9
USING ENGLISH AUTHENTIC TEXTS TO IMPROVE
READING MOTIVATION OF ELEVENTH GRADE
STUDENTS OF SMA NEGERI I KASIHAN BANTUL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christina Yuli Astuti
Student Number: 101214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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Each day is a gift.
Open it.
Celebrate.
Enjoy it. Stuart & Linda Macfarlane
THIS THESIS IS DEDICATED TO MY BELOVED
FAMILY
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Christina Yuli Astuti
Nomor Mahasiswa : 101214051
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
USING ENGLISH AUTHENTIC TEXTS TO IMPROVE READING
MOTIVATION OF ELEVENTH GRADE STUDENTS OF
SMA NEGERI I KASIHAN BANTUL
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ABSTRACT
Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve
Reading Motivation of Eleventh Grade Students of SMA Negeri I Kasihan
Bantul. Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
English is one of the requirements to pass the final examination. School
has a role to increase the students’ motivation in studying English. The students
have to master reading, which is one of the language skills in studying English.
There are four language skills of language: listening, speaking, reading and
writing. Based on the interview with English teacher in SMA Negeri I Kasihan
Bantul, most of XI IPA I students in SMA Negeri I Kasihan Bantul still had low
motivation in reading. Most of the students thought that reading activity often
made them bored when the reading materials were uninteresting.
This research was aimed to help XI IPA I students in SMA Negeri I
Kasihan to improve their motivation in reading Hortatory Exposition. The
researcher implemented authentic texts to improve the students’ motivation in
reading Hortatory Exposition. This research tried to answer one research problem.
That problem was formulated in one research question: how do authentic texts
encourage students’ reading motivation in studying English in SMA Negeri I
Kasihan Bantul?
To answer the research problem the researcher conducted a classroom
action research. It consisted of two cycles. Each cycle consisted of planning,
action and observation and reflection. Each cycle consisted of two meetings. The
participants of the research were 32 students of XI IPA I in SMA Negeri I Kasihan
Bantul in 2013/2014 academic year. The researcher gathered data from the
interview, students’ reading scores, observation checklist, field notes, and
questionnaire.
The result of this research showed that using authentic texts motivated XI
IPA I students in SMA Negeri I Kasihan Bantul in reading class. Based on the
interview result with the English teacher, the researcher found that most of the
students had low motivation in reading class. They had high motivation in other
language skills such speaking and listening. They felt bored to read reading
materials which were given by the teacher. They wanted to read interesting
teaching materials. They also had limited vocabulary. However, after
implementing authentic texts in reading class most of the students improved their
motivation in reading Hortatory Exposition and most of them passed the
minimum requirement criteria. It showed that using authentic texts improved
students’ motivation in studying English, especially in reading.
Keywords: authentic text, motivation, reading, classroom action research
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ABSTRAK
Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve Reading
Motivation of Eleventh Grade Students of SMA Negeri I Kasihan Bantul:
Classroom Action Research. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Membaca adalah salah satu keterampilan berbahasa yang harus dikuasi
oleh siswa dalam belajar bahasa Inggris. Terdapat empat keterampilan
berbahasa yaitu mendengarkan, berbicara, membaca dan menulis. Sebagaimana
kita tahu bahwa pelajaran bahasa Inggris adalah salah satu syarat dalam
kelulusan dalam ujian akhir. Namun, sebagian besar dari siswa XI IPA I di SMA
Negeri I Kasihan Bantul masih mempunyai motivasi yang rendah dalam kegiatan
membaca dalam pelajaran bahasa Inggris. Sebagian besar dari mereka masih
berpendapat bahwa kegiatan membaca sering menimbulkan kebosanan ketika
materi pembelajarannya kurang menarik.
Penelitian ini bertujuan untuk membantu siswa XI IPA I di SMA Negeri I
Kasihan Bantul untuk mempunyai motivasi yang tinggi dalam kegiatan membaca
dalam pelajaran bahasa Inggris. Peneliti mengimplementasikan bacaaan otentik
untuk memotivasi siswa dalam belajar bahasa Inggris di kelas membaca.
Penelitian ini mencoba menjawab salah satu rumusan masalah. Rumusan
masalah tersebut adalah “bagaimana teks otentik meningkatkan motivasi
membaca terhadap siswa dalam belajar bahasa Inggris di SMA Negeri I Kasihan
Bantul?”.
Peneliti menggunakan metode Penelitian Tindakan Kelas untuk menjawab
rumusan masalah. Metode ini terdiri dari dua siklus. Setiap siklus terdiri dari
perencanaaan, tindakan dan pengamatan dan refleksi. Setiap siklus terdiri dari
dua pertemuan. Responden dari penelitian ini adalah 32 siswa kelas XI IPA I di
SMA Negeri I Kasihan Bantul tahun ajaran 2013/2014. Data penelitian
dikumpulkan dari nilai tugas siswa dalam kegiatan membaca, lembar observasi,
catatan lapangan dan kuesioner.
Hasil dari penelitian ini menunjukan bahwa penggunaan teks otentik
memotivasi siswa XI IPA I di SMA Negeri I Kasihan Bantul dalam kelas
membaca. Pada tahap awal sebagian besar dari siswa mempunyai motivasi yang
rendah dalam kelas membaca. Mereka menginginkan bacaan yang menarik.
Mereka juga mempunyai kosa kata yang terbatas. Namun, setelah
mengimplementasikan penggunaan teks otentik di kelas membaca sebagian besar
dari siswa mempunyai motivasi yang tinggi di kelas membaca dan sebagian besar
dari mereka juga dapat mencapai kriteria ketuntasan minimal. Hal ini
menunjukan bahwa penggunaan teks otentik dapat meningkatkan motivasi siswa
dalam belajar bahasa Inggris terutama di kelas membaca.
Kata kunci: authentic text, motivation, reading, classroom action research
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to Jesus Christ
who has always given me His grace and guidance so that I could finish my thesis
and graduate from Sanata Dharma University. He always gives me strength to
keep struggling in doing this research. I am so thankful that I have passed another
step in my journey. All my steps that I chose were based on His plan.
My greatest gratitude goes to my advisor, Bapak Drs. Pius Nurwidasa
Prihatin, M.Ed., Ed.D., for giving of his time, attention, guidance, patience,
support, critism and comments to help me finish my thesis. I also thank him for
his advice, correction and time to read my thesis. I sincerely thank Ibu Caecilia
Tutyandari, S.Pd., M.Pd., my academic advisor for her guidance and support
during my study. Moreover, I would also like to thank all of lecturers of English
Language Education Study Program for their valuable knowledge and guidance. I
would also thank PBI staff, Mbak Dhaniek and Mbak Tari for the cooperation
and assistance. It is also important to thank all Sanata Dharma Librarians for
giving best service for me during my study in PBI. I would like to show my
gratitude to Bapak Drs. H. Suharja, M.Pd., the headmaster of SMA N I Kasihan
Bantul, Ibu Arsianti Widyaningsih, S.Pd., the English teacher of SMA N I
Kasihan Bantul, and XI IPA I students of SMA N I Kasihan Bantul in academic
year of 2013/2014 for their cooperation during the research process.
My deep gratitude goes to my beloved parents, Bapak Petrus Damianus
Sugiyatno and Ibu Cicilia Sugiyarti, my brother’s family Antonius Didik
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Haryono, Laurentia Rista Handayani, and Gregorius Haris Pratama for their
love, prayers and supports. I address my thanks to Christina Aan Ervy Arista,
Woro Wiratsih, Valentina Wenang, Setyarini, and Ema Martawijaya my
lovely friends for their help, support and love. I also give my thanks to my family
in kost putri Panuluh 71 for their love, support, friendship and all the happiness.
I also give my special thanks to my best friends Damariska Oktaviani,
Aprilia Arnis Ginting, Eswara Kathina Dewi, and Regita Permana Putri who
have given their care and support to finish this thesis. I also give my thanks to my
family in KKN for their love, support, friendship and all the happiness. I would
also thank Maria Caroline Samodra for her help in proofreading my thesis. My
cheerful gratitude also goes to my friends in PBI 2010. Last but not least, my
gratitude also goes to all the people whose names cannot be mentioned one by one
here. May God always bless us forever.
Christina Yuli Astuti
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................................... i
APPROVAL PAGES ............................................................................................ ii
DEDICATION PAGE .......................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY .................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................... vi
ABSTRACT ........................................................................................................ vii
ABSTRAK .......................................................................................................... viii
ACKNOWLEDGEMENTS ................................................................................. ix
TABLE OF CONTENTS ..................................................................................... xi
LIST OF TABLES ............................................................................................. xvi
LIST OF FIGURES .......................................................................................... xvii
LIST OF APPENDICES ................................................................................. xviii
CHAPTER I: INTRODUCTION ......................................................................... 1
A. Research Background ................................................................................. 1
B. Research Problem ....................................................................................... 3
C. Research Limitation .................................................................................... 3
D. Research Objective ..................................................................................... 4
E. Research Benefits ........................................................................................ 4
F. Definition of Terms ..................................................................................... 5
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CHAPTER II: REVIEW OF RELATED LITERATURE ................................. 8
A. Theoretical Description .................................................................................. 8
1. Classroom Action Research ........................................................................ 8
a. Definition of Classroom Action Research ...................................... 9
b. Aim of Classroom Action Research ............................................... 9
c. Steps and Characteristics of Classroom Action Research ............ 10
d. Model of Classroom Action Research .......................................... 11
2. Motivation................................................................................................. 12
a. Definition of Motivation ............................................................... 12
b. Types of Motivation ..................................................................... 12
c. Problem in Motivation .................................................................. 13
d. Approach and Technique in Motivation ....................................... 13
e. Methods of Assessing Motivation ................................................ 15
3. Reading ..................................................................................................... 16
a. The Definition of Reading ............................................................ 16
b. Reading Purposes.......................................................................... 16
c. Reading Techniques...................................................................... 17
d. Teaching Reading ......................................................................... 17
e. Problem in Reading ...................................................................... 19
4. KTSP ......................................................................................................... 20
5. Vocabulary ................................................................................................ 21
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6. Authentic Materials .................................................................................. 23
a. The Definition of Authentic Materials ......................................... 23
b. Reason Using Authentic Materials ............................................... 24
c. Authentic Materials for Reading .................................................. 24
7. Hortatory Exposition ................................................................................ 25
8. Content Based Instruction......................................................................... 26
B. Theoretical Framework ................................................................................ 27
CHAPTER III: RESEARCH METHODOLOGY ........................................... 30
A. Research Method .......................................................................................... 30
1. Preliminary Information Gathering ........................................................... 32
2. First Cycle ................................................................................................. 32
a. Planning ........................................................................................ 32
b. Acting and Observing ................................................................... 33
c. Reflecting ...................................................................................... 34
3. Second Cycle ............................................................................................ 34
a. Planning ........................................................................................ 35
b. Acting and Observing ................................................................... 35
c. Reflecting ...................................................................................... 36
B. Research Setting ........................................................................................... 37
C. Research subjects .......................................................................................... 37
D. Research Instruments and Data Gathering Technique ................................. 38
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1. Interview ................................................................................................. 38
2. Questionnaire .......................................................................................... 39
3. Observation ............................................................................................. 40
a. Observation Checklist .................................................................... 40
b. Field Notes ..................................................................................... 42
4. Test ......................................................................................................... 43
E. Data Analysis Technique .............................................................................. 43
F. Research Procedure ...................................................................................... 48
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ........................ 51
A. Research Process of Classroom Action Research ........................................ 52
1. Preliminary Information Gathering ........................................................ 53
2. Cycle One ............................................................................................... 56
a. Planning ......................................................................................... 57
b. Action ............................................................................................ 60
c. Observation ................................................................................... 66
d. Reflection ...................................................................................... 75
3. Cycle Two ............................................................................................... 77
a. Planning ......................................................................................... 78
b. Action ............................................................................................ 81
c. Observation ................................................................................... 88
d. Reflection ...................................................................................... 96
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B. Final Remark ................................................................................................ 98
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ................. 103
A. Conclusions ................................................................................................ 103
B. Recommendations ...................................................................................... 105
1. Recommendations for English Teachers ................................................ 105
2. Recommendations for Future Researchers ............................................. 106
REFERENCES ................................................................................................... 107
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LIST OF TABLES
Table Page
3.1 Observation Checklist for Students’ Activities ................................................ 41
4.1 Observation Checklist Result of Preliminary Gathering Information.............. 54
4.2 Observation Checklist Result of Cycle One .................................................... 67
4.3 The List of Weaknesses and Strengths in Cycle One ...................................... 75
4.4 Observation Checklist Result of Cycle Two .................................................... 89
4.5 The List of Weaknesses and Strengths in Cycle Two ...................................... 97
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LIST OF FIGURES
Figure Page
2.1 Kemmis and McTaggart’s Model of Action Research .................................... 11
3.1 The Formula of Central Tendency ................................................................... 44
3.2 The Formula for Calculating Observation Checklist ....................................... 45
3.3 The Formula for Calculating Questionnaire .................................................... 46
3.4 The Formula for Calculating Mean Scores ...................................................... 47
3.5 The Formula for Calculating the Students Who Pass the MPM ...................... 48
3.6 Kemmis and McTaggart’s Model of Action Research .................................... 49
4.1 The Students’ Reading Scores in Cycle One ................................................. 71
4.2 The Students’ Progress in Reading in Cycle One ............................................ 71
4.3 The Percentage of The Students’ Progress in Reading in Cycle One .............. 72
4.4 The Students’ Reading Scores in Cycle Two ................................................... 92
4.5 The Students’ Progress in Reading in Cycle Two ........................................... 93
4.6 The Percentage of The Students’ Progress in Reading in Cycle Two ............. 94
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LIST OF APPENDICES
Appendix Page
APPENDIX 1 Permission Letter for the Governor Office of DIY ...................... 111
APPENDIX 2 Permission Letter from the Governor Office of DIY ................... 113
APPENDIX 3 Permission Letter from the Mayor of Bantul ............................... 115
APPENDIX 4 Surat Permohonan Menjadi Responden ....................................... 117
APPENDIX 5 Observation Checklists for Preliminary Information Gathering .. 119
APPENDIX 6 Interview Guidelines .................................................................... 123
APPENDIX 7 Lesson Plan and Teaching Materials ............................................ 125
APPENDIX 8 Observation Checklists ................................................................. 165
APPENDIX 9 Field Notes ................................................................................... 172
APPENDIX 10 Questionnaires ............................................................................ 181
APPENDIX 11 Students’ Reading Test Results ................................................. 189
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the introduction of the research.
The researcher divides this chapter into six parts. In this research, the researcher
discusses the background of the research, research problem, the limitation of the
research, objective of the study, benefits of the research, and definition of terms.
A. Research Background
This research focuses on the use of authentic texts to improve students’
motivation in reading Hortatory Exposition of XI IPA I of SMA N I Kasihan
Bantul. English is one of the subjects of study which has main role in the
education of Indonesia. English is one of the requirements to pass the final
examination. Therefore, school especially English teachers have the main role to
encourage the students’ motivation in studying English well.
There are four skills of language: listening, speaking, reading and writing.
Kustaryo (1988) states, “Reading is one of the most important skills in learning
language besides listening, speaking and writing” (p. 1). Farrell (2009) also adds
that reading helps in many ways. Reading skills helps us in giving entertaiment,
education, communication, and information about the past, the present and even
the future. Therefore, reading is one of the important activities. However, this
condition is not the same as the reality. Based on the interview result with the
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English teacher in SMA N I Kasihan Bantul, reading often made the
students bored when the reading materials were uninteresting. Anthony and
Richards (1980) state that not all of the students want to read the reading materials
which are given by the teachers and follow the teachers’ instruction in reading
class. This condition leads the researcher to do the research about reading in SMA
N I Kasihan Bantul.
The researcher conducted an interview in March, 18 2014 with the English
teacher of SMA N I Kasihan Bantul in order to get deep information about
teaching and learning English. The result of the interview showed that most of the
students felt bored in reading class. Some of the students joined the teaching and
learning activity of reading in order to pass the English. Simanjuntak (1988) adds
that most of the students’ goals in reading class are only “passing the course” (p.
2). Marx and Tombaugh (1997) argue that the aim of education is building the
students’ learning motivation continuously (as cited in Prayitno, 1989). The
researcher considers that teaching materials of which the topics are related to and
appropriate for senior high school students can encourage their reading
motivation.
This school used Kurikulum Tingkat Satuan Pendidikan (KTSP) or School
Based Curriculum. Muslich (2007) argues that in this curriculum, every school is
given an opportunity to develop and manage the curriculum based on its condition
and aspiration. In order to encourage the students’ reading motivation in studying
English, the researcher proposes to use authentic texts. The researcher is going to
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use Dialogue English magazines as the reading source in teaching reading in SMA
N I Kasihan Bantul.
This research focused on using authentic texts in reading Hortatory
Exposition in senior high school. Gebhard (1983) states, “Authentic materials
include anything that is used as a part of communication” (p. 100). Jordan (1997)
adds that authentic materials are the bridge between the classroom and the real
world. Therefore, the researcher is going to implement authentic texts in order to
improve students’ motivation toward their reading activities in class.
The researcher conducted Classroom Action Research (CAR) to
implement authentic texts in teaching reading. Ary, Jacobs, and Sorensen (2010)
explain the researchers use action research in education field such as curriculum
development, teaching strategies and school reform. McNiff and Whitehead
(2003) add that action research is a process of learning from experience which is
gained from practice, reflection, and learning.
B. Research Problem
The researcher formulated the research problem using this research
question: how does an authentic text improve students’ motivation in reading
Hortatory Exposition in SMA N I Kasihan Bantul?
C. Research Limitation
This research focused on three main points dealing with the use of
authentic texts in studying English:
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1. The purpose of this research is to overcome one of the problems which are
related to the students’ motivation in studying English especially in reading
Hortatory Exposition.
2. The researcher intends to investigate the use of authentic texts to improve
students’ reading motivation in studying English.
3. In this research, the researcher only discussed hortatory exposition texts taken
from English magazines as authentic texts.
D. Research Objective
The objective of this research is to find out the answer to the question as
stated in the research question. This research was conducted to describe the
process of implementing authentic texts to improve students’ motivation in
reading Hortatory Exposition for grade eleventh IPA 1 of SMA Negeri 1 Kasihan
Bantul.
E. Research Benefits
The researcher expects this research to be beneficial to those who are
concerned with education especially for:
1. English Teachers
The teachers of eleventh grade students of senior high school may consider
using authentic texts to encourage their students’ reading motivation in studying
English and develop their students’ reading skill. The English teachers may
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consider using authentic texts in teaching other genre of texts such teaching
procedure text using recipes from cooking magazines.
2. The Eleventh Grade Students of Senior High School
Using authentic texts encourages their reading motivation and enhances
their vocabulary in studying English. The students are also expected to be
accustomed to English articles. Using authentic texts gives to the students many
benefits. An authentic text provides entertaiment, education, information, and
other benefits for the students.
3. Future Researchers
The researcher hopes that the results of the research enrich knowledge
about teaching reading by using authentic texts in studying English. The
researcher also hopes that the future researchers conduct other researches using
authentic texts. The future researcher may conduct experimental research about
the use of authentic texts.
F. Definition of Terms
The following are the definitions of the terms and how the definitions are
related to the research. Understading the definition of terms is very important in
order to avoid misuderstanding or misinterpretation. The following definitions
are:
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1. Reading
In studying English the students have to master reading that is one of the
language skills. Reading is an activity which is associated with written symbol
such as sentences, articles, texts, and other written media in order to understand
the idea. Simanjuntak (1988) defines, “Reading is the process of putting the
reader in contact and communication with ideas” (p. 3). Kustaryo (1988) also adds
that reading is an activity of recognition of the various written symbols which
contains of knowledge, information, and ideas. In this research, reading means an
activity of interpreting and getting information from various written symbols of
hortatory exposition texts in English magazine in order to encourage students’
reading motivation and enhance students’ vocabulary in learning English as a
foreign language.
2. Motivation
There are various definitions of motivation. The word motivation means
the need or reason for doing something. In education field, motivation is an
essential condition of learning. Simanjuntak (1988) also adds, “Motivation is seen
as the fulfilment of needs” (p. 3). Murray (1964) defines, “A motive is an internal
factor that arouses, directs and integrates person behaviour” (p. 7). In this
research, the motivation is the power inside the students that arouses, directs, and
integrates their behaviours in studying English especially in reading activities.
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3. Authentic Texts
Media is the best tool to help the students in creating and exploring their
ideas and imaginations. It is important for teachers to implement many techniques
and media as possible in order to enhance students in learning. Using authentic
materials for reading is one of teaching methods in studying English.
There are various definitions of authentic materials. Jordan (1997)
explains, “Authentic texts are not written for language teaching purposes” (p.
113). Gebhard (1983) adds, “Authentic materials include anything that is used as a
part of communication” (p. 100). In this research, the authentic materials refer to
hortatory exposition text from English magazines. The researcher uses hortatory
exposition texts from English magazines as the reading source to encourage the
students’ reading motivation in studying English.
4. Hortatory Exposition
Hortatory exposition is a text which the social function is persuading the
reader that something should or should not be the case (Gerot & Wignell, 1995 &
Sudarwati & Grace, 2007). Hortatory exposition text has three main components.
Gerot and Wignell (1995) argue that there are three components in the generic
structure of hortatory exposition: thesis, arguments, and recommendation.
Kistono, Cahyono, Purnama, Tupan, and Kastaredja (2007) argue that hortatory
exposition texts can be found in scientific books, journals, magazines, newspaper
articles, academic speech or lectures, and research report. In this research, the
researcher took hortatory exposition text from Dialogue magazines.
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CHAPTER II
REVIEW OF RELATED LITERATURE
The researcher divides this chapter into two main parts, namely theoretical
description and theoretical framework. In the theoretical description, the
researcher discussed classroom action research (CAR), motivation, authentic
materials, teaching reading and content-based instruction (CBI). In the theoretical
framework, the researcher summarizes and sythesizes those theories in order to
focus in conducting the research.
A. Theoretical Description
In theoretical description, the researcher discusses the theories related to
this research. The researcher divided this part into eight parts. The researcher
discusses classroom action research, motivation, reading, authentic materials,
KTSP, hortatory exposition, vocabulary, and content-based instruction.
1. Classroom Action Research
This part presents a discussion of classroom action research. In this part,
the researcher divides the discussion of classroom action research into four parts.
The researcher discusses definitions of classroom action research, aim of
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classroom action research, steps and characteristics of classroom action research,
and model of classroom action research.
a. Definition of Classroom Action Research
McNiff and Whitehead (2003) argue, “Action research is a name given to
particular way of researching the own learning” (p. 15). Shanks, Miller, and
Rosendale (2012) also define action research as a form of research which the
teachers learn to improve their practice. Ary et al. (2010) also add that action
research in education field conduct research about curriculum development,
teaching strategies and school reform. Kemmis and McTaggart (1982) define
action research “as an approach to improving education by changing it and
learning from the consequences of changes” (p. 22). In this research, the
definition of classroom action research is the researcher’s way to improve the
teaching and learning practice based on the researcher’s reflection.
b. Aim of Classroom Action Research
The main aim of classroom action research is improving the teachers’
performance in education field based on their reflection. Mills (2011) defines:
Classroom action research is any systematic inquiry conducted by teacher
researchers, principals’ school counselors, or other stakeholders in the
teaching/learning enviroment to gather information about how their
particular schools operate, how they teach, and how well their students
learn (p. 5).
O’Connor et al. (2006) argue that action research allows the teachers to be the
researchers in order to improve their practices. The teachers should know what is
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happening in the classroom, how to evaluate the teaching-learning activities, and
also how to do something solve the problem in teaching-learning activities.
c. Steps and chracteristics of Classroom Action Research
Steps of classroom action research are the ways to conduct research which
the steps consist of two cycles. Each cycle consists of planning, action and
observation and reflection. Kemmis and McTaggart (1988) argue that action
research develops the steps by using self-reflective spiral which consists of plan,
action and observation and reflection in cycle one. In cycle two, the steps consist
of revised plan, action and observation and reflection. Ary et al. (2010) also
explain the steps in conducting classroom action research. Those steps namely:
plan, act, observe, and reflect. A plan is developed for taking action and gathering
information and data in order to observe the practice (Ary et al., 2010). In action,
the researcher implements the plan and collects data. The next step is observing.
In this step, the researcher synthesizes and analyzes the data (Ary et al., 2010).
The last step is reflecting. The researcher reflects and interprets the information
and reports to others (Ary et al., 2010).
Classroom action research has the certain characteristics which are
different with other research. O’Connor et al. (2006) also add that the
characteristics of classroom action research are the research which occurs in an
eduactional setting; the research design is systematic and the research focuses on
the researchers’ practice. Shanks et al. (2012) also add that action research gives
the opportunity to the teachers to examine their own teaching practices. The
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characteristics of classroom action research are improving and reflecting the
educators’ practice. Ary et al. (2010) argued that improving and reflecting is the
process of “Reducing the gap between theory and practice” (p. 516).
d. Model of Classroom Action Research
There are many models in classroom action research in order to improve
the teachers’ practice. Ary et al. (2010) conclude the process in doing action
research. There are eight steps. The process of classroom action research consists
of two cycles. Each of the cycles consists of plan, action, observation, and
reflection.
In this research, the researcher uses Kemmis and McTaggart’s model
which the steps are planning, acting and observing and reflecting (Kemmis &
McTaggart, 1988). In this model, acting and observing are done at the same time.
Kemmis and McTaggart also explain those cycles using the picture which is in
figure 2.1.
Figure 2.1: Kemmis and McTaggart’s Model of Action Research
(Kemmis & McTaggart, 1988)
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2. Motivation
a. Definition of Motivation
There are many definitions of motivation. The word motivation means the
need or reason for doing something. Motivation is the power and reason of
someone in doing activity. Brown (1994) defines that motivation is “commonly
thought of as an inner drive, impulse, emotion or desire that moves one to
particular action” (p. 152). Simanjuntak (1988) also adds, “Motivation is seen as
the fulfillment of needs” (p. 3). Murray (1964) defines, “A motive is an internal
factor that arouses, directs, and integrates person behaviour” (p. 7). Gooding and
Gooding and Woolfolk (1987) define that motivation is “Something that energizes
and directs behaviour toward a goal“(p. 83). Gooding and Woolfolk (1987) also
add that motivation is an action which is stimulated by environmental events or
physical conditions. Schunk, Pintrich, and Meece (2008) state “Motivation is the
process whereby goal-directed activity is insighted and sustained” (p. 4). Ryan
and Deci (2000) add, “To be motivated means to be moved to do something” (p.
54). In education, motivation is an essential condition of learning. Motivation
encourages students to make effort in achiving the learning objectives. Motivation
is also a factor that affects students’ performance. This factor is important in
teaching learning process.
b. Types of Motivation
There are two types of motivation, namely intrinsic and extrinsic
motivation. Ryan and Deci (2000) argue that there are two types of motivation
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based on the reasons or goal of action. They are intrinsic and extrinsic motivation.
