THE EFFECTIVENESS BETWEEN SURVEY, QUESTION, READ,...

i

THE EFFECTIVENESS BETWEEN SURVEY, QUESTION,

READ, RECITE, REVIEW (SQ3R) AND KNOW, WANT, LEARN

(KWL) STRATEGY TO INCREASE STUDENTS’ READING

COMPREHENSION

(An Experimental Research of the Eleventh Grade Students of

MA Al-Bidayah Candi Bandungan Semarang Regency in the Academic Year of

2016/2017)

Submitted to the Board of Examiners in Partial Fulfillments of the Requirements for the

Degree of Sarjana Pendidikan (S.Pd.) in English Education Department, Teacher Training

and Education Faculty, State Institute for Islamic Studies (IAIN) Salatiga

By:

NUR TSAQIB

113-13-033

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

v

MOTTO

“DO NOT LOSE HOPE, NOR BE SAD”

(Qur’an 3:139)

“DREAM, BELIEVE, AND MAKE IT HAPPEN”

(Agnesmo-Indonesian Singer)

“DARE TO LEAVE YOUR COMFORT ZONE AND LIFE

YOUR DREAMS”

(The Researcher)

vi

DEDICATION

This graduating paper is whole heartedly dedicated to:

1. My beloved parents, father (Muslikhin) and my beloved mother (Suiyah),

thanks all support, trust, finance, encouragement, praying and I just can say

thank you, I love you so much. (God Bless You)

2. My beloved sisters Muslikhatun, Rosidah, Alfiyah, and Siti Munawaroh thanks for your

support, kindness and togetherness.

3. My beloved brothers in law Ruwadi, As‟adi, Lukmanto, and Muthohiron thanks for your

support and praying.

4. My beloved nephews and nieces thanks for your possitive energy.

5. All of my big family thanks for your support.

vii

ACKNOWLEDGEMENT

In the name of Allah, the most gracious, the most merciful, the lord of universe,

because of Him, the researcher could finish this graduating paper as one of the requirement

for Sarjana Pendidikanin English Education Department of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2017. Then, peace and

salutation always be given to our prophet Muhammad

SAW who has guided us from the darkness to the lightness.

However, this success would not be achieved without those supports,guidance,

advice, help and encouragement from individual and institution, and the researchersomehow

realize that an appropriate moment for me to deepest gratitude for:

1. Dr. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic Studies

(IAIN)Salatiga

2. Suwardi, S.Pd, M.Pd. as the Dean of Teacher Training and Education Faculty

3.Noor Malihah, S.Pd, M.Hum, Ph.D. as the Head of English Education Department

4. Rr. Dewi Wahyu Mustikasari, M.Pd. as the Counselor who has educated, supported,

directed, and given the writer advice, suggestion, and recommendation for this graduating

paper from beginning until the end

5. All of the Lecturers in the English Education Department of IAIN Salatiga

6. All of the Staff who have helped the writer in processing the graduating paper

administration

7. All of staff and teachers of MA Al-Bidayah Candi Bandungan Semarang Regency

8. The eleven grade studentsof Social class 1 and 2 of MA Al-Bidayah Candi Bandungan

Semarang Regencythanks for your help and kindness.

ix

ABSTRACT

Tsaqib, Nur. 2017. “THE EFFECTIVENESS BETWEEN SURVEY, QUESTION, READ,

RECITE, REVIEW (SQ3R) AND KNOW, WANT, LEARN (KWL) STRATEGY TO

INCREASE STUDENTS’ READING COMPREHENSION (An Experimental Study of the

Eleventh Grade Students‟ of MA Al-Bidayah Candi Bandungan Semarang Regency in

the Academic Year of 2016/2017)A Graduating Paper English Education Department of

Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN)

Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari M.Pd

Keywords:SQ3R, KWL Strategy, Students’ Reading Comprehension

The objectives of the research were: 1) This research was conducted in order to find

how effective was the improvement of students‟ reading comprehansion when using

SQ3R and KWL strategy, 2) This research was conducted in order to find which strategy

was more effective between SQ3R and KWL in improving students reading

comprehansion. The subject of this research was the studentsof the senior high school

consist of sixty four students of MA Al-Bidayah Candi, Bandungan, Semarang

Regency.The researcher used a quasi experiment research as a method in this research.

The methodology of this research used quantitative research. It was conducted in two

classes treatment and comparative, each of class had three times treatment. Each

treatment consists of planning, action, observation and reflection. The results showed

that:1) The mean score pre-test of treatment class was 50.23 and for mean score pre-test

of conmparative class was 48.88, where the mean post-test of treatment class was 84.90,

and for mean post-test of comparative was 60.73. 2) The improvement of the students‟

reading comprehension was significant after applying SQ3R and KWL strategy, and

SQ3R was more effective strategy to improve students‟ reading skill or can be mentioned

that this research was accepted Ha and rejected Ho.

x

TABLE OF CONTENTS

TITLE ..................................................................................................................... i

DECLARATION................................................................................................... ii

ATTENTIVE COUNSELOR NOTES ................................................................ iii

STATEMENT OF CERTIFICATION ................................................................ iv

MOTTO ................................................................................................................... v

DEDICATION ....................................................................................................... vi

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

ABSTRACT ........................................................................................................... ix

TABLE OF CONTENTS ....................................................................................... x

LIST OF TABLES ............................................................................................... xiii

LIST OF FIGURES.............................................................................................. xiii

LIST OF CHARTS............................................................................................... xiv

CHAPTER I INTRODUCTION

A. Background of the Research ............................................. 1

B. Limitation of the Research ............................................... 6

C. Problemsof the Research................................................... 6

D. Objectives of the Research ............................................... 7

E. Significance of the Research ............................................ 7

F. Definition of theKey Terms .............................................. 9

1. SQ3R Strategy ...................................................... 9

2. KWL Strategy ..................................................... 10

3. Reading Comprehansion...…...…………............ 11

xi

G. Hypothesis ...................................................................... 13

H. Graduating Paper Outline…………....……………….... 14

CHAPTER II LITERATURE REVIEW

A. Previous Researches ....................................................... 15

B. SQ3R Strategy………………………………................. 18

C. KWL Strategy …………………………......................... 21

D. Advantages of Using Reading Strategy.......................... 22

E. Similarity and Difference between SQ3R and KWL

Strategy..................................................................................23

F. Reading Comprehansion .................................................. 24

CHAPTER III RESEARCH METHOD

A. Research Approach .......................................................... 27

B. Research Method ............................................................. 27

C. Research Design .............................................................. 28

D. Location of the Research ................................................ 30

E. Subject of the Research ................................................... 30

F. Role of the Researcher .................................................... 30

G. Poulation ........................................................................ 30

H. Sample ............................................................................ 31

I. Time Schedule of the Research ....................................... 33

J. Method of Data Collection .............................................. 33

K. Research Instrument ....................................................... 34

L. Rubric of Tes .................................................................. 35

M. Validity and Reliability ................................................. 36

xii

N. Method of Data Analysis ............................................... 40

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Profile of the Students Before and After the Treatments for Both

Treatment and Comparative Class........................................ 43

1. Pre-test Analysis ............................................................43

2. Treatments .....................................................................49

3. Post-test Analysis ..........................................................51

B. Findings

1. Analysis of Students‟ Improvement................................. 57

2. Paired Sample ................................................................... 59

a. SQ3R Strategy.............................................................. 60

b. KWL Strategy.............................................................. 61

3. Strategy Which is More Effective .................................. 62

CHAPTER V CLOSURE

A. Conclusion ........................................................................ 64

1. Profile of the Students‟ Reading Comprehansion Skill before and

after Having Treatment by SQ3R and KWL Strategy

...................................................................................... 64

2. Significance Difference of the Students‟ Profile on Their Reading

Comprehansion Skill after Having SQ3R and KWL Strategy

........................................................................................ 64

B. Suggestions ......................................................................... 66

REFERENCES

APPENDICES

xiii

LIST OF TABLES

a.Table 3.1 Students of MA Al-Bidayah Candi ................................................... 31

b. Table 3.2Time Schedule of the Research.......................................................... 33

c.Table 4.1Pre-test Result of Treatment Class ...................................................... 44

d. Table 4.2 Interpretation Pre-test Score of Treatment Class .............................. 45

e. Table 4.3Pre-test Result of Comparative Class ................................................. 47

f. Table 4.4Interpretation Pre-test Score of Comparative Class ........................... 48

g. Table 4.5Post-test Result of Treatment Class ................................................... 51

h. Table 4.6Interpretation Post-test Score of Treatment Class ............................. 53

i. Table 4.7Post-test Result of Comparative Class …........................................... 54

j. Table 4.8Interpretation Post-test Score of Comparison Class ........................... 56

k. Table 4.9 Paired Sampel Test of SQ3R ............................................................ 58

l. Table 4.10 Paired Sampel Test of KWL ........................................................... 59

m. Table 4.11 Paired Samples Corelation ............................................................. 62

n. Table 5.1 Paired Samples Corelation ................................................................. 65

LIST OF FIGURES

a.Figure 3.1Design of Quasi-Experimental Research ........................................... 29

b. Figure 3.2Evaluation Criteria ............................................................................ 35

c. Figure 3.3 Scoring Aspect .................................................................................. 36

xiv

LIST OF CHART

a.Chart 4.1 Performance Students‟ Reading Skill in Treatment Class by SQ3R Strategy

................................................................................................................... 57

b. Chart 4.2Performance Students‟ Reading Skill in Comparative Class by KWL Strategy

................................................................................................................... 58

1

CHAPTER I

INTRODUCTION

A. Background of the Research

Many people need English to support their goals in life since English

becomes an international communication tool, It is important to learn English

especially in education. “English as the International language serves many

people as a bridge into the worlds of higher education, science, international

trade, politics, tourism or any other venture which interest them” (Edge,

2003, p.25). So that, English course becomes one of essential subjects to the

students as a tool to communicate. In a school life, there are four skills that

should be mastered by the students in learning English, which are listening,

speaking, reading and writing. Here, the researcher is interested in observing

the students‟ reading skill since it is one of the important skills that must be

mastered by the students to get the writen information.

According to Achersold and Field (1997, p.15), “Reading is what

happens when people look at text and assign meaning to the written symbols

in that text.” It can be described that reading is the interaction between the

text and the reader that creates meaning. In reading process, there must be an

understanding between those who make a communication especially for the

writer and reader. From Anthony, Pearson, & Raphael (1993, p.284)

definition of reading: "Reading is the process of constructing meaning

through the dynamic interaction among the reader's existing knowledge, the

2

information suggested by the written language, and the context of reading

situation.”

To create an understanding mentioned, the students have to catch a

meaning by reading carefully from the written information to understand the

meaning clearly. (Phakiti, 2006, p.1) cites “Second language reading

comprehension is known as a highly complex skill to master.”

Mastering reading is not easy, because every teacher has a series of

problems in teaching, and learning reading skill. As stated by Carlston

(2011), “One of the barriers to master reading comprehension is students‟

inability to engage the text when they do read. Ineffective reading may cause

the students to find difficulty in comprehending the text.” Furthermore

Shepherd & Selden, (2011) add “In addition, reading and literacy researchers

agree that reading activities always comprise both decoding process and

comprehension.” It is the reason why reading comprehansion is one of several

activities that has own difficulties on its process to overcome the students‟

obstacles in reading comprehansion.

The unsatisfactory of reading ability from the students might be

caused by the following problems as stated by Gebhard (2000, p.186),

Firstly the strategy used by the teachers in the class is teacher-

oriented teaching where teacher dominates the class. The teacher

always writes and writes without giving any chances for students to do

active learning reading comprehansion. Secondly the teacher might

use the impropriate teaching reading strategies which makes students

bored and cannot improve the students‟ reading ability fast. Thirdly

the students are unmotivated with the lesson. We will be easy to find

in the English classroom cases where the students feel bored with

English. They do not have any motivation to learn English.

3

It can be inferred that the students will be passive learner if the teacher

always writes and writes without giving any chances for the students, the

students will get bored and cannot improve their self if the teacher use the

impropriate teaching reading strategies, and it can makes the students

unmotivated or less interest with the lesson. Accarding to MacKay and Tom

(1999) as cited by Mustikasari (2014, p.16) “As an active participant in

learning process, the learner needs to have input in to both the content of the

course and the way in which it is being taught,” it means that the teacher

should has a strategy to make the students understand it and enjoy to the

learning-teaching process especially to the passive students.

Based on the pre-survey which were done by using the interview on

Saturday, April 15th

2017, it could be inferred that the second year students of

MA Al-Bidayah Candi Bandungan had some problems in reading

comprehansion as follow : 1) Less dictionary in the reading class (most of the

students did not have dictionary to be used in reading class by this reason the

students could not look for unfamiliar vocabulary), 2) Less reading teaching

strategy in the reading class ( the teacher did not provide reading strategy

while taught reading skill by this reason the students got bored and did not

have motivation to do reading activity). It can be informed that majority of

the students had the problem on point 2.

To overcome problem, the researcher should find out an effective

strategy and applied that strategy in a teaching and learning reading

comprehension. The researcher believes that this way can help the students

4

interest in English major and to increase the students‟ skill in reading

comprehansion.

There are several strategies of language teaching reading

comprehension, but the researcher would like to compare between Survey,

Question, Read, Recite, Review (SQ3R) and Know, Want, Learn (KWL) as

the strategies that applay to increase the reading comprehansion skill of the

students.

As stated by Manitoba (2005, p.2) “You should try SQ3R, a reading

strategy designed to help students improve their comprehension

(understanding), memory, and efficiency in reading.” SQ3R strategy is

clasified in active learning strategy that consists some activities which one

demanded the students to do an active learning process by this strategy, an

active teaching-learning process is needed to achiev the goal of teaching-

learning process easier. (Yuksel, 2012, p.5 ) “The prior knowledge activation

is one of the vital necessary components in establishing an effective

learning.”

A number of studies on the use of SQ3R strategy have been

conducted. (Carlston, 2011, p.11) “Study found that when students use SQ3R

strategies (e.g., surveying prior to reading, generating questions, reading to

answer said questions, reciting and reviewing information), they retain more

information as demonstrated by higher achievement on course exams.” As a

result, in SQ3R reading strategy, the students will be actived to do some

activities in reading comprehension to search some information by some

steps.

5

(Lipson & Wixson, 2003) “SQ3R's origins can be traced back to the

early 1940s (Robinson, 1941), and it has recently earned the title "The

grandfather of study strategies." This strategy, designed for use with

expository text, is best-suited for textbook reading and assignments. SQ3R

can be broken down into many different and separate skills, which are

necessary for successful implementation.

The second strategy chosen by the researcher is Know, Want, Learn

(KWL) strategy. To encourage students to develop effective reading skills,

there are various teaching and learning strategies that can be used by the

teachers in classroom. Most of the teaching and learning strategies usually

focus on a particular strategy or skill. (Ogle, 1986, p.29) “KWL (Know,

Want, Learned) strategy is one of teaching and learning strategies used

mainly for information text.” The aim is more diverse. It helps the readers

elicit prior knowledge of the topic of the text; set a purpose for reading;

monitor their comprehension; asses their comprehension of the text; and

expand ideas beyond the text. Ogle (1986, p.26) informs “Developed the

strategy for helping the students to access important background information

before reading nonfiction.” The KWL strategy (accessing what I know,

determining what I want to find out, recalling what did I learned) combines

several elements of approaches. The first two steps of KWL, the students and

teacher engage in oral discussion.

The reason why the researcher choose SQ3R and KWL strategy to be

compared are: (1) Those strategies focus on students centered, (2) KWL

strategy is focused on the target language; it is good for learning since the

6

purpose of reading is to learn an international language and search an

information in a text which is English (3) SQ3R strategy is focused on

communication, it is a great way to maximize reading skill since an important

element of language, reading skill is also can applayed as communicate tools

and to searh an information in a text wich is English (4) Both SQ3R and

KWL strategies have some techniques which include interesting media and

fun activities.

