learning
reading comprehension and more active from before.
The last step, was giving the post-test. Post-test it the test to know
the students‟ ability after using picture. The test of post-test reading base
on the specification of the test that is to get finding topic & main idea,
finding factual information, finding reference word, synonym & antonym,
understanding generic structure & language and understanding inference. t
because this specification based on their syllabus and approved the English
teahcer. When gave this test, the fisrt class who got the test was the 10th
Social 1 they were very unconfident this was the same situation when the
researcher gave the pre-test. They have bad reading when they did the test.
51
After the steps were conducted, the reseacher got data in the form
of pre-test and post-test score. Then, the researcher analyzed them by T-
test. In the table 4.2 the researcher analyzed a descriptive statistic of both
pre-test and post-test scores and it shows the different mean of pre-test and
post-test score. It shows the mean pre-test score is lower the post-test score
(55.75<77.77). from the data above, the reseacher interpreted there is
improving of students reading score from pre-test to post-test. The
resercher need to analyzed T-test to know the significant different both
pre-test and post-test score.
Base on the observed = 2.462. The testing hypothesis is conducted
in order to find out whether that hypothesis is accepted or rejected. The
basis of testing hypothesis is that the Ha is accepted if thetobserved>ttable. In
this study the calculation of the scores uses t-test for the degree of freedom
38 (df = N + N - 2) at the level of significant 0.05 that the critical value is
1.686. So it can be seen that ttable= 1.686. (See Appendix 5) After the
scores were calculated, it was found that in this study the tobserved is higher
than the ttable. It can be seen as follow: tobserved>ttable(a = 0.05) with df 38
2.462>1.686 eleventh grade students of islamic Senior High School
Mahdaliyah Jambi city in academic year 2018/2019 before and after using
picture.
Teaching reading by using picture as a media was effective, they
used variety of vocabulary, and the content was more interesting. The
students got some positive side after the researcher gave them the
treatment by picture in reading. They did some effort to make their reading
better when post-test. It means that some of them were interested in using
picture reading. It because they were feeling enjoy and they understand
about content of the text what they have read. Another positive side using
picture just not only as a media for reading , but also others media for any
subject.
.
52
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
According to the previous discussion and the result of research, a
conclusion can be sum up:
Through the analysis of the findings gained from the students‟
reading comprehension pre-test and post-test, there was significant effect
of using picture reading comprehension of analytical exposition text. It
means students‟ score of post-test was better than pre-test. Thus, students‟
score of post-test gave some effect in this research. Actually, picture was
a good media for students, because picture teached them to read enjoy.
But, the students did not have ability to know the content of text. In fact,
they were enjoy and relax to read text only in meaning text, but they have
limited english vocabularies and more lazy.
The researcher conclude the following points in this research: The
effect of picture on students reading comprehension got high score on 70
and there is any significantly affect of using picture . Because there is a
positive effect of using picture on students‟s reading comprehension at
Islamic Senior High School Mahdaliyah Jambi City. It can be seen from
the value of tobservation =2.462>from ttable =1.686
53
B. Suggestions
The following suggestion are presented for those who are willing to
contribute to the present study by conducting studies on the effect of
picture on students‟ reading comprehension.
1. For the writer
It will broaden the writer knowledge in teaching analytical
exposition reading especially
2. For the English teachers
The result of this research is expected to give the information about
the effectivenss using picture in teaching reading analytical exposition
text, so the teacher can use alternative media picture in teaching reading
comprehension analytical exposition text.
3. For the reader
The research is expected to give information and knowledge about
the effectiveness using picture in teaching reading analytical expositiont
text.
54
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http://lrs.ed.uiuc.edu/students/jblanton/soalprestest &post test
/readingdef.htmDesember 24th, 2018.
retrieved on https://bahanajar.wordpress.com/textspeech// January, 21st 2019
56
APPENDIX 1
Soal Pre test and post test
Students Workship
Name:
Class:
Read the Text and Answer the Question!
Text for number 1-5
Learning English through music and songs can be very enjoyable. You can
mix pleasure with learning when you listen to a song and exploit the song as a
means to your English progress. Some underlying reason can be drawn to support
the idea why we use songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our
minds of the last song we heard after leaving a restaurant, shopping malls, etc) can
be both enjoyable and sometimes unnerving. This phenomenon also seems to
reinforce the idea that songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a
lot of repetition, which is just what many learners look for sample text. The fact
that they are effective makes them many times more motivating than other text.
Although usually simple, some songs can be quite complex syntactically, lexically
and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose.
Most pop songs and probably many other types don‟t have precise people, place
or time reference.
In addition, songs are relaxing. They provide variety and fun, and
encourage harmony within oneself and within one group. Little wonder they are
important tools in sustaining culture, religion, patriotism and yeas, even
revolution.
Last but not least, there are many learning activities we can do with songs
such as studying grammar, practicing selective listening comprehension,
translating songs, learning vocabulary, spelling and culture.
57
From the elaboration above, it can be concluded that learning through
music and songs, learning English can be enjoyable and fun.