Ryan and Deci (2000) state intrinsic motivation is “an action which done based
on satisfactions rather than consequence” (p. 56). Extrinsic motivation is “an
action which is done to reach some separable outcome” (p. 60).
c. Problem in Motivation
The teachers can not deny that motivation plays vital role in students’
achivevement. Stronger motivation gives great effect on students’ learning result.
Murray (1964) argues that the strength of intrinsic and extrinsic motivation
“influence the way we see the world, the things we think about and the actions in
which we engage” (p. 9). Motivation encourages students to make effort in
achieving the learning objectives. Schunk, Pintrich, and Meece (2008) argue that
high motivated students show their interest in activities, work diligently, feel self-
confident, do the tasks, and perform well. On the opposite, unmotivated students
show their poor performance. High motivated students can reach the good result
in the class. Good (1970) argues that students who do not have motivation in
certain course but he must study it. The students may dislike that course. They are
going to skip that course in the future (as cited in Prayitno, 1989).
d. Approach and Technique in Motivation
Building a good atsmosphere during teaching learning activities is an
important thing that should be done by the teacher in order to encourage students’
motivation in studying English. The teachers can not deny that motivation is a
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factor that affects students’ performance. This is important in teaching learning
process. In order to encourage students’ motivation the researcher uses some
theories. Gooding and Woolfolk (1987) states that there are general motivational
approaches:
(1) Arrange extrinsic rewards, (2) use students’ interest in lessons, (3) give
more challenging work, (4) praise success, (5) provide a safer learning
situation, (6) communicate your expectations, (7) structure a cooperative
learning task, (8) set up an individualized goal structure, (9) use
individualized instruction, (10) involve student in setting reasonable goals,
(11) fulfill need for affiliating and belonging, (12) provide realistic success
experiences (p. 89).
There are some techniques in order to encourage the students’ motivation
especially when the teacher opens classroom activities. The effect of motivation
on learning and performance is the important factor in success of the learning.
Prayitno (1989) agues that there are three ways in order to motivate the students
in classroom activity:
1) Attract the students’ interest about the topic. There are some ways in order to
attract the students’ interest about the topic: asking the students some
questions which are related to the topic, telling them about the recent news or
issue which is related to the topic and explaining the importance about the
topic.
2) Explain the competence that should be achieved. The teachers explain the
clear explanation about the competence that should be achieved by the
students during the teaching learning activity.
3) Explain the clear teaching objectives. The teacher should explain short and
clear learning objectives of the teaching learning activity.
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e. Methods of Assessing Motivation
There are some methods in assessing motivation. In this research, the
researcher uses direct observation, questionnaire and also interview. Schunk et al.
(2008) argue that there are three main methods for assessing motivation: direct
observations, rating by others and self reports. Schunk et al., 2008 states direct
observation is “behavioral instances of choice of tasks, efforts and persistence”
(p.13). Schunk et al., 2008 states rating by others is “judgements by observers of
students on characteristics which indicate of motivation” (p.13). Schunk et al.,
(2008) states self report is “People’s judgements of themselves” (p.13).
Self report method is divided in to five methods: questionnaire, interview,
stimulated recall, think-aloud, and dialogue. In this research, the researcher used
qustionnaire and interview. Schunk et al., 2008 states questionnaire is “written
ratings of items or answers to questions” (p.13). Schunk et al., 2008 states
interview is “oral responses to questions” (p.13
Furthermore, in order to measure students’ motivation, the researcher
applies the Keller’s theory. The researcher used ARCS model to assessing the
students’ motivation in studying English. Keller (1984:2) states, “The ARCS
model is a method for improving the motivational appeal of instructional
materials” (as cited in Keller, 1987). Keller (1987) proposes four criteria of
motivation. Those are attention, relevance, confidence, and satisfaction. Attention
is related to the students’ curiosity and sensation of seeking. Relevance is related
to the familiarity of the materials to the students’ interest, goals and daily life.
Confidence is related to the students’ certainty toward the materials. The last
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criterion is satisfaction. Satisfaction is related to the students’ positive reaction
during the implementation.
3. Reading
a. The Definition of Reading
Reading is one of the language skills in studying English. Reading is an
activity which is associated with written symbol such as sentence, text, articles
and other media in order to understand the idea. There are many definitions of
reading. Simanjuntak (1988) defines that “Reading is the process of putting the
reader in contact and communication with ideas” (p. 3). Kustaryo (1988) also adds
that reading is an activity of recognition of the various written symbols which
contains knowledge, information and ideas. In this research, reading means an
activity of interpreting and getting information from various written symbols of
hortatory exposition texts in English magazines to encourage students’ reading
motivation and enhance students’ vocabulary in learning English as a foreign
language.
b. Reading Purposes
There are many reading purposes. Reading the written media such as
books, magazines, newspapers and others gives the chance to explore a lot of
information. Farrell (2009) also states that reading is the greatest pleasures. It
helps in many ways. Reading provides the reader entertaiment, education,
communication and even information about past, present and even future. McNeil,
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Donant and Alkin (1980) also have the same idea that reading has three main
purposes: reading for entertaiment, reading for understanding and reading for
information.
c. Reading Techniques
The new information is produced quickly everyday. In order to make
ourselves up to date with the recent information in all aspects in life, we should be
able to accept the information quickly. In order to accept the information quickly,
there are many reading techniques. Kustaryo (1988) states that “different types of
reading materials call for different reading techniques” (p. 4). The students should
be flexible in choosing the reading techniques. It should be fit with the aim of
reading. Moyle (1972) argues that individual needs of the students are as the main
factor in choosing teaching method and materials. In this research, the researcher
used skimming as the reading technique. Kustaryo (1988) defines skimming as a
reading technique to look for the most important pieces of information of what the
author is saying without a lot of detail information.
d. Teaching Reading
Students think that reading in other language is more difficult than reading
in their language. Kustaryo (1988) states reading in our own language are easier
than learning other languages. Reading in our language is easier because we have
mastered the vocabulary and the structure of our language. This assumtion makes
the students’ reading motivation low.
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The teacher follows the some principles in developing lesson plan in order
to reach the goal of the reading activity. Richards (1990) as cited in Farrel (2009)
states that there are seven principles in developing lesson plan for reading
activities: using interesting reading materials, making reading as the major
activity in reading class, having specific objective of each lesson, doing some
activities which allow the students to express their own experience in reading
class, focusing the teaching instruction, dividing the lesson into pre, during and
post reading activities and choosing appropriate reading materials. Williams
(1984) as cited in Hedge (2014) adds the three-phase procedure in conducting
reading activities. Those three-phase are pre reading, while reading and post
reading. In pre reading activities, the teacher may conduct the discussion about the
topic using the pictures. The teacher gives the task to the students in while reading
activities. The teacher may conduct the discussion about the students’ responses
about the texts.
There are many factors that affect students’ reading habit in studying
English. One of them is the teaching materials which are given by the teacher.
Reading becomes boring activity when it is not modified. In teaching reading, the
teacher should also select reading text which is used in reading class. Rivers and
Temperley (1978) argue that there are seven criteria in selecting the text for
conducting reading activities. The text should provide information, respond to
curiosity about the topic, follow instruction, provide pleasure and enjoyment,
keep in touch, provide the recent news and find out when and where (as cited in
Hedge, 2014).
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Teaching reading also has some techniques which can help the teacher in
teaching reading. Khoo (1981) states that there are five techniques in teaching
reading which use various media:
(1) teaching skiming, (2) teaching scanning, (3) teaching to get the main
idea and nothing details, (4) teaching the ability to follow the sequences of
ideas, (5) teaching reading comprehension through verbal cum visual cues
(pp. 57-58).
Using skimming in teaching reading means the readers should read certain
item of the reading material in order to get the general impression. Using
scanning techniques in reading means the reader should find specific information
from the reading material. Teaching reading in order to find the main idea can use
various teaching materials. Teaching the ability to follow the sequences of ideas
can be taught by asking to the students to rearrange some jumbled paragraphs in
the correct sequence. Teaching reading comprehension can be practiced by asking
to the students fill in the blanks which the information easily can be found in the
text.
e. Problem in Reading
There are many problems that affect the students’ reading motivation in
reading class. Kustaryo (1988) states reading in our own language are easier than
learning other languages. Reading in our language is easier because we have
mastered the vocabulary and the structure of our language. Anthony and Richards
(1980) argue that not all students want to read the reading materials which are
given by their teachers. Simanjuntak (1988) adds that other problem of foreign
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language students in reading class. The students will focus on the words rather
than the text and always open the dictionary to check all the words.
4. KTSP
The researcher conducted research to senior high school students. It is
important to know how national education system facilitates English teaching to
senior high school students. In this research, the research setting was the senior
high school which used school based curriculum. Since 2006 Kurikulum Tingkat
Satuan Pendidikan (KTSP) or School Based Curriculum is a curriculum which has
been implented in Indonesia since 2006.
Muslich (2007) argues that KTSP or School Based Curriculum is an
improvement of Competency Based Curriculum which was used in 2004. Muslich
(2007) adds that in this curriculum, the government gives an opportunity to
develop and manage the curriculum based on its condition and aspiration for
every school. Sanjaya (2010) also has the same idea with Muslich, Sanjaya (2010)
defines that KTSP or Compentency Based Curriculum is a curriculum which is
developed and done by every school based on standard competencies which is
developed by BSNP (Badan Standar Nasional Pendidikan). It means each school
may develop and manage the curriculum based on their condition and also based
on standard competencies which is developed by BSNP (Badan Standar Nasional
Pendidikan).
In developing School Based Curriculum, Muslich (2007) states that there
are seven principles in implementing this curriculum, those are:
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Students’ potency, development, need, and concern centered various and
integrated, having response to the development of knowledge, technology,
and art, relevant with life needs, comprehensive and continous, life-long
education, and equality between national and regional concerns (p. 18).
The teachers should implement the principles of School Based Curriculum not
only in designing the lesson plan but also during teaching learning activities. It
means, the the teacher should implement the principles of School Based
Curriculum as guidance in developing the lesson plan and also during the teaching
leaning activities.
5. Vocabulary
Vocabulary is the main component in reading. Kustaryo (1988) states
reading in our own language are easier than learning other languages. Reading in
our language is easier because we have mastered the vocabulary and the structure
of our language. Hedge (2014) argues that vocabulary is main component of
reading ability. Students usually face the difficulty in reading. They have limited
vocabulary.
There are many factors of the level of difficulty in reading: text, prior
knowledge of the reader, the ability in achiving the general word recognition,
students’ lexical knowledge and readers’ first language. Harmer (2001) states that
there are some problems in teaching vocabulary: (1) language corpora, (2) word
meaning, (3) extending word use, (4) word combinations (5) the grammar of
words. Harmer (2001) explains that the first problem in teaching vocabulary is
language corpora. The language corpora means how often words are used and in
what linguistic contexts. The second problem is word meaning. Understanding
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meaning in context will help the students to use the words in right context. In
word meaning the students also face the term of words such as: synonyms,
antonyms, hyponyms, and connotations. Synonym means words that the meaning
exactly or nearly same as each others. Antonym means words in pairs that exactly
opposite in meaning. Hyponym is relationship between a familiar word and an
unfamiliar word one by looking at the general class. The last one, connotation
means a word the meaning is not necessarily the same as what it suggests. The
third problem in vocabulary is extending the used word. Words have different
meaning; words also have different meaning when words have different contexts
uses. Word combination is the fourth problem which is faced the students in
learning vocabulary. Word combination means that a word which consist of some
words. The last problem in vocabulary is the grammar of words. This problem
means that each word have different part of speech.
The researcher used some strategies in order to overcome the students’
problem toward vocabulary. Farrell (2009) argues that one way of helping them
to cope with unfamiliar words is teaching them how to guess word meaning in
context. Hedge (2014) adds that developing strategies for guessing word
meanings from contextual clues and background knowledge is the strategies in
helping students to build vocabulary. Farrell (2009) argues that there are
techniques for helping students guess the meaning of unfamiliar words: contrast,
cause, consequence, explanation, hyponyms, definition, punctucation, and
inference.
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In this research, the researcher used contrast, explanation and definition in
order to help the students in guessing the unfamiliar words. Using contrast means
using the opposite word of another word or expression in the text. Using
explanation means using the meaning of the word which is explained. Using
definition means using definitions of words which may sometimes be found in the
text. The researcher also used mactching task in order to enhance the students’
vocabulary in reading. Brown (2004) states that “The frequently criterion in
matching procedures is vocabulary” (p. 197).
The students usually face many difficulties in reading. Vocabulary is one
of the problems in reading. Kustaryo (1988) states that in studying English
students find the difficulties in recognize new words and the words which have
been learned. Simanjuntak (1988) states that the students will stop to do exercise
in reading class when they find unfamiliar word and they are also afraid to read
the whole of the text without opening the dictionary for checking word by word.
6. Authentic Materials
a. The Definition of Authentic Materials
There are various definitions of authentic materials. Jordan (1997) explains
“authentic text that is not written for language teaching purposes” (p. 113).
Peacock (1997) adds that authentic materials as the materials that have been
produced to fulfil some social purposes in the target language community.
Gebhard (1983) concludes that authentic materials include anything that is used as
a part of communication.
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b. Reason Using Authentic Materials
In the classroom, teachers must create a situation that can encourage the
students to read the materials. Authentic materials are one of the teaching media
that can be applied in reading. Khoo (1981) argues that there is belief that
language learning in classroom should reflect the needs of the language user in
outside the classroom, such as everyday functions: ordering meal, applying for a
job and other functions. It implies that enjoyable activities could lead students to
feel confident in learning and also useful in their life. Tamo (2009) argues that
“Bringing authentic materials in to classroom can motivate the students”. It also
provides the real language use (p. 75). When students recognize the topic being
delivered, they feel confident and have good motivation in learning new materials.
c. Authentic Materials for Reading
Media is the best tool to help the students in creating and exploring their
ideas and imagination. It is important for teachers to implement many techniques
and media as possible in order to enhance students in learning. Using authentic
materials for reading is one technique in order to enhance students’ motivation in
studying English. There are many sources of authentic materials for teaching
reading. Khoo (1981) states that taking articles from magazines, newspapers and
other media can be used teaching media. Using authentic materials which based
on the students interest as teaching media is also the way to build students’
reading skill. McNeil et al., (1980) argue that in order to develop students’ interest
in reading the teachers may use some reading materials which can develop their
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reading skill for everyday purpose, such as using: newspapers, comic books,
television guides, recipes, menus, telephone books and others. In this research, the
research uses English magazine as the teaching media which is one of authentic
materials especially as the authentic text. The researcher hopes that the students
know the current event and be accustomed to English articles. Gebhard (1983)
argues that “Authentic materials include anything that is used as a part of
communication” (pp. 100-101). One of them is authentic printed materials such
as: newspaper articles, travel magazines, sport report and other printed materials.
7. Hortatory Exposition
In this research, the researcher focused on using authentic text which taken
from English magazines especially hortatory exposition text. There are some
definitions of hortatory exposition. Gerot and Wignell (1995) and Sudarwati and
Grace (2007) define that hortatory exposition as a text of which the social
function is persuading the reader that something should or should not be the case.
Hortatory exposition text has three main components. Gerot and Wignell
(1995) argue that there are three components in the generic structure of hortatory
exposition: thesis, arguments, and recommendation. Thesis consists of
announcement about the issue of concern. Arguments consist of the reasons for
concern which the function is leading to recommendation. Recommendation
consists of the statement of what ought or ought not to happen. Hortatory
expostion texts can be found in some sources such as magazines, newspapers, and
others. Kistono, Cahyono, Purnama, Tupan, and Kastaredja (2007) argue that
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hortatory exposition texts can be found in scientific books, journals, magazines,
newspaper articles, academic speech or lectures, and research report.
8. Content Based Instruction
Teachers are expected to have the right teaching techniques which can
encourage students’ motivation in learning. In implementing materials, the
researcher uses content based instruction as the teaching technique in teaching
reading using authentic texts. Krahnke (1987) also defines content based
instruction as teaching of content or information in language teaching which does
not teach the language directly but it uses the content to teach the language.
Brinton, Snow, and Wesche (1989) add that content-based instruction is the
“integration of content learning with language teaching aims” (p. 2). The
researcher uses content based instruction in order to fulfil students’ needs and also
students’ interest. Larseen-Freeman and Anderson (2011) also add that CBI is
usually thought as teaching language for specific purposes and in academic setting
can be called teaching language for academic purposes.
There are some characteristics of content based instruction. Larseen-
Freeman and Anderson (2011) state that the goal of teaching using CBI is that the
teachers want the students to master both language and content. Larseen-Freeman
and Anderson also add the information how to choose the content in teaching
language using CBI. Larseen-Freeman and Anderson (2011) state theme of the
content can be chosen based on students’ interest such as popular music, sport,
and others. Using interesting materials based on the students’ needs and interest is
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the main point in encouraging the students’ in learning motivation. Krahnke
(1987) states unmotivated students in language teaching are going to have good
motivation when the material in language teaching is based on their interest and
needs. Krahnke (1987) states that “Extensive reading of literature of other content
material in target language is one of teaching activities using content-based
instruction” (p. 69). Larseen-Freeman and Anderson (2011) also add that the
characteristic of CBI is using authentic text.
B. Theoretical Framework
In order to answer the research question in the research problem, the
researcher would like to summarize and synthesize all major relevant theories
which help in conducting the research. This research focused on the use authentic
texts to improve students’ motivation in reading hortatory exposition. Although
reading was one of language skills in learning, most of students especially in XI
IPA 1 in SMA Negeri I Kasihan Bantul had low motivation in reading activities.
Therefore, the researcher tried to use authentic texts to encourage their reading
motivation in learning English. In order to cover those cases, the researcher used
four main theories, namely motivation, reading, vocabulary, authentic materials,
KTSP, and content-based instruction (CBI).
In order to answer the research question the researcher implemented the
theory of motivation. In this research the researcher focused on improving the
students’ motivation in reading. The researcher implemented the three ways in
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order to motivate the students in classroom activity (Prayitno, 1989) and also the
general motivational approaches (Gooding & Woolfolk, 1987).
In order to answer the research questions the researcher also implemented
the theory about reading. In this research, reading means an activity of
interpreting and getting information from various written symbols of hortatory
exposition texts in English magazines to encourage students’ reading motivation
and enhance students’ vocabulary in learning English (Simanjuntak, 1988 &
Kustaryo, 1988). The researcher implemented the skimming as the reading
technique in reading activities (Kustaryo, 1988 & Khoo, 1981).
In this research, the researcher focused on the use authentic text to
improve the students’motivation in reading hortatory exposition. The second
theory in order to answer the research question was authentic text. This research
focused on the use authentic text to improve the students’ in reading hortatory
exposition. In this research, the researcher took hortatory exposition text from
Dialogue magazines as the teaching media which could motivate the students in
reading activities (Kistono et al., 2007, Khoo 1981 & McNeil et al., 1980).
The students usually face many difficulties in reading. Vocabulary is one
of the problems in reading. The researcher used some strategies in order to
overcome the students’ problem toward vocabulary. In this research, the
researcher used contrast, explanation and definition in order to help the students in
guessing the unfamiliar words (Farrell, 2009 & Hedge, 2104). The researcher also
used mactching task in order to enhance the students’ vocabulary in reading
(Brown, 2004).
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While conducting the research, the researcher used the theories of content-
based instruction. The researcher prepared reading activities using this method.
The researcher taught language learning and certain content or information which
based on their needs or interests in target language (Krahnke, 1987 & Larseen-
Freeman & Anderson, 2011). The researcher also used the principles of School
Based Curriculum or KTSP as the guidance in developing in the lesson plan and
also during teaching learning activities (Muslich, 2007 and Sanjaya, 2010).
Furthermore, in order to measure students’ motivation, the researcher
applies the Keller’s theory. The researcher used ARCS model to assessing the
students’ motivation in studying English. Keller (1984:2) states, “The ARCS
model is a method for improving the motivational appeal of instructional
materials” (as cited in Keller, 1987). Keller (1987) proposes four criteria of
motivation. They are attention, relevance, confidence, and satisfaction.
In order to implement the use authentic texts to improve the students’
motivation in reading hortatory exposition, the researcher conducted classroom
action research (CAR) which consisted of planning, acting and observing and
reflecting. In this research, the researcher conducted CAR based on Kemmis and
McTaggart’s model (Kemmis & McTaggart, 1988). In this model, the research
consisted of two cycles. Each cycle consisted of planning, acting and observing
and reflecting. In this model, acting and observing were done at the same time.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the discussion of the methodology which was used in
the research. It is divided into six parts. It involves research method, research
setting, research subjects, research instruments and data gathering techniques, and
research procedure.
A. Research Method
In this research, there was one main problem which was stated in research
problem. The researcher conducted this research to find how authentic texts
encouraged students’ reading motivation in studying English in SMA N I Kasihan
Bantul. Based on the research background presented in chapter I, the researcher
decided to use action research.
Classroom action research was research which focused on improving in
education field which was based on the teachers’ reflection. McNiff and
Whitehead (2003) argued that “Action research is a name given to particular way
of researching your own learning” (p. 15). The main aim of classroom action
research was improving the teachers’ performance in education field which based
on their reflection. O’Connor et al. (2006) also supported this idea. O’Connor et
al. (2006) argued that action research allowed the teachers to be the researchers in
order to improve their practices. Further, this research aimed at the improvement
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of the students’ reading motivation in learning English. Action research was the
research which was done by teachers for their improvement.
In this research, the researcher focused on the use authentic texts to
improve the students’ motivation in reading hortatory exposition in studying
English. The students knew that English was one of the lessons which had role in
field education of Indonesia. English was one of the requirements to pass the final
examination in Indonesia. Therefore, school especially English teachers had the
main role to encourage the students’ motivation in studying English well. There
were four language skills of language: listening, speaking, reading, and writing.
Kustaryo (1988) stated “Reading is one of most important skills in learning
language besides listening, speaking, and writing” (p. 1). The students thought
that reading was a boring activity. There were many factors that affected students’
reading motivation. There were many problems that affected the students’ reading
motivation in reading class. Kustaryo (1988) explained reading in our own
language was easier than learning other languages. Reading in our language was
easier because we had mastered the vocabulary and the structure of our language.
In this research, the researcher used Kemmis and McTaggart’s model in
order to implement the action. Kemmis and McTaggart (1988) stated the research
consists of two cycles. In this research, the researcher used those cycles. The first
cycle consisted of plan, action and observation and reflection. The second cycle
was improvement from the first cycle which was consisted of plan, action and
observation, and reflection. In this model, acting and observing were done at the
same time.
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1. Preliminary Information Gathering
In this research, the research conducted several steps in condcuting
classroom action research. One of those steps was conducting prelimanry
information gathering. Mills (2011) stated preliminary information gathering or
reconnaissance was “Taking time to reflect on your own beliefs and to understand
the nature and context of your general idea” (p. 42). Mills (2011) as cited in
Mertler (2012) stated that reconnaissance was the process of gathering
onformation on order to support our general idea in conducting the research. In
this research, the researcher conducted a classroom observation and interview as
the preliminary information gathering.
2. First Cycle
In the first cycle, the researcher conducted the action research based the
steps. The steps including plan, observation, action, and reflection. Kemmis and
McTaggart (1988) argued that action research develops the steps by using self-
reflective spiral which consists of planning, action and observation, reflecting, and
then re-planning.
a. Planning
In this step, the researcher prepared the lesson plan, the model of
exercises, and authentic materials. A plan was developing action to improve what
is already happening (Kemmis & McTaggart, 1988). The planning step was done
after the researcher found the problem in reading class which was faced by the
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students in XI IPA I of SMA Negeri I Kasihan Bantul. The main focus of this step
was preparing a good technique in order to encourage students’ reading
motivation using authentic materials.
The researcher developed a plan for taking action and gathering
information and data in order to observe the practice (Ary et al., 2010). Besides
preparing the lesson plan and materials for cycle one, the researcher also prepared
observation checklist, field notes format and questionnaire. Observation checklist
would be used by the observers who would observe the researcher in
implementing the action (Schunk et al., 2008). Meanwhile, questionnaire would
be distributed to the students in the second meeting of the cycle one. The students
would give their responses towards the action.
b. Acting and Observing
In this step, the researcher implemented the plan or changes a practice and
collected data (Ary et al., 2010). After all the teaching materials were consulted to
the English teacher who taught XI IPA 1, the researcher implemented what had
been planned. The researcher taught students of XI IPA 1 based on the plan. When
the researcher implemented the method in teaching reading to the students, two
observers observed the process on what happened during the teaching and filling
in the observation sheets for observing the students’ activities (Kemmis &
McTaggart, 1988). The researcher also made field notes in observing the students.
Field notes were used as the description of the implementation of the research
(Ary et al., 2010).
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c. Reflecting
The researcher reflected the action using the data which was gathered in
observation (Ary et al., 2010). The researcher reflected the action using the
observation checklist result and field notes to know what happened during the
implementation the method. The researcher evaluated the action based on those
two instruments and also used students’ result on the questionnaire and students’
test scores. The researcher made reflection on what she had done: what went well
and what needed to be improved based on the result of the observation, students’
result on the questionnaire and students’ test scores.
3. Second Cycle
In the second cycle, the researcher conducted the same steps as the first
cycle. Therefore, the researcher conducted the second cycle to improve the
method which was based on the reflection of the first cycle. As Kemmis and
McTaggart (1988) stated that the second cycle was improvement from the first
cycle. The steps including plan, observation and action, and reflection. However,
in conducting the second cycle the researcher referred to the result of the first
cycle. In the second cycle, the researcher focused on improving the steps and
activities which were unsuccessful in the first cycle and needed more
improvements. Kemmis and McTaggart (1988) argued that action research
developed the steps by using self-reflective spiral which consisted of planning,
action and observation, reflecting, and then re-planning.
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a. Planning
After the first cycle conducting, the researcher revised plan for taking
action and gathering information and data (Kemmis & McTaggart, 1988) in the
second cycle. In the second cycle, the researcher revised the lesson plan and
teaching activities based on the reflection of cycle one. The researcher developed
plan for taking action and gathering information and data in order to observe the
practice (Ary et al., 2010). Besides preparing the lesson plan and materials for
cycle one, the researcher also prepared observation checklist, field notes format,
and questionnaire. Observation checklist would be used the observers who would
observe the researcher in implementing the action (Schunk et al., 2008).
Meanwhile, questionnaire would be distributed to the students in the second
meeting of the cycle two. The students would give their responses towards the
action.
b. Acting and Observing
The researcher conducted the action (Kemmis & McTaggart, 1988) using
revised plan based on the reflection of cycle one. The action was implemented
based on the new lesson plan. The researcher improved the teaching media and
activities in reading. The action in the second cycle was implemented to solve the
learning activity which was unsuccessful in the first cycle. The researcher
conducted action based on the learning process which had been revised.