From the explanation above, the researcher decided to rise a title THE

EFFECTIVENESS BETWEEN SURVEY, QUESTION, READ, RECITE,

REVIEW (SQ3R) AND KNOW, WANT, LEARN (KWL) STRATEGY TO

INCREASE THE STUDENTS’ READING COMPREHENSION.

B. Limitation of the Research

Limitation of the research is on the reading comprehension skill. The

researcher limits the research on the reading comprehension which is

discussed only on the narrative text.

C. Problem of the Research

Based on the limitation of the problem above, the problems of the

research are formulated as follows:

1. How effective is the improvement of students‟ reading comprehension

when using SQ3R and KWL strategy?

2. Which strategy is more effective between SQ3R and KWL in improving

students reading comprehension?

D. Objectives of the Research

7

In accordance with the problems, the writer has some objectives of the

research:

1. This research is conducted in order to know how effective is the

improvement of the students‟ reading comprehension when using SQ3R

and KWL strategies

2. This research is conducted in order to know which strategy is more

effective between SQ3R and KWL in improving students reading

comprehension

E. Significances of the Research

The result of this research is expected to be useful in two dimensions,

theoritically and practically:

1. Theoritically

a. Theoritically, this research is expected can describe about two

reading strategies (SQ3R and KWL) and compare which one is

more effective to increase the student‟s skill in reading

comprehansion.

b. The result of research paper can be used as an input in English

teaching learning process especially for reading by using SQ3R or

KWL strategy.

c. The result of research can be used as the reference for those who

want to conduct a research in English teaching learning process.

d. The results of the study can strengthen the knowledge of the theory

of SQ3R and KWL strategy in reading skill.

2. Practically

8

a. For the writer

The findings of the research can be used as a starting point in

improving the writers teaching ability, especially in teaching reading

comprehension.

b. For the students

This research can add the students‟ interest in English learning, so

English is not boring lesson for them anymore. The result of this

research is beneficial for students as reference in english major learning

related on the reading comprehansion. By studying the result of this

research, hopefully the students will have better skill in reading

comprehansion to decrease a mistake when the students search

information in a text or essay.

c. For the teacher

Apart from that, this research is also beneficial for the teacher to

knowing which one of two strategies (SQ3R and KWL) that more

effective to improve reading skill of the students‟ in narrative text. The

result of this research is very important for english teachers. It also can

help them in teaching learning process to choose more effective

strategy in teaching reading comprehension.

d. For other researcher

The findings of the research can be used as one of the references

in conducting a research on English Language Teaching, especially in

the implementation of SQ3R and KWL strategy.

F. Definition of the Key Terms

9

The terms of the title of this study will be explained to make

understandable meaning as follows:

1. SQ3R Strategy

A number of studies on the use of SQ3R strategy have been

conducted. Artis (2008, p.133) states the significance and usefulness of

SQ3R as: “Because students can independently learn the basics of the

course via reading, it reduces the need for instructor monologues (passive

learning) to cover that information.” It is comparable with the activities

that applyed from SQ3R strategy to increase students‟ reading

comprehansion and retain more information by applaying five steps from

SQ3R strategy.

SQ3R is a Reading or Study formula designed to help process and

increase retention of written information. As cited by Asiri and Momani (2017)

SQ3R consists of the following five steps.

S = SURVEY

Scan the piece of writing to establish its purpose and get the main ideas.

Q = QUESTION

Write questions to give purpose and improve concentration.

R = READ

Search for answers to your questions. Make notes and highlight main ideas

that support the concept.

R = RECITE

Reciting helps to put the information into your long-term memory.

R = REVIEW

10

It is important to review the material to understand and remember it.

2. KWL Strategy

(Ogle, 1986, p.37) “KWL (Know, Want, Learned) strategy is one

of teaching and learning strategies used mainly for information text.” It

helps the reader to find out the information of the information text quickly.

According to Lenski et al. (1995, p.31) “KWL strategy helps children

become good readers by getting them to do many of the things that good

readers do.” This strategy gets the students to read silently with

comprehension. In addition, the students relate new information to what

they already know when they confirm or disconfirm the information in the

K column. Further, the students learn to set their own purposes for reading

when they generate questions for the W column. Their reading to answer

these questions helps them concentrate while they are reading as they more

actively monitor their own comprehension.

(Dieu, 2015, p.487) Using a KWL chart in different phases

of your teaching, you can monitor your students‟ reading process:

1) Before reading, ask students to complete the “I know” column.

2) After students have completed the “I know” column, ask

students to complete the “What I want to know” column. 3) After

reading, ask students to complete the “What I have learnt” column.

It can be concludes that KWL strategy has three steps of activity that can

improve the students‟ skill in reading comprehansion.

3. Reading Comprehension

According to Rokhsari (2012, p.98) “Reading is not just the

process of analyzing vocabularies and structures of the sentences; it needs

different reading strategies to read successfully in English.” In effective

11

reading may cause the students to find difficulty in comprehending the

text.

(Shepherd & Selden, 2011, p.21) “In addition, reading and literacy

researchers agree that reading activities always comprise both decoding

process and comprehension.” Furthermore, Sheperd and Sheldon (2011,

p.23) state that research on comprehension indicates that good readers

employ several strategies before, during, and after they read. It means that

a structured reading strategy could help the reader to focus their reading

aim on the comprehension of the text. Therefore, memory of the

information from the text is achieved through understanding. Thus, the

absence of reading strategies could lead the readers into ineffective reading

activities.

Comprehension includes the correct association of meanings with

word symbols, the selection of the correct meaning suggested by the

context, the organization and retention of meanings, the ability to reason

one‟s way through smaller idea. (Phakiti, 2006, p.15) “Second language

reading comprehension is known as a highly complex skill to master.”

New words and diverse text structure may cause problems to EFL learners

to acquire complete knowledge of the language. That is also the major

challenge for a number of students of ESL. According to Celce-Murcia

(1991, p.98) “Reading helps learners in successful functioning as well as

giving them sense of efficacy when having access to information.” Poor

reading may cause difficulty to students in comprehending the text.

Reading is a receptive skill. It is an intricate mental activity which is

12

essential for the kind of knowledge society that one envisages in the

globalized context. Therefore, the students of modern world must know

how to learn from reading and how to get in the present educated society.

A reader can lead others to light.

Comprehension is a thinking process it is thinking through reading.

According to Sheperd and Sheldon as cited by Pribadi (2017, p.1) state

that “Research on comprehension indicates that good readers employ

several strategies before, during, and after they read.” As such, it is

dependent upon the learners, basic cognitive and intellectual skills, upon

their background of experience (vocabulary, knowledge, concepts, and

ideas) and upon their language skills (knowledge of morphology, syntax,

and grammar).

G. Hypothesis

Hypothesis is a statement in quantitative research in which the

investigator makes a prediction or a conjecture about the outcome of a

relationship among attributes or characteristics. Traditionally used in

experiments, they serve, like research questions, to narrow the purpose

statement to specific predictions.

(Creswell, 2012, p.111) These predictions are not simply an

“educated guess.” Rather, researchers base them on results from past

research and literature where investigators have found certain results

and can now offer predictions as to what other investigators will find

when they repeat the study with new people or at new sites.

In this research, the researcher formulates two hypotheses as a follow:

1. Null hypothesis (Ho).

13

It states that there is no improvement students on reading skill

when using SQ3R and KWL strategy as measured by pre-test and post-

test and both SQ3R and KWL strategy are equal. “The symbolic

expression as illustrated by Schreiber and Asner-Self” (2011, p.244)

looks like:

2. Alternate hypothesis (Ha).

It states that there is an improvement on students on reading

skill when using SQ3R and KWL strategy, and there is a strategy

between them which is more effective. “The symbolic expression as

illustrated by Schreiber and Asner-Self” (2011, p.244) looks like:

H. Graduating Paper Outline

This research is consisted of five parts. Each part is discussed in the

following paragraph. Chapter one is introduction consists of background of

the research, limitation of the research, problem of the research, objectives of

the research, significance of the research, definition of the key terms,

hypothesis, and paper outline. Chapter two consists of previouse research,

main of content, definition of SQ3R, definition of KWL, the advantage of

using reading strategy, the similarity and difference between SQ3R and KWL

strategy, definition of reading comprehansion, and types of reading. Chapter

three consist of research design, research method, research approach, location

of the research, subject of the research, role of the researcher, population,

sample, time schedule of the research, method of data collection, research

14

instrument, rubric of test, and method of data analisys. Chapter four is

research findings and discussion consist of profile of students before and after

the treatments for both treatment and comparative class, an analysis of

students improvement, paired sample, and strategy which is more effective.

Chapter five is closure consists of conclusion and suggestion. The last part is

references and appendices.

15

CHAPTER II

LITERATURE REVIEW

A. Previous Researches

The researcher is inspired by other reaserches that using SQ3R and

KWL strategy to teach reading comprehansion. There are several researches

taken from some relevant sources related to this research exactly. However,

the researcher picks four of them which are two reasearches inspired with

SQ3R strategy and two other are inspired with KWL strategy.

In this part the researcher would like to deliver the previous research

that are related with SQ3R strategy to teaching reading comprehansion and

the first research was done by Asiri and Momani, (2017). The objective study

of this research was to know how effective was SQ3R strategy, then the

researcher used quantitavive experiment as the methodology of this research.

This research showed that students using SQ3R reading comprehension

strategy performed reading activities better than those who did not. By using

SQ3R strategy the students could retain several reading pages, which

otherwise were very stressful for them. They could take down notes in their

own words, recited them and reviewed them as they finished chapter or at any

other suitable time. The teachers can use this strategy to make the reading

process less difficult and more interesting.

16

The second research was done by Khaghaninejad, Saadabadimotlagh

and Kowsari (2015). The objective study aimed at exploring the possible

effects of strategy-based instruction of reading passages to undergraduate

Iranian EFL learners. Then the researcher used clasroom action research as

the methodology of this research. The study particularly explored the effects

of using SQR3 and TPS reading strategies on learners‟ reading performance.

The learners in the first experimental group (SQR3) surveyed, questioned,

read, reviewed and recited the reading passages while learners in the second

experimental group (TPS) group thought about reading passages and shared

their comprehensions with the classmates. However, learners in the control

group followed the traditional method of translating reading passages to

Persian for comprehension. The reading section of IELTS Test, as an

internationally validated test, was applied as the pre- and the post-test of the

study to further check learners‟ reading comprehension. As a result the

paired-samples t-test and ANOVA analysis of learners‟ performances

indicated that SQR3 and TPS learners significantly outperformed on their

post-tests compared with their peers in the control group. The results certified

the efficacy of strategy-based approach of teaching reading passages, namely

SQR3 and TPS, in promoting learners‟ reading comprehension in academic

Iranian EFL context.

Then in this part the researcher would like to deliver the previous

researches that are related with KWL strategy to teaching reading

comprehansion and the first research was done by Dieu (2015). Therefore,

that objective of the study focused on the importance of the Schema theory in

17

reading comprehension. To prove the benefit of prior knowledge, K-W-L

strategy was used as treatment in the experiment. In this research the

researcher used classroom action reseach. The hypothesis was that the K-W-L

strategy would help passive students improve their reading comprehension

skill. The final target was trying to change students from negative attitudes to

positive feeling towards reading class after the K-W-L strategy was used and

to improve Vietnamese students‟ reading skill as well as catching the main

idea in the reading texts in order to have successful communication in

English. As a result, the research has proved the effect of the treatment. It also

suggested a way to control a reading class, to create an interesting and

exciting atmosphere to improve students‟ reading comprehension skill.

Then the second previous research was done by Riswanto, et al

(2014). There was a fact that most of the Secondary School students were still

low in comprehending reading texts. Therefore, the main objective of this

study was to see whether the use of KWL (Know, Want, Learned)” strategy

was effective in improving the students‟ reading comprehension achievement

in learning English as a Foreign Language. The researcher used classroom

action research in this research. The data were collected by using multiple

choice reading comprehension test. The data obtained were analyzed by using

t-test formula. The result showed that KWL strategy was effective in

improving the students‟ reading comprehension achievement. The

effectiveness was indicated by the result of the Stepwise Regression formula

that the contribution of KWL strategy on students‟ reading comprehension

achievement was 70.5%.

18

By considering those four previous researches above, the researcher

made a conclussion that three of those researches above only used one

strategy. Meanwhile only one research used two strategies but did not to be

compared, all of those researches above used the strategy just to be exlored

and knew how effective the strategy was in teaching reading comprehansion.

By some reasons above the researcher claims that this research is more

spesific than the previous researches above. The researcher used two

strategies of reading comprehansion to be applied and compared between

SQ3R and KWL strategy in reading comprehansion, and the researcher find

the improvement of both strategy and also finds which strategy is more

effective.

B. Survey, Question, Read, Recite, Review (SQ3R) Strategy

(Lipson and Wixson 2003, p.47) “SQ3R strategy is perhaps one of the

oldest and most widely strategy.” It applies most readily to textbooks and

formal reading assignments in wich readers are required to consume main

points from expository writing. However, Manktelow (2007, p.47) explains

that “SQ3R is a fives stage active reading strategy, they are survey, question,

read, recite, and review.” This strategy uses for fully absorbing written

information. It helps the students to create a good mental framework of a

subject, into which the students can fit facts correctly. It helps the students to

set study goals. It also prompts the students to use the review strategies that

will helps to fix information in their mind. If the students use SQ3R, the

students will significantly improve the quality of their study time. (Wiliam

2005, p.83) “SQ3R as the actual strategy and subsequent variations are

19

reviewed else where the steps associated with the strategy are briefly.” The

goal of the strategy is to increase the students‟ engagement with the text.

Although commonly taught, there is surprisingly limited regarding the impact

of SQ3R. In addition, Shepard (2001, p.23) explains that “SQ3R is a five

steps strategy thus are survey, question, read, recite, and review. It will help

the students to identify the significant ideas, graps these ideas more readily,

remember the essential points, and better prepared for exams.” Each step is

symbol that will appear as a reminder at appropriate places throughout the

text. The following explains how the S in SQ3R refers to survey; the Q refers

to question; and 3R refers to read, recite, and review. This strategy identifies

each of the five steps. (Carter 2007, p.156) “SQ3R stands for Survey,

Question, Read, Recite, and Review. As the reader move through the staages

of SQ3R, the reader will skim and scan the text. Approach SQ3R as a flexible

framework on which to build the study strategy.” When the reader bring

personal learning styles and study preferences to the system, it will work

better than if the reader follow it rigidly. They claim that the SQ3R has five

steps, those are: survey, question, read, recite, and review, an it is elaborated

bellow.

1. Survey

Surveying, the first stage in SQ3R, is the process of previewing,

or prereading, a book before the students study. Most textbook includes

elements that provide a text overview of the main ideas and themes. The

students should use the text to make sense of the information that

contains with the topic.

20

2. Question

After the students have surveyed the text, the next step is to ask

questions about the assignment. The process of asking questions leads to

discover knowledge, which is the essence of critical thinking as the

students formulate some questions and then discover the answer in the

text and the materials. It meant the students should make a note of any

questions on the subject‟s mind, or particularly interest of the survey.

These questions can be considered almost as study goals understanding.

3. Read

In read, the students should read all points of the text that are

relevant in order to make easier the students to answers the question

because this steps will be particularly easy for the students, if there is a

lot of dense and complicated information from the text. . Besides, when

the students find the concept of reading, then they will able to answer and

the questions based on the text that has been studied in reading

comprehension.

4. Recite

In recite, the students response all of the questions by using their

own words after they finish reading. Moreover, the students have to take

a notes from the text to the information, read appropriate sections of the

document, run through several items.

