Embed Size (px)
Citation preview
APPLYING STUDENT TEAMS ACHIEVEMENT DIVISION
(STAD) TECHNIQUE TO IMPROVE STUDENTS’READING
COMPREHENSION IN DISCUSSION TEXT
(A Classroom Action Research in the Third Grade of SMA Fatahillah Jakarta)
By
IIN AFRIYANTI UMAR
NIM. 1110014000062
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
KEMENTERIAN AGAMA
FORM (FR)
No. Dokumen : FITK-FR-AKD-089
UIN JAKARTA Tgl. Terbit : 5 Januari 2009
FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama : Iin Afriyanti
Tempat/Tgl.Lahir : Jakarta, 27 Juli 1992
NIM : 1110014000062
Jurusan/Prodi : Pendidikan Bahsa Inggris
Judul Skripsi :Applying Student Teams Achievement Division
(STAD) Technique to Improve Students’ Reading
Comprehension in Discussion Text. (A Classroom
Action Research in the Third Grade of SMA Fatahillah
Jakarta)
Dosen Pembimbing : 1. Dr. Alek, M.Pd.
2. Ummi Kulstum M.Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggung jawab seara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 17 Desember 2014
Mahasiswa Ybs.
____________________
NIM. 1110014000062
v
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent and The Merciful
All praise be to Allah the Lord of the worlds for the blessing, the strength,
and the guidance to the researcher in completion of this research. Peace and
blessing be upon to the Prophet Muhammad, his families, his companions, and his
followers.
It is a valuable thing that the researcher finally accomplishes her “skripsi”
entitled “Applying Student Teams Achievement Division (STAD) Technique to
Improve Students’ Reading Comprehension in Discussion Text” (A Classroom
Action Research in the Third Grade of SMA Fatahillah Jakarta). It is presented to
the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the
Requirements for the Degree of Strata 1 (S.Pd.) in English Language Education.
First, the writer would like to express the greatest gratitude to her beloved
parents, Umar Ajad and Mariani, the writer’s best part of life. Moreover, her
brothers, Khairul Fahmi and Muhammad Irvan. I thank for love, support, and
contributions both moral and material to the writer.
The writer also would like to express her sincere gratitude to her advisor,
Dr. Alek, M.Pd. and Ummi Kulstum M.Pd. who has patiently given her valuable
help, guidance, and corrections to finish this skripsi.
Furthermore, the researcher would like to give the deepest gratitude and
the greatest honor to:
1. All lectures in Department of English Education for the knowledge, the
motivation, and patience to the researcher during her study at State Islamic
Syarif Hidayatullah Jakarta University.
2. Drs. Syauki, M.Pd., the Head of Department of English Education.
3. Mr. Zaharil Anasy, M.Hum., the Secretary of Department of English
Education and the researcher’s academic advisor.
4. Nurlena Rifa’I, M.A., Ph.D., the Dean of Faculty of Tarbiyah and Teachers’
Training.
vi
5. H. Maskuri, S.Pd. as the headmaster of SMA Fatahillah Jakarta who gave
permission to do her research.
6. All of students at the third grade of science class at SMA Fatahillah Jakarta
who participated in this research.
7. All of beloved friends of The Class of PBI B in Department of English
Education. In addition, specially thanks to Dian Rahmati, Dhea Ghianina,
Yulis Yasinta S.Pd., Windy Angraini, Wahyudi Wibisono, Yusri Nur
Fadhilah, Siti Hadijah, Ari Wibowo, and Aziz Awaludin.
8. To any other persons who give contribution to the researcher and cannot be
mentioned one by one.
Finally the researcher truly realizes that this “skripsi” cannot be considered
as a perfect masterpiece. Therefore, it is a very precious thing for her to get
suggestion and criticism which can make this better.
Jakarta, 8 Januari 2015
The Writer
vii
ABSTRACT
Iin Afriyanti Umar (NIM: 1110014000062). Applying Student Teams
Achievement Division (STAD) Technique to Improve Students’ Reading
Comprehension in Discussion Text; A Classroom Action Research in the Third
Grade Students of Science Class at SMA Fatahillah Jakarta. Skripsi of English
Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic
University Syarif Hidayatullah Jakarta, 2015.
The objective of this study is to improve students’ reading comprehension of
discussion text by applying STAD technique for the third grade students of SMA
Fatahillah, Jakarta. The main problems that have been investigated were how the
researcher improves students’ reading comprehension in discussion text through
STAD technique.
The method used in this study is Classroom Action Research (CAR) method
in which to identify and to solve the problem on students’ reading comprehension.
Then, the instrument used in this study is a test including pretest and posttest and
also non-test including questionnaire, and observation. In this Classroom Action
Research, the researcher implements the Kurt Lewin’s design which consists of
four phases. Those are planning, acting, observing, and reflecting. The action
hypothesis which is proposed in this research is by using Student Teams
Achievement Division (STAD) technique can improve students’ understanding of
reading discussion text at the third grade students of Science Class at SMA
Fatahillah Jakarta Selatan.
Based on the research findings, it can be said that in teaching reading of
discussion text through Student Teams Achievement Division (STAD) technique
was successful since the criteria of success was achieved. The criterion of success
of this research is 85% of students who can pass the Kriteria Ketuntasan Minimal
(KKM) which is 75. The findings of research are: (1) Related to the test result; the
result of the post-test 2 shows 13 students passed the KKM from 15 students; (2)
Related to the questionnaire result, it shows student have a good improvement in
learning reading of discussion text after implementing Students Team
Achievement Division (STAD) technique in the teaching learning process; (3)
Related to the observation result, the students were more active and interested in
learning reading activity in the classroom.
viii
ABSTRAK
Iin Afriyanti Umar (NIM: 1110014000062). Applying Student Teams
Achievement Division (STAD) Technique to Improve Students’ Reading
Comprehension in Discussion Text; A Classroom Action Research in the Third
Grade Students of Science Class at SMA Fatahillah Jakarta. Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2015.
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang
bagaimana cara membangun pemahaman membaca siswa terhadap teks diskusi
dengan menggunakan STAD tehnik untuk siswa-siswi kelas tiga di SMA
Fatahillah, Jakarta. Masalah utama yang diselidiki dalam penelitian ini adalah
bagaimana bisa peneliti meningkatkan kemampuan membaca teks diskusi siswa
melalui STAD tehnik.
Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas
(PTK); untuk mengidentifikasi dan mengatasi permasalahan pemahaman siswa
dalam membaca teks diskusi. Kemudian instrumen yang digunakan adalahh
instrumen tes yang berupa pretes dan postes, serta instrumen non-tes berupa
angket, dan observasi. Adapun model Penelitian Tindakan Kelas yang digunakan
menganut pada Kurt Lewin model; yang mana terdiri dari empat tahapan
(perencanaan, pelaksanaan, pengamatan, dan refleksi). Hipotesis tindakan yang
diajukan di penelitian ini adalah dengan menggunakan STAD tehnik dapat
meningkatkan pemahaman membaca siswa terhadap teks diskusi pada kelas tiga
IPA di SMA Fatahillah, Jakarta.
Berdasarkan hasil penelitian menunjukan bahwa pengajaran membaca teks
diskusi dengan menggunakan tehnik STAD telah berhasil, karena kriteria
kesuksesan dapat dicapai. Kriteria kesuksesan peneletian ini adalah 85% persen
siswa dapat mencapai nilai Kriteria Ketuntasan Minimal (KKM) yaitu 75. Hasil
yang diperoleh dari penelitian ini adalah: (1) berdasarkan hasil tes, yaitu hasil
post-test 2 menunjukan bahwa dari 15 siswa terdapat 13 siswa yang mampu
mencapai Kriteria Ketuntasan Minimal (KKM) (2) berdasarkan dari hasil angket
siswa mengalami peningkatan yang baik dalam mempelajari teks diskusi setelah
di terapkannya metode STAD dalam proses belajar mengajar; (3) berdasarkan
hasil observasi di kelas didapati bahwa siswa-siswa lebih aktif dan tertarik dalam
mempelajari aktivitas membaca di kelas.
ix
TABLE OF CONTENT
Page
TITLE ....................................................................................................... i
SURAT PERNYATAAN KARYA SENDIRI .............................................. ii
APPROVAL.................................................................................................... iii
ENDORSEMENT .......................................................................................... iv
ACKNOWLEDGE ......................................................................................... v
ABSTRACT .................................................................................................... vii
TABLE OF CONTENT ................................................................................. ix
LIST OF TABLES ......................................................................................... xii
LIST OF FIGURES ....................................................................................... xiii
LIST OF APPENDICES................................................................................ xiv
CHAPTER I: INTRODUCTION ................................................................. 1
A. Background of the study .................................................... 1
B. Identification of the Problem ............................................. 4
C. Limitation of the problem .................................................. 5
D. Formulation of the Problem .............................................. 5
E. Objectives of the Research ................................................. 5
F. The Significance of the Research ....................................... 5
CHAPTER II: THEORETICAL FRAMEWORK ..................................... 6
A. Reading .............................................................................. 6
1. The Definition of Reading ........................................... 6
2. Reading Comprehension .............................................. 7
3. Basic Comprehension Ability ...................................... 8
4. Types of Reading ......................................................... 10
5. Skills Reading .............................................................. 11
6. Types of text ................................................................. 13
7. The problems of reading .............................................. 13
x
B. Discussion Text .................................................................. 14
1. Understanding of Discussion Text ............................... 14
2. The Purposes of Discussion Text ................................. 16
3. The Schematic Structure of Discussion Text ............... 17
4. Language Features of Discussion Text ........................ 19
C. Cooperative Learning ......................................................... 20
1. The Understanding of Cooperative Learning ............... 20
2. The Techniques of Cooperative Learning .................... 21
D. Students Team Achievement Division (STAD) ................ 22
1. The Understanding of STAD Technique ..................... 22
2. The Advantage and Disadvantage of STAD ............... 27
E. Review of Previous Study Related to Research ................. 28
F. Thinking Framework .......................................................... 29
G. Action Hypothesis .............................................................. 30
CHAPTER III: RESEARCH METHODOLOGY ...................................... 31
A. The Aim of the Research.................................................... 31
B. The Place and Time of the Research .................................. 31
C. Subject of The Research..................................................... 32
D. Researcher’s role in the research........................................ 32
E. Research method and design .............................................. 32
F. Research Instrument ........................................................... 35
G. Data Collecting Procedures ................................................ 36
H. Technique of Data Analysis ............................................... 37
I. Trustworthiness .................................................................. 39
J. Technique of Drawing Conclusion .................................... 40
CHAPTER IV: FINDINGS AND INTERPRETATION ............................ 42
A. Finding .............................................................................. 42
1. Finding pre-implementation of the CAR ..................... 42
2. Cycle 1 ......................................................................... 46
3. Cycle 2 ......................................................................... 52
xi
4. Finding after Implementing the CAR .......................... 57
B. Interpretation of the Result................................................. 62
CHAPTER V: CONCLUSION AND SUGGESTION ................................ 64
A. Conclusion ......................................................................... 64
B. Suggestion .......................................................................... 64
REFERENCES ............................................................................................... 66
APPENDICES ................................................................................................ 69
xii
LIST OF TABLES
Page
Table 2.1 Example of Team Summary Sheet’s Table .................................... 25
Table 2.2 Example of Assigning Students to Team’s Table .......................... 26
Table 3.1 Schedule of the research ................................................................. 31
Table 3.2 The Observation Sheet Blueprint of Students’ Activity ................ 35
Table 3.3 The Blueprint of Rating Score in Observation ................................. 38
Table 4.1 The Students’ Result of Pre-Questionnaire .................................... 43
Table 4.2 The Students’ Reading Score of Discussion Text in Pre-Test ....... 45
Table 4.3 Assigning Students to Team ........................................................... 47
Table 4.4 The Result of Observation Sheet at The Cycle 1 ........................... 49
Table 4.4 The Students’ Reading Score of Discussion Text in Post-Test 1 ... 51
Table 4.5 The Result of Observation Sheet at The Cycle 2 ........................... 54
Table 4.6 The Students’ Reading Score of Discussion Text in Post-Test 2 ... 56
Table 4.7 The Students’ Result of Post-Questionnaire .................................. 57
Table 4.8 The Comparison of The Students’ Reading Score ......................... 59
xiii
LIST OF FIGURES
Page
Figure 2.1 Discussion Text and Its Schematic Structure ............................... 18
Figure 3.1 Kurt Lewin’s Action Research Design ......................................... 33
xiv
LIST OF APPENDICES
Page
Appendix 1: Pre-Questionnaire for Students ................................................. 70
Appendix 2: The Questionnaire After CAR .................................................. 71
Appendix 3: The Lesson Plan of The First Meeting in Cycle 1 ................... 73
Appendix 4: The Lesson Plan of The Second Meeting in Cycle 1 ................ 78
Appendix 5: The Lesson Plan of The Third Meeting in Cycle 1 ................... 85
Appendix 6: The Lesson Plan of The First Meeting in Cycle 2 .................... 90
Appendix 7: The Lesson Plan of The Second Meeting in Cycle 2 ................ 97
Appendix 8: The Lesson Plan of The Third Meeting in Cycle 2 ................... 106
Appendix 9: Quiz Score Sheet ....................................................................... 111
Appendix 10: Team Summary Sheet ............................................................. 112
Appendix 11: The Blueprint of Pre-Test ....................................................... 113
Appendix 12: The Blueprint of Post-Test 1 ................................................... 114
Appendix 13: The Blueprint of Post-Test 2 ................................................... 115
Appendix 14: The Question of Pre-Test ........................................................ 116
Appendix 15: The Question of Post-Test 1 ................................................... 121
Appendix 16: The Question of Post-Test 2 ................................................... 128
Appendix 17: The Keys Answer .................................................................... 136
Appendix 18: Surat Keterangan Penelitian .................................................... 137
1
CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers
background of study, formulation of the problem, objective of the study, and
significance of the study.
A. Background of the Study
Reading is one of the important activities that someone has to do if she/he
wants to have bright life. Ralph Waldo Emerson once said that “if we encounter a
men rare intellect, we should ask him what books he read.” Not only that, Vera
Nazarian state whenever you read a good book, somewhere in the world a door
opens to allow in more light. Moreover, Dr. Seuss indicates that the more that you
read, the more think you will know.1 In short, those who read more books, the
more information can be gotten, and yet by having much information, the more
benefits can be picked up.
In education, reading also has an important role in improving students’
knowledge. Because by reading, students can broaden their knowledge from the
information they read. For instance, they can answer the questions that the teacher
gave easily, give a definition of a term, know the latest issues, and also they can
share the information they know to other friends and other people.
In line with this, reading is also one of the language skills in learning English.
Jeremy harmer noted in his book that in English learning, there are four skills that
should be mastered by the students. They are listening, speaking, reading, and
writing.2 Since learning English is essential, as state in Perundangan tentang
Kurikulum sistem Pendidikan Nasional 2013: “Foreign language especially
English is an international language which the utility in comprehending it is very
1 Goodreads, Quotes about Education, 2014, (http://goodreads.com/2014/11/07/quotes-
about-education/.) 2 Jeremy Harmer, The Practice of English Language Teaching. (New York: Longman
Inc., 1989), p. 16.
2
important in the globalization era.”3 So being able to read English text is also
needed for success in study.
Moreover, reading skills for senior high level have to deal with many kinds of
texts, and one kind of text which has to be learnt is discussion text. It is stated in
Standard Competence and Basic Competence (SK, KD) both in Curriculum KTSP
2006, and Curriculum 2013. The discussion text is one of the new genre texts that
will learned by the third grade of senior high. The discussion text is a type of text
that gives the for and against, the positive and negative, or the good points and the
bad points. The purpose of a discussion is to presents to the audience different
opinions on a topic and, at the end, your opinion.
So important is reading to be mastered, yet modern authorities in the field of
reading consider reading as a highly complex process.4 Many people can read, but
many are unable to read critically or to use reading in solving their problems.
Commonly when reading, they are just recognizing the word meaning from the
printed page. Whereas, reading ability is comprised not only of the mechanical
skills, such as word recognition and phrasing, but also of the ability to
comprehend, to interpret and to evaluate the printed or written page.
Concerning about the importance of reading, actually, there are also many
obstacles in learning Reading at schools. Generally, the problem in learning
reading at school is likely to be related with the teaching and learning process.
Mostly, teaching and learning process are still less interesting and tend to be
teacher centered. As the researcher experienced and observed in classroom
activities during Praktek Profesi Keguruan Terpadu (PPKT) in XIIth
grade of
Science Class at SMA Fatahillah Jakarta Selatan, there were some problems
which students faced in the learning reading skill. First, most of students have a
limited English vocabulary, so they always face a difficulty in comprehending the
text. Second, the other students, who have a good English vocabulary, just had the
ability to recognize the word but they could not draw a conclusion of what the
3 Tim Redaksi Pustaka Yustisia, Perundangan Tentang Kurikulum Sistem Pendidikan
Nasional 2013, (Yogyakarta: Penerbit Pustaka Yustisia, 2013), p. 242. 4 Guy L. Bond and Eva Wagner, Teaching Child to Read, (New York: The MacMillan
Company, 1969), p. 4.
3
author extends. Third, they tended to be lazy to answer the question individually,
so they decided to cheat to their friend. Fourth, the researcher found that the
teaching learning process was less interesting, so the students were noisy in class.
Finally, there is prominent gap that occurred among students with higher level and
student with average and lower level. Student with higher performances tend to be
dominated and active during teaching and learning process. In contrast, students
with average and lower performance tend to be passive and silent in teaching
learning process.
In summary, there could be an underlined problem. There is the fact that
students’ reading achievement is low due to the low of teaching strategy.
