THE EFFECTIVENESS OF USING CORNELL NOTE TAKING...
Transcript of THE EFFECTIVENESS OF USING CORNELL NOTE TAKING...
THE EFFECTIVENESS OF USING CORNELL NOTE
TAKING SYSTEM ON STUDENTS’ READING
COMPREHENSION OF THE ELEVENTH GRADE AT
MAN TEMANGGUNG IN THE ACADEMIC YEAR OF
2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for
the degree of Sarjana Pendidikan (S.Pd.)
By:
NISA’ AZZA’ROH MUSTOFA
NIM. 11314015
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2019
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MOTTO
“Reading gives us someplace to go when we have to stay where we are”
-Nason Cooley-
“Knowing is not enough, we must apply. Whising is not enough, we must do”
-Johann Wolfgang Von Goethe-
“Do what you can with you all you have, wherever you are”
-Theodore Rooselvelt-
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DEDICATION
I proudly present to dedicate this graduating paper to:
❖ My beloved parents, “Mustopa” and “Dwi Purwanti”; you are my
everything, who always love, pray, and support me.
❖ My beloved brother “Ahmad Raihan Alfarizzi” and my beloved partner
“Agus Triyatmoko”, for your love, careness, pray and support. Thanks for
everything.
❖ My beloved grandmother “Maemonah, thank a lot for your love.
❖ My cousin-sister, “Yuliana Setya Ningrum”, who always motivate and
accompany me.
❖ My best friends, Yani Septiyani, Uswatun Hasanah, Fadhilah Nurul
Oktaviani, and Marsha Dewi Aulia Rizki, thanks for your love, kindness,
and motivation.
❖ My beloved friend Umi Simtiyah, Elsa Putri Novitasari, and Yuniar Dewi
Damayanti, who always remember and support me. Thanks for everything.
❖ PMII Salatiga and Teater Lintang Songo, thanks for wide knowledge and
best experience.
❖ My best partners of graduating paper in Mrs. Setia Rini’s group that
support me to finish this graduating paper.
❖ My big family TBI 2014 that support my education and finish this
graduating paper,
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ACKNOWLEDGEMENT
حيم حمن الر الر بسم الله
Assalamu’ alaikum Wr.Wb.
Alhamdu lillahi robbil ’alamin, all praises be to Allah SWT, the Most Gracious,
and The Most Merciful who always bless and help the writer so the writer can
finish the graduating paper. Bless and mercy are upon great the Prophet
Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without supports, advices, help
and encouragement from several people and institution. Hence, the writer would
like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd, the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty
(IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department of
Teacher Training and Education Faculty (IAIN) Salatiga.
4. My counselor, Dr. Setia Rini, M. Pd., who gives great attention, advice,
suggestion and guidance for this graduating paper from the begining to the
end.
5. Dr. Sa’adi, M. Ag., as my Academic Counselor thank you for your support
and guidance.
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6. All of lecturers and staffs of State Institute for Islamic Studies (IAIN) of
Salatiga
Salatiga, March 20th 2019
The researcher,
Nisa’ Azza’roh Mustofa
NIM. 113-14-015
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TABLE OF CONTENT
TITLE
ATTENTIVE COUNSELOR’S NOTES ............................................................i
CERTIFICATION PAGE ...................................................................................ii
DECLARATION ................................................................................................iii
AKCNOWLEDGEMENT ..................................................................................iv
TABLE OF CONTENTS ....................................................................................v
LIST OF TABLES AND FIGURE .....................................................................xi
LIST OF APPENDICES .....................................................................................xii
ABSTRACT ........................................................................................................xiii
CHAPTER I: INTRODUCTION ........................................................................1
A. Background of the Research ..................................................................1
B. Problem of the Research ........................................................................5
C. Objectives of the Research .....................................................................5
D. Siginificances of the Research ...............................................................6
E. Definition of Key Terms ........................................................................7
1. Effectiveness .................................................................................8
2. Reading ........................................................................................8
3. Reading Comprehension .............................................................8
4. Cornell Note Taking System ........................................................9
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F. Outline of Graduating Paper ..................................................................9
CHAPTER II: THEORITICAL FRAMEWORK ...............................................11
A. Reading Comprehension ........................................................................11
1. Reading .........................................................................................11
a) Definition of Reading ............................................................11
b) Purpose for Reading ..............................................................12
c) Types (genres) of Reading.....................................................12
2. Reading Comprehension ..............................................................14
a) Definition of Reading Comprehension ...............................14
b) Types of Comprehension ....................................................14
c) Strategies for Reading Comprehension ...............................15
d) Processes of Reading Comprehension ................................16
B. Cornell Note Taking System ..................................................................18
1. Definition of Note Taking ............................................................18
2. The Reason for Taking Note ........................................................18
3. Definition of Cornell Note Taking System...................................19
4. The Steps and Format of Cornell Note Taking System ................19
5. The Procedures Teaching using Cornell Note Taking System .....20
G. Previous of the Studies ...........................................................................22
H. Hypothesis .............................................................................................27
CHAPTER III: RESEARCH METHODOLOGY ..............................................28
A. Research Design ..................................................................................28
B. Place and Time of Research ................................................................29
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C. Population and Sample ........................................................................30
1. Population .....................................................................................30
2. Sample .........................................................................................31
D. Research Variable ................................................................................33
E. Research Instrument ............................................................................33
1. Test ..............................................................................................34
2. Observation ...................................................................................36
3. Documentation ............................................................................38
F. Technique of collecting Data ...............................................................38
G. Technique of Data Analysis ................................................................39
1. Score the Student’s Test ...............................................................39
2. Calculate the Student’s Test .........................................................40
a) Normality Test .......................................................................40
b) Homogeneity Test .................................................................41
3. Analysis of the Data .....................................................................42
4. Test of Effect Size ........................................................................43
5. Statistical Hypothesis ...................................................................44
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ........................45
A. Data Description ..................................................................................45
1. Data of the Experimental Class ....................................................45
a) Pre-test Finding .....................................................................47
b) Treatment ...............................................................................47
c) Post-test Finding ....................................................................49
2. Data of the Control Class .............................................................50
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a) Pre-test Finding .....................................................................52
b) Treatment ...............................................................................52
c) Post-test Finding ....................................................................52
B. Data Analysis .......................................................................................53
1. Normality Test ..............................................................................54
2. Homogeneity Test ........................................................................55
3. Statistical Hypothesis Test ...........................................................55
4. Test of Effect Size ........................................................................56
C. Discussion ...........................................................................................57
CHAPTER V: CLOSURE ..................................................................................60
A. Conclusion .........................................................................................60
B. Suggestion ........................................................................................62
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLE AND FIGURE
Figure 2.1 The Format of Cornell Note Taking System............................20
Figure 3.1 Nonequivalent Pretest Posttest Control Group Design ............. 29
Table 2.1 The Procedures Teaching Using Cornell Note Taking .............. 20
Table 3.1 Place and Time of the Research ................................................. 30
Table 3.2 The Name Initial Lists of the Experimental Class ..................... 31
Table 3.3 The Name Initial Lists of the Control Class .............................. 32
Table 3.4 Criteria Students’ Score ............................................................. 35
Table 3.5 The Effect Size Criteria.............................................................. 44
Table 4.1 The Score of Pre-test and Post-test in Experimental Class ........ 45
Table 4.2 Descriptive Statistic of Experimental Class ............................... 47
Table 4.3 The Score of Pre-test and Post-Test in Control Class ................ 50
Table 4.4 Descriptive Statistic of Control Class ........................................ 53
Table 4.5 Normality Test .......................................................................... 53
Table 4.6 Homogeneity Test ...................................................................... 54
Table 4.7 Result of Hypothesis with Mann Whitney ................................ 55
Table 4. 7 Effect Size ................................................................................. 56
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LIST OF APPENDICES
1. Syllabus of Curriculum 2013 Revision in 2017
2. Lesson Plan of Experimental Class
3. Lesson plan of Control Class
4. Kisi-kisi Soal Pre-test
5. Kisi-kisi Soal Post-test
6. Pre-test of Explanation Text
7. Post-test of Explanation Text
8. Answer Key of Pre-test
9. Answer Key of Post-test
10. Students’ Work of Explanation Text in Experimental Class
11. Students’ Work of Explanation Text in Control Class
12. Documentation
13. Letter of Graduating Paper Counselor
14. Letter of Research Permission
15. Letter of Originality and Publication
16. SKK (Satuan Kredit Mahasiswa)
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ABSTRACT
Mustofa, Nisa’ Azza’roh. 2019. The Effectiveness of Using Cornell Note Taking
System on Students’ Reading Comprehension of The Eleventh
Grade at MAN Temanggung in the Academic Year of 2018/2019.
A Graduating Paper. English Education Department. Teacher
Training and Education Faculty. State Institute for Islamic Studies
Salatiga. Counselor: Dr. Setia Rini, M.Pd.
The objectives of the study were (1) to describe the students’ reading
comprehension before and after being taught using Cornell Note Taking System
and (2) to describe the students’ reading comprehension before and after being
taught using Cornell Note Taking System and (3) to know whether there is any
significant effectiveness of Cornell Note Taking on students’ reading
comprehension for the eleventh grade studnets of MAN Parakan Temanggung in
the academic year of 2018/2019.
The methodology of research was quantitative research especially a quasi-
experimental research. The subject of the research were two class groups in the
eleventh grade of MAN Temanggung, The sampling technique is choosen by
using purposive sampling. Two classes as experimental class and control class, in
which each class consisting of 30 students as the sample.The technique of
collecting data were pre-test and post test to find out the students’ reading
comprehension, observation, and documentation to strengthen the evidence of
students’, teachers’ activities, and utilization of Cornell Note Taking System.
The data was analyzed by using SPSS Version 16.00, the result of the
research showed that (1) The result from calculation showed that the mean of pre-
test for experimental class was 56.37, Meanwhile, the calculation showed for
control class. The mean of pre-test was 56.43. (2) The students’ reading
comprehension after being taught using Cornell Note Taking also analyzed by
SPSS Version 16.00. The mean of post-test was 82.87. the different between pre-
test and post-test mean was 26.50 and the mean score of control class was 75.77
(3) the result of hypothesis test by Mann-Whitney, p-value (Asymp. 2 tailed) =
0.000, p<α(0.05). Those the hypothesis was accpeted. Moreover, the result of
effect size formulation in this study was 1.41. It can be conclude that there was a
sigificant effectiveness of Cornell Note Taking System on students’ reading
comprehension at the eleventh grade students of MAN Temanggung in the
academic year of 2018/2019.
Key Words: Cornell Note Taking System, Reading Comprehension
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents an introduction of this study. It
consists of background of the research, problems of the research, objectives of the
research,significances of the research, definition of the key terms, and the
graduating paper outlines.
A. Background of the Researh
Harmer (2001:2) stated that English will remain influential among world
languages and a vital linguistic tool for many business people, academics,
tourists and citizens of the world who wish to communicate easily across
nationalities for many years to come.
Moreover, in this global era, English is spoken by many kinds of people
almost all over the world. People should understand English in order to stay
follow the world development and get wider knowledge. As we know that
English has been one of the subjects which are taught in Indonesia school,
such as in elementary school until university. Students must follow and
understand English when in the learning process well. There are four language
processes in the English learning process. One of the processes is reading.
As stated with Johnson (2008:7), reading is not an isolated process. Four
language processes work together to improve the development of each of the
others: speaking, listening, reading, and writing. Listening and reading are the
receptive processes (taking in information), and speaking and writing are the
productive processes (giving out information). We might also include a fifth
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language process: thinking (language that takes place in your head). Wolf
(2007:3) emphasized that we were never born to read. Human beings found
reading only a few thousand years ago. With this invention, we rearranged our
brain, which in turn expanded the ways we were able to think, which changed
the intellectual evolution of our species. It means that reading is very
important in which we can get any information through reading, such as we
get news or any information when we read a newspaper or magazine, we can
know recipe from the recipe book that we read, and so on.
Wong (2009:185) defined reading is an active process of inputting
information, encoding meaning, and creating associations that help learn
information from printed text. Snow (2009: 139) added that in the reading
process, students are expected to carefully decode text and study every
sentence and word slowly to ensure that they understand every word and
details of the text. We can conclude that reading processes to get information
from printed text such as a book, a letter, a dictionary, etc. Furthermore, at the
school students enable to read and study many kinds of text. The students are
expected to comprehend the meaning and can answer the questions based on
what they have read.
Grabe (2007:14) stated that reading is centrally a comprehension
processand read to understand what the writer intended to convey in writing.
Bahrami and Nosratzadeh (2017) defined reading comprehension is a process
through which an individual tries to understand and explore the
meaning/message laid in a text explicitly or implicitly through using some
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strategies that help us to comprehend better, for intense; by asking question,
combination, imagination, presumption, and guessing.
On the other hand, many of students still face difficulties in
comprehending the reading text. In addition, Snow (2006:138-139) stated that
when reading, they do not give equal attention to every word or sentence and
material they expect is skimmed over more quickly than the material they
don’t expect.
Based on the interview on Tuesday, September 25th, 2018 with Mr. Ghofur
as English teacher in MAN Temanggung, there are some problems that
researcher found based on the teacher answers. The researcher asked some
questions to the teacher.
The first question is about some problems and difficulties in learning
English, especially in reading comprehension. The teacher said that the
students read the text but they still less understand about what the text told
about because the students still less in vocabulary.
The second question is about enthusiasm in reading learning process. The
teacher said that many of students passive in learning and when the students
asked by the teacher, not all of the students give response well. Sometimes
students are less attention and interest in learning reading.
The last question is about the use of Cornell note taking System. The
teacher never uses Cornell note taking System before.
Based on the facts of the problem at the eleventh grade of MAN
Temanggung above, it is necessary for a language teacher to foster reading
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comprehension of the students and find an appropriate technique or method
helping them a solution for their problems.
Elizabeth et.al (2003:14) states that good readers are aware of how well
they understand a text while reading. Good readers also take active steps to
overcome difficulties in comprehension. Students can be instructed in
strategies to improve text comprehension and information use.
Usually, when students are reading a text, they forget almost half of what
they are read because they are lack of vocabulary and attention in reading.
Concerning those problems, the researcher chooses Cornell Note Taking
System in teaching that can be used to enhance reading comprehension.
Moreover, note taking makes students interested to the lesson and cause
them to read more carefully and can be attentive in the class and they will be
more focused on the sorting and coding of the context’ information. (Piolat
and Olive, 2004:19).There is a variety of note taking styles. No single method
suits all students. To make students easier to take a note, there is Cornell
System for organizing a note into an effective study guide.
According to Wong (2009:261), Cornell Method of note-taking was
developed by Dr. Walter Pauk from Cornell University, and it has become a
common system for college students to use. The Cornell system promotes
active learning and critical thinking, providing a method by which can
increase students’ comprehension of class material.