The researcher employed two observers to observer the students and
teacher during the lesson. As the researcher stated in the first cycle, the aim of
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observation was to observe the students’ motivation during the implementation
(Schunk et al., 2008). When the researcher implemented the method in teaching
reading to the students, two observers observed the process on what happened
during the teaching and filling in the observation sheets for observing the
students’ activities (Kemmis & McTaggart, 1988). The researcher also made field
notes in observing the students. Field notes were used as the description of the
implementation of the research (Ary et al., 2010). The observer observed the
teaching learning process that had been improved from the first cycle. It became
the process to gather information during the learning process.
c. Reflecting
As the researcher had done in the first cycle, the researcher reflect on the
teaching learning activity and the result of data collection in the reflection. This
step, the researcher reflected the action using the data which was gathered in
observation (Ary et al., 2010). The researcher evaluated the action based on
observation checklist results and field notes. The researcher also used students’
scores in order to know students’ progress in learning. The researcher also used
the questionnaire result to know the students’ responses towards the method used
in the research. Then, the researcher made reflection on what went well and what
needed to be improved. In cycle two, the researcher reflected and evaluated what
had been implemented in cycle one and two. The researcher showed what she had
learned from the action in cycle one and two.
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B. Research Setting
The research was conducted in SMA N I Kasihan Bantul Yogyakarta, in
the even semester of the academic year of 2013/2014, from April to May 2014.
There were two meetings in a week, on Thursday and Saturday. The researcher
conducted the research procedure which the researcher had made before
conducted the research.
C. Research subjects
1. The Teacher
There was only one English teacher in SMA Negeri I Kasihan Bantul as
the research subjects in this research. English teacher was interviewed to gather
the information as the research background and preliminary information. The
teacher’s opinion was used as the information in this research in developing an
action plan.
2. The Students
This research was conducted in SMA Negeri I Kasihan Bantul in XI IPA I
class. The participants of this research were 32 students in XI IPA I of SMA
Negeri I Kasihan Bantul in the academic year of 2013/2014. They consisted of 32
students: 10 male and 22 female students.
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D. Research Instruments and Data Gathering Techniques
In this research, the researcher used three kinds of the research tool. They
were questionnaire, observation, and test. Ary et al. (2010) stated “The most
widely used in qualitative research are interviews, document analysis and
observation” (p. 220). In this research, the researcher used interview,
questionnaire, oberservation checklist, field notes, and also students’ reading test
to gather data in classroom action research.
1. Interview
The researcher conducted interview with English teacher to find the depth
information in preliminary information gathering. Interview was conducted for the
English teacher who taught the certain class this was used as the research
participants. The aim of the interview was to know deep about reading problem in
teaching English as foreign language teaching. Moser and Kalton (1971) as cited
in Bell (2010) defined that interview was “Conversation between interviewer and
respondent with the purpose of eliciting certain information from the respondent”
(p. 161). The conversation between interviewer and respondent was the way to
gather information from the respondents. Ary et al. (2010) stated “Interview is
used to gather data from people about opinions, beliefs, and feelings about
situations in their own word” (p. 438).
In this research, the researcher used semi or partially structured interview.
Using semi or partially structured interview meant the list of question which was
used in this research was formulated before conduct the interview but the format
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of the question may be modified during the interview. Burns (2010) also added
some information about using semi or partially structured interview. According to
Burns (2010) semi or partially structured interview meant using set of topics that
you wanted to explore and you also had developed some specific questions.
Burns (2010) also argued that the advantages using this type were having deep
and rich information.
2. Questionnaire
In this research, the researcher used a questionnaire as one of the research
instruments. Ary et al. (2010) argued that “Questionnaire is instrument in which
respondents provide written responses to questions or mark items that indicate
their responses” (p. 648). It was distributed to all of the students in XI IPA I of
SMA Negeri I Kasihan Bantul which was used as the research participants and
setting in the end of each cycle. Ary et al. (2010) stated that there were two types
of format of questions: closed ended questions and open ended questions. In this
research, the researcher used closed ended questions. Ary et al. (2010) added that
“Close ended questions are used when all posible, relevant responses to questions
can be specified, and the number of possible responses is limited” (p. 391).
In this research, the researcher designed a questionnaire to evaluate
students’ motivation in studying English especially in reading activities. The
responses to the items were measured by a Likerts type scale ranging from
1(strongly disagree) to 5 (strongly agree). Mills (2011) argued that likert scale
was asking the students to give their responses to a series of statements. Dornyei
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(2003) as cited in Burns (2010) stated that the result of questionnaire consists of
three types of information: factual or demographic (who the interviewees are and
their background/experiences), behavioural (what they do or did in the past),
attitudinal (attitudes, opinions, beliefs, interest, values). In this research, the
researcher used rating scales as the types of items in questionnaires. Burns (2010)
explained rating scales was the most common way in questionnaire to ask people
in giving the degree of their responses of certain statements by circling or ticking
the scale. The researcher prepared 17 statements that showed of the students’
responses toward the use of authentic texts to improve the students’ motivation in
reading hortatory exposition.
3. Observation
In this research, the researcher used both of quantitative and qualitative
research tools in observation. Ary et al. (2010) argued, “Observation is used both
quantitative and qualitative research” (p. 216). The researcher conducted
observation using observation checklist and field notes.
a. Observation Checklist
Observation checklist was the tool in conducting the observation. Ary et
al. (2010) argued that the main purpose of direct observation was “To determine
the extent to which a particular behaviours is present” (p. 216). When the
researcher conducted an observation, the researcher collected the data which was
useful in reflecting. In conducting observation, the researcher used some devices
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to gather the data. Ary et al. (2010) stated, “The simplest device used is a
checklist, which presents a list of behaviors that are to be observed” (p. 217).
Using observation checklist as tool in research meant using checklist of some
partipants’ behaviours. Burns (2010) described observation checklist was one of
devices in quantitative research. The observation checklist consisted of some list
of behaviour. In this research, the researcher used observation checklist as the
research tools in gathering the data. Burns (2010) stated that “Observation
checklists are used in systematic or structured observation” (p. 62). This
observation was systematic or structured observation because the researcher
prepared the checklist of several behaviours before conducted the observation.
Schunk et al. (2008) argued that motivated students show their interest in
activities, worked diligently, felt self-confident, did the tasks, and performed well.
In this research, the researcher prepared 11 checklists of several students’
behaviours. Those several behaviours could be seen in table 3.1.
Table 3.1: Observation Checklist Based on Keller’ Theory (ARCS)
Criteria Students’ Behaviours Percentage
Attention Students enter to the class on time.
Students pay attention to the teacher’s explanation.
Students do the first task.
Students follow the learning instruction.
Relevance Students share their idea or experience during the
discussion.
Using the dictionary.
The students speak in English most of the time.
Confidence Students do the second task.
Students do the third task individually.
Students are active to answer and ask in reading
class.
Satisfaction The students can cooperate with other students in
working in a group.
The students show their enthusiasm in reading class.
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There were some principles in observation. Burns (2010) also presented
some principles of observation in action research: focus, objective, reflective,
documented, evaluated, and re-evaluated. Burns (2010) stated focus means
seeking the specific information. Objective was observing all the research
participants not only person in research setting (Burns, 2010). Burns (2010)
explained documented was one of priciples in observation. According to Burn
(2010) documented was making notes or record of the specific information. The
last principle was evaluated and re-evaluated.
b. Field Notes
In this research, the researcher made field notes based on his/her
observation during implement the action. Field note was one of the instruments
which were usually used in observation. Ary et al. (2010) proposed,”Field note is
the most common method of recording the data collection during observation” (p.
431). Burns (2010) also added the idea about field notes. Burns (2010) stated not
all of the observation data in numeric; some of them were descriptive and
narrative. Using field notes in research needed some steps in organizing the notes.
Marshall and Rossman (2006) as cited in Ary et al. (2010) stated that in
organizing and note management, field notes contain what the researcher has seen
and heard: (1) descriptive part includes research setting, research participants’
reactions during the action, and some events which is done by the researcher and
research participants during the action, (2) reflective part includes the observers’
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feelings or impression about the events, their comments on the research method,
decisions, and problem during the action.
4. Test
The researcher used a reading comprehension test. Ary et al. (2010) argued
that “Test is a set of stimuli presented to an individual in order to elicit responses
on the basis of which numerical scores could be assinged” (p. 201). This
instrument was used to measure the students’ comprehension skills. This test was
the achivement tests. Ary et al. (2010) added that “Achivement tests are used to
measure what individual have learned” (p. 201). The test were in the form of
essay and multiple choice questions that were related to the hortatory text which
given each of the meeting. In each meeting, the researcher gave a hortatory text
and an answer sheet to each student. They were given about twenty-thirty minutes
to read the whole hortatory text and also do the task. By doing the test the
researcher knew the students’ ability in reading. The result would determine
whether the use of authentic texts in studying English in order to encourage
students’ reading motivation was successful or unsuccessful.
E. Data Analysis Technique
In this research, the researcher used multiple sources of data in order to get
valid and reliable data. The researcher used the numeric data on : observational
checklist, students’ reading scores, and students’ result on questionnaire; and
descriptive data on field notes. In this research, the researcher used measures of
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central tendency in calculating numeric data: obervational checklist result,
students’ reading test scores, and students’ responses on questionnaire. The
researcher used central tendency in order to get single scores that could give an
indication of the students’ reading motivation during the implementation of the
method. Ary et al., (2010) state the formula of central tendency. It could be seen
in figure 3.1.
X = mean
Ʃ = sum of
X = raw scores
N = number of cases
Figure 3.1: The Formula of Central Tendency
The researcher also used percentage in calculating the result of observation
checklist. Mertler (2012) stated that in using percentage, the number of students’
answers were divided by the number of respondents and then are multiplied by
one hundred for each response. The central tendecy formula was combined with
percentage which was used to obtain the percentage of students’ motivation on the
observation checklist. The formula of central tendency in percent for calculating the
result of the observation checklist could be seen in figure 3.2.
X
X
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X = mean of motivated students in percentage
Ʃ = sum of numbers of motivated students
X = raw scores of the number of motivated students
N = number of present students
Figure 3.2: The Formula of Central Tendency in Percent for Calcukating
Observation Checklist
In this research, the researcher also used grouped data distribution in
presenting the result of observation checklist. Best (1981) stated that “Data can be
presented in frequency tables with different class intervals, depending on the
number and range of the scoress” (p. 223). The researcher classified the grouped
data distribution which was the result of observation checklist. In the previous
steps, the researcher grouped data in intervals of twenty five: <25%, 26%-50%,
51%-75%, and 76%-100%. The next step was classifying the data as four
categories of increasing motivation according to the class interval of the result of
the observation checklist: very low motivation (<25%), low motivation (26%-
50%), moderate motivation (51%-75%), and high motivation (76%-100%).
In this research, the field notes supported the observation checklist result.
The researcher used field notes as the description the real situation in the
classroom including students’ and teacher’s activities during the implementation
of the action. The results were used to know whether the implementation of the
method was successful or unsuccessful based on the observation results. The
X
X
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researcher also gathered the students’ result on the questionnaire in order to know
the students’ responses on the implementation of the action research. The formula
that would be used to analyze the data from the questionnaire was in figure 3.3.
X = mean the number of the students who chose the option
Ʃ = sum of the number of the students who chose the option
X = raw scores of the number of the students who chose the option
N = number of students who was observed
Figure 3.3: The Formula of Central Tendency in Percent for Calculating
Questionnaire Results
In this research, the researcher also used grouped data distribution in
presenting the result of the students’ responses on the questionnaire. Best (1981)
stated that “Data can be presented in frequency tables with different class interval,
depending on the number and range of the scoress” (p. 223). In this research, the
researcher used closed ended questions. The researcher made 17 questions in the
questionnaire which consisted of students’about reading, students’ opinion about
using authentic texts in reading class, students’ opinion about teaching material
which was available in school, students’ opinion about teaching and learning
activities in teaching English, students’ opinion about using content based
instruction in reading class, students’ opinion about the teacher in reading class,
and students’ opinion and feeling in reading class.
X
X
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In this research, the researcher used likert scales. The responses to the
items were measured by a Likerts type scale ranging from 1(strongly disagree) to
5 (strongly agree). The respondents would give their responses by choosing the
scales: strongly agree, agree, undecided, disagree, and strongly disagree. The
researcher classified the data as four categories of increasing motivation according
to the class interval of the students’ result on the questionnaire: very low
motivation, low motivation, moderate motivation, high motivation, and very high
motivation.
In order to know students’ improvement in reading, the researcher also
gathered the students’ result of the reading test and analyzed them to know their
progress in reading class. Based on the result of the students’ comprehension task,
the researcher gathered the mean scores and percentage of the students whose
mark pass the Englih minimum passing mark (MPM), 76. In order to gather the
mean scores of each meeting, the researcher divided the sum of the students’
scores by the numbers of the students in the classroom. The formula which was
used to obtain the average mark of the students’ comprehension task could be
seen in figure 3.4.
X = mean scores
Ʃ = sum of the number of the students’ scores
X = raw scores of the students’ scores
N = number of students in the classroom
Figure 3.4: The Formula for Calculating Mean Scores
X
X
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In order to obtain the classroom percentages of the students whose scores passed
the MPM, the researcher divided numbers of the students whose scores above 76
by the numbers of the students in the classroom. The result then was multiplied by
one hundred percent. The formula for calculating the students who passed the
MPM could be seen in figure 3.5.
X = percentage of numbers of students whose scores above 76
Ʃ= sum of the number of students whose scores above 76
X = raw scores of the students’ mark whose scores above 76
N = number of students in the classroom
Figure 3.5: The Formula of Central Tendency in Percent for Calculating the
Students Who Pass the MPM
F. Research Procedure
In this research, the researcher conducted several steps in conducting
classroom action research. The first, the researcher conducted preliminary
information gathering to identify the problem faced by the students in SMA Negeri
I Kasihan Bantul. The researcher conducted a classroom observation and
interview with an English teacher in SMA Negeri I Kasihan Bantul. The next step
was asking permission to do research. As previously stated in this research, the
researcher conducted classroom action research. The researcher would like to help
the students to overcome their problem in reading. Burns (2010) stated “The goals
X
X
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that stand out in action research are connected more broadly to conducting
research ethically” (p. 33). Bell (2010) added, “It is important to plan and carry
out a small piece of research with the permission of head of departement,
headteacher of a school or an administrator” (p. 44). Therefore, the researcher
asked permission to do research in class XI IPA 1 in BAPPEDA (Regional
Development Planning Board) Bantul and in SMA N I Kasihan Bantul.
After getting the permission letter the researcher did the research. In this
steps, the researcher implemented classroom action research (CAR) which was
based on Kemmis and McTaggart’s model. The characteristic of this model was
action and observation was done at the same time. Kemmis and McTaggart
explained that cycle using the picture, Kemmis and McTaggart (1988) described
the cycles of action research was in figure 3.6.
Figure 3.6: Kemmis and McTaggart’s Model of Action Research
The first stage was planning the research. In this stage, the researcher
prepared all the materials and instruments needed in conduct an action (Ary et al.,
2010). The second stage was acting and observing the implementation (Kemmis
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& McTaggart, 1988). In this stage, the researcher implemented content based
instruction (CBI) and authentic texts in teaching reading. Two observers observed
the action of implemenation while filling the observation checklist. The last stage
was reflecting. In the last stage, the researcher read all the data which was
gathered from two observers and also data from the students’ answer on
questionnaire and then analyzed them in order to make reflection on how went
well and what needed to be improved in cycle two (Ary et al., 2010).
The next step was reporting. In this stage, the researcher reported the result
of the research which was done in SMA N 1 Kasihan Bantul in the form of
description. The researcher also made a conclusion of the use authentic texts in
teaching English in SMA I Kasihan Bantul. The researcher made conclusion
whether this method was helpful the students to motivate their reading motivation
or unhelpful.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the research process and its findings about the
implementation using authentic texts in teaching English in SMA N I kasihan
Bantul were discussed. The research process focused on the steps of the research
and the findings were related to the results of the action implemented in this
research. In this chapter, the researcher divided the process into two parts. The
research process described the cycles of action research. The first part was cycle
one and the second part was cycle two. Each cycle consisted of planning, action
and observation of implementation, and reflection. Each of the cycles was two
meetings. The researcher conducted Kemmis and McTaggart’s model of
classroom action research which the action and observation were done at the same
time (Kemmis & McTaggart, 1988).
The findings presented the outcome after the researcher implemented the
action. They were related to the encouraging of the students’ reading motivation.
The researcher presented the results of the research of using authentic texts in
teaching English in SMA N I Kasihan Bantul. The findings were related to the
students’ motivation in reading using authentic texts and content-based instruction
(CBI). The researcher used the results of questionnaire analysis, observational
sheet analysis, field notes analysis and students’ reading scores analysis in
generating the research findings.
51
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A. Research Process of Classroom Action Research
In this research, the researcher tried to find an action to encourage the
students’ reading motivation in studying English. Authentic texts were chosen to
encourage the students’ reading motivation in XI IPA I of SMA Negeri I Kasihan
Bantul. Authentic texts provided real-life contents. Authentic texts also provided
pleasure and information of the recent issue (Farrell, 2009). Authentic texts also
developed reading skill for daily purpose such as reading newspaper or magazines
(McNeil et al., 1980). The teachers might use authentic texts as the teaching
media in order to train the students to be accustomed to English articles (Khoo,
1981).
In this research, the researcher conducted two cycles of classroom action
research. Each cycle consisted of planning, action and observation, and reflection.
The researcher conducted Kemmis and McTaggart’s model of classroom action
research which the action and observation were done at the same time (Kemmis &
McTaggart, 1988). Based on the research background which was stated in chapter
1 the researcher planned to encourage students’ reading motivation using
authentic text in studying English. Before the researcher conducted a research, the
researcher had to get permission to do the research from SMA N I Kasihan Bantul
and BAPPEDA (Regional Development Planning Board) Bantul (Burns, 2010 &
Bell, 2010).
This research was classroom action research which consisted of four steps
namely: planning, action and observation, and reflection (Kemmis & McTaggart,
1988). Those steps were a part of a cycle. Planning was done in order to prepare
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everything for teaching and learning activity (Ary et al., 2010). This step was also
done before the researcher conducted action implementation. In this research, the
researcher used Kemmis and McTaggart’s model of classroom action research
which action and observation were done at the same time during the action
implementation (Kemmis & McTaggart, 1988). In the reflection step, the results
of the action would be evaluated and reflected by the researcher to figure out
whether the action implementation could encourage the students’ reading
motivation (Ary et al., 2010).
The implementation using authentic text in order to motivate the students
in studying English was conducted from April until May 2014. In this research,
one cycle consisted of two meetings. In practice, one meeting took 90 minutes. In
this research, the researcher passed two cycles. The researcher taught four
meetings in order to find the improvements of the students’ reading motivation in
studying English.
1. Preliminary Information Gathering
The researcher conducted preliminary information gathering in order to
identify the problem faced by the students in SMA Negeri I Kasihan Bantul in
studying English (Mills, 2011). The researcher conducted observation and
interview as the preliminary information gathering in 18 March 2014 (Mertler,
2012). The researcher used observation checklist as the instrument in observation
of the preliminary information gathering. The participants of classroom
observation were all the students of XI IPA I of SMA Negeri I Kasihan Bantul,
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theere were 30 students. Actually, there were 32 students but 2 students did not
come because they were sick. The researcher tried to know the students’
motivation during the reading activities. The researcher also gathered the data
preliminary information gathering by conducting an interview with an English
teacher of SMAN I Kasihan Bantul. The data of observation result could be seen
in table 4.1.
Table 4.1: Observation Checklist Result of Preliminary Information
Gathering
Criteria Students’ Behaviours Percentage
Attention Students enter to the class on time. 76.7%
Students pay attention to the teacher’s explanation. 83.4%
Students follow the learning instruction. 70%
Relevance Students share their idea or experience during the
discussion.
40%
Using the dictionary. 16.7%
The students speak in English most of the time. 20%
Confidence The students can cooperate with other students in
working in a group.
80%
Students do the tasks given by the teacher seriously. 66.7%
Students are active to answer and ask in reading
class.
60%
Satisfaction The students show their enthusiasm in reading class. 66.7%
Based on table 4.1 the researcher could identify the problem during the
reading class using the observation checklist result based on Keller’s theory.
There were three elements in motivation: attention, relevance, confidence, and
satisfaction. First, the researcher analyzed the first element of observation
checklist results which was attention. There were three students’ behaviours that
showed the attention. The percentage of the students who entered to the classroom
on time was 76.7%. Most of students (83.4%) paid their attention to the teacher’s
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explanation during the lesson. Most of the students (70%) also followed the
learning instruction during the lesson.
Second, the researcher analyzed the second element of observation
checklist results which was relevance. There were three students’ behaviours that
showed the relevance. The percentage of the students who shared their idea or
experience during the discussion was 40%. Based on the interview results with an
English teacher who taught this class, the students would share their idea or
experience when the topic was interesting and also familiar. The percentage of the
students who opened the dictionary to answer the unfamiliar words was 16.7%.
Based on the interiew results, most of the students preferred to ask their friend.
Some of the students also using their cell phone to answer the unfamiliar words
but not all the student could access that dictionary in their cell phone. Some of
them borrow their friend cell phone. This situation created the classroom
condiction was not conducive. The percentage of the students who spoke in
English most of time during the lesson was 20%. The teacher also added that
some of the students had limited vocabulary.
Third, the researcher analyzed the third element of observation checklist
results which was confidence. There were three students’ behaviours that showed
the confidence. The percentage of the students who could cooperate with others
students in working in a group was 80%. The percentage of the students who did
the tasks given by the teacher seriously was 66.7%. Based on the interview result,
some of the students did not do the tasks seriously. They discussed the answer
with others although they did the individual tasks. The percentage of the students
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who were active to ask and answer during the lesson was 60%. Based on the
interview results, most of the students more active to ask and answer in other
activities such as in speaking and listening activities.
The researcher analyzed the last element of the observation checklist. The
last element of the observation checklist was satisfaction. There was one students’
behaviour that showed the satisafction. The percetage of the students who showed
their enthusiasm during the reading activities was 66.7%. The teacher added that
most of the students would showed their enthusiasm when the teacher chose the
interesting topic or implemented interesting activities.
2. Cycle One
The researcher conducted the first cycle in April 2014. The participants
were all of the students in XI IPA 1, there were 30 students. Actually, there were
32 students, but 2 students did not come because they were sick in the first
meeting of cycle one and 4 students did not come because they were sick in the
second meeting of cycle one. The first cycle was conducted in two meetings. First
meeting was in April 24, 2014. Meanwhile, the second meeting was conducted in
April 26, 2014.
Each meeting of the research consisted of three stages, namely: planning,
action and observation and reflection (Kemmis & McTaggart, 1988). In this
research, action and observation were conducted at the same time. When the
action was implemented, the observer observed what was going on during the
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implementation. The observation result would be used as the reflection for the
next cycle.
a. Planning
This step was done after the researcher found the problem faced by the
students of XI IPA I class in SMA N I Kasihan Bantul. The main focus of this step
was preparing a good technique to motivate the students in studying English
especially in reading class which would implement in action step (Ary et al.,
2010). The action was planned based on the problem which was identified in
order to overcome the problem (Kemmis & McTaggart, 1988). The researcher
also discussed the teaching material with the English teacher to find appropriate
material which could motivate the students in studying English especially in
reading class. The main problem in this research was students’ motivation.
Students had low motivation in reading so the researcher planned to use authentic
texts in order to motivate the students in studying English especially in reading
class.
In this research, the researcher focused on hortatory exposition as the
teaching material. The researcher decided to use English magazine which was one
of the authentic materials (Khoo, 1981). In English magazines especially in
opinion column, there were hortatory exposition articles (Kistono et al., 2007).
The researcher would use hortatory exposition articles which were taken from
Dialogue magazines.
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The researcher also made plan of teaching and learning activities based on
standard compentence and basic competence of KTSP (Ary et al., 2010). The
researcher designed lesson plan based on the basic competence and standard
competence for Senior High School grade XI in curriculum 2006 (KTSP). The
genre of the text was hortatory exposition, included reading as the skill and the
time allotment was 90 minutes (Muslich 2007 & Sanjaya 2010).
The main step in making lesson plan was deciding the basic competence
and the standard competence (Prayitno, 1989). The Department of Education had
designed the basic competence and standard competences for English subject at
eleventh grader. Based on the standard competence, the students were expected to
understand the meaning of essay text in the form of narrative, spoof, and hortatory
exposition in the context of daily life. Based on the basic competence, the students
were expected to respond the meaning and rhetoric steps in the simple essay text
using written language accurately, fluency, and acceptably in the context of daily
life in the form of narrative, spoof, and analytical exposition.
After deciding the standard competence and basic competence, the
researcher determined the indicators (Prayitno, 1989). The indicators were divided
into cognitive, affective, and psychomotor. In the cognitive aspects, the students
were expected to recognize hortatory exposition text, identified the language
features, and the generic structure of hortatory exposition. In the affective aspects,
the students were expected to work together in a group. In the psychomotor
aspects, the students were expected to answer some questions which was related
to hortatory exposition text using correct simple present tense.
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The researcher also planned to provide some questions, pictures, and also
short videos to build the students’ idea and knowledge about the topic of this
meeting (Williams, 1984 as cited in Hedge, 2014). There were some techniques in
order to encourage students’ motivation especially when the teacher opened
teaching-learning activity. The effect of motivation in learning and performance
was the important factor on successful of the learning. Prayitno (1989) argued that
attracting the students’ interest about the topic was one of the ways in order to
motivate the students in teaching-learning activity. Gooding and Woolfolk (1987)
also had the same idea that using students’ interest in lesson was one of general
motivational approaches. The researcher tried to choose sexual harrasment as the
topic in the first meeting and addiction among the teenagers as the topic in the
second meeting. This topic was the recent issue of the following time (Farrell,
2009). The researcher tried to encourage the students’ reading motivation using
this topic (Prayitno, 1989). Using the recent topic in this meeting would give great
advantages for the students especially for increase the students’ knowledge
(Rivers & Temperly, 1978 as cited in Hedge, 2014). The lesson plan was divided
into three main parts: pre-learning activities, main learning activities, and post
learning activities (Richards, 1990 as cited in Farrel, 2009).
In order to implement the material, the researcher used Content Based
Instruction. Krahnke (1987) defined that content based instruction as teaching of
content or information in language teaching which did not teach the language
directly but it used the content to teach the language. The researcher thought that
using content based instruction would give both of language skill and content.