However, reading has an important role for success in study. Considering the
facts above, there is an urgent need to implement a strategy or technique that can
help solve these problems and involve the teachers and students so that the teacher
are not too dominant in the class and students can be involved in cooperative and
interesting activities. By engaging students in interesting and cooperative
activities, they will likely be more interested and motivated in reading. Then, the
students in which consider as a high performance can share and teach other
students who is categorized as an average and lower performance.
There are many alternative strategies to engage students in reading activities.
One of which is Students Team Achievement Division (STAD) technique from
the cooperative learning strategy, that make student active in class with use of
small group to increase their own and each other’s ability in learning. This
strategy can help the student to solve the problem in reading comprehension and
overcome boredom in reading class activities.
STAD technique is one of a set of instructional techniques developed and
researched by Slavin at Johns Hopkins University. Slavin stated in his book, “Two
of the oldest and most extensively researched forms of cooperative learning are
Students Teams Achievement Division and Team-Games-Tournament.”5 It also
very adaptable, it has been used in mathematics, science, social studies, English,
5 Robert E. Slavin, Cooperative Learning Theory, Reasearch, and Practice, Second
Edition, (Massachusetts: Allyn and Bacon, 1990), p. 71.
4
industrial arts, and many other subjects, and at levels from second grade to
college.
STAD technique is based on the idea of having students work in cooperative
learning teams to learn academic objectives. However, this technique emphasizes
the use of team goals and team success, which can only be achieved if all
members of the team learn the objectives being taught. In other word, in Students
Team Learning, the students task are not to do something as a team, but to learn
something as a team, where the team’s work is not done until all team members
have mastered the material being studied.
Based on the explanation above, it can be interpreted that by using STAD
technique, students can learn effectively within their group. The teacher can
manage the time efficiently in explaining the material, since they will discuss the
material deeper in their group. Moreover, the high level students will facilitate and
help others in understanding the material.
In line with the statement above, this research is important to be continued
under the title “Applying Student Team Achievement Division (STAD)
Technique to Improve Students’ Reading Comprehension in Discussion Text” (A
Classroom Action Research in Third Year Students of SMA Fatahillah Jakarta).
B. Identification Of The Problem
Based on the background of the study above, there are several problems that
can be identified in this research:
1. Student still have difficulty in comprehending the text because most
students have limited vocabularies.
2. Students could not draw a conclusion of what the author extends because
they just have the ability to recognize the word not the whole sentence.
3. Students less interest in learning English because the teacher did not apply
any kind of strategies and techniques.
4. Students with higher score tend to be dominant in the class.
5. Students are lazy to do the assessment individually because they do not
understand the material.
5
C. Limitation of The Problem
To avoid misunderstanding and to clarify the problem, it is important to limit
the problem. In this research, the researcher only focuses on students’ still have
difficulty in comprehending text. The researcher intends to know whether Student
Teams Achievement Division (STAD) technique can help student comprehend
discussion text.
D. Formulation of the Problem
Based on the limitation of the problem, the problem of the study is formulated
as follow: “How does the researcher improve the students’ reading comprehension
in discussion text of the third grade students at SMA Fatahillah Jakarta through
Student Teams Achievement Division (STAD) technique?”
E. The Objective of the Study
Based on the formulation above, the objective of the study is to improve
students’ reading comprehension of discussion text for the third grade students of
SMA Fatahillah, Jakarta.
F. Significance of the Study
The result of the study is expected can give useful information for English
teachers at SMA Fatahillah in fostering students’ reading comprehension.
Moreover, the result of the study will introduce a new activity that can be
practiced by the student to improve their reading comprehension especially in
discussion text. More importantly, teacher can facilitate student with technique
that can involve them actively in learning reading, so they will be interested in
experiencing reading and hopefully their reading comprehension will increase
significantly. And the findings of this study can be used by other researcher as
consideration for further study.
6
CHAPTER II
THEORETICAL FRAMEWORK
This chapter covers some theories related to the Research. The discussion
focuses on the reading, discussion text, cooperative learning, and Students Team
Achievement Division Technique.
A. Reading
1. The Definition of Reading
Reading is a common thing in our life. In every subject of learning activities
consist of reading since the lesson in the content subjects need the use of
textbook, reference book and related library writing. Even in hand-writing of the
teacher on the blackboard also require to be read by the students. In conclusion
reading is truly a basic means of learning in all subjects.
Furthermore, there are a lot of definitions of reading. Linguists give definition
about reading, their opinions about reading vary. Some of them say reading is the
process to get, to understand, to catch the content of the reading. And also reading
is a process to understand a written text which means extracting the required
information from it as efficiently as possible. The definition comes from
Francoise Grellet who said that ―Reading is a constant process of guessing, and
what one brings to the text is often more important than what one finds in it.‖1 It is
supported by Guy L. Bond that ―Reading is the process of requiring an author‘s
meaning of interpreting, evaluating and effecting upon those meaning‖.2
Reading is to get meaning defined by Guy L. Bond, also said by Mary
Finocchiaro that ―Reading is bringing meaning to and getting meaning from
printed or written material‖.3 From all that definitions can be summed up that
1
Francoise Grellet, Developing Reading Skills, (Cambridge: University Press, 2010), p.
7.
2 Guy L. Bond and Eva Wagner, Teaching Child to Read, (New York: The MacMillan
Company, 1969), p. 4.
3 Mary Finocchiaro and Micheal Bonomo, The Foreign Language Learner: A Guide for
Teacher, (New York: Tegent Publishing Company Inc., 1973), p. 119.
7
reading is a process to get meaning from a text that has read with through the
process of recognition, interpretation, perception and evaluation of meaning.
2. Reading Comprehension
The essence of reading act is comprehension: it becomes a primary challenge
in teaching or learning of reading skill. In order to learn or understand the
massage of the author, the students are hoped to have the ability to comprehend
the written textbook.
Ellen K. Closs define reading comprehension as ―the process of readers
interacting and constructing meaning from text, implementing the use of prior
knowledge, and the information found in the text.‖4 In some paragraphs, the topic
sentence may not state the complete main idea. The topic may be stated in one
sentence, and the writer's idea about the topic may be expressed in another
sentence or in several sentences in the paragraph. In this case, the reader must
combine ideas from several sentences to infer the complete main idea. To know
that it is really expressing a complete idea, the main idea statement should always
be stated in a complete sentence with a subject and verb. The statement above is
also supported by Barbara Hawkins that stated ―Viewed in the past as either a top-
down or bottom-up process, we now thinking reading comprehension results from
interactive variables that operate simultaneously rather than sequentially.‖5
In line with this, reading comprehension ability is the major goal of reading
comprehension. There are many skills that have to be completed in order to reach
comprehension ability. As Guy and Eva said ―Comprehension is made up of a
number of basic abilities, including skill in recognizing words and their meanings,
in grouping words into thought units and in giving the proper emphasis to the
thought units so that the sentences may be understood.‖6 In short, to develop
4 Ellen K. Closs, ―Teaching Reading Comprehension to Struggling and at Risk Reader:
Strategies That Work‖ in The Reading Teacher. Nov. 2004. p. 272. 5 Marianne Celce-Murcia (eds.), Teaching English as A Second or Foreign Language,
(Boston: Heinle &Heinle Publisher, 1991), p. 170.
6 Guy L. Bond and Eva Wagner, op. cit., p. 200.
8
comprehension abilities, we have to consider many skills that related to sentences
and meaning.
Meanwhile George D. Spache stated that ―Comprehension is more than
understanding the ideas conveyed by the printed word, for this ideas must be
meaningful to the reader and must be integrated with his own concepts.‖7
In other
word, understanding does not mean the readers have comprehended the ideas, but
when the readers can combine the ideas of the text into their own concept it can be
identified as a comprehension. With comprehension readers can get the ideas from
the text more useful.
In addition, Philipot and Grave said in his book that ―a number of theoretical
considerations underline the understanding of comprehension and the suggestions
for promoting comprehensions. The most important of these come from cognitive
psychology, the social constructivist orientation, and reader response theory.
There are three concepts emerging from cognitive psychology. They are schema
theory, the interactive model, and metacognition. Then, the social constructivist
orientation discuss about the general concept of constructivism, social
constructivism, and the significance of context.‖8 In other word, there are many
theories which become a basic foundation in interpreting and identifying the
meaning of comprehension.
So the writer can sum up that reading comprehension is the activity to
integrate written text that containing information into reader own concept, and to
recognize of written materials, interpretation of meaning and interaction with
background knowledge in order to make the ideas from the text more meaningful.
3. Basic Comprehension Ability
In this term, consideration will be given to the basic comprehensions ability
needed for the many reading process. The basic comprehension ability consist of
the ability to comprehending word meaning, comprehending thought units,
7
George D. Spache, Toward Better Reading, (Champaign: Garrard Publishing Company,
1963), p. 61. 8 Raymond Phillippot and Michael F. Graves, Fostering Comprehension in English
Classes. (New York: The Guilford Press, 2009), pp. 5—12.
9
comprehending sentence sense, comprehending paragraphs, and understanding
total selection.9 The explanations among them are discussed below:
a. Comprehending Word Meaning
Associating the correct meaning of a word with its printed symbol is the most
basic of all comprehension abilities. The reader is categorized as someone who
comprehend word meaning if the he can not only recognizing the printed symbol,
but he also must select from many the exact meaning the author had in mind.
Hence, word meanings are so essential to word recognition and so interrelated
with word recognition. It is well, however, for the students of reading to recognize
that no comprehension can take place without adequate association of word-
meanings to the printed symbols that represent item.
b. Comprehending Thought Units
The most essential efficient meaningful reading is having sufficiently rapid
word-recognition techniques to enable the reader to assemble words into thought
units. Much of the difficulty in thought-unit reading is caused by the lack of
ability to analyze the printed line into usable thought units. This is accomplished
by an anticipation of the thought units which are to come through the more or less
automatic use of the peripheral or marginal vision.
c. Comprehending Sentence Sense
Actually it is an additional component in basic comprehension skill, but it still
needed to be taught. When reading, we must appreciate the sentence as a whole.
We have to be taught to sense relationship between its parts. Sometimes we also
have to accustom ourselves to sense the part of sentences of unusual order. To
encourage the ability to comprehend sentences sense for the beginner reader is
they should start the direct sentence in which the parts are easily located. The
reader also should be introduced gradually to sentences in which connectives
change the anticipated ending of the sentences.
d. Comprehending paragraph
In comprehending paragraph means that reader understanding a paragraph
depends, to great extent, upon an appreciation of the interrelationship among its
9 Guy L. Bond and Eva Wagner, op. cit., pp. 201—206.
10
sentence. It is taught by giving specific attention to the meaning and organization
of paragraph. The reader requires exercise to find the best statement of the general
meanings of paragraph is helpful.
e. Understanding total selection
Sensing the meaning of a total selection is a basic comprehension ability that
depends upon discerning the interrelationship among the paragraphs and also the
interrelationships among the various sections of the larger presentation. Actually,
when completing the text, the writer follows an established sequence the reader
should sense as he read.
In conclusion, there are many basic comprehension abilities that the reader
should consider in reading the text. The ability to associating the word meaning
and printed comprehending word meaning, comprehending thought units,
comprehending sentence sense, comprehending paragraphs, and understanding
total selection.
4. Types of Reading
a. Scanning
Scanning is the process of quickly searching reading material in order to
locate specific bits of information. When you scan, you don‘t start at beginning
and read through the end. Instead, you jump around in the text trying to find the
information you need. You probably already scan when you search for a phone
number in a telephone book, go through the TV guide looking for a program to
watch, or look up a word in the dictionary.10
b. Skimming
The purpose of skimming is to gain a quick overview in order to identify the
main points. When skimming, you will often skip words, sentences, and
paragraphs. When you are satisfied that you have a general understanding of the
author‘s key points, you put the reading material aside. Skimming, then, serves as
a substitute for careful reading.
10
Peter Mather and Rita McCarthy, Reading and All That Jazz: Tuning up your Reading,
Thinking, and Study Skills. 3rd
edition. (New York: McGraw-Hill, 2007), p. 526.
11
When you are skimming, be sure to move rapidly through the material,
skipping the information you are already familiar with. You may wish to read the
first and the last sentences of each paragraph because that is often where the main
ideas are located. Read the introduction and the summary if one is provided.
When examples are given, you may want to read a few of them until you
understand the concepts they are meant to illustrate. When skimming a textbook
chapter, glance quickly at the title, subheadings, italicized words, boldface print,
and illustrations. 11
5. Skills in Reading
a. Predictive Skill
The efficient reader predicts what he is going to read and the process of
understanding the text is the process of seeing how the content of the text matches
up to these predictions. In the first instance his predictions will be the result of the
expectation he has. As he continues to read, however, his predictions will change
as he receives more information from the text.
b. Extracting specific information
Very often the reader is involved in the use of receptive skills for the sole
purpose of extracting specific information. In other words the reader may look at a
piece of written language not in order to understand it all, but for the purpose of
finding out only one or two facts. This skill when applied to reading is often
called scanning.
c. Getting the general picture
Reader often read to something because they want to get the general picture.
In other words they want to read something and as a result of their reading have a
general idea of the main points of what they have read: it is the main point that
they are interested in, not the detail. Indeed the skill of reading in order to get the
general picture, called skimming, presupposes the reader‘s ability to pick out the
main points and discard what is irrelevant, or what is only detail. The reader is
able to skim rapidly over information that is repeated more than once.
11 Ibid., p. 531
12
d. Inferring opinion and attitude
A reader often has to be able to work out what the writer opinions and
attitudes are, particularly since they are not always directly stated. The
experienced reader will know, from various clues he receives while reading,
whether the writer approves of the topic he is discussing, or whether his opinion
of the personality he is describing is favourable or not. The ability to infer opinion
and attitude is largely based on the recognition of linguistic style and its use to
achieve appropriate purposes.
e. Deducing meaning from context
Even native speaker often come across words in written text that they do not
understand. Most usually, however, the fact that a word is unknown to them does
not cause any particular problem. Based on the context in which the word occurs
the native speaker guesses its meaning. Usually, too, his guess will be right. The
point is that the deducing of meaning is important for a language user who will
often meet unknown words. It should be said that for a native speaker there is a
point at which they are not able to deduce meaning from context where there are a
great number of word that they do not understand.
f. Recognizing function and discourse patterns and markers
Native speakers know that when they read ‗for example‘ this phrase will be
followed by an example. When they read ‗in other word‘ a concept will be
explained in a different way. Recognizing such discourse markers is an important
part of understanding how a text is constructed. It is important to know, for
example, which sentence in a paragraph is a generalization and which sentence
then backs up that generalization with evidence. It is also important to be able to
recognize devices for cohesion and understand how a text is organized
coherently.12
12 Jeremy Harmer, The Practice of English Language Teaching. (New York: Longman
Inc., 1989), pp. 144—145.
13
6. Types of text
a. Authentic text
Authentic texts are those which are designed for native speakers. They are real
texts designed not for language students, but for the speakers of the language in
question. Any English newspaper is composed of what we would call authentic
English.
b. Non-authentic text
A non-authentic text is one that has been written especially for language
students, but here again there is a distinction to be made between texts written to
illustrate particular language points for presentation, and those written to appear
authentic, even though there has been some language control of the ‗rough tuning‘
type. The justification for the latter is that beginner students will probably not be
able to handle genuinely authentic texts, but should nevertheless be given practice
in reading to texts that look authentic. The reading of such text will help students
to acquire the necessary receptive skills they will need when they eventually come
to tackle authentic material.13
7. The Problems of Reading
According to Jeremy Harmer in his book ―The Practice of English Language
Teaching‖, there are a number of particular problems in reading. It consists of
language, topic and genre, comprehension tasks, and negative expectation.14
a. Language
In the case of written text some researchers look at word and sentence length.
Truly, the text with longer sentences and longer words will be more difficult to
understand than those with shorter ones. If reader does not know half the words in
a text, they will have difficulty in understanding a text as a whole. To be
successful they have to recognize many vocabularies without consciously thinking
about it. In short, it is clear that both sentence length and unknown words both
play their role in a text‘s comprehensibility.
13 Ibid., p. 146.
14 Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (Harlow:
Longman, 2002), pp. 203 – 208.
14
b. Topic and Genre
Reading activities prove less successful than anticipated because the topic is
not appropriate or because students are not familiar with the genre of the text. If
students are not interested in a topic, or if they are unfamiliar with the text genre,
they may be hard to engage fully with the activity. Their lack of engagement may
be a major hindrance to success in reading.
c. Comprehension tasks
The choice of comprehension task is essential in fostering the successful of
reading. Sometimes such tasks appear to be testing the students rather than
helping them to understand. However, the tasks that tend to test students will not
be an appropriate way of accomplishing the students‘ improvement in this skill.
Sometimes texts or the tasks which accompany them are far too easy or far too
difficult.
d. Negative expectation
Negative expectation sometime is felt by students when they are reading.
They tend to think that they are not going to understand the text because it is
bound to be too difficult, and they predict that the whole experience will be
frustrating. Those occur due to the previous unhappy or unsuccessful experience.
If, in the past, students have been given reading and listening text which are too
difficult, that will color their view of the process.
B. Discussion Text
1. Understanding of Discussion Text
Before discussing the understanding of discussion text, it is better to discuss
what the understanding of text is. Manuel and John states, ―A text is defined as a
product that is expressed inside of and through a system of norms that is
linguistic.‖15
It can be seen that a text is something expressed that comes from a
system of norms, and it is linguistic. Meanwhile, Daniel Cottom states, ―A text is
not an objective thing but rather the object constituted by conditions of meaning
15
Manuel J. Caro and John W. Murph y, The World of Quantum Culture. (Westport:
Greenwood Publishing Group. Inc, 2002), p. 39.
15
within a particular score.‖16
This statement defines that a text is more than an
objective, a text is constructed through meaning. A text is valued from the
meaning listed in.
There are two main categories of texts, literary and factual.17
Within these,
there are various text types. Each type has a common and usual way of using
language. Literary text is constructed to appeal to our emotion and imagination.