According to Pauk (2001:238) “There are some steps note-taking process
used to take notes from textbooks or from teachers. These are the record,
question, recite, summarize, review, and reflect”.
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By using the Cornell Note Taking, the researcher hopes that this method
can increase students’ reading comprehension and make students more interest
and give attention to learning the reading process. Based on the previous
explanation mentioned above, the researcher intends to conduct an
Experimental Research in MAN Temanggung entitled: “The Effectiveness of
Using Cornell Note Taking System on Students’ Reading Comprehension of
The Eleventh Grades at MAN Temanggung in the Academic Year of
2018/2019”.
B. Problems of the Research
Considering of background of the research, the researcher formulates the
research questions are:
1. How is the students’ reading comprehension before being taught using
Cornell Note Taking System of the eleventh grade at MAN Temanggung?
2. How is the students’ reading comprehension after being taught using
Cornell Note Taking System of the eleventh grade at MAN Temanggung?
3. Is there any significant effectiveness of Cornell Note Taking System on
students reading comprehension of the eleventh grade students at MAN
Temanggung?
C. Objectives of the Research
In line with the formulation of the problems stated above, the objectives of
this research are, as a follow:
1. To describe the students’ reading comprehension before being taught
using Cornell Note Taking System of the eleventh grades at MAN
Temanggung in the academic year of 2018/2019.
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2. To describe the students’ reading comprehension after being taught using
Cornell Note Taking System of the eleventh grades at MAN Temanggung
in the academic year of 2018/2019.
3. To know the significant effectivenessof CornellNote Taking System on
students’ reading comprehension of the eleventh grade at MAN
Temanggung in the academic year of 2018/2019.
D. Significances of the Research
The researcher expects that the result of this research can give significant
effects for the teachers, the students, and the researchers.
1. Practical benefit
a) For the Teacher, Cornell Note Taking can enrich the teachers’
knowledge especially for those who are teaching the English
Language, the Cornell note taking as an alternative method teaching-
learning process is a good solution to be applied of the eleventh
grades students of the MAN Temanggung to enhance their reading
comprehension. This research can also to give information to the
teacher about the effect of using Cornell Note taking in reading
comprehension.
b) For the Student, the use of Cornell Note Taking can make the process
of learning more enjoyable and will improve not only their
motivation and interest, but students will also understand the content
of text easier and help them to improve their reading comprehension.
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2. Theoretical benefit
a) The finding of this study can be used to develop the application of
Cornell Note Taking in the teaching-learning process in reading.
b) The finding out of the research may be used by the other researchers
who want to conduct research of the students’ reading comprehension
using Cornell Note Taking.
E. Definition of Key Terms
The following definitions which are used in this study are given to avoid
misunderstanding and in order to make the same perceptions of the readers, so
the researcher tries to clarify some keywords in this research.
1. Effectiveness
Fraser (1994:104) defined the effectiveness is a measure of the
match between stated goals and their achievement. It is always possible to
achieve ‘easy’, low-standard goals. In other words, quality in higher
education cannot only be a question of achievements ‘ ouput’ but must
also involve judgments about the goals (parts of ‘inputs).
Scheerens (1992:11) stated that effectiveness is to the degree to
which educational means processes result in the attainment of educational
goals. In this study context, it can be inferred that effectiveness is
reaching the goal of reading (comprehension) by implementing such a
learning method. In this study, it can be concluded that effectiveness is
reaching the goal of reading comprehension by implementing Cornell
Note Taking System.
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2. Reading Comprehension
a) Definition of Reading
According to Johnson (2008:7), Reading is not an isolated
process. Four language process work together to enhance the
development of each the other: speaking, listening, reading, and
writing. Listening and reading are the receptive processes (taking in
information), and speaking and writing are the productive processes
(giving out information). Reading is the practice of using text to
create meaning. The two key words here are creating and meaning. If
there is no meaning being created, there is no reading taking place.
Reading is useful for other purposes:any exposure to English
(provided students understand it more or less) is a good thing for
language students. At least, some of the language sticks in their
minds as part of the process of language acquisition, and, if the
reading text is especially interesting and engaging, the acquisition is
likely to be even more successful. (Harmer,2001:68)
b) Definition of Reading Comprehension
Reading comprehension is the process of constructing meaning
in mind when we involve with the content.(RAND, 2002). Willis
(2008: 128) added that successful comprehension is aughmented
when students have practice with strategies for monitoring their
understanding, improving their interest in the text, amd creting
purpose and goal for their reading.
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3. Cornell Note Taking
There are kinds of note taking style to take note. One of the notes
taking style is Cornell Note taking.Cornell Note-Taking system is a
system to organize note taking and make easier to read in which the wide
margins on the left-hand side, the bottom of each page provide the
keystone. (Pauk, 2001: 236).
F. The outline Graduating Paper
This graduating paper has five chapters. Each chapter has different
elements as follow:
CHAPTER I is an introduction. This chapter consists of the background
of the research, problems of the research, objectives of the research,
significances of the research, and graduating paper outline.
CHAPTER II is the theoretical framework. This chapter consists of
supporting theories and the review of previous research. The supporting
theories describe the definition of reading, the definition of note taking, the
purpose of note-taking, the definition of Cornell note taking, steps and format
of Cornell note taking. And the last is the hypothesis.
CHAPTER III is the research methodology. This chapter consists of
research design, place and time of the research, population, and sample,
variables of the research, instrument of the research, and technique of analysis
data.
CHAPTER IV is research findings. This chapter consists of the result of
the research by using Cornell Note Taking in enhancing students’ reading
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comprehension for the eleventh grade of MAN Temanggung in the Academic
Year of 2018/2019.
CHAPTER V is closure. This chapter consists of the conclusion of the
conclusion and suggestion of the research based on the analysis in chapter
four. The conclusion states the answer to the research questions about
enhancing and significant influence of reading comprehension by using
Cornell Note Taking. After that, it is followed by bibliography and
appendixes.
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CHAPTER II
THEORETICHAL FRAMEWORK
This chapter will presents three sub chapters, namely the theoritical review of
the research, previous studies, andhypothesis.
A. Reading
1. Definition of Reading
Johnson (2008:7) stated that reading is not an isolated process. Four
language process work together to enhance the development of each the
other: speaking, listening, reading, and writing. Listening and reading are
the receptive processes (taking in information), and speaking and writing
are the productive processes (giving out information).
Moreover, reading is useful for another purpose. At least, some of the
language accepted in their minds as part of the process of language
acquisition, and, if the reading text is especially interesting and engaging,
the acquisition is likely to be even more successful. (Harmer 2001:68)
According to Grabe (2009: 15), reading is the communication process
between the reader and the writer. This can be said that reading is the
indirect interaction between the reader and the writer, the text contains the
information that the writer wanted to share to the reader, and the reader
tries to understand what is the writer tried to convey in the text, thus, the
communication occurred through the indirect way.
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2. Purpose for reading
Grabe and Stoller (2011:6) mentioned there are several purpose for
reading as in bellow:
a) Reading to search for simple information
b) Reading to skim quickly
c) Reading to learn from texts
d) Reading to integrate information
e) Reading to write (or search for information needed for writing)
f) Reading to critique texts
g) Reading for general comprehension
3. Types (genres) of reading
Brown ( 2004: 187) stated that the genre of a text enables readers to
apply certain schema that will assist them in extracting appropiate
meaning, such as readers kno that a text is recipe, they will expect a
certain arrangement of information (ingredients) and will know to search
for a sequential, order of directions. Efficient readers also have to know
what their purpose is in reading a text, the strategies for accomplishing
that purpose, and how to retain the information. Brown agglomerated the
genre of reading, there are:
a) Academic reading
(1) general interest articles (in magazines, newspapers, etc.)
(2) technical reports (e.g., lab reports), professional journal articles
(3) reference material (dictionaries, etc.)
(4) textbooks, theses
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(5) essays, papers
(6) test directions
(7) editorials and opinion writing
b) Job-related reading
(1) messages (e.g., phone messages)
(2) letters/email
(3) memo
(4) reports (e.g., job evaluations, project reports)
(5) schedules, labels, signs, announcements
(6) forms, applications, questionnaires
(7) financial documents (bills, invoices, etc.)
(8) directories (telephone, office, etc.)
(9) manuals, directions
c) Personal reading
(1) newspapers and magazines
(2) letters, emails, greeting cards, invitations
(3) messages, notes, lists
(4) schedules (train, bus, plane, etc.)
(5) recipes, menus, maps, calendars
(6) advertisements (commercials, want ads)
(7) novels, short stories, jokes, drama, poetry
(8) financial documents (e.g., checks, tax forms, loan .applications)
(9) forms, questionnaires, medical reports, immigration documents
(10) comic strips, cartoons
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B. Reading Comprehension
1. Definition of reading comprehension
According to Johnson (2008:109), reading is the act of creating
meaning with a tex. Pressley & Harris (2006:273), stated that good reader
does not rely on individual strategies, however, as they read text, but
rather articulate a repertoire of strategies, flexibly applying and adapting
individual comprehension strategies before they read a text, while they are
reading, and after they conclude the first reading of a document.
Duke (2003) stated that comprehension is a process in which
readers make meaning by interacting with text through the combination of
prior knowledge and previous experience, information in the text, and the
views of readers related to the text. According to the RAND Reading
Study Group (2002), comprehension is the process of eliciting and
making meaning through interaction and involvement with written
language.
Reading comprehension as the process of creating meaning from
text. The purpose is to get an understanding of the text rather than to
acquire meaning from individual words or sentences. (Kintsch, 1983).
2. Types of comprehension
According to Johnson (2008:109), there are three types of
comprehension skill:
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a) Pre-reading
Prereading is used primarily to preview the structure of the text to
be read or to connect new information to knowledge readers might
already know.
b) During reading
During-reading comprehension skills are used to monitor
comprehension, to evaluate ideas gleaned from each paragraph, and
to begin to organize ideas within the structure of the text as students
are reading.
c) Post-reading
Post-reading is used to reconstruct important ideas, organize
those ideas, and evaluate those ideas after reading a chapter or article.
3. Strategies for reading comprehension
Brown (2004: 189) stated some strategies for reading comprehension
as follow:
a) Identify your purpose in reading a text.
b) Apply spelling rules and conventions for bottom-up decoding.
c) Use lexical analysis (prefixes, roots/suffixes, etc.) to determine
meaning.
d) Guess at meaning (of words, idioms, etc.) when you aren't certain.
e) Skim the text for the gist and for main ideas.
f) Scan the text for specific information (names, dates, key words).
g) Use silent reading techniques for rapid processing
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h) Use marginal notes, outlines, charts, or semantic map for
understanding and retaining information.
i) Distinguish between literal and implied meanings.
j) Capitalize on discourse markers to process relationships.
4. Processes of reading comprehension
Carrell (1998) stated that many years ago reading in English as
foreign language was perceived as a passive process. It was conceived as
a decoding process of reconstructing the author’s intended meaning by
means of recognizing the printed letters and words, and building up a
meaning for a text from the smallest textual units at the bottom which are
letters and words to larger units at the top like phrases, sentences, clauses.
a) Bottom-up Model
This point of view shows this process as an essentially passive
process, where the reader decodes the intended message of the writer
by moving from the lowest level, such as letters and words, towards
the higher levels of clauses, sentences, and paragraphs (Carrell,
1998).
Grabe (2009:89) added that bottom-up models in which the
reader decodes the ongoing text letter-by-letter, word-by-word,
sentence-by-sentence. This process translates information in the text
piece-by-piece with little interference from reader’s background
knowledge.
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b) Top-down model
Goodman (1982) argued that readers bring a great deal of
knowledge, expectations, assumptions and questions to the text and,
given a basic understanding of the vocabulary, they continue reading
as long as the text confirms their expectations. The top-down school
of reading theory claims that readers fit the text into (cultural,
syntactic, linguistic, and historical) knowledge they already possess
and then check back when new or unexpected information appears.
Grabe (2004:89) added that top-down model assumes that the
reader actively controls the comprehension process, directed by
reader goal, expectations, and strategic processing.
As a complement, some other authors mention that the top-down
model comprehends reading not as the bottom-up processing of
words, and that the meaning is not entirely residing in the text. The
knowledge, experience and concepts that the reader brings to the text,
in other words, his/her schemata, are a very important part in the
process (Dechant, 1991:25).
c) Interactive model
According to Grabe (2004:89), interactive models are typical
compromise solution, though there are many different ways to
understand the notion of ‘interactive’.
18
C. Cornell Note Taking
a) Definition of Note Taking
In definining Note Taking, Dewitt (2007:49) defined that note
taking is a short piece of information about content to be kept in mind.
Taking notes allows for just two strategies in processing the context’s
information in the mind thus students can taking note and wrote down
their own word and beliefs. Students also are able to apply the written
words and their ideas. Recovery of the information will be more possible
when students write and think simultaneously.
Margaret (2005:73) stated that Note Taking provides students with
a meaningful structure in which to organize and summarize the conten
information they hear presented in a lecture or that they read on their own.
b) The reasons for taking note
Bates (2000:26) stated a list of reason for taking notes, may have
others:
(1) To support memory: facts and figures, key theories, formulas, names
of writers and researchers, important dates
(2) To help understanding: to go back over (revisit) and learn
(3) To help with difficult bits – rough notes or a diagram
(4) To make links between different ideas and theories, or to contrast
different theories
(5) To record questions and thoughts
(6) To make such a vast amount of information manageable
19
c) Definition of Cornell Note Taking System
There are several note taking style to take a note. One of the note
taking style is Cornell Note taking .
Cornell Note-Taking System is a system to organize the student’s note
taking in which the format of Cornell Note Taking with the wide
margins on the left-hand side, the bottom of each page provide the
keystone. (Pauk, 2001: 236).
Note taking process as designed by Dr. Walter Pauk at Cornell
University more than forty-five years ago when he recognized students’
need to learn ho to take more effective notes. The goal of the Cornell
Note-taking System is to take notes that are so accurate and detailed that
may not need to go back to the book to study.
Pauk ( 2001: 235) words “The primary goal of note-taking is to
provide with a written record of what have heard.”
d) The steps and format of Cornell Note Taking
Pauk (2001:236) added that to take notes with cornell note taking,
First draw a vertical line down the left side of each page two-and-one-half
inchies from the edge of the paper, end the line two inchies from the
bottom of the sheet. This create the cue column. Next draw a horizontal
line two inches up from the buttom of the page. This is the border for thr
summary area. The large space to the right of the cue column and above
the summary area is where the notes should be taken.