1. What is the text above?
2. What is the communicative purpose of the text?
3. They provide variety and fun, and “encourage” in line 16 harmony
within oneself and within one group.”
The underlined word refers to?
4. What is generic structures of the text above?
5. What is the conclusion of the text?
Read the Text and Answer the Question!
Text for number 6-10
School uniform is special clothes worn by all students of a particular
school. The uniform of a school may differ from others. Why should schools use
uniforms? Below are some reasons.
First of all, Notre Dame‟s Department of Sociology produced a study in
1998 concerning school uniforms. Their findings using 10th grade students
showed that uniforms have no direct effect on “substance abuse, behavioral
problems orattendance.” It also claimed a negative effect on student achievements
for those students considered „pro-school‟.
Secondly, uniform helps to create a strong sense school ethos and a sense
of belonging to a particular community. As such it promotes discipline and helps
to drive up academic standards, which is why a uniform is often adopted by
schools which are being reopened with a fresh start after being classified as
failing.
58
Finally, uniform acts as a social leveler, under which all students are equal
in the eyes of the school and of each other. In institutions without uniform
students are often competitive and worry endlessly about their appearance and the
clothes they should wear. Pupils without expensive designer clothes and trainers
may be singled out as social outcasts, or stigmatized as being from poor
backgrounds. For these reasons many parents prefer uniforms as they save them
money on buying clothes for school wear. Considering the findings, schools
should implement the uniform as their identity. The government should also
publish some kind of rule which makes uniform compulsory for schools.
6. What is the topic of the passage?
7. What information is the text above?
8. In line 10 word “dicipline” ,What is Antonym of dicipline?
9. Conclusion mention usualy...
10. What is conclusion of the text?
Read the Text and Answer the Question!
Text for number 10-15
Even though many people think that national activities are usually
concentrated in big cities, village people can still receive information, education
and entertainment through television. Take the national and the world news for
example. These programs generally give its viewers the latest information on
national and international events. By watching news programs, village people can
keep abreast of what‟s happening on the other side of the world. Other programs
featuring the animal kingdom, farm life, cultural events, and health issues educate
the villagers on various aspects of life. These programs can certainly broaden their
horizons and hopefully give them fresh ideas on how to improve their standard of
living.
Programs such as music, film series, quizzes, and dance shows with their
entertaining nature provide visual enjoyment. Relaxing at home while enjoying
free entertainment is something villagers usually look forward to after a day of
hard work. So, television really offers a lot of benefits to villagers. It gives them
access to information, education, and entertainment, thus widening their horizons.
59
11. What is the main eda of the last paragraph?
12. What are benefits of television program base on the text above?
13 “village people can still receive information, education and entertainment
through television.”
The underlined word is closest meaning with …..
14. What is kind of program base on the text above?
15. What conclusion of the teaxt above?
Read the Text and Answer the Question!
Text for number 15-20
Opportunity in the Global Financial Crisis!
US financial crisis and its contagion to Europe and the rest of the world
could also create new opportunity for Indonesia in term of foreign direct
investment and the development of basic infrastructure.
As the US. Financial crisis has now spread to Europe, the oil-rich
countries such as Saudi Arabia, Kuwait and Arab Emirate which have
accumulated hundreds of billions of Dollars in their foreign reserve, are now
reviewing their holding or vehicle. They are looking for more diversified
investment outside the US and Europe.Because of unfavorable political
developments in Thailand and Malaysia over the past few months, Indonesia
which has largely Muslim population could become one of these oil-rich
countries‟ favorite place for foreign direct investment. That will be true if the
condition, legal and market infrastructure are conducive for Islamic financial
instrument.
The government had improved the legal framework with the recent
actment of laws on sharia banking and bonds. The long term nature of Islamic
bonds could make them the most suitable investment instrument Indonesia, as
these bonds grant an investor a share in an asset along with the cash flows and
risks commensurate with such ownership.
60
The financial crisis that has gripped the globe and weakening economic
growth in the rest of the world will serve to the government to accelerate the
investment reform measure in order to grab the hidden opportunity in the global
crisis.
16. What is the topic of the text above?
17.Where is the location of the global financial crisis mentioned in the text
above?
18. What is the synonym of opportunity in line 2?
19. What is the effect of Sharia bank in Indonesia?
20. What is the conclusion of the text above?
61
APPENDIX 2
KEYS ANSWER
1. Using songs in language learning
2. To persuade the reader to use songs in learning language
3. Songs
4. Thesis – arguments – reiteration
5. Learning through music and songs, learning English can be enjoyable and
fun.
6. The importance of school uniform
7. Uniform helps to create a strong sense school ethos and a sense of
belonging to a particular community and uniform acts as a social leveler,
under which all students are equal in the eyes of the school of each other.
8. Rebel
9. Reteration
10. Schools should implement the uniform as their identity and the
government should also publish some kind of rule which makes uniform
compulsory for schools.