There are main text types in this category such as narrative, poetic and drama.
Meanwhile, Factual present information or ideas and aim to show, tell or
invite the audience. The main text types of factual text are recount, response,
explanation, discussion, information report, exposition and procedure. In other
word, discussion text is one types of factual text that present to the audience both
sides of the topic either it is a good point or bad point.
Anderson in his book state that discussion text is a text that gives the for and
against, the positive and negative, or the good points and the bad points towards a
topic discussed. The purpose of a discussion text is to present to the audience
different opinions on a topic and, at the end, your opinion. It can be understood
that discussion text is a type of text that presents both side of the case including
the positive or negative statement.
Experiencing discussion texts can help students to think clearly and
critically. It encourages students to listen and respond to others‘ opinions, and ask
related question. Therefore, discussion texts make students become aware that
actually the facts can be interpreted in different ways and that a variety of
opinions toward an issue may be valid. In short, by learning discussion text
students will be wise in facing a determined issue.
Throughout their live students will need to make decisions. Either it is a
big decision or a simple one. Hence, it is important for students to develop the
skills to look both of sides of an argument objectively before making a decision.
Discussion text will give students opportunity to develop the skills of finding
16
Daniel Cottom. Text and Culture: The Politics of Interpretation.. (Minneapolis: The
University of Minnesota Press, 1989), p. 40.
17 Mark Anderson & Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan,
2003), p. 1.
16
information to support their arguments and emphasis the importance of
anticipating arguments and responding to this.
In addition, Discussion texts are concerned with the analysis,
interpretation, and evaluation of issues. In effective discussion, all points of view
on an issue are considered and attitudes change when different perspectives are
seen.18
It can be concluded, discussion text gives students opportunity to explore
different perspective toward an issue. Students are accustomed to the ability in
involving and persuading audience while evaluating the strength of different
argument.
There is a summary that can be picked up based on the definition explains
above. A discussion text is a text that presenting different opinion of an issue
consists of argument for and arguments again. Learning discussion text related to
the real life situation that students will be faced. They have to make a decision,
and the skills in making decision can be learned through learning a discussion
text.
2. The Purpose of Discussion Text
The purpose of discussion text is to present different opinions, view point or
perspective on an issue. As Mark and Kathy Anderson stated in their book; the
purpose of discussion text is to present to the audience different opinions on a
topic and, at the end, your opinion.19
It means discussion text enable reader to
explore different ideas both negative and positive side of an issue. It will be
meaningful for reader to get important information needed before making a
decision. It also can make a reader critically in facing an issue.
18 Bloke Education, Structure and Features of Discussion Text, 2014, p. 1,
(http://literacy4life.wikispaces.com/file/view/Discussion+texts+Stage+2+Pt+1.pdf.)
19 Mark Anderson & Kathy Anderson, Text Types in English 1, (South Yarra: Macmillan,
2003), p. 117.
17
3. The Schematic Structure of Discussion Text
In constructing discussion text, there are several steps that should be
considered by the author. The elements of them are also provided to guide the
readers in reading the text.
a. An Introductory Paragraph
Discussion text begins with a brief introduction describing the situation. It
has a statement or question about the topic.20
In this introduction will be
recognized that there are two points of view. We can see the example of
introductory paragraph in the part of the text by the title, ―Television: The best
invention of the twentieth century?‖:
“During the twentieth century the world has witnessed the invention of many
amazing things. Television is a great invention but there are arguments for and
against whether it is the best invention of the twentieth century.”
b. A Series of Paragraphs
This paragraph gives evidence, opinions, or argument for and against the
topic. There are two terms in this paragraph; first is argument for and supporting
evidence, second argument against and supporting evidence.
In the next few paragraphs elaborate the arguments for the issue, based on
researching, surveying and interviewing experts. It is what we called argument
for. Meanwhile, the next set of paragraphs describes the arguments against the
issue based on researching, surveying or interviewing. It is what we called
argument against.
Each paragraph should be clearly structured with a topic sentence supported
by details. The supporting material could be reported speech, or supporting
evidence from research or surveys.21
Here the example of argument for and
argument against:
“Television was invented in the 1920’s and first came to Australia in
1956. It has played an important role in communicating news. We can learn
20 Ibid., p. 118.
21
Bloke Education, Structure and Features of Discussion Text, 2014, p. 2,
(http://literacy4life.wikispaces.com/file/view/Discussion+texts+Stage+2+Pt+1.pdf.)
18
instantly about what is happening in the world because of television. We often see
it happening such as when the Vietnam wars taking place.”
“On the other hand, there are other inventions that could be seen as more
important than television. Some would argue the computer has made life easier
for many people, including those in the outback, especially with email and
internet connections.”
c. A Conclusion
The discussion ends by presenting a personal point of view, either for or
against the topic, before concluding. The conclusion sums up both sides of the
argument if they are fairly balanced, or can recommend one argument over the
other if the evidence is overwhelming.22
This is the one of example of concluding
paragraph in discussion text:
―It can be seen that there are reasons supporting and questioning
television being considered the best invention of the twentieth century. After
looking at both sides I still believe it is the best invention.”
Here is the example of discussion text and its schematic structure:
Television: The best invention of the Twentieth Century?
During the twentieth century the world has witnessed the
invention of many amazing things. Television is a great invention
but there are arguments for and against whether it is the best
invention of the twentieth century.
Television was invented in the 1920‘s and first came to
Australia in 1956. It has played an important role in
communicating news. We can learn instantly about what is
happening in the world because of television. We often see it
happening such as when the Vietnam war was taking place
Television has also provided people with entertainment in their
own homes. People in isolated areas can still feel part of the world
because of television. This is especially true for those Australians
who live in the outback areas. This is why many people are
concerned with the possible sale of Telstra as they feel they will
lose vital links with the world.
22
Ibid.
A general
statement that
introduces the
topic for
discussion
Reasons for
television
being the best
invention
19
On the other hand, there are other inventions that could be seen
as more important than television. Some would argue the computer
has made life easier for many people, including those in the
outback, especially with email and internet connections.
Others would argue that many medical inventions, such as
heart pacemakers which have allowed many people to lead healthy
and happy lives despite a potentially crippling disease, are a more
important invention.
It can be seen that there are reasons supporting and questioning
television being considered the best invention of the twentieth
century. After looking at both sides I still believe it is the best
invention.
Figure 2.1
Discussion Text and Its Schematic Structure
Seeing the text above and schematic structure, the writer may describe that the
introductory paragraph show briefly statement that describe the situation. And it
recognizes the two points of view. It introduces television as a great invention
during twentieth century, and it tells that there are arguments for and against
which questioning whether it‘s the best invention or not.
In addition, there are some arguments for supporting the statement that
television being the best invention in twentieth century. It proved based on the
research, survey and interview. Then, the next paragraph elaborates the argument
that against the television being the best invention. It is proved by the fact that
there is also computer that has made life easier.
Furthermore, there is a conclusion paragraph that gives a final point of view,
either for or against the topic. In this case, after delivering some argument for and
against, the writer presenting his/her own personal perspective that the writer
thinks television is still a great invention.
4. Language Features of Discussion Text
The language features usually found in a discussion text are:
a. The use of generic terms related to the topic.
Reasons
against
television
being the best
invention
Concluding
comment with
write‘s opinion
20
b. The use of words that show a comparison or a contrast.
c. The use of words that link arguments.
d. The use of general statement to make statement.
e. The use of thinking verbs.
f. The use of connectives to link arguments.
g. The use of quoted and reported speech.
h. The use of comparative adjectives.23
C. Cooperative Learning
1. The Understanding of Cooperative Learning.
In a classroom, especially in Indonesia‘s school, the teachers are faced with a
problem in which they should handle a class that consists of 25 to 35 students.
This is one of the challenges in teaching today. Teachers are expected to teach in a
way that enables students to learn materials in the classroom cooperatively.
Cooperative learning is an approach to teaching that makes maximum use of
cooperative activities involving pairs and small groups of learners in the
classroom. However, we cannot define all types of group work as cooperative
learning. It has to be structured-organized that can make the students interact with
other and they can inspire others to master the material being studied. It has been
defined as follows: ―Cooperative Learning (CL) is a body of literature and
research that has examined the effects of cooperation in education. CL is not
general, free discussion; nor are all types of group work necessarily cooperative.
Cooperative learning is carefully structured- organized so that each learner
interacts with others and all learners are motivated to increase each other‘s
learning.‖24
Cooperative learning creates opportunity for students to help their group
members to solve their learning problems which in small group students feel more
comfortable asking for help. In cooperative learning students can work their
23 Ibid.
24 Carolyn Kessler (Ed.), Cooperative Language Learning: A Teacher’s Resource Book,
(United States of America: Prentice-Hall, Inc., 1992), p. 1.
21
aasignment together. Cooperative learning grounded in the belief in that learning
is most effective when students are acctively involved in sharing ideas and work
cooperatively to complete academic tasks.
According to Roger E. W-B Olsen and Spencer Kagan in Cooperative
Language Learning‘s book, ―CL provides increased interactions between students.
This, in turn, increases opportunities for language practice while using those same
interactions to increase comprehension of lesson material. Nonnative English
speaker in CL classes show gains in language acquisition and academic
achievement that are either equivalent to or superior to gains through traditional
whole-class instruction.‖25
Based on the all statement above, the writer summarized that cooperative
learning is a learning model which provides opportunity to interact and
communicate with each other. Cooperative learning is not just putting students
into group but they should learn social skill. The cooperative learning requires
students to be active in the grou p and achieved the main goal of every member in
the group.
2. The Technique of Cooperative Learning
There are many techniques in Cooperative Learning which can be applied by
teachers in teaching-learning activities, such as; Student Teams-Achievement
Divisions (STAD), Teams-Games-Tournament (TGT), Jigsaw, Number Head
Together (NHT) and Team Accelerated Instruction (TAI). Three are general
cooperative learning methods adapted to most subjects and grade levels; STAD,
TGT, and Jigsaw.26
The writer limits his study only in Student Teams-Achievement Division
(STAD) technique as he mentioned in chapter one.
25
Ibid., p. 1 26
Steven G. McCafferty (Ed.), Cooperative Learning and Second Language Teaching,
(New York: Cambridge University Press, 2006), pp. 181—194.
22
D. Students Teams Achievement Division (STAD) Technique.
1. Understanding of Students Teams Achievement Division (STAD)
Technique.
Students Teams Achievement Division (STAD) is one of the set of
instructional technique developed and researched by Slavin at Johns Hopkins
University. Slavin stated in his book, ―Two of the oldest and most extensively
researched forms of cooperative learning are Students Teams Achievement
Division and Team-Games-Tounament.‖27
STAD technique is based on the idea of having students work in cooperative
learning teams to learn academic objectives. However, this technique emphasizes
the use of team goals and team success, which can only be achieved if all
members of the team learn the objectives being taught. In other word, in Students
Team Learning, the students‘ tasks are not to do something as a team, but to learn
something as a team, where the team‘s work is not done until all team members
have mastered the material being studied.
STAD is also the simplest cooperative learning methods, and the most
appropriate method for teachers who want to apply the Cooperative Learning for
the first time in their teaching-learning activities. STAD is one of the simplest of
all cooperative learning methods, and is a good model to begin with for teachers
who are new to the cooperative approach.28
According to many teaching
researches, it is very appropriate in teaching many subjects than other cooperative
learning methods and can be used for every level education. Shlomo Sharan
writes, ―It is also very adaptable, it has been used in mathematics, science, social
studies, English, industrial arts, and many other subjects, and at levels from 2nd
grade to college.‖29
27 Robert E. Slavin, Cooperative Learning Theory, Reasearch, and Practice, Second
Edition, (Massachusetts: Allyn and Bacon, 1990), p. 71. 28
Ibid., p. 71.
29 Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Preager
Publisher, 1994), p. 4.
23
STAD expects students learn together with other team mates in a small team
to study the subject that is presented. Shlomo Sharan states, ―These techniques are
based on the idea of having students work in cooperative learning teams to learn
academic objectives.‖30
The smartest students are expected to teach the lowest
students until they understand and master the subject that is presented. They not
only study to answer the task correctly but also study how to make all the group
members understand and master the subject so all the group members can answer
the task correctly. The students‘ task are not to do something as a team, but to
learn something as a team, where the team‘s work isn‘t done until all team
members have mastered the material being studied.31
This is done because they
are not allowed helping each other in answering quizzes although they study
together as a team.
In STAD, students are assigned to four-member learning teams that are mixed
in performance level, sex and ethnicity.32
Students are divided into small groups
consist of four to five members. The groups must be totally heterogeneous. The
groups are mixed in high, average, and low levels, boys and girls, different
ethnicity, and different religion. Do not allow students choose their own teams,
because they will prefer to choose others like themselves. There are three
concepts in Student Teams-Achievement Divisions (STAD) technique;
a. Team Rewards
Team rewards means that teams are not in competition with one another
for limited rewards. All of the teams, some of them, or none of them may earn
whatever rewards are made available depending on how well the team‗s
performance matches a predetermined standard.
b. Individual accountability
Individual accountability means that students have their own
responsibility, because their team success is depended on individual score
when they get quizzes.
30 Ibid., p. 1.
31
Ibid., p. 3.
32Ibid., p. 4.
24
c. Equal opportunities for success
It means that what students contribute to their teams is based on their
improvement over their own past performance.33
It is the important steps to
ensure that all students have an opportunity to contribute to their team.
In addition, there are five major components in Student Teams-Achievement
Divisions (STAD) technique;34
a. Class Presentations
In a class presentation is initially introduced material in STAD. It is
directly conducted by the teacher or a kind of lecture-discussion, but could
include audiovisual presentations. Actually, class presentation in STAD is the
same as usual teaching, the only differences is that the teacher must be clearly
focused on the STAD unit. As a result, students realize they must to pay
attention during the class presentation, because it will help them to do well
while discussing in the team and on the quizzes, and teams score is determined
by their quiz scores.
b. Teams
In team normally consists of four or five students who represent a cross-
section of the class in terms of academic performance, sex, and race or
ethnicity. As a team, each student has responsibility to make sure that all team
members are learning, and, more specifically, to prepare its member to do well
on the quizzes. The team meets and starts to study the worksheet after the
teacher delivered the material. Most often, the study involves students
discussing problem together, comparing answers, and correcting any
misconceptions if teammates make mistakes.
In fact, in STAD technique team become the most important one. It is
because at every point emphasis is placed on team members doing their best
33Ibid., p. 4.
34
Slavin, op. cit., 71—73.
25
for the team, and on the team doing its best to help its member. Not only that,
team also provides the peer support for academic performance that is
important for learning, and it provides the mutual concern and respect that are
important for such outcomes as intergroup relations, self-esteem, and
acceptance of mainstreamed students.
When assigning students to team, it is important to make sure that the team
represents a cross-section of the class and each of the team consist of high
performer, low performer, and average performer. The high performer in this
term is based on the score in the class, and not necessarily compared with
national norms. The important point is do not let students to choose their own
team, because they tend to choose other like themselves. Here are the steps in
assigning students to team:
Make copies of team summary sheets. Make one copy of a team
summary sheet for every four and five students in the class. Here is the
example of team summary sheet.
Table 2.1
Example of Table in Team Summary Sheet
Team Name:
Team Member 1 2
Total Team Score
Team Avarage
Team Award
Rank Students. On a sheet of paper, rank the students in your class from
high to lowest in past performance. Use whatever information to this. It
may be difficult to be exact in your ranking, but do the best you can.
Decide on the number of teams. Each team should have four members if
possible. To decide how many teams you will have, divide the number of
26
students in the class by four. However the number of team is actually
depend of the amount of the students in the class, and the teacher can
decide their own number of the teams wisely.
Assigning students to teams. In assigning students to team, balance the
teams so that (a) each team is composed of students whose performance
levels range from low to average to high, and (b) the average performance
level of all the teams in the class is about equal. Here is the example of
table in assigning students to team:
Table 2.2
The Example of Table in Assigning Students to Team
Level Range Rank Team Name
High-Performing
Students
1 A
2 B
Average-Performing
Students
3 A
4 B
Students 5 A
6 B
Fill out team summary sheets. Fill in the names of the students on each
team on your team summary sheet.35
c. Quizzes
The students have to take individual quizzes after experiencing one or two
periods of teacher presentations and one to two periods of team practice. In
this opportunity, students work their assessment individually, they are not
allowed to ask and help one another during the quizzes. This is the time to
prove that every student has responsible for knowing the material.
d. Individual Improvement Scores
Individual improvement score is used to give each student a performance
goal if they had worked harder and perform better in their individual quizzes.
The success of the team score is mostly based on individual improvement
35
Slavin, Ibid., pp. 74—75.
27
score. It is because any students can contribute maximum points to his or her
team in this scoring system, but no students can do so without doing his or her
best work. Individual assessment score is come from the degree to which their
quizzes scores exceed their base scores. Each student is given ―base‖ score
according to students‘ past performance on similar quizzes. Individual
improvement score in this terms means the point that students get from the
degree of individual quiz scores exceed their base scores. The rule is as
follows:
1) Quiz score more than 10 points below base score = 0
2) Quiz score 10 points below to 1 point below base score = 10
3) Quiz score base score to 10 points above base score = 20
4) Quiz score more than 10 points above base score = 30
5) Perfect paper = 30
e. Team Recognition
Teams may earn certificates or other rewards if their average scores
exceed a certain criterion. Students‘ team scores may also be used to
determine up to 20 percent of their grades.
2. The Advantages and Disadvantages of STAD Technique
As the writer explained in introduction that STAD is one of the techniques in
cooperative learning, it is a technique where the group work is applied. Some
advantages and disadvantages can be gained when teaching using STAD.
a. Advantages of using STAD
1) By using this technique, the amount of talking for individual students
increasingly
2) It promotes learner autonomy by allowing students to make their decision
in the group without being told what to do by the teacher.