The cornell note taking has six steps process used to take notes, there
are:
20
1. Record:use the note taking column to record the text or teacher
using telegraphic sentences
2. Question:formulate questions based on the notes in the right-hand
column.Write them in the Cue Column
3. Recite : cover the note taking column using a sheet of paper, then
say aloud the question or cue words in the question, in your own
word, the answers to your questions aloud.
4. Summarize: write the summary at the bottom of the sheet based on
the cue and note taking column.
5. Review : revewing all the previous notes
6. Reflect : reflect on the material by asking yourself questions.
The figure 2.1 showed the format of Cornell Note Taking System
bellow:
21
Figure 2.1
The Format of Cornell Note Taking System
Question Notes
Summary
Use the notes above to create a main idea summary
e) The Procedures Teaching Using Cornell Note Taking System
In Teaching and Learning Process, Pauk (2001:238-239) stated the
steps of take note by Cornell Note Taking. The steps are displayed in the
table below:
Table 2.1
The Procedure of Teaching Reading Comprehension Through the Cornell Note Taking
System
Procedure Teacher’s Activities Student’s Activities
Step 1
Record
Give a reading material and
Cornell Note Taking template
to the students, ask them to
read carefully and taking notes
in the right column.
Read each paragraph, decide
what information is important
and record information in the
right column using telegraphic
sentences.
Step 2 Ask students to close their Pay attention to teacher’s
22
Questioning book.
Have students to formulate
questions based on the notes in
the right-hand column
explanation. Reread their notes
and formulate questions based
on the notes in the right-hand
column and then write in the
cue column.
Step 3
Reciting
Have students conclude what
they have just read and ask
students to explain information
in their own words without
referring to details notes.
Practice remembering the
information by explaining
information with their friend.
Begin reciting by looking at
and telling about the
information in the left column
with cover the right column
use a black piece of paper.
Step 4
Summarizing
Ask students to write a
summarizing statement based
on a note in the cue and note
taking column.
Students write a summary
from information that has to
reflect summarize the main
idea and important details.
Step 5
Reviewing
Have students read the
summary of the reading
material and reread if they are
not sure of their answer.
Read the summary of the
reading material and reread if
they are not sure of their
answer.
Step 6
Reflecting
Inform the students to think
about the topic, relationships
among details, and the
importance of the information
in the material reading that
they have read.
Think about the topic, the
relationship between details,
and the importance
information in the text. Look
only in the left column
D. Review of Previous Research
There is some previous research comparison, there are several relevant
kinds of research related to the title discussed:
The first research was conduct Juniardi (2013) entitled “The Use of
Cornell Note-Taking Method in Developing Students’ Reading
23
Comprehension at Class XI IPA 1 of MAN 1 Makassar”. He conducts pre-
experimental design. The objectives of this research were to identify students’
Reading Comprehension before they are taught using Cornell Note-Taking
Method, students’ Reading Comprehension after they are taught using Cornell
Note-Taking Method and the significant difference before and after doing
treatment. The population of the research consisted of 20 students of XI IPA 1
of MAN 1 Makassar, it applied the purposive sampling technique. The
instrument was reading the test to identify the students’ Reading
Comprehension. Based on the finding, the researcher concluded that class XI
IPA 1 of MAN 1 Makassar could develop their Reading Comprehension by
using the Cornell Note-Taking Method by the improvement of the students
was 20.84%.
Second, Hayati (2009) entitled: “The Impact of Note-taking Strategies on
Listening Comprehension of EFL Learners”. The main concern of the present
study is to probe the relationship between note-taking strategy and students'
listening comprehension (LC) ability. To conduct the study, a language
proficiency test was administered to the undergraduate students majoring in
English Translation at Shahid Chamran University of Ahvaz and sixty
students were selected to enter into the next phase of the experiment. They
were then randomly divided into three groups: uninstructed note-takers,
Cornell note-takers, and non note-takers. An important finding of this study
was that students who took notes according to their own method showed lower
level of language achievement than those who took notes on the basis of the
Cornell method.
24
Third, Johaerani (2016), entitled “The Effect of Using Cornell-note Taking
in Improving Reading Comprehension: An Experimental Research at MAN 2
Mataram in Academic Year 2016/2017”. He found that Cornell-note taking is
effective to be used in improving reading comprehension achievement at
second grade of MAN 2 Mataram. The mean scores of pre-test were 63.50 for
the experimental group and 62.17 for the control group. Finally, post-test was
conducted in both groups to know whether or not there was a positive effect in
students’ reading comprehension with the result of average scores 82.83 in the
experimental group and 71 in control group.
The fourthresearch was conduct by Kusumaningrum (2018) entitled: “The
Effect of Cornell Note Taking Technique on the Reading Comprehension to
the Eighth Grade Students at SMP Muhammadiyah Kediri in Academic Year
2016/2017”. The purposes of this research are to know the students’ reading
comprehension before and after being taught using Cornell Note Taking
technique and to find out whether or not there are some positive effects of
using Cornell Note Taking technique on the students’ reading comprehension
applied to the eighth grade students of SMP Muhammadiyah Kediri in
academic year 2016/2017. The researcher used a quantitative experimental
design with one-group pre-test and post-test design. In order to collect the
data, the researcher used a reading test about narrative text. The sample is
VIII-C which has 21 students. The result showed that the score of t-test
(23.699) was higher than-table at the degree of significance 5% (2.086).
Therefore, the alternative hypothesis (Ha) was accepted and the null
hypothesis (Ho) was rejected. Thus, it can be concluded that Cornell Note
25
Taking technique has a positive effect on the students’ reading
comprehension.
Fifth, Nawangsari (2010), the title of the research is “ The Effect of
Cornell Note Taking Technique on the Ninth Year Students’ Reading
Comprehension Achievement at SMP Negeri 1 Diwek Jombang in 2010/2011
Academic Year”. The data of this research were collected from the scores of
reading comprehension test between two groups after treatments and analyzed
by using t-test formula. Based on the calculation, the mean score of the
experimental group was higher that of the mean score of the control group
(78.05>70.71). the result of the t-test analysis with 95% significance level was
higher than that of the t-table (5>2.00). it means that there is a significant
effect of using Cornell Note Taking Technique on the grade IX students’
reading comprehension achievement at SMPN I Diwek Jombang in the
2010/2011 academic year was accepted.
Sixth, Musyawaroh (2017), entitled “The Effectiveness of UsingCornell
Note-Taking Strategy toward Students’ Reading Comprehension (An
Experimental Research at the second grade of SMPN 1 Bojonegara”. The
writer collected the data from 72 students spread in two classes, one class as
the experimental class and another one as the control class. Since the research
uses a quasi-experimental method, the data is gathered through pre-test and
post-test. In analyzing the data and testing the hypothesis, the researcher used
formula t-test. Based on the data analysis, the result of the research shows that
the value of observation is bigger than t-table. t-observation = 5,30>ttable =
26
1,66 (5%) or t-observation = 5,30>ttable = 1,29 (1%), 1.66 <5,30>1,29. So,
Ho is rejected and Ha is accepted.
Those previous researches are relevant to this study. However, there are
some differences between the previous ones and this study. This study is
applied in the class to teach personal letter text using group work and
scientific approach. The subject of the research in which researcher examines
Cornell Note Taking for students of MAN Parakan Temanggung since there is
no research has been conducted for eleventh grades students at MAN Parakan
dealing with the implementation of Cornell Note Taking to teach Explanation
Text.
E. Hypothesis
A hypothesis is a provisional answer about the outcome from the
problem statement in the research. Ajay and Sanjaya, (2009:33) stated that a
hypothesis is an assumption or claim about some characteristic of a
population, which we sould be able to support or reject on the basic of
empirical evidence.The research hypothesis which most often found in
experimental or quasi-experimental studies does provide an expected outcome
to the problem described in the problem statement. Basically, a hypothesis is
an estimate from the researcher has about the existence of the relationships or
differences between the variables used and which will be subject to
examination through the subsequent investigation. Porte (2002:16).
Similar to Porte, Creswell (2012) stated that hypothesis is predictions the
researcher in which makes about the expected relationships among variables.
They are numeric estimates of population values based on data collected from
27
samples. Hypotheses are used often in experiments in which investigators
compare groups.In this research, the researcher formulates two hypothesizes
as a follow:
1. Null Hypothesis (H0): “There is no significant effect between students
achievement in reading comprehension after using Cornell Note Taking
System as measured by pre-test and post-test.”
2. Alternative Hypothesis (Ha): “There is a significant effect between
students achievement in reading comprehension after using the Cornell
Note Taking System.
28
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher describes the method that used in this
research. This chapter contains seven major sections. There are method of the
research, place and time of research, population and sample, research variables,
research instrument, technique of validating data, technique of collecting data, and
technique of analyzing data.
A. Research Design
According to Koshy (2005:3), research is about generating new
knowledge. The researcher used quasi-experimental research as the design of
the research.
The experimental method is the only method of research that can truly test
hypotheses concerning cause-and-effect relationships. It represents the most
valid approach to the solution of educational problems, both practical and
theoretical, and to the advancement of education as a science. (Gay,1992:298)
Creswell ( 2009:146) added that when individuals are not randomly
assigned, the procedure is called a quasi-experiment. There is two kind of
Design in Quasi-Experiment: Time Series Design and Nonequivalent Control
Group Design.The researcher uses Non equivalent (Pre-Test and Post-Test )
Control Group Design. The control group design with a pre-test and post-test
includes an intervention (x), pre-testing and post-testing (o), and a no-
treatment control group. The figure 2.2 showed Nonequivalent Group Pretest
29
Postest Control Group Design formulated by McMillan and Schumacher
(2010: 278) as below:
Figure 3.1
Nonequivalent Group Pretest Postest Control Group Design
Group Pretest Intervention Posttest
A O1 X O2
B O3 - O4
Where:
A : Experimental Group
B :Control Group
O1 : Pretest of experimental group
O2 : Posttest of experimental group
O3 : Pretest of Control Group
O4 : Posttest of Control Group
X :Intervetion
- : No treatment
The researcher had taken two classes from eleventhgrades students XI IPS
1 and XI IPS 3, which XI IPS 3 as the experimental group and XI IPS 1 as a
control group.
B. Place and Time of the Research
This research is carried out at MAN Temanggung, which is located at Jl.
Jenderal Sudirman No. 184, Cublikan, Kowangan, Temanggung. The
researcher conducted from February 11th to March 1th, 2019. The table of the
research schedule is arranged as follow:
30
Table 3.1
Place and time of research schedule
C. Population and Sample
1. Population
Arikunto (2010:148) stated that a population is a large group here
the generalization of the sample is established. Morover, Creswell
(2012:142) definined a population is a group of individuals who have the
same characteristic. The population of this study is 410 11th grade
students of MAN Parakan Temanggung which were divided into 12
classes start from X IPA 1-XI IPA 5, X IPS 1-XI IPS 5, XI BAHASA,
and XI Agama.
2. Sample
A sample is a subset or smaller group of total population for the
researcher to collect the data which have certain knowledge to become the
No. Date and time Activities Place
1. February, 11th 2019 Doing pre-test in the experimental
class
XI IPS 3
2. February, 15th 2019 Doing pre-test in the control class XI IPS 1
3. February, 18th 2019 Doing treatment in the
experimental class by using
Cornell Note Taking
XI IPS 3
4. February, 22th2019 Doing treatment in the control
class by using pair work
X1 IPS 1
5. February,25 th2019 Doing post-test in the experimental
class
XI IPS 3
6. March, 1th 2019 Doing post-test in the control class XI IPS 1
31
representative of the population. (Cohen, at.al. 2005: 19). Thesampling
technique used in this study is purposive sampling to be a part of non
probability sampling. Prasetyo and Jannah (2011:134-136) stated that
purposive sampling also called judgment sampling, while it used to
determined specific criteria toward a sample.Those classes is chosen by
the researcher based on the teacher‘s recommendation ofstudents‘ scores
and a consideration about the sample.
The sample of this research is 11th grade students from two classes;
XI IPS 1 and XI IPS 3.According to the suggestion from the English
teacher who taught both classes, X IPS 1 (consists of 30 pupils) is chosen
to be the control group with pair work, while XI IPS 3 (consists of 30
pupils )is chosen to be the experimental class which the treatment is
given. The data respondents of the experimental and control class
presented in Table 3.3and Table 3.4 below:
Table 3.2Name Initial Lists of XI IPS 1 as Control Class (Pair Work)
No Initial of Students Code Gender
1 ANH C-01 Male
2 AAR C-02 Female
3 AR C-03 Female
4 ASM C-04 Female
5 AD C-05 Female
6 AM C-06 Female
7 BYA C-07 Male
8 DAS C-08 Female
9 DP C-09 Female
10 ERRW C-10 Female
11 EDL C-11 Female
12 EL C-12 Female
13 ECK C-13 Female
14 ED C-14 Female
15 FRP C-15 Male
32
16 FD C-16 Female
17 HRBW C-17 Male
18 HWN C-18 Female
19 HA C-19 Female
20 LHP C-20 Female
21 LH C-21 Female
22 MZ C-22 Male
23 NZ C-23 Female
24 PSMS C-24 Female
25 R C-25 Female
26 S C-26 Female
27 SDO C-27 Female
28 SRSF C-28 Female
29 UM C-29 Female
30 WCN C-30 Female
Table 3.3Name Initial Lists of XI IPS 3 as Experimental Class (Cornell Note
Taking)
No Initial of Students Code Gender
1 AR E-01 Male
2 AFN E-02 Female
3 ASA E-03 Male
4 AADIA E-04 Female
5 AMR E-05 Female
6 ABS E-06 Male
7 CFA E-07 Female
8 CN E-08 Female
9 DS E-09 Female
10 FPA E-10 Female
11 FAR E-11 Female
12 IHM E-12 Male
13 KCA E-13 Male
14 LF E-14 Female
15 LDW E-15 Male
16 MS E-16 Female
17 MAS E-17 Male
18 L E-18 Male
19 MN E-19 Male
20 NFS E-20 Female
21 NRC E-21 Female
22 OA E-22 Male
33
23 PAA E-23 Female
24 RA E-24 Female
25 RHN E-25 Female
26 RPA E-26 Female
27 RWA E-27 Female
28 TMM E-28 Female
29 V E-29 Female
30 Z E-30 Female
D. Variable of the Research
According to Creswell (2014:84), a variable refers to a characteristic or
attribute of an individual or an organization that can be measured or observed
and that varies among the people or organization being studied. The researcher
used two variables in this research, there are independent variable and
dependent variable.
Independent variables are those that (probably) cause, influence, or affect
outcomes. They are also called treatment, manipulated, antecedent, or
predictor variables. (Creswell, 2014). In this research the independent variable
is Cornell Note Taking (X).