5. Review

In review, the students have to review the exercise by recalling

the information. This review will help the students memorize material as

21

it prepares for the exams. Furthermore, if the students close the book,

after reading it once, the students will forget almost everything related to

the material. However, if the students close the book, the students will

remember all of the materials that have been studied before, (Kwanlent,

1996).

C. Know, Want, Learn (KWL) Strategy

(Ros & Vaughn, 2002, p.179) “Know-Want-Learn (KWL) is an

instructional reading strategy that is used to activate the students‟ background

knowledge, assist students in setting purposes for reading, and help students

to monitor reading comprehension by using graphic organizer.” In this

definition, four important concepts of Know-Want-Learn (KWL) strategy are

used. Firstly, Know-Want-Learn (KWL) is an instructional reading technique

to aid the teaching of reading. It uses graphic organizer namely KWL chart to

help the students record their thinking process before, during, and after

reading. Secondly, Know-Want-Learn (KWL) strategy is designed to activate

students‟ background knowledge. By using Know-Want-Learn (KWL)

strategy, the teacher can help the students recall the information stored in

their mind which is related to the topic. Thirdly, Know-Want-Learn (KWL)

strategy can assist students in setting purposes for reading. By the use of

Know-Want-Learn strategy, the teacher can encourage the students to

determine why they are reading a specific text. Fourthly, (Ros & Vaughn,

2002, p.179) Know-Want-Learn (KWL) consists of three basic stages,

1) Know: In K stage or Know the students access their

background knowledge to the text by listing what they already know

about a specific topic. 2) Want: In W stage or Want the students

determine what they want to know by making questions related to the

22

topic. 3) Learn: And finally assess what the students learn in the L

stage or Learn, it means the students start to learning the topic that

given by the teacher.

From the definition, Know-Want-Learn (KWL) strategy can be

concluded as a strategy which has well-organized steps to be followed by the

students. The strategy combines the use of reading strategies in the effort to

improve reading comprehension.

D. Advantages of Using Reading Strategy

Rading strategy has some advantages that can help the students

understand the text. Below, three advantages of reading strategy are

presented.

1. Helping the students to check prior knowledge

The use of reading strategy in the teaching of reading helps the

students check their prior knowledge of a topic, concept, or process

before learning about it. With this prior knowledge, the brains of the

students will recall what they already know about the topic.

(Cardenas, 2009, p.38) When the students get new

information, the students will use their brains to join the old

knowledge with the new information from the text. learners who

start making connection about what they already know can create

meaning of the text more easily.

2. Building the students‟ interest in reading

The second benefit of using reading strategy is to stir the

students‟ interest in what students also want to know additionally about

the topic. By questions about the topic can increase the students‟ interest

because of the fact that the students felt the necessity of finding out what

would really happen in the text. The students are interested to read the

23

text because they want to find the information or the topic of the text.

(Cardenas, 2009, p.38) “The students are not only making use of their

prior knowledge but also are motivated to keep reading the text.”

3. Providing a chance for the students to assess what they have learned

The third benefit is to provide a chance for students at the end of

a lesson to look back and assess what they have learned in the lesson, by

reading strategy the students can easily remember what have they read.

(Ros & Vaughn, 2002, p.179) “The students record the information they

get from the text. Here, the students can assess their own thinking

process.”

E. Similarity and Difference between SQ3R and KWL Strategy

Based on explanation above, the researcher makes a conclussion that

those both strategy SQ3R and KWL have a similarity and difference those

are:

1. The similarities

a. SQ3R and KWL strategy have several parts or stages on its utilizing

b. SQ3R and KWL strategy are active learning reading strategy

(student-centered)

c. As cited by Pribadi (2017, p.2) “SQ3R and KWL strategy can help

the students to solve their problems in reading comprehension

especially on senior high school.”

2. The differences

a. SQ3R strategy has five parts of activity but KWL strategy just has

three parts of activity

24

b. The last part of SQ3R is surveying wich is the same with giving

feedbeck, the last part of KWL strategy is learning (there is no

feedbeck).

F. Reading Comprehansion

1. Definition of Reading

In the conference‟s Eleventh Year Book, Spencer (1946) writes,

“In the broadest sense, reading is the process of interpreting sense stimuli.

Reading is performed whenever one experiences sensory stimulation.” It

means that reading is a process to interprate writen text or searches a

meaning by combining word by word. Harris and Sipay (1975, p.5) define

“Reading as the meaningful interpretation of written or printed verbal

symbols.” The reader interprates printed verbal symbol from the witer to

get a meaning or information. Gibson (2009) says that “Reading is

receiving communication: it is making discriminative responses to graphic

symbols it is decoding graphic symbols to speech; and it is getting

meaning from the printed page.” As a reflection from writing, reading is a

reciving communication by this activity there is a relation between the

writer and the reader. (Anderson et al, 1985) “Reading is the process of

constructing meaning from written text. It is a complex skill requiring the

coordination of a number of interrelated sources of information.” From the

theories above, it can be concluded that reading is a complex process to get

a meaning from the text. It has some processes that are used by the reader

to assign meaning from written symbols in the text. Although, it is not

25

same meaning that is conveyed by the writer and may be different from the

other readers reading in the same text.

2. Definition of Reading Comprehension

Reading comprehension as the process of simulatenously extracting

and constructing meaning. In other word, the researcher recognize both

challenges: figuring out how print represents word and engaging in the

translation of print to sound accurately (extracting), at the same time

formulating a representation of the information being presented, which

inevitably requires building new meanings and integrating new with old

information (constructing meaning).

Catherine (2003, p.3) adds that “comprehension entails three

elements: (1) The reader who is doing the comprehending, (2) The text

that is to be comprehended, and (3) The activity in which comprehension

is a part.” As the comprehansion those three elements can not be sparated

because the reader needs to do a reading activity to understand the text.

Grellet (1992, p.3) states that “reading comprehension understands

a written text and extracting the required is to catch the meaning from the

text and to comprehend the information that is conveyed in the text.”

Comprehension is about the ability of people to understand something.

There should be an interaction between the reader and the text. Kustaryo

(1998, p.11-12) states that “reading comprehension means understanding

what has been read.” Comprehension involves understanding the

vocabulary which has the relationship among word and concepts of

26

organizing ideas, recognizing the author‟s purpose, making judgments and

evaluating.

It can be concluded that reading comprehension is a process which

is conducted by the readers to understand extracting and constructing

meaning of the text and to get information from the text. In reading

comprehension should be interaction between the reader and the text,

because reading comprehension is the process of making meaning from

text. As cited by Clara (2011, p.56)

Reading comprehension is a process of making sense of a

written text. However, it is not a passive one way decoding process.

Instead, it is an active two way process in which the reader and text

interact. The reader test clues from the text against his knowledge

to arrive at an understanding of the text acceptable to the reader.

Reading comprehension is not just reading with aloud voice but

reading is established to understand the meaning of words, sentences, and

paragraph as well as sense relationship among ideas. Simanjuntak (2011,

p.57) “Whenever a student just read loudly but cannot understand the

content of the text, it means that he fails in comprehending the passage.”

CHAPTER III

RESEARCH METHOD

A. Research Approach

27

The researcher used quantitative approach in this research. According

to Kothari (2004, p.3), “all the measurement of quantity or amount are the

basis of quantitative research.” All phenomenon that can be stated in terms of

quantity can be applied by using this approach. The quantitative research field

holds a positive view of the world by mean that the researcher believed that

there were truth out there. Moreover, Schreiber and Asner-Self (2011, p.13)

add that “this approach focuses on objectivity and quantifying the

phenomenon under investigation, assigning numbers to ideas or constructs of

interest.”

Therefore, this research met the characteristics as a quantitative

research as Creswell (2012, p.13) explains. Firstly, it described a

research problem by explaining the relationship between variables.

Secondly, it provided problem statements and hypotheses of the study.

Thirdly, the problem statements and hypotheses were created in

specific, narrow, measurable, and observable. Fourthly, it collected

numeric data such as score of students‟ pre- and post-test by using

instruments. Fifthly, it compared classes, control and treatment class,

using statistical analysis. Finally, it was written using standard, fixed

structures and evaluation criteria, and took objectives.

B. Research Method

A method was needed to accomplish this research so that the

researcher gained the scientific knowledge to solve the problems of research.

Darmawan (2013, p.127) “Explains the term „method‟ is derived from Greek

word „methodos‟ that means way or steps. In scope of scientific studies, a

method is linked with the way on how to understand an objectives being

studied.” It means that, a research method was the researcher‟s way to collect

data and to collect the information regarding with the problems that were

researched. This research method was experimental research. Here, the

28

researcher determined the influences of a result by testing an idea, practice, or

procedure.

As Creswell (2012, p.145) states that “The basis objective of an

experimental method is to check the effect of an intervention on a result.” An

experiment happened when the researcher wanted to verify possible cause

and effect between independent and dependent variables.

C. Research Design

There are many research designs offered in experimental design. One

of them is two groups pre-test and post-test design. The researcher decided to

use the design by the reasons that the researcher would like to know of how

far is the students‟ skill on reading comprehansion by pre-test survey and

would like to know the effectiveness of the strategies by post-test survey.

One type of experimental research is called by quasi experimental

research since it describes the two independent variables towards a dependent

variable. (Sabarwal & White, 2014, p.6) “Quasi Experiment methods that

involve the creation of a comparison group are most often used when it is not

possible to randomize individuals or groups to treatment and control group.”

In this quasi experimental research, the researcher managed pre-test

for both treatment and comparative class. After that, the treatment class was

treated by SQ3R strategy while the comparative class was traeted by KWL

strategy. The common design can be seen in this figure below as illustrated

by Arikunto (2010, p.316):

Figure 3.1

Design of Quasi-Experimental Research

29

Class Pre-test Independent

Variable

Post-test

T Y1 X1 Y2

C Y1 X2 Y2

It means:

X1

: Treatment by SQ3R strategy

:

X2 : Treatment by KWL strategy

Y1 : Dependent variable before the manipulation of

the independent variable X

Y2 : Dependent variable after the manipulation of the

independent variable X

T : Treatment class

C : Comparative class

D. Location of the Research

MA Al-Bidayah Candi is located in Candi, Bandungan district. It is in

the west of Bandungan, Semarang regency. It is about 6 km from Bandungan

market. It is part of Yayasan Pendidikan Islam (YPI) Al-Bidayah. The

building stands in one location with RA (Rodloutul Atfal) or playgroup, MI

(Islamic Elementary School), MTs (Islamic Junior High School). Although

all of them stand in one location, each of them has independent organization.

E. Subject of the Research

30

Same with usual research, this research also has subject as a

participant and to help collect the data. In this research the subject was all of

eleventh grade social-1 and social-2 students of MA Al-Bidayah Candi

Bandungan Semarang Regency in the academic year of 2016/2017, there

were 64 students as the subject of the research.

F. Role of the researcher

In this research, the researcher was also the participant. The researcher

acted as the teacher in the class.

G. Population

As Kothari (2004, p.55) states that “Population is all pieces in any

field of research.” (Schreiber and Asner-Self, 2011, p.83) “All potential

respondents of research subject also called as population.” They add that

population is a collection of all component linked to the process of point of

interest. The population of this research was the eleventh grade of MA Al-

bidayah Candi Bandungan in the academic year of 2015/2016 consisted of 91

students that divided in to three classes. Namely 30 students from social 1

class, 34 students from social 2 class, and 27 from science class.

H. Sample

The sample of this research is the eleventh grade social 1 and social 2

students of MA Al-Bidayah Candi, Bandungan in the academic year of 2016-

2017. The total samples are 64 students. As Patel wrote (2009, p.80) “Sample

is part of the representative of population that is observed.” For clearer

information of the sample, look at this table;

31

Table 3.1

Students of MA Al-Bidayah Candi

No. Name

/Social 1

No. Name

/Social 2

1 Adenia Imbrawati 1 Alfi Nur Zumaika

2 Ahmad Udin 2 Afif Fudin

3 Ainun Afrizal Risalah 3 Achmad Chnif Jauhari

4 Ani Muhayatun 4 Ahmad Miftahul Faizin

5 Ardhia Pramesti Regita C. 5 Alfi Wardatul Chasanah

6 Bagas Zala Pamungkas 6 Ana Muawiyah

7 Choerul Imron 7 Anik Umi Syayidah

8 Dewi Anggriani 8 Choirotun Nisak

9 Dewi Lailatul Haniah 9 Dina Kartika

10 Eka Susanti 10 Dita

11 Evie Miftakhul Janah 11 Efriawan Hengki Saputra

12 Faisal Yusuf 12 Elsa Fernanda

13 Komariyah 13 Hanif Ahmad Rifa‟i

14 Liya Linda Sari 14 Hanifah Ridwani

15 Muhammad Ikhsanudin 15 Heni Setyowati

16 Muhammad Yusuf Ihsani 16 Issanti

17 Muhrodin 17 Kuku Wahana

18 Mukhamad Nur Rokhif 18 Listiya Mulyani

19 Nanik Indriyani 19 Muhamad Khosim

20 Novan Wahyu Alfiyanto 20 Muhamad mujib Setiawan

21 Rika Zadatul Mubarokah 21 Muhammad Khusnul afif

22 Rima Afifah 22 Putri Oktafiani

23 Rizki Helena Riswanti 23 Reva Pramawati

32

24 Siti Rina Aliyah 24 Riska Diana Sari

25 Salimatul Wahidah 25 Rosana Sriasih

26 Syaeful Anwar 26 Ruhmiyati

27 Ulfa Umami 27 Sulistyowati

28 Uswatun Khasanah 28 Tifani Oktavia

29 Vina Lilatus Sholkah 29 Unna Yurdanny

30 Tri Kusumawati 30 Wiwin Kurnianti

31 Agus Setyawan

32 Alfi hasanah

33 Khotimatus Sa‟adah

34 Nur Anisa Yulianti

A reason why the researcher choosed social 1 class and social 2 class

is based on mean of daily score from the students. By the pre research

observation the researcher asked the result of daily score of the students and

knew that 88.28 is mean of science class, 81.67 is mean of social 1 class, and

83.02 is mean of social 2 class, the daily score is enclosed in appendices.

Based on the explanation above the researcher made a conclussion

that the students of social 1 and social 2 are almost have some ability in

english subject, based on that reason the researcher decided to choose the

students from eleventh grade social 1 and social 2 of MA Al-Bidayah Candi

Bandungan in the academic year of 2016/2017.

I. Time Schedule of the Research

33

The researcher planned the time schedule in hope for the research was

conducted smoothly. The research was done on August, 15th

2017. The table

is shown below:

Table 3.2

Time Schedule of the Research

Step Date Activity

1 April 17th

-18th

, 2017

07.00-09.00 am

Observation pre-research

2 April 22nd

, 2017

10.15-11.45 am

Pre-test for treatment class

Treatment 1 for treatment class

3 April 22nd

, 2017

12.05-13.35 pm

Pre-test for comparative class

Treatment 1 for comparative class

4 April 25th

, 2017

13.35-14.15 pm


5 April 27th

, 2017

10.15-11.00 am


6 April 29th

, 2017

10.15-11.45 am


Post-test for treatment class

7 April 29th

, 2017

12.05-13.35 pm


Post-test for comparative class

8 May 1st – August 15

th,

2017

Writing research report

J. Method of Data Collection

The researcher had two methods of collecting data to carry out the

research. Kothari (2004, p.96) states that “The data can be collected through

observation method, questionnaire, interview, documentation, test, etc.” In

34

this research, the researcher used test as the primary method. Then,

documentation was the secondary method.