3) It encourages skills of cooperation and negotiation between the studerits
4) The condition of learning more relax and the students knowing more each
other than before.
5) The students will get new experience in solving the problem with others.
28
b. Disadvantages
1) It takes much time to organize the group
2) The class situations become noisy so the teacher need the voice the
students.
E. Review of Previous Study Related to Research
Some studies related to the implementation of Students Team Achievement
Divisions (STAD) technique proved that STAD can be used to improve students‘
knowledge in many kind of learning subject. Among which, there are three studies
that the writer consider as a basic consideration in holding a research. The first is
the research conducted by Jony Anto, Padmadewi, and Putra with the title ―The
Effect of STAD Technique and Learning Motivation toward the Students‘
Reading Competence.‖36
They identify the effect of implementation of STAD
technique and learning motivation toward students‘ reading competence of the
eight year students of SMP N 3 Ubud. Based on the result of their study showed
there was a significant different effect toward students‘ reading competence
between the students taught by using STAD and conventional method. The
relationship between this research and the writer‘s research is the variable used.
They used STAD technique and reading comprehension as variables. However,
the writer in this skripsi has focusing the types of text that used in her research,
that is, discussion text.
Another previous study related to research is from Alireza Jalilifar with his
paper research entitled ―The Effect of Cooperative Learning Technique on
College Students‘ Reading Comprehension.‖37
Alireza investigated the impact of
Students Team Achievement Division (STAD) and Group Investigation (GI),
which are two techniques of Cooperative learning, on students‘ reading
comprehension achievement. The result of his research revealed that STAD is a
36
Jony Anto, Padmadewi, & Putra. The Effect of STAD Technique and Learning
Motivation toward the Students‘ Reading Competence. Electronic Journal Program Pasca
Sarjana Universitas Pendidikan Ganesha. 1, 2013. 37
Alireza Jalilifar, ―The Effect of Cooperative Learning Technique on College Students‘
Reading Comprehension‖, Thesis on Shahid Chamran University of Alwaz Iran: 2009.
Unpublished.
29
more effective technique in improving EFL reading comprehension achievement
whereas GI did not enhance reading comprehension significantly. According to
Alireza team rewards, as one of the central concepts of STAD, may have a strong
impact on learners‘ performance in reading comprehension. The relationship
between this research and the writer‘s research is the use of variables, cooperative
learning and reading comprehension. However in this skripsi, the writer has
chosen STAD as a determined technique. Then, if Alireza conduct the research in
college, while the writer do the research in the third grade students of SMA
Fatahillah.
The last previous study is from Rifki Hadyan which held the research by the
title ―The Implementation of The Cooperative Learning method in Teaching
Reading Comprehension.‖38
The research was conducted to find out whether or
not cooperative learning improved students‘ reading comprehension.‖ The design
employed in this research was Classroom Action Research. The finding of the
study showed that cooperative learning method (STAD and Jigsaw) improved the
students‘ comprehension in reading descriptive text. This research is in line with
the writer‘s research both in research design and variables. However, the writer in
this ―skripsi‖ has different focus. The writer focuses on STAD technique, one of
types of cooperative learning method, and the type of text used is discussion text.
F. Thinking Framework
Reading is one of the essential skills that is needed for students. By reading
many books students can get much information. It can also facilitate students with
a lot of sources that was gotten through book that have been written in English.
However, most students face difficulty in comprehending the text. It is because
they have limited vocabularies. The other students, who have a good English
vocabulary, just had the ability to recognize the word but they could not draw a
conclusion of what the author extends. Then, they are unmotivated in learning
38 Rifki Hadyan, ―The Implementation of the Cooperative Learning Method in Teaching
Reading Comprehension‖, Thesis on English Education Study Program of Indonesia University of
Education: 2013. Unpublished.
30
reading because the teaching and learning process seems less interesting and
cannot catch their attention. Nevertheless, it was not occurred to all students.
There are several students who like to learn English and have a good ability in
comprehending reading text.
Since the class consists of heterogonous students, the teacher is needed to
apply a cooperative learning method to facilitate students to be able to learn and to
discuss the material with their friend. Student Team Achievement Division
(STAD) is one of the techniques from cooperative learning method. STAD
technique is based on the idea of having students work in cooperative learning
teams to learn academic objectives. However, this technique emphasizes the use
of team goals and team success, which can only be achieved if all members of the
team learn the objectives being taught. As a result, by applying STAD technique
the teacher are not too dominant in the class and students can be involved in
cooperative and interesting activities. So the writer interested to research the
students‘ improvement in reading comprehension through Student Teams
Achievement Division (STAD) technique at the third grade of Science Class at
SMA Fatahillah Jakarta.
G. Action Hypothesis
Dealing with thinking framework above, the researcher would like to propose
the action hypothesis of this study as follow: by using Students Teams
Achievement Division Technique (STAD) can improve students‘ understanding
of reading discussion text at the third grade students of Science Class at SMA
Fatahillah Jakarta.
31
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the aim of the research, the place and time of the
research, subject of the research, researcher’s role in the research, research
method and design, research instrument, data collecting procedures, technique of
data analysis, trustworthiness, and technique of drawing conclusion.
A. The Aim of the Research
The aim of this study is to improve the students’ reading comprehension in
discussion text for the third grade students of SMA Fatahillah Jakarta.
B. Place and Time of the Research
1. Place of the Research
This research was conducted in SMA Fatahillah Jakatra, which is located at
Jalan Raya Buncit No. 67, Kalibata Pancoran, Jakarta Selatan.
2. Time of the Research
This research was carried out for 3 months started from September, 2014 until
November, 2014. The schedule is as follows:
Table 3.1
Schedule of the Research
No
Activities
Month and Week
September October November
1 2 3 4 1 2 3 4 1 2 3 4
1 Arranging
Instrument
X X
2 Pre-Observation X
3 Pre-Questionnaire X
4 Pre-test X
5 Cycle 1 X X
6 Cycle 2 X X
32
No
Activities
Month and Week
September October November
1 2 3 4 1 2 3 4 1 2 3 4
7 Post-test X
8 Post-Questionnaire X
9 Report X X X X
(Adapted from Arikunto Suharsimi, 2009)
C. Subject of the Research
The subject of the research is XII IPA students of SMA Fatahillah academic
year 2014/2015. The number of XII IPA consists of 15 students.
D. Researcher’s Role in the Research
In this research, the researcher acts in classroom action research is not only as
the researcher, but also as a teacher, a planner, and does in making pre-test,
a lesson plan, post-test in each final cycles, collecting data, analyzing, and reports
the result of the study. Besides, the researcher carries out the action based upon
the lesson plan has been made.
E. Research Method and Design
1. Research Method
The research method of this study is classroom action research. This method is
chosen since this study dealt with the classroom setting and the study is directed
to implement the teaching technique in that specific class in order to find out
solutions to the classroom problems in teaching reading.1
1 Wijaya Kusumah, Mengenal Penelitian Tindakan Kelas, (Jakarta: Malta Pritindo,
2009), p. 9.
33
2. Research Design
The Classroom Action Research (CAR) procedure used in this research is
Kurt Lewin’s design. It consists of two cycles in which each cycles contains four
phases: planning, acting, observing, and reflecting.2
Figure 3.1
Kurt Lewin’s Action Research Design
3. Procedure of CAR
The Classroom Action Research using Kurt Lewin’s design consists of four
phases within one cycle, those are: planning, acting, observing, and reflecting.
After accomplished the first cycle, it will be probably found a new problem or
unfinished problem yet. Therefore, it is essential to continue to the second cycle
with the same concept as the first cycle. So that, based on the experience and
outcome in the first cycle, the researcher will follow the planning, acting,
observing, and reflecting phases in the second cycles. It is because the best cycle
is commonly occurs more than two cycles.
Here are the explanations of what happens in every phase:
a. Planning Phase
After identifying and diagnosing students’ reading problem occurred in the
class proven by the result of observing and questionnaire, and then based on the
finding, the writer make some planning. The following activities in this planning
phase are designing lesson plan, determining technique, preparing materials and
media, and determining criteria of success.
2 Ibid., p. 20.
Observing
Planning
Reflecting
Cycle
Acting
34
The organized planning will be formed into lesson plan based on the syllabus
used. Then, the lesson plan will be implemented in the third grade students of
Science Class at SMA Fatahillah Jakarta. The researcher also prepared the post-
test 1 to collect the data of cycle 1. The purpose of post-test 1 was to know
whether there are some improvements on the students’ score achievement from
the pretest to post-test or it was not.
b. Acting Phase
In the acting phase all of what had been planned in the previous phase was
conducted in the real action. The deeper concentration of the issue of the research
also began here. In the first meeting the researcher gave pre-test to know students’
achievement in reading discussion text. Then in the next meeting, students’
problems were analyzed and tried to be solved by using the determined strategy,
Students Team Achievement Division Technique, in teaching reading of
discussion text. The researcher took the action phase during two weeks within two
cycles in which each cycle consists of three meetings in action.
c. Observing Phase
In this phase, writer carried out observation toward implementation of the
action using direct monitoring by seeing the action. The observer notice and note
all of the activities which are found during the teaching and learning process, such
as: students’ response, teacher performance, class situation, students’ participation
and achievement. Observer also collected the data derived from post-test. The
purpose of this phase was to know the changes made by the implementation of the
action toward the subject of the research.
d. Reflecting Phase
In reflecting phase, the researcher reflects and review the result of the action
based on the data that have been gathered from the previous phase. In the other
word, the purpose of this phase is to evaluate students’ progress in their
understanding of reading discussion text after taught by using Students Team
35
Achievement Division technique. The scope of reflection in the classroom action
research involves analyzing, synthesizing, and assessing collected data. Based on
what had been reflected, the researcher decided what had been attained or not. If
there was something that still needed to be revised, the next cycle should be done
by the revised planning, re-acting, and re-observing.
F. Research Instrument
The research instrument is used in order to complete the data needed. It
divided into two types: test and non-test. Test consists of pre-test and post-test.
Non-test consists of observations and questionnaire.
Research instrument from non-test are:
1. Observation
Observation is the process of gathering open-ended, first-hand information by
observing people and places at a research site.3 In this study, English teaching-
learning process in XIIth
grade students of Science Class at SMA Fatahillah
Jakarta was observed directly by the researcher. In gathering data the writer took
field notes and used observation sheet. The observation sheet was used to know
students’ response toward the implementation of STAD technique in teaching
reading. It consisted of five categories: active students, interest, appreciating
others opinion, cooperating in the group and giving the idea. Here are the
following formats of the observation sheet of students’ activity:
Table 3.2
The Observation Sheet Blueprint of Students’ Activity
Students’
Number
Aspect
Total
Mean A B C D E
1
2
3
(Adapted from Wina Sanjaya, 20011)
3 John W. Creswell, Educational Research: planning, conducting and evaluating
quantitative and qualitative research, 3rd
edition, (Boston, Pearson Education, Inc., 2008), p. 221.
36
Explanation:
A = Active students
B = Interest
C = Appreciating others opinion
D = Cooperating in the group
E = Giving the idea
2. Questionnaire
The questionnaire will be given to the second grade students of SMA
Fatahillah Jakarta in order to know their responses toward the process of
improving students’ reading comprehension in exposition text through applying
Students Team Achievement Division (STAD) technique before and after
teaching and learning process.
3. Test
The test will be done before and after conducting the research, first was pre-
test. It was conducted before the implementation of Students Team Achievement
Division (STAD) technique in order to know the students’ reading comprehension
of discussion text. Second was post-test. It was conducted after the implementing
of STAD technique in cycle 1 and 2 in order to know how STAD technique can
improve students’ reading comprehension of discussion text. In this research the
test was multiple choice items. The number of the questions item was 20. The
questions were based on three general indicators in learning reading
comprehension in terms of discussion text, such as: finding main idea, finding the
schematic structure in the text, and determining the meaning implied in the text.
G. Data Collecting Procedures
In this research used two technique of collecting data: qualitative and
quantitative. The qualitative data (experience-based) consists of observation and
questionnaire. Meanwhile, the quantitative data (number-based) consists of pre-
test and post-test. The completely explanation as follows:
37
1. Observation
In this case, the writer observed the students during teaching and learning
process. There are two types of observation sheets that are used: structural and
opened observation. Structural observation used in order to get the deep
information about students activity related to their motivation, participation, and
achievement in learning reading. However, opened observation used to describe
any additional information that was not listed in structural observation. In opened
observation the researcher used journal as a tool to collect the real situation that
occurs in the class during teaching and learning process.
2. Questionnaire
The questionnaire will be given to the third grade students of Science Class at
SMA Fatahillah Jakarta. The researcher used pre-questionnaire in order to know
students’ responses toward their teaching and learning process of reading text
before the implementation determined technique. On the other hand, post-
questionnaire is given to measure the improving students’ reading comprehension
in discussion text after applying Students Team Achievement Division (STAD)
technique.
3. Test
The test used in this research was pre-test and post-test. The researcher used
pre-test in order to know the students’ reading score before implementing STAD
technique. Meanwhile post-test was held after the implementation of STAD
technique. It is used to identify the improvement of students’ understanding in
discussion text after implementing determined technique.
H. Technique of Data Analysis
In order to obtain the result of this research, the writer conducted some
analysis which consists of:
1. Qualitative Analysis
The process of analyzing qualitative data is based on observation data and
questionnaire data. In this case, the researcher collected the data that have
gathered and all data was interpreted in order to ease in categorizing and
38
formulating the hypothesis. In addition, rating scale table and observation of
students’ activity during teaching learning process were used in this research.
Here is the blueprint of rating score:
Table 3.3
The Blueprint of Rating Score in Observation
Rating score Quality
< 5.0 Bad
5.0—6.9 Enough
7.0—8.9 Satisfactory
9.0—10 Good
Based on the blueprint of rating score above, there are 4 grade of rating score
started from <5.0 to 10. In each rating score has its own quality: <5.0 described
the quality of bad, 5.0—6.9 described the quality of enough, 7.0—8.9 described
the quality of satisfactory, and the last 9.0—10 described the quality of good.
2. Quantitative Analysis
The process of analyzing quantitative data is based on students’ test score by
using a simple statistic. The formula is as follow:4
To know the mean score of students’ reading score in one cycle. The
researcher used this formula:
X = Σx
N
Explanation: X: average score
X: Individual score
N: number of students
To know the class percentage, the writer uses the formula:
P = F x 100%
N
4 Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT Raja Grafindo Persada,
2008), p. 81.
39
Explanation: P: the class percentage
F: the frequency of students who passed the KKM
N: number of students.
I. Trustworthiness
After collecting and analyzing data, the researcher need to make sure that the
findings and interpretations are accurate. The accuracy of the findings is important
in qualitative research since in qualitative research the word bias is do not
typically used by the researcher. Thus, there are a set of procedures to help ensure
that the standards of trustworthiness would be met. For validity /credibility, this
research used three terms: peer debriefing and triangulation.5
1. Peer debriefing
Researcher also checks her finding by exposing the result of the study in the
form of analytical discussion with her friends and her academic advisor. The
friends chosen in this section were competent in terms of teaching and learning,
especially reading skills, and had applied the research methodology used in this
study. In addition, the researcher also consulted the result findings with her
academic advisor in order to check the validity and the reliability of them. In
discussing it, the writer got many feedbacks and guidance toward the result
finding that should be, and all of the data was analyze and studied which later
become the consideration for clarifying the interpretation.
2. Triangulation
Triangulation is the process of corroborating evidence towards finding,
analyzing, and interpreting data that comes from different individuals that consists
of teacher and students, types of data that consists of observation, questionnaire,
and test, or methods of data collection that consists of observation, questionnaire,
and test. This ensures that the study will be accurate because the information
draws on multiple sources of information, individuals, or processes. In this study,
5 Catherine Marshall, Designing Qualitative Research, (United States of America: Sage
Publication, Inc., 2011), p. 40.
40
the researcher triangulate by gathering data from multiple sources and through
multiple methods.6
The writer gathering data from multiple sources in order to compared and
recheck the degree of validity of the information obtained through different time
and instrument. This was done by doing some activities as follow: first is
comparing the result of the test with the result of questionnaire. Second is
comparing what participant said in public and what is done in private. Third is
comparing the result of the observation and the result of the test. Last is
comparing the result of the test, questionnaire, and observation with the related
document.
Then, the writer also triangulated this study by using multiple method through
two strategies, as follow: first is by checking the degree of validity of the result
finding of the research with data collecting procedures. Second is by checking the
degree of validity of multiple sources of data with the same method.
J. Technique of Drawing Conclusion
Before deciding about the conclusion, the researcher calculated and
interpreted or discussed the finding. The conclusion can be drawn based on
considering:
1. If student can achieve the individual mastery learning (learning passing
grade). Based on standard of KTSP (Kurikulum Tingkat Satuan Pendidikan)
which was adopted for third grade students in SMA Fatahillah, the score
minimum criterion in English subject is 75.
2. If there are 85% or more number of students in determined class (XII IPA) has
passed the passing grade. This term is called classical. The formulation in
calculating percentage of classical is described below:7
P = F X 100
N
P : Classical percentage
6 Marshall, op. cit., p. 40.
7 Creswell, op. cit. p. 81.
41
F : The total number of students’ mastery learning
N : The total number of students.
42
CHAPTER IV
FINDING AND INTERPRETATION
In this chapter presents, the researcher presents the finding of the research. In
this case, it discussed the way to improve students’ reading comprehension of
discussion text through Students Team Achievement Division (STAD) Technique
in the XIIth
grade of Science Class at SMA Fatahillah Jakarta and the
interpretation about the finding.