11. television really offers a lot of benefits to villagers. It gives them access to
information, education, and entertainment, thus widening their horizons
12. By watching news programs, village people can keep abreast of what‟s
happening on the other side of the world
13. Acquire
14. Music, Film Series, Quizzes, and Dance
15. Television really offers a lot of benefits to villagers. It gives them access
to information, education, and entertainment, thus widening their horizons.
16. Opportunity in the Global Financial Crisis!
17. Europe and USA
18. Turn
19. Strengthening the bond between Indonesia and Arab countries.
62
20. The financial crisis that has gripped the globe and weakening economic
growth in the rest of the world will serve to the government to accelerate
the investment reform measures in order to grab the hidden opportunity in
the global crisis
63
APPENDIX 3
THE CRITICAL VALUE LILIEFORS TEST
64
APPENDIX 3
THE CRITICAL VALUE LILIEFORS TEST
65
APPENDIX 4
TABLE of F DISTRIBUTIN
Bilangan Dalam Badan Daftar Menyatakan:
Fp : Baris Atas Untuk P =0,05 dan Baris Bawah untuk p = ( 0,01 )
66
67
68
APPENDIX 5
Nilai Kritis Distribusi t
APPENDIX 6
The table of “R” Product Moment Search
69
No X
Y
X2
Y2
XY2
1 75 60 5625 3600 4500
2 80 65 6400 4225 5200
3 75 70 5625 4900 5250
4 80 70 6400 4900 5600
5 80 65 6400 4225 5200
6 75 60 5625 3600 4500
7 80 60 6400 3600 4800
8 75 60 5625 3600 4500
9 80 65 6400 4225 5200
10 75 70 5625 4900 5250
11 75 65 6400 4255 4875
12 80 65 5625 4255 5200
13 80 60 5625 3600 4800
14 75 60 6400 3600 4500
15 75 60 6400 3600 4500
16 80 60 5625 3600 4800
17 80 60 6400 3600 4800
18 75 65 5625 4225 4875
19 80 70 6400 4900 5600
20 80 60 6400 3600 4800
∑20
∑ 1555 ∑7270 ∑80950 ∑8050 ∑98750
APPENDIX 7
70
71
APPENDIX 5
Nilai Kritis Distribusi t
72
APPENDIX 6
The table of “R” Product Moment Search
No X
Y
X2
Y2
XY2
1 75 60 5625 3600 4500
73
2 80 65 6400 4225 5200
3 75 70 5625 4900 5250
4 80 70 6400 4900 5600
5 80 65 6400 4225 5200
6 75 60 5625 3600 4500
7 80 60 6400 3600 4800
8 75 60 5625 3600 4500
9 80 65 6400 4225 5200
10 75 70 5625 4900 5250
11 75 65 6400 4255 4875
12 80 65 5625 4255 5200
13 80 60 5625 3600 4800
14 75 60 6400 3600 4500
15 75 60 6400 3600 4500
16 80 60 5625 3600 4800
17 80 60 6400 3600 4800
18 75 65 5625 4225 4875
19 80 70 6400 4900 5600
20 80 60 6400 3600 4800
∑20
∑ 1555 ∑7270 ∑80950 ∑8050 ∑98750
74
APPENDIX 7
75
76
. APPENDIX 8
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Satuan Pendidikan : MAS Mahdaliyah kota jambi
Mata Pelajaran : Bahasa Inggris
Skill : Reading
Kelas / Semester : XI / 1(Experimental Class)
Materi Pokok : Analytical Exposition Text
Alokasi Waktu : 1-4 pertemuan 4 x 45(Pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, tolerans, damai), santun, responsif dan
pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metoda sesuai kaidah keilmuan
77
B. KOMPETENSI DASARDAN INDIKATOR
KOMPETENSI DASAR INDIKATOR
1.1Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi
internasional yang diwujudkan dalam
semangat belajar
2.3. 2.3 Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi
fungsional
3.1. 3.10Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
eksposisi analitis tentang topik yang
hangat dibicarakan umum, sesuai
dengan konteks penggunaannya.
4.1 4.14Menangkap makna dalam teks
eksposisi analitis tentang topik yang
hangat dibicarakan umum
1.1. 1.1Siswa dapat mensyukuri
kesempatan dapat mempelajari bahasa
Inggris sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat belajar
2.3. 2.3Siswa dapat menunjukkan
perilaku tanggung jawab, peduli,
kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional
3.1 3.10Siswa dapat menganalisis fungsi
sosial, struktur teks, dan unsur
kebahasaan dari teks eksposisi analitis
tentang topik yang hangat dibicarakan
umum, sesuai dengan konteks
penggunaannya.
4.1 4.14Siswa dapat menangkap makna
dalam teks eksposisi analitis tentang
topik yang hangat dibicarakan umum
78
C. Tujuan Pembelajaran
1. 1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar
2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional
3.10 Siswa dapat menganalisis fungsi sosial, generic structure,struktur teks, dan
unsur kebahasaan dari teks eksposisi analitis tentang topik yang hangat
dibicarakan umum, sesuai dengan konteks penggunaannya.