1. Test

a. Pre-Test

The researcher conducted pre-test. It aimed to know how far is the

students‟ reading comprehansion ability.

b. Post-Test

After received the treatment by SQ3R strategy for the treatment

class and KWL strategy for the control class. The students were asked for

doing the post-test.

2. Documentation

The researcher used documentation as the secondary method to

collect the data. As Kumar (2005, p.236) explaines that “Documentation

organized the verbal data like correspondence, journal, memory report,

and other that can be mutually responsible.” In this research, the

researcher documented the students‟ test sheets, lesson plans, narrative

text sheets, general condition of the school, school‟s document validaty

sheets of lesson plan, validaty sheets of sylabus and photos report.

K. Research Instrument

The researcher applied written test for this research. It consisted of 5

numbers of exercise. The exercise was all about narrtive text. The indicator of

the excercise was 1 excersice to analyze the social function, 1 excercise to

identify the generic structure, 1 excercise to analise language fiture, and 2

35

excercises were about W-H Question. The researcher make same instrument

between pre-test and post-test.

L. Rubric of Test

In addition, the researcher ranged the criteria of the students‟

competence namely: content, grammar, spelling, and vocabulary on both

group the researcher classified as follows:

Figure 3.2

Evaluation Criteria

Score 20 15 10 5 0

Uunderstand

4 aspecs

from:

Uunderstand

3 aspecs

from :

Uunderstand

2 aspecs

from:

Uunderstand

1 aspec

from:

No

answer

Criteria Content

(accuracy of

answer),

Grammar

(completenes

s of answer),

Spelling,

Vocabulary.

Content

(accuracy of

answer),

Grammar

(completenes

s of answer),

Spelling,

Vocabulary.

Content

(accuracy of

answer),

Grammar

(completene

ss of

answer),

Spelling,

Vocabulary.

Content

(accuracy of

answer),

Grammar

(completenes

s of answer),

Spelling,

Vocabulary.

After ranged the criteria of the students‟ competence. The researcher

ranged scoring aspect to give score to the students accuracy the researcher

classified as follows:

36

Figure 3.3

Scoring Aspect

No Scoring aspec

Score

1. Content (acuracy of answer)

0-20

2. Grammar (completness of

answer)

0-20

3. Spelling

0-20

4. Vocabulary 0-20

Guadiance of scoring

1. Number of question : 5

2. Each question has maximal score : 20

3. Maximal score is 5 x 20 = 100

4. KKM score is 73

5. E.g Siti got the answer that appropiate 4 aspecs by 3 questions and just

appropiate 2 aspect for 2 questions, siti,s score is (3x20)+(2x10)= 80

M. Validity and Reliability

Dealing with this challannge of planning to assess reading

comprehansion‟s report from the students, the researcher needed to be aware

of a variaty situation that would happen in the pedagogical implication during

37

teaching learning process. There were criteria that would be used to construct

them. According to Schmitt & Messick (1989) in Richards (2001) as cited by

Margiyanti (2014, p.20) “Validity (did the test really mesure what it was

supposed to mesure?), Reliability (did the past test perform consistently from

one administration to the next?), Practicality (was the test practical to give

and mark in particular setting?).”

1. Validity

Kimberlin and Winterstein (2008, p. 278) define

Validity is the extent to which an instrument measures what

are purports to measure. Validity requires that an instrument can be

reliable without being valid. While we speak of the validity of a

test or instrument, validity is not a property of the test itself.

Instead, validity is the extent to which the interpretations of the

results of a test are warranted, which depends on the test‟s intended

use.

To know how far a test is warranted, it always needs validity. In

this research, the researcher used such kinds of validity:

a. Content Validity:

Kimberlin and Winterstein (2008, p. 279) state:

When we want to find out if the entire content of the

behavior/construct/area is represented in the test we compare

the test task with the content of the behavior. This is a logical

method, not an empirical one.

Key words of this kind of validity here are: behavior, construct,

and area or with another word it refers to a thing which is usual to a

daily life of a subject. Since the subjects here are XI-IPS 1 and XI-IPS

2 of MA Al-Bidayah Candi Bandungan, it is likely that the material

given to them are material which is familiar with their life. So that, the

38

researcher used fairy tales and legend that have familiar titles is

students‟ head.

b. Face Validity:

Kimberlin and Winterstein (2008, p. 279) state: “Basically face

validity refers to the degree to which a test appears to measure what it

purports to measure.” Keyword of face validity here is „degree‟ or

level. In order to qualify this face validity, the researcher adjusts the

test with the indicator of 2016 curriculum and students‟ ability.

c. Criterion-Oriented or Predictive Validity:

Kimberlin and Winterstein (2008, p. 279) state:

When you are expecting a future performance based on the

scores obtained currently by the measure, correlate the scores

obtained with the performance. The later performance is called the

criterion and the current score is the prediction. This is an

empirical check on the value of the test – a criterion-oriented or

predictive validation.

The keywords of this part are later performance (criterion) and

current performance (prediction). There is a pre-test and post-test in

this research. Which pre-test called by criterion and post-test is the

prediction.

2. Reliability:

Kimberlin and Winterstein (2008, p. 276) define:

Reliability is the degree to which a test consistently measures

whatever it measures. Errors of measurement that affect reliability are

random errors and errors of measurement that affect validity are

39

systematic or constant errors. Test-retest, equivalent forms and split-

half reliability are all determined through correlation.

Reliability consists of:

a. Test-retest Reliability

Test-retest reliability is the degree to which scores are consistent

over time. It indicates score variation that occurs from testing session

to testing session as a result of errors of measurement. Problems:

Memory, Maturation, Learning.

b. Equivalent-Forms or Alternate-Forms Reliability

Two tests that are identical in every way except for the actual

items included. Used when it is likely that test takers will recall

responses made during the first session and when alternate forms

are available. Correlate the two scores. The obtained coefficient

is called the coefficient of stability or coefficient of equivalence.

Problem: Difficulty of constructing two forms that are essentially

equivalent. Both of the above require two administrations.

c. Split-Half Reliability

Requires only one administration. Especially appropriate

when the test is very long. The most commonly used method to

split the test into two is using the odd-even strategy. Since longer

tests tend to be more reliable, and since split-half reliability

represents the reliability of a test only half as long as the actual

test, a correction formula must be applied to the coefficient.

40

Spearman-Brown prophecy formula. Split-half reliability is a

form of internal consistency reliability.

d. Rationale Equivalence Reliability

Rationale equivalence reliability is not established through

correlation but rather estimates internal consistency by determining

how all items on a test relate to all other items and to the total test.

e. Internal Consistency Reliability

Determining how all items on the test relate to all other items.

Kudser-Richardson-> is an estimate of reliability that is essentially

equivalent to the average of the split-half reliabilities computed for

all possible halves.

f. Standard Error of Measurement

Reliability can also be expressed in terms of the standard error

of measurement. It is an estimate of how often you can expect

errors of a given size.

N. Method of Data Analysis

The researcher did some steps to analyze the data, they were:

1. Scored the students‟ test

The researcher scored the result of pre- and post-test from both

experimental and comparative group. The researcher used point scale of

0-100 to measure the students answer.

2. Calculated the result of the test

41

After the students‟ test were scored, the researcher calculated the

data using t-test to determine whether there was significant difference

before and after the treatment for both treatment and comparative class.

“The researcher took the following steps as Sudijono (2010, p.305)

explains:

a. Calculated the mean (M) from each group using the following formula:

M = Mean

∑x = Total score

N = Number of students

b. Calculated the standard deviation difference (SDD)

√

(

)

SDD= Standard deviation


D = Difference between pre- and post-test

c. Calculated mean of difference (MD)

MD = Mean of difference

∑D= Total of difference between pre- and post-test

d. Calculated the standard error of mean difference (SEMD)

√

SEMD= Standard error of mean difference

SDD= Standard deviation

42


e. Calculated t-value (to)

to = t-value of observation

MD = Mean of difference

SEMD= Standard error of mean difference

f. Compared t-value (to) with t-table (tt)

Criteria of hypothesis accepted describes as follows:

to ≥ tt = Reject null hypothesis (ho) and accept alternate hypothesis

to < tt = Accept null hypothesis (ho) and reject null hypothesis

43

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

C. Profile of the Students Before and After the Treatments for Both

Treatment and Comparative Class

1. Pre-test Analysis

The researcher administered two kinds of test. They were pre-test and

post-test. Pre-test was conducted before the treatment. It aimed to measure the

students‟ reading comprehansion ability before having treatment by SQ3R

stratergy for treatment class and KWL strategy for comparative class. The

researcher set the procedure of pre-test as follows:

a. The researcher as the teacher gave the test sheet to the students

b. The teacher made rules for the students when they did the test

c. The students submitted their test sheet as soon as they finished it

d. The teacher gave scoring to the pre-test

Each correct answer was scored 20 if the students were able to answer all

correctly would get 100 points.

a. Pre-test Analysis of Treatment class

44

After the pre-test was done, the researcher checked and gave score for

the test. Then, the researcher could display the result of pre-test for treatment

class as follows:

Table 4.1

Pre-test Result of Treatment Class

No.

Name

/Social 1 Score

1. Adenia Imbrawati 49

2. Ahmad Udin 56

3. Ainun Afrizal Risalah 47

4. Ani Muhayatun 46

5. Ardhia Pramesti Regita C. 49

6. Bagas Zala Pamungkas 47

7. Choerul Imron 44

8. Dewi Anggriani 49

9. Dewi Lailatul Haniah 49

10. Eka Susanti 45

11. Evie Miftakhul Janah 49

12. Faisal Yusuf 41

13. Komariyah 54

14. Liya Linda Sari 65

15. Muhammad Ikhsanudin 44

16. Muhammad Yusuf Ihsani 56

17. Muhrodin 41

18. Mukhamad Nur Rokhif 67

19. Nanik Indriyani 62

45

20. Novan Wahyu Alfiyanto 46

21. Rika Zadatul Mubarokah 45

22. Rima Afifah 51

23 Rizki Helena Riswanti 62

24 Siti Rina Aliyah 54

25 Salimatul Wahidah 50

26 Syaeful Anwar 29

27 Ulfa Umami 54

28 Uswatun Khasanah 54

29 Vina Lilatus Sholkah 52

30 Tri Kusumawati 50

Total (∑x1) 1507

N = 30

Mean (M) 50.23

Based on the table above, there were 30 students had done the pre-test.

The highest score of treatment class was 67 while the lowest was 29. The

mean of treatment class‟s pre-test score was 50.23.

b. Interpretation Pre-test Score of Treatment Class

After scoring the result of pre-test then the researcher could interpret

the pre-test score for treatment class as follows:

Table 4.2

Interpretation Pre-test score of Treatment Class

Number of

Student

Probable

Performance Category

- Excellent The students‟ answers are mostly

46

B

ased

on

the table above, it showed that from 30 students most of them gained enough

category of their performance by the students of 15. Then 4 students gained

good category and 10 students gained fair category. There was only 1 student

gained poor category. At last, there was no student reached their excellent and

very good performance on reading comprehension.

c. Pre-test Analysis of Comparative Class

Then, the researcher did the same step by displaying the pre-test result

of comparative class. The distribution score table are as follows:

correct, 80% of correct answers

- Very Good The students answer about 70% of

correct answers

4 Good The students answer about 60% of

correct answer

10 Fair The students answer about 50% of

correct answer

15 Enough The students answer about 40% of

correct answer

1 Poor The students‟ answers are mostly

incorrect, less of 40% of correct

answers

Total = 30

47

Table 4.3

Pre-test Result of Comparative Class

No. Name

/Social 2

Score

1 Afia Nur Zumaikha 44

2 Afif Fudin 52

3 Achmad Chanif Jauhari 48

4 Ahmad Miftahul Faizin 54

5 Alfi Wardatul Chasanah 40

6 Ana Muawiyah 52

7 Anik Umi Syayidah 47

8 Choirotun Nisak 53

9 Dina Kartika 40

10 Dita 59

11 Efriawan Hengki Saputra 49

12 Elsa Fernanda 62

13 Hanif Ahmad Rifa`I 50

14 Hanifah Ridwani 42

15 Heni Setyawati 59

16 Issanti 52

17 Kuku Wahana 52

18 Listiya Mulyani 48

19 Muhamad Khosim 46

20 Muhamad Mujib Setiawan 42

21 Muhammad Khusnul Afif 43

48

22 Putri Oktafiani 51

23 Reva Pramawati 48

24 Riska Diana Sari 52

25 Rosana Sriasih 47

26 Ruhmiyati 40

27 Sulistyowati 53

28 Tifani Oktavia 40

29 Unna Yurdanny 58

30 Wiwin Kurnianti 49

31 Agus Setyawan 46

32 Alfi Hasanah 43

33 Khotimatus Sa`Adah 53

34 Nur Anisa Yuliyanti 48

Total (∑x2) 1662

N = 34

Mean (M) 48.88

Based on the table above, there were 34 students had done the pre-

test. The highest score of comparative class was 62 while the lowest was 40.

The mean of comparative class‟s pre-test score was 48.88.

d. Interpretation Pre-test Score of Control class

After scoring the result of pre-test then the researcher could interpret

the pre-test score for comparative class as follows:

Table 4.4

Interpretation Pre-test Score of Comparative Class

Number of Probable Category

49

Student Performance



- Very Good The students answer about 70% of

correct answers

1 Good The students answer about 60% of

correct answer

14 Fair The students answer about 50% of

correct answer

19 Enough The students answer 40% of correct

answer

- Poor The students‟ answers are mostly


answers

Total = 34

The table showed that from 34 students most of them got fair and

enough category of their performance. 14 students obtained fair category and

19 got enough category. Then 1 student at good category.

The last, there was no student reached their excellent, very good and

poor performance on reading comprehension.

2. Treatments

Treatment was a set of activities held by the researcher for the

students by applying such strategy in the teaching-learning activity. In this

50

research, the researcher administered three times treatments for each class.

The researcher used SQ3R for treatment and to be compared with KWL

strategy to applayed in cmparative class. This strategy was a kind of way that

could develop the students‟ reading competence.

The researcher did treatments by some steps as follows:

a. The researcher explained about narrative text it was consisted

about definition, social function, generict structure, language

fiture, and W-H question.

b. The researcher applied SQ3R strategy to improve students‟

reading competence, it consisted five activities such as :

surveying, questioning, reading, reciting, reviewing.

c. The researcher gave feedbeck to the students.

For the first treatment, the researcher used fairytale narrative text

entitled “Cinderella”, and for the second treatment, the researcher used legend

narrative text entitled “The Legend of Tangkuban Perahu Mountain”. Then

for the last treatment, the researcher used fabel narrative text entitled “The ant

and the Grasshopper”.

Then the researcher mostly did the same steps for the comparative

class as follows:

a. The researcher explained about narrative text it was consisted

about definition, social function, generict structure, language

fiture, and W-H questuin.

b. The researcher applyed KWL strategy to improve students‟

reading competence, it consist three activities such as : knowing

51

what will the students learn, want to learn , and learning about the

contex.

c. The researcher gave feedbeck to the students.

For the first treatment, the researcher used fairytale narrative text

entitled “Cinderella”, for the second treatment, and the researcher used legend

narrative text entitled “The Legend of Tangkuban Perahu Mountain”. Then,

for the last treatment, the researcher used fabel narrative text entitled “The

and and the Grasshopper”.