Creswell (2014) described that“Dependent variables are those that depend
on the independent variables; they are the outcomes or results of the influence
of the independent variables. Other names for dependent variables are
criterion, outcome, effect, and response variables”. The dependent of this
research is students’ reading comprehension (Y).
E. Research Instrument
Sugiyono (2010:148) stated that reserarch instrument is the tool used to
measure what we observed. Moreover, Creswell (2012:151) suggested that an
34
instrument is a tool for measuring, observing, or documenting quantitative
data. In this research, the researcher used test, observation, and
documentatation as the instruments of the research as follow:
1. Test
a. Pre-Test
A pre-test is given before the treatment, it is to know students’
basic reading comprehension before the Cornell Note Taking System
was given. According to Creswell (2012:297), pre-test is a test for the
sample of the research before the treatment is given to them. The
pretest consisted of 30 multiple choices questions with a, b, c, d, and
e in which the students need to answer the question based on the
passage.
b. Post-Test
The post-test is given after the treatment. The treatment is just
given in the experimental class. The result of post-test score was used
to measure the effectiveness of Cornell Note Taking system on
students’ reading comprehension. Creswell (2012) said that a post-
test is a measurement on some attribute or characteristic that is
assessed for participants in an experiment after the treatment. The
post-test consisted of 30 multiple chioces questions with 5 options.
The researcher designed the post-test as same as the pre-test.
c. Score of test
Based on the description above, the students conducted the text
with maximal score was 100. The researcher formulated as follow:
35
S= B /3 x 100
Where :
S = Score of the multiple choice
B= The total of right answer
The evaluation criteria of the students‟ results were presented as
follows:
Table 3.4Criteria of Reading Comprehension by Lathifah (2018:51)
Classfication Score Rating Category
Exceleent 95-100 5 The student’s answer almost
perfect
Very Good 85-94 4 The student‟s answer is
correct mostly
Good 75-84 3 The Student‟s answer is less
errors
Good
Enough
55-74 2 The student‟s answer is
enough errors
Poor ≤ 54 1 The student‟s answer is
incorrect mostly
Creswell (2009:140) stated that as part of rigorous data collection,
the proposal developer also supplies detailed information about the actual
survey instrument to be used in the proposed study. Instruments consider
the following validity and reliability.
36
To what extent is the researcher convinced that the instrument
succeeds in obtaining data about what has already been operationally
defined as the variable in question. (Porte at.al,2002:72). Arikunto
(2010:145) explained that testing instrument validity is intended to get a
valid and reliable of measuring tool. Porte (2002:49) stated that reliability
may be judged informally by the reader as the extent to the data-
gathering instrument might produce consistent and accurate results when
it is given under similar conditions elsewhere. Reliability may be
formally reflected in agreement between observers or scorers.
There are kinds of validity, in this research the researcher uses
content validity to know how are the test is warranted.
Porte (2002) also described that Content validity is a more subjective
and formal evaluation of the instrument. It describes how far the contents
represent a demonstrative sub-set of what the whole instrument is
supposed to evaluate. If a researcher purports to use the materials to
produce data about proficiency in L2 grammar, we would need to decide
(or be told) whether a representative and complete sample of “L2
grammar” had been chosen for the instrument of testing.
Considering with statements above, the researcher arranges questions
of explanation text based on11th Senior High School Syllabus.
2. Observation
Observation is an activity that was done by the researcher to get
data. Arikunto (2010:157). The observation is undertaken by the
37
researcher during the lesson. The scale for lesson observations grades
lessons on a scale from 1–4 as follows:
Figure 3.2 Lesson Observation Scale
Teaching
and
Learning
Area
Outstanding
(1)
Good
(2)
Satisfactory
(3)
Inadequate
(4)
Student
Progress
Students
make
exceptionally
good
progress.
Virtually all
students make
good progress.
Most
students
make the
progress that
should be
expected of
them.
Students generally,
OR PARTICULAR
GROUPS OF THEM,
do not make adequate
progress because the
teaching is
unsatisfactory.
Behaviour
and
enjoyment of
students
Students
thrive as a
result of the
teaching
Students show
good attitudes to
their work
Students
enjoy their
work and are
motivated to
do well
Students do not enjoy
their work and
behaviour is often
inappropriate
Subject
Knowledge
Teacher has
high level of
expertise and
evident
interest in
what they are
teaching.
The teacher has
good subject
knowledge and
this lends
confidence to
their teaching
style.
Teacher has
secure
knowledge
of the
curriculum
and course
requirements
Teacher’s knowledge
of the curriculum and
course requirements
is inadequate.
Challenge of
learning
Work is very
well pitched
Level of
challenge
Level of
challenge is
Level of challenge is
often wrongly
38
and suitably
challenging
for every
student
stretches without
inhibiting.
sufficient for
groups of
students
most of the
time.
pitched.
Students
with
additional
learning
needs.
Learners with
Additional
Learning
needs are
suitable
extended and
enthused by
the work set.
Those with
Additional
learning needs
have work well
tailored to their
needs based upon
a good diagnosis.
Work is
appropriate
for those
with
additional
learning
needs.
The teacher does not
have a clear
understanding of the
needs of those with
additional learning
needs.
3. Documentation
Documentation is used to collect data dealing with the
documentation of teaching and learning process by using Cornell Note
Taking to enhance students’ reading comprehension.
Documentation arranged the verbal data like correspondence,
journal, memory report, and other that can be mutually
responsible.(Kumar, 2005: 236)
In this research, the researcher documented the students‟ test
sheets, lesson plans, Cornell note taking sheets and photo of activities.
F. Technique of Collecting Data
There were three kinds of technique used by the researcher to collect the
data. To collecting the data can use tools like test, observation sheet,
39
documentation, or questionnaries. In this study, the researcher used test (pre
test and post-test), observation, and documentation.
First, the researcher used pre-test and post-test in order to know the ability
of students’ reading comprehension, from the data of pre-test can get the data
of how far the studnets’ reading comprehension before conducting the
treatment by using Cornell Note Taking System in learning process.
Meanwhile, the researcher also provide post-test as the comparison how far
the ability of students’ comprehension before and after doing treatment.
Second, the researcher used observation sheet which used during th
elearning process for getting the information of real interaction between
student-to-student, student-to-teacher, teacher-to-student and including the
atmosphere of classroom.
Third, the researcher used documentation to collecting the data. The
documentation has benefit to show and prove the activities before or during
the leraning process.The documentation that researcher conducted are picture-
taking. The reseracher took the activities among pre, whole, and post learning
activities which could be seen in appendix.
G. Technique of Data Analysis
The researcher do some steps to analyze the data, they are:
1. Score the students’ test
The researcher scored the result of pre-test and post-test. The
researcher uses point scale of 0-100 to measure the student's answer.
Total of question is 30, the researcher scoring the test by giving 3 for
40
each correct item and 0 for each incorrect item. If all the questions are
answered correctly and completely, the students will receive 100.
2. Calculate the result of the test
After scoring the result of pre-test and post-test, the researcher
used Statistical Package for the Social Science (SPSS) version 16.0 for
analyzing the data by calculating the descriptive statistic, assumption
testing (normality test, homogenity test, and statistical hypothesis).
Before determine a statistic test to apply to this data, the researcher
analyzing the requirment of test, there are:
a) Normality Test
To analyze the normailty of test, in this research used
Kolmogorov Smirnov and Shapiro Wilk by using SPSS
Version 16.0. normality test used to know wether the data from
experimental class and control class was normal or not.
Normality test is an absolute requirement before we doing the
analysis of parametric statistic.If the data from the experimental
class and control class was distributed normally, it would be
used Parametic analysisfor measuring the data. Meanwhile, if
the data from both of the class was not distributed normally, it
would be used Nonparametic. Before doing testing, it as
determined the statistical hypothesis as follow:
(1) If the signification (p-value) >α (0.05), it means that H0
was accepted, the sample comes from the population that
was distributed normally.
41
(2) If the signification (p-value) ≤ α (0.05), it means that H0
was rejected, the sample comes from the population that
was not distributed normally. Garth (2008:73) gave
several steps to check the normality test are as follows:
a) Click Analyze – Descriptive Statistic – Explore
b) Put the data into the Dependent list box, then fill in
the factor list of class.
c) Click plots – checklist normality plot and test
d) Continue and Ok
b) Homogeneity Test
Homogeneity test used to know whether the data from
experimental and control class has the same variant or not. To
check the Homogeneity test was same win normality test which
used the SPSS Version 16.0 using Levene Statistic with checklist
the option Homogeneity of variance tests. The equality variances
of Levene’s Test as follow:
(1) If the signification (p-value) > α (0.05), it means that Ho
was accepted, thevariance both of classes was
homogeneous.
(2) If the signification (p-value) ≤ α (0.05), it means that Ho
was rejected, thevariance both of classes was not
homogeneous.
42
3. Analysis of Data
The description of the data statistic was useful to determine the
method of analysis that used as a test of hypothesis. After analyzed
normality and homogeneity test, the researcher continued doing
statistical hypothesis test as follow:
a) If the result of normality test showed the population was
distributed normally, as the absolute requirement of parametric
statistic, it would be measured by using Independent Sample
(which used to find wether there is a sigificant difference
between two different variable or not).
b) For the population that was homogeneous or not, it can be seen
in line Equalvariances assumed. Meanwhile, for the population
that was not homogeneous,it can be seen in line Equal
variances not assumed.
c) If the normality test showed the population was not distributed
normally, it would be measured by using non parametric
statistic with analyze by Mann Whitney Test is an alternative
from Independent Sample t-test).
To decide the hypothesis is used by using Mann Whitney test
based on the score that showed in Asymp. Sig. (2-tailed). The
criteria for choosing the hypothesis from the result of the data as
follows:
43
(1) If the significant of p value Asymp sig. 2 tailed ≤ α (0.05), it
means Ho was rejected, there is significant difference effect
(2) If the significant of p value sig. 2 tailed > α (0.05), it means
Ho was accepted, there is no significant difference on their
comparison of mean.
4. Test of Effect Size
Muijs(2004:136) stated that the use of calculating size measure in
this study to know wether the effect is strong or weak. The formula of
this effect size is as follow:
d =𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐴 − 𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐵
𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
d = effect size
mean for group A = mean for experimental class
mean for group B = mean for control class
pooled standar deviation = (standar deviation of group 1+satndar
deviation of group 2) / 2
Cohen & Lea (2004:125) suggested there are some guidelines for
determining whether the effect size is strong. The criteria following:
Table 3.5 The Effect Size Criteria
Range Description
0-0.20 Weak effect
0.21-0.50 Modest effect
0.51-1.00 Moderate effect
>1.0 Strong effect
44
5. Statistical Hypothesis
In equal with research hypothesis, the statistical hypothesis can be
formulated as follows:
a) Ho (null hypothesis) is accepted if p > α by 95% significant
degree of 5% (0.05); sig. 2 tailed is higher than alpha. It means
that there is no significant difference effect of using Cornell Note
Taking System on students’ reading comprehesnion.
b) Ho (null hypothesis) is rejected if p < α by 95% significant
degree of 5% (0.05); sig. 2 tailed is lower than alpha. It means
that there is significant difference effect of using Cornell Note
Taking System on students’ reading comprehesnion.
45
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter discuss the research finding and discussion after doing
research that consist ofthe first is data description including pre-test, treatment,
and post test. The second is data analysis including normality, homogenity, t-test,
and test of effect size.
A. Data Description
1. Data of Experimental Class
After researcher finish the research at MAN Temanggung which
was started from Februari 7, 2019 until March 1, 2019, the data that was
used to see the result of students’ reading comprehension enhancement
was obtained through pre-test and post-test from both experimental class
(Cornell Note Taking System) and control class ( Pair work). These were
two spare the tabulation thatshowingthe score of Pre-test and Post-test of
XI IPS 3 (Experimental class) in Table 4.1below:
Table 4.1The Score of Pre-test and Post-test in Experimental Class
No Students' Code Pre-Test Post-Test Gained Score
1 E-01 60 87 27
2 E-02 60 83 23
3 E-03 57 87 30
4 E-04 53 77 24
5 E-05 63 87 24
6 E-06 57 83 26
7 E-07 57 87 30
8 E-08 57 87 30
9 E-09 50 77 27
46
10 E-10 60 83 23
11 E-11 47 77 30
12 E-12 57 87 30
13 E-13 57 80 23
14 E-14 63 87 24
15 E-15 53 80 27
16 E-16 57 87 30
17 E-17 63 87 24
18 E-18 57 83 26
19 E-19 60 87 27
20 E-20 60 83 23
21 E-21 60 83 23
22 E-22 53 83 30
23 E-23 60 87 27
24 E-24 43 73 30
25 E-25 60 87 27
26 E-26 53 77 24
27 E-27 53 87 34
28 E-28 57 83 26
29 E-29 47 70 23
30 E-30 57 80 23
SUM 1691 2486 795
Mean Score 56.37 82.87 26.50
The result of pre-test and post-test in experimental class and
control class was calculated by using SPSS Version 16 with the steps as
follows; analyze-descriptive statistics-descriptives.
Table 4.2Descriptive Statistics of Experimental Class
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pre-Test Experiment 30 43 63 56.37 4.888
Post-Test Experiment 30 70 87 82.87 4.725
gained_score 30 23 34 26.50 3.071
Valid N (listwise) 30
47
a) Pre-Test Finding
The researcher given two kinds of test. They were pre-test and
post-test. Pre-test is given in experimental class before doing the
treatment which the test to measure the students’ reading
comprehension ability before using Cornell Note Taking System for
treatment in experimental class.
The Pre-test in experimental class was conducted on Monday,
February 11th, 2019. There was 30 students who participated in the
research.
Based on the tableabove and then was calculated by using SPSS
Version 16, it can be seen that the mean score of experimental class was
56.37. In addition, the lowest score of pre-test in experimental class was
43 and the highest was 63.
b) Treatment
The treatment in XI IPS 3 as experimental class was conducted on
Monday 18th 2019. The time allocation of this section was 2x45
minutes. In this session, the teacher, Mr. Ghofur and researcher entered
the classroom together. The teacher was opening of the lesson and
gave time researcher to continue the learning.
The researcher started the lesson by asking the students about the
explanation text. Part of the students little know about the explanation
text. After that the researcher explained the definition, social function,
generic structure, and language features of explanation
text.Furthermore, the researcher asked to the students about this
48
material. Then, the researcher continued to introduce and explain about
the Cornell Note Taking System. Furthermore, the researcher showed
the steps in Cornell Note Taking System followed with drew an outline
of that System. After that, the researcher distributed the text material of
the explanation themed sosial. The researcher applied Cornell Note
Taking System to the students. In the first step, “Record”, the
researcher asked the students to read with skimming and focused at
important information only from paragraphs 1 until 2 and than the
researcher asked to the students about the points in these paragraphs.