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Larseen-Freeman and Anderson (2011) stated that the goal of using content based
instruction as the teaching method was the students could master both of language
and content. The researcher hoped that using this teaching method the student
would had better reading skill and also encourage their knowledge using the
content. The students would master in learning hortatory exposition and also the
content in hortatory exposition text which was taken from Dialogue magazines.
b. Action
The researcher divided the action into two meetings. The first meeting was
conducted in April 24, 2014 and the second meeting was conducted in April 26,
2014. Each meeting consisted of ninety minutes. While conducting the action, the
observers observed the class situation (Kemmis & McTaggart, 1988). Two
observers sat on the back row and observed the class based on the observation
checklists.
This action was conducted in the meeting on Thursday, April 24th
, 2014 in
ninety minutes. In this stage, the researcher implemented what has been planned
in the planning stage (Ary et al., 2010). In the pre-learning activities, the
researcher checked the students’ readiness to take the lesson. The researcher
greeted the students friendly. After greeting them, the researcher checked their
presence by calling their names one by one. The researcher asked them about the
material in previous meeting (Williams, 1984 as cited in Hedge, 2014). Then, the
researcher told them that the material was different from the previous meeting.
The researcher also motivated the students by telling the objective of the lesson
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(Prayitno, 1989). It was true that in teaching reading the teacher should explain
the clear purpose and encourage their motivation to learn.
The first activity was discussion the topic of the text (Williams, 1984 as
cited in Hedge, 2014 & Prayitno, 1989). The researcher used power point to
display the picture in order to conduct the discussion of the topic. In the main
learning activities, the researcher asked the students’ opinion about hortatory
exposition orally (Richards, 1990 as cited in Farrel, 2009). The students discussed
the answer in pairs before answering the teacher. After that, the researcher and the
students discussed hortatory exposition. The researcher added some explanations
of hortatory exposition text and its generic structure using simple word in order to
help students in understanding the material. The researcher explained the material
slowly in order to be understood clearly by every student.
The next activity was vocabulary building (Hedge, 2014). The researcher
divided the students into five until six students in a group (Gooding & Woolfolk,
1987). The researcher distributed the first task to each group and explained shortly
what they were supposed to do in group (Gooding & Woolfolk, 1987). The first
task was crossword puzzle, the words was taken from the hortatory exposition text
which would be read in the next activity (Gooding & Woolfolk, 1987 & Farrel,
2009). The task was conducted in order to enhance the students’ vocabulary.
In the second activity of the main learning activities, the students should
do the individual task in order to know the students’ ability in reading (Schunk et
al., 2008). The researcher distributed the hortatory exposition text and also
explained to the students to do the task which was related to the text (Gooding &
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Woolfolk, 1987). The teacher asked the students to read the text and find the some
information and also main idea (Kustaryo, 1988; Khoo, 1981 & Shepherd, 1978
as cited in Simanjuntak, 1988). After all of the students did the last of main
activities, they were asked to discuss answer of the last main activities (Williams,
1984 as cited in Hedge, 2014).
In the post-learning activities, the researcher reviewed the materials by
asking the students to retell the main idea of the hortatory exposition text and also
asked their opinion about the teaching material and method of this meeting
(Williams, 1984 as cited in Hedge, 2014). The researcher also gave the chance to
the students to ask some questions which was related to the teaching-learning
activities of this meeting. Then, the researcher and the students summarized all the
material in this meeting. After that, the researcher ended the class.
The second meeting of the first cycle was conducted on Saturday, April
26th
, 2014 in ninety minutes. In this stage, the researcher implemented what had
been planned (Ary et al., 2010). The researcher divided the activities in to three
main activities namely pre learning activities, while learning activities and post
leraning activities (Williams, 1984 as cited in Hedge, 2014 & Richards, 1990 as
cited in Farrel, 2009).
In the pre learning activities, the researcher greeted the students and asked
who was absent in this meeting. The next activity in pre learning activities was
discussing the topic (Williams, 1984 as cited in Hedge, 2014). The researcher
asked the students to guess the topic of this meeting using video and also asked
the students to give written comments about the video (Prayitno, 1989). The topic
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of this meeting was addiction. The researcher played the video of cellphone
addiction in order to attract the students’ interest about the topic (Gooding &
Woolfolk, 1987). This topic was more common in students’ daily life. This topic
also more common than previous topic in the first meeting of cycle one. Prayitno
(1989) argued there were three ways in order to motivate the students in
classroom activity. One of them was attracting the students’ interest about the
topic. There were some ways in order to attract the students’ interest about the
topic: asking the students some questions which is related to the topic, telling
them about the recent news or issue which was related to the topic and explained
the importance about the topic. The purpose of asking the sudents to watch the
video was to encourage the students’ interest about the topic of this meeting.
Larseen-Freeman and Anderson (2011) stated theme of the content could be
chosen based on students’ interest such as popular music, sport, and others. Using
interesting material based on the students’ needs and interest was the main point
in encourage the students’ in learning motivation. Using interesting topic was the
intrinsic motivation.
After watching a short video which was related to the topic, the researcher
asked the students to give written comments about that video. In this part, the
researcher hoped that the students would express their idea or experience which
was related to the video in written comments. Richards (1990) as cited in Farrel
(2009) stated that there were seven principles in developing lesson plan for a
reading class. One of them was doing some activities which allow the students to
express their own experience in reading class. After discussing the topic of the
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meeting, the researcher asked the students to pay attention because the researcher
would read some rules for them (Gooding & Woolfolk, 1987). In the rules, the
researcher asked the students to come on time to the class, to speak English
during the English class and to be active students during in teaching and learning
activities in English class. The researcher also asked them to respect everyone
who was talking.
In the main activities, the researcher conducted the information gaps in
order to encourage the students’ motivation (Gooding & Woolfolk, 1987).
Information gap was activities that gave the students challenging work and also
allow the students to express their idea (Gooding & Woolfolk, 1987). Before the
teacher and students did this activity, the teacher gave the instruction about the
rules of information gaps. “An information gap exists when one person in an
exchange knows something the other person does not” (Johnson & Morrow, 1981
as cited in Larseen-Freeman & Anderson, 2011, p. 122).
Then, as the first activity of the main activities, the researcher asked the
students to do the information gaps activity. Before the students did the first
activity, the researcher explained the rules of the information gaps (Gooding &
Woolfolk, 1987). In this activity, the researcher planned to divide the students into
four big groups. There were 28 students in this class. Each big group consisted of
seven students. Each of big groups got the different text. The first big group got
text and some questions about drugs addiction. The second big group got text and
some questions about smoking addiction. The third big group got text and some
questions about alcohol and eating addiction. The last group got text and some
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questions about shopping addiction. The researcher would distribute the text and
also the task for each student. The researcher asked them to read the text and do
the task in big group. After they finished reading and doing the task, the
researcher asked them to create the small group which consisted of the members
of each big groups. In the small group, each members who came from different
big groups should share their text by retelling the text to other group members.
The second of main learning activities, the researcher built the students
vocabulary using task fill in the blank (Hedge, 2014 & Brown, 2004). The
researcher prepared the task and also the list of vocabulary which could help the
students in doing in this activity. This activity was the group activity, the
researcher asked to do this activity in the small group which was made in the first
main learning activities. There were many problems that affect the students’
reading motivation in reading class. Kustaryo (1988) stated reading in our own
language were easier than learning other languages. Reading in our language was
easier because we had mastered the vocabulary and the structure of our language.
The last of the main learning activities was reading activities. Simanjuntak
(1988) defined that “Reading is the process of putting the reader in contact and
communication with ideas” (p. 3). Kustaryo (1988) also added that reading was an
activity of recognition of the various written symbols which contained of
knowledge, information, and ideas. The researcher used authentic texts which
were taken from Dialogue magazines as the teaching media. The text which taken
from English magazine was hortatory exposition text which the title was Pay the
Price (Khoo, 1981). In this task, the researcher prepared some questions which
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were related to the text. Those questions were prepared to help the students in
doing the skimming as the reading technique in this meeting. The teacher gave
five questions about the main information of the hortatory exposition text which
was given by the teacher (Kustaryo, 1988). The student should answer the
question by answering in short essay. This activity was individual activity.
In the post learning activities, the researcher reviewed what they have
learned in this meeting by asking them some questions related to the hortatory
exposition text (Williams 1984 as cited in Hedge, 2014). Then, the researcher
asked the students to answer the questionnaire of the cycle one. The researcher
distributed the questionnaire of cycle one in order to know the students’ responses
about the action of using authentic texts in order to encourage the students
motivation in reading class (Schunk et al., 2008).
c. Observation
The researcher divided the action into two meetings. The first meeting was
conducted in April 24, 2014 and the second meeting was conducted in April 26,
2014. Each meeting consisted of ninety minutes. While conducting the action, the
observers observed the class situation (Kemmis & McTaggart, 1988). In this
research, the researcher employed two observers. Two observers sat on the back
row and observed the class based on the observation checklists. The researcher
also made field notes which would be as the description on what was the real
situation in the classroom including students’ and teacher’s activities when
teaching and learning was conducted (Ary et al., 2010). The results were used to
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know whether the implementation of the method was successful or unsuccessful
based on the observation results, students’ test scores, and questionnaire.
The researcher conducted the action into two meetings. The first meeting
was conducted in April 24, 2014 and the second meeting was conducted in April
26, 2014. The researcher also conducted observation at the same time (Kemmis &
McTaggart, 1988). Based on observation checklist, there were some elements that
observers had to be observed. Those elements were students’ attention toward the
lesson, students’ relevance toward the lesson, students’ confidence toward the
lesson and students’ satisfaction toward the lesson (Keller, 1987). The results of
observation checklist could be seen in table 4.2.
Table 4.2: Observation Checklist Result of Cycle One
Criteria Students’ Behaviours Percentage in
Meeting 1
Percentage in
Meeting 2
Attention Students enter to the class on time. 80% 100%
Students pay attention to the
teacher’s explanation.
100% 100%
Students do the first task. 50% 100%
Students follow the learning
instruction.
100% 100%
Relevance Students shared their idea or
experience during the lesson.
26.7% 100%
Using the dictionary. 20% 32.2%
The students speak in English most
of the time.
16.7% 21.4%
Confidence Students do the second task. 80% 89.3%
Students do the third task
individually.
40% 35.7%
Students are active to answer and
ask in reading class.
30% 64.3%
Satisfaction The students can cooperate with
other students in working in a
group.
40% 85.7%
The students show their
enthusiasm in reading class.
100% 92.8%
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First, the researcher analyzed the first element of the observation checklist
results which was students’ attention toward the lesson. Based on observation
checklist results showed that from four statements that showed the attention. The
percentage of the students who entered class on time increased from 80% in first
meeting to 100% in the second meeting in the first cycle. All of the students also
followed the learning instruction. The researcher also made note about the
students’ readiness to join the lesson.
Most of the students were ready to join the lesson but some of them still
did other activities. Some of the students also came late to the class (field
notes of first meeting in cycle one).
All of the students paid attention to the teacher’s explanation both of in the first
and second meeting in the first cycle.
There was one statement that showed the improvement of the students’
attention toward the lesson. The percentage of the students who did the first task
increased from 50% (first meeting of cycle one) to 100% (second meeting of cycle
one). Based on the observation checklist results, the researcher drew the
conclusion that most of the students’ did the activities that showed attention
toward the lesson.
Second, the researcher analyzed the students’ behaviours that showed the
relevance toward the lesson. Based on the observation checklist results, there were
two statements that showed the motivation improvement. The researcher recorded
the students who shared their idea or experience during the lesson in field notes.
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Most of the students spoke in Bahasa Indonesia when they asked and
answered the questions (field notes of first meeting in cycle one).
The first statement showed that the percentage of the students who shared their
idea or experience during the lesson increased from 26.7% (first meeting of cycle
one) to 100% (second meeting of cycle one). The second statement showed that
the percentage of the students who opened the dictionary during the lesson
increased from 20% (first meeting of cycle one) to 32.2% (second meeting of
cycle one). The percentage of the students who spoke English during the lesson
was 16.7% in first and 21.4% second meeting of cycle one.
Third, the researcher analyzed the students’ behaviours that showed the
confidence toward the lesson. There was one statement of three statements that
showed the students’ confidence toward the lesson increased in cycle one. The
first and second statements showed the the percentage of the students who did the
second task was static. The percentage of the students who did the second task
increased from 80% (first meeting of cycle one) to 89.3% (second meetig of cycle
one). The second statement showed that the percentage of the students who did
the third task was 40% (first meeting of cycle one) and 35.7% (second meeting of
cycle one). The researcher also made notes about the students who did the third
task.
Most of the students did not obey the teacher’s instruction in doing the
third task. The third task was individual task but most of the students did
not do the task individually. Most of them discussed the answer with
others (field notes of first and second meeting of cycle one).
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The last statement showed the students’ motivation improvement. The percentage
of the students who were active to ask and answer during the lesson increased
from 30% (first meeting of cycle one) to 64.3% (second meeting of cycle one).
Fourth, the researcher analyzed the students’ satisfaction towards the
lesson. There were two statements that showed the students’ satisfaction towards
the lesson. The first statement showed that the percentage of the students who
could cooperate with other students in working in group increased from 40% (first
meeting of cycle one) to 85.7% (second meeting of cycle one). The researcher
also recorded the students’ enthusiasm during the lesson.
Most of the students showed their enthusiasm during the lesson especially
when the teacher conducted the discussion about the topic (field notes of
the first and second meeting of cycle one).
The percentage of students who showed their enthusiasm during the lesson was
100% (first meeting of cycle one) and 92.8% (first meeting of cycle one).
The researcher compared the reading test result of first and second meeting
in cycle one to know their improvements in reading class. We could not deny that
motivation plays vital role in students’ achivevement. The stronger motivation
gave great effect on students’ learning result. Schunk et al. (2008) argue that
motivated students showed their interest in activities, worked diligently, felt self-
confident, did the tasks, and performed well. Unmotivated students showed their
poor performance. Highly motivation students could reach the good result in the
class. Most of the students made improvements on their reading test. It could be
seen in figure 4.1.
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Figure 4.1: The Students’ Reading Scores in Cycle One
Based on the figure 4.2 moreover, the average scores reduced. In the first meeting
in cycle the average scores was 9.2. In the second meeting of cycle one was 8.76.
The average scores reduced from 9.2 to 8.76. The maximum scores which got by
the students in meeting one and two was same, it was 10. The students made
better improvements, the minimum scores which got the students in meeting one
was 6.25. It increased from 6.25 to 7 in the second meeting.
Figure 4.2: The Students’ Progress in Reading in Cycle One
0
2
4
6
8
10
12
14
6.25 7 8 8.5 8.75 9 9.5 10
Meeting 1
Meeting 2
0
2
4
6
8
10
12
Average Score
Maximum Score
Minimum Score
Meeting 1
Meeting 2
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In the second meeting, the number of students who passed the MPM
increased than in the first meeting. In the first meeting there were 30 students who
attended this reading class. There were five students who did not pass the MPM.
Based on the result of the students’ comprehension task, the researcher gathered
the mean scores and percentage of the students whose mark pass the English
minimum mark (MPM), 76. In order to gather data on students’ mean scores of
each meeting, the researcher divided the sum of the students’ scores by the
numbers of the students in the classroom. In the first meeting the percentage of
the students who passed the MPM was 83.4% and in the second meeting were
85.7%. It was better improvements. That improvement could be seen in the
picture in figure 4.3.
Figure 4.3: The Percentage of the Students Progress in Reading in Cycle One
Based on MPM
In this stage, the researcher also presented the students’ responses on
questionnaire. There were seven main points in the students’ responses on the
questionnaire.The first point was about students’ opinion about reading. Most of
82 82.5
83 83.5
84 84.5
85 85.5
86
Percentage of The
Students Who Passed
MPM
Meeting 1
Meeting 2
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the students stated undecided about reading the English reading. The proof was
46.4% of the students undecided that they often read the English reading and there
were only 42.8% of the students who supported that they were often to read
English reading. They also viewed that English reading had many types. The
percentage of the students who had view that English reading had many types was
32.2%.
The second point of the main point in students’ responses on questionnaire
was students’ opinion about using authentic text in reading class. The first was
about the response about English source. There were only (32.2%) stated that
there were many sources of English sources. It could be found in else where. The
second response was using authentic text as the teaching media in reading class.
There were only 25% who supported that authentic text was good teaching media
in reading class. Most of them stated undecided about using authentic in reading
class. Using authentic media also could increase the students’ reading motivation.
The percentage of the students who had this view was about 53.6%. Using
authentic text in reading class also could increase their knowledge. The
percentage of the students who stated that using authentic text could increase their
knowledge was about 75%.
The third point was about the students’ responses about reading source
which available in school. There were only 60.7% of the students who stated that
school has prepared enough reading sources. The fourth point was about the
activities in reading class. Most of the students (71.4%) stated that there were
various interesting activities in reading class.
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The fifth point in the questionnaire was about teaching using content-based
instruction in reading class. Half of the number of the students (50%) viewed that
using CBI in reading class was fun teaching method. There were 60.7% of the
students also supported that using CBI could increase their knowledge in reading
class. The main point of this response was more than half of the number of the
students in reading class (53.6%) stated that using CBI could attract their
motivation in reading class.
The sixth point of the responses in the questionnaire was about students’
opinion about teacher’s performance in reading class. There were 35.7% who
stated that the teacher spoke using simple language instruction in reading class.
The students also viewed that the teacher gave the good response in reading class.
The percentage of the students who viewed that teacher gave good response in
reading class was about 50%. Most of the students also stated that teacher could
conduct interesting discussion in reading class. There were 82.2% of the students
who agreed that teacher could counduct interesting discussion in reading class.
The last point in questionnaire responses was about the students’
performance in reading class. There were 46.4% stated that they were active in
reading class. They (42.8%) of them also stated that they took notes in reading
class. They took notes of important information in reading class. Most of them
(71.4%) stated that they felt satisfied in reading class.
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d. Reflection
In this part, the researcher reflected on how went well and what needed to
be improved during the implementation second meeting (Ary et al., 2010). The
researcher used the result of the data from observation checklist, field notes,
students’ scores, and questionnaire to make reflection. In reflection, the researcher
evaluated what had been successful and what had to be improved.
Based on the implementation in the first cycle and the result of observation
checklist, field notes, students’ scores and questionnaire, the researcher drew the
conclusion that the use of authentic text increased the students’ motivation in
studying English especially in reading. Although the use authentic text had
increased the students’ motivation, there were some points that had to be
improved in the second cycle in order to get the better result of the students’
motivation in studying English. Based on the research findings the researcher
divided some importants points into two main parts: the weaknesses and the
strengths of the action in cycle one. Those importants points could be seen in table
4.3.
Table 4.3: The List of Weaknesses and Strength in Cycle One
Weaknesses Strengths
Not all the recent topic was common
topic among the students.
Using pictures and short video was
helpful the researcher in discussing the
topic in pre-learning activities.
Most of the students did not bring the
dictionary.
Giving the new task type which was
crossword puzzle of vocabularies
among the students was helpful in
vocabulary building.
Grouping the students into five until six
students in a group was not effective.
Information gaps was the activity which
helpful in encouraging the students to
read the text and speak in English.
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Most of the students spoke in Bahasa
Indonesia.
Giving equal questions in reading task
was needed in order to help the students
in understanding the content of the
hortatory exposition text and also recall
their understanding about hortatory
exposition.
Giving questions which was related to
the understading of hortatory exposition
text was needed in order to recall the
students’ understading of that text.
Skimming was effective reading
technique in this class.
Most of the students did not like to
share their opinion in written
comments.
Most of the students preferred speaking
than writing the comments.
The researcher chose the recent topic of that time which was sexual
harassment and addiction among the teenagers as the topic of the texts in the first
cycle (Prayitno, 1989). Using the recent topic was not always effective. In cycle
one, the researcher found that most of the students stated that the topic was not
common in their live. The effect of the uncommon was the difficulties in
conducting the discussion about the topic. Although the topic was uncommon
among the students, the researcher tried to conduct the discussion using the
pictures and videos (Williams 1984 as cited in Hedge, 2014). The use of pictures
and videos was helpful in conducting uncommon topic. The students also showed
their enthusiasm during the discussion using the pictures and videos although the
topic was uncommon.
Hedge (2014) stated vocabulary was main component of reading ability.
Most of the students faced the difficulties in reading. Most of them had the same
problem. They had limited vocabulary. The researcher gave the new activities in
building the students’ vocabulary. The researcher used contrast, explanations, and
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definition in order to help the students to build their vocabulary (Farrel, 2009).
This technique was helpful during the lesson.
Richards (1990) as cited in Farrel (2009) stated that doing some activities
that allowed the students to express their own experience in reading class was one
of the principles in developing the lesson plan. Most of the students tried to share
their idea or experience in discussing the topic although they spoke in Bahasa
Indonesia. They also preferred to give their comment orally than written.
The researcher used some the weaknesses and the strengths of the action in
cycle one to improve the implementation in cycle two. Those importants points
helped the researcher in improving the teaching method in order to encourage the
students’ motivation in studying English (Kemmis and McTaggart, 1988). The
researcher revised some points in order to improve the students” motivation in the
next cycle.
3. Cycle Two
The first cycle was conducted in May 2014. The participants were all the
students in XI IPA 1, they were 30 students. Actually, there were 32 students but 1
student did not come because they were sick in the first meeting of cycle one and
4 students did not come because they were sick in the second meeting of cycle
one. The second cycle was conducted in two meetings. The first meeting of the
second cycle was conducted on Thursday, May 8th
, 2014 and the second meeting
was conducted on Saturday, May 10th
, 2014. The researcher made some
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improvements on the teaching and learning process based on the reflection of the
first meeting. The time allocation for the second meeting was 90 minutes.
a. Planning
In this part, the researcher made plans after reflect on what well and what
needed to be improved during the implementation of cycle one. Richards (1990)
as cited in Farrel (2009) stated that there were seven principles in developing
lesson plan for a reading class: using interesting reading materials, making
reading as the major activity in reading class, having specific objective of each
lesson, doing some activities which allowed the students to express their own
experience in reading class, focusing the teaching instruction, dividing the lesson
into pre, during and post reading activities, and choosing appropriate reading
materials.
In this meeting the researcher chose heroes and idol as the topic in the
meetings of cycle two. This topic was more common in students’ daily life. This
topic also more common than previous topic in the first meeting and the second
meeting of cycle one. Prayitno (1989) argued there were three ways in order to
motivate the students in classroom activity. One of them was attracting the
students’ interest about the topic. There were some ways in order to attract the
students’ interest about the topic: asking the students some questions which is
related to the topic, telling them about the recent news or issue which was related
to the topic and explained the importance about the topic. The researcher planned
to discuss the topic using the video.
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The researcher planned to divide the activities into three main activities:
pre learning activities, main learning activities and post learning activities
(Williams, 1984 as cited in Hedge, 2014). For pre learning activities, the
researcher prepared a short video for the students as warming up activity and also
the media for discussing the topic. The researcher chose video about CNN Heroes
from Indonesia who was the founder of Roslin orphange house. This video was
about the history of the Roslin Orphange house which was built by Budi Suhardi.
The topic of the first meeting was modern heroes and the topic of the second
meeting was idol. The purpose of asking the sudents to watch the video was
encouraging the students’ interest about the topic of this meeting. Larseen-
Freeman and Anderson (2011) stated theme of the content could be chosen based
on students’ interest such as popular music, sport and others. Using interesting
material based on the students’ needs and interest was the main point in
encourage the students’ in learning motivation. Using interesting topic was the
intrinsic motivation. Murray (1964) defined that intrinsic motivation was “The
term refers to the internal process that goads a person into action” (p. 8-9). Ryan
and Deci (2000) stated intrinsic motivation was “an action which is done based
on satisfactions rather than consequence” (p. 56). After watching a short video
which was related to the topic the researcher asked the students to give comments
about that video orally. In this part, the researcher hoped that the students would
express their idea or experience which was related to the video in their comments
orally. The researcher also gave the some questions to help the students to
express their idea about the topic. Richards (1990) as cited in Farrel (2009) stated
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that there were seven principles in developing lesson plan for a reading class. One
of them was doing some activities which allowed the students to express their
own experience in reading class.
For the main activities, the researcher planned some activities which
allowed the students to share their idea in this meeting (Richards, 1990 as cited in
Farrel, 2009). Before doing the first activity, the researcher would review the
previous teaching material orally. Then, as the first activity, the researcher would
ask the students to do the vocabulary building activity orally (Hedge, 2014). The
teacher showed some unfamiliar words which would found in the text and asked
the students to answer those unfamiliar words. Kustaryo (1988) stated reading in
our own language were easier than learning other languages. Reading in our
language was easier because we had mastered the vocabulary and the structure of
our language.
The last of the main learning activities was reading activities. Simanjuntak
(1988) defined that “Reading is the process of putting the reader in contact and
communication with ideas” (p. 3). Kustaryo (1988) also added that reading was an
activity of recognition of the various written symbols which contained of
knowledge, information, and ideas. The researcher used authentic texts which
were taken from English magazine. The researcher used text which taken from
Dialogue magazine was hortatory exposition text entitled Real Modern Heroes as
the teaching media in reading activity (McNeil et al., 1980 & Khoo, 1981). In this
task the researcher prepared some questions which were related to the text. Those
questions were prepared to help the students in doing the skimming as the reading
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teachnique in this meeting. In this meeting, the researcher made equal questions
both of the content of hortatory exposition text and the theory of hortatory
exposition text. The teacher gave eight questions about the main information of
the hortatory exposition text which was given by the teacher and also the theory of
hortatory exposition text (Kustaryo, 1988). The student should answer the
question by answering in short essay. In the post learning activities, the researcher
planned to review what they have learned in that meeting by asking them some
questions related to the hortatory exposition text.
In order to implement the material, the researcher used Content Based
Instruction. Krahnke (1987) defined that content based instruction as teaching of
content or information in language teaching which do not teach the language
directly but it uses the content to teach the language. The researcher planned that
using content based instruction would give both of language skill and content.
Larseen-Freeman and Anderson (2011) stated that the goal of using content based
instruction as the teaching method was the students could master both of language
and content. The researcher hoped that using this teaching method the student
would had better reading skill and also encourage their knowledge using the
content. The students would master in learning hortatory exposition and also the
content in hortatory exposition text which was taken from Dialogue magazines.
b. Action
The researcher divided the action of cycle two into two meetings. The first
meeting was conducted in May 8th
, 2014 and the second meeting was conducted
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in May 10th
, 2014. Each meeting consisted of ninety minutes. While conducting
the action, the observers observed the class situation (Kemmis & McTaggart,
1988). Two observers sat on the back row and observed the class based on the
observation checklists.
In this stage, the researcher taught the first meeting of the second cycle
based on the plan. The researcher divided the activities into three main activities:
pre-learning activities, main learning activities, and post learning activities
(Williams, 1984 as cited Hedge, 2014 & Richards, 1990 as cited in Farrel, 2009).