3. Post-test Analysis

a. Post-test Analysis of Treatment Class

After the students had finished the treatment, the researcher handed

the post-test. Then, the researcher could display the result of post-test for

treatment class as follows:

Table 4.5

Post-test Result of Treatment Class

No. NAME

/Social 1 Score

1. Adenia Imbarawati 80

2. Ahmat Udin 93

3. Ainun Afrizal Risalah 94

4. Ani Muhayatun 62

5. Ardhia Pramesti Regita Cahyani 76

6. Bagas Zala Pamungkas 86

7. Choerul Imron 83

52

8. Dewi Anggriani 80

9. Dewi Latifatul Haniah 59

10. Eka Susanti 96

11. Evie Miftakhul Janah 92

12. Faisal Yusuf 98

13. Komariyah 90

14. Liya Linda Sari 83

15. Muhamad Ikhsannudin 95

16. Muhammad Yusuf Ihsani 82

17. Muhrodin 81

18. Mukhamad Nur Rohif 83

19. Nanik Indriyani 75

20. Novan Wahyu Alfiyanto 59

21. Rika Zadatul Mubarokah 75

22. Rima Afifah 92

23 Rizky Helena Riswanti 96

24 Siti Rina Aliyah 94

25 Salimatul Wahidah 80

26 Syaeful Anwar 96

27 Ulfa Umami 93

28 Uswatun Khasanah 92

29 Vina Lailatus Sholikah 90

30 Tri Kusuma Wati 92

53

Total (∑y1) 2547

N = 30

Mean (M) 84.9

Based on the table above, there were 30 students had done the post-

test. The highest score of treatment class was 96, while the lowest was 59.

The mean of treatment class‟s post-test score was 84.9.

b. Interpretation Post-test Score of Treatment Class

After having done the post-test, the researcher then could interpret the

post-test score as follows:

Table 4.6

Interpretation Post-test Score of Treatment Class

Number of

Student

Probable


24 Excellent The students‟ answers are mostly


3 Very Good The students answer 70% of correct

answers

1 Good The students answer 60% of correct

answer

2 Fair The students answer 50% of correct

answer

- Enough The students answer 40% of correct

answer



answers

Total = 30

54

Based on the table above, it showed that from 30 students, firstly most

of them were at excellent level of their performance by the number of 24,

secondly 3 students were at very good level. Thirdly 1 student is at good level

and 2 students were at fair level, then the last, there was no student who was

at enough and poor level.

c. Post-test Analysis of Comparative Class

Meanwhile, the researcher did the same way as before by distribute

the table of the post-test result for comparative class as follows:

Table 4.7

Post-test Result of Comparative Class

No. NAME

/Social 2 Score

1. Afia Nur Zumaikha 57

2. Afif Fudin 64

3. Achmad Chanif Jauhari 59

4. Ahmad Miftahul Faizin 57

5. Alfi Wardatul Chasanah 59

6. Ana Muawiyah 56

7. Anik Umi Syayidah 57

8. Choirotun Nisak 69

9. Dina Kartika 62

10. Dita 60

11. Efriawan Hengki Saputra 64

55

12. Elsa Fernanda 60

13. Hanif Ahmad Rifa`I 57

14. Hanifah Ridwani 62

15. Heni Setyawati 70

16. Issanti 53

17. Kuku Wahana 60

18. Listiya Mulyani 63

19. Muhamad Khosim 58

20. Muhamad Mujib Setiawan 60

21. Muhammad Khusnul Afif 64

22. Putri Oktafiani 60

23 Reva Pramawati 60

24 Riska Diana Sari 69

25 Rosana Sriasih 59

26 Ruhmiyati 58

27 Sulistyowati 58

28 Tifani Oktavia 53

29 Unna Yurdanny 57

30 Wiwin Kurnianti 64

31 Agus Setyawan 60

32 Alfi Hasanah 59

33 Khotimatus Sa`Adah 67

34 Nur Anisa Yuliyanti 70

56

Total (∑y2) 2065

N = 34

Mean (M) 60.73

Based on the table above, there were 34 students had done the post-

test. The highest score of comparative class was 70, while the lowest was 53.

The mean of control class‟s post-test score was 60.73

d. Interpretation Post-test Score of Comparative Class

After having done the post-test, the researcher then could interpret

the post-test score of comparative class as follows:

Table 4.8

Interpretation Post-test Score of Comparison Class

Number of

Student

Probable




2 Very Good The students answer 70% of correct

answers

17 Good The students answer 60% of correct

answer

15 Fair The students answer 50% of correct

answer

- Enough The students answer 40% of correct

answer



answers

Total = 34

57

The table showed that from 34 students most of them were at good

level of their performance. Firstly, it showed 2 students at very good level.

Socondly, 17 students were at good level, thirdly, there were 15 students at

fair level, then the last, there was no student at exelent, enough, and poor

level.

D. Findings

1. Analysis of Students’ Improvement

After interpreting pre-test and post-test in treatment class and

comparative class, in order to sum up, here charts of students‟ improvement

after there are treatments between using SQ3R and KWL strategy.

a. Chart of SQ3R Strategy

Chart 4.1

Performance Students‟ Reading Skill in Treatment Class by SQ3R Strategy

Poor Enough Fair Good Very Good Excellent

Pre-Test 1 15 10 4 0 0

Post-Test 0 0 1 1 3 24

Column1

1

15

10

4

0 0 0 0 1 1 3

24

0

5

10

15

20

25

30

Pre-Test Post-Test

58

Based on the chart above, almost all of the students got increase on

their performances after got the treatments, most of them were at excellent

category, the students who get good and fair category decrease on post-test

result. There is no student who gets poor and enough category anymore.

b. Chart of KWL Strategy

Chart 4.2

Performance Students‟ Reading Skill in Comparative Class by KWL Strategy

Based on the chart above, more than half of the students got increase

on their performances after got the treatments, most of them were at good and

fair category, the students who got poor and enough category before moved

to good and very good category. There is no student who gets poor and

enough category anymore.

2. Paired Sample

Poor Enough Fair Good Very Good Excellent

Pre-Test 1 19 14 1 0 0

Post-Test 0 0 15 17 2 0

Column1

1

19

14

1 0 0 0 0

15

17

2

0 0

2

4

6

8

10

12

14

16

18

20

Pre-Test Post-Test

59

After those data concluded by using chart, then the researcher would

like to present an analysis when it proceeds by using SPSS. It used paired

sample test to analyze as cited by Flyn (2010, p.29 ) “When the investigator

takes two or more measurements under different conditions with the same

subjects, and then wishes to perform a t-test to understand the effects of

different conditions, the correct test to use is a paired t-test.” This research

used different conditions which are different strategy (SQ3R and KWL

strategy). The subject still the same that is students‟ reading skill, and then it

wishes to perform a t-test to understand the effects of different conditions.

Like what the researcher said in chapter III, that to analyze it the

researcher use the formula: 1) Click the variable view 2) Input the four name

of variables (Pretest of SQ3R „SQ3R1‟, post test of SQ3R „SQ3R2‟, pretest

of KWL „KWL1‟ and post test of KWL „KWL2‟) 3) Click the data view 4)

Input the students‟ score based on the variables 5) Click analyze-compare

means-paired sample t-test 6) the result of paired sample t-test could be seen

and could be exported into word form. After that, the researcher exported the

data from SPSS application into word (doc), when we count the data

manually; it always needs some steps such as: find out standard deviation,

find the mean of difference, find standard error of mean difference, find the

T-value (to), find out the df. Simply SPSS application precedes the data as

follows:

a. SQ3R Strategy

1. Paired Samples Test

Table 4.9

Paired Sampel Test of SQ3R

60

Paired Differences t df Sig. (2-

tailed)

Std.

Deviation

Std. Error

Mean

SQ3R1-

SQ3R2

13.47113

2.45948 -14.095 29 .000

Mean SQ3R1 50.2333 Corelation Sig.

SQ3R2 84.9000 -.020 .915

2. Interpretation of the Students Improvement of Students’ Reading

Skill by Using SQ3R Strategy

a) On paired sample statistics, it could be interpreted that there is an

improvement in students‟ mean, in which in pre-test of SQ3R

Strategy, students‟ mean is 50.23, then it increased into 84.9.

b) The correlation shows in the number of -0.020 and significant

indicates 0.915.

c) The most important, in sample paired test, t shows -14.095, in

which the more negative the result of t is the more effective the

strategy to be.

d) From those analysis above it could be concluded that there is an

improvement during using SQ3R Strategy when intervention time.

b. KWL Stategy

1. Paired Samples Test

Table 4.10

Paired Sampel Test of KWL

61

Paired Differences t df Sig. (2-

tailed)

Std.

Deviation

Std. Error

Mean

KWL1-

KWL2

6.63160

1.21076 -9.278 29 .000

Mean KWL1 49.0667 Corelation Sig.

KWL2 60.3000 .202 .284

2. Interpretation of the Students Improvement of Students’ Reading

Skill by Using KWL Strategy

a) On paired sample statistics, it could be interpreted that there is an

improvement in students‟ mean, in which in pre-test of KWL

Strategy or Comparison Class, students‟ mean is 48.88 then there

increased into 60.73.

b) The correlation shows in the number of 0.202 and significant

indicates 0.284.

c) The most important, in sample paired test, t shows -9.278, in which

the more negative the result of t is the more effective the strategy to

be.

d) From those analysis above it could be concluded that there is an

improvement during using KWL Strategy when intervention time.

3. Strategy Which is More Effective

62

In this section, the researcher presents the main result of SPSS data by

paired samples correlation, and then concludes the strategy which is more

effective as indicates by numerical data.

Table 4.11

Paired Samples Correlations

N Correlation Sig.

Pair 1 PreSQ3R & PostSQ3R 30 -,020 ,915

Pair 2 PreKWL & PostKWL 30 ,202 ,284

From the significant it can be seen that SQ3R strategy is more

effective than KWL strategy, with significant number 0.915 for SQ3R and

0.248 for KWL, with the correlation -0.02 for SQ3R and 0.2 for KWL which

is more minus by the result of correlation means more effective. (Ghozali,

2005, p.34) “A variable can mentionable effective if the correlation is < 0.05.”

From explanation above the researcher concluded that SQ3R strategy

is better strategy to be used than KWL strategy, this result supported the

theory of Shepard (2001) “it will help the students to identify the significant

ideas, graps these ideas more readily, remember the essential points, and

better prepared for exams” in the chapter II (see page 17). It also can be

mentioned that this research accepted Ha and rejected Ho which was that

SQ3R strategy was good to improve student‟s reading comprehansion on

narrative text in the eleventh grade students of MA Al-Bidayah Candi

Bandungan Semarang Regency.

63

CHAPTER V

CLOSURE

A. Conclusion

Based on the data analysis, the conclusion was presented as follows:

1. Profile of the Students’ Reading Comprehansion Skill before and after

Having Treatment by SQ3R and KWL Strategy

The calculation showed the result of pre- and post-test mean for

treatment class that treated by SQ3R strategy. The mean of pre-test was

50.23 while the mean of post-test was 84.90. The mean of post-test was

higher than the mean of pre-test. The difference between the students‟ pre-

and post-test mean that treated by SQ3R strategy was 34.67.

The calculation also exposed the result of pre- and post-test mean for

control class that traeted by KWL strategy. The mean of pre-test was 49.06

while the mean of post-test was 60.30. The mean of post-test was also

higher than the mean of pre-test. The difference between the students‟ pre-

and post-test mean that treated by KWL strategy was 11.24.

64

2. Significance Difference of the Students’ Profile on Their Reading

Comprehansion skill after Having SQ3R and KWL Strategy

As the researcher explained in chapter IV that there is an

improvement in SQ3R and KWL strategy, it can be seen from the result of t-

test that calculated by SPSS in tabel 4.9 and tabel 4.10, in chaper IV the

researcher also explained that there is an improvement in students‟ mean, in

which in pre-test of SQ3R Strategy, students‟ mean is 50.23, then it

increased into 84.9 and there is an improvement in students‟ mean, in which

in pre-test of KWL Strategy or Comparison Class, students‟ mean is 48.88

then there increased into 60.73, it is an answer for reasech question number

one, and as the answer for reseach question number two the researcher

formulated the data as follows :

Tabel 5.1


N Correlation Sig.



By the tabel above, it could be seen that SQ3R strategy has higher

significance number than KWL strategy, with significant number 0.915 for

SQ3R and 0.248 for KWL. Then, it could be seen clearer by the correlation

-0.02 for SQ3R and 0.2 for KWL which is more minus by the result of

correlation means more effective.

65

From explanation above the researcher concluded that SQ3R

strategy is better strategy to use than KWL strategy to improve student‟s

reading skill in the eleventh grade students of MA Al-Bidayah Candi

Bandungan Semarang Regency. To sum up, SQ3R strategy is more effective

and the improvement is more significant than KWL strategy because the

value of correlation of SQ3R is more negative than correlation of KWL.

Therefore, the research confirmed the Treatment Class that stated SQ3R

strategy is more effective to increase students‟ reading comprehension than

KWL strategy.

B. Suggestions

Based on the research findings, the researcher would like to propose

some suggestions, which are addressed to teachers, students, and other

researchers.

1. For the teachers

a. Survey Question Read Recite Review (SQ3R) is suggested for English

teachers to be used while teaching reading comprehension.

b. The teachers are suggested to be more creative and innovative in

applying various kind of interesting and appropriate teaching strategy,

so that the teaching-learning process is not monotone and the students

can be more active to learn in fun and enjoyable environment.

2. For the students

c. The students are suggested to use SQ3R strategy in reading

comprehension to help them increasing their reading comprehension

skill.

66

a. Learn many reading strategy.

b. The students are suggested to check their reading comprehension skill

by using SQ3R or KWL strategy, so that they can increase their

reading comprehension skill.

3. For other researchers

a. The result of the research only confirms the hypotheses, but it does not

prove that something is absolutely true at all time. Moreover, the

research needs improvement of thought for further studies.

b. The finding of the research hopefully will be employed as starting

point of the future research on similar topics.

67

APPENDIXES

CURRICULUM VITAE

Full Name : Nur Tsaqib

Place and Date of Birth : Kab. Semarang, August 29th

, 1994

Sex : Male

Religion : Islam

Addres : Ngipik RT 04/08, Candi, Bandungan, Semarang

68

E-mail : [email protected]

Phone : 081575835728

Educational Beckground : State Elementary School (SDN) 03

: Islamic Junior High School (MTs) Al-Bidayah

Candi

: Islamic Senior High School (MA) Al-Bidayah

Candi

: State Institute for Islamic Studies (IAIN) Salatiga

mailto:[email protected]

74

DAFTAR NILAI

SURAT KETERANGAN KEGIATAN MAHASISWA

Nama : Nur Tsaqib

NIM : 113-13-033

Jurusan : TBI

Dosen Pembimbingan Akademik : Widiyanto, Dr.phil., M.A

No. Nama Kegiatan Pelaksanaan Sebagai Nilai

1. OPAK STAIN SALATIGA

2013“Rekonstruksi Paradigma

Mahasiswa yang Cerdas, Peka, dan

Peduli”.

26-27

Agustus 2013

Peserta 3

2. OPAK TARBIYAH 2013 STAIN

SALATIGA“ Menjunjung Tinggi

Nilai-Nilai Kearifan Lokal Sebagai

Identitas Pendidikan Indonesia”

29 Agustus

2013

Peserta 3

3. “Library User Education (Pendidikan

Pemakai Perpustakaan)” oleh UPT

PERPUSTAKAAN STAIN

SALATIGA.