Furthermore the researcher wrote these points in the blackboard at note
column of Cornell Note Taking System. The second step was
“Question”, the researcher asked about theappropiate questions based
on notes that have been written. Then in the third, “Recite”, the
researcher stood right in front of a clipboard precisely in the note
column, then asked to one of the students about a question in the
clipboard. This showed that the students not only read a text but also
had to comprehend the content of the text. Fourth step was
“Summarize”, together the researcher and the students summarized
based on notes above. Fifth, “Review”, at this step the reseracher
asked the students to read again if they did not still understand. The
last step was “Reflect” which the reseracher gave information about
what the text told about, what was the purpose of the explanation text,
what was the generic structure of the explanation text.
49
Next, the researcher distributed the Cornell Note Taking Sheet and
explanation text with sosial information and asked the students to done
this assignment with their partner. After finished, the researcher
choosed one of the students partner to forward in front of the class to
presentation of their work.The reseracher asked one of the pair of
students sto front of the class which a pair of students who front in the
first would got a prize. There was one who front of the class. All
students enthusiastic to heard their presentation. After presentation, the
researcher explain once again about these text. In the last session, the
teacher gave positive feedback on the student's learning activities in
the classroom closed the lesson by saying hamdalah together.
While the learning activities was held, the researcher was
observing the activities both of teacher and students. The researcher
had prepare the observation sheet for the experimental class and the
result was written as follow:
Table 4.3 The Observation Sheet for Experimental Class
No. The Students’ Activity Yes No Description
1. The teacher prepared
the material well
Good
2. Teacher manage the
students well Good
3. Teacher uses time
effectively Good
.
4. Teacher implements
Cornell Note Taking
System well
Good
5. Teacher gives
evaluation after the
lesson
Good
6. Teacher asks and solve
students difficulties Good
50
7 Teacher asks and solve
students difficulties Good
8 Students are active
during the learning
process
Good
9 Students apply the
Cornell Note Taking
System well
Good
10. Students do the
evaluation well Good
c) Post-test Finding
The post-test was given to the students of experimental class (XI
IPS 3) on Monday, February 25th 2019. The researcher gave this test
which purposed was to know is there any difference more over
enhancementin students’ reading comprehension after the treatment
were given. The result of post-test can be seen on the table and data
description in SPSS with the gained score added.
From the result, the mean result of the experimental class was
82.87. the lowest sore achieved in post-test was 70 and the highest
score was 87. It means that there was enhancement between pre-test
and post-test.
2. Data of Control Class
As the comparison with experimental class, XI IPS 1 as the
control class. Different to the experimental class, control class were just
using Pair Work Strategy.Same with the experimental class, the result of
control class was anaylized with SPSS Version 16. These the tabulation
and data description in Control Group below:
51
Table 4.4 The Score of Pre-test and Post-test in Control Class
No Students' Code Pre-Test Post-Test Gained Score
1 C-01 50 70 20
2 C-02 47 70 23
3 C-03 57 73 16
4 C-04 63 87 24
5 C-05 60 80 20
6 C-06 57 77 20
7 C-07 57 80 23
8 C-08 53 77 24
9 C-09 53 70 17
10 C-10 63 83 20
11 C-11 57 70 13
12 C-12 60 73 13
13 C-13 60 87 27
14 C-14 53 73 20
15 C-15 60 77 17
16 C-16 57 73 16
17 C-17 52 73 21
18 C-18 60 70 10
19 C-19 63 80 17
20 C-20 47 77 30
21 C-21 50 70 20
22 C-22 57 77 20
23 C-23 47 70 23
24 C-24 53 70 17
25 C-25 57 70 13
26 C-26 60 83 23
27 C-27 60 80 20
28 C-28 57 73 16
29 C-29 60 80 20
30 C-30 63 80 17
SUM 1693 2273 580
Mean Score 56,43 75,77 19.33
52
Table 4.5 Descriptive Statistic of Control Class
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pre-Test Control 30 47 63 56.43 4.890
Post-Test Control 30 70 87 75.77 5.309
gained_score 30 10 30 19.33 4.334
Valid N (listwise) 30
a) Pre-Test Finding
The pre-test in control class (XI IPS 1) was held on Friday, 15th
2019. It was given before doing the treatment using Pair ork Strategy.
Based on the table4.3and the calculated in data descriptionabove,
there were 30 students who had done the pre-test in control class. It can
be seen that the mean score was 56.43. The lowest score of pre-test in
was 47 and the highest was 63.
b) Treatment
The treatment in XI IPS 1 as control class was conducted on
February, 22th 2019. The time alocation for this meeting was 2x45
minutes.
In the first, the researcher explained about the definition, social
function, generic structure, and kind of the explanation text. Then, the
researcher gave time to the students if there were questions about this
material. In the second, the researcher distributed the explanation text
to the students. The researcher asked to the studnets to cooperated with
their partner. Furthermore, the researcher gave time to read and
comprehend the text. After every pairs of student read together, the
students had to analyzed the generic structure of the text and answer
53
the questions. The last, one of student pair fron of the class and
presentated about their analyzes. the pair of students that firts front in
the class would get a prize. In the last session, the researcher give
posistif follbcak to the students and closed the lesson.
Same to the experimental class, while the learning activities was
held, the researcher was observing the activities both of teacher and
students. The researcher had prepare the observation sheet for the
control class and the result was written as follow:
Table 4.3 The Observation Sheet for Classl Class
No. The Students’ Activity Yes No Description
1. The teacher prepared
the material well
Good
2. Teacher manage the
students well Good
3. Teacher uses time
effectively Good
.
4. Teacher implements
Pair Work Strategy well Good
5. Teacher gives
evaluation after the
lesson
Good
6. Teacher asks and solve
students difficulties Good
7 Teacher asks and solve
students difficulties Good
8 Students are active
during the learning
process
Good
9 Students apply the Pair
Work Strategy well Good
10. Students do the
evaluation well Good
54
c) Post-test Finding
Post-test was conducted on Friday, March, 1st 2019 in XI IPS 1 as
control class. Its purposed was to know the differences of the students’
reading comprehension after the treatment which using Pair Work
Strategy were given. From the result, the mean of the control class
were analyzed. The mean score was 75.77. The lowest score of the
post test was 70 and the highest one was only 87. It means that the
achievement of experimental group was higher than controlled group.
B. Data Analysis
1. Normality Test
The purpose of the normality test is to know whether the data from
experimental and control class have been distributed normally or not.
SPSS Version 16.0 was analyze the data by using Kolmogorof Smirnov
and Shapiro-Wilk.The result can be seen below:
Table 4.3
Tests of Normality
Tests of Normality
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Score_Pre-test Experimenta
l .252 30 .000 .891 30 .005
Control .213 30 .001 .907 30 .012
a. Lilliefors Significance Correction
If the result of the data is higher (p ≥ α) in a significance α = 0.05,
the data was distributed normally. From the Table 4.3 above, the result of
experimental class showed in Kolmogorov-Smirnov column, the data was
p < α(0.000<0.05). Also, the result of controlled class showed the data was
55
p < α(0.001<0.05).The scores of p can be seen in the Sig. in the Shapiro-
Wilk column. It can be checked that the data from two classes was not
normally distributed.
2. Homogeneity Test
The Levene statistic test was used to calculate the homogeneity
test. The homogeneity test was conducted to test the similarity of the
sample in both classes. The table 4.4 is presented the result of
homogeneity test as follows:
Table 4.4
Homogeneity Test
Test of Homogeneity of Variances
Score_Pretest
Levene Statistic df1 df2 Sig.
.124 1 58 .727
The result of the table 4.4 above in Sig. column showed the
significance of pre-test in both classes was (0.727>0.05). So, it means that
the data is higher than 0.05 and the data of experimental and control class
were homogent.
3. Statistical Hypothesis Test
To decide a hypothesis, the researcher used Mann-Whitney
formula which was used to get empirical evidence about theeffectiveness
of Cornell Note Taking System on students’ reading comprehension
enhancement. Here, the result of hypothesis test by using SPSS 16.0 could
bepresented in table 4.3 as follows:
56
Table 4.3
The Result of Hypothesis with Mann Whitney
Ranks
Class N Mean Rank Sum of Ranks
Score Experimental
Class 30 40.45 1213.50
Control Class 30 20.55 616.50
Total 60
Test Statisticsa
Score
Mann-Whitney U 151.500
Wilcoxon W 616.500
Z -4.488
Asymp. Sig. (2-tailed) .000
a. Grouping Variable: Class
Table 4.8 shows the score of Mann-Whitney U = 151.500 and the
score of Asymp. Sig. (2-tailed) = 0.000< 0.05, it can be concluded that the
H0 was rejected but H1 wasaccepted. H1 stated that there is an effect of
using Cornell Note Taking System in students’ reading comprehension
enhancement.
4. Test of Effect Size
Test of effect size in order to calculating size measure in this study
to know whether the effect size level of using of Cornell Note Taking
System on students’ reading comprehension. (Muijs, 2004:136). The
formulation as follow:
57
d =𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐴 − 𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐵
𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
mean for experimental class= 82.87
mean for control class= 75.77
pooled standar deviation = (standar deviation of group
1+standar deviation of group
2) / 2
=4.725+5.309
2
= 5.017
d =82.87−75.77
5.017
d= 7.1
5.017
d= 1.41
Based on the calculation above, the result of effect size level in this study
was 1.41. Regarding to the criteria that had been mentioned in chapter III, it
proved that there was a strong effect of using Cornell Note Taking System on
students’ reading comprehension.
C. Discussion
The aim of this study is to find out whether or not using Cornell Note
Taking System gave a significant effect on students‘ reading comprehension
enhancement in MAN Temanggung. Then, this study is intended to know to
58
what extent Cornell Note Taking System giving the effect on students‘ reading
comprehension.
According to the result of the data analysis, it showed that there was
asignificance effect of Cornell note taking systemon students‘ reading
comprehension.As the result that was written in the tables above that the
students‘ reading comprehension improved in the pre-test and post-test with
different mean score. Inthe experimental class, the mean score of pre-test was
56.37, in contrast the meanscore of post-test was 82.87. It could be calculated
the score increased 26.50 pointsfrom pre-test to post-test. Meanwhile, the
mean score of pre-test in the controll class was 56.43 while the mean score of
post-test in the controlled class was 75.77. It showed that the score gained was
19.33. Moreover, according to thecalculation of the mean score in both
controlled and experimental classes, itproved that there was a significant effect
of Cornell Note Taking System on students‘ reading comprehension.
In addition, based on the calculation of the Man Whitney that Ho was
rejectedand Ha was accepted if the mean score in experimental class higher
than themean score of controll class. Based on the calculation, the result of p
was lowerthan α, which was 0.000< 0.05. Therefore, Ho was rejected but Ha
was accepted.Ha stated that there is an effectiveness of Cornell Note Taking
on students’ reading comprehension.
In addition, the calculation of effect was 1.41. Based on the effect size
criteria from Cohen, if the result of the formulation was 1.41> 1,00, it means
that Cornell Note Taking System gave strong effect on students’ reading
comprehension.
59
After conducting this study, it showed that Cornell note taking is effective
onstudents‘ reading comprehension and it can be used inteaching reading.
Then, it can be concluded that Cornell Note Taking System is effective system
used in students‘ reading comprehension class.
60
CHAPTER V
CLOSURE
The last chapter of this graduating paper is closure which presents the conclusion
and suggestion are written as follow:
A. Conclusion
This research was a Quasi-Experimental Design that was intended to get
an empirical evidence of the effectiveness of Cornel Note Taking System on
students’ reading comprehension at eleventh grade students of MAN
Temanggung in the academic years of 2018/2019. Based on the final result,
the conclusion and suggestion are suggestion are presented into two points of
view as follow:
1. Students’ reading comprehension before they are taught using Cornell
Note Taking System.
The researcher presented the calculation result of pre-test mean for
experimental and control class to describe the students’ reading
students reading comprehension before treatment. The result was
calculated by using SPSS Version 16.00. the result from calculation
showed that the mean of pre-test for experimental class was 56.37,
Meanwhile, the calculation showed for control class. The mean of pre-
test was 56.43.
2. Students’ reading comprehension after they are taught using Cornell
Note Taking System
61
The researcher presented the calculation result of post-test mean
for experimental and control class to know the students’ reading
students reading comprehension after treatment. The result from
calculation showed that the mean of experimental class of post-test was
82.87. the mean of post-test was higher than the mean of pre-test. The
different between pre- and post-test mean of students’ reading
comprehension taught by Cornell Note Taking System was 26.50.
Meanwhile, the calculation showed for control class. The mean of pre-
test was 56.43 and the mean of post-test was 75.77. the mean of post-
test was also higher than the mean of pre-test. The different result
between the students’ pre- and post-test was 19.33.
3. Significant effect of Cornell Note Taking System on sudents’ reading
comprehension.
The hypothesistest showed that the Asymp.Sig. 2 tailed (p) from
Mann Whitney was 0.000 and the alpha (α) was 0.05. Itwould be
accepted, Ha (Alternative Hypothesis), if the Asymp.Sig. 2 tailed was
lower thanalpha (α) or p < α. Futhermore, the mean score in
experimental class increased 26.50 points, from 56.37 become 82.87.
Contrastly, the controlled class increased 19.33 points, from 56.43
become 75.77 points. Moreover, the result of effect size was 1.415, it
indicated that Cornell Note Taking System gave strong effect on
students’ reading comprehension.
Finally, it can be concludedthat there is a significant effectiveness of
Cornell Note Taking System on students‘ reading comprehension. Then,
62
Cornell note taking system can be used as one of method in teaching reading
at the eleventh grade of MAN Temanggung.
B. Suggestion
Based on the result of the research, there are some suggestions for futures
studies as follows:
1. For the Teacher, Cornell Note Taking can enrich the teachers’ knowledge
especially for those who are teaching the English Language, the Cornell
note taking as an alternative strategy teaching-learning process is a good
solution to be applied of the eleventh grades students of the MAN
Temanggung to enhance their reading comprehension. This research can
also to give information to the teacher about the effect of using Cornell
Note taking in reading comprehension.
2. For the Student, the use of Cornell Note Taking can make the process of
learning more enjoyable and will improve not only their motivation and
interest, but students will also understand the content of text easier and
help them to improve their reading comprehension.
3. For other researcher, the findings of the research hopefully will give
contribution, inspiration as a resource and employed as starting point of
the future research on similar topics.
63
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Language Teaching, 2nd ed. New York: ChambridgeUniversity Press
Scheerens, Jaap. 1992. Effective Schooling, Research, Theory and Practices. New
York: Cassel
Snow, Catherine E.2002. Reading for Understanding Toward an RGD Program
in Reading Comprehension. Pittsburg: RAND Reading Study Group
Snow, Down.2006. More Than a Native Speaker. An Introduction to Teaching
English Abroad. Revised Edition. Teacher of English to speaker of
Other Language,Inc(TESOL)
Stringer,Ernest T, Christensen, Lois McFadyen, Baldwin, Shelia C.