In the pre-learning activities the researcher greeted the students enthusiastically.
The second activity in the pre-learning activity was discussing the topic of this
meeting. The researcher chose heroes as the topic of this meeting (Prayitno,
1989). This topic was more common in students’ daily life. This topic also more
common than previous topic in the first meeting and the second meeting of cycle
one. In this activity, the researcher asked some questions which was related to
heroes which was the topic of this meeting. The researcher asked the students to
share their opinions about heroes orally. Before they watched the video, the
teacher gave the students some questions were related to the topic and previous
material. The teacher tried to have short discussion about the topic. They
discussed about hero in real life based on their experience.
In order to build the students knowledge about the topic, the researcher
played the short video about heroes (Williams, 1984 as cited in Hedge, 2014).
The researcher chose video about CNN Heroes from Indonesia who was the
founder of Roslin orpahange house. This video was about the history of the
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Roslin Orphange house which was built by Budi Suhardi. The purpose of asking
the sudents to watch the video was encouraging the students’ interest about the
topic of this meeting. Larseen-Freeman and Anderson (2011) stated theme of the
content could be chosen based on students’ interest such as popular music, sport
and others. Using interesting material based on the students’ needs and interest
was the main point in encourage the students’ in learning motivation. Using
interesting topic was the intrinsic motivation. Murray (1964) defined that intrinsic
motivation was “The term refers to the internal process that goads a person into
action” (p. 8-9). Ryan and Deci (2000) stated intrinsic motivation was “An action
which is done based on satisfactions rather than consequence” (p. 56).
After watching a short video which was related to the topic, the researcher
asked the students to give comments about that video orally (Prayitno, 1989). In
this part the researcher atrracted the students to express their idea or experience
which was related to the video in their comments orally. The researcher also gave
the some questions to help the students to express their idea about the topic.
The first activity of the main learning, the researcher asked the students to
do the vocabulary building activity orally (Hedge, 2014). The teacher showed
some unfamiliar words which would found in the text. The researcher also asked
the students to answer those unfamiliar words orally (Farrel, 2009).
The last of the main learning activities was reading activities. Simanjuntak
(1988) defined that “Reading is the process of putting the reader in contact and
communication with ideas” (p. 3). Kustaryo (1988) also added that reading was an
activity of recognition of the various written symbols which contains of
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knowledge, information, and ideas. The researcher would use authentic texts
which were taken from English magazine. The reseracher used the text which
taken from English magazine was hortatory exposition text entitled Real Modern
Heroes (McNeil, 1980 & Khoo, 1981). In this task the researcher prepared some
questions which were related to the text. Those questions were prepared to help
the students in doing the skimming as the reading teachnique in this meeting. In
this meeting the researcher made equal questions both of the content of hortatory
exposition text and the theory of hortatory exposition text. The teacher gave eight
questions about the main information of the hortatory exposition text which was
given by the teacher and also the theory of hortatory exposition text (Kustaryo,
1988). The student should answer the question by answering in short essay. In the
post learning activities, the researcher reviewed what they have learned in that
meeting by asking them some questions related to the hortatory exposition text
(Williams, 1984 as cited in Hedge, 2014). After that the researcher closed the
class and said thank you for attending this meeting. Then, the teacher ended the
reading class.
In this stage, the researcher taught the second meeting of the cycle two
based on the plan (Ary et al., 2010). The researcher found that the students were
ready in the classroom to join the reading class in this meeting. In this meeting,
the researcher chose idol as the topic of this meeting. This topic was more
common in students’ daily life. This topic was also more common than previous
topic in the first meeting of cycle two. Prayitno (1989) agued there were three
ways in order to motivate the students in classroom activity. One of them was
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attracting the students’ interest about the topic. There were some ways in order to
attract the students’ interest about the topic: asking the students some questions
which is related to the topic, telling them about the recent news or issue which
was related to the topic, and explained the importance about the topic.
The researcher divided the activities into three main activities: pre-
learning activities, main learning activities, and post learning activities (Williams,
1984 as cited in Hedge, 2014 & Richards, 1990 as cited in Farrel, 2009). For pre-
learning activities, the researcher prepared a short video for the students as
warming up activity and also the media for discussing the topic (Williams, 1984
as cited in Hedge, 2014). The researcher asked the students to guess the topic of
this meeting by showing the picture of the winner of Indonesian Idol who was
Regina (Prayitno, 1989). The researcher chose video about Charice who met her
idol Celline Dion (Larseen-Freeman & Anderson, 2011).The purpose of asking
the sudents to watch the video was encouraging the students’ interest about the
topic of this meeting. Using interesting topic was the intrinsic motivation. Murray
(1964) defined that intrinsic motivation was “The term refers to the internal
process that goads a person into action” (p. 8-9). Ryan and Deci (2000) stated
intrinsic motivation was “An action which is done based on satisfactions rather
than consequence” (p. 56). Before watching the video, the researcher asked some
question which was related to the topic of this meeting in order to know the
students’ background knowledge about the topic. After watching a short video
which was related to the topic the researcher asked the students to give comments
about that video. In this part, the researcher hoped that the students would express
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their idea or experience which was related to the video in their written comments.
Richards (1990) as cited in Farrel (2009) stated that there were seven principles in
developing lesson plan for a reading class. One of them was doing some activities
which allowed the students to express their own experience in reading class.
Before doing the main learning activity, the researcher planned to the students to
guess the text of this meeting by giving some pictures which was related to
Honda. After that the researcher planned to review the previous material in order
to check their understanding about the material which have given by the teacher
and also prepare them to do main activity.
For the main activities, the researcher did some cooperative activities in
this meeting. Before doing the first activity, the researcher would give the
instruction in doing the first task in the main learning activities (Gooding &
Woolfolk, 1987). Then, as the first activity, the researcher would ask to do the
vocabulary building (Hedge, 2014). The researcher prepared unfamiliar words
which would found in the text in reading activities. The second of main learning
activities, the researcher built the students vocabularies using the task fill in the
blank. In this task, the researcher used selected response vocabulary matching
task. The researcher asked the students to choose the vocabulary from list of
vocabulary in order to answer or complete the blank on text (Brown, 2004). The
researcher prepared the task and also the list of vocabulary which could help the
students in doing in this activity. There were many problems that affect the
students’ reading motivation in reading class. Kustaryo (1988) stated reading in
our own language was easier than learning other languages. Reading in our
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language was easier because we had mastered the vocabulary and the structure of
our language.
The last of the main learning activities was reading activities. Simanjuntak
(1988) defined that “Reading is the process of putting the reader in contact and
communication with ideas” (p. 3). Kustaryo (1988) also added that reading as an
activity of recognition of the various written symbols which contains of
knowledge, information and ideas. The researcher would use authentic text which
was taken from English magazine. The text which taken from English magazine
was hortatory exposition text entitled The Power within the Modesty (McNeil et
al., 1980 & Khoo, 1981). In this task, the researcher prepared some questions
which were related to the text. Those questions were prepared to help the students
in doing the skimming as the reading teachnique in this meeting. The teacher gave
five questions about the main information of the hortatory exposition text which
was given by the teacher (Kustaryo, 1988). The student should answer the
question by answering in short essay.
In the post learning activities the researcher planned to review what they
have learned in that meeting by asking them some questions related to the
hortatory exposition text. Then, the researcher planned to ask the students to
answer the questionnaire of the cycle two (Schunk et al., 2008). The researcher
would distribute the questionnaire of cycle two in order to know the students’
response about the action of using authentic texts in order to encourage the
students’ motivation in reading class.
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c. Observation
The researcher divided the action of second cycle into two meetings. The
first meeting was conducted in May 8th
, 2014 and the second meeting was
conducted in May 10th
, 2014. Each meeting consisted of ninety minutes. While
conducting the action, the observers observed the class situation (Kemmis &
Mctaggart, 1988). Two observers sat on the back row and observed the class
based on the observation checklists. The researcher also made field notes which
would be as the description on what was the real situation in the classroom
including students’ and teacher’s activities when teaching and learning was
conducted (Ary et al., 2010). The results were used to know whether the
implementation of the method was successful or unsuccessful based on the
observation results, students’ test scores, and questionnaire.
The researcher divided the action of second cycle into two meetings. The
first meeting was conducted in May 8th
, 2014 and the second meeting was
conducted in May 10th
, 2014. The researcher also conducted observation at the
same time (Kemmis & McTaggart, 1988). Based on observation checklist, there
were some elements that observers had to be observed. Those elements were
students’ attention toward the lesson, students’ relevance toward the lesson,
students’ confidence toward the lesson, and students’ satisfaction toward the
lesson (Keller, 1987).The researcher also presented the result of observation
checklist. There were 11 behaviours in the observation checklist. Observation
checklist was important for the researcher to know what happened in the
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classroom during the implementation of authentic texts. The results of observation
checklist could be seen in table 4.4.
Table 4.4: Observation Checklist Result of Cycle Two
Criteria Students’ Behaviours Percentage in
Meeting 1
Percentage in
Meeting 2
Attention Students enter to the class on time. 90.3% 100%
Students pay attention to the
teacher’s explanation.
100% 100%
Students do the first task. 100% 100%
Students follow the learning
instruction.
100% 100%
Relevance Students shared their idea or
experience during the lesson.
90.3% 100%
Using the dictionary. 80.6% 100%
The students speak in English most
of the time.
48.4% 71.4%
Confidence Students do the second task. 100% 100%
Students do the third task
individually.
90.3% 100%
Students are active to answer and
ask in reading class.
77.4% 89.3%
Satisfaction The students can cooperate with
other students in working in a
group.
100% 100%
The students show their
enthusiasm in reading class.
96.7% 100%
First, the researcher analyzed the first element of the observation checklist
result which was students’ attention toward the lesson. Based on the observation
checklist, most of the students did the activities that showed their attention toward
the lesson. Most of the students did the best motivation improvement. Based on
the observation checklist, there were four statements that showed the best
motivation improvement in cycle two. The percentage of the students who entered
to the class on time increased from 90.3% to 100%. All of the students paid
attention to the teacher’s explanation during the lesson. All of the students also
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did the first task both of in the first and second meeting in cycle two. All of the
students also followed the learning instruction during the lesson in cycle two. The
researcher also recorded the students’ readiness to join the lesson. Most of the
students were readier than previous meeting in cycle one. They also entered the
class on time (field notes of first and second meeting in cycle two).
Second, the researcher analyzed the students’ behaviours that showed
relevance toward the lesson. There were three statements that showed the
students’ relevance toward the lesson. Based on the observation checklist result,
the percentage of two statements had the best result. The percentage of the
students who shared their idea or experience during the lesson increased from
90.3% to 100% in cycle two. The percentage of the students who opened the
dictionary during the lesson increased from 80.6% to 100% in cycle two. Based
on the observation checklist, the percentage of the students who spoke English
during the lesson increased from 48.4% to 71.4% in cycle two. The researcher
also recorded about the students who shared their idea during the discussion.
Most of the students shared their idea and experience during the
discussion of the topic although some of them spoke in Bahasa Indonesia
(field notes of first and second meeting in cycle two).
In conclusion, the students have done the best toward the activities that showed
the students’ relevance toward the lesson, although the percentage of the students
who spoke English was not as good as others.
Third, the researcher analyzed the students’ confidence toward the lesson.
There were three activities that showed the students’ confidence toward the
lesson. Based on the observation checklist most of the students did the best toward
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the activities that showed the students’ confidence toward the lesson. All of the
students did the second task in cycle two. The percentage of the students who did
the third task increased from 90.3% to 100%. The researcher also recorded the
activities that showed the students’ confidence toward the lesson. The percentage
of the students who were active to ask and answer during the lesson increased
from 77.4% to 89.3%. Most of the students tried to ask and answer the question
during the discussion, although some of them spoke in Bahasa Indonesia (field
notes of first and second meeting of cycle two). In conclusion, most of the
students had the good confidence toward the lesson.
Fourth, the researcher analyzed the students’ satisfaction towards the
lesson. There were two activities that showed the students’ satisfaction toward the
lesson. Most of the students did the activities that showed their satisfaction toward
the lesson. All of the students could cooperate with others during the group
dicussion. The percentage of the students who did the activities that showed their
enthusiasm toward the lesson increased from 96.7% to 100%. Most of the students
showed their enthusiasm when the teacher opened the lesson using the interesing
video which was related to the topic (field notes first and second meeting of cycle
two). In conclusion, most the student showed their satisfaction toward the lesson.
The researcher also presented the reading test result of cycle two. The
researcher compared the reading test result of meeting one and meeting two of
cycle two to know their improvements in reading class. We could not deny that
motivation plays vital role in students’ achivevement. Schunk, Pintrich and Meece
(2008) argued that motivated students showed their interest in activities, worked
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diligently, felt self-confident, did the tasks and performed well. On the opposite
unmotivated students showed their poor performance. Highly motivation students
can reach the good result in the class. Good (1970) argued that students who did
not have motivation in certain course but he must study it, it could cause the
hatred of that course and they were going to skip that course in the future (as cited
in Prayitno, 1989). Most of the students made improvements on their reading test.
It can be seen in figure 4.4.
Figure 4.4: The Students’ Reading Scores in Cycle Two
Based on the figure 4.5 moreover, the mean scores were static. In the first meeting
in cycle the average scores was 8.3. In the second meeting of cycle one was also
8.3. The maximum scores which got by the students in meeting one was 9.4. In
the second meeting the maximum scores was 9. It reduced from 9.4 to 9. The
students made better improvements, the minimum scores which got the students in
meeting one was 6.3. It increased to 7 in the second meeting.
0
5
10
15
20
6.3 6.6 7 7.8 8 8.2 8.4 8.7 9 9.4
Meeting 1
Meeting 2
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Figure 4.5: The Students’ Progress in Reading in Cycle Two
In the second meeting, the number of students who passed the MPM
reduced than in the first meeting. In the first meeting there were 31 students who
attended this reading class. There were two students who did not pass the MPM.
In the second meeting there were 28 students who attended this reading class.
There were two students who did not pass the MPM. Based on the result of the
students’ comprehension task, the researcher gathered the mean scores and
percentage of the students whose mark pass the English minimum mark (MPM),
76. In order to gather data on students’ mean scores of each meeting, the
researcher divided the sum of the students’ mark by the numbers of the students in
the classroom. In the first meeting the percentage of the students who passed the
MPM was 93.5% and in the second meeting were 92.8%. It reduced 0.7% from
the first meeting in to the second meeting. In the second meeting, there were four
students who did not attend the class. It was compared with the first meeting
which only one student who did not attend to the reading class. It made the
number of students who passed the MPM in the cycle two was not static.
0
2
4
6
8
10
Average Score Maximum Score
Minimum Score
Meeting 1
Meeting 2
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Figure 4.6: The Percentage of the Students Progress in Reading in Cylce Two
based on MPM
In this stage, the researcher also presented the students’ responses of the
questionnaire. From the questionnaire which was distributed in the second
meeting of cycle one there were 28 students of XI IPA 1 of SMA Negeri I Kasihan
Bantul who gave their response, it was found that only some of the students (50%)
who agreed that they often read English reading. There were also 10.7% of the
students who stated that they strongly agreed that they often read English reading.
They also had different view in reading source. Most of them viewed that reading
sources could be found in everywhere. It revealed that 64.3% of the students
stated that English reading sources were easy to find in elsewhere. There were
also 28.6% who stated that they strongly agreed that English reading source were
easy to find elsewhere.
The students also gave their response about authentic text as the teaching
media in reading class. Most of the students confessed that using authentic text as
the teaching media was fun activities and easy teaching media in reading class.
0 10 20 30 40 50 60 70 80 90
100
Percentage of the students who passed
the MPM
Meeting 1
Meeting 2
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Most of them (64.3%) stated that they agreed to give their idea about using
authentic texts as the fun activities. Most of the students (78.6%) agreed that
authentic texts were easy teaching media; it was easy to understand in reading
class. It revealed that most of the students (78.6%) viewed that using authentic
texts could attract their reading motivation. Most of them (67.8%) also viewed
that using authentic texts in reading class increased their knowledge.
This questionnaire result also presented the students’ responses about
reading source in school and the activities in teaching and learning English. Most
of the students confirmed that school has prepared the reading source as the
teaching media in reading class. There were 42.8% who supported that school has
prepared the reading source as the teaching media in reading class. There were
78.6% of the students who confirmed that in teaching and learning English had
many kinds of activities. It revealed that 14.3% supported that they strongly
agreed that in teaching and learning English had many kind activities.
The students also gave their response towards the teaching method which
used in this research. The researcher used content based instruction (CBI) as the
teaching method in this research. Most of the students admitted that the method
which was used by the teacher in reading class was fun. It also increased their
knowledge and experience and also encouraged their reading motivation. The
percentage of the students who stated that using CBI was the fun activities was
78.6%. There were 75% of the students supported that using CBI in reading class
was increasing their knowledge and experience. The result of the questionnaire
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discovered that 75% of the students agreed that using CBI encouraged their
reading motivation.
The questionnaire also presented the students responses towards teacher
and students activities in the reading class. The students faced the difficulty in
reading class especially the teachers’ language instruction. There were 67.8% of
the students who agreed that teacher used clear language instruction. Although
most of the students support that the teacher gave good response for the students’
answer in reading class. The percentage of the students who supported was
78.6%. Most of them also agreed that teacher could conduct interesting discussion
in reading class. The percentage of the students who supported was 75%.
The result of the questionnaire also discovered about the students’
performance during reading class. There were only 67.8% of the students
admitted that they always were active during the reading class. Most of them
(53.6%) also took notes during the reading class. Most of them stated that they
feel satisfied in this reading class. The percentage of the students who felt
satisfied was about 75%.
d. Reflection
In this stage, reflection was important stage in classroom action research
(Ary et al., 2010). In the reflection stage, the researcher tried to find how went
well and what need during the implementation in second meeting of second cycle.
The result of the reflection stage would be used to know whether the
implementation was successful or unsuccessful in this classroom action research.
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Based on the observation results the researcher could find some important
points which could be used in reflection (Ary et al., 2010). The researcher divided
some importants points into two main parts: the weaknesses and the strengths of
the action in cycle one. Those importants points could be seen in table 4.5.
Table 4.5: The List of Weaknesses and Strengths in Cycle Two
Weaknesses Strengths
Some of the students spoke in Bahasa
Indonesia although most of the students
tried to spoke English during the
lesson.
Using pictures and short video was
helpful in discussing the topic in pre-
learning activities.
Giving more chances in speaking.
Using common topic.
Using multiple choice types in task was
giving chance to the students to discuss
the answer easily.
Giving equal questions in reading task
was needed in order to help the students
in understanding the content of the
hortatory exposition text and also recall
their understanding about hortatory
exposition.
Using dictionary in answer the
unfamiliar words.
Based on the research findings, the researcher drew the conclusion that the
use authentic text to motivate the students in studying English was successful.
That claim supported by the strength and weakness in table 4.4. Based on the table
4.4 there were only two weaknesses of cycle two although the students also made
improvement which could be saw in the strengths of cycle two.
The researcher chose the common topic among the students than previous
meeting in cycle one. Those topics in cycle two were hero and idol (Gooding &
Woolfolk, 1987 & Prayitno, 1989). The topics in cycle one were sexual
harrasment and addiction among the teenagers. Using the common topic was
helpful in discussing the topic. The researcher also used pictures and videos in
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order to encourage the students’ interest about the topic (Williams, 1984 as cited
in Hedge, 2014). Most of the students tried to share their idea or experience
during the discussion about the topic although some of the students spoke in
Bahasa Indonesia.
In cycle two, the researcher used essay format in giving the reading test in
first meeting. Those questions were related to the text. Those questions were the
main idea of the text, author’s purpose in writing the text, type of the text and
others (Brown, 2004). Those questions were the questions to ask the students to
do skimming. The researcher used multiple-choice format in giving the reading
test in second meeting (Brown, 2004). The researcher gave the questions which
were related to the text. Those questions were the main idea of the text, supporting
idea of the text, vocabulary in context and others. This type was easy to
administer and could be scoresd quickly. Using this format also has the
weaknesses. The students were easy to discuss the answer with others. In cycle
two the researcher gave the equal portion in questioning. Those questions
consisted of the understading of hortatory exposition text and understading the
content of the hortatory exposition text although in cycle one the researcher did
not give equal portion in questioning.
B. Final Remark
In this research, the researcher conducted classroom action research in
order to encourage the students’ motivation in reading class. Classroom action
research was a research which focused on improving in education field which was
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based on the teachers’ reflection. The main aim was improving the teachers’
method in education field which based on their reflection (McNiff & Whitehead,
2003). In this research, the researcher used some data which taken from
observation checklist, comprehension test result and questionnaire. The researcher
used those data in order to know whether the research could answer the research
questions in this research: how authentic texts encouraged students’ reading
motivation in studying English as a foreign language teaching in SMA N I
Kasihan Bantul.
The researcher claimed that the use of authentic text motivate the students
students in studying English was successful. The researcher used observation
results to support the claim that the use authentic text motivated the students in
studying English. Based on the observation checklist, there were four elements
that showed the students motivation. Those were attention, relevance, confidence,
and satisfaction (Keller, 1987). The students’ motivation improved during the
implementation of the action.
The first element of observation checklist was students’ attention towards
the lesson. There was one activity that showed the improvement of the students’
motivation in studying English. The percentage of the students who did the first
task was increased. The percentage of the students who did the first task was 50%
(first meeting of cycle one). The percentage of the students’ who did the first task
was increased rapidly in second meeting of cycle one (100%). In cycle two, the
percentage of the students who did the first task increased from 90.3% to 100%.
This observation result was also supported by the students’ responses in
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questionnaire. That response showed the students’ attention toward the lesson.
The percentage of the students’ responses about the the use authentic text
increased. The percentage of the students who stated that strongly agreed that the
use authentic text increased their knowledge increased from 14.5% (cycle one) to
32.2% (cycle two).
The second element of observation checklist was students’ relevance
toward the lesson. There were three activities that showed the improvement of the
students’ motivation in studying English. The first activity was sharing the idea
during the discussion the topic. The percentage of the students who shared their
idea during the discussion the topic increased rapidly. The percentage of the
students who shared the idea during the discussion increased from 26.7% (first
meeting of cycle one) to 100% (second meeting of cycle one). The percentage of
the students who shared idea in second cycle also increased. It increased from
90.3% to 100%. The percentage of the students who opened the dictionary to
answer the unfamiliar words also increased. That percentage increased
continuous. The percentage of the students who opened the dictionary was 20% in
the first meeting of cycle one. The percentage of the second meeting was 32.2%.
It increased in cycle two, that percentage increased from 80.6% to 100%. The
third activities that showed the students’ relevance toward the lesson was
speaking English during the lesson. The percentage of the students who spoke
English also increased. It increased from 20% and 32.2% (cycle one) to 48.4%
and 71.4% (cycle two). Based on the questionnaire result, there was one statement
that supported the students’ relevance toward the lesson. The percentage of the
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students who stated agree that using authentic text in studying English was fun
activities increased from 53.6% (cycle one) to 64.3% (cycle two).
The third element of the observation checklist was the students’
confidence toward the lesson. There were two activities that showed the
improvement of the students’motivation toward the lesson. The percentage of the
students who did the individual task was increased. It increased from 40% and
35.7% (cycle one) to 90.3% and 100% (cycle two). The percentage of the students
who were active to ask and answer during the lesson also increased. It increased
from 30% (first meeting of cycle one) to 64.3% (second meeting of cycle one).
The percentage of the students who were active to ask and answer during the
lesson also increased in cycle two. It increased from 77.4% to 89.3%. Based on
the questionnaire result, the students showed that they were active during the
lesson. The percentage of the students who were active during the lesson
increased from 46.4% (cycle one) to 67.85 (cycle two).
The last element of the observation checklist was students’ satisfaction
toward the lesson. There was one activity that showed the improvement of the
students’ motivation in studying English. The percentage of the students who
could cooperate with others increased. It increased from 40% (first meeting of
cycle one) to 85% (second meeting of cycle one). All of the students could
cooperate with others in cycle two. Questionnaire also showed the students’
satisfaction toward the lesson. The percentage of the students who stated agree
about the satisfaction increased from 71.45% (cycle one) to 75% (cycle two).
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The researcher also support that claim using the students’ scores during the
implementation of the action. Based on the students’ scores, the students showed
their improvement in studying English. The minimum scores of the students
increased from 6.25 (first meeting of cycle one) to 7 (second meeting of cycle one
and all meetings in cycle two). The number of the students who passed the MPM
also increased. In cycle one, the percentage of the students who passed the MPM
increased from 83.4% (first meeting) to 85.7% (second meeting). In cycle two, the
percentage of the students who passed the MPM was higher than the previous
meting although in the second meeting of cycle two reduced. The percentage of
the students who passed the MPM in cycle two was 93.5% (first meeting) and
92.8% (second meeting).
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
The researcher proposed to find out the process to improve the students’
motivation in reading hortatory exposition in studying English. There was one
research problem in this research. The researcher formulated the research problem
using this question: how does an authentic text improve the students’ motivation
in reading hortatory exposition in SMA N I Kasihan Bantul?
In this chapter there are two main parts. This chapter presents the
conclusions and recommendations of this research. The conclusion contains the
summary of the research findings based on the use authentic texts to motivate XI
IPA I students of SMA N I Kasihan Bantul in studying English. In the second part,
the researcher provides suggestions for English teachers who will implement
authentic texts in teaching English and also for the other researchers who will
conduct the same type of this research.
A. Conclusions
The researcher conducted the classroom action research in order to
motivate the students’ reading motivation. The researcher implemented authentic
texts to improve the students’ motivation in studying English as. In this research,
the researcher used Dialogue magazines as the teaching media. Based on the
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implementation of the first cycle, the researcher made improvement that had been
conducted in the second cycle. In planning step, the researcher made a new lesson
plan. The researcher created the good atmosphere of the reading class by using
pictures and short videos in order to attract the students to discuss the topic.
Meanwhile, the researcher also found some problems in choosing apropriate topic
for the students. The researcher used the recent topic as the topic in the first cycle
which was not common for students so the students did not interest and could not
work well. In the second cycle, the researcher made improvement by choosing
common topic. The researcher also made improvement in choosing the
appropriate text which was used as the teaching materials. In the first cycle most
of the students faced problem about vocabulary which used in those texts. They
faced many unfamiliar words in texts which were used in the first cycle. In cycle
two the researcher tried to use the text which did not provide more unfamiliar
words than the previous cycle.
The data were collected from questionnaires, observation checklists,
students’ scores and field notes. The data showed that the students’ motivation in
reading hortatory exposition increased. One of the reasons was because the
teacher improved the teaching media that the researcher implemented. The
researcher chose appropriate reading materials for the students. The second reason
was choosing the appropriate topic for reading materials. The researcher chose the
hortatory exposition texts which were taken from English magazine which the
content could be used as the interesting teaching media. In this research, the
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researcher considered that appropriate reading materials consisted of suitable
topic, level of difficulties and contents for the students.