4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik yang
hangat dibicarakan umum
D. Materi Pembelajaran
Analytical Exposition adalah salah satu bentuk argumentation text. Para pakar
bahasa Inggris mendefinisikan analytical exposition text sebagai berikut: “Analytical
exposition is a text that elaborates the writer„s idea about the phenomenon
surrounding”. Jika diterjemahkan dalam bahasa Indonesia yang dimaksud dengan
analytical exposition text adalah sebuah teks atau tulisan yang memaparkan pendapat
penulis tentang fenomena yang sedang terjadi di sekitar kita
E.Tujuan dari analytical exposition
Tujuan komunikatif dari analytical exposition adalah untuk meyakinkan
pembaca bahwa topik yang disajikan adalah topik yang penting untuk dibahas atau
mendapat perhatian dengan cara pemberian argumen-argumen atau pendapat-
pendapat yang mendukung ide pokok atau topik tersebut.
79
Materi pertama
The importance of Playgrounds
Thesis : Playing outside is not just about letting off steam. It is a vital part of
childhood that helps children develop physical strength, coordination and balance. It
can also provide opportunities for children to learn and develop.
Argument 1: Playgrounds give social Skills. When children play with other children
they learn to communicate, share, collaborate and empathise with others.
Argument 2 :Playgrounds also give some Imagination and creativities. It is believed
that outside play is often open-ended and children need to be creative about what and
how games are played.
Reiteration: Besides two reasons above, playgrounds can remote children‟s thinking
and problem solving skills. As children assess risks and tackle new challenges, they
learn about having ago ,persistence and perseverance and the success those attributes
can bring
80
Question
1. What is type of the text above?
2. What tense is mostly used in the text?
3. What can you say about paragraph two and four?
4. The text gives us information about..
5. What is the generic structure of the text?
Materi ke 2
The Importance of Education
Education is most important among all of us. Education plays a very
important role in your life. For living a luxurious life or for living a better life, you
should be educated.
Education is that which transforms a person to live a better life and even in a social
well being. Education is the one that doing something constructive in our near future.
It helps a person to show their best by their mind and spirit. It gives you a lot of
knowledge in whatever aspects.
81
Education plays a vital role in your success in the personal growth. The more you
have knowledge the more you grow. Being educated and earning a professional
degree prepares you to be a part in reputed organizations, companies or institutions.
In today‟s competitive world education is necessity for man after food, clothing, and
shelter. Education is the solution of any problems, it is the only education which
promotes good habits, values and awareness towards anything like terrorism,
corruption and much more. Education is the strength to a person and education need
to a person.
Questions:
1 What the title text above?
2. What does the word "clothing : refer to?
3.Which paragraph is called arguments?
4.What is the antonym “much”?
5.What is the main idea of the last paragraph?
Materi ke 3
82
Being too fat is commonly known as overweight or obesity. It is simply
defined as too much body fat inside. Overweight potentially leads high risk of health
problem. Being too fat is recognized as a major factor for heart disease. Due to the
overweight, the heart will work harder. It can lead to the heart attack. Furthermore,
obesity potentially rises blood cholesterol and blood pressure.
In addition, being too fat can change the amount of sugar in the blood. This will
cause diabetes and other serous disease. Beside all of that, being too fat is often
avoided by many young women. They said that becoming too fat will bother their
physical beauty appearance. More serious studies are necessary to see the effect of
obesity. However it is clear enough that overweight is not good enough for healthy
life.
Question:
1. Which paragraph is called arguments?
2. What is the generic structure of the text?
3. What tense is mostly used in the text?
4. The text gives us information about?
5. What is main idea from the paragraph 2?
83
I personally think that reading is a very important activity in our life. Why do i
say so? Firstly, by reading we can get a lot of knowledge about many thing in the
world such as science, etc written in either books, magazine, newspaper,
etc.Secondly, by reading we can get a lot of news and information about something
happening in any parts of the world which can we see directly.
Another reason , reading can give us pleasure too. When we are tired, we read
books, newspaper or magazine on the entertainment coloumn such as comedy, short
story, quiz, etc. to make us relaxed. The last, reading can also take us to other parts of
the world. By reading a book about irian jaya we may feel we‟re really sitting in the
jungles not at home in our rooms.
From the fact above, it‟s obvious that everyone needs to read to get knowledge,
information and also entertainment. Or in summary we can say reading is truly
important in our life.
84
Questions:
1. The last paragraph mentioned…
2. What is the purpose of the text?
3. What the title text above?
4. How many reasons are used to support the writer‟s opinion
5. What is the main idea of the second paragraph?
Generic Structure Analytical Exposition
1. Thesis
Dalam bagian Thesis, penulis memperkenalkan tentang topik atau ide pokok yang
akan dibahas. Thesis selalu berada di paragraf pertama dalam Analytical Exposition
Text.