16 September

2013

Peserta 2

4. “Training pembuatan makalah” oleh

Lembaga dakwah Kampus (LDK)

Darul Amal STAIN Salatiga

18 September

2013

Peserta 2

5. “ENGLISH FRIENDSHIP CAMP

2013” by Communicative English

Club (CEC)

28-29

september

2013

Peserta 2

6. KISMIS (Kajian Intensif Mahasiawa)

“agar shalat bukan sekedar kewajiban,

namun kebutuhan” oleh LDK darul

Amal STAIN Salatiga

10 Oktober

2013

Peserta 2

7. SIBA-SIBI Training UTS Semester

Gasal 2013-2014. Oleh CEC dan

ITTAQO STAIN Salatiga

30 Oktober

2013

Peserta 2

8. CEC Festival “Youngster Today is the

Leader of Tommorow” by CEC

STAIN Salatiga

10-20

November

2013

Panitia 3

9. Longman TOEFL Preparation Course

. by STAIN Salatiga Islamic Boarding

27 Januari-14 Peserta 2

75

House februari 2014


Genap. Oleh CEC dan ITTAQO

STAIN Salatiga

2-3 Mei 2014 Peserta 2

11. English Public Speaking Training. By

CEC STAIN Salatiga

31 Mei 2014 Peserta 2

12. Public Hearing “STAIN MENUJU

IAIN DARI MAHASISWA OLEH

MAHASISWA UNTUK

MAHASISWA” oleh SEMA STAIN

Salatiga

10 Juni 2014 Peserta 2

13. Akhirussanah Ma‟had STAIN Salatiga

Periode 2013/2014 “Intelektualitas

dan Akhlakul Karimah Mahasiswa”

oleh Ma‟had STAIN Salatiga

21 Juni 2014 Panitia

3

14. ENGLISH FRIENDSHIP CAMP

“CEC IS THE BEST WAY FOR

GREAT GENERATION” by CEC

STAIN Salatiga

27-28

September

2014

Panitia 3


Ganjil Tahun 2014. Oleh CEC dan


24-25

Oktober 2014

Panitia 3

16. “SEMINAR NASIONAL

ENTREPRENEURSHIP“ oleh

Gerakan Pramuka Racana Kusuma

Dilaga –Woro Srikandhi STAIN

Salatiga

16 November

2014

Peserta 8

17. CEC FESTIFAL 2014 by CEC

STAIN Salatiga

20-22

November

2014

Panitia 3

18. WORKSHOP NASIONAL “Sukses

Akademik, Sukses Bakat dan Hidup

Bermartabat dengan Karya” oleh

Himpunan Mahasiswa PAI STAIN

Salatiga bekerjasama dengan Talents

Center Nusantara

16 Desember

2014

Peserta 8

19. SIBA-SIBI Training UAS Semester

Ganjil Tahun 2014. Oleh CEC dan


19-20

Desember

2014

Peserta 2

20. PENYELENGGARAAN OPAK

INSTITUT AGAMA ISLAM

27 Juli 2015 Fasilitato

r

3

76

NEGERI (IAIN) SALATIGA

TAHUN 2015

21. SEMINAR NASIONAL “ Pemuda,

Peradaban Islam, dan Kemandirian”

oleh KARIMA Learning & Training

Center

2 September

2015

Peserta 8

22. SEMINAR NASIONAL “WACANA

ISLAM NUSANTARA DALAM

MENJAGA KEBHINEKAAN DAN

KEUTUHAN NKRI” oleh AL

KHIDMAH KAMPUS KOTA

SALATIGA

31 Oktober

2015

Peserta 8

23. SURAT KEPUTUSAN

PEMBENTUKAN

KEPENGURUSAN

KARANGTARUNA RT 04 Dsn

NGIPIK Ds CANDI, Kec

BANDUNGAN, Kab SEMARANG

oleh kelompok pemuda karangtaruna

Rt 04 Dsn Ngipik Ds Candi Kec

Bandungan Kab Semarang

17 Maret

2016

HUMAS 4

24. Dialog Interaktif “Peran UU Sisdiknas

dan Permendikbud dalam perencanaan

kurikulum 2013” oleh SEMA FTIK

IAIN Salatiga

02 Mei 2016 Peserta 2

25. Kegiatan Kuliah Kerja Lapangan “a 2-

hour Teacher Training Workshop

Focusing on ICE BREAKING TO

TEACH LANGUAGE SKILL” di

IALF Bali Oleh IAIN SALATIGA

27 Juli 2016 Peserta 2

26. PERAYAAN HUT RI yang ke 71 oleh

kelompok pemuda karangtaruna Rt 04

Dsn Ngipik Ds Candi Kec Bandungan

Kab Semarang

13 Agustus

2016

Panitia 3

27. SURAT KEPUTUSAN

PENGANGKATAN GURU/USTADZ

MADARASAH DINIYAH AL

FITRIYAH Kec Bandungan Kab

Semarang. Oleh MADARASAH

DINIYAH AL FITRIYAH

15 Agustus

2016

Guru/

Ustadz

7

28. PEMASYARAKATAN

KEWIRAUSAHAAN. Oleh

KEMENTRIAN KOPERASI DAN

27 April

2017

Peserta 4

77

UKM REPUBLIK INDONESIA

29 KHAFLAH AKHIRUSANAH

MADARASAH DINIYAH AL

FITRIYAH Kec Bandungan Kab

Semarang. Oleh MADARASAH

12 Mei 2017 Panitia 3

79

RPP KURIKULUM 2006 (KTSP)

KELAS TREATMENT

Nama Sekolah : MA Al-Bidayah

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI-IPS / 2

Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )

Topik Pembelajaran : Narrative

Keterampilan : Membaca

Pertemuan Ke : 1

A. Standar Kompetensi

Mengungkapkan makna dalam teks lisan fungsional pendek dan esei sederhana

berbentuk narrative, hortatory exposition dan spoof dalam konteks kehidupan

sehari-hari

B. Kompetensi Dasar

Mengungkap-kan makna dan langkah retorika dalam esei sederhana secara akurat,

lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk

narrative, hortatory exposition, dan spoof

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya Dan

Karakter Bangsa

1. Mengidentifikasi fugsi sosial dan struktur teks

2. Menganalisa unsur kebahasaan dalam teks

narrative secara tertulis

3. Menangkap makna isi cerita dalam teks

narrative secara tertilis sesuai pertanyaan

jujur, disiplin, , mandiri

Kewirausahaan/ Ekonomi Kreatif :

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

1. Siswa dapat mengidentifikasi fugsi sosial dan struktur teks.

80

2. Siswa dapat menganalisa unsur kebahasaan dalam teks narrative secara lisan.

3. Siswa dapat menangkap makna isi cerita dalam teks narrative secara tertilis

sesuai pertanyaan.

E. Materi Pokok

Teks narrative

1. Definition Narrative is a text focusing specific participants which tells an

interesting story. Its social function is to tell stories or past events

amuse the readers and entertain or.

2. Social Function To amuse, entertain the readers and to deal with actual/ various experience in

different.

3. Generic Structure

A narrative text will consists of the following structure:

a. Orientation: Introducing the participants and informing the time

and the place

b. Complication: Describing the rising crises which the participants

have to do with.

c. Resolution: Showing the way of participant to solve the crises,

better or worse.

d. Re-orientation: lesson from the story.

2. Language Features a. Using part action verb: Climbed, Turned, Brought, etc

b. Using specific noun as pronoun of person, animal in the story. Example:

The king, the queen, etc.

c. Using adjectives which are for noun phrase. Example: Long black, hair,

two red apples, etc.

d. Using time connectives and Conjunctions to arrange the events.

Examples: Then, before, after, soon, etc.

e. Using adverbs and adverbial phrase to show the location of events.

Examples: Here, in the mountain, ever after, etc.

f. Using Past Tense

3. W-H Questions

1. What : to ask the title, kind of the text, generic structure, social function.

2. When : to ask time or situation. Example: when was the story happen ?

3. Where : to ask place setting. Example: where did the story take place ?

4. Who : to ask the character of the story. Example: who is the main

character ?

5. Why : to ask the reason. Example: why did the man gotangry ?

6. How : to ask the process of something happen. Example: how did they

reach their house ?

4. Text

Cinderella

81

Once upon a time, in the past era, there was a beautiful young

girl named Cinderella. He lived with his mother and two sisters.

Mother and sister arrogant and bad tempered. They treated Cinderella

very badly. Step mother made Cinderella do the hardest job in the

house, such as scrubbing the floor, cleaning the pot and pan and

preparing food for the family. Second step sister, on the other hand,

does not work on the house. Their mother gave them many handsome

dresses to wear. One day, two half-brothers received an invitation to

the ball that the king‟s son would give at the palace.

They were excited about this and spent so much time choosing

the dresses they would wear. Finally, the ball came, and away went

the sisters. Cinderella could not help crying after they left. Why are

crying, Cinderella? The voice asked. He looked up and saw her fairy

godmother standing beside her, “Because I want to go to the ball”,

said Cinderella. Well godmother said, you've been such a cheerful,

hardworking, uncomplaining girl that I will see that you go to the ball.

Magic, fairy godmother turned a pumpkin into a coach and mice into

a smooth two coachmen and footman. Her godmother tapped

Cinderella's dress with her wand, and it became a beautiful ball gown.

Then he gave her a pair of pretty glass slippers. Now,

Cinderella, she said, you have to go before midnight. Then he drove

away a wonderful coach. Cinderella had a marvelous time either. She

danced again and again with the king‟s son. Suddenly the clock began

to strike twelve, she ran toward the door as fast as he could do. In her

hurry, one of her glass slipper behind. A few days later, the child king

declared that he would marry the girl whose feet fitted the glass

slipper. Stepsisters try on shoes, but it was too small for them, no

matter how hard they squeezed their toes into it.

In the end, the king's page lets Cinderella try the shoes. He

stretched his legs and slipped the shoes on the page. It fitted perfectly.

Finally, he was ushered into a magnificent palace and height. Young

kings were glad to see him again. They marry and live happily ever

after. End of story Cinderella no longer with his mother and brothers

sisters.

5. Exercise

Please answer these questions orally

1. What is the social function of text above?

2. Identify generic structure of the text!

3. Please mention 5 adjectives of the text!

4. Why did Cinderella cry after being left by her step mother and sisters?

5. What did the fairy grandmother say to Cinderella after she made magic and

gave Cinderella a pair of pretty glass slippers?

F. Metode Pembelajaran/Teknik:

1. Metode: Communicative Language Teaching

2. Strategi: SQ3R ( Survey, Question, Read, Recite, Review )

82

G. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (35’)

a. Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas

b. Guru mengecek kehadiran siswa

c. Guru mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir

karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

d. Guru menyampaikan model pembelajaran

e. Guru memberikan soal pre-test dan di kerjakan oleh siswa

Kegiatan Inti (50’)

Eksplorasi

Guru memberikan contoh teks narrative berjudul Cinderella dan

menerapkan metode SQ3R.

Siswa mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan, W-H

questions dan isi cerita dalam teks. ( S : Survey )

Guru menyampaikan fungsi sosial, struktur teks, unsur kebahasaan, W-H

questions dan isi cerita dalam teks.

Siswa yang belum tahu tentang kosakata, gagasan utama, informasi rinci

dan informasi tertentu terkait teks bisa bertanya kepada guru. ( Q :

Question )

Elaborasi

Siswa membaca teks narrative berjudul Cinderella dan mulai menganalisa

fungsi sosial, struktur teks, unsur kebahasaan dan isi cerita dalam teks

berdasarkan instruksi dari guru. ( R1 : Read )

Siswa membaca dan menangkap makna teks narrative berjudul cinderella

dengan intonasi yang jelas. ( R2 : Recite )

Siswa menceritakan kembali dalam bentuk tertulis teks narrative berjudul

cinderella dengan menggunakan bahasa masing-masing dan

memperhatikan content, grammer, vocabulary, dan spelling. ( R3 : Review

)

Konfirmasi

Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti dalam materi teks narrative.

Kegiatan Akhir (5’)

83

Guru memberikan umpan balik/ kesempatan siswa untuk bertanya kembali

terhadap proses dan hasil belajarnya

Guru memberikan ucapan salam perpisahan yang kemudian di respon oleh

siswa.

H. Sumber/Bahan/Alat

1. Sumber: Buku Look Ahead 2, Silabus SMA/ MA (X /2)

2. Alat: papan tulis, lembar soal, lembar bacaan

3. Bahan: Absensi, Silabus, RPP

Mengetahui Salatiga, 2017

Guru Mata Pelajaran Mahasiswa

Peneliti

Latif mashadi S. PdI Nur Tsaqib

I. Penilaian Pre-Test dan Post-Test kelas Treatment

1. Indikator, bentuk dan Soal

No.

Indikator

Bentuk Soal

1.

4.

Mengidentifikasi

fugsi sosial dan

struktur teks

Tes tertulis 1. What is the social

function of text above?

2. Identify generic

structure of the text

above!

2. Menganalisa unsur

kebahasaan dalam

teks narrative secara

tertulis

Tes tertulis 3. Please mention 5 nouns

of the text above!

3. Menangkap makna isi

cerita dalam teks Tes tertulis 4. Why did Mr. And Mrs

Sarkawi get worry?

5. How did Mr. And Mrs

84

narrative secara

tertilis sesuai

pertanyaan

Sarkawi reach their

house?

Kunci Jawaban

No Jawaban Lengkap Jawaban Kurang Lengkap

1. The social Function of this text is

to amuse, entertain the readers

and to deal with actual/ various

experience in different.

To amuse, entertain the readers and

to deal with actual/ various experience

in different.

2. The generic structure of the text

is orientation, complication,

evaluation, resolution, re-

orientation.

Orientation, complication, resolution,

re-orientation.

3. Five nouns of the text are :

village, raincoat, bicycle, road,

house

The answer less than 5

4. Mr. And Mrs. Sarkawi got

worried because they knew that

something bad was happening in

their village.

Because they knew that something bad

was happening in their village.

5. Mr. and Mrs. Sarkawi reached

their house by bicycle.

By bicycle

III. Rubrik Penilaian

Nilai 20 15 10 5 0

Ketentua

n

Memenuhi 4

aspek dari :

Content

(Ketepatan

Jawaban),

Memenuhi 3

aspek dari

Content

(Ketepatan

Jawaban),

Memenuhi 2

aspek dari

Content

(Ketepatan

Jawaban),

Memenuhi 1

aspek dari

Content

(Ketepatan

Jawaban),

Tidak

menjawa

b

85

Grammar

(Kelengkapa

n Jawaban),

Spelling,

Vocabulary.

Grammar

(Kelengkapa

n Jawaban),

Spelling,

Vocabulary.

Grammar

(Kelengkapa

n Jawaban),

Spelling,

Vocabulary.

Grammar

(Kelengkapa

n Jawaban),

Spelling,

Vocabulary.

Aspek penilaian Skor

Content (Ketepatan Jawaban)

Grammar (Kelengkapan Jawaban)

Spelling

Vocabulary

0-5

0-5

0-5

0-5

Nilai maksimal per soal 20

IV. Pedoman Penilaian

1. Soal Berjumlah 5

2. Masing-masing soal maksimal bernilai 20

3. Nilai maksimal adalah 5X20=100

4. Nilai KKM adalah 73

5. Misalnya Siti mendapat jawaban yang memenuhi 4 aspek pada 3 soal dan

hanya memenuhi 2 aspek pada 2 soal, maka nilai Siti adalah

(3X20)+(2X10)= 80

RPP KURIKULUM 2006 (KTSP)

KELAS CONTROL

Nama Sekolah : MA Al-Bidayah

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI-IPS / 2

86

Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )

Topik Pembelajaran : Narrative

Keterampilan : Membaca

Pertemuan Ke : 1

A. Standar Kompetensi

Mengungkapkan makna dalam teks lisan fungsional pendek dan esei sederhana

berbentuk narrative, hortatory exposition dan spoof dalam konteks kehidupan

sehari-hari

B. Kompetensi Dasar

Mengungkap-kan makna dan langkah retorika dalam esei sederhana secara akurat,

lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk

narrative, hortatory exposition, dan spoof

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya Dan

Karakter Bangsa

4. Mengidentifikasi fugsi sosial dan struktur teks

5. Menganalisa unsur kebahasaan dalam teks

narrative secara tertulis

6. Menangkap makna isi cerita dalam teks

narrative secara tertilis sesuai pertanyaan

jujur, disiplin, , mandiri

Kewirausahaan/ Ekonomi Kreatif :

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

4. Siswa dapat mengidentifikasi fugsi sosial dan struktur teks.

5. Siswa dapat menganalisa unsur kebahasaan dalam teks narrative secara lisan.

6. Siswa dapat menangkap makna isi cerita dalam teks narrative secara tertilis

sesuai pertanyaan.