A. Finding
1. Finding pre-implementation of the CAR
Before implementing the Classroom Action Research (CAR), there are three
parts that have to be considered. Those are: result of pre-observation, result of
pre-questionnaire, and result of pre-test. Those explanations are as follow:
a. Result of Pre-Observation
Pre observation was conducted to observe the process of teaching and learning
in reading activity before implementing the action. It was held on Tuesday and
Wednesday, September, 23td
an d 24td
2014 at XIIth
grade of science students of
SMA Fatahillah Jakarta. That class consists of 15 students. The pre-observation
was started at 09.30 A.M. and finished at 10.00 A.M.
In general, during the teaching and learning activities in the classroom, the
teacher tended to dominate the class. Teacher liked a center of the class. Therefore
students become passive and just did the activity asked by the teacher. However,
there are some students that can be classified as high students. They were always
active in the class and looked interest in English. In addition, they tried to ask
many questions and, sometime, criticized the material during the teaching and
learning process. In this class seemed that there was a gap between high students
and low students. If the high students can follow the lesson smoothly, but the low
students have to be given some stimulations to understand the material.
43
b. Result of Pre-Questionnaire
Pre-questionnaire was used to know the students’ response of teaching
learning process before implementing CAR. The pre-questionnaire was delivered
on Tuesday September, 30th
2013.
Table 4.1
Students’ Result of Pre-Questionnaire
No
Student’s answer
The result of student’s answer
Yes % No %
1. Students feel satisfied with their
English score
9 60 % 6 40 %
2. Students like to learn English 11 73,3 % 4 26,6 %
3. Students motivated in learning
reading comprehension
5 33,3 % 10 66,6%
4. Students understand reading
comprehension that was taught by
the teacher in the class
6 40 % 9 60 %
5. Students have a difficulty in deciding
the schematic structure of the text.
10 66,6% 5 33,3 %
6. Students could easy to remember the
schematic structure of the text
5 33,3 % 10 66,6%
7. The students know the use of reading
comprehension in their daily life
6 40 % 9 60 %
8. Students can do the exercises about
reading comprehension
7 46,6 % 8 53,3 %
9. Students do the English exercises
individually
7 46,6 % 8 53,3 %
10 Students do the English exercise in
group
12 80 % 3 20 %
Result 51.97 % 47,97 %
44
Based on the result of the pre-questionnaire on the table 4.1, the researcher
would like to write the explanation. In fact, from the table above it can be
interpreted that actually students like to learn English because most students, in
this case, 60% of students answer yes when the researcher asked whether they like
to learn English or not. However, in learning reading comprehension they face
many obstacles, such as, limited vocabularies, error in structures, and difficult in
deciding and remembering schematic structure of the text. The data showed that
66.6% of students have a difficulty in deciding and remembering the schematic
structure of the text (See on table 4.1 no. 5 & 6). As a result, they were difficult in
understanding the material that was taught by the teacher and they were
unmotivated in learning reading comprehension. Then, it caused they could not do
the exercise well and their reading score is always bad and below the KKM. As
could be seen on table 4.1 that 60% of students did not understand the material
that was taught by the teacher, and 66.6% of students unmotivated in learn
English, and it make 53.3% of student hard to do English task, hence, 40% of
students dissatisfied with their English score. In doing the English task actually
most students or 80% of students prefer to work in group than to do the task
individually. There just 46.6% of students who answer “yes” about doing exercise
individually. Last, but perhaps more importantly that on the table above showed
that only 40% of student knew the use of reading comprehension in their daily
life. It means that most of students, in this case 60%, did not really understand the
purpose of their learning reading in their real life. In conclusion, the total number
of students who answer “yes” for the following question was 51.97%. However,
the total number of students who answer “no” for the following question was
47.97%. in other word, students have a difficulty in learning reading
comprehension and students also has a low motivation in learning reading in
English.
c. Result of Pre-Test
The pre-test was held on Tuesday, September 30th
2013. There were 20
questions in form of multiple choice questions. The students carried out the test
during 40 minutes. Here is the table of the students’ score result in pre-test:
45
Table 4.2
The Students’ Reading Score of Discussion Text in Pre-Test
Students’ Number Score
1 80*
2 65
3 70
4 60
5 55
6 65
7 60
8 50
9 50
10 60
11 60
12 65
13 75*
14 35
15 55
Mean:
X = ΣX
N
60.33
*The students passed the KKM (75)
Based on the result of pre-test on the table 4.2, it can be identified that there
were only 2 students who passed the KKM, whose score 80 and 75. Meanwhile
the other 13 students could not pass the minimum mastering criteria (MMC) or
KKM. They consist of: a student who got 70. Then, three students who got 65 and
three others got 60. Two students got 55 and other two students got 50, and the
last, there are a student who get 35. Finally, the mean of the pretest result is 60.33.
Then, the highest score of pre-test was 80 and the lowest score that was gained by
the student was 35. From the data above, it could be seen that most of the students
in XII of Science class needed an improvement to understand reading
comprehension of discussion text.
46
2. Cycle 1
a. Planning
In planning phase, the observer designed a well preparation for the action
based upon the problems faced by the students toward reading comprehension. It
was started from making a lesson plan that consists of standard competence, basic
competence, and indicators that will be reached by the students and technique that
would be implemented, that was, Students Team Achievement division. In
addition, the observer also determined the selected material and exercises into a
lesson plan. Therefore, discussion text, was chosen as the text to be learned by the
students, was needed to break down into specific material; that was discussing the
schematic structure of discussion text, finding main idea and supporting detail in
discussion text.
In this phase, the writer not only made a lesson plan but also prepared material
used to apply STAD technique. At the first, the observer assigned students to
teams. A team consisted of five students who represent student that have a high,
average, and low performer. Then, the observer made “Team Summary Sheet”
and “Quiz Score Sheet” (see appendix). In quiz score sheet there is initial base
score, so the observer determined initial base score which is based on students’
pre-test score. Moreover, the observer also designed the worksheet that will be
discussed in their teams and test for individual quiz to collect students’ score.
Individual quiz was used to know whether there are some students’ improvement
from initial base score to individual quiz. The observer also decided the team
reward for the team that has a high total performance.
b. Acting
The action of the cycle 1 was done on Tuesday, October 7th
, Wednesday,
October 8th
, and Saturday, October 11th
, 2014. The researcher implemented the
teaching and learning process based on the lesson plan had been made. In the first
meeting, before the researcher went to the material, she started by explaining the
indicators that students have to reached and the technique that will be used in this
study. Afterward, the students were given a short text by the title “the importance
of family” and the researcher gave them the time to read and to understand the
47
text. Next, she moved to ask students’ opinion about the text and what the text
mainly talking about. Then, she continued by explaining about the concept and
characteristic of discussion text. She not only tells about the schematic structure
of the text but also the language feature of discussion text and a little bit
discussing about the text that students have read.
In addition, after explaining clearly about discussion text, the students were
assigning to teams. There are three teams that consisted of five students. In
assigning students to team, the researcher balance the teams so that each team was
composed of students whose performance level range from low to average to
high, and the average performance level of all the teams in the class is about
equal. The teams also should be checked for race, ethnicity and sex balance to
make sure that teams were heterogenic. Here is the table of assigning students to
team:
Table 4.3
Assigning Students to Teams
Level Students Name Rank Team Name
High-Performing
Students
Sarah 1 Star
Syarifah 2 Sky
Afrian 3 Sun
Huzaifi 4 Sun
Average-
Performing
students
Tri Holipah 5 Star
Rizky Maulana 6 Sky
Fania Rusmi 7 Star
Rini Angraeni 8 Sky
Latifah Fauziah 9 Sky
Sabrina 10 Sun
Students Qoriah 11 Sun
Ahmad Syaifullah 12 Star
Muhlis 13 Star
Mufrodi 14 Sun
48
Resa 15 Sky
Based on the table 4.3, it could be identified, that there are four students who
categorized as high-performing student, and six students who categorized as
average-performing students, and the others was categorized as low-performing
students. Each of them was divided into three teams: Star, Sky, and Sun. All of
the team consisted of the different range level.
After the researcher announced students’ team assignment, students have
moved their desk together to make team tables. Then in the second meeting, she
let the students study worksheet in their teams. During team study, the team
members’ tasks are to master the material and to help their teammates master the
material. In this meeting, students with high level performer become a leader in
their team. Their important tasks were facilitating and making sure that all
members in their own group understand the material that they had discussed well.
In the last meeting of cycle 1, each student was given an individual quiz that
they have to do individually. Students cannot work together on the quiz, at this
point students must show what they have learned as individuals. Moreover, score
in individual quiz will be calculated and compared by the pre-test in order to
know students’ improvement of comprehending discussion text.
c. Observing
In this phase, all the occasions that happened during the action phase was
observed. It included students’ response and class situation. Generally, the
teaching and learning process had done in line with the lesson plan. The
researcher delivered the material orderly based on the lesson plan, and the
students followed the researcher direction. She noticed that there were some
improvements in teaching and learning process. The students looked comfortable
and enjoy during the learning process, they were acted actively and seriously
engage doing their assignment in the team. However there were also some
weaknesses that occurred during the action phase. That was when the researcher
asked students to move their desk to make team tables. Since, it was the first time
their experienced STAD Technique in their learning activities, so at the first they
49
got confused in following the direction. Indeed, she needed an extra time to
explain the students about their task as a team and about their assessment that
would be taken from individual quiz. Moreover, some students also complained
about the team to which they were assigned. During study in team they also did
not use the time as effectively as they can. They still made a joke then laugh at
that time. In addition, the weaknesses also occurred in the third meeting. In order
to get the higher team improvement score, the students that had a high
performance still helped the other students in their team while doing individual
quiz. Further, the participation of students in the teaching learning through
Students Team Achievement Division (STAD) technique can be described as the
table below:
Table 4.3
The Result of Observation Sheet
Students’
Number
Aspect
Total
Mean A B C D E
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
7.8
7.0
6.8
6.8
6.0
7.8
7.0
7.0
6.5
6.2
7.8
7.9
7.0
6.9
6.5
105.0
7.5
6.9
6.0
6.0
6.9
7.5
7.0
7.5
7.0
6.5
7.0
7.0
7.0
7.0
7.0
103.8
6.0
6.5
7.0
7.2
7.0
6.0
7.2
7.5
7.2
7.0
7.2
6.5
7.5
7.0
7.0
103.8
7.5
7.0
6.5
6.5
6.5
7.0
6.5
7.0
6.5
6.0
7.5
7.5
6.5
6.5
6.5
101.5
7.8
7.0
6.8
6.5
6.2
7.8
7.0
7.0
7.0
6.0
7.8
7.8
7.0
6.5
6.8
105.0
36.6
34.4
33.1
33.0
32.6
36.1
34.7
36.0
34.2
31.7
37.3
36.7
35.0
33.9
33.8
519.1
7.32
6.88
6.62
6.60
6.52
7.22
6.94
7.20
6.84
6.34
7.46
7.34
7.00
6.78
6.76
103.82
50
Explanation:
A = Active students
B = Interest
C = Appreciating others opinion
D = Cooperating in the group
E = Giving the idea
Mean = Total mean score of all students
Total number of students
= 103.82
15
= 6.9
Based on the result of the data analysis on the table 4.3, we could see that the
mean score of students’ learning process was 6.9. According to the classifying of
the blueprint of rating score in observation (See on chapter 3), students’
participation during teaching and learning process in the first cycle was enough.
Therefore, it could be concluded that applying Students Team Achievement
Division (STAD) as a technique to improve students’ reading comprehension of
discussion text in XIIth
grade students of Science Class at SMA Fatahillah was
unsuccessful yet.
d. Reflecting
After teaching learning process, the researcher considered the conclusion of
the applying the action. Based on the result of observation toward teaching
learning process in this cycle, the students’ participation actually had get little
improvement, because some students had pay attention and active during doing
assessment in their team. However there were also some weaknesses. First is
about students’ motivation that just appeared when they did the assignment
together. It was proved by their attitude during individual quiz. Actually they still
did not really understand the text, and they feel that their confidence more
increase if they did the individual quiz with their team. As a result some students
tried to chatted and asked for others help. Second is about time management.
51
They did not use the time effectively. While they were study in their team, they
sometime still made jokes and laugh. As a result, to do their worksheet they
needed many times.
In addition, based on the result of post-test 1, there were 40% who passed the
KKM which increased become 6 students, although there was an improvement in
cycle 1, this condition has not reached yet the criteria of success that has been
decided. It means that, to get 85% or more students reach the KKM to develop the
action. It can be seen on the table below:
Table 4.4
The Students’ Reading Scores of Discussion Text in Post-Test 1
Students’ Number Score
1 90*
2 60
3 80*
4 65
5 60
6 80*
7 70
8 75*
9 65
10 60
11 70
12 65
13 75*
14 85*
15 65
Mean:
X = ΣX
N
71
* The students passed the KKM (75)
Based on the table 4.4, it can be delivered that there are six students passed the
KKM, those students whose score 90, 85, 80, and 75. Meanwhile the other 9
students get the score below the KKM. There were 2 students who got 70, and
four students who got 65 then other three students got 60.
Because of that, the researcher evaluated the implementation of Students
Team Achievement Division technique in the first cycle. She revised the
worksheet that will be given to the team. Since in the first cycle the researcher just
52
gave two texts for each team, and each team made five questions that would be
given to others team members. Hence, in the next cycle the researcher had to
make a worksheet that consist of three texts and in each text consist of five
multiple choice questions. It can make student accustomed to and know how to do
the test since in the individual quiz they did the multiple choice question. Then,
she also had to control the team member during they worked in the team in order
to avoid students’ who did not involve in the team activity. In addition, she also
needed to clarify about Students Team Achievement Division technique and give
a clear explanation about discussion text so that the students could understand the
material easily and they not chatted anymore during individual quiz. Another
problem was about time management. The students needed to be given
determined time to make the students more efficient in using their time during
work in the team.
After reflecting the teaching learning process of cycle 1, the researcher
decided to conduct the next cycle. To get the better result in the next cycle, the
researcher modified a previous lesson plan and worksheet in order to make
students more active during teaching and learning process.
3. Cycle 2
a. Planning
In the planning phase of the second cycle, the researcher modified the
previous lesson based on the finding that was found in the first cycle. The lesson
plan which was used was still Student Team Achievement Division Technique in
learning discussion text. However, there were some modifications in the second
cycle especially in the worksheet that was given for student. In this cycle the
students were given five texts for worksheet. In each text were followed by some
question. In addition, there were also time keeper that controlled the students
while working their assessment in group as a result they were accustomed to read
and answer the question in particular time. The five texts were divided into two
meeting; 2 texts for first meeting, and three texts for second meeting. Finally, the
researcher still also prepared the observation sheet to note the classroom activities.
53
And she also prepared the posttest 2 to collect the data. In this cycle, she would
give punishment for student who cheated during the test by decreasing their team
score.
b. Acting
Cycle two was occur in three meeting started from Tuesday, October 21th
,
Wednesday, October 22th
, and Friday, October 24, 2014. The researcher began the
class by reviewing the material that they have learned in the first cycle: discussion
text by using Student Team Achievement Division (STAD) technique. The
students were still confusing about STAD technique at that time. Hence, the
researcher explained clearly until all students understand the main point of STAD
technique and discussion text. Then, the students made a team table based on the
same team as in the previous meeting. In their team students discussing five texts
and answer the question given, but before that, student had to find the difficult
word and identify the schematic structure of the text. In this cycle, the researcher
determined the time allotment for students in discussing the text and answering
the question. Time allotment is used in order to make students accustomed in
using the time effectively. At the end, she asked the chief of the team to make sure
that all of his/her member comprehended the text. Then, in the last step, she asked
student randomly to answer the question given and asked about the reason why
they choose the answer and how to find the answer. In the last meeting of the
cycle two, she gave students post-test 2 and questionnaire to measure how well
their reading comprehension about discussion text. Finally, once in a week after
the teaching and learning process has finished.
c. Observing
In the second cycle, the condition of the class is better than the previous cycle.
It was proved by the students’ enthusiasm in following the lesson and answering
the question given by the researcher in particular time. Further, because it was not
the first time for them in applying STAD technique, they were managed easily in
making team table. It could be seen that they had already known about how to
make a team table and what their own task in their group. Since in this cycle
researcher used time keeper, students used the time effectively. They did the
54
assessment harder and tried to finish the task as soon as possible. In addition, in
the second cycle, students were looked comfortable in doing the worksheet since
the question in their worksheet is in the form of multiple choice questions.
Finally, while doing the post-test 2, all of the students did the test individually, no
one cheated because their team score would be decreasing. The participation of
students in the teaching learning through Students Team Achievement Division
(STAD) technique in the second cycle can be described as the table below:
Table 4.5
The Result of Observation Sheet
Students’
Number
Aspect
Total
Mean A B C D E
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
8.5
8.0
8.0
7.5
8.0
9.0
8.0
8.0
8.0
7.5
8.5
8.5
8.0
8.0
7.5
121.0
8.5
9.0
8.5
8.0
8.5
9.0
8.5
8.5
8.0
7.5
9.0
9.0
8.0
8.5
8.0
126.5
7.5
8.5
8.0
8.5
8.5
8.0
8.0
8.5
8.0
8.5
8.0
8.0
8.5
8.0
8.0
122.5
8.5
8.0
7.5
8.0
8.0
8.5
8.5
8.5
7.5
8.0
9.0
9.0
8.0
7.5
7.5
122.0
9.0
8.0
7.9
7.5
7.5
9.0
8.0
8.0
7.5
7.0
8.5
9.0
8.0
7.9
7.0
119.8
42.0
41.5
39.9
39.5
40.5
43.5
41.0
41.5
39.0
38.5
43.0
43.5
40.5
39.9
38.0
611.8
8.4
8.3
7.98
7.9
8.1
8.7
8.2
8.3
7.8
7.7
8.6
8.7
8.1
7.98
7.6
122.36
Explanation:
A = Active students
B = Interest
C = Appreciating others opinion
55
D = Cooperating in the group
E = Giving the idea
Mean = Total mean score of all students
Total number of students
= 122.36
15
= 8.1
Explanation
Based on the result of the data analysis on the table 4.5, we could see that the
mean score of students’ learning process was 8.1. It means that the mean score of
students’ learning process improved 12 points (8.1—6.9). According to the
classifying of the quality of rating score, students’ participation during teaching
and learning process included into satisfactory. Therefore, it could be interpreted
that applying Students Team Achievement Division (STAD) as a technique to
improve students’ reading comprehension of discussion text in XIIth
grade
students of Science Class at SMA Fatahillah in the second cycle was success.
d. Reflecting
Based on the result of acting and observing in the second cycle the researcher
felt satisfied because the effort to improve students’ reading comprehension in
discussion text had been reached. After applying Students Team Achievement
Division (STAD) Technique in the second action, there were many improvements
toward students’ attitude in learning reading comprehension of discussion text.