Based on the implementation and improvement in each cycle, the level of
motivation of the students increased. In the first cycle was cycle the students
motivation was not as high as the second cycle. In the first cycle, there were some
points which showed that the students had low motivation in reading. Meanwhile,
in the second cycle the students’ motivation was better than the previous cycle. In
this cycle, the researcher found that most of points of the observation result
showed that the students had high motivation. It meant the use authentic texts to
motivate the students in studying English was really helpful.
B. Recommendations
In this part, there were some suggestions for English teachers and future
researchers who were interested in conducting similar research.
1. Recommendations for English Teachers
It was rcommended for English teacher who wanted to motivate their
students in reading activities using authentic texts in reading class. The positive
learning atmosphere could create by using authentic texts because it could fulfil
both of the students’ need and also interest in reading class. There were some
points which should be given more attention using authentic texts. The first point
was choosing appropriate reading texts which the topic was interesting for the
students. The second point was choosing reading materials which had appropriate
level of difficulties for the students.
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However it was better for teacher to conduct the varied activities during
the learning in order to avoid students’ boredom in reading class. Besides varying
the activities the researcher also needed to prepare pre learning activity before
beginning the lesson because it made students more ready to join the following
activities. In pre learning activities could be done by discussing the topic of the
reading material. Using other media such as pictures and short videos in
discussing the topic was really helpful in prepare the students to join the lesson.
2. Recommendations for Future Researchers
The researcher realized that this research still had limitations especially in
implementing authentic texts to improve students’ motivation in reading class
through classroom action research. Researcher might to find new ways to improve
the students’ reading motivation through the use authentic as the teaching media.
If the future researchers wanted to use authentic texts, it was better to apply
different genre of texts for example in procedure and report, so we know how
authentic texts could work in other genre.
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learners. ELT, 51/2, pp. 144-156. Retrieved June 23, 2014, from:
http://203.72.145.166/ELT/files/51-2-6.pdf
Prayitno, E. (1989). Motivasi dalam belajar. Jakarta: Departemen Pendidikan dan
Kebudayaan.
Ryan, R. M., & Deci, E. L. (2000). Instrinsic and extrinsic motivations: Classic
definitions and new directions. Contempory Educational Psychology,
pp. 54-67, retrieved June 11, 2013, from:
http://www.selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_
IntExtDefs.pdf
Sanjaya, H. W. (2010). Kurikulum dan pembelajaran teori praktik pengembangan
kurikulum tingkat satuan pendidikan. Jakarta: Prenada Media Group.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education
theory, research and applications. Upper Saddle River: Pearson Education
Inc.
Shanks, J., Miller, L., & Rosendale, S. (2012). Action research in a professional
development school setting to support teacher candidate self-efficacy.
SRATE, 26 , retrieved June 11, 2013, from:
http://files.eric.ed.gov/fulltext/EJ990633.pdf
Simanjuntak, E. G. (1988). Developing reading skills for EFL students. Jakarta:
Departemen Pendidikan dan Kebudayaan.
Sudarwati, T. M., & Grace, E. (2007). Look ahead 2. Jakarta: Erlangga.
Tamo, D. (2009). The use of authentic materials in classrooms. LCPJ, pp 74-78.
Retrieved June 23, 2014, from: http://www.lcpj.pro/skedaret/1277547685-
74_pdfsam_LCPJ,%20Per%20shtyp.pdf
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APPENDICES
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APPENDIX 1
Permission Letter for the
Governor Office of DIY
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APPENDIX 2
Permission Letter from the
Governor Office of DIY
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APPENDIX 3
Permission Letter from the
Mayor of Bantul
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APPENDIX 4
Surat Permohonan Menjadi
Responden
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APPENDIX 5
Observation Checklist for
Preliminary Information
Gathering
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OBSERVATION CHECKLIST ON THE ACTIVITIES OF STUDENTS
School : SMA N 1 Kasihan Bantul
Class : XI IPA I
Day : Tuesday, 18 March 2014
Please give check (√) on the place provided based on students’ activities during the observation.
No Statements Statements
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
1 Students enter to the classroom on
time.
2 Students show that they have the
background
knowledge.
3 Students pay attention to the
teacher’s
explanation.
4 Students do the
tasks given by
the teacher
seriously.
5 Students are
active to ask and
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answer.
6 Students are sleepy during the
lesson.
7 Students chat with other
outside the topic.
8 Students can
cooperate with their friends
while discussion.
9 Students show their enthusiasm
during the lesson.
10 Students use their
dictionary to find the difficult
words very often.
11 Students complain about
the task given by
the teacher very
often.
12 Students use
English most of the time.
13 Students follow
the instruction
which is given by the teacher
easily.
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Preliminary Information Gathering
OBSERVATION CHECKLITS RESULT ON THE ACTIVITIES OF STUDENT
School : SMA N 1 Kasihan Bantul
Class : XI IPA 1
Day : Thursday, March 18th
2014
No Statement Percentage (%) Notes
<25% 26%-50% 51%-75% 76%-100%
1 Students enter to the classroom on
time.
76.7% high
motivation
2 Students show that they have the
background knowledge.
40% low
motivation
3 Students pay attention to the
teacher’s explanation.
83.4% high
motivation
4 Students do the task given by the
teacher seriously.
66.7% moderate
motivation
5 Students are active to ask and
answer. 60% moderate
motivation
6 Students are sleepy during the
lesson.
100% high
motivation
7 Students chat with others outside
the topic during the lesson.
20% very low
motivation
8 Students can cooperate with
others while discussion.
80% high
motivation
9 Students show their enthusiasm
during the lesson.
66.7% moderate
motivation
10 Students use the dictionary to find
the unfamiliar words.
16.7% very low
motivation
11 Students complain about the task
given by the teacher very often.
40% moderate
motivation
12 Students speak English most of
time during the lesson.
20% very low
motivation
13 Students follow the instruction
which is given by the teacher
easily
70% moderate
motivation
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APPENDIX 6
Interview Guidelines
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Interview Guideline
1. How many times in a week do the students have reading activity in
English class?
2. How is reading activity done in class?
3. What kind of activities do the students have?
4. Do the students have good reading skill?
5. What are their difficulties in reading activities?
6. What types of reading source used in class?
7. In your, opinion what type of reading source the students like?
8. Have you ever used magazine as reading source in English class?
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APPENDIX 7
Lesson Plan and Teaching
Materials
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Rencana Pelaksanaan Pembelajaran
(RPP)
Satuan Pendidikan : SMA
Nama Sekolah : SMA Negeri 1 Kasihan Bantul
Mata Pelajaran : Bahasa Inggris
Kelas / Program / Semester : XI/IPA/1 (genap)
Alokasi waktu : 2X45 menit (1 pertemuan)
A. Standar Kompetensi : Membaca
11. Memahami makna teks fungsional ppendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,
spoof dan hortatory exposition.
C. Indikator Pencapaian Kompetensi
1. Mampu mengidentifikasi gagasan dan informasi faktual dalam teks, main
ideas, supporting ideas, details
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
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D. Tujuan Pembelajaran
Setelah kegiatan pembelajaran, peserta didik dapat:
1. Mengidentifikasi gagasan dan informasi faktual dalam teks yang berisi main
ideas, supporting ideas, details.
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
E. Materi Ajar
1. Hortatory Exposition.
a. What is hortatory exposition?
A hortatory exposition is type of spoken or written text that is intended (the
social function/purpose) to explain to the listener or readers that something should
not happen or be done. To strengthen the explanation, the speaker or writer needs
some arguments as the fundamental reasons of the given idea. This kind of text
can be found in scientific books, journals, magazines, newspaper articles,
academic speech or lectures, research report, etc. Hortatory expositions are
popular among science, academic community and educated people.
b. Generic structure of hortatory exposition text:
1) Thesis :statement or announcement of issue concern
2) Arguments : reasons for concern that will lead to recommendation
3) Recommendation : statement of what should or should not happen or be done
based on the given arguments.
c. Lexicogramatical features
1) A hortatory exposition focuses on generic human and non-human participants,
except for speaker or writer referring to self.
2) It uses mental processes: to state what the writer/ speaker thinks or feels about
something. For instance: realize, feel, etc.
3) It often needs material processes: to state what happens, e.g. …. Has
polluted…, etc.
4) It usually uses Simple Present Tense and Present perfect Tense.
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5) Enumeration is sometimes necessary to show the list of the given arguments:
Firstly, secondly, finaly,etc
2. Teks hortatory exposition dari majalah Dialogue halaman 10 2/XXVII/2005.
F. Metode Pembelajaran
Content-based Instruction
G. Kegiatan Pembelajaran
No. Kegiatan Alokasi
Waktu
keterangan
1 Pendahuluan:
a. Apersepsi:
1) Berdoa
2) Menginformasikan SK dan KD,
materi serta tujuan pembelajaran.
3) Tanya jawab tentang teks hortatory
exposition yang diketahui oleh
peserta didik.
b. Motivasi: Guru menjelaskan pentingnya
materi yang akan dipelajari kepada peserta
didik.
10 menit Tatap Muka
2
Kegiatan Inti:
a. Eksplorasi
1) Peserta didik mempelajari langkah-
langkah retorika dalam teks
hortatory exposition lengkap dengan
contoh penggunaan dalam teks
hortatory exposition yang tersedia.
2) Guru melibatkan peserta didik
mencari informasi tentang langkah-
langkah retorika dalam teks
hortatory exposition.
3) Guru melibatkan peserta didik secara
aktif dalam kegiatan pembelajaran.
15 menit
Tatap Muka
Tugas Mandiri
Terstruktur.
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b. Elaborasi
1) Guru memfasilitasi peserta didik
untuk berpikir secara efektif dan
efisien dalam menyelesaikan setiap
tugas.
2) Guru memfasilitasi peserta didik
untuk berpikir dalam menganalisis
dan menyelesaikan masalah dengan
menjawab pertanyaan-pertanyaan
pemahaman berdasarkan teks
hortatory exposition.
3) Guru memfasilitasi peserta didik
dengan latihan-latihan untuk
mengasah keterampilan membaca
yaitu dengan menganalisis teks
hortatory exposition yang tersedia.
c. Konfirmasi
1) Guru memberi umpan balik positif
dan penguatan dalam bentuk lisan,
tulisan, isyarat atas keberhasilan
peserta didik.
2) Guru memotivasi peserta didik yang
belum aktif untuk berpartisipasi
aktif.
45 menit
10 menit
3. Penutup:
a. Guru bersama-sama dengan peserta didik
membuat kesimpulan tentang langkah-
langkah retorika dalam teks hortatory
exposition .
b. Guru memberi penilaian dan refleksi.
c. Guru memberi tugas kepada peserta didik
untuk mencari teks hortatory exposition
dari berbagai sumber.
10 menit Tatap Muka
Non tatap
muka
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H. Sumber Belajar
1. Majalah Dialogue halaman 10 3/XXVII/2005.
Sexual Harrasment: Is it Real?
Thesis
Sexual harrasment and rape are two kinds of common crime today. No
matter how severe the punisments are, crime will still happen on a
regular basis for many oddities of the prevention and justice procedure
Argument 1
One of the odd things is how biased the understanding of sexual
harassment is. It would seem that this confusion does not only happen in
Indonesia but also in many other countries, even in developed countries.
Psychologists have studied the causes and concluded that the real
problem is the difference of perception. A man’s constant request for
sexual activity from a woman may be an act of aggression. A man may
think that “woo-ing” a girl walking by is only an innoncent act but it is
insults women, and I think my female colleagues would agree.
Argument 2
Rape is also major concern in our society. To what extent an act
constitutes a rape is not clearly defined by our law. When a man has a
forced sexual intercourse with a woman that is rape. However, it is not
the same if a man forces another man to commit a sexual act because it
will be considered a sexual misdemeanor.
Argument 3
The conviction of rapist in court is also never easy. There are three major
elements needed to bring a charge against a possible rapist: solid material
evidence, charges brought by the victim, and eyewitness account. Other
seemingly easy evidence to make a solid investigation is the use of DNA,
but this is very expensive. However, even this doesn’t seem to matter,
because a rapist canget out of the prison after only a couple of years or
even a few months due to the difficultyof making a conviction.
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2. Kamus Oxford 8th
edition.
I. Penilaian
1. Teknik Penilaian
a. Non-tes :Lisan
b. Non-tes : Lisan
c. Tes :Tertulis
d. Tes :Tertulis
e. Non-tes : pengamatan
2. Bentuk Instrumen
a. Uraian singkat
b. Uraian singkat
c. Isian
d. Uraian singkat
e. Lembar pengamatan
Argument 4 There is one thing that bothers me a lot, namely: “A man who forces a
woman, who is not his wife, to commit a sexual act…” Does this mean
that if it is his wife, it’s all right? There are so many difficulties related to
this issue.
Recommend
ationn
Wise people say that prevention is always better than curing. So until we
have a clearer law and procedure, never let this violation happen. Both
men and women need to becareful about this issue. Uderstading the
opposite gender is one of the ways to do that might tempt the sexual
urges is another. Another is always putting justice as our best interest if
we ever have to become a source for the prosecution process. Is it easy?
No, not at all!
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3. Lembar soal penilaian tes proses belajar
a. Soal uraian
Answer the question based on the picture
1) Look at the picture, what do you see?
2) How do you feel when you see it?
3) What do you think about that picture?
4) Why do people often do that action?
b. Answer the question based on your knowledge
1) What is hortatory exposition?
2) What is the social function of hortatory exposition?
3) What are the tenses used dominantly in hortatory exposition?
4) Where do you usually find hortatory exposition texts?
5) How many components are there in the generic structure of hortatory
exposition?
c. Soal teka-teki silang
5.
1. 2.
3. 4. 7.
8.
6.
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Answer based on the question.
d. Soal uraian singkat
Answer the question based on the text.
1) What is sexual harrasment?
2) Why does sexual harrasment still exist until now?
3) Why does the conviction of rapist in court never easy?
4) How many arguments which is show in the text?
5) What your personal opinion is after read that text?
No Cross No Down
1 (n) Behaviour that annoys or upset
someone.
2 (adj) causing very great pain, difficulty,
worry, damamge, etc : very serious.
3 (adj) showing an ureasonable like or
dislike for a person based on personal
opinion.
4 (adj) (of a person) not guilty of a
particular crime or having no knowledge
of the unpleasant and evil things in life or
(of thing) not intended to harm anyone.
6 (n) a crime considered to be one of the
less serious types of crime.
5 (n) the act of having sex.
7 (n) crime when someone is officially
found to be guilty of particular time.
8 (n) continue when a person or group do
continue to take part in planned set of
activities, especially war.
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1. Kunci jawaban
a. Soal teka-teki silang
5.I
N
1.H A R A S 2.S M E N T
E E
V R
3.B 4.I A S E D 7.C O N V I C T I O N
N R O
N E 8.P U
O R R
C O S
E 6.M I S D E M E A N O R
N E
T C
U
T
I
O
N
b. Soal uraian
1) Behaviour that annoys or upset someone.
2) Biased of the understading of sexual harassment is.
3) Three major elements: solid material evidence, chargers brought by the victim
and eyewitness account.
4) Five arguments
5) It should be preventing
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135
2. Pedoman penilaian
a. Rubrik Penilaian Soal Isian
Skor maksimal = 10
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
b. Rubrik Penilaian Soal Uraian
Skor maksimal = 4
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
Yogyakarta, 1 April 2014
Peneliti
No Uraian Skor
1.
2.
Jawaban benar.
Jawaban salah.
1
0
No Uraian Skor
1 Makna dan tata bahasa benar. 4
2 Makna benar dan tata bahasa kurang tepat. 3
3 Makna dan tata bahasa kurang tepat. 2
4 Makna dan tata bahasa salah. 1
5 Tidak menjawab. 0
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136
Rencana Pelaksanaan Pembelajaran
(RPP)
Satuan Pendidikan : SMA
Nama Sekolah : SMA Negeri 1 Kasihan Bantul
Mata Pelajaran : Bahasa Inggris
Kelas / Program / Semester : XI/IPA/1 (genap)
Alokasi waktu : 2X45 menit (1 pertemuan)
A. Standar Kompetensi : Membaca
11. Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof
dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,
spoof dan hortatory exposition.
C. Indikator Pencapaian Kompetensi
1. Mampu mengidentifikasi gagasan dan informasi faktual dalam teks, main
ideas, supporting ideas, details
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
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137
D. Tujuan Pembelajaran
Setelah kegiatan pembelajaran, peserta didik dapat:
1. Mengidentifikasi gagasan dan informasi faktual dalam teks yang berisi main
ideas, supporting ideas, details.
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
E. Materi Ajar
1. Horatatory Exposition.
2. Teks hortatory exposition dari majalah Dialogue halaman 32-33
3/XXXI/2009.
F. Metode Pembelajaran
Content-based Instruction
G. Kegiatan Pembelajaran
No. Kegiatan Alokasi
Waktu
keterangan
1 Pendahuluan:
a. Apersepsi:
1) Berdoa
2) Menginformasikan SK dan KD,
materi serta tujuan pembelajaran.
3) Tanya jawab tentang teks hortatory
exposition yang telah dipelajari
oleh peserta didik pada pertemuan
sebelumnya.
b. Motivasi: Guru menjelaskan pentingnya
materi yang akan dipelajari kepada peserta
didik.
10 menit Tatap Muka
2 Kegiatan Inti:
a. Eksplorasi
1) Peserta didik mempelajari langkah-
langkah retorika dalam teks
15 menit
Tatap Muka
Tugas
Mandiri
Terstruktur.
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138
hortatory exposition lengkap
dengan contoh penggunaan dalam
teks hortatory exposition yang
tersedia.
2) Guru melibatkan peserta didik
mencari informasi tentang langkah-
langkah retorika dalam teks
hortatory exposition.
3) Guru melibatkan peserta didik
secara aktif dalam kegiatan
pembelajaran.
b. Elaborasi
1) Guru memfasilitasi peserta didik
untuk berpikir secara efektif dan
efisien dalam menyelesaikan setiap
tugas.
2) Guru memfasilitasi peserta didik
untuk berpikir dalam menganalisis
dan menyelesaikan masalah dengan
menjawab pertanyaan-pertanyaan
pemahaman berdasarkan teks
hortatory exposition.
3) Guru memfasilitasi peserta didik
dengan latihan-latihan untuk
mengasah keterampilan membaca
yaitu dengan menganalisis teks
hortatory exposition yang tersedia.
c. Konfirmasi
1) Guru memberi umpan balik positif
dan penguatan dalam bentuk lisan,
tulisan, isyarat atas keberhasilan
peserta didik.
2) Guru memotivasi peserta didik
yang belum aktif untuk
berpartisipasi aktif.
45 menit
10 menit
3. Penutup:
a. Guru bersama-sama dengan peserta
10 menit Tatap Muka
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139
didik membuat kesimpulan tentang
langkah-langkah retorika dalam teks
hortatory exposition .
b. Guru memberi penilaian dan refleksi.
c. Guru memberi tugas kepada peserta
didik untuk mencari teks hortatory
exposition dari berbagai sumber.
Non tatap
muka
H. Sumber Belajar
1. Majalah Dialogue halaman 32-33 3/XXXI/2009.
2. Kamus Oxford 8th
edition.
I. Penilaian
4. Teknik Penilaian
f. Tes :Tertulis
g. Tes :Tertulis
h. Non-tes : pengamatan
5. Bentuk Instrumen
f. Isian
g. Uraian singkat
h. Lembar pengamatan
6. Lembar soal penilaian tes proses belajar
e. Soal isian
Complete the text with the correct words from the box.
A. painkillers
B. combat
C. cigars
D. belive
E. addiction
F. treatment
G. reduce
H. conquer
I. accomplish
J. desire
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140
Pay the Price
By Maria “Anggie” Linda
“Let me fly to the fantasy world to reach the pleasure of Death,” she said
the addict.
“Here I am, standing still confroting the killing pain till the New Life
embraces me,” said the strong man.
What we call the secret of happiness is no more a secret than our
willingness to choose life (Leo Buscaglia). But living with (1)…… to drugs,
alcohol and oher “evil” addictions, is that what we call life, real life? Will a true
happiness belong to that kind of life, anyway? The answer must be NEGATIVE!
All kinds of evil addiction may commonly lead you to more painful conditions,
even to death. Nevertheless, if you have the signs/symtoms of an addiction or
already been addicted, one thing you must set in your mind: you can overcome
any kind of addiction, if you want to.
Drugs Addiction
The reason why people seem to be so easily get addicted to drugs is only
one simple word, a problem. What problem? Well, it may vary; it can be a
complex discomfort, some form of emotional (such as unhappiness, hatred, sense
of hopelessness) and physical pain. Curiosity may also raise problems dealing
with this addiction. But why even though there has been much information about
the fatal dangers of using illegal drugs, mant still try consuming those dangerous
substances. It is because addictive drugs (like marijuana, meth, cocaine, ecstasy
(MDMA) and opium) are basically (2)……. .Thus, pleasure and fake resolution of
problems takeover users’ body and mind. However, this addiction can be cured, as
long as the addicts’ body still gives time.
1. If you are an addict, first you must be honest to yourself. When you recognize
the signs of addiction, do not live in denial before it’s too late. Surrender
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yourself to the facts that you live with dangerous stuff that may take your life
anytime and that those drugs are not your “friends” which will help you solve
your problems.
2. Do not be reluctant to get and accept professional help and supports to cure
your addiction. Be consistent in your (3)……., no matter how hard and painful
it is.
3. Continue with a holistic treatment (such as nutritrious food and regular
exercises for your body, emotional and spritual healing, networking and
relationship reconstruction); use approaches which suit you the best and avoid
anything and situation that may drive you to craving and relapsing to a worse
level.
Smoking Addiction
Addiction to smoking cigaretes, (4)………. or pipes may begin with the
desire of its pleasure or a way to socialize. If one has a desire to quit, several
things must be done.
1. Have a heart and mindset that will make you quit the smoking habit. You can
make a list of your personal physical, emotional, mental, social and spiritual
reasons for quitting. You may ask for your family, friends and other people
around you to support your commitment.
2. Make the slow but really sure actions. Set strategies, such as (5)……one
cigarette a day, choose a less-nicotine cigarette brand, or even make it as a fun
game by betting against your friends. Then, set also a target to quit entirely.
3. Control and (6)……….. your withdrawal symptoms like cravings. You may
celebrate your succesful target day and your continous attempts to quit
smoking forever. You can find or create activities so that you will miss no
more the pleasure of smoking habit.
Alcohol Addiction
Similar to smoking addiction, alcohol addiction is also mostly about
pleasure. The drinkers usually try to drink one or two glasses but then drink more
unconsciously till reaching the addiction level. There will be no successful
intervation for the addict if there is no self-motivated action to quit. Intervation
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from family, friends, or even experts is commonly needed since first the addicts
may not recognize the addiction. The addicts need awaking calls, so that there will
be no problems or impairments which are too difficult or impossible to solve.
They also need supports to let go the hardous pleasure of drinking alcohol.
Eating Addiction
To (7)………eating addiction successfully is basically about getting the
right knowledge of healthy foods and getting discipline to make a healthy eating
lifestyle. When someone gets addicted to eating certain or many kinds of foods,
especially the unhealthy-yummy ones, it may be hard to quit. However, it’s
actually easy; you just need to do the right healthy diet and live with it. Yet, one
essential thing you should apply’ you must enjoy your healthy eating lifestyle in
order to avoid compulsion, obsession and addiction take over your mind and
body.
Shopping Addicted
Shopping always seems much fun and relaxing for those who love it.
However, will it still be fun if the finacial doom is heading for you? It is almost
certain that you need to conquer your excessive (8)…….. and reasons for
purchasing things. You may pay attention to the following suggestions.
1. Make a list of things you want to buy but do not forget to prioritize things to
buy. Stick to the priority.
2. Make sure that the things you want to buy suit your income and savings then
reprioritize.
3. Use cash/debit card. A credit card is only for emergecy but if you use it, make
sure you can pay it back soon.
4. If you’re tempted to buy certain things, make sure if you really need them. If
you’re still unsure, perhaps you should not buy them.
There are many other negative things or activities that are potential to cause
addiction. However, we must (9)……. Those postive actions, may result in
victory, but a negative mind may lead you death. There may be other positive
addictions we may do or maintain, like addicted to help people in need, to learn
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positive things, and so on. Yet, everything should be propotional, neither less nor
too much.
Getting addicted to negative stuff seems so easily experienced by those who
have the desires and curiousity. On the contrary, overcoming addiction will be
easier when you take the actions and live with that commitment. Difficulties in
life will not be too hard to face and handle. It is as Catherine Pulsifer wrote,
“Action is the commitment on your part. And, once you are commmitted to a
goal, really committed, problems are short term.”
Pay attention to this quote: A Dictionary is the only place that success
comes before work. Hard work is the price we must pay for success. I think you
can (10)……. Accomplish anything if you’re willing to pay the price (Vince
Lombardi).
f. Soal uraian singkat
Answer the question based on the text.
1) How many arguments presented by the writer of the text?
2) What problem which can makes people seem to be easily get addicted to
drugs?
3) How to stop smoking addiction? How many steps?
4) How can people to be drinkers?
5) Why can people to be an addicted shopper?
4. Kunci jawaban
c. Soal isian
1) Addiction
2) Painkillers
3) Treatment
4) Cigars
5) Reduce
6) Conquer
7) Combat
8) Desire
9) Belive
10) Accomplish
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d. Soal uraian
1) Five arguments, they are drug addiction, smoking addiction, alcohol addiction,
eating addiction and shopping addiction.
2) Because there are some reason such as complex discomfort, some form of
emotional (such as unhappiness, hatred, sense of hopelessness) and physical
pain.
3) There are three steps to stop smoking addiction. The steps are havig a heart
and mindset that will you quit the smoking habit, making the slow but really
sure actions, and control and conquer your withdrawl symptoms like cravings.
4) The drinkers usually try to drink one or two glasses but then drink more
unconsciously till reaching the addiction level.
5) Because shopping always seems much fun and relaxing for those who love it.
5. Pedoman penilaian
a. Rubrik Penilaian Soal Isian
No Uraian Skor
1.
2.
Jawaban benar.
Jawaban salah.
1
0
Skor maksimal = 10
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
b. Rubrik Penilaian Soal Uraian
No Uraian Skor
1 Makna dan tata bahasa benar. 4
2 Makna benar dan tata bahasa kurang tepat. 3
3 Makna dan tata bahasa kurang tepat. 2
4 Makna dan tata bahasa salah. 1
5 Tidak menjawab. 0
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Skor maksimal = 4
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
Yogyakarta, 1 April 2014
Peneliti
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Rencana Pelaksanaan Pembelajaran
(RPP)
Satuan Pendidikan : SMA
Nama Sekolah : SMA Negeri 1 Kasihan Bantul
Mata Pelajaran : Bahasa Inggris
Kelas / Program / Semester : XI/IPA/1 (genap)
Alokasi waktu : 2X45 menit (1 pertemuan)
A. Standar Kompetensi : Membaca
11. Memahami makna teks fungsional ppendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,
spoof dan hortatory exposition.