2. Argument
Dalam bagian ini penulis menghadirkan argumen-argumen atau
pendapatpendapat yang mendukung ide pokok penulis, biasanya dalam sebuah
Analytical Exposition Text terdapat lebih dari dua argumen. Semakin banyak argumen
yang ditampilkan semakin percaya pembaca bahwa topik yang dibahas oleh penulis
adalah topik yang sangat penting atau membutuhkan perhatian
3. Reiteration
Bagian ini merupakan bagian penutup dari sebuah Analytical Exposition Text
yang selalu terletak di akhir paragraf. Reiteration berisi penulisan kembali atau
penempatan kembali ide pokok yang terdapat di paragraf pertama. Reiteration juga
biasa disebut dengan conclusion atau kesimpulan dan terkadang berisi rekomendasi.
85
Ciri-ciri Text Analitical Exposition
1. Menggunakan Simple present tense formula; s + v1exampe; I eat I study
2. Mengunakan relational process . Biasanya menggunakan kata sambung yang dapat
menimbulkan hubungan sebab akibat. Seperti: because, if conditional sentence.
3. Menggunakan internal conjunction ( kata penghubung) .example; or,so,but,ect
4. Menggunakan casual conjunction for example; although, in case due to,herefore,
etc.
Unsur Kebahasaan:
Kalimat Simple Present
Conditional Clauses
Modals
F. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Model Pembelajaran :koperative
3) Metode : Tanya jawab, diskusi
G. Media Pembelajaran
1. Media
Worksheet atau lembar kerja (siswa)
Lembar penilaian
Gambar
2. Alat/Bahan
Penggaris, spidol, papan tulis
86
H. Sumber Belajar
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI,
Kemendikbud, Revisi Tahun 2017
Kamus Bahasa Inggris
Texs dan internet
I. langlah-langkah Pembelajaran
Kegiatan Pembelajaran Alokasi
Waktu
Pendahulu
an
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan kesipan
siswa untuk belajar baik secara fisk atau psikis
Guru berkomunikasi dengan siswa dan memberi
beberapa pertanyaan pancingan untuk materi yang
akan diajarkan
Guru menyampaiakan tujuan dari pembelajaran
10 menit
Kegiatan
inti
Mengumpulkan data
Guru membagi siswa menjadi beberapa kelompok
Guru meminta siswa untuk memperhatikan pertanyan
yang ada di buku
Guru meminta siswa untuk mencari arti dan maksud
isi contoh dari text analytical yang ada di buku
Menkomunikasikan
Setiap siswa di minta untuk mempersentasiakan
contoh analytical exposition dan menjelasakn
isinya, serta menunjukkan generic structure dari
20
menit
87
text tersebut, serta karakteristiknya
Masing-masing dari kelompok perwakilan
menyampaikan jawaban mereka.
Mengasosiasi
Guru memberikan feckback tentang jawaban dan isi
dari contoh analytical exposition
Mengamati
Guru menjelaskan generic structure dari text
analytical exposition, dan ciri-ciri text
analytical exposition
Menanyakan
Dengan bimbingan dan arahan guru siswa
mempertanyakan materi yang belu mereka
pahamii
15
menit
10 menit
10menit
5 menit
Penutup
guru menyimpulkan materi yang sudah di pelajari
Peserta didik dan guru saling memberi umpan balik
terhadap proses dan hasil pembelajaran
Guru meminta siswa untuk mencari contoh text
analytical dari berbagai sumber seperti majallah,
internet atau koran. perkelompok
Peserta didik dan guru mengucapkan salam penutup
10 menit
88
J. Penilaian Hasil Pembelajaran
1. Sikap
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik
sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.
Pengamatan langsung dilakukan oleh guru. Berikut instrumen penilaian sikap
No Nama
Siswa
Aspek Perilaku yang
Dinilai Jumlah Skor Skor
Sikap
Kode
Nilai BS JJ TJ DS
1 Soedarmon
o 75 75 50 75 275 68,75 C
2 ... ... ... ... ... ... ...
Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggun Jawab
• DS : Disiplin
Catatan :
1. Aspek perilaku dinilai
dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
89
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4
= 400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
K. Penilaian Hasil Belajar
No Indikator Teknik Bentuk Contoh
1
2
MengidentifkasI isi text
yang di baca
Mengidentifikasi text
,generic structure,
karakteristik text dan unsur
kebahasaan, , dari teks
eksposisi analitis tentang
topik yg dibicarakan sesuai
dengan konteks
penggunaannya
Test lisan
Test
Tertulis
Membaca text
Mengidentifikasi
text
Read the
text with
prpnouncati
o
Identify this
textbased on
the structure
of text.