E. Materi Pokok

Teks narrative

5. Definition

87

Narrative is a text focusing specific participants which tells an

interesting story. Its social function is to tell stories or past events

amuse the readers and entertain or.

6. Social Function To amuse, entertain the readers and to deal with actual/ various experience in

different.

7. Generic Structure

A narrative text will consists of the following structure:

a. Orientation: Introducing the participants and informing the time

and the place

b. Complication: Describing the rising crises which the participants

have to do with.

c. Resolution: Showing the way of participant to solve the crises,

better or worse.

d. Re-orientation: lesson from the story.

6. Language Features g. Using part action verb: Climbed, Turned, Brought, etc

h. Using specific noun as pronoun of person, animal in the story. Example:

The king, the queen, etc.

i. Using adjectives which are for noun phrase. Example: Long black, hair,

two red apples, etc.

j. Using time connectives and Conjunctions to arrange the events.

Examples: Then, before, after, soon, etc.

k. Using adverbs and adverbial phrase to show the location of events.

Examples: Here, in the mountain, ever after, etc.

l. Using Past Tense

7. W-H Questions

7. What : to ask the title, kind of the text, generic structure, social function.

8. When : to ask time or situation. Example: when was the story happen ?

9. Where : to ask place setting. Example: where did the story take place ?

10. Who : to ask the character of the story. Example: who is the main

character ?

11. Why : to ask the reason. Example: why did the man gotangry ?

12. How : to ask the process of something happen. Example: how did they

reach their house ?

8. Text

Cinderella

Once upon a time, in the past era, there was a beautiful young

girl named Cinderella. He lived with his mother and two sisters.

Mother and sister arrogant and bad tempered. They treated Cinderella

very badly. Step mother made Cinderella do the hardest job in the

house, such as scrubbing the floor, cleaning the pot and pan and

preparing food for the family. Second step sister, on the other hand,

does not work on the house. Their mother gave them many handsome

dresses to wear. One day, two half-brothers received an invitation to

the ball that the king‟s son would give at the palace.

88

They were excited about this and spent so much time choosing

the dresses they would wear. Finally, the ball came, and away went

the sisters. Cinderella could not help crying after they left. Why are

crying, Cinderella? The voice asked. He looked up and saw her fairy

godmother standing beside her, “Because I want to go to the ball”,

said Cinderella. Well godmother said, you've been such a cheerful,

hardworking, uncomplaining girl that I will see that you go to the ball.

Magic, fairy godmother turned a pumpkin into a coach and mice into

a smooth two coachmen and footman. Her godmother tapped

Cinderella's dress with her wand, and it became a beautiful ball gown.

Then he gave her a pair of pretty glass slippers. Now,

Cinderella, she said, you have to go before midnight. Then he drove

away a wonderful coach. Cinderella had a marvelous time either. She

danced again and again with the king‟s son. Suddenly the clock began

to strike twelve, she ran toward the door as fast as he could do. In her

hurry, one of her glass slipper behind. A few days later, the child king

declared that he would marry the girl whose feet fitted the glass

slipper. Stepsisters try on shoes, but it was too small for them, no

matter how hard they squeezed their toes into it.

In the end, the king's page lets Cinderella try the shoes. He

stretched his legs and slipped the shoes on the page. It fitted perfectly.

Finally, he was ushered into a magnificent palace and height. Young

kings were glad to see him again. They marry and live happily ever

after. End of story Cinderella no longer with his mother and brothers

sisters.

9. Exercise

Please answer these questions orally

6. What is the social function of text above?

7. Identify generic structure of the text!

8. Please mention 5 adjectives of the text!

9. Why did Cinderella cry after being left by her step mother and sisters?

10. What did the fairy grandmother say to Cinderella after she made magic and

gave Cinderella a pair of pretty glass slippers?

F. Metode Pembelajaran/Teknik:

3. Metode: Communicative Language Teaching

4. Strategi: KWL ( Know, Want, Learn )

G. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (35’)

f. Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas

g. Guru mengecek kehadiran siswa

h. Guru mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir

karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

89

i. Guru menyampaikan model pembelajaran

j. Guru memberikan soal pre-test dan di kerjakan oleh siswa

Kegiatan Inti (50’)

Eksplorasi

Guru memberikan contoh teks narrative berjudul Cinderella dan

menerapkan metode KWL.

Siswa mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan, W-H

questions dan isi cerita dalam teks. ( K : Know )

Guru menyampaikan fungsi sosial, struktur teks, unsur kebahasaan, W-H

questions dan isi cerita dalam teks.

Siswa yang belum tahu tentang kosakata, gagasan utama, informasi rinci

dan informasi tertentu terkait teks bisa bertanya kepada guru. ( W : Want )

Elaborasi

Siswa membaca teks narrative berjudul Cinderella dan mulai menganalisa

fungsi sosial, struktur teks, unsur kebahasaan dan isi cerita dalam teks

berdasarkan instruksi dari guru. ( L : Learn )

Siswa membaca dan menangkap makna teks narrative berjudul cinderella

dengan intonasi yang jelas.

Siswa menceritakan kembali dalam bentuk tertulis teks narrative berjudul

cinderella dengan menggunakan bahasa masing-masing dan

memperhatikan content, grammer, vocabulary, dan spelling.

Konfirmasi

Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti dalam materi teks narrative.

Kegiatan Akhir (5’)

Guru memberikan umpan balik/ kesempatan siswa untuk bertanya kembali

terhadap proses dan hasil belajarnya

Guru memberikan ucapan salam perpisahan yang kemudian di respon oleh

siswa.

H. Sumber/Bahan/Alat

4. Sumber: Buku Look Ahead 2, Silabus SMA/ MA (X /2)

5. Alat: papan tulis, lembar soal, lembar bacaan

6. Bahan: Absensi, Silabus, RPP

90

Mengetahui Salatiga, 2017

Guru Mata Pelajaran Mahasiswa

Peneliti

Latif mashadi S. PdI Nur Tsaqib

I. Penilaian Pre-Test dan Post-test kelas Control

1. Indikator, bentuk dan Soal

No.

Indikator

Bentuk Soal

1.

8.

Mengidentifikasi

fugsi sosial dan

struktur teks

Tes tertulis 6. What is the social

function of text above?

7. Identify generic

structure of the text

above!

2. Menganalisa unsur

kebahasaan dalam

teks narrative secara

tertulis

Tes tertulis 8. Please mention 5 nouns

of the text above!

91

3. Menangkap makna isi

cerita dalam teks

narrative secara

tertilis sesuai

pertanyaan

Tes tertulis 9. Where did the story take

place?

10. Why did the man get

angry?

Kunci Jawaban

No Jawaban Lengkap Jawaban Kurang Lengkap

1. The social Function of this text is

to amuse, entertain the readers

and to deal with actual/ various

experience in different.

To amuse, entertain the readers and

to deal with actual/ various experience

in different.

2. The generic structure of the text

is orientation, complication,

evaluation, resolution, re-

orientation.

Orientation, complication, resolution,

re-orientation.

3. Five nouns of the text are :

parrot, Chicken house, Catano,

bird, Town

The answer less than 5

4. The story took place in Puerto

Rico

In Puerto Rico

5. The man got angry because the

parrot could not say “Catano”.

because the parrot could not say

“Catano”.

96

Daftar nilai ulangan harian Bahasa Inggris siswa MA Al-Bidayah Candi

Bandungan semester gasal Tahun Pelajaran 2016/2017

No. No.Induk Nama/ XI IPA

Ulangan

harian 1

Ulangan

harian 2

1 15.1400 Agus Setyawan

2 15.1401 Ahmad Asrofi 88 95

3 15.1403 Ahmad Ihsanuddin 95 92

4 15.1404 Ahmad Yazid 85 88

5 15.1409 Alifa Zaqiyatunisa 88 82

6 15.1410 Alissa Rahayu Lestari 85 90

7 15.1416 Ayank Riska Stity 90 92

8 15.1488 Choirul Ibad 86 90

9 15.1422 Dhea Alvianti 90 88

10 15.1423 Dian Ariyanto 85 80

11 15.1426 Dodi Suryanto 88 95

12 15.1429 Eka Fatmawati 90 92

13 15.1438 Ismawati 88 95

14 15.1442 Lia Khotimatul Masruroh 88 90

15 15.1443 Lia Mar`atussolikhah 85 90

16 15.1455 Maratun Solichah 92 95

17 15.1452 Muhamad Yahya Ainun N 80 78

18 15.1456 Masrifatul Fitroh 80 80

19 15.1446 Muhamad Abdul Latif 82 78

20 15.1461 Nur Charisah 92 90

21 15.1462 Nur Fatimah 90 90

22 15.1463 Nurmuwahid 85 82

23 15.1466 Rika Puspitasari 80 88

24 15.1475 Siti Fatonah 90 85

25 15.1477 Sunah 88 90

26 15.1480 Tikavia Rochana 78 92

97

Rata-Rata 86.72 88.28

Na. No.IOnduk Nama/IPS 1 Ulangan

harian 1

Ulangan

harian 2

1 15.1397 Adenia Imbarawati 78 82

2 15.1405 Ahmat Udin 80 85

3 15.1406 Ainun Afrizal Risalah 80 78

4 15.1407 Alfi Hasanah

5 15.1414 Ani Muhayatun 85 80

6 15.1415 Ardhia Pramesti Regita C 82 80

7 15.1417 Bagas Zala Pamungkas 85 78

8 15.1418 Choerul Imron 78 88

9 15.1420 Dewi Anggriani 85 80

10 15.1421 Dewi Latifatul Haniah 82 80

11 15.1430 Eka Susanti 80 78

12 15.1432 Evie Miftakhul Janah 80 80

13 15.1433 Faisal Yusuf 75 80

14 15.1439 Khotimatus Sa`Adah

15 15.1440 Komariyah 85 85

16 15.1497 Liya Linda Sari 80 85

17 15.1454 Muhamad Ikhsannudin 85 82

18 15.1451 Muhamad Nurul Khakim 85 78

19 15.1453 Muhammad Yusuf Ihsani 80 78

20 15.1457 Muhrodin 75 80

21 15.1450 Mukhamad Nur Rohif 80 85

22 15.1459 Nanik Indriyani 85 75

23 15.1460 Novan Wahyu Alfiyanto 75 80

24 15.1493 Nur Anisa Yuliyanti

25 15.1467 Rika Zadatul Mubarokah 80 85

26 15.1468 Rima Afifah 85 85

27 Riski Firmansyah

28 15.1470 Rizky Helena Riswanti 85 85

98

29 15.1473 Siti Rina Aliyah 85 90

30 15.1474 Salimatul Wahidah 85 78

31 15.1478 Syaeful Anwar 75 82

32 15.1481 Ulfa Umami 85 80

33 15.1483 Uswatun Khasanah 90 92

34 15.1484 Vina Lailatus Sholikah 80 78

35 15.1494 Tri Kusuma Wati 80 80

Rata-Rata 81.61 81.67

No. No.Induk Nama/ IPS 2 Ulangan

harian 1

Ulangan

harian 2

1 15.1398 Afia Nur Zumaikha 80 85

2 15.1399 Afif Fudin 85 85

3 15.1402 Achmad Chanif Jauhari 88 78

4 15.1359 Ahmad Miftahul Faizin 85 80

5 15.1408 Alfi Wardatul Chasanah 80 80

6 15.1412 Ana Muawiyah 80 85

7 15.1496 Anik Umi Syayidah 90 85

8 15.1419 Choirotun Nisak 90 90

9 15.1424 Dina Kartika 86 82

10 15.1425 Dita 88 90

11 15.1428 Efriawan Hengki Saputra 78 75

12 15.1431 Elsa Fernanda 80 80

13 15.1434 Hanif Ahmad Rifa`I 78 82

14 15.1435 Hanifah Ridwani 78 80

15 15.1436 Heni Setyawati 80 88

16 15.1492 Issanti 78 85

17 15.1441 Kuku Wahana 85 80

18 15.1444 Listiya Mulyani 85 88

19 15.1447 Muhamad Khosim 80 88

99

20 15.1449 Muhamad Mujib Setiawan 78 85

21 15.1448 Muhammad Khusnul Afif 82 80

22 15.1464 Putri Oktafiani 82 85

23 15.1465 Reva Pramawati 82 85

24 15.1469 Riska Diana Sari 85 85

25 15.1471 Rosana Sriasih 88 78

26 15.1472 Ruhmiyati 80 82

27 15.1476 Sulistyowati 88 80

28 15.1479 Tifani Oktavia 88 85

29 15.1494 Tri Kusuma Wati 80 78

30 15.1482 Unna Yurdanny 85 86

31 15.1485 Wiwin Kurnianti 78 88

32 15.1400 Agus Setyawan 80 85

33 15.1407 Alfi Hasanah 88 80

34 15.1439 Khotimatus Sa`Adah 88 80

35 15.1493 Nur Anisa Yuliyanti 88 78

Rata-Rata 83.25 83.02

100

TO SEE THE IMPROVEMENT OF SQ3R STRATEGY

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 SQ3R1 50.2333 30 7.70438 1.40662

SQ3R2 84.9000 30 10.89559 1.98925


N Correlation Sig.

Pair 1 SQ3R1 & SQ3R2 30 -.020 .915

Paired Samples Test

Paired Differences

t df Sig. (2-tailed)

Mean Std. Deviation Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper

Pair 1 SQ3R1 - SQ3R2 -3.46667E1 13.47113 2.45948 -39.69687 -29.63647 -14.095 29 .000

101

TO SEE THE IMPROVEMENT OF KWS STRATEGY



Pair 1 KWL1 49.0667 30 6.04542 1.10374

KWL2 60.3000 30 4.21123 .76886


N Correlation Sig.

Pair 1 KWL1 & KWL2 30 .202 .284

Paired Samples Test

Paired Differences

t df Sig. (2-tailed)

Mean Std. Deviation Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper

Pair 1 KWL1 - KWL2 -1.12333E1 6.63160 1.21076 -13.70961 -8.75705 -9.278 29 .000

102

TO SEE THE STRATEGY WHICH ONE IS MORE EFFECTIVE



Pair 1

PreSQ3R 50,23 30 7,704 1,407

PostSQ3R 84,90 30 10,896 1,989

Pair 2

PreKWL 49,07 30 6,045 1,104

PostKWL 60,30 30 4,211 ,769

Paired Samples Test

Paired Differences

Mean Std. Deviation Std. Error Mean 95% Confidence

Interval of the

Difference

Lower

Pair 1 PreSQ3R - PostSQ3R -34,667 13,471 2,459 -39,697

Pair 2 PreKWL - PostKWL -11,233 6,632 1,211 -13,710


N Correlation Sig.