C. Indikator Pencapaian Kompetensi
1. Mampu mengidentifikasi gagasan dan informasi faktual dalam teks, main
ideas, supporting ideas, details
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
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147
D. Tujuan Pembelajaran
Setelah kegiatan pembelajaran, peserta didik dapat:
1. Mengidentifikasi gagasan dan informasi faktual dalam teks yang berisi
main ideas, supporting ideas, details.
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
E. Materi Ajar
Teks hortatory exposition dari majalah Dialogue halaman 1/XXXV/2014
F. Metode Pembelajaran
Content-based Instruction
G. Kegiatan Pembelajaran
No. Kegiatan Alokasi
Waktu
keterangan
1 Pendahuluan:
a. Apersepsi:
1) Berdoa
2) Menginformasikan SK dan KD, materi
serta tujuan pembelajaran.
3) Tanya jawab tentang teks hortatory
exposition yang telah dipelajari oleh
peserta didik.
b. Motivasi: Guru menjelaskan pentingnya materi
yang akan dipelajari kepada peserta didik.
10 menit Tatap Muka
2 Kegiatan Inti:
a. Eksplorasi
1) Peserta didik mempelajari langkah-
langkah retorika dalam teks hortatory
exposition lengkap dengan contoh
penggunaan dalam teks hortatory
exposition yang tersedia.
2) Guru melibatkan peserta didik mencari
informasi tentang langkah-langkah
15 menit
Tatap Muka
Tugas
Mandiri
Terstruktur.
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148
retorika dalam teks hortatory
exposition.
3) Guru melibatkan peserta didik secara
aktif dalam kegiatan pembelajaran.
b. Elaborasi
1) Guru memfasilitasi peserta didik untuk
berpikir secara efektif dan efisien
dalam menyelesaikan setiap tugas.
2) Guru memfasilitasi peserta didik untuk
berpikir dalam menganalisis dan
menyelesaikan masalah dengan
menjawab pertanyaan-pertanyaan
pemahaman berdasarkan teks hortatory
exposition.
3) Guru memfasilitasi peserta didik
dengan latihan-latihan untuk mengasah
keterampilan membaca yaitu dengan
menganalisis teks hortatory exposition
yang tersedia.
c. Konfirmasi
1) Guru memberi umpan balik positif dan
penguatan dalam bentuk lisan, tulisan,
isyarat atas keberhasilan peserta didik.
2) Guru memotivasi peserta didik yang
belum aktif untuk berpartisipasi aktif.
45 menit
10 menit
3. Penutup:
a. Guru bersama-sama dengan peserta didik
membuat kesimpulan tentang langkah-
langkah retorika dalam teks hortatory
exposition .
b. Guru memberi penilaian dan refleksi.
c. Guru memberi tugas kepada peserta didik
untuk mencari teks hortatory exposition dari
berbagai sumber.
10 menit Tatap Muka
Non tatap
muka
H. Sumber Belajar
1. Majalah Dialogue halaman 1/XXXV/2014
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149
REAL MODERN
HEROES
Heroes are known as people who reject injustice, protect the weak, and support
the truth. When we talk about heroes, the first people who pop out in our minds
are most probably the superheroes from movies like Superman, Spiderman, and
Wonder Woman. Heroes are always identical to those fictional superheroes. We
remember their history, super power, and costumes easily since they are famous
and attractive. We may also refer heroes to the people who sacrifice themselves
for their nation and other famous philanthropist like Oprah and Mother Teresa.
Well, I would not say that they are not heroes. Those people are surely true and
well-know heroes to the society and even the world. However, have you ever
thought about the real and modern heroes that are represent just around us, even
very close?
Many years ago, this world was indeed different. Everthing was still very
traditional. I believe that many of us realized how globalization, industrial
evolution, and technology changed the world. Various aspects have been
influenced, including the people’s characters, and we also have felt the
geographical impact to the Earth. So, how are these related to the modern heroes?
I want ask you to look back and see how these impacts have produced the real
modern heroes like farmers and teachers.
Sometimes, we have never realized that farmers are truly the real modern heroes.
In the past times, there were plenty of farmers, especially in Indonesia. Most
villagers became farmers and they took care of the fields well. Therefore, the food
supply was stable. Nowdays, we are running out of farmers, while the consumers
are getting higher. Fortunately, there are farmers who still care about the world.
They are heroes. These farmers are the modern who save people by sacrificing
themselves. They work all day long in the fields. They let their skin burnt by the
sun’s rays just to produce some food for us. They still do their best to provide
food for is, even we are the ones who cause the global warming and make it
tougher for their work. Can you imagine how amazing and noble they are?
The next modern heroes are our teachers. The attitudes of students in the past and
students nowadays are undoubtedly different. Student in the past really respected
their teachers because it was harder for them to get good education. Now, when it
is much easier to get good education, the sudents are no longer respecting their
teacher. Teachers have been the heroes of the society from the past until now, but
the teachers who can stand the students’ attitudes and still give a good education
now are the true heroes for me. Being a teacher is not easy as it seems. They are
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just not only randomly giving explanation about certain subject to the students,
but also giving a good example for students. Even when the attitudes of the
students are bad, those teachers can change them and get some respect. These are
the real modern heroes that I mean. They are the teachers who sacrifice their time
and energy to give good education to their students without hoping to get anything
in return. They are the smart people who chose to make a better future generation
instead of getting a good position in company.
In my opinion, farmers and teachers are the true heroes. They are not famous and
attractive. However, what they do is what makes them the heroes of the society,
the heroes of the world. The burdens that they carry, the duties that they complete,
and the energy and time that they sacrifice show the real superpowers they have.
They deserve more. They need to get more respect, care and attention. Have you
ever prayed for the farmers to be always strong and healthy? Have you ever
thanked your teachers for their hard work? Some of us might not notice how their
works have given us a lot. Their sacrifice is valuable. They are the real modern
heroes. Their big sacrifices can not be found anywhere else.
Dialogue Magazine 1/XXXV/2014
Devina Darmawan
** The winner of English Action Days 2013 of USD
The writer is a students of Regina Pacis SHS, Surakarta.
2. Kamus Oxford 8th
edition.
3. Kamus Inggris Indonesia by John M. Echols and Hassan Shadily.
I. Penilaian
1. Teknik Penilaian
a. Non-tes :Lisan
b. Non-tes : Lisan
c. Tes :Tertulis
d. Non-tes : pengamatan
2. Bentuk Instrumen
a. Uraian singkat
b. Uraian singkat
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151
c. Uraian singkat
d. Lembar pengamatan
3. Lembar soal penilaian tes proses belajar
a. Soal uraian
Answer the question based on the video
5) What do you think about that video?
6) Who is the hero based on the video?
7) What have he done based on the video?
8) Who is your favorite hero?
9) Who is he/she?
10) Why do you choose him/her as your hero?
b. Answer the vocabularie based on your knowledge
1) Reject
2) Injustice
3) Pop out
4) Mind
5) Indentical
6) Attractive
7) Fictional
8) Philanthropist
9) Influenced
10) Stable
11) Running out
12) Sacrificing
13) Tougher
14) Undoubtely
15) Burdens
16) Deserve
17) Noble
18) Thank
c. Answer the question based on the text.
6) What is the topic of this text?
7) What type of text is that? Explain it?
8) What is the social function of that text?
9) What are the tenses used dominantly in that text? Give the example from the
text?
10) What can you learn from that text? Explain it?
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152
11) Who are the real heroes of the text?
12) Why are they to be the real heroes?
13) What should we do to help the teachers and farmers?
3. Kunci jawaban
a. Soal uraian tentang video yang ditampilkan
1) I think it is real hero in Indonesia.
2) He is Budi Suhardi.
3) He creates Roslin Orphange house and help people in Timor.
4) She is Oprah Winfrey.
5) She is presenter in some events.
6) I chose her because I can learn her spirit to reach the dream.
b. Soal kosa kata
1 Reject (v) menolak
2 Injustice (n) ketidakadilan, hal yang tidak adil
3 Pop out (v) bermunculan
4 Mind (n) pikiran, akal
5 Indentical (adj) sama, serupa
6 Attractive (adj) menarik, cantik
7 Fictional(adj) khayal
8 Philanthropist (n) dermawan
9 Influence (v) mempengaruhi
10 Stable (adj) stabil, seimbang, tetap
11 Run out of (v) kebahisan
12 Sacrifice (v) mengobarkan
13 Tough (adj) buruk
14 Undoubtely (adv) niscaya
15 Burden (n) beban
16 Deserve (v) berhak mendapatkan, pantas menerima
17 Noble (adj) mulia
18 Thank (v) berterima kasih
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153
c. Soal uraian
1) The topic of this text is modern heroes.
2) The type of the text is hortatory exposition.
3) The social function of this text is explain to the listener or readers that
something should not happen or be done.
4) The tense is used dominantly in that text is simple present tense. The example
is heroes are always identical to those fictional superheroes.
5) Each person can be hero.
6) Because they sacrifice themselves for us.
7) We should respect each job because sometimes we do not realize that they are
heroes for this world.
4. Pedoman penilaian
a. Rubrik Penilaian Soal Isian
No Uraian Skor
1.
2.
Jawaban benar.
Jawaban salah.
1
0
Skor maksimal = 10
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
b. Rubrik Penilaian Soal Uraian
No Uraian Skor
1 Makna dan tata bahasa benar. 4
2 Makna benar dan tata bahasa kurang tepat. 3
3 Makna dan tata bahasa kurang tepat. 2
4 Makna dan tata bahasa salah. 1
5 Tidak menjawab. 0
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Skor maksimal = 4
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
c. Lembar pengamatan
(terlampir)
Yogyakarta, 1 Mei 2014
Peneliti
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155
Rencana Pelaksanaan Pembelajaran
(RPP)
Satuan Pendidikan : SMA
Nama Sekolah : SMA Negeri 1 Kasihan Bantul
Mata Pelajaran : Bahasa Inggris
Kelas / Program / Semester : XI/IPA/1 (genap)
Alokasi waktu : 2X45 menit (1 pertemuan)
A. Standar Kompetensi : Membaca
11. Memahami makna teks fungsional ppendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,
spoof dan hortatory exposition.
C. Indikator Pencapaian Kompetensi
1. Mampu mengidentifikasi gagasan dan informasi faktual dalam teks, main
ideas, supporting ideas, details
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
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156
D. Tujuan Pembelajaran
Setelah kegiatan pembelajaran, peserta didik dapat:
1. Mengidentifikasi gagasan dan informasi faktual dalam teks yang berisi main
ideas, supporting ideas, details.
2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory
exposition.
E. Materi Ajar
Teks hortatory exposition dari majalah Dialogue halaman 1/XXXI/2009
F. Metode Pembelajaran
Content-based Instruction
G. Kegiatan Pembelajaran
No. Kegiatan Alokasi
Waktu
keterangan
1 Pendahuluan:
a. Apersepsi:
1) Berdoa
2) Menginformasikan SK dan KD, materi
serta tujuan pembelajaran.
3) Tanya jawab tentang teks hortatory
exposition yang telah dipelajari oleh
peserta didik.
b. Motivasi: Guru menjelaskan pentingnya materi
yang akan dipelajari kepada peserta didik.
10 menit Tatap Muka
2 Kegiatan Inti:
a. Eksplorasi
1) Peserta didik mempelajari langkah-
langkah retorika dalam teks hortatory
exposition lengkap dengan contoh
penggunaan dalam teks hortatory
exposition yang tersedia.
2) Guru melibatkan peserta didik mencari
informasi tentang langkah-langkah
15 menit
Tatap Muka
Tugas
Mandiri
Terstruktur.
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157
retorika dalam teks hortatory
exposition.
3) Guru melibatkan peserta didik secara
aktif dalam kegiatan pembelajaran.
b. Elaborasi
1) Guru memfasilitasi peserta didik untuk
berpikir secara efektif dan efisien dalam
menyelesaikan setiap tugas.
2) Guru memfasilitasi peserta didik untuk
berpikir dalam menganalisis dan
menyelesaikan masalah dengan
menjawab pertanyaan-pertanyaan
pemahaman berdasarkan teks hortatory
exposition.
3) Guru memfasilitasi peserta didik
dengan latihan-latihan untuk mengasah
keterampilan membaca yaitu dengan
menganalisis teks hortatory exposition
yang tersedia.
c. Konfirmasi
1) Guru memberi umpan balik positif dan
penguatan dalam bentuk lisan, tulisan,
isyarat atas keberhasilan peserta didik.
2) Guru memotivasi peserta didik yang
belum aktif untuk berpartisipasi aktif.
45 menit
10 menit
3. Penutup:
a. Guru bersama-sama dengan peserta didik
membuat kesimpulan tentang langkah-
langkah retorika dalam teks hortatory
exposition .
b. Guru memberi penilaian dan refleksi.
c. Guru memberi tugas kepada peserta didik
untuk mencari teks hortatory exposition dari
berbagai sumber.
10 menit Tatap Muka
Non tatap
muka
H. Sumber Belajar
1. Majalah Dialogue halaman 1/XXXI/2009
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158
THE POWER WITHIN THE MODESTY
By Patricius Valentiono A
Do you have a dream which comes true? Have you ever felt that your dream
seems too high to reach since you have limited condition to support you? Many
people tend to give up easily in trying to achieve their goals. Why? The answer is
quite reasonable indeed. Lack of facility and financial support become the main
reasons to stop struggling and going ahead. And the worse thing is that they begin
to ignore them at all. However, are those facilities and finances the only things
that can support and give us our succes? Is the succes only for those who have an
abundance of stuff and cash?
Have you ever heard the saying “The Man behind the Gun?” it means to say that
the excellence of a person is measured from how excellent they use the things
around them that support them to achieve the goal. In other words, the goal can be
reached by anyone who has creativity to exploit their own power properly. It
seems that succes is mostly gained for those who have enough material
possessions. It is supposed to be yes; however, it depends on how creative they
exploit their stuff. For those who lack material possessions and finances, they
should not surrender. Many things can be managed to be our power if we have
creativity and spirit. Any little thing can be made as a step stone for those who
want to strive for a better life. The shortage can become great spirit for them to
keep walking further.
You have the power
Don’t you know that you actually have the greatest power to make your dreams
come true? The power leads you to the direction you should walk through. The
power makes everthing become your power. Spirit, creativity, joy and hope are
the power people have to reach the very top of the world. Where are they? You
shouldn’t look for the as they are nowhere. They are already in you. You just need
to become aware solely that you have them. You are the source of enormous
power. It is just a matter of willingness in order to make use of it.
Soichiro Honda
Soichiro Honda, the founder of the worldwide motor cycle and Car Company, is
one of the successful persons who can break through the wall of failure and
frustration. Let’s take a closer look at his brief live story. The first time when he
had hundreds of trials and failures, he never gave up and kept trying until his
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efforts paid off and he successfully made an appropriate piston ring. The
economic crisis didn’t stop his struggle to build a small factory. The diligence and
patience led him to his dream. It didn’t stop yet. World War II ruined his factory;
a bomb destroyed the most important machines used to produce pistons. The
spririt was still burning. He recollected all the waste cans of oil and constructed
them to be a new factory. But then, it was bombed again. It looked like no hope
remainded then. In addition to the economic crisis, the war brought Japan to the
darknest sorrow. He took a rest at his house and simply tried to install an engine
to his bicycle. It was unpredictable that many people liked his product very well.
They ordered the invention. At last, he founded a much bigger company, the
kingdom of Honda, in every side of the world as we know now.
Keep your spirits burning like the sun shining in the sky
Don’t ever say “I can’t do it!” before you try and prove it. Be a positive thinker!
Be optimistic and don’t ever give up in any situation. But before you can do all
those things, one thing that you need to do is accept yourself as the way you are.
No matter many weaknesses you have, you can gradually improve them. Your
weaknesses can sometimes become special power if you know how to manage it.
Appreciating everything you have achieved leads you to a humble, stronger
person. The last world is keep yor spirit burning like the sun shining in the sky.
Dialogue Magazine 1/XXXI/2009
2. Kamus Oxford 8th
edition.
3. Kamus Inggris Indonesia by John M. Echols and Hassan Shadily.
I. Penilaian
1. Teknik Penilaian
a. Non-tes :Lisan
b. Non-tes : Lisan
c. Tes :Tertulis
d. Non-tes : pengamatan
2. Bentuk Instrumen
a. Uraian singkat b. Lembar pengamatan
3. Lembar soal penilaian tes proses belajar
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a. Soal uraian
Answer the question based on the video
1) What do you think about that video?
2) Who is Charice’s idol?
3) Where is Charice and her idol first concert?
b. Answer the vocabularie based on your knowledge
Task 1
Match the words which you can find in the text, written on the left to the
synonyms or definitions on the right. Draw arrow to show the match.
1 modesty a kekurangan.
2 abudance b pendiri.
3 exploit c penemuan.
4 possession d merusak, menghancurkan.
5 strive e sangat besar, sangat hebat.
6 shortage f barang milik, milik.
7 enermous g Kelimpahan, keadaan berlimpah-
limpah.
8 matter h berusaha, berjuang.
9 founder i perkara, persoalan.
10 ruin j Mengeksploitasi, memanfaatkan.
11 sorrow k semata-mata, melulu.
12 struggling l Kesederhanaan, kerendahan hati,
kesopanan.
13 solely m cenderung.
14 tend n perjuangan.
15 invention o duka cita, penderitaan.
c. Answer the question based on the text.
Task 2
Choose the best answer based on the text.
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1. What is the type of the text above?
a. Description
b. Narrative
c. Hortatory exposition
d. Explanation
e. Report
2. Based on the text above, how many arguments explain by the writer?
a. one
b. Two
c. Three
d. Four
e. Five
3. However, are those facilities and finances the only can support and give us our
success? (First paragraph). What is the italic words means?
a. Money
b. Supply of money
c. Payment
d. Bank
e. Credit
4. It means to say that excellence of person is measured from how exellent they
use ….. . The italic word called as..
a. Noun
b. Verb
c. Adjective
d. Adverb
e. Compund
5. What is the social function of this text?
a. Help the readers how to do something.
b. To persuade the readers that something should or should not
happen.
c. To amuse the readers a story.
d. To retell something that happened in the past and to tell a series of
past event.
e. To present about something.
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6. Who is Soichiro Honda?
a. Technician of Honda
b. Manager of Honda
c. Founder of Honda
d. Employeer of Honda
e. Director of Honda
7. How many times his company was bombed?
a. One
b. Two
c. Three
d. Four
e. Five
8. What did Soichiro Honda do in the first time?
a. Bought piston ring
b. Sold piston ring
c. Burnt piston ring
d. Made piston ring
e. Broke piston ring
9. You just need to aware solely that you have them. The synonym of solely is…
a. Only
b. Other
c. Similar
d. Different
e. Same
10. What we can learn from the text?
a. We should keep the spirit.
b. We should keep the dream.
c. We should make the dream
d. We should break the spirit.
e. We should find the dream.
5. Kunci jawaban
a. Soal uraian tentang video yang ditampilkan
1) It is awesome, incredible.
2) Celline Dion
3) Madison Square
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b. Soal kosa kata
1 modesty kesederhanaan, kerendahan hati, kesopanan
2 abudance kelimpahan, keadaan berlimpah-limpah
3 exploit mengeksploitasi, memanfaatkan
4 possession barang milik, milik
5 strive berusaha, berjuang
6 shortage kekurangan
7 enormous sangat besar, sangat hebat
8 matter perkara, persoalan
9 founder pendiri
10 ruin merusak, menghancurkan
11 sorrow duka cita, penderitaan
12 struggle perjuangan
13 solely semata-mata, melulu
14 tend cenderung
15 invention penemuan
c. Soal pilihan ganda
1. C
2. C
3. B
4. A
5. B
6. C
7. B
8. D
9. A
10. A
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6. Pedoman penilaian
a. Rubrik Penilaian Soal Isian
No Uraian Skor
1.
2.
Jawaban benar.
Jawaban salah.
1
0
Skor maksimal = 10
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
b. Rubrik Penilaian Soal Uraian
Skor maksimal = 4
Nilai siswa = Skor perolehan X10 = . . . .
Skor maksimal
c. Lembar pengamatan
(terlampir)
Yogyakarta, 1 Mei 2014
Peneliti
No Uraian Skor
1 Makna dan tata bahasa benar. 4
2 Makna benar dan tata bahasa kurang tepat. 3
3 Makna dan tata bahasa kurang tepat. 2
4 Makna dan tata bahasa salah. 1
5 Tidak menjawab. 0
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APPENDIX 8
Observation Checklist
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OBSERVATION CHECKLIST
OBSERVATION SHEET ON THE ACTIVITIES OF STUDENTS
School : SMA N 1 Kasihan Bantul
Class : XI IPA I
Please give check (√) on the place provided based on students’ activities during the observation.
No Statements Students
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
1 Students enter to the
classroom on time.
2 Students show that they have the background
knowledge.
3 Students pay attention to the teacher’s
explanation.
4 Students are active to
ask and answer.
5 Students do task 1
(arrange the jumble
paragraphs) in a group.
6 Students do task 2 (cross word) in a group.
7 Students do task 3
individual.
8 Students show their enthusiasm during the
lesson.
9 Students use their dictionary to find the
difficult words very
often.
10 Students use English
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most of the time.
11 Students follow the
instruction which is given by the teacher
easily.
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Cycle 1- Meeting 1
OBSERVATION CHECKLIST ON THE ACTIVITIES OF STUDENTS
School : SMA N 1 Kasihan Bantul
Class : XI IPA 1
Day : Thursday, April 24th
2014
Time : 2X45
No Statement Percentage (%) Notes
<25% 26%-50% 51%-75% 76%-100%
1 Students enter to the
classroom on time.
80% high motivation
2 Students show that
they have the
background
knowledge.
26.7% low motivation
3 Students pay
attention to the
teacher’s
explanation.
100% high motivation
4 Students are active
to ask and answer.
30% low motivation
5
Students do task 1
(arrange the jumble
paragraphs) in a
group.
50% low motivation
6 Students do task 2
(cross word) in a
group.
80% high motivation
7 Students do task 3
individual.
40% low motivation
8 Students show their
enthusiasm during
the lesson.
100% high motivation
9 Students use their
dictionary to find
the difficult words
very often.
20% very low
motivation
10 Students use
English most of the
time.
16.7% very low
motivation
11 Students follow the
instruction which is
given by the teacher
easily.
100% high motivation
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Cycle 1- Meeting 2
OBSERVATION CHECKLIST ON THE ACTIVITIES OF STUDENTS
School : SMA N 1 Kasihan Bantul
Class : XI IPA 1
Day : Saturday, April 26th
2014
Time : 2X45
No Statement Percentage (%) Notes
<25% 26%-50% 51%-75% 76%-100%
1 Students enter to the
classroom on time.
100% high motivation
2 Students show that
they have the
background
knowledge.
100% high motivation
3 Students pay
attention to the
teacher’s
explanation.
100% high motivation
4 Students are active
to ask and answer.
64.3% moderate motivation
5
Students do task 1
(build knowledge)
in a group.
100% high motivation
6 Students do task 2
(information gaps)
in a group.
89.3% high motivation
7 Students do task 3
individual.
35.7% low motivation
8 Students show their
enthusiasm during
the lesson.
92.8% high motivation
9 Students use their
dictionary to find
the difficult words
very often.
32.2% low motivation
10 Students use
English most of the
time.
21.4% very low motivation
11 Students follow the
instruction which is
given by the teacher
easily.
100% high motivation
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Cycle 2- Meeting 1
OBSERVATION CHECKLIST ON THE ACTIVITIES OF STUDENTS
School : SMA N 1 Kasihan Bantul
Class : XI IPA 1
Day : Thursday, May 8th
, 2014
Time : 2X45
No Statement Percentage (%) Notes
<25% 26%-50% 51%-75% 76%-100%
1 Students enter to the
classroom on time.
90.3% high motivation
2 Students show that
they have the
background
knowledge.
90.3% high motivation
3 Students pay
attention to the
teacher’s
explanation.
100% high motivation
4 Students are active
to ask and answer.
77.4% high motivation
5
Students do task 1
(background
knowledge).
100% high motivation
6 Students do task 2
(vocabulary).
100% high motivation
7 Students do task 3
individual.
90.3% high motivation
8 Students show their
enthusiasm during
the lesson.
96.7% high motivation
9 Students use their
dictionary to find
the difficult words
very often.
100% high motivation
10 Students use
English most of the
time.
48.4% low motivation
11 Students follow the
instruction which is
given by the teacher
easily.
100% high motivation
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Cycle 2- Meeting 2
OBSERVATION CHECKLIST ON THE ACTIVITIES OF STUDENTS
School : SMA N 1 Kasihan Bantul
Class : XI IPA 1
Day : Saturday, May 10th
2014
Time : 2X45
No Statement Percentage (%) Notes
<25% 26%-50% 51%-75% 76%-100%
1 Students enter to the
classroom on time.
100% high motivation
2 Students show that
they have the
background
knowledge.
100% high motivation
3 Students pay
attention to the
teacher’s
explanation.
100% high motivation
4 Students are active
to ask and answer.
89.3% high motivation
5
Students do task 1
(background
knowledge) in a
group.
100%
high motivation
6 Students do task 2
(vocabulary) in a
group.
100% high motivation
7 Students do task 3
individual.
100% high motivation
8 Students show their
enthusiasm during
the lesson.
100% high motivation
9 Students use their
dictionary to find
the difficult words
very often.
100% high motivation
10 Students use
English most of the
time.
71.4% moderate
motivation
11 Students follow the
instruction which is
given by the teacher
easily.
100% high motivation
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APPENDIX 9
Field Notes
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Field Note
Cycle 1 Meeting 1
There were two students who were absent for being sick. Most of the
students were ready for the lesson generally but some of them still did other
activities and they did not come on time to the classroom. The students showed
their enthusiasm when the teacher opened the lesson using pictures in power
point. The teacher showed some pictures which was related to the topic of this
meeting. The topic of this meeting was sexual harassment. The teacher showed
some pictures which was related to sexual harassment and asked to the students to
guess the topic of this meeting. The teacher showed the first picture that showed
an act of sexual harassment but students could not guess it. So, the teacher showed
the second picture to encourage the students in guessing the topic. The second
picture was picure of Jakarta International School (JIS); it was more helpful than
the first picture although they guess it by speaking in Bahasa. They knew that the
picture was about sexual harassment but they could not explain in English. The
teacher explained that in this meeting was going to discuss about sexual
harassment. Some of the students who came late did know the topic. So, the
teacher should explain the topic twice. In opening activities only some of the
students tried to answer the teacher’s questions.