IntegratingTeaching, Learning, and Action Research. California :
SAGE Publication, Inc.
T. Milligan. 2014. Note Taking Structures Moving Beyond Bullets and Dashes.
Dunwoody College of Technology
Willis, Judy. 2008. Teaching the Brain to Read: Strategy for improving fluency,
vocabulary, and comprehension. USA: Association for Suppervision
and Curriculum Development (ASCD)
Wong, Linda. 2009. Essential Study Skill (6th Ed). New York: Houghton Mifflin
Company.
66
APPENDICES
67
Lesson Plan Experimental Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MAN Parakan Temanggung
Mata pelajaran : Bahasa Inggris
Materi Pokok : Teks Explanation (gejala alam atau sosial)
Kelas/Semester : XI/2
Alokasi Waktu : 3x pertemuan ( 6 x 45 menit)
A. Kompetensi Inti (KI)
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkrit dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri serta bertindak secara efektif dan kreatif,
dan mampu menggunakan metoda sesuai kaidah keilmuan.
68
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.8 Membedakan fungsi
sosial, struktur teks, dan
unsur kebahasaan
beberapa teks
explanation lisan dan
tulis dengan memberi
dan meminta informasi
terkait gejala alam atau
sosial yang tercakup
dalam mata pelajaran
lain di kelas XI, sesuai
dengan konteks
penggunaannya
• Memahami fungsi sosial, struktur
teks dan unsur kebahasaan teks
explanation informasi terkait
gejala alam atau sosial.
• Mengidentifikasi fungsi sosial,
struktur teks, dan unsur
kebahasaaan teksexplanation
dalam memberi dan meminta
informasi terkait gejala alam atau
sosial.
4.8 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks
explanation lisan dan
tulis, terkait gejala alam
atau sosial yang
tercakup dalam mata
pelajaran lain di kelas XI
• Menentukan fungsi teks
explanation.
• Menentukan tujuan teks
explanation.
• Menemukan informasi yang
terdapat dalam teks explanation.
• Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
teks explanation.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
a. Memahami fungsi sosial, struktur teks dan unsur kebahasaan teks
explanation informasi terkait gejala alam atau sosial.
69
b. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaaan
teks explanation dalam memberi dan meminta informasi terkait gejala
alam atau sosial.
c. Menentukan fungsi teks explanation.
d. Menentukan tujuan teks explanation.
e. Menemukan informasi yang terdapat dalam teks explanation.
f. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks teks explanation.
D. Materi Pembelajaran
1. Pengertian explanation text
Teks yang digunakan untuk menerangkan cara (proses) suatu peristiwa
yang terjadi, terutama yang berkaitan dengan fenomen alam atau
sosial.
2. Fungsi Sosial
Menjelaskan dan memberi gambaran bagaimana dan mengapa suatu
peristiwa terjadi
3. Struktur Teks Explanation
a. General statement, tentang penejelasan umum terkait fenomena
yang akan dibahsa, bisa berupa pengenalan atau penjelasan dari
fenomena tersebut.
b. Sequend explanation, berisi tentang penjelasan proses mengapa
fenomena tersebut terjadi atau tercipta. Sequend explanation
berupa jawaban dari pertanyaan why and how penulis dan bisa
terdiri lebih dari satu paragrap.
c. Closing, penutup
4. Unsur Kebahasaan
a. Adverbia first, then, following, finally
b. Hubungan sebab-akibat (if –then, so, as a consequence, since, due
to, because of, thanks to
c. Kalimat pasif, dalamtenses yang present
d. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan
tangan
70
5. Topik
Benda-benda non manusia, seperti air, penguapan, hujan
6. Contoh Teks Explanation
A natural disaster is a terrible accident, e.g. a great flood, a big fire or an
earthquake. It usually causes great suffering and loss of a large sum of
money. The casualties are injured or died. Some people are homeless and
need medical care.
Floods occur when the water of rivers, lakes, or streams overflow their
banks and pour onto the surrounding land. Floods are caused by many
different things. Often heavy rainstorms that last for a brief can cause a flood.
But not all heavy storms are followed by flooding. If the surrounding land is
flat and can absorb the water, no flooding will occur. If, however, the land is
hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a
river may overflow and flood adjacent lowland.
In many parts of the world flood are caused by tropical storms called
hurricanes or typhoons. They bring destructive winds of high speed, torrents
of rain, and flooding. When a flood occurs, the destruction ofthe surrounding
land can be severe. Whole villages and towns are sometimes swept away by
water pouring swiftly over the land. Railroad track blocked and uprooted
from their beds. Highways are washed away.
When a building caught fire, the firemen pitched in to help battle the
blaze. Before the pumps were invented, people formed bucket brigades to
fight fires. Standing side by side, they formed a human chain from the fire to
nearby well or river. They passed buckets of water from to hand to be poured
on the flames.
The damage of the fire did depend a great deal on where it happened. In
the country or a small village, only a single house might burn down. But in
crowded cities, fire often destroyed whole blocks and neighborhoods before
being controlled. (http://englishadmin.com/2018/12/55-contoh-soal-explanation-
text-dan-jawabannya.html)
E. Metode Pembelajaran
1) Pendekatan : Saintifik Approach
2) Model Pembelajaran : Pair work
3) Metode : Cornell Note Taking System
71
F. Media Pembelajaran
1. Media
• Worksheet atau lembar kerja (siswa)
• Lembar penilaian
2. Alat/Bahan
• spidol, papan tulis
• Cornell Note Taking Sheet
G. Sumber Belajar
• Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris
Kelas XI, Kemendikbud, Revisi Tahun 2017
• Internet
• Kamus Bahasa Inggris
• Pengalaman peserta didik dan guru
H. Langkah-langkah kegiatan pembelajaran
1. Pertemuan ke-1: PRE-TEST (2x45 menit)
2. Pertemuan ke-2: TREATMENT (2x45 menit)
Kegiatan Deskripsi kegiatan Alokasi
waktu
Pendahuluan 1) Guru membuka kegiatan dimulai
dengan mengucapkan salam.
2) Guru meminta salah satu siswa untuk
memimpin berdo’a sebelum pelajaran
dimulai.
3) Guru mengecek kehadiran siswa dan
menyiapkan suasana belajar yang
kondusif.
4) Guru menyampaikan tujuan
pembelajaran.
5) Menyebutkan kegiatan pembelajaran
yang akan dilakukan.
10’
Kegiatan inti Mengamati
1) Siswa mengamati contoh-contoh teks
72
explanation terkait informasi gejala
alam atau sosial yang ada di layar
power point dan buku paket.
2) Siswa mendengarkan penjelasan guru
tentang fungsi sosial, struktur teks, dan
unsur kebahasaan teks explanation.
3) Siswa mendengarkan penjelasan guru
tentang Cornel Note Taking
Systembeserta elem-elemennya.
4) Siswa mendengarkan penjelasan guru
langkah-langkah mengidentifikasi teks
explanation dengan Cornell Note
Taking pada kertas karton di papan
tulis
5) Siswa diminta bekerja sama dengan
teman sebangku
6) Diberikan 1 cornell note taking sheet
beserta teks explanation.
7) Record : Siswa membaca teks
explanation yang telah yang diberikan,
kemudian menentukan informasi yang
penting, terkait funsi sosial, struktur
teks explanation, danunsur kebahasaan
yang digunakan dalam teks tersebut
kemudian ditulis di bagian note-taking
column secara terorganisir
Menanya
1) Question : siswa membuat
pertanyaan berdasarkan catatan yang
ada di bagian note-taking column dan
pertanyaan itu ditulis di bagian cue
column.
25’
10’
10’
73
a. Mengeksplorasi
2) Recite : siswa menutupi bagian note-
taking column dengan selembar
kertas dan hanya dengan melihat
pertanyaan-pertanyaan, siswa
menjelaskan jawabannya dengan kata
mereka sendiri dan menjelaskan
kepada teman sebangku mereka
3) Summarize: siswa melihat informasi
yang ada di note taking column lalu
merangkum dan menemukan tujuan
serta rangkuman dari teks tersebut
sesuai dari pemikiran siswa,
kemudian menulisnya di bagian
bawah lembar cornell note taking
atau summary column.
Mengasosiasi
1) Review : siswa mengecek semua
catatan mereka baik dari kesesuaian
pertanyaan dengan notenya serta
ringkasan mereka
2) Guru memilih salah satu siswa untuk
maju kedepan menceritakan kembali
explanation teks yang telah dibaca
sesuai dengan kata mereka sendiri.
Mengkomunikasi
1) Reflect : setiap siswa merefleksikan
materi yang telah didapat dengan
saling tanya jawab bersama guru
tentang materi teks explanation
10’
5’
10’
10’
74
Penutup 1) Siswa menyimpulkan hasil
pembelajaran.
2) Guru memberikan feedback.
10’
3. Pertemuan ke-3: POST-TEST (2X 45 Menit)
I. Penilaian
1. Teknik : Tes Tulis
2. Bentuk : Multiple choice
J. Rubrik penilaian
1. Penilaian multiple choice
Jumlah soal : 30
Setiap jawaban benar tiap soal : 3
Nilai maksimal :100
Total nilai : 𝑆 =B
3 x100
Dimana :
S= Score
B= Jumlah jawaban benar
Criteria of Reading Comprehension by Lathifah (2018:51)
Classfication Score Rating Category
Exceleent 95-100 5 The student’s answer almost
perfect
Very Good 85-94 4 The student‟s answer is
correct mostly
Good 75-84 3 The Student‟s answer is less
errors
Good
Enough
55-74 2 The student‟s answer is
enough errors
Poor ≤ 54 1 The student‟s answer is
incorrect mostly
75
Temanggung,11 Februari 2019
Mengetahui,
Guru Mata Pelajaran Peneliti
Ghofur, M.Pd. Nisa’ Azza’roh Mustofa
NIP. NIM. 113-14-015
76
Lesson Plan Controlled Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MAN Parakan Temanggung
Mata pelajaran : Bahasa Inggris
Materi Pokok : Explanation Text (gejala alam atau sosial)
Kelas/Semester : XI/2
Alokasi Waktu : 3 x pertemuan ( 6 x 45 menit)
A. Kompetensi Inti (KI)
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkrit dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri serta bertindak secara efektif dan kreatif, dan mampu
menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.8 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
explanation lisan dan tulis
dengan memberi dan
meminta informasi terkait
gejala alam atau sosial
yang tercakup dalam mata
pelajaran lain di kelas XI,
• Memahami fungsi sosial, struktur teks
dan unsur kebahasaan teks explanation
informasi terkait gejala alam atau
sosial.
• Mengidentifikasi fungsi sosial, struktur
teks, dan unsur kebahasaaan teks
explanation dalam memberi dan
meminta informasi terkait gejala alam
atau sosial.
77
sesuai dengan konteks
penggunaannya
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan
unsur kebahasaan teks
explanation lisan dan tulis,
terkait gejala alam atau
sosial yang tercakup dalam
mata pelajaran lain di kelas
XI
• Menentukan fungsi teks explanation.
• Menentukan tujuan teks explanation.
• Menemukan informasi yang terdapat
dalam teks explanation.
• Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
teks explanation.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
a. Memahami fungsi sosial, struktur teks dan unsur kebahasaan teks
explanation informasi terkait gejala alam atau sosial.
b. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaaan teks
explanation dalam memberi dan meminta informasi terkait gejala alam
atau sosial.
c. Menentukan fungsi teks explanation.
d. Menentukan tujuan teks explanation.
e. Menemukan informasi yang terdapat dalam teks explanation.
f. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
teks explanation.
D. Materi Pembelajaran
1. Pengertian Explanation Text
Teks yang digunakan untuk menerangkan cara (proses) suatu peristiwa yang
terjadi, terutama yang berkaitan dengan fenomen alam atau sosial.
2. Fungsi Sosial
Menjelaskan dan memberi gambaran bagaimana dan mengapa suatu peristiwa
terjadi
3. Struktur Teks Explanation
a. General statement, tentang penejelasan umum terkait fenomena yang
akan dibahsa, bisa berupa pengenalan atau penjelasan dari fenomena
tersebut.
78
b. Sequend explanation, berisi tentang penejlasan proses mengapa
fenomena tersebut terjadi atau tercipta. Sequend explanation berupa
jawaban dari pertanyaan why and how penulis dan bisa terdiri lebih
dari satu paragrap.
c. Closing, penutup
4. Unsur Kebahasaan
a. Adverbia first, then, following, finally
b. Hubungan sebab-akibat (if –then, so, as a consequence, since, due to,
because of, thanks to
c. Kalimat pasif, dalam tenses yang present
d. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
5. Topik
Benda-benda non manusia, seperti air, penguapan, hujan
6. Contoh Teks Explanation
A natural disaster is a terrible accident, e.g. a great flood, a big fire or an
earthquake. It usually causes great suffering and loss of a large sum of
money. The casualties are injured or died. Some people are homeless and
need medical care.
Floods occur when the water of rivers, lakes, or streams overflow their
banks and pour onto the surrounding land. Floods are caused by many
different things. Often heavy rainstorms that last for a brief can cause a flood.
But not all heavy storms are followed by flooding. If the surrounding land is
flat and can absorb the water, no flooding will occur. If, however, the land is
hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a
river may overflow and flood adjacent lowland.
In many parts of the world flood are caused by tropical storms called
hurricanes or typhoons. They bring destructive winds of high speed, torrents
of rain, and flooding. When a flood occurs, the destruction ofthe surrounding
land can be severe. Whole villages and towns are sometimes swept away by
water pouring swiftly over the land. Railroad track blocked and uprooted
from their beds. Highways are washed away.
When a building caught fire, the firemen pitched in to help battle the
blaze. Before the pumps were invented, people formed bucket brigades to
fight fires. Standing side by side, they formed a human chain from the fire to
79
nearby well or river. They passed buckets of water from to hand to be poured
on the flames.
The damage of the fire did depend a great deal on where it happened. In
the country or a small village, only a single house might burn down. But in
crowded cities, fire often destroyed whole blocks and neighborhoods before
being controlled. (http://englishadmin.com/2018/12/55-contoh-soal-explanation-
text-dan-jawabannya.html)
E. Metode Pembelajaran
1. Pendekatan : Saintifik Approach
2. Metode Pembelajaran : Pair Work
F. Media Pembelajaran
1. Media
• Worksheet atau lembar kerja (siswa)
• Lembar penilaian
2. Alat/Bahan
• spidol, papan tulis
G. Sumber Belajar
• Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI,
Kemendikbud, Revisi Tahun 2017
• Internet
• Kamus Bahasa Inggris
• Pengalaman peserta didik dan guru
H. Langkah-langkah kegiatan pembelajaran
1. Pertemuan ke1 :PRE-TEST (2x45 menit)
2. Pertemuan ke 2 :Treatment (2x 45 menit)
Kegiatan Deskripsi kegiatan Alokasi
waktu
Pendahuluan 1) Guru membuka kegiatan dimulai dengan
mengucapkan salam.