103

PROFIL MADRASAH

I. IDENTITAS MADRASAH

Nama Madrasah : MA AL BIDAYAH

Status : TERAKREDITASI B

Tanggal : 11 November 2009

Alamat Madrasah : Jl.Hadiningrat No.03 Desa Candi Kecamatan

Bandungan Kabupaten Semarang 50665 Telp

( 0298 )

712005

1. Nama Yayasan / Penyelenggara Madrasah :

YAYASAN PENDIDIKAN ISLAM AL BIDAYAH CANDI BANDUNGAN

2. NSS/NDS : 131233220007

3. NPSN : 20320569

4. Tahun Didirikan : 1984

5. Status Tanah : Hak Milik

6. Surat Kepemilikan tanah : Sertifikat / Akte( terlampir )

-. Luas Tanah : 3750 m2

7. Status Bangunan : Milik Sendiri

-. Luas bangunan : 1791 m2

II. IDENTITAS KEPALA MADRASAH

1. Nama : Drs. EDI WINARTO

2. NIP : -

3. Alamat Rumah : Kebondalem Jambu Kab.Semarang

104

4. Pendidikan Terakhir : Sarjana ( S1 )

III. DATA GURU DAN KARYAWAN

1. Guru

Jumlah guru terdiri dari:

- Guru D P K : 1 orang

- Guru Tetap : 12 orang

- Guru Tidak Tetap : 2 orang

No Nama / NIP Jabatan TMT Status 01. Drs. Edi Winarto Kamad 1984 GTY

02. Dra. Retno Sri Sayekti Wk. Kurikulum 1985 GTY

03. Anshori,S.Pd.I Guru/Ka. Perpustakaan 1993 GTY

04. Dra. Siti Maesaroh

19681127199403 2 005

Guru/Wk. Keiswaan 1994 DPK

05. Mustofa, S Pd I Wk. Sapras 1996 GTY

06. Dra. Budi Gendriyani Wk Humas 2001 GTY

07. Akhmad Syaefudin,S.PdI Guru 2001 GTY

08. Hening Titi Wijaya , S Pd Guru 2005 GTY

09. Dra. Eni Nurmala Guru/Ka.Lab IPA 2007 GTY

10. Pujiati, S.Si Guru 2008 GTY

11. Efendi Fitriyawan, S.Pd Guru 2010 GTT

12. Mazulfah, M.Par,.M.Pd Guru 2002 GTY

13 Ir. M.Fauzan Guru 2007 GTT

14 Afriyah Guru 2009 GTY

2. Karyawan.

Jumlah Karyawan terdiri dari:

- Karyawan Tetap : 1 orang

- Kebersihan : 1 orang

- Satpam : 1 orang

- Penjaga : 1 orang

No Nama / NIP Jabatan TMT Status 01. Nur Rowiyano TU 2007 PTY

02 Bejo Suseno Kebersihan 2007 PTY

03 Dawam Muroji Satpam 2007 PTY

105

04 Sutrisno Penjaga 2011 PTY

IV. DATA STATISTIK MADRASAH

A. Data 105tatistic Siswa

No Tahun Siswa / Kelas

Jml X XI III / XII

IPA IPS IPA IPS

01 2007/2008 50 20 26 24 40 160

02 2008/2009 53 23 22 19 24 143

03 2009/2010 26 24 29 22 22 123

04 2010/2011 52 11 16 24 27 130

05 2011/2012 70 20 30 12 16 148

06 2012/2013 82 26 41 20 33 202

07 2013/2014 60 25 49 22 40 196

08 2014/2015 60 19 40 26 45 190

B. Rekapitulasi Data Madrasah

1. Data Peserta Didik

No

Kelas

Keadaan Siswa Laki-laki Perempuan Jumlah

1. X 25 35 60

2. XI IPA XI IPS

8

18

17

31 25 49

3. XII IPA XII IPS

9 16

13 24

22 40

Jumlah 76 120 196

C. Kohort Siswa

Tahun

Pelajaran

Jumlah

Siswa Kelas

Jumlah siswa

per kelas

Mutai

Keluar

Mutasi

Masuk Mengulang

Jumlah

siwa yang

ada

106

2005-2006 164 I II III

57 52 54

- 1 -

- - -

- 2 -

164

2006-2007 154 I II III

45 57 52

- - -

- - -

- - -

154

2007-2008 153 X XI XII

44 45 64

- - -

- - -

- - 4

153

2008-2009 143 X XI XII

56 43 44

- - -

- - 1

- - 1

143

2009-2010 131 X XI XII

26 53 44

- 1 -

- - -

- 1 -

123

2010-2011 130 X XI XII

52 27 51

- - -

- 1 -

- 1 -

130

2011-2012 148 X XI XII

70 50 28

- - -

- 1 1

- - -

148

2012-2013 202 X XI XII

82 67 53

-

-

-

-

2

1

-

-

-

202

2013-2014 196 X XI XII

60 74 62

- 2 -

- - -

- - -

196

2014-2015 190 X XI XII

60 59 71

- - -

- 3 1

1 - -

190

D. Prosentase Rata-rata Angka Siswa yang Lulus

Tahun

Pelajaran

Peserta Lulus Prosentase

L P

J

L P

J

Lulus / % Tidak lulus / %

IPA

IPS

IPA

IPS

IPA

IPS

IPA

IPS

IPA IPS IPA IPS

06/07 10 21 12 12 55 7 15 6 12 40 59,0

9

81,8

2 40,909

18,18

2

07/08 8 17 16 23 64 6 4 11 8 29 70,8

3

30,0

0 29,167

70,00

0

08/09 7 10 10 14 41 5 8 6 13 32 64.7

1

83.3

3 35.29 16.67

09/10 4 14 19 8 45 4 14 19 8 45 100 100 0 0

10/11 8 18 16 9 51 8 18 16 9 51 100 100 0 0

107

11/12 5 7 7 9 28 5 7 7 9 28 100 100 0 0

12-13 7 23 12 11 63 7 23 12 11 63 100 100 0 0

13-14 3 23 7 29 62 3 23 7 29 62 100 100 0 0

V. Data Sarana Prasarana Sekolah

a. Gedung

Luas Tanah : 3570 M 2

No Jenis Ruangan Jumlah

Ruangan Luas

01 Ruang Kelas 9 315 M2

02 Ruang Labolaturium 1 15 M2

03 Ruang Perpustakaan 1 12 M2

04 Ruang UKS 1 3 M2

05 Ruang Kepala Madrasah 1 15 M2

06 Ruang Guru 1 15 M2

07 Masjid 1 120 M2

08 Kamar Kecil Siswa 5 18 M2

09 Kamar Kecil Guru 2 12 M2

10 Asrama - -

11 Ruang OSIS 1 6 M2

12 Sanggar Pramuka 1 6 m2

13 Ruang TU 1 12 M2

14 Ruang BK 1 4 M2

15 Toko Koperasi 1 12 M2

b. Mebeler

No Uraian Jumlah

01 Meja Siswa 126

02 Kursi Siswa 252

03 Meja Guru 15

04 Kursi Guru 15

108

05 Meja TU 3

06 Kursi TU 3

07 Almari 4

08 Kursi Tamu 2 Set

c. Keadaan Barang

No Nama Barang Jumlah Keadaan Peny

u sutan

Baik Sedang Rusak

Ringan Rusak

Berat

1 Komputer 12 2 5 5 -

2 Mesin Jahit 21 15 5 1 -

3 Kursi Siswa 160 10 5 3

4 Meja Guru 15 15

5 Kursi Guru 15 15

6 Almari Laborat 5 5

7 Meja,Kursi Ketik 1 1

8 Meja Kantor/TU 4 4

9 Almari 4 4

10 Televisi 1 1

11 Telepon 1 1

12 Pompa Air 1 1

13 Radio tape 3 1 2

14 VCD Play 2 2

15 Pengeras Suara 2 1 1

16 LCD 4 4

17 Mesin Ketik 1 1

18 Alat Kesenian 1 set 1 set

19 Peralatan Pramuka 1 Set 1 Set

d. Lapangan Olah Raga

No Jenis Lapangan Olah Raga Jumlah Keterangan

1 Bola Volly 1

2 Tenis Meja 1

3 Sepak Bola 1 Milik Desa

e. Labolaturium IPA

No Laboratorium Ada / Tidak Baik/ Rusak Ringan/ Berat

1 Bahasa Tidak -

2 IPA Ada Baik

3 Komputer Ada Rusak ringan

109

f. Perpustakaan

1) Jumlah Buku : 2340

2) Jumlah Judul : 237

3) Jenis Buku a ) Karya Umum : 25

Judul b ) Agama

: 19 Judul

c ) Sosial : 45 Judul

d ) Bahasa : 25 Judul

e ) Ilmu Murni : 53 Judul

f ) Ilmu Terapan : 60 Judul

g ) Kesusastraan : 17 Judul

h ) Geografi dan Sejarah : 87 Judul

I ) Kesenian,Hiburan,Olah Raga : 49

Judul

g. .Lingkungan

1. Lingkungan Fisik Madrasah

No Jenis Fisik Volume Lain-lain Jumlah

1. Gedung 400 M - 9 lokal

2. Halaman 1 050 M - 1

3. Pagar Permanen 35 M - 1

4. Sumber air 1 buah - 1

5. Pohon Pelindung I pohon - 1

6. Daya Listrik 2300 W - 1

7. Kamar Kecil 135 M - 7 buah

a. Yang menunjang pengelolaan madrasah

1. Udara yang relatif sejuk dan relatif bebas dari polusi. 2. Suasana tenang karena jauh dari keramaian.

b. Yang menghambat Penngelolaan madrasah Kurangnya dana dalam pembenahan lingkungan

2. Lingkungan Sosial

a. Yang menujang pengelolaan Madrasah Kehidupan masyarat

tenang,aman dan damai. b. Yang menghambat pengelolaan Madrasah Motivasi orang tua

untuk memantau belajar siswa kurang VI . Kegiatan Sekolah

a.Intra Kurikuler

110

1. Seluruh pelajaran mengacu kurikulum SMA/MA 2004

2. Program Tambahan Ciri Khusus ( Hafalan,Surat

Pendek,PraktekMengkafani Jenazah,tahlil dan Dzikir )

b. Ekstra Kurikuler

1. Olah raga prestasi dan non prestasi

2. Berorganisasi baik melalui OSIS maupun Pramuka dan juga Ormas lain

seperti IPNU,IPPNU.

3. Majelis Ta‟lim tengah bulan

4. Khotbah

5. Tadarus Alqur‟an

6. Menjahit

7. Komputer

c. Kegiatan Sosial

1. Pembagian Zakat Fitrah kepada Kaum Dhuafa

2. Penyembelihan Hewan Kurban

3. Kemah Bakti Sosial

4. Ikut serta aktif kegiatan Desa maupun tingkat Kecamatan

VII. Pendanaan

a. Sumber dana terdiri dari :

1. BOS

2. Wali Murid

3. Bantuan Pemerintah

4. Bantuan lain yang tidak mengikat

b. Penggunaan dana untuk :

1. Kegiatan Belajar Mengajar

2. Pengadaan sarana dan prasarana

3. Pengadaan alat dan bahan mengajar

4. Transpot

5. Honor

6. Lain-lain

c. Dana Pengembangan (Pembangunan)

1. Sumber

a. Donatur Masyarakat / Warga

b. Donatur Aghniyak ( insidental )

c. Bantuan pemerintah

2. Penggunaan

a. Pembangunan Ruang Kelas

a.1. Pembangunan Asrama

a.2. Dan sarana lainya.

111

Candi, 21 Juli

2014

Kepala

Madrasah Aliyah

Drs Edi Winarto

NIP.-

Visi Misi Madrasah Aliyah Al

Bidayah

A. Visi Madrasah Aliyah Al Bidayah sebagai lembaga pendidikan

dasar berciri khas Islam perlu mempertimbangkan harapan

Peserta Didik, orang tua Peserta Didik, lembaga pengguna

lulusan madrasah dan masyarakat dalam merumuskan

visinya. Madrasah Aliyah Al Bidayah juga diharapkan

112

merespon perkembangan dan tantangan masa depan dalam

ilmu pengetahuan dan teknologi; era informasi dan

globalisasi yang sangat cepat. Madrasah . Aliyah Al Bidayah

ingin mewujudkan harapan dan respon dalam visi berikut :

Indikat

or Visi:

Iman

1. Rajin menunaikan shalat lima waktu, puasa ramadhan,

dan zakat fitrah

2. Gemar membaca al qur‟an, berdzikir dan membaca

sholawat baik secara pribadi maupun berjama‟ah

3. Gemar menunaikan shalat sunah, puasa sunah dan

infaq

4. Memanfaatkan waktu untuk hal-hal yang positif

berguna.

Ilmu 1. Dapat dipertanggung jawabkan secara ilmiah

2. Memberikan bekal agar dalam kondisi tertentu

sanggup bersikap dan bertindak secara cepat, tepat

dan akurat dengan menerapkan prinsip skala priorotas

syar‟i, ijtima‟i maupun ekonomi

3. Mendorong untuk lebih taat beribadah kepada allah

saw dan lebih berdaya guna dalam kehidupan baik

untuk pribadi, keluarga, adan masyarakat.

Ketrampilan

1. Mampu mengoptimalkan perangkat-perangkat manual

maupun elektrronik seperti komputer dan mesin jahit

Terciptanya anak didik yang berkualitas dalam

iman, ilmu, dan memiliki keterampilan serta

berakhlak mulia, dengan melaksanakan syariat

Islam ala ahli sunnah wal jama’ah

113

2. Memiliki daya kreasi dan seni seperti kerajinan tangan

3. Terampil olah fisik seperti : olah raga, sepak bola,

bela diri, bulu tangkis, tenis meja, bola basket

Berakhlak Mulia 1. Sopan santun

2. Rendah hati

3. Suka tolong menolong dalam kebaikan

4. Menepati janji

5. Menjaga (melaksanakan amanah tugas dan kewajiban)

6. Amar ma‟ruf nahi mungkar

7. Jujur

8. Adil

9. Tenggang rasa

10. Toleran

Ahlus Sunnah Wal Jama’ah

1. Dalam menetapkan hukum berpedoman pada al

qur‟an sunah rasul SAW, ijma‟ sahabat dan qiiyas

2. Dalam kehidupan sosial dan budaya

a. Menghargai pluralitas dengan prinsip toleransi

b. Mengadopsi nilai-nilai yang berkembang di

masyarakat yang tidak bertentangan dengan ajaran

islam dengan prinsip ” Al Muhafadhotu Ala Al

Qodimi As Sholeh Wa Akhszu Al Jadid Al

Ashlah”

B. Misi

Mempersiapkan Dan membekali peserta didik

dengan ilmu pengetahuan tekhnologi Dan seni agar

menjadi manusia muslim, mandiri, ulet, gigih,

berkarir Dan berakhlak mulia sehingga mampu

melanjutkan kejenjang yang lebih tinggi atau

bekerja secara professional Dan berorientasi pada

kemampuan beradaptasi dengan lingkungan

114

C. Tujuan Pendidikan Madrasash Secara umum, tujuan pendidikan Madrasah Aliyah Al

Bidayah adalah meletakkan dasar kecerdasan, pengetahuan,

kepribadian, akhlak mulia serta keterampilan untuk hidup mandiri

dan mengikuti pendidikan lebih lanjut. Bertolak dari tujuan umum

pendidikan dasar tersebut, Madrasah Aliyah Al Bidayah

mempunyai tujuan sebagai berikut :

1. Menumbuhkan penghayatan dan pengamalan ajaran agama

dan nilai-nilai budaya sehingga menjadi sumber kearifan

dalam berfikir dan bertindak.

2. Menumbuhkan dan mengembangkan semangat keunggulan

dalam bidang ilmu tekhnologi dan seni.

3. Membekali anak didik berupa iman, ilmu dan ketrampilan

agar dapat melanjutkan pendidikan yang lebih tinggi

sebagai bekal hidup dimasyarakat.

4. Menyiapkan tunas-tunas muda bangsa yang disiplin, sehat

jasmani dan rohani serta berbudi pekerti luhur.

115

Pre-test Activity of Treatment Class

Pre-test Activity of Comparative Class

Post-test Activity of Treatment Class

Post-test Activity of Comparative Class

116

Tratment 1 of Treatment Class Treatment 1 of

Comparative Class

Treatment 2 of Treatment Class Treatment 2 of Comparative

Class

117

Treatment 3 of Treament Class Treatment 3 of Comparative

Class

School Building 1 School Building 2

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