The teacher explained that this meeting is going to discuss sexual
harassment using article from the magazine but the teacher forgot that the teacher
taken the article from rubric for opinion.The article was hortatory exposition text
which told about sexual harassment. So, the teacher recalled back their
understanding about hortatory by asking some question which was related to
hortatory exposition. Only some of the students tried to answer it. So, the teacher
explained the hortatory exposition briefly to recall their understanding about it.
The second activities was hortatory task, the students should analyze the
generic structure of the hortatory task which was taken from the magazine. They
did it in group which consisted five until six students in a group. The teacher
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asked them to do it in fifteen minutes but the students could it faster than fifteen
minutes. So, the teacher could move to next activities. Before, the teacher moved
to the next activities the teacher and the students discussed the answer of first
task.
The third activities was vocabulary building, the students did the task
related to vocabularies which could found in the text. Before they did the task,
teacher asked to them to make a group which each of the group consisted five
until six students. The task was about crossword puzzle of vocabularies which
could find in the hortatory text. In the second task the students did not show their
enthusiasm when the teacher asked them to do that task although they did it. The
teacher asked them to do it in the same group which was made in the previous
activity. Making group which consisted five until six students was not effective
because some of the students did not give the contribution to their groups. Before,
the teacher moved to the last activities the teacher and students discussed the
second task.
The last activities was individual task, the students answered essay
questions based on the text. Although it was individual task most of the students
discussed the answer with others. The teacher reminded to the students to do it
indivually. The teacher asked to the students to do it in twenty minutes but some
of the students could not finish it in twenty minutes. So, the teacher gave five
minutes to finish it. The teacher only gave the question which was related to the
text without asking about hortatory exposition. The last activities the teacher
closed the lesson and concluded the material which have given in this meeting.
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Field Note
Cycle 1 Meeting 2
In the second meeting there were four students who were absent. In the
opening activity the teacher played the video to attract the students. The teacher
asked the student to watch the video which was related to the topic in this
meeting. The topic was addiction among teenagers. They showed their enthusiasm
when the teacher asked them to watch the video. Most of the students watched it
seriously and the classroom condition was conducive. The students’ mood
changed when the teacher explain the next activity. The activity was giving
written comment related to the video. Actually they did it but they did not show
their enthusiasm. After that the teacher and the students discussed it but only some
of the students who tried to answer and explain it. The teacher encouraged the
students to speak up but they were shy to explain it. The students showed that they
were not ready to give the comment. Before starting the second activity the
teacher explain that in this meeting was going to discuss about addiction among
the teenagers. The teacher also reminded that this meeting is going to use
magazine in learning hortatory exposition. The teacher also recalled back their
understanding about hortatory exposition and what they haved learned in the
previous meeting. Most of students remembered about hortatory and the material
which they have learned in previous meeting.
The second activity was reading hortatory exposition text which was taken
from the magazine. The teacher divided the article in to four texts. Those texts
were drugs addiction, smoking addiction, alcohol and eating addiction, and
shopping addiction. The teacher divided the students in four big groups. Each of
the groups had different texts. The teacher explained the task to the students, they
should read the text and then create a group consist of four students who had
diffent texts. They should share their understading of the text with others. This
activity was information gap. The teacher also distributed the list of vocabularied
to help the student understading the text well.The teacher asked to read in fifteen
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minutes after that they should find others to share their understanding about the
text. Some of the students did not understand the instruction but they did not ask
to the teacher. They only stayed on their chairs but the teacher encouraged them to
move and share their understanding. Some of students also were lazy to move,
they only borrowed the text without sharing with others.
The last activities was reading activities, the teacher distributed the
complete text of addiction title Pay the Price was taken from magazine. The
students read the text and answered the essay question based on the text. Most of
the question was about the text, the teacher only made one question about
hortatory exposition. The teacher should give equal question both of the text and
understanding about hortatory exposition text. Before techer closed the lesson in
this meeting the teacher asked to the student about what they have learned in this
meeting.
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Field Note
Cycle 2 Meeting 1
In this meeting there was one student who was absent for being sick. Most
of the students were readier than previous meeting and came on time to the class.
Most of the students showed their enthusiasm when the teacher opened the lesson
using video which was related to the topic of this meeting. Before they watched
the video, the teacher gave the students some questions were related to the topic
and previous material. Most of students tried to answer the question although
some of them spoke in Bahasa. The teacher tried to have short discussion about
the topic and the students enjoyed the discussion. They discussed about hero in
real life based on their experience.
Then they moved to the second activities was wacthing video. Before they
watched the video the teacher asked them to watch the video carefully because
they would discuss the video in the next activity. The teacher tried to attract the
students’ interest about new topic. They watched the video carefully and the class
was conducive. They watched the video of real hero which was the owner of
Roslin orphange house; he was Budi Suhardi who got the CNN hero achivement.
After that the teacher gave them some questions which were related to the video
and they discussed it.
Then they moved to the next activity they did the vocabulary building. The
teacher showed some vocabularies which would found in the text and asked them
to answer it. Most the students tried to answer it by opening the dictionary. Most
of the students still remembered about the materials in the previous meeting. Most
of them answer the question without opened the book. The last activity was
reading and doing some task related to the text. The teacher gave them hortatory
text entitled ‘Real Modern Heros’ which was written by Devina Darmawan and
taken from Dialogue magazine. They read it carefully because they also answered
some questions which were related to the text.
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Most of the students in this meeting were cooperative and the teacher also
gave the clear instruction. Most of the students also gave comment that this
reading was easier than before. Then the teacher asked them to submit their works
and close the lesson by summarizing all the material which they have learned.
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Field Note
Cycle 2 Meeting 2
In this meeting there were four students who were absent for being sick.
Most of the students were readier than previous meeting and came to class on
time. They showed their enthusiasm when the teacher opened the lesson by
showing some pictures of the winner of Indonesian Idol 2014. The teacher asked
them some questions related to the pictures to attract the students’ interest in
disccusion of the topic in this meeting. The teacher asked about idol (what was
idol, who was your idol, why did you choose him/her as your idol). Most of them
tried to answer it although they used English and Bahasa Indonesia.
The second activity was watching video to attract the students’ interest
about new topic. The teacher played short video about Charice who met her idol
‘Celine Dion’. Then the teacher gave them some question related to the video.
Most of them tried to answer the questions of this meeting.
The next activity the teacher asked the studens to guess the text of this
meeting by showing some pictures related to the text. They tried to guess it and
showed enthusiasm when they did it. This meeting would use hortatory text
entitled ‘The Power within Modesty’ which was taken from Dialogue Magazine.
This text was told us about Soichiro Honda. Most of the students were right when
they tried to guess of the text.
The teacher reminded to the students about hortatory text before they moved
the next activities. Most of the students could explain hortatory exposition better
than previous meeting. Then they moved to the next activity was vocabulary
building. They did the task 1; before they did it the teacher gave them some
instruction. They did the task 1 in group which consisted three up to four students
in a group. Before they moved to the next activity, they discussed the task 1.
The next activity was individual work; the teacher gave them hortatory text
entitled ‘The Power within Modesty’ which was taken from Dialogue Magazine.
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The teacher asked them to read the text and also did the task which was related to
the text. The teacher gave them ten of multiple-choice questions. Most of the
students were more cooperative than previous meeting, only some of the students
who still discussed the answer with others. The task 2 was better than previous
meeting; the teacher gave them question which was related text and hortatory
exposition. The students also showed their enthusiasm when they did the multiple-
choice task. After all of the students finished their works, the teacher discussed
the answer of the task 2 with them. The last activity of this meeting was
sumarizing all the material which was given by the teacher of this meeting and
asking to the students whether they found the difficulties or not.
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APPENDIX 10
Questionnaires
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QUESTIONNAIRE
Baca pernyatan dibawah! Lingkarilah nomor pada setiap pendapat di bawah
berdasarkan pendapatmu!
Keterangan:
1. : sangat tidak setuju
2. : tidak setuju
3. :kurang setuju
4. :setuju
5. :sangat setuju
No Pendapat Skala
1 Anda sering membaca sumber bacaan berbahasa Inggris. 1 2 3 4 5
2 Sumber bacaan berbahasa Inggris sangat beragam dan
mudah diperoleh/akses.
1 2 3 4 5
3 Membaca Authentic text itu adalah kegiatan yang
menyenangkan.
1 2 3 4 5
4 Authentic text adalah media pembelajaran yang mudah
dipahami.
1 2 3 4 5
5 Anda merasa tertarik dengan media Authentic text pada saat
proses pembelajaran bahasa Inggris.
1 2 3 4 5
6 Belajar bahasa Inggris menggunakan media Authentic Text
adalah kegiatan yang dapat menambah wawasan.
1 2 3 4 5
7 Sekolah telah memenuhi sarana dan sumber-sumber bacaan
untuk proses pembelajaran bahasa Inggris.
1 2 3 4 5
8 Belajar bahasa Inggris mempunyai kegiatan yang beragam. 1 2 3 4 5
9 Belajar bahasa Inggris menggunakan metode content-based
instruction itu menyenangkan.
1 2 3 4 5
10 Belajar bahasa Inggris menggunakan metode content-based
instruction itu menambah wawasan.
1 2 3 4 5
11 Metode pembelajaran content-based instruction benar-
benar membuat Anda tertarik untuk mengikuti proses
pembelajaran bahasa Inggris.
1 2 3 4 5
12 Guru bahasa Inggris selalu menggunakan bahasa yang
mudah dipahami pada saat mengajar di kelas.
1 2 3 4 5
13 Pada saat Anda bertanya materi yang belum Anda pahami
guru selalu menjawabnya.
1 2 3 4 5
14 Guru sering menyisipkan kegiatan diskusi atau tanya-jawab
pada saat proses pembelajaran bahasa Inggris.
1 2 3 4 5
15 Anda selalu aktif dalam proses pembelajaran bahasa
Inggris.
1 2 3 4 5
16 Anda selalu mencatat hal-hal yang penting pada saat proses
pembelajaran bahasa Inggris.
1 2 3 4 5
17 Anda merasa bahwa pelajaran bahasa Inggris memberikan
banyak kepuasan kepada Anda.
1 2 3 4 5
Thank You
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The Raw Data of Questionnaire of Cycle 1
No Pendapat Ʃ Respon
STS TS KS S SS
Ʃ % Ʃ % Ʃ % Ʃ % Ʃ %
1 Anda sering membaca sumber bacaan berbahasa Inggris. 0 0.0% 2 7.2% 13 46.4% 12 42.8% 1 3.6%
2 Sumber bacaan berbahasa Inggris sangat beragam dan mudah
diperoleh/akses.
0 0.0% 2 7.2% 2 7.2% 15 53.6% 9 32.2%
3 Membaca Authentic text itu adalah kegiatan yang menyenangkan. 0 0.0% 1 3.6% 15 53.6% 9 32.2% 3 10.7%
4 Authentic text adalah media pembelajaran yang mudah dipahami. 0 0.0% 0 0.0% 17 60.7% 7 25% 4 14.3%
5 Anda merasa tertarik dengan media Authentic text pada saat proses
pembelajaran bahasa Inggris.
1 3.6% 0 0.0% 8 28.6% 15 53.6% 4 14.3%
6 Belajar bahasa Inggris menggunakan media Authentic Text adalah
kegiatan yang dapat menambah wawasan.
1 3.6% 0 0.0% 2 7.2% 21 75% 4 14.3%
7 Sekolah telah memenuhi sarana dan sumber-sumber bacaan untuk
proses pembelajaran bahasa Inggris.
0 0.0% 2 7.2% 5 17.8% 17 60.7% 4 14.3%
8 Belajar bahasa Inggris mempunyai kegiatan yang beragam. 0 0.0% 0 0.0% 0 0.0% 20 71.4% 8 28.6%
9 Belajar bahasa Inggris menggunakan metode content-based
instruction itu menyenangkan.
1 3.6% 1 3.6% 11 39.3% 14 50% 1 3.6%
10 Belajar bahasa Inggris menggunakan metode content-based
instruction itu menambah wawasan.
0 0.0% 0 0.0% 7 25% 17 60.7% 4 14.3%
11 Metode pembelajaran content-based instruction benar-benar membuat
Anda tertarik untuk mengikuti proses pembelajaran bahasa Inggris.
1 3.6% 1 3.6% 9 32.2% 15 53.6% 2 7.2%
12 Guru bahasa Inggris selalu menggunakan bahasa yang mudah
dipahami pada saat mengajar di kelas.
2 7.2% 3 10.7% 7 25% 10 35.7% 6 21.4%
13 Pada saat Anda bertanya materi yang belum Anda pahami guru selalu
menjawabnya.
0 0.0% 1 3.6% 10 35.7% 14 50% 3 10.7%
14 Guru sering menyisipkan kegiatan diskusi atau tanya-jawab pada saat
proses pembelajaran bahasa Inggris.
0 0.0% 1 3.6% 1 3.6% 23 82.2% 3 10.7%
15 Anda selalu aktif dalam proses pembelajaran bahasa Inggris. 0 0.0% 2 7.2% 11 39.3% 13 46.4% 2 7.2%
16 Anda selalu mencatat hal-hal yang penting pada saat proses
pembelajaran bahasa Inggris.
1 3.6% 0 0.0% 13 46.4% 12 42.8% 2 7.2%
17 Anda merasa bahwa pelajaran bahasa Inggris memberikan banyak
kepuasan kepada Anda.
0 0.0% 0 0.0% 3 10.7% 20 71.4% 5 17.8%
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The Raw Data of Questionnaire of Cycle 2
No Pendapat Ʃ Respon
STS TS KS S SS
Ʃ % Ʃ % Ʃ % Ʃ % Ʃ %
1 Anda sering membaca sumber bacaan berbahasa Inggris. 0 0.0% 0 0.0% 11 39.3% 14 50% 3 10.7%
2 Sumber bacaan berbahasa Inggris sangat beragam dan mudah diperoleh/akses. 0 0.0% 0 0.0% 0 0.0% 19 67.8% 9 32.2%
3 Membaca Authentic text itu adalah kegiatan yang menyenangkan. 0 0.0% 0 0.0% 1 3.6% 18 64.3% 8 28.6%
4 Authentic text adalah media pembelajaran yang mudah dipahami. 0 0.0% 0 0.0% 2 7.2% 22 78.6% 4 14.3%
5 Anda merasa tertarik dengan media Authentic text pada saat proses
pembelajaran bahasa Inggris.
0 0.0% 0 0.0% 1 3.6% 22 78.6% 5 17.8%
6 Belajar bahasa Inggris menggunakan media Authentic Text adalah kegiatan
yang dapat menambah wawasan.
0 0.0% 0 0.0% 0 0.0% 19 67.8% 9 32.2%
7 Sekolah telah memenuhi sarana dan sumber-sumber bacaan untuk proses
pembelajaran bahasa Inggris.
0 0.0% 0 0.0% 14 50% 12 42.8% 2 7.2%
8 Belajar bahasa Inggris mempunyai kegiatan yang beragam. 0 0.0% 0 0.0% 0 0.0% 22 78.6% 4 14.3%
9 Belajar bahasa Inggris menggunakan metode content-based instruction itu
menyenangkan.
0 0.0% 0 0.0% 1 3.6% 22 78.6% 5 17.8%
10 Belajar bahasa Inggris menggunakan metode content-based instruction itu
menambah wawasan.
0 0.0% 0 0.0% 1 3.6% 21 75% 6 21.4%
11 Metode pembelajaran content-based instruction benar-benar membuat Anda
tertarik untuk mengikuti proses pembelajaran bahasa Inggris.
0 0.0% 0 0.0% 3 10.7% 21 75% 4 14.3%
12 Guru bahasa Inggris selalu menggunakan bahasa yang mudah dipahami pada
saat mengajar di kelas.
0 0.0% 0 0.0% 4 14.3% 19 67.8% 5 17.8%
13 Pada saat Anda bertanya materi yang belum Anda pahami guru selalu
menjawabnya.
0 0.0% 0 0.0% 1 3.6% 22 78.6% 5 17.8%
14 Guru sering menyisipkan kegiatan diskusi atau tanya-jawab pada saat proses
pembelajaran bahasa Inggris.
0 0.0% 0 0.0% 0 0.0% 21 75% 7 25%
15 Anda selalu aktif dalam proses pembelajaran bahasa Inggris. 0 0.0% 0 0.0% 8 28.6% 19 67.8% 1 3.6%
16 Anda selalu mencatat hal-hal yang penting pada saat proses pembelajaran
bahasa Inggris.
0 0.0% 0 0.0% 11 39.3% 15 53.6% 2 7.2%
17 Anda merasa bahwa pelajaran bahasa Inggris memberikan banyak kepuasan
kepada Anda.
0 0.0% 0 0.0% 4 14.3% 21 75% 3 10.7%
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The Summary of Data from Questionnaire
Cycle 1
No Indicator Explanation
1 The students’ opinion about
reading. (Question 1 and 2)
1. There were 13 students (46, 4%) who undecided and 12
students (42, 8%) who agreed that they often to read
English reading.
2. There were 15 students (53, 6%) who agreed and 9
students (32, 2%) who strongly agreed that English
reading sources were easy to find.
2 The students’ opinion about
authentic text in reading class.
(Question 3, 4, 5, and 6)
3. There were 15 students (53, 6%) who undecided and 9
students (32, 2%) who agreed that reading authentic text
were fun activities in reading class. The rest is only one
student (3, 6%) who were disagreed that they often got
confused in the use of authentic text in reading class.
4. There were 17 students (60, 7%) who undecided and 7
students (25%) who agreed and only 4 students who (14,
3%) strongly agreed that authentic text was teaching
media which was easy to understand in reading class.
5. There were 15 students (53, 6%) who agreed and 4
students (14, 3%) who strongly agreed that the use
authentic text attracted the students’ reading motivation.
Meanwhile, there were 8 students (28, 6%) who
undecided whether the use of authentic text in
encouraging the students’ reading motivation.
6. There were 21 students (75%) who agreed and 4
students (14, 3%) who strongly agreed the use of
authentic text in teaching reading increased students’
knowledge.
3 The students’ opinion about
teaching material that is
available in school.(Question 7)
7. There were 17 students (60, 7%) who agreed and 4
students (14, 3%) who strongly agreed that school have
prepared the reading source as the teaching media in
reading class. Meanwhile there were 5 students (17, 8%)
who were undecided that the school has prepared the
reading source as teaching media in reading class.
4 The students’ opinion about
activities in teaching English.
(Question 8)
8. There were 20 students (71, 4%) who agreed and 8
students (28, 6%) who strongly agreed that in teaching
and learning English had many kind activities.
5 The students’ opinion about the
use Content Based Instruction
(CBI) in teaching reading.
(Question 9, 10, and 11)
9. There were 14 students (50%) who agreed and only 1
student (3, 6%) who strongly agreed that learning
English using CBI was fun. Meanwhile 11 students (39,
3%) who undecided about the use CBI in reading class.
10. There were 17 students (60, 7%) who agreed and 4
students (14, 3%) who strongly agreed that the use CBI
in teaching English were increasing their knowledge and
experience. Meanwhile 7 students (25%) who undecided
about the use of CBI in reading class in order to increase
the students’ knowledge.
11. There were 15 students (53, 6%) who agreed and 2
students (7, 2%) who strongly agreed about the use CBI
in order to encourage students’ motivation in reading
class. Meanwhile there were 9 students (32, 2%) who
undecided their opinion about the use CBI in reading
class.
6 The students’ opinion about
their teacher in reading class.
(Question 12, 13,and 14)
12. There were 10 students (35, 7%) who agreed and 6
students (21, 4%) who strongly agreed about language
instruction which was used by the teacher in reading
class. Meanwhile there were 7 students (25%) who
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186
undecided their opinion about language instruction
which was used in reading class.
13. There were 14 students (50%) who agreed and only 3
students (10, 7%) who strongly agreed that English
teacher gave good response for students’ answer.
Meanwhile there were 10 students (35, 7%) who
undecided their opinion about teacher’s response.
14. There were 23 students (82, 2%) who agreed and only 3
students (10, 7%) who strongly agreed about conducting
discussion in reading class which was leaded by the
teacher.
7 The students’ opinion and
feeling in studying English
especially in reading class.
(Question 15, 16, and 17)
15. There were 13 students (46, 4%) who agreed and only 2
students (7, 2%) who strongly agreed that they always
were active during the reading class. Meanwhile there
were 11 students (39, 3%) who undecided their opinion
about their contribution during reading class.
16. There were 12 students (42, 8%) who agreed and 2
students (7, 2%) who strongly agreed that they made
notes of the important information during the classroom
activities. Meanwhile there were 13 students (46, 4%)
who undecided about taking notes during the reading
class.
17. There were 20 students (71, 4%) who agreed and 5
students (17, 8%) who strongly agreed that learning
English was giving great satisfaction.
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The Summary of Data from Questionnaire
Cycle 2
No Indicator Explanation
1 The students’ opinion about reading.
(Question 1 and 2)
1. There were 14 students (50%) who agreed and
only 3 students (10, 7%) who strongly agreed
that they often to read English reading.
Meanwhile there were 11 students (39, 9%) who
undecided about reading English text.
2. There were 19 students (67, 8%) who agreed and
9 students (32, 2%) who strongly agreed that
English reading text had much kind of texts.
2 The students’ opinion about authentic
text in reading class. (Question 3, 4, 5,
and 6)
3. There were 18 students (64, 3%) who agreed and
8 students (28, 6%) who strongly agreed that
English reading sources were easy to find.
4. There were 22 students (78, 6%) who agreed and
4 students (14, 3%) who strongly agreed that
authentic text was teaching media which was
easy to understand.
5. There were 22 students (78, 6%) who agreed and
5 students (17, 8%) who strongly agreed that
authentic text attracted the students’ interest and
motivation in reading class.
6. There were 19 students (67, 8%) who agreed and
9 students (32, 2%) who strongly agreed that the
use of authentic text increased the students’
knowledge.
3 The students’ opinion about teaching
material that is avaible in
school.(Question 7)
7. There were 12 students (42, 8%) and only 2
students (7, 2%) who strongly agreed that school
have prepared the reading source.
4 The students’ opinion about activities in
teaching English. (Question 8)
8. There were 22 students (78, 6%) who agreed and
4 students (14, 3%) who strongly agreed that
there were much kind of activities in reading
class.
5 The students’ opinion about the use
Content Based Instruction (CBI) in
teaching reading. (Question 9, 10, and
11)
9. There were 22 students (78, 6%) who agreed and
5 students (17, 8%) who strongly that learning
English using CBI was fun.
10. There were 21 students (75 %) who agreed and 6
students (21, 4%) who strongly agreed that the
use of CBI in order to increase students’
knowledge.
11. There were 21 students (75%) who agreed and 5
students (17, 8%) who strongly agreed that the
use of CBI in order was attracting students’
motivation in reading class.
6 The students’ opinion about teacher in
reading class. (Question 12, 13, and 14)
12. There were 19 students (67, 8%) who agreed and
5 students (17, 8%) who strongly agreed that
teacher always used simple language instruction
in reading class.
13. There were 22 students (78, 6%) who agreed and
5 students (17, 8%) who strongly agreed that the
teacher gave good response to students’ answer.
14. There were 21 students (75%) who agreed and 7
students (25%) who strongly agreed about
discussion in reading class.
7 The students’ opinion and feeling in
studying English especially in reading
class. (Question 15, 16, and 17)
15. There were 19 students (67, 8%) who agreed and
only 1 students (3, 6%) who strongly agreed that
the students were active in reding class
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188
16. There were 15 students (53, 6%) who agreed and
2 students (7, 2%) who strongly about taking
notes in reading class.
17. There were 21 students (75%) who agreed and 3
students (10, 7%) who strongly agreed about
satisfaction in reading class.
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APPENDIX 11
Students’ Reading Test Results
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Students’ Scores in Cycle 1
No Students Students’ Scores
Meet 1 Note based on
KKM
Meet 2 Note based on
KKM
1 A 6,25 failed 9 successful
2 B 10 successful absent -
3 C 10 successful 8 successful
4 D 10 successful 9 successful
5 E 8,75 successful 7 failed
6 F absent - absent -
7 G 10 successful 10 successful
8 H 8,75 successful 8,5 successful
9 I 10 successful 10 successful
10 J absent - absent -
11 K 6,25 failed 9 successful
12 L 6,25 failed 7 failed
13 M 10 successful 9 successful
14 N 10 successful 8 successful
15 O 10 successful 9 successful
16 P 10 successful 9 successful
17 Q 10 successful 9 successful
18 R 10 successful 9,5 successful
19 S 10 successful 10 successful
20 T 10 successful absent -
21 U 10 successful 8 successful
22 V 8,75 successful 7 failed
23 W 10 successful 8,5 successful
24 X 10 successful 9 successful
25 Y 10 successful 9 successful
26 Z 10 successful 9,5 successful
27 AA 10 successful 9,5 successful
28 AB 6,25 failed 9 successful
29 AC 6,25 failed 7 failed
30 AD 8,75 successful 9 successful
31 AE 8,75 successful 9 successful
32 AF 10 successful 10 successful
Average 9,2 8,76
Maximum 10 10
Minimum 6,25 7
MPM 7,6 7,6
Percentage whose passed the
MPM
83,4% 85,7%
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Students’ Scores in Cycle 2
No Students Students’ Scores
Meet 1 Note based on
KKM
Meet 2 Note based on
KKM
1 A 7,8 successful 8 successful
2 B 8,2 successful absent -
3 C 8,4 successful 9 successful
4 D 8,4 successful absent -
5 E 8,7 successful 8 successful
6 F 8,7 successful absent -
7 G 8,7 successful 7 failed
8 H 6,3 failed 8 successful
9 I 7,8 successful 8 successful
10 J absent - absent -
11 K 8,7 successful 8 successful
12 L 8,4 successful 9 successful
13 M 8,7 successful 8 successful
14 N 8,7 successful 9 successful
15 O 6,6 failed 8 successful
16 P 8,4 successful 9 successful
17 Q 9,4 successful 8 successful
18 R 7,8 sucessful 9 successful
19 S 8,7 successful 9 successful
20 T 9,4 successful 8 successful
21 U 7,8 successful 8 successful
22 V 8,4 successful 8 successful
23 W 7,8 successful 7 failed
24 X 7,8 successful 8 successful
25 Y 9 successful 8 successful
26 Z 7,8 successful 9 successful
27 AA 8,7 successful 9 successful
28 AB 8,4 successful 8 successful
29 AC 7,8 successful 8 successful
30 AD 8,4 successful 8 successful
31 AE 9,4 successful 8 successful
32 AF 8,4 successful 9 successful
Average 8,3 8,3
Maximum 9,4 9
Minimum 6,3 7
MPM 7,6 7,6
Percentage whose passed the
MPM
93,5 92,8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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