For example, students’ participation in reading discussion text is better than in the
first cycle. It can be proved by the changes of students’ attitude while the
researcher explained discussion text through STAD Technique. Moreover, the
result of the observation sheet showed that students’ response during teaching and
learning process was good. They follow researcher direction and actively engaged
in discussing the assignment in their team within a particular time. Finally, their
confident in answering question had increased. It was proved by their attitude
56
during the post-test 2 that they did the test individually without asking for others
help.
Furthermore, the result of post-test II that was held in the last meeting of the
second cycle was improved. The mean score of the class in reading discussion text
test gained 84 in which there were 13 students who passed the KKM 75 (seventy
five) and 2 students who did not pass the KKM. In other word, there was
improvement of their score from post-test I to post-test II which has been showed
more than 85% or 87% of students who passed the KKM. In other word, it means
that the classroom action research would not be continued to the next cycle. Here
is the result of the cycle 2 test:
Table 4.6
The Students’ Reading Scores of Discussion Text in Post-Test 2
Students’ Number Score
1 90*
2 70
3 85*
4 85*
5 75*
6 85*
7 85*
8 80*
9 80*
10 75*
11 85*
12 80*
13 90*
14 85*
15 65
Mean:
X = ΣX
N
81
* The students passed the KKM (75)
Based on the result of the table 4.6, it could be seen that most of students
passed the KKM. There were only two students whose score below the KKM.
They were student number 2 who got 70, and student number 15 who got 65.
Other 13 students could pass the KKM. There are 2 students whose score 90, and
57
6 students whose 85. Then, 3 students got 80, and 2 other students got 75.
Therefore, it should be concluded that the implementing of Classroom Action
Research can improve students’ reading comprehension through Students Team
Achievement (STAD) Technique.
4. Finding after Implementing the CAR
There are two data that was discussed after implementing the action. Those
were the result of questionnaire, and the result of the comparison of the students’
reading score before cycle test, cycle 1 test, and cycle 2 tests.
1. Questionnaire
The post-questionnaire was held on Tuesday, 4th
November 2014. The
questionnaire consisted of ten (10) statements that were used to know students’
response related to reading comprehension of discussion text through Student
Achievement Division (STAD) Technique. The following table was the result of
the questionnaire after CAR.
Table 4.7
Students’ Result of Post-Questionnaire
No
Students’ Answer
The Result of Students
Answer
Yes % No %
1. Students like the material of reading
comprehension of discussion text in
English lesson.
13 86.6% 2 13.3%
2. The teaching learning process was better
than before the implementation of STAD
Technique.
15 100% 0 0%
3. The students’ motivation was increased in
learning process after the implementation
of STAD Technique.
12 80% 3 20%
4. The technique that was used by the
teacher is suitable with students’
expectation.
13 86.6% 2 13.3%
58
No
Students’ Answer
The Result of Student
Answer
Yes % No %
5. The students could remember the
schematic structure of discussion text
easier after the teacher taught by using
STAD Technique.
10 66.6% 5 33.3%
6. The students could do the exercise in
reading comprehension of discussion text
easier than before teacher implemented
STAD technique.
11 73.3% 4 26.6%
7. The students’ reading comprehension of
discussion text improved after the
implementation of STAD technique.
13 86.6% 2 13.3%
8. The students accustomed to ask question
during teaching and learning process.
8 53.3% 7 46.6%
9. The teacher gave students opportunity to
work in group in doing the exercise.
15 100% 0 0%
10. STAD technique could help the students
to implement the material in their daily
life.
9 60% 6 40%
Result 79.30% 20.64%
According to the data on the table 4.7, the researcher would like to give some
explanations. Generally, the teaching and learning process in the class was better
after applying STAD technique. Students not only understood the material of
discussion text, but also, motivated while following the teaching and learning
process. The data showed that 100% or all students thought that teaching and
learning process was better than before implementing STAD technique. Then,
86.6% students motivated and like to learn the material of discussion text by using
STAD technique. In addition, Students also gave good response to the
implementation of STAD technique in their class. Most of them, 86.6%, consider
STAD technique as a good technique that was suitable with students’
expectations. Because of that, students’ reading comprehension was improved and
they could easily answer the exercise given related to the material of discussion
text. On the table 4.7 showed 86.6% of students consider that their reading
59
comprehension improved after the researcher applied STAD technique. By
applying STAD technique, students have many opportunities to discuss and share
their idea related to the material with the other friends. Furthermore 66.6% of
students easier in remember the schematic structure of discussion text, and they
tend to be active during teaching and learning process. In conclusion, from the
table 4.7 it could be seen that 79.30% or most of students were respond the action
positively. Beside that the data shown the improvements compared with the
questionnaire before CAR (51.97%).
2. Test comparison
Furthermore, to make clearer interpretation of the data resulted from three
tests, the researcher made a table of the comparison among the result of data
including the pre-test, post-test1 and 2 into a table as following:
Table 4.8
The Comparison of the Students’ Reading Score of Pre-Test, Post-Test 1, and
Post-Test 2
Students’
Number
Pre-Test Post-
Test 1
Post-
Test 2
Improvement
from BC to C1
Improvement
from C1 to C2
1 80* 90* 90* 10 0
2 65 60 70 -5 10
3 70 80* 85* 10 5
4 60 65 85* 5 20
5 55 60 75* 5 15
6 65 80* 85* 15 5
7 60 70 85* 10 15
8 50 75* 80* 25 5
9 50 65 80* 15 15
10 60 60 75* 0 15
11 60 70 85* 10 15
12 65 65 80* 0 15
13 75* 75* 90* 0 15
14 35 85* 85* 50 0
15 55 65 65 10 0
Mean:
_ Σx
X = ──
N
60.33 71 81
* The students passed the KKM (75)
60
In comparing the result of pre-test and post-test, in this case the researcher
used three steps. Those are; calculating the mean score in each of text, analyzing
the class percentage, and identifying whether any improvement of students’
reading comprehension from pre-test up to students’ average score in cycle 1 and
cycle 2.
At the first time, the data form pre-test was analyzed in order to get the mean
score of the class. It was calculated as follow:
X = Σ x
N
X = 905
15
X = 60.33
From the calculation above, it could be seen that the mean score of the class in
pre-test was 60.33. It could be interpreted that the students’ mean score in reading
comprehension of discussion text before the implementation of Classroom Action
Research (CAR) by using Students Team Achievement Division (STAD)
Technique was 60.33.
The next step is identifying the percentages the students’ score who passed the
Minimum Mastery Comprehension (KKM) 75 (seventy five). It was calculated as
follow:
P = F x 100%
N
P = 2 x 100%
15
P = 13.33%
From the result above, the students score percentage in pre-test is 13.33%. In
other word, there were only two students who passed the KKM in pre-test.
Meanwhile, in cycle 1 of implementing Classroom Action Research (CAR),
the result of post-test 1 was calculated to know the improvement of students’
score from pre-test to post-test 1. The researcher also used three steps in order to
61
analyze students’ improvement. The first step is calculating the mean score of
post-test 1. The calculation is as follow:
X = Σx
N
X = 1065
15
X = 71
The data above showed that mean of students’ score in post-test 1 was 71. It
means that there were some improvements in the mean score of post-test 1.
Therefore, mean of students’ score from pre-test to post-test was improved 10.67
point, (71—60.33).
The next step is identifying the percentage of students who pass the KKM.
The calculation is as follow:
P = F x 100%
N
P = 6 x 100%
15
P = 40%
From the calculation above showed that the class percentage which passed the
KKM was 40%. In other word, there were 6 students who passed the KKM and 9
students who get score below the KKM. It can be interpreted that there was
improvement from the class percentage of pre-test and post-test 1. The data
showed that the improvement was 26.67%, (40%—13.33%).
Then, in Cycle 2 of Classroom Action Research by using STAD Technique,
the researcher also calculates the result of post-test 2 in order to know the score
improvement between post-test 1 and post-test 2. Three steps used in this
calculation. The first step is analyzing the mean score of the class in the post-test
2. The calculation is as follow:
X = Σx
N
62
X = 1215
15
X = 81
The result above showed the mean score of the class in post-test 2 was 80. It
means, the mean score in post-test 2 increase 9 point since in the post-test 1 the
mean score of the class is 71.
The next step is identifying the percentage of students who passed the KKM.
The calculation is as follow:
P = F x 100%
N
P = 13 x 100%
15
P = 86.66%
The data above showed the percentage of students who passed the KKM was
86.66%. In other word, there are 13 students who passed the KKM, and only 2
students below the KKM. It can be interpreted that the class percentage of post-
test 2 obviously increased from the previous test. The improvement is 73.33%
from the pre-test and 46.66 from the class percentage of post-test 2.
B. Interpretation of the Result
As whole of the calculating above, the interpretation of the data result among
pre-test, post-test 1 and post-test2 as follow:
In the pre-test, the mean score of the class on reading test before implementing
Classroom Action Research (CAR) was 60.33. In other word, it was the students’
reading score before the teacher used Students Team Achievement (STAD)
Technique in learning reading. In addition, the percentage of students who passed
the KKM was 13.33%. It means from 15 students in the class, there were only two
students who passed the KKM of English lesson (75) .
Meanwhile, in the post-test 1, the mean score of the class was 71. It means
there was improvement in the cycle 1 of applying Classroom Action research
using STAD technique. The mean score of the class increase up to 10.67% from
63
the previous test. Further, the percentage of the students passing the KKM was
40%. In other word, there are 6 students passed the KKM in the post-test 1.
Therefore, it can be interpreted that after applying STAD technique in learning
reading discussion text, the mean score and the percentage of the students who
passed the KKM was improved. However, the improvement had not achieved the
target yet, that was 85% of students had to pass the KKM. Hence, the researcher
decided to continue to the second cycle.
In the second cycle, the mean score of the class was 81. Then, the percentage
of students who passed the KKM was 86.66%. In other word, there were some
improvements either in the mean score or in the percentage of students who
passed the KKM. The mean score improve 13 point from post-test 1, that was 71.
Additionally, the students who passed the KKM increased significantly to 13
students and only 2 students who got score below KKM. In short, the class
percentage showed the improvement 46.66% (86.66%—40%) from post-test 1. It
was in line with the result of the questionnaire that showed 79.30% of students
were respond the action positively. Besides that, the result of post-questionnaire
show the improvement compared with the result of the questionnaire before CAR,
they were 51.97% of students who respond the action positively. In conclusion,
based on the calculation above, it could be interpreted that post-test 2 in the
applying CAR by using STAD technique was success. It was proved from the
percentage of students who passed the KKM score was 86.66%, and it has already
met the criterion of success (85%) which means this cycle did not have to be
continued to the next cycle.
This research discovered how student responded to Student Teams
Achievement Division (STAD) technique. They stated that the technique was very
useful and the process of teaching and learning as well as reading activities were
enjoyable. They believed that the use of STAD technique could improve their
reading comprehension, especially when they read discussion text.
64
CHAPTER V
CONCLUSION AND SUGGESTION
After finishing the whole steps of this Classroom Action Research (CAR)
study, it can be drawn some conclusions considering the result of this research.
Furthermore, related to the conclusion, there are also some suggestions given.
A. Conclusion
This subtitle presents the answer of the questions which have written at the
formulation of problem in the previous chapter. Based on the result of the research
that was conducted in the XIIth
grade students of science class at SMA Fatahillah
in academic year 2014/2015, it can be drawn conclusions as follows:
1. The students could improve their reading comprehension of discussion text
through Students Team Achievement Division (STAD) technique in two
cycles.
2. The students’ score in reading comprehension of discussion text improve
significantly through STAD technique. The data showed 86.66% of the
students in the class passed the KKM which was used as indicator of students’
success. In short, the score of students’ quality in learning reading have good
level.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions, go to:
1. The teacher, STAD technique would be helpful to develop students’ reading
comprehension in learning discussion text. Therefore, the teacher needs to
maintain using STAD technique in the next new academic year in teaching
discussion text and another type of texts.
2. The suggestion for students is about the activeness of the students during the
reading lesson. They must actively involve in the lesson, so they know what
they learn and how to implement what they have learn.
65
3. The suggestion for students and teacher is by using STAD technique teacher
can manage the class efficiently. Since within the class there are students
which has high, average and low performer, STAD technique can facilitate all
students to learn cooperatively. The high level performers will facilitate the
average and low student’ performers. As a result the role of teacher in the
class is not too dominant, and the students will not only depend on teacher’s
hand but also more depend on their effort in discussing particular material.
66
REFERENCES
Anderson, Mark and Kathy Anderson. Text Types in English 1. South Yarra:
Macmillan, 2003.
Arikunto, Suharsimi. Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara, 2012.
Bamman, Henry A. Fundamental Of Basic Reading Instruction. United States of
America: David MC Kay Company, Inc., 1967.
Bond, Guy L and Eva Wagner. Teaching Child to Read. New York: The
MacMillan Company, 1969.
Caro, Manuel J. and John W. Murphy. The World of Quantum Culture. Westport:
Greenwood Publishing Group. Inc., 2002.
Celce-Murcia, Marianne (eds.), Teaching English as A Second or Foreign
Language. United States of America: Heinle &Heinle Publisher, 1991.
Closs, Ellen K. Teaching Reading Comprehension to Struggling and at Risk
Reader: Strategies That Work. in The Reading Teacher. Nov, 2004.
Cottom, Daniel. Text and Culture: The Politics of Interpretation. Minneapolis:
The University of Minnesota Press, 1989.
Creswell, John W. Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research 4th
ed. Boston: Pearson Education,
Inc., 2012.
Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed
Method Approaches 4th
edition. California: Sage Publication, Inc., 2014.
Finocchiaro, Mary and Michael Bonomo, The Foreign Language Learning; A
Quide for Teachers, New York: Regents Publishing Company, Inc., 1973.
Greallet, Francois. Developing Reading Skill. Cambridge University Press, 1981.
Hadyan, Rifki. “The Implementation of the Cooperative Learning Method in
Teaching Reading Comprehension”, Thesis on English Education Study
Program of Indonesia University of Education: 2013. Unpublished.
67
Harmer, Jeremy, The Prcatice of English Language Teaching. New York:
Longman Inc., 1983.
Harmer, Jeremy. The Practice of English Language Teaching. Third Edition.
Harlow: Longman, 2002.
Hickler, Holly and C. Lowell May. Expository Writing from Thought to Action.
United States of America: Allyn and Bacon, Inc., 1980.
Holton, Marguerite Smith. English Composition Book II. Boston: G.P
Putnam’s sons, 1966.
Jalilifar, Alireza. “The Effect of Cooperative Learning Technique on College
Students’ Reading Comprehension”, Thesis on Shahid Chamran
University of Alwaz Iran: 2009. Unpublished. Jony Anto, Padmadewi, & Putra. The Effect of STAD Technique and Learning
Motivation toward the Students’ Reading Competence. Electronic journal
Program Pasca Sarjana Universitas Pendidikan Ganesha. 1, 2013. Kessler , Carolyn (Ed.). Cooperative Language Learning: A Teacher’s Resource
Book. United States of America: Prentice-Hall, Inc., 1992. Kusumah, Wijaya. Mengenal Penelitian Tindakan Kelas. Jakarta: Malta Pritindo,
2009.
Mak, Barley, et al. A Buddy Reading Program in Hong Kong Schools. ELT
Journal. 62, 2008.
Marshall, Catherine. Designing Qualitative Research, California: Sage
Publication, Inc., 2001.
Mather, Peter & Rita McCarthy, Reading and All That Jazz: Tuning Up Your
Reading, Thinking, and Study Skills. 3rd
edition. New York: McGraw-Hill,
2007.
McCafferty, Steven G. (Ed.). Cooperative Learning and Second Language
Teaching. New York: Cambridge University Press, 2006.
Perundangan Tentang Kurikulum Sistem Pendidikan Nasional 2013. Yogyakarta:
Penerbit Pustaka Yustisia, 2013.
68
Phillippot, Raymond and Michael F. Graves. Fostering Comprehension in English
Classes. New York: The Guilford Press, 2009.
Roe, Betty D., Barbara D. Stood, & Paul C. Burns, Reading in Instruction in
Secondary School, Boston: Houghton Mifflin Company, 1978.
Sanjaya, Wina. Penelitian Tindakan Kelas. Jakarta: Prenada Media Group, 2011.
Sharan, Shlomo. Handbook of Cooperative Learning Methods. Westport: Preager
Publisher, 1994.
Sheng, He Ji. A Cognitive Model for Teaching Reading Comprehension. English
Teaching Forum. 28, 2000.
Slavin, Robert E. Cooperative Learning Theory, Reasearch, and Practice, Second
Edition. Massachusetts: Allyn and Bacon, 1990.
Spache, George D. Toward Better Reading. Champaign: Garrard Publishing
Company, 1963.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo
Persada, 2008.
Susetyo, Budi. Statistika untuk Analisis Data Penelitian. Bandung: Refika
Aditama, 2010.