90
l. PENILAIN SKILL READING
Butir Skor
1 5
2 5
3 5
4 5
5 5
Jumlah 10
Final Score: students‟ sscore x 100=
Max score
Catatan:
80-100 = sangat bagus
70-79= baik
60- 70= cukup
No Nama siswa/siswi Nilai
1
2
3
4
5
Peneliti Guru bahasa inggris
91
Siti Elisa Ritonga Ana Wahyuni Arib M.pd
Nim:TE151627
Mengetahui,
Kepala MAS Mahdaliyah Kota Jambi
Drs. H. Syamsul Rizal
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Satuan Pendidikan : MAS Mahdaliyah kota jambi
Mata Pelajaran : Bahasa Inggris
Skill : Reading
Kelas / Semester : XI / 1(control class)
Materi Pokok : Analytical Exposition Text
Alokasi Waktu : 1-4 pertemuan 4 x 45(Pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, tolerans, damai), santun, responsif dan
pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
92
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metoda sesuai kaidah keilmuan
B. KOMPETENSI DASARDAN INDIKATOR
KOMPETENSI DASAR INDIKATOR
93
1.1Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi
internasional yang diwujudkan dalam
semangat belajar
2.3. 2.3 Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi
fungsional
3.1. 3.10Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
eksposisi analitis tentang topik yang
hangat dibicarakan umum, sesuai
dengan konteks penggunaannya.
4.1 4.14Menangkap makna dalam teks
eksposisi analitis tentang topik yang
hangat dibicarakan umum
1.1. 1.1Siswa dapat mensyukuri
kesempatan dapat mempelajari bahasa
Inggris sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat belajar
2.3. 2.3Siswa dapat menunjukkan
perilaku tanggung jawab, peduli,
kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional
3.1 3.10Siswa dapat menganalisis fungsi
sosial, struktur teks, dan unsur
kebahasaan dari teks eksposisi analitis
tentang topik yang hangat dibicarakan
umum, sesuai dengan konteks
penggunaannya.
4.1 4.14Siswa dapat menangkap makna
dalam teks eksposisi analitis tentang
topik yang hangat dibicarakan umum
C. Tujuan Pembelajaran
94
1. 1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar
2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional
3.10 Siswa dapat menganalisis fungsi sosial, generic structure,struktur teks, dan
unsur kebahasaan dari teks eksposisi analitis tentang topik yang hangat
dibicarakan umum, sesuai dengan konteks penggunaannya.
4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik yang
hangat dibicarakan umum
D. Materi Pembelajaran
Analytical Exposition adalah salah satu bentuk argumentation text. Para pakar
bahasa Inggris mendefinisikan analytical exposition text sebagai berikut: “Analytical
exposition is a text that elaborates the writer„s idea about the phenomenon
surrounding”. Jika diterjemahkan dalam bahasa Indonesia yang dimaksud dengan
analytical exposition text adalah sebuah teks atau tulisan yang memaparkan pendapat
penulis tentang fenomena yang sedang terjadi di sekitar kita
E.Tujuan dari analytical exposition
Tujuan komunikatif dari analytical exposition adalah untuk meyakinkan
pembaca bahwa topik yang disajikan adalah topik yang penting untuk dibahas atau
mendapat perhatian dengan cara pemberian argumen-argumen atau pendapat-
pendapat yang mendukung ide pokok atau topik tersebut.
Materi pertama
95
The importance of Playgrounds
Thesis : Playing outside is not just about letting off steam. It is a vital part of
childhood that helps children develop physical strength, coordination and balance. It
can also provide opportunities for children to learn and develop.
Argument 1: Playgrounds give social Skills. When children play with other children
they learn to communicate, share, collaborate and empathise with others.
Argument 2 :Playgrounds also give some Imagination and creativities. It is believed
that outside play is often open-ended and children need to be creative about what and
how games are played.
Reiteration: Besides two reasons above, playgrounds can remote children‟s thinking
and problem solving skills. As children assess risks and tackle new challenges, they
learn about having ago ,persistence and perseverance and the success those attributes
can bring
Question
6. What is type of the text above?
7. What tense is mostly used in the text?
8. What can you say about paragraph two and four?
9. The text gives us information about..
10. What is the generic structure of the text?
Materi ke 2
96
The Importance of Education
Education is most important among all of us. Education plays a very
important role in your life. For living a luxurious life or for living a better life, you
should be educated.
Education is that which transforms a person to live a better life and even in a social
well being. Education is the one that doing something constructive in our near future.
It helps a person to show their best by their mind and spirit. It gives you a lot of
knowledge in whatever aspects.
Education plays a vital role in your success in the personal growth. The more
you have knowledge the more you grow. Being educated and earning a professional
degree prepares you to be a part in reputed organizations, companies or institutions.
In today‟s competitive world education is necessity for man after food, clothing, and
shelter. Education is the solution of any problems, it is the only education which
promotes good habits, values and awareness towards anything like terrorism,
corruption and much more. Education is the strength to a person and education need
to a person.
Questions:
1 What the title text above?
2. What does the word "clothing : refer to?
3.Which paragraph is called arguments?
4.What is the antonym “much”?
5.What is the main idea of the last paragraph?
Materi ke 3
97
Being too fat is commonly known as overweight or obesity. It is simply
defined as too much body fat inside. Overweight potentially leads high risk of health
problem. Being too fat is recognized as a major factor for heart disease. Due to the
overweight, the heart will work harder. It can lead to the heart attack. Furthermore,
obesity potentially rises blood cholesterol and blood pressure.