2) Guru meminta salah satu siswa untuk
memimpin berdo’a sebelum pelajaran
dimulai.
3) Guru mengecek kehadiran siswa dan
mennyiapkan suasana belajar yang
10’
80
kondusif.
4) Guru menyampaikan tujuan
pembelajaran.
5) Menyebutkan kegiatan pembelajaran
yang akan dilakukan.
Kegiatan inti Mengamati
1) Siswa mendengarkan penjelasan guru
tentang fungsi sosial, struktur teks, dan
unsur kebahasaan teks explanation
terkait informasi tentang gejala alam atau
sosial.
Menanya
1) Siswa bertanya kepada guru berkaitan
dengan dengan penjelasan tentang fungsi
sosial, struktur teks, dan unsur kebahsaan
dari teks explanation.
b. Mengeksplorasi
1) Before reading, Siswa bekerjasama
dengan teman sebangku dan mendengar
intruksi yang diberikan guru
2) Siswa diberi teks bacaan oleh guru
3) During reading, Siswa bersama teman
sebangku membaca teks explanation
yang diberikan.
Mengasosiasi
4) Bersama teman sebangku siswa
memahami explanation yang diberikan
dan menjawab tiap pertanyaan
5) Mengkomunikasi
1) After reading, sebagian kelompok maju
yang ditunjuk secara acak ke depan dan
mempresentasikan hasil kerja mereka di
depan kelas.
2) Siswa bersama guru mereview hasil
kerja tiap kelompok.
20’
10’
20’
10’
10’
81
Penutup 3) Siswa menyimpulkan hasil
pembelajaran.
4) Guru memberikan feedback.
10’
3. Pertemuan ke- 3 : POST-TEST (2X45 menit)
I. Penilaian
1. Teknik : Tes Tulis
2. Bentuk : Multiple choice
J. Rubrik penilaian
2. Penilaian multiple choice
Jumlah soal : 30
Setiap jawaban benar tiap soal : 3
Nilai maksimal :100
Total nilai : 𝑆 =B
3 x100
Dimana :
S= Score
B= Jumlah jawaban benar
Table 3.4 Criteria of Reading Comprehension by Lathifah (2018:51)
Classfication Score Rating Category
Exceleent 95-100 5 The student’s answer almost
perfect
Very Good 85-94 4 The student‟s answer is
correct mostly
Good 75-84 3 The Student‟s answer is less
errors
Good
Enough
55-74 2 The student‟s answer is
enough errors
Poor ≤ 54 1 The student‟s answer is
incorrect mostly
82
Temanggung,11 Februari 2019
Mengetahui,
Guru Mata Pelajaran Peneliti
Ghofur, M.Pd. Nisa’ Azza’roh Mustofa
NIP. NIM. 113-14-015
83
PRE-TEST
Name :
Class/No :
Read the text carefully and choose the
correct answer among A, B, C, D, and
E then write down on your answer
sheet!
The text is for questions 1 to 10
Recycling is a collection,
processing, and reuse of materials that
would otherwise be thrown away.
Materials ranging from precious metals
to broken glass, from old newspapers to
plastic spoons, can be recycled. The
recycling process reclaims the original
material and uses it in new products.
In general, using recycled
materials to make new products costs
less and requires less energy than using
new materials. Recycling can also
reduce pollution, either by reducing the
demand for high-pollution alternatives
or by minimizing the amount of
pollution produced during the
manufacturing process.
Paper products that can be
recycled include cardboard containers,
wrapping paper, and office paper. The
most commonly recycled paper product
is newsprint. In newspaper recycling,
old newspapers are collected and
searched for contaminants such as
plastic bags and aluminum foil. The
paper goes to a processing plant where it
is mixed with hot water and turned into
pulp in a machine that works much like
a big kitchen blender. The pulp is
screened and filtered to remove smaller
contaminants. The pulp then goes to a
large vat where the ink separates from
the paper fibers and floats to the surface.
The ink is skimmed off, dried and
reused as ink or burned as boiler fuel.
The cleaned pulp is mixed with new
wood fibers to be made into paper again.
Experts estimate the average
office worker generates about 5 kg of
wastepaper per month. Every ton of
84
paper that is recycled saves about 1.4 cu
m (about 50 cu ft) of landfill space. One
ton of recycled paper saves 17 pulpwood
trees (trees used to produce paper).
1. Which of the following is NOT the
benefit of recycling?
A. It costs much money for the
process of recycling
B. It costs less to make new
products
C. It requires less energy
D. It can reduce pollution
E. It reduces the demand for high-
pollution alternatives
2. The following things can be
recycled, EXCEPT….
A. Precious metals
B. Broken glass
C. Old newspapers
D. Plastic spoons
E. Fresh vegetables and fruits
3. What is happen if people do not
recycle?
A. Save the cost everyday
B. Save many pulpwood trees
C. Decrease high- pollution
D. Needless energy produce
E. Logging uncontrolled tree
4. The aim of the text is...
A. To persuade the reader to
recycle the paper
B. To discuss the advantages of
paper
C. To reportthe recycling
D. To explain the process of paper
recycling
E. To present things that can be
recycled
5. In general, using recycled materials
to make new products costs less and
requires less...(Paragraph 2).
The synonym of the underlined
word is...
A. Make
B. Work
C. Result
D. Activity
E. Collect
6. What is the third step in recycling
paper products?
A. Collect and search for
contaminants such as plastic
bags and aluminum foil
B. Mix the paper with hot water in
a blender which turns it into
pulp
C. Screen and filter the pulp to
remove smaller contaminants
D. Put the pulp to a large vat to
separate the ink from the paper
fibers
E. Mix the pulp with new wood
fibers to be made into paper
again
7. What is the topic of the text?
A. The process of making paper
B. The advantages of recycling
C. The benefit of the paper
D. The recycling of paper
E. The step of the paper product
8. A processing plant where it is mixed
with hot water... (Paragraph 3).
The underlinedword refers to...
85
A. Old newspaper
B. Hot water
C. Aluminum foil
D. The paper
E. Plastic bags
9. The smaller contaminants can be
removed because...
A. The paper mixed with hot water
and turned into a pulp
B. The paper goes to a processing
plant and mixes in the machine
C. The paper fibers and floats to
the surfaces with the ink
D. The cleaner is mixed with new
wood fibers
E. A machine works are
screening and filtering a pulp
10. We can conclude that...
A. Recycling remove smaller
contaminant
B. Recycling can save cost and
reduce pollution
C. The paper is the only material
that can be recycled
D. The recycled paper bring many
positive impacts
E. Officer worker recycled the
paper per month
The text is for questions 11 to 20
Have you ever wondered how
people get chocolate from? In this
article, we’ll enter the amazing world of
chocolate so you can understand exactly
what you’re eating.
Chocolate starts with a tree
called the cacao tree. This tree grows in
equatorial regions, especially in places
such as South America, Africa, and
Indonesia. The cacao tree produces a
fruit about the size of a small pineapple.
Inside the fruit are the tree’s seeds, also
known as cocoa beans.
The beans are fermented for
about a week, dried in the sun and then
shipped to the chocolate maker. The
chocolate maker starts by roasting the
beans to bring out the flavor. Different
beans from different places have
different qualities and flavor, so they are
often sorted and blended to produce a
distinctive mix. Next, the roasted beans
are winnowed. Winnowing removes the
meat nib of the cacao bean from its
shell. Then, the nibs are blended. The
blended nibs are ground to make it a
liquid. The liquid is called chocolate
liquor. It tastes bitter. All seeds contain
some amount of fat, and cacao beans are
not different. However, cacao beans are
half fat, which is why the ground nibs
form the liquid. It’s pure bitter
chocolate.
86
11. The text is about …
A. The cacao tree
B. The cacao beans
C. The raw chocolate
D. The making of chocolate
E. The flavor of chocolate
12. The third paragraph focuses on …
A. The process of producing
chocolate
B. How to produce the cocoa
flavor
C. Where chocolate comes from
D. The chocolate liquor
E. The cacao fruit
13. “…they are often sorted and blended
to produce …”(Paragraph 3.)
The word “sorted “is close in
meaning to …
A. Arranged
B. Combined
C. Separated
D. Distributed
E. Organized
14. How does the chocolate maker start
to make chocolate?
A. By fermenting the beans.
B. By blending the beans.
C. By sorting the beans.
D. By drying the beans
E. By roasting the beans
15. In the fruit of cacao, there are the
tree’s seeds as called as...
A. Chocolate
B. Cacao Nibs
C. Cocoa beans
D. Meat nib
E. Pineapple
16. What is the purpose of the text?
A. To explain the process of
chocolate
B. To persuade to buy a chocolate
C. To report the making of
chocolate
D. To describe chocolate
E. To present the advantages of
chocolate
17. So they are often sorted and
blended....(Paragraph 3).
The underlined word refers to...
A. Chocolate maker
B. The different places
C. Cacao bean
D. All seeds
E. The different beans
18. Which of the following statement is
incorrect?
A. The beans are dried in the sun
and shipped to the chocolate
maker
B. The blended nibs are ground to
make chocolate liquor with a
bitter taste
C. The chocolate tree grows in
equator places, such as
Australia, America, and Afrika.
D. The cocoa bean is tree’s seeds
that have the size of a small
pineapple
E. To make the chocolate starts
with roasting the beans to bring
out the flavor
19. What is the main information in the
third paragraph?
A. Chocolate liquor is a liquid
from blended and grounded
nibs
87
B. Different places influence the
qualities and flavor of cocoa
beans
C. The cacao tree produces a small
pine apple also known as cocoa
beans
D. The chocolate maker receive
the beans that have been
fermented
E. Some amount of fat contained
in all seeds of the cacao tree
20. ....and then shipped to the chocolate
maker. The opposite of the
underlined word is...
A. Deliver
B. Receive
C. Send
D. Accept
E. Bring
The text is for questions 21-30
A natural disaster is a terrible
accident, e.g. a great flood, a big fire or
an earthquake. It usually causes great
suffering and loss of a large sum of
money. The casualties are injured or
died. Some people are homeless and
need medical care.
Floods occur when the water of
rivers, lakes, or streams overflow their
banks and pour onto the surrounding
land. Floods are caused by many
different things. Often heavy rainstorms
that last for a brief can cause a flood.
But not all heavy storms are followed by
flooding. If the surrounding land is flat
and can absorb the water, no flooding
will occur. If, however, the land is hard
and rocky, heavy rain cannot be
absorbed. Where the banks are low, a
river may overflow and flood adjacent
lowland.
In many parts of the world flood
are caused by tropical storms called
hurricanes or typhoons. They bring
destructive winds of high speed, torrents
of rain, and flooding. When a flood
occurs, the destruction ofthe surrounding
land can be severe. Whole villages and
towns are sometimes swept away by
water pouring swiftly over the land.
Railroad track blocked and uprooted
from their beds. Highways are washed
away. When a building caught
fire, the firemen pitched in to help battle
the blaze. Before the pumps were
invented, people formed bucket brigades
to fight fires. Standing side by side, they
formed a human chain from the fire to
nearby well or river. They passed
buckets of water from to hand to be
88
poured on the flames.
The damage of the fire did
depend a great deal on where it
happened. In the country or a small
village, only a single house might burn
down. But in crowded cities, fire often
destroyed whole blocks and
neighborhoods before being controlled.
21. What can possibly prevent rivers
and lakes from overflowing?
A. An absorbent bed.
B. A rocky surrounding.
C. A low land.
D. A high bank
E. A high road.
22. We know from the text, EXCEPT...
A. The river can sweep heavy
flood
B. People can get money from
flood
C. The destruction by the flood is
always less severe
D. Waterflood is absorbed by land
E. Typhoons caused a heavy flood
23. Which is the main idea of paragraph
2?
A. The cause of flood is from a
variety of the situation
B. The cause of flood is from
tropical storm
C. Food caused by heavy
rainstorms
D. Heavy rain that cannot be
absorbed cause the flood
E. Rivers and lakes overflow their
blanks cause the flood
24. “Floods occur when the water of
rivers, lakes, or.....” (paragraph 2).
This sentence is called...
A. Conclusion
B. Sequend explanation
C. Describtion
D. General statement
E. Event
25. Whydoes heavy rain cannot be
absorbed?
A. Because the banks are low
B. Because of heavy storms
C. Because the land is flat
D. Because of the typhoons
E. Because of the hard and rocky
land
26. What is the purpose of the text?
A. To explain the danger of flood
B. To explain the occurrence of
the natural disaster
C. To describe a natural disaster
D. To persuade to avoid a natural
disaster
E. To report about the floods
27. They bring destructive winds....
(Paragraph 3). What does “they”
refer to?
A. Hurricanes
B. Flood
C. Tropical storms
D. Torrents
E. World flood
28. Which of the following statement is
TRUE?
A. A natural disaster is a
dangerous accident
B. Rain brings a destructive wind
of high speed
89
C. A natural disaster give some
advantages
D. Rain cause flood in many parts
of the world
E. A fire often destroyed thewhole
block in a small village
29. What is the topic of the text?
A. The process of flood
B. The occurrence of a natural
disaster
C. The fire extinguishing
D. The action handling of a natural
disaster
E. Cause of a natural disaster
30. ...not all heavy storms are followed
by flooding. The antonym of the
underlined word is...
A. Hard
B. Sultry
C. Serious
D. Strong
E. Weak
(http://englishadmin.com)
90
POST-TEST
Name :
Class/No :
Read the text carefully and choose the
correct answer among A, B, C, D, and
E then write down on your answer
sheet!
The text is for questions 1 to 10
Have you ever wondered how
people get chocolate from? In this
article, we’ll enter the amazing world of
chocolate so you can understand exactly
what you’re eating.
Chocolate starts with a tree
called the cacao tree. This tree grows in
equatorial regions, especially in places
such as South America, Africa, and
Indonesia. The cacao tree produces a
fruit about the size of a small pineapple.
Inside the fruit are the tree’s seeds, also
known as cocoa beans.
The beans are fermented for
about a week, dried in the sun and then
shipped to the chocolate maker. The
chocolate maker starts by roasting the
beans to bring out the flavor. Different
beans from different places have
different qualities and flavor, so they are
often sorted and blended to produce a
distinctive mix. Next, the roasted beans
are winnowed. Winnowing removes the
meat nib of the cacao bean from its
shell. Then, the nibs are blended. The
blended nibs are ground to make it a
liquid. The liquid is called chocolate
liquor. It tastes bitter. All seeds contain
some amount of fat, and cacao beans are
not different. However, cacao beans are
half fat, which is why the ground nibs
form the liquid. It’s pure bitter
chocolate.