Bloke Education, Structure and Features of Discussion Text.
http://literacy4life.wikispaces.com, 2014.
Goodreads. Quotes about Education, www.goodreads.com, July, 11th
2014.
69
APPENDICES
70
Pre-Questionnaire for Students
Nama :
Hari/Tanggal :
Cara pengisian
1. Berilah tanda tick (√) pada salah satu jawaban Ya atau Tidak!
2. Jawablah dengan jujur sesuai keadaan sebenarnya dan tanpa rekayasa!
3. Periksa kembali jawaban sebelum diserahkan kepada guru!
Pertanyaan Ya Tidak
1. Saya puas dengan nilai pelajaran Bahasa Inggris
yang saya peroleh.
2. Saya menyukai pelajaran Bahasa Inggris.
3. Saya merasa bersemangat ketika mengikuti pelajaran
Bahasa Inggris pembahasan Reading Comprehension.
4. Saya dapat memahami pembahasan Reading Comprehension
dengan cara pengajaran guru di dalam kelas selama ini.
5. Saya mengalami kesulitan dalam menentukan schematic
structure dalam sebuah text reading.
6. Saya dapat dengan mudah mengingat schematic structure
dalam sebuah text.
7. Saya mengetahui kegunaan reading comprehension dalam
kehidupan sehari-hari.
8. Saya dapat mengerjakan tugas yang diberikan oleh guru
dengan baik saat pembahasanReading Comprehension.
9. Saya mengerjakan tugas Bahasa Inggris secara individual.
10. Saya mengerjakan tugas Bahasa Inggris secara berkelompok.
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
e
f
o
r
e
a
n
w w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
t
i
m
e
s
:
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
e
f
o
r
e
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
a
r
r
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
e
f
o
r
e
a
n
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
e
f
o
R
e
a
d
i
n
g
C
R
e
a
d
i
n
g
C
o
m
p
r
e
h
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
R
e
a
d
i
n
g
C
o
m
p
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
R
e
a
d
i
n
g
C
o
m
p
R
e
a
d
i
n
g
R
e
a
d
i
n
g
C
o
m
p
r
e
h
R
e
a
d
i
n
g
R
e
a
d
i
n
g
C
71
The Questionnaire after CAR
Nama :
Hari/Tanggal :
Cara pengisian
1. Berilah tanda tick (√) pada salah satu jawaban Ya atau Tidak!
2. Jawablah dengan jujur sesuai keadaan sebenarnya dan tanpa rekayasa!
3. Periksa kembali jawaban sebelum diserahkan kepada guru!
Pertanyaan Ya Tidak
1. Saya senang dengan pelajaran bahasa Inggris materi
Reading comprehension of discussion text sekarang.
2. Pengajaran materi reading comprehension of discussion text
Yang diberikan oleh guru sekarang lebih baik.
3. Saya lebih bersemangat dengan pengajaran bahasa inggris
Reading Comprehension of discussion text sekarang.
4. Pengajaran yang digunakan guru sekarang sesuai dengan
Yang saya harapkan.
5. Saya merasa lebih mudah dalam mengingat schematic
Structure of discussion text dengan strategi Students Team
Achievement technique yang digunakan guru sekarang.
6. Saya lebih mudah mengerjakan tugas tentang reading
Comprehension of discussion text.
7. Saya mengalami peningkatan dalam memahami reading
comprehension of discussion text dengan Students Team
Achievement Division Technique.
8. Saya Sering mengajukan pertanyaan ketika pembelajaran
Berlangsung.
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
e
f
o
r
e
a
w w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
t
i
m
e
s
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
e
f
o
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
e
f
o
r
e
a
R
e
a
d
i
n
g
C
o
m
p
r
e
h
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
ti
m
e
s
:
b
R
e
a
d
i
n
g
R
e
a
d
i
n
g
C
o
m
p
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
R
e
a
d
i
n
g
C
o
m
p
r
e
h
R
e
a
d
i
n
g
R
e
a
d
i
n
g
C
o
m
72
9. Guru memberikan kesempatan untuk bekerja secara kelompok
dalam mengerjakan tugas
10. Saya merasa strategi yang digunakan guru sekarang
membantu saya untuk menerapkan penggunaan Reading
comprehension of Discussion Text’ dalam kehidupan sehari- hari.
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
t
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
R
e
a
d
i
n
g
C
o
m
p
r
e
h
e
n
s
i
o
n
w
a
s
c
a
r
r
i
e
d
o
u
t
i
n
t
w
o
t
73
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) – Membaca
(The 1st Meeting of Cycle 1 CAR)
Nama Sekolah : SMA Fatahillah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ Ganjil
Aspek/skill : Membaca
Tema/topic : Discussion Text
Alokasi Waktu : 2 X 45 Menit
I. Standar Kompetensi
Membaca
1. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
II. Kompetensi Dasar
1. Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: discussion.
2. Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa
tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.
III. Indikator
1. Kognitif
1.1 Mengidentifikasi makna dan fungsi komunikasi dalam teks discussion.
1.2. Mencirikan generik struktur dari sebuah teks discussion
2. Afektif
Melatih siswa membaca teks discussion.
74
3. Psikomotor
3.1. Menentukan ide utama dan informasi rinci dari sebuah teks discussion.
3.2. Menemukan informasi tertentu dari sebuah text discussion.
IV. Tujuan Pengajaran
Pada akhir pembelajaran, siswa dapat:
1. Memahami makna dan funsi komunikasi yang terkandung dalan sebuah teks
discussion
2. Menentukan dan membedakan jenis teks.
3. Menjelaskan generic struktur sebuah teks discussion.
4. Membaca teks discussion.
5. Menentukan ide utama informasi rinci dari sebuah teks discussion.
6. Menemukan informasi tertentu dari sebuah text discussion.
V. Materi Pembelajaran
Discussion text is a text that gives the for and against, the positive and negative, or the
good points and the bad points towards a topic discussed.
The purpose of a discussion text is to present to the audience different opinions on a
topic and, at the end, your opinion. It can be understood that discussion text is a type of
text that presents both side of the case including the positive or negative statement.
In addition, the generic structures of discussion text are:
Introduction
Argument For
Argument Against
Conclusion/Recommendation
Read the following text and answer the questions below.
Text 1
Who is more important – friends or family?
You can choose your friends but you can’t choose your relatives. This may be true,
but does it mean that friends are more important just because you choose who they are?
I don’t think so, but not everyone will agree.
To many people, friends (in particular best friends) are the most important
relationships in their lives. They spend more time chatting with friends over the phone,
75
by email or text messages than they do with their families. There are different reasons
for this. One reason is that people share so many special memories with friends as they
grow up together. Friends are often similar in age so they find themselves doing the
same things at the same times and this gives enjoyment. Often families have only one
child or children many years apart so they don’t share these special moments. Another
reason in favour of friends is that people spend their free time, their fun time, with
friends. Often parents are working on weekends or in the school holidays, so who do
you spend time relaxing with? Good friends of course!
Yet families are also very important. Within families people have a special bond of
culture, beliefs and of course love. These are not always shared by friends. The best
thing about families is that they are always there for you. They look after you when you
are sick, they help you learn all about life and they love you no matter what – even
when you might sometimes be a bit naughty
So, even though it is great to have friends, it is much better to have family. You might
not be able to choose who they are, but you certainly can rely on them to be there and
help you out whenever you need it.
VI. Metode pembelajaran
Students Team Achievement Division (STAD) Technique
VII. Alat
Laptop
Power Point
Hand-Out
Textbook
VIII. Proses Belajar Mengajar:
Pendahuluan (± 15 menit)
Kegiatan Waktu
1. Mengkondisikan kelas, kemudian mengawali pertemuan
dengan membaca doa, menanyakan keadaan siswa dan
mengecek daftar hadir siswa.
2. Memberikan brainstorming dengan melakukan Tanya
5 Menit
5 Menit
76
jawab mengenai berbagai hal terkait dengan discussion
text.
3. Menjelaskan indikator pencapaian
5 Menit
Kegiatan inti (± 60 Menit)
Kegiatan Waktu
1. Secara individual siswa membaca teks discussion yang
berjudul “who is more important, friends and family”
kemudian memahami isi text tersebut.
2. Secara individual siswa menjelaskan isi text tersebut
kemudian guru membahas dan memberikan konfirmasi
3. Guru menjelaskan pengertian, fungsi, dan schematic
structure sebuah discussion text dan mengaitkannya
dengan teks yang sudah siswa baca sebelumnya.
4. Siswa secara individu mencoba mengklasifikasikan
struktur kebahasaan dari discussion text yang diberikan
oleh guru.
5. Guru menjelaskan pengertian, fungsi dan pengaplikasian
Students Team Achievement Technique.
15 Menit
15 Menit
15 Menit
5 Menit
10 Menit
Penutup (±15 menit)
Kegiatan Waktu
1. Guru memberikan review mengenai topic yang telah
didiskusikan dengan meminta siswa untuk
mengemukakan pendapat mereka.
2. Guru memberikan siswa waktu untuk bertanya seputar
generic struktur, fungsi komunikasi serta ciri
kebahasaan teks discussion sebelum guru mengakhiri
kegiatan pembelajaran.
3. Guru memberikan tindak lanjut berupa tugas rumah
(PR), dan menutup kegiatan belajar mengajar dengan
membaca doa.
5 Menit
5 Menit
5 Menit
77
IX. Sumber Belajar
Slide presentasi terkait dengan materi pembelajaran (buatan guru)
Lembar Kerja Siswa
Buku teks (Ahmad Doddy, dkk. Developing English Competencies) for
SMA/MA, Departemen Pendidikan Nasional 2009 Jakarta.
X. Penilaian
a. Teknik : Objective test
b. Bentuk : Pertanyaan tulisan terkait pemahaman sebuah teks discussion.
XI. Pedoman Penilaian
a. Hasil kerja siswa dilihat dari ketepatan dalam menjawab soal.
b. Ketepatan dalam mengklasifikasikan generic struktur sebuah teks.
c. Ketepatan dalam menentukan ide pokok dan informasi tertentu dari
sebuah teks discussion.
d. Jumlah jawaban benar dikalikan 5.
e. Nilai maksimal = 100.
Jakarta, 7 Oktober 2014
Researcher
Iin Afriyanti Umar
78
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) – Membaca
(The 2nd
Meeting of Cycle 1 CAR)
Nama Sekolah : SMA Fatahillah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ Ganjil
Aspek/skill : Membaca
Tema/topic : Discussion Text
Alokasi Waktu : 2 X 45 Menit
I. Standar Kompetensi
Membaca
1. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan.
II. Kompetensi Dasar
1. Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk:
discussion.
2. Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa
tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk discussion.
III. Indikator
1. Kognitif
1.1 Mengidentifikasi makna dan fungsi komunikasi dalam teks discussion.
79
1.2. Mencirikan generik struktur dari sebuah teks discussion
2. Afektif
Melatih siswa membaca teks discussion.
3. Psikomotor
3.1. Menentukan ide utama dan informasi rinci dari sebuah teks discussion.
3.2. Menemukan informasi tertentu dari sebuah text discussion.
IV. Tujuan Pengajaran
Pada akhir pembelajaran, siswa dapat:
1. Memahami makna dan funsi komunikasi yang terkandung dalan sebuah teks
discussion
2. Menentukan dan membedakan jenis teks.
3. Menjelaskan generic struktur sebuah teks discussion.
4. Membaca teks discussion.
5. Menentukan ide utama informasi rinci dari sebuah teks discussion.
6. Menemukan informasi tertentu dari sebuah text discussion.
V. Materi Pembelajaran
Discussion text is a text that gives the for and against, the positive and negative, or the
good points and the bad points towards a topic discussed.
The purpose of a discussion text is to present to the audience different opinions on a topic
and, at the end, your opinion. It can be understood that discussion text is a type of text that
presents both side of the case including the positive or negative statement.
In addition, the generic structures of discussion text are:
Introduction
Argument For
Argument Against
Conclusion/Recommendation
80
Text 1
Do We Still Need Zoos?
Zoos were originally set up so that people could see and learn about wild animals from
distant lands. As more and more people became city-dwellers, never seeing animals in the
wild, zoos began to house local creatures too. However, in today’s world, are zoos really
necessary?
Since people can now see any sort of wild animal in its natural habitat, simply by tuning
into a TV programme or buying a video, some animal rights activists claim that zoos are
out of date. They argue that it is cruel to capture animals, transport them long distances,
and then keep them caged up simply for the entertainment of human beings. Captive
animals often develop ‘zoochosis’ – abnormal behaviour like rocking or swaying – which
indicates they are bored and unhappy in their prison-like conditions.
On the other hand, there is a huge difference between watching an animal on screen and
seeing it in real life. It could be argued that visiting a zoo is educational, often increasing
people’s concern for wildlife and conservation, which is of great importance in today's
developing – and often overdeveloped – world. Indeed, sometimes the only way to save an
endangered species may be to arrange for it to be breed in captivity. Behind the scenes,
zoos also provide scientists with opportunities to research into animal behaviour: modern
zoos can therefore be much better planned than old-fashioned ones, providing animals with
carefully designed enclosures appropriate to their needs.
It seems then, that there are still arguments for retaining zoos. These should, however, be
carefully planned with the animals’ welfare in mind: in the modern world, there is no
excuse for keeping animals in cramped or cruel conditions.
Text 2
Recycling – It’s not easy being green.
Reduce, reuse, and recycle. Every day we are told that we need to take more care of our
environment. But it’s not that easy being green
Over the past few years, local councils have tried to make it easier for people to be green.
They provide different coloured bins so residents know where to put their rubbish. Added
to these coloured bins are pictures on the bins showing what is allowed and what is not.
81
These steps make it simple for people to recycle most of their household waste and help
protect our environment. At the same time, hundreds of thousands of Australians
participate in the annual ‘Clean Up Australia Day’. This was started by a famous Australia,
Ian Kiernan. He aims to make people more aware of the need to look after our country and
its unique landscape. It certainly is inspiring to see so many people collecting rubbish from
their local areas and the best bit is that most of it is recycled. Surely that many people can’t
be wrong!
But on the other hand, some people find the idea of recycling takes too much of their
time. They can’t be bothered to sort their rubbish, and would rather just send it all to our
ever growing tips and dumps. They don’t stop to think about what will happen 10, 20 or 30
years down the track when these places are full. Other narrow minded people believe that
one person can’t make a difference. Well they’re wrong. Every item that is recycled is a
bonus for our environment as we learn to use our resources in a more efficient way so that
they last for years to come.
Recycling is not that hard when you think about it. Almost everything we use can be
recycled, from paper to glass to plastic. It makes sense to do everything we can to help
protect our environment for the future. Green is the very best colour of all!
VI. Metode pembelajaran
Students Team Achievement Division (STAD) Technique
VII. Alat
Laptop
Power Point
Hand-Out
Textbook
82
VIII. Proses Belajar Mengajar:
Pendahuluan (± 15 menit)
Kegiatan Waktu
1. Mengkondisikan kelas, kemudian mengawali pertemuan
dengan membaca doa, menanyakan keadaan siswa dan
mengecek daftar hadir siswa.
2. Memberikan brainstorming dengan melakukan Tanya
jawab mengenai berbagai hal terkait dengan discussion
text.
3. Mereview tentang Student Team Achievement division
Technique
5 Menit
5 Menit
5 Menit
Kegiatan inti (± 60 Menit)
Kegiatan Waktu
1. Guru membagi siswa menjadi 3 kelompok dan masing2
kelompok membuat team table.
2. Masing-masing kelompok diberikan dua text discussion
dan diminta untuk memahami kedua teks tersebut.
3. Siswa diminta untuk mencari kata-kata sulit yang
terdapat dalam teks dan menerjamahkannya.
4. Siswa diminta untuk mengklasifikasikan schematic
structure dari teks tersebut.
5. Masing-masing kelompok membuat 5 soal yang
berhubungan dengan teks discussion yang diberikan.
6. Masing-masing ketua kelompok wajib memastikan
bahwa anggota kelompoknya sudah memahami kedua
teks tersebut.
7. Masing-masing kelompok diberikan kebebasan untuk
memberikan pertanyaan yang telah dibuat kepada
anggota kelompok lain.
5 Menit
15 Menit
5 Menit
5 Menit
10 Menit
5 menit
10 Menit
83
8. Siswa yang ditunjuk wajib menjawab pertanyaan yang
diberikan secara individual.
5 Menit
Penutup (±15 menit)
Kegiatan Waktu
1. Guru memberikan review mengenai topic yang telah
didiskusikan dengan meminta siswa untuk
mengemukakan pendapat mereka.
2. Guru memberikan siswa waktu untuk bertanya seputar
generic struktur, fungsi komunikasi serta ciri
kebahasaan teks discussion sebelum guru mengakhiri
kegiatan pembelajaran.
3. Guru memberikan tindak lanjut berupa tugas rumah
(PR), dan menutup kegiatan belajar mengajar dengan
membaca doa.
5 Menit
5 Menit
5 Menit
IX. Sumber Belajar
Slide presentasi terkait dengan materi pembelajaran (buatan guru)
Lembar Kerja Siswa
Buku teks (Ahmad Doddy, dkk. Developing English Competencies) for
SMA/MA, Departemen Pendidikan Nasional 2009 Jakarta.
X. Penilaian
a. Teknik : Objective test
b. Bentuk : Pertanyaan tulisan terkait pemahaman sebuah teks discussion.
XI. Pedoman Penilaian
a. Hasil kerja siswa dilihat dari ketepatan dalam menjawab soal.
b. Ketepatan dalam mengklasifikasikan generic struktur sebuah teks.
84
c. Ketepatan dalam menentukan ide pokok dan informasi tertentu dari sebuah
teks discussion.
d. Jumlah jawaban benar dikalikan 5.
e. Nilai maksimal = 100.