In addition, being too fat can change the amount of sugar in the blood. This will
cause diabetes and other serous disease. Beside all of that, being too fat is often
avoided by many young women. They said that becoming too fat will bother their
physical beauty appearance. More serious studies are necessary to see the effect of
obesity. However it is clear enough that overweight is not good enough for healthy
life.
Question:
6. Which paragraph is called arguments?
7. What is the generic structure of the text?
8. What tense is mostly used in the text?
9. The text gives us information about?
10. What is main idea from the paragraph 2?
Materi ke 4
I personally think that reading is a very important activity in our life. Why do i
say so? Firstly, by reading we can get a lot of knowledge about many thing in the
world such as science, etc written in either books, magazine, newspaper,
etc.Secondly, by reading we can get a lot of news and information about something
happening in any parts of the world which can we see directly.
Another reason , reading can give us pleasure too. When we are tired, we read
books, newspaper or magazine on the entertainment coloumn such as comedy, short
98
story, quiz, etc. to make us relaxed. The last, reading can also take us to other parts of
the world. By reading a book about irian jaya we may feel we‟re really sitting in the
jungles not at home in our rooms.
From the fact above, it‟s obvious that everyone needs to read to get knowledge,
information and also entertainment. Or in summary we can say reading is truly
important in our life.
Questions:
6. The last paragraph mentioned…
7. What is the purpose of the text?
8. What the title text above?
9. How many reasons are used to support the writer‟s opinion
10. What is the main idea of the second paragraph?
Generic Structure Analytical Exposition
4. Thesis
Dalam bagian Thesis, penulis memperkenalkan tentang topik atau ide pokok yang
akan dibahas. Thesis selalu berada di paragraf pertama dalam Analytical Exposition
Text.
5. Argument
Dalam bagian ini penulis menghadirkan argumen-argumen atau
pendapatpendapat yang mendukung ide pokok penulis, biasanya dalam sebuah
Analytical Exposition Text terdapat lebih dari dua argumen. Semakin banyak argumen
yang ditampilkan semakin percaya pembaca bahwa topik yang dibahas oleh penulis
adalah topik yang sangat penting atau membutuhkan perhatian
99
6. Reiteration
Bagian ini merupakan bagian penutup dari sebuah Analytical Exposition Text
yang selalu terletak di akhir paragraf. Reiteration berisi penulisan kembali atau
penempatan kembali ide pokok yang terdapat di paragraf pertama. Reiteration juga
biasa disebut dengan conclusion atau kesimpulan dan terkadang berisi rekomendasi.
Ciri-ciri Text Analitical Exposition
5. Menggunakan Simple present tense formula; s + v1exampe; I eat I study
6. Mengunakan relational process . Biasanya menggunakan kata sambung yang dapat
menimbulkan hubungan sebab akibat. Seperti: because, if conditional sentence.
7. Menggunakan internal conjunction ( kata penghubung) .example; or,so,but,ect
8. Menggunakan casual conjunction for example; although, in case due to,herefore,
etc.
Unsur Kebahasaan:
Kalimat Simple Present
Conditional Clauses
Modals
I. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Model Pembelajaran :koperative
3) Metode : Tanya jawab, diskusi
J. Media Pembelajaran
3. Media
Worksheet atau lembar kerja (siswa)
Lembar penilaian
Gambar
100
4. Alat/Bahan
Penggaris, spidol, papan tulis
K. Sumber Belajar
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI,
Kemendikbud, Revisi Tahun 2017
Kamus Bahasa Inggris
Texs dan internet
I. langlah-langkah Pembelajaran
Kegiatan Pembelajaran Alokasi
Waktu
Pendahulu
an
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan kesipan
siswa untuk belajar baik secara fisk atau psikis
Guru berkomunikasi dengan siswa dan memberi
beberapa pertanyaan pancingan untuk materi yang
akan diajarkan
Guru menyampaiakan tujuan dari pembelajaran
10 menit
Kegiatan
inti
Mengumpulkan data
Guru membagi siswa menjadi beberapa kelompok
Guru meminta siswa untuk memperhatikan pertanyan
yang ada di buku
Guru meminta siswa untuk mencari arti dan maksud
isi contoh dari text analytical yang ada di buku
Menkomunikasikan
Setiap siswa di minta untuk mempersentasiakan
contoh analytical exposition dan menjelasakn
20
menit
101
isinya, serta menunjukkan generic structure dari
text tersebut, serta karakteristiknya
Masing-masing dari kelompok perwakilan
menyampaikan jawaban mereka.
Mengasosiasi
Guru memberikan feckback tentang jawaban dan isi
dari contoh analytical exposition
Mengamati
Guru menjelaskan generic structure dari text
analytical exposition, dan ciri-ciri text
analytical exposition
Menanyakan
Dengan bimbingan dan arahan guru siswa
mempertanyakan materi yang belu mereka
pahamii
15
menit
10 menit
10menit
5 menit
Penutup
guru menyimpulkan materi yang sudah di pelajari
Peserta didik dan guru saling memberi umpan balik
terhadap proses dan hasil pembelajaran
Guru meminta siswa untuk mencari contoh text
analytical dari berbagai sumber seperti majallah,
internet atau koran. perkelompok
Peserta didik dan guru mengucapkan salam penutup
10 menit
102
L. Penilaian Hasil Pembelajaran
2. Sikap
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik
sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.