1. What is the purpose of the text?
A. To explain the process of
chocolate
B. To persuade to buy a chocolate
91
C. To report the making of
chocolate
D. To describe chocolate
E. To present the advantages of
chocolate
2. The text is about …
A. The cacao tree
B. The cacao beans
C. The raw chocolate
D. The making of chocolate
E. The flavor of chocolate
3. ....and then shipped to the chocolate
maker. The opposite of the
underlined word is...
A. Delivered
B. Received
C. Sent
D. Taken
E. Carried
4. The third paragraph focuses on …
A. The process of producing
chocolate
B. How to produce the cocoa
flavor
C. Where chocolate comes from
D. The chocolate liquor
E. The cacao fruit
5. In the fruit of cacao, there are the
tree’s seeds as called as...
A. Chocolate
B. Cacao Nibs
C. Cocoa beans
D. Meat nib
E. Pineapple
6. “…they are often sorted and
blended to produce…”(Paragraph
3). The word “sorted “is close in
meaning to …
A. Arranged
B. Combined
C. Separated
D. Distributed
E. Organized
7. So they are often sorted and
blended....(Paragraph 3).
The underlined word refers to...
A. Chocolate maker
B. The different places
C. Cacao bean
D. All seeds
E. The different beans
8. Which of the following statement is
incorrect?
A. The beans are dried in the sun
and shipped to the chocolate
maker
B. The blended nibs are ground to
make chocolate liquor with a
bitter taste
C. The chocolate tree grows in
equator places, such as
Australia, America, and Afrika.
D. The cocoa bean is tree’s seeds
that have the size of a small
pineapple
E. To make the chocolate starts
with roasting the beans to bring
out the flavor
9. How does the chocolate maker start
to make chocolate?
A. By fermenting the beans.
B. By blending the beans.
C. By sorting the beans.
D. By drying the beans
E. By roasting the beans
92
10. What is the main information in the
third paragraph?
A. Chocolate liquor is a liquid
from blended and grounded
nibs
B. Different places influence the
qualities and flavor of cocoa
beans
C. The cacao tree produces a small
pine apple also known as cocoa
beans
D. The chocolate maker receive
the beans that have been
fermented
E. Some amount of fat contained
in all seeds of the cacao tree
The text is for questions 11-20
A natural disaster is a terrible
accident, e.g. a great flood, a big fire or
an earthquake. It usually causes great
suffering and loss of a large sum of
money. The casualties are injured or
died. Some people are homeless and
need medical care.
Floods occur when the water of
rivers, lakes, or streams overflow their
banks and pour onto the surrounding
land. Floods are caused by many
different things. Often heavy rainstorms
that last for a brief can cause a flood.
But not all heavy storms are followed by
flooding. If the surrounding land is flat
and can absorb the water, no flooding
will occur. If, however, the land is hard
and rocky, heavy rain cannot be
absorbed. Where the banks are low, a
river may overflow and flood adjacent
lowland.
In many parts of the world flood
are caused by tropical storms called
hurricanes or typhoons. They bring
destructive winds of high speed, torrents
of rain, and flooding. When a flood
occurs, the destruction ofthe surrounding
land can be severe. Whole villages and
towns are sometimes swept away by
water pouring swiftly over the land.
Railroad track blocked and uprooted
from their beds. Highways are washed
away.
When a building caught fire, the
firemen pitched in to help battle the
blaze. Before the pumps were invented,
people formed bucket brigades to fight
fires. Standing side by side, they formed
a human chain from the fire to nearby
well or river. They passed buckets of
water from to hand to be poured on the
flames.
The damage of the fire did
93
depend a great deal on where it
happened. In the country or a small
village, only a single house might burn
down. But in crowded cities, fire often
destroyed whole blocks and
neighborhoods before being controlled.
11. What is the topic of the text?
A. The process of flood
B. The occurrence of a natural
disaster
C. The fire extinguishing
D. The action handling of a natural
disaster
E. Cause of a natural disaster
12. Why does heavy rain cannot be
absorbed?
A. Because the banks are low
B. Because of heavy storms
C. Because the land is flat
D. Because of the typhoons
E. Because of the hard and rocky
land
13. ...not all heavy storms are followed
by flooding. The antonym of the
underlined word is...
A. Hard
B. Sultry
C. Serious
D. Strong
E. Weak
14. What can possibly prevent rivers
and lakes from overflowing?
A. An absorbent bed.
B. A rocky surrounding.
C. A low land.
D. A high bank
E. A high road.
15. What is the purpose of the text?
A. To explain the danger of flood
B. To explain the occurrence of
the natural disaster
C. To describe a natural disaster
D. To persuade to avoid a natural
disaster
E. To report about the floods
16. We know from the text, EXCEPT...
A. The river can sweep heavy
flood
B. People can get money from
flood
C. The destruction by the flood is
always less severe
D. Waterflood is absorbed by land
E. Typhoons caused a heavy flood
17. They bring destructive winds....
(Paragraph 3). What does “they”
refer to?
A. Hurricanes
B. Flood
C. Tropical storms
D. Torrents
E. World flood
18. Which is the main idea of paragraph
2?
A. The cause of flood is from a
variety of the situation
B. The cause of flood is from
tropical storm
C. Food caused by heavy
rainstorms
D. Heavy rain that cannot be
absorbed cause the flood
E. Rivers and lakes overflow their
blanks cause the flood
94
19. “Floods occur when the water of
rivers, lakes, or.....” (paragraph 2).
This sentence is called...
A. Conclusion
B. Sequend explanation
C. Describtion
D. General statement
E. Event
20. Which of the following statement is
TRUE?
A. A natural disaster is a dreatful
accident
B. Rain brings a destructive wind
of high speed
C. A natural disaster give some
advantages
D. Rain cause flood in many parts
of the world
E. A fire often destroyed thewhole
block in a small village
The text is for questions 20 to 30
Recycling is a collection,
processing, and reuse of materials that
would otherwise be thrown away.
Materials ranging from precious metals
to broken glass, from old newspapers to
plastic spoons, can be recycled. The
recycling process reclaims the original
material and uses it in new products.
In general, using recycled
materials to make new products costs
less and requires less energy than using
new materials. Recycling can also
reduce pollution, either by reducing the
demand for high-pollution alternatives
or by minimizing the amount of
pollution produced during the
manufacturing process.
Paper products that can be
recycled include cardboard containers,
wrapping paper, and office paper. The
most commonly recycled paper product
is newsprint. In newspaper recycling,
old newspapers are collected and
searched for contaminants such as
plastic bags and aluminum foil. The
paper goes to a processing plant where it
is mixed with hot water and turned into
pulp in a machine that works much like
a big kitchen blender. The pulp is
screened and filtered to remove smaller
contaminants. The pulp then goes to a
large vat where the ink separates from
the paper fibers and floats to the surface.
The ink is skimmed off, dried and
reused as ink or burned as boiler fuel.
The cleaned pulp is mixed with new
wood fibers to be made into paper again.
Experts estimate the average
95
office worker generates about 5 kg of
wastepaper per month. Every ton of
paper that is recycled saves about 1.4 cu
m (about 50 cu ft) of landfill space. One
ton of recycled paper saves 17 pulpwood
trees (trees used to produce paper).
21. What is the third step in recycling
paper products?
A. Collect and search for
contaminants such as plastic
bags and aluminum foil
B. Mix the paper with hot water in
a blender which turns it into
pulp
C. Screen and filter the pulp to
remove smaller contaminants
D. Put the pulp to a large vat to
separate the ink from the paper
fibers
E. Mix the pulp with new wood
fibers to be made into paper
again
22. The aim of the text is...
A. To persuade the reader to
recycle the paper
B. To discuss the advantages of
paper
C. To reportthe recycling
D. To explain the process of paper
recycling
E. To present things that can be
recycled
23. Which of the following is NOT the
benefit of recycling?
A. It costs much money for the
process of recycling
B. It costs less to make new
products
C. It requires less energy
D. It can reduce pollution
E. It reduces the demand for high-
pollution alternatives
24. A processing plant where it is mixed
with hot water... (Paragraph 3).
The underlinedword refers to...
A. Old newspaper
B. Hot water
C. Aluminum foil
D. The paper
E. Plastic bags
25. What is the topic of the text?
A. The process of making paper
B. The advantages of recycling
C. The benefit of the paper
D. The recycling of paper
E. The step of the paper product
26. The following things can be
recycled, EXCEPT….
A. Precious metals
B. Broken glass
C. Old newspapers
D. Plastic spoons
E. Fresh vegetables and fruits
27. The smaller contaminants can be
removed because...
A. The paper mixed with hot water
and turned into a pulp
B. The paper goes to a processing
plant and mixes in the machine
C. The paper fibers and floats to
the surfaces with the ink
D. The cleaner is mixed with new
wood fibers
E. A machine works are
screening and filtering a pulp
96
28. What is happen if people do not
recycle?
A. Save the cost everyday
B. Save many pulpwood trees
C. Decrease high- pollution
D. Needless energy produce
E. Logging uncontrolled tree
29. We can conclude that...
A. Recycling remove smaller
contaminant
B. Recycling can save cost and
reduce pollution
C. The paper is the only material
that can be recycled
D. The recycled paper bring many
positive impacts
E. Officer worker recycled the
paper per month
30. In general, using recycled materials
to make new products costs less and
requires less...(Paragraph 2).
The synonym of the underlined
word is...
A. Make
B. Work
C. Result
D. Activity
E. Collect
(http://englishadmin.com)
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100
101
102
103
104
105
DOCUMENTATION
Pre-test in Experimental Class
106
Treatment in Experimental Class
107
Post-test in Experimental Class
108
Pre-test in Control Class
109
Treatment in Control Class
110
Post-test in Control Class
111
112
113
114
115
SATUAN KETERANGAN KEGIATAN (SKK)
Nama : Nisa’ Azza’roh Mustofa Jurusan : TBI
116
NIM : 113-14-015 Dosen PA : Dr. Sa’adi, M. Ag.
No Jenis Kegiatan Pelaksanaan Keterangan Nilai
1. OPAK STAIN SALATIGA
2014
18-19 Agustus
2014
Peserta 3
2. OPAK JURUSAN TARBIYAH
STAIN SALATIGA 2014
20-21 Agustus
2014
Peserta 3
3. Orientasi Dasar Keislaman
(ODK) dengan tema:
Pemahaman Islam Rahmatan
Lil’Aalamin Sebagai Langkah
Awal Menjadi Mahasiswa
Berkarakter
21 Agustus 2014 Peserta 2
4. LIBRARY USER
EDUCATION (Pendidikan
pemakai Perpustakaan)
28 Agustus 2014 Peserta 2
5. English Friendship Camp “CEC
is the Best Way for Great
Generation”
27-28 September
2014
Peserta 3
6. Training Pembuatan Makalah
oleh Lembaga Dakwah Kampus
(LDK) Darul Amal STAIN
Salatiga
17 September
2014
Peserta 2
7. “SIBA-SIBI” Training UTS
Semester Ganjil Tahun 2014
oleh CEC dan ITTAQO
24-25 Oktober
2014
Peserta 3
8. Seminar Nasional
“Entrepreneurship” Woro
Srikandi
16 November
2014
Peserta 8
9. “SIBA-SIBI” Training UAS
Semester Genap Tahun 2014
oleh CEC dan ITTAQO
19-20 Desember
2014
Peserta 3
10. Seminar Nasional “Islam dan
Diskursus Kebangsaan” oleh
Himpunan Mahasiswa Islam
(HMI)
24 Januari 2015 Peserta 8
11. Diskusi Santri Pondok
Pesantren An-Nida “Dodolan
Agama”
24 April 2016 Peserta 2
12. Apresiasi karya sastra puisi
“Sabda Bercinta” oleh Teplok
Manajement UKSW
9 Desember 2016 Peserta 2
13. SK (Surat Keputusan) Pengurus
Teater Lintang Songo PMII
27 Agustus
2016- 6 Juni
Pengurus 6
117
Kota Salatiga Masa Khidmat
2016-2017
2017
14. Pelantikan Teater Lintang
Songo “Bali Ngomah Bangun
Fitroh”PMII Kota Salatiga
27 Agustus 2016 Pengurus 6
15. Seminar Nasional “Penerapan
Nilai-nilai Lingkungan Kepada
Individu”
21 September
2016
Peserta 8
16. Seminar Internasional “Menjadi
Mobilepreneur Dalam Era E-
commerce oleh (tapp.)
25 April 2017 Peserta 8
17. Seminar Nasional “Peringatan
Hari Bumi 22 April” MAPALA
MITAPASA IAIN Salatiga
29 April 2017 Peserta 8
18. Seminar Nasional “Unlocking
Students Potential to Deal with
Globaliation” oleh
Communicative English Club
(CEC)
6 Mei 2017 Peserta 8
19. Workshop Peningkatan Kinerja
Pendidik dan Tenaga
Kependidikan dalam
Memantapkan Pelaksanaan
Kurikulum 2013 Tahun 2017
Pemerintah Kota Salatiga Dinas
Pendidikan
25,31
Juli,1,2,3,dan 5
Agustus 2017
Peserta 8
20. Kegiatan LDK (Latihan Dasar
Kepemimpinan) SMP NEGERI
8 Tingkat Kota Salatiga
24-26 Agustus
2017
Pendamping 4
21. Kegiatan DIANPIRU (Gladian
Pimpinan Regu) SMP NEGERI
8
29-31 Agustus
2017
Pendamping
6
22. Kegiatan PHBI (Peringatan
Hari Besar Islam) Idul Adha
1438 H SMP NEGERI 8
2 September
2017
Pendamping 6
118
119
Curriculum Vitae
1. Name : Nisa’ Azza’roh Mustofa
2. Place and Birth of date: Temanggung, February 4th 1997
3. Gender : Female
4. Nationalism : Indonesian
5. Address : Dsn. Kepatran RT 01/RW 09, Ds. Soropadan, Kec.
Pringsurat, Kab. Temanggung, Jawa Tengah
6. Phone number : +6283145139636
7. E-mail : [email protected]
8. Educational background:
Name of School Year
IAIN SALATIGA 2014-2019
MAN TEMANGGUNG 2011-2014
MTSN GRABAG 2008-2011
SDN 3 SOROPADAN 2003-2008
9. Organization Experience:
1) Board in Religion Devision of PMII Salatiga Period 2015-2016
2) Board in Entrepreneurship Division of Teater
Lintang Songo Salatiga
Period 2016-2017