Pengamatan langsung dilakukan oleh guru. Berikut instrumen penilaian sikap
No Nama
Siswa
Aspek Perilaku yang
Dinilai Jumlah Skor Skor
Sikap
Kode
Nilai BS JJ TJ DS
1 Soedarmon
o 75 75 50 75 275 68,75 C
2 ... ... ... ... ... ... ...
Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggun Jawab
• DS : Disiplin
Catatan :
1. Aspek perilaku dinilai
dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4
= 400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4. Kode nilai / predikat :
103
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
M. Penilaian Hasil Belajar
No Indikator Teknik Bentuk Contoh
1
2
MengidentifkasI isi text
yang di baca
Mengidentifikasi text
,generic structure,
karakteristik text dan unsur
kebahasaan, , dari teks
eksposisi analitis tentang
topik yg dibicarakan sesuai
dengan konteks
penggunaannya
Test lisan
Test
Tertulis
Membaca text
Mengidentifikasi
text
Read the
text with
prpnouncati
o
Identify this
textbased on
the structure
of text.
l. PENILAIN SKILL READING
Butir Skor
1 5
2 5
3 5
4 5
5 5
Jumlah 10
Final Score: students‟ sscore x 100=
Max score
Catatan:
80-100 = sangat bagus
70-79= baik
60- 70= cukup
No Nama siswa/siswi Nilai
1
2
3
4
5
Peneliti Guru bahasa inggris
Siti Elisa Ritonga Ana Wahyuni Arib
M.pd
Nim:TE151627
Mengetahui,
Kepala MAS Mahdaliyah Kota Jambi
Drs. H. Syamsul Rizal
APPENDIX 9
SILABUS SMA/MA
NAMA SEKOLAH : MAS Mahdaliyah kota Jambi
MATA PELAJARAN : Bahasa Inggris
Tahun Pelajaran :2018/2019
Kelas : XI
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar
2.3 Menunjukkan
perilaku tanggung
jawab, peduli,
kerjasama, dan
cinta damai, dalam
melaksanakan
komunikasi
fungsional
3.10 Menganalisis
fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari teks eksposisi
analitis tentang
Teks eksposisi
analitis
Fungsi Sosial
Menyatakan
pendapat tentang
topik yang hangat
dibicarakan
secara
bertanggung
jawab
Struktur teks
a. Menyebutkan
pokok
permasalahan
terhadap
sesuatu yang
hangat
dibicarakan
b. Menyebutkan
pandangan /
pendapat
Mengamati
Siswa menyimak berbagai contoh teks eksposisi analisis yang diberikan/ diperdengarkan guru
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya
Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks eksposisi analitis
Mempertanyakan (questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks eksposisi yang ada dalam bahasa Inggris, Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu
Mengeksplorasi
Siswa mencari beberapa text eksposisi analitis dari berbagai sumber.
Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks eksposisi analitis
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian adalah:
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
4 x 2 JP Infokus
Koran/ majalah berbahasa Inggris
Buku kementerian pendidikan kebudayaan Republik Indonesia
Internet
Blackboard
Whiteboard
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
topik yang hangat
dibicarakan umum,
sesuai dengan
konteks
penggunaannya.
4.14 Menangkap makna
dalam teks
eksposisi analitis
tentang topik yang
hangat dibicarakan
umum
mengenai hal
tersebut beserta
ilustrasi sebagai
pendukung
c. Diakhiri dengan
kesimpulan yang
menyatakan
kembali
pendapat
terhadap hal
tersebut
Unsur Kebahasaan:
- Kalimat Simple Present
- Conditional Clauses
- Modals
Siswa secara berkelompok menuliskan /menyalin teks eksposisi analitis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut
Siswa membacakan teks eksposisi
kepada teman dengan menggunakan
unsur kebahasaan yang tepat
Mengasosiasi
Secara berpasangan siswa menganalisis beberapa teks eksposisi dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan
Siswa memperoleh balikan (feedback)
dari guru dan teman tentang hasil
analisis yang disampaikan dalam kerja
kelompok.
Mengkomunikasikan
Siswa membuat laporan berupa catatan hasil membaca dan mendengarkan
melaksanakan komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks eksposisi analitis
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat,
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Berkelompok, siswa bertukar cerita tentang teks eksposisi dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Siswa mempresentasikannya di kelas
Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam mencari teks eksposisi selama proses pembelajaran di dalam dan di luar kelas, termasuk kendala yang dialami.
Siswa membuat ‘learning journal’
berupa komentar atau cara penilaian lainnya
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal,
format khusus, komentar,
atau bentuk penilaian lain
APPENDIX 10
DOCUMENTATION