Jakarta, 8 Oktober 2014
Researcher
Iin Afriyanti Umar
85
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) – Membaca
(The 3rd
Meeting of Cycle 1 CAR)
Nama Sekolah : SMA Fatahillah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ Ganjil
Aspek/skill : Membaca
Tema/topic : Post-Test 1 (Discussion Text)
Alokasi Waktu : 2 X 45 Menit
I. Standar Kompetensi
Membaca
1. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
II. Kompetensi Dasar
1. Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: discussion.
2. Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa
tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.
III. Indikator
1. Kognitif
1.1 Mengidentifikasi makna dan fungsi komunikasi dalam teks discussion.
1.2. Mencirikan generik struktur dari sebuah teks discussion
2. Afektif
Melatih siswa membaca teks discussion.
86
3. Psikomotor
3.1. Menentukan ide utama dan informasi rinci dari sebuah teks discussion.
3.2. Menemukan informasi tertentu dari sebuah text discussion.
IV. Tujuan Pengajaran
1. Untuk mengetahui sejauh mana tingkat kemampuan membaca siswa pada materi
discussion text.
2. Untuk mengukur pengaruh pengunaan Student Team Achievement Division
technique terhadap kemampuan membaca siswa pada materi discussion text.
V. Materi Pembelajaran
Discussion text is a text that gives the for and against, the positive and negative, or the
good points and the bad points towards a topic discussed.
The purpose of a discussion text is to present to the audience different opinions on a
topic and, at the end, your opinion. It can be understood that discussion text is a type of
text that presents both side of the case including the positive or negative statement.
In addition, the generic structures of discussion text are:
Introduction
Argument For
Argument Against
Conclusion/Recommendation
Read the following text and answer the questions below.
Text 1
Animal testing is a deeply divided subject with a great deal of passion, emotion
and ideas on both sides regarding the ethic of the practice. Some individuals support
animal testing and some other oppose its use.
The scientific community is strongly in favour in animal testing. The medical
breakthroughs that have occured as a result of animal testing are considered reason
enough to continue the practice, with the aim of reducing human suffering and saving
human lives. Animal testing aids researchers in finding drugs and tratments to
improve health and medicine. Many medical treatments have been made possible by
animal testing, including cancer and HIV drugs, insulin, antibiotics, vaccines and
87
many more. Animal testing also helps to ensure the safety of drugs and many other
substances human use or are exposed to regularly. Scientists typically use animals for
testing purpose because they are considered similar to humans.
The contra on the issue of animal testing is that countless animals are
experimented on and then killed after their use. Others are injured and will still live
the rest of their lives in captivity. Many of these animals received tests for substances
that will never actually be used for public consumption and use. Animal testing
generally costs an enormous amount of money as the animals must be fed, housed,
cared for and treated with drugs or experimental substances. The price of the animal
themselves must also be factored into equation.
As a result of the controversy, regulations and laws should be enforced. At the
very least, animal suffering should be minimized and that animals should be respected
during their care. If animal testing is to continue, animals must be abused.
VI. Metode pembelajaran
Students Team Achievement Division (STAD) Technique
VII. Alat
Laptop
Power Point
Hand-Out
Textbook
VIII. Proses Belajar Mengajar:
Pendahuluan (± 15 menit)
Kegiatan Waktu
1. Mengkondisikan kelas, kemudian mengawali pertemuan
dengan membaca doa, menanyakan keadaan siswa dan
mengecek daftar hadir siswa.
2. Memberikan brainstorming tentang kegunaan post-test 1
dan materi yang akan ada dalam test.
3. Menjelaskan tata cara pengerjaan soal dan peraturan
selama mengerjakan soal.
5 Menit
5 Menit
5 Menit
88
Kegiatan inti (± 60 Menit)
Kegiatan Waktu
1. Mengatur tempat duduk siswa agar tertib dan tidak
berdekatan.
2. Membagikan soal post-test 1 (individual quiz) kepada
masing-masing siswa.
3. Secara individual, siswa mengerjakan post-test 1 dengan
tertib.
4. Siswa mengumpulkan jawaban yang telah mereka
kerjakan kepada guru.
5 Menit
5 Menit
45 Menit
5 Menit
Penutup (±15 menit)
Kegiatan Waktu
1. Guru memberikan review mengenai topic yang telah
didiskusikan dengan meminta siswa untuk
mengemukakan pendapat mereka.
2. Guru memberikan siswa waktu untuk bertanya seputar
generic struktur, fungsi komunikasi serta ciri
kebahasaan teks discussion sebelum guru mengakhiri
kegiatan pembelajaran.
3. Guru memberikan tindak lanjut berupa tugas rumah
(PR), dan menutup kegiatan belajar mengajar dengan
membaca doa.
5 Menit
5 Menit
5 Menit
IX. Sumber Belajar
Slide presentasi terkait dengan materi pembelajaran (buatan guru)
Lembar Kerja Siswa
Buku teks (Ahmad Doddy, dkk. Developing English Competencies) for
SMA/MA, Departemen Pendidikan Nasional 2009 Jakarta.
89
X. Penilaian
a. Teknik : Objective test
b. Bentuk : Pertanyaan tulisan terkait pemahaman sebuah teks discussion.
XI. Pedoman Penilaian
a. Hasil kerja siswa dilihat dari ketepatan dalam menjawab soal.
b. Ketepatan dalam mengklasifikasikan generic struktur sebuah teks.
c. Ketepatan dalam menentukan ide pokok dan informasi tertentu dari
sebuah teks discussion.
d. Jumlah jawaban benar dikalikan 5.
e. Nilai maksimal = 100.
Jakarta, 11 Oktober 2014
Researcher
Iin Afriyanti Umar
90
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) – Membaca
(1st Meeting of Cycle 2 CAR)
Nama Sekolah : SMA Fatahillah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ Ganjil
Aspek/skill : Membaca
Tema/topic : Discussion Text
Alokasi Waktu : 2 X 45 Menit
I. Standar Kompetensi
Membaca
1. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
II. Kompetensi Dasar
1. Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: discussion.
2. Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa
tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.
III. Indikator
1. Kognitif
1.1 Mengidentifikasi makna dan fungsi komunikasi dalam teks discussion.
1.2. Mencirikan generik struktur dari sebuah teks discussion
2. Afektif
Melatih siswa membaca teks discussion.
91
3. Psikomotor
3.1. Menentukan ide utama dan informasi rinci dari sebuah teks discussion.
3.2. Menemukan informasi tertentu dari sebuah text discussion.
IV. Tujuan Pengajaran
Pada akhir pembelajaran, siswa dapat:
1. Memahami makna dan funsi komunikasi yang terkandung dalan sebuah teks
discussion
2. Menentukan dan membedakan jenis teks.
3. Menjelaskan generic struktur sebuah teks discussion.
4. Membaca teks discussion.
5. Menentukan ide utama informasi rinci dari sebuah teks discussion.
6. Menemukan informasi tertentu dari sebuah text discussion.
V. Materi Pembelajaran
Discussion text is a text that gives the for and against, the positive and negative, or the
good points and the bad points towards a topic discussed.
The purpose of a discussion text is to present to the audience different opinions on a
topic and, at the end, your opinion. It can be understood that discussion text is a type of
text that presents both side of the case including the positive or negative statement.
In addition, the generic structures of discussion text are:
Introduction
Argument For
Argument Against
Conclusion/Recommendation
Read the following text and answer the questions below.
Text 1
Nuclear power is generated by using uranium which is a metal mined in various part
of the world. The first large scale of nuclear power station was opened at Calder Hall in
Cumbria, England in 1956.
Some military ships and submarines have nuclear power plant for engine. Nuclear
power produces around 11% of the world's energy needed, and produces huge amounts of
energy. It causes no pollution as we would get when burning fossil fuels. The advantages of
nuclear plant are as follow:
It costs about the same coal, so it is not expensive to make.
92
It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse
effect.
It produces huge amounts of energy from small amount of uranium.
It produces small amount of waste.
It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be sealed up and
buried for many years to allow the radioactivity to die away. Furthermore, although it is
reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear
accident can be a major accident.
People are increasingly concerned about this matter. In the 1990's nuclear power was
the fastest growing source of power in many parts of the world.
1. What is the main idea of the second paragraph?
a. The benefits of nuclear plant
b. The disadvantage of nuclear plant
c. How to use nuclear plant
d. The danger caused by nuclear plant
e. How to use military ship and submarine.
2. Which of the following is not the danger thing caused by nuclear power?
a. Radioactivity must be buried for many years.
b. A lot of money has to be spent on safety.
c. It produces small amount of waste.
d. If it does go wrong it can be a major accident.
e. It must be sealed up
3. “The first large scale of nuclear power station was opened at Calder Hall in Cumbria”
(paragraph 1) this sentence is included into schematic structure of….
a. Arguments for
b. Arguments against
c. Conclusion
d. Argumentation
e. Introduction.
4. When the nuclear power becomes the fastest growing source of power in many parts of
the world?
a. 1992
b. 1956
c. 1990
d. 1974
e. 1988
5. “A metal mined in various part of the world.” The underline word has the same meaning
with?
a. Collapse
b. Different
c. Same
d. Beverage
e. Substance.
93
VI. Metode pembelajaran
Students Team Achievement Division (STAD) Technique
VII. Alat
Laptop
Power Point
Hand-Out
Textbook
VIII. Proses Belajar Mengajar:
Pendahuluan (± 10 Menit)
Kegiatan Waktu
1. Mengkondisikan kelas, kemudian mengawali pertemuan
dengan membaca doa, menanyakan keadaan siswa dan
mengecek daftar hadir siswa.
2. Memberikan brainstorming dengan melakukan Tanya
jawab mengenai berbagai hal terkait dengan discussion
text dan Student Team Achievement Division
Technique.
5 Menit
5 Menit
Kegiatan inti (70 Menit)
Kegiatan Waktu
1. Siswa dipilih secara acak untuk menjelaskan tentang
discussion text kemudian guru memberikan konfirmasi
2. Guru menjelaskan kembali tentang fungsi dan tugas
kerja dalam sebuah team dalam Students Team
Achievement Division Technique, kemudian
menjelaskan penggunaan time keeper pada saat siswa
diskusi dalam team.
3. Siswa kembali membuat team table dan membahas
worksheet yang diberikan guru.
4. Siswa diberikan kesempatan untuk mencari arti dari
10 Menit
5 Menit
10 Menit
10 Menit
94
vocabulary yang sulit serta mengidentifikasikan
schematic structure text tersebut.
5. Siswa menjawab pertanyaan yang terdapat dalam teks
bersama team mereka.
6. Masing-masing ketua team wajib memastikan semua
teamnya memahami isi teks dan mengetahui betul alasan
jawaban yang dipilih.
7. Secara acak guru menanyakan kepada masing-masing
siswa tentang jawaban dari pertanyaan yang terdapat di
teks serta bertanya alasan memilih jawaban tersebut dan
cara mencari jawaban yang benar.
10 Menit
5 Menit
20 Menit
Penutup (± 10 menit)
Kegiatan Waktu
1. Guru memberikan konfirmasi atas hasil diskusi team
mereka
2. Guru menutup kegiatan belajar mengajar dengan
membaca doa.
5 Menit
5 Menit
IX. Sumber Belajar
Slide presentasi terkait dengan materi pembelajaran (buatan guru)
Lembar Kerja Siswa
Buku teks (Ahmad Doddy, dkk. Developing English Competencies) for
SMA/MA, Departemen Pendidikan Nasional 2009 Jakarta.
X. Penilaian
a. Teknik : Objective test
b. Bentuk : Pertanyaan tulisan terkait pemahaman sebuah teks discussion.
XI. Pedoman Penilaian
a. Hasil kerja siswa dilihat dari ketepatan dalam menjawab soal.
b. Ketepatan dalam mengklasifikasikan generic struktur sebuah teks.
95
c. Ketepatan dalam menentukan ide pokok dan informasi tertentu dari
sebuah teks discussion.
d. Jumlah jawaban benar dikalikan 5.
e. Nilai maksimal = 100
Jakarta, 21 Oktober 2014
Researcher
Iin Afriyanti Umar
97
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) – Membaca
(2nd
Meeting of Cycle 2 CAR)
Nama Sekolah : SMA Fatahillah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ Ganjil
Aspek/skill : Membaca
Tema/topic : Discussion Text
Alokasi Waktu : 2 X 45 Menit
I. Standar Kompetensi
Membaca
1. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
II. Kompetensi Dasar
1. Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: discussion.
2. Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa
tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.
III. Indikator
1. Kognitif
1.1 Mengidentifikasi makna dan fungsi komunikasi dalam teks discussion.
1.2. Mencirikan generik struktur dari sebuah teks discussion
2. Afektif
Melatih siswa membaca teks discussion.
98
3. Psikomotor
3.1. Menentukan ide utama dan informasi rinci dari sebuah teks discussion.
3.2. Menemukan informasi tertentu dari sebuah text discussion.
IV. Tujuan Pengajaran
Pada akhir pembelajaran, siswa dapat:
1. Memahami makna dan funsi komunikasi yang terkandung dalan sebuah teks
discussion
2. Menentukan dan membedakan jenis teks.
3. Menjelaskan generic struktur sebuah teks discussion.
4. Membaca teks discussion.
5. Menentukan ide utama informasi rinci dari sebuah teks discussion.
6. Menemukan informasi tertentu dari sebuah text discussion.
V. Materi Pembelajaran
Discussion text is a text that gives the for and against, the positive and negative, or the
good points and the bad points towards a topic discussed.
The purpose of a discussion text is to present to the audience different opinions on a
topic and, at the end, your opinion. It can be understood that discussion text is a type of
text that presents both side of the case including the positive or negative statement.
In addition, the generic structures of discussion text are:
Introduction
Argument For
Argument Against
Conclusion/Recommendation
Read the following text and answer the questions below.
Text 1
Read the following text to answer question 1 to 5
Male chauvinism (men's believe in male superiority) extends even into the area of
automobile driving, it seems. They believe that they are far better drivers than women. Men
consider women drivers incompetent, inattentive and even dangerous behind the wheel.
However, statistics prove that women are, in fact, safer drivers than men. For
example, insurance rates for women are 20 percent than they are for men. Another proof is
99
that more accidents are caused by male drivers between the ages of 18 and 25 than by any
other groups. Also the greater percentage of accident involving death is caused by men.
Although women are criticized for being too cautious, they are really just being safe drivers.
The reason for women driver's safer habits can perhaps be found in the differing
attitudes of sexes toward automobiles as a convenience, like a washing machine.
On the other hand, men regard the automobile as an extension of their egos. Using it
as a weapon when they feel particularly aggressive or using it as a status symbol.
In all, women are safer drivers because of their attitude. Men can learn to become safe
drivers if they adopt the attitude that an automobile is merely a convenience.
1. The text is about ….
A. Road accidents
B. Women attitude towards automobile
C. Male superiority in automobile driving
D. A comparison between men and women drivers
E. Statistics about the number of road accidents
2. In term of car accidents, the statistics proves that car accidents caused by ….
A. men are higher than those of women
B. men are lower than that of women
C. men are as high as that of women
D. women are equal to that of men
E. women are the same as that of men
3. Which of the following the writer doesn’t agree with about men drivers?
A. They are safe and careful drivers.
B. They cause more accidents than women.
C. They consider themselves to be competent drivers.
D. They feel that using a car shows status of symbol.
E. They regard automobiles as an extension of their egos.
4. We can understand from the text that ….
A. men always criticize women for their bad driving attitude
B. women show their egos by aggressive driving
C. the statistic shows women drive the car carelessly
D. young women drivers get many accidents
E. men underestimate women
5. “Men consider women drivers incompetent, inattentive, and even dangerous behind the
wheel. (Paragraph 1)
The underlined word means ….
A. Intent
B. Furious
C. Watchful
D. Careless
E. Indiscipline
100
VI. Metode pembelajaran
Students Team Achievement Division (STAD) Technique
VII. Alat
Laptop
Power Point
Hand-Out
Textbook
VIII. Proses Belajar Mengajar:
Pendahuluan (± 10 Menit)
Kegiatan Waktu
1. Mengkondisikan kelas, kemudian mengawali pertemuan
dengan membaca doa, menanyakan keadaan siswa dan
mengecek daftar hadir siswa.
2. Siswa kembali membuat team table dan mereview
kembali materi yang telah mereka bahas kemarin.
5 Menit
10 Menit
Kegiatan inti (65 Menit)
Kegiatan Waktu
1. Secara acak, guru menanyakan siswa dari masing-
masing team tentang schematic structure, main idea,
supporting detail dan pertanyaan terkait 2 teks
discussion yang telah dibahas pada pertemuan
sebelumnya.
2. Secara individual, siswa menjawab pertanyaan yang
diberikan oleh guru. Siswa yang mampu menjawab
dengan baik akan mendapatkan poin plus untuk team
mereka.
3. Siswa kembali mendiskusikan text discussion yang lain
yang diberikan oleh guru serta menjawab pertanyaan
yang tertera.
4. Secara acak, guru akan bertanya kepada masing-masing
10 Menit
10 Menit
25 Menit
15 Menit
101
anggota team tentang isi text, dan jawaban soal dan
bagaimana cara menjawabnya.
Penutup (±10 menit)
Kegiatan Waktu
1. Guru memberikan review mengenai topic yang telah
didiskusikan dengan meminta siswa untuk
mengemukakan pendapat mereka.
2. Guru memberikan tindak lanjut dan menutup kegiatan
belajar mengajar dengan membaca doa.
5 Menit
5 Menit
IX. Sumber Belajar
Slide presentasi terkait dengan materi pembelajaran (buatan guru)
Lembar Kerja Siswa
Buku teks (Ahmad Doddy, dkk. Developing English Competencies) for
SMA/MA, Departemen Pendidikan Nasional 2009 Jakarta.
X. Penilaian
a. Teknik : Objective test
b. Bentuk : Pertanyaan tulisan terkait pemahaman sebuah teks discussion.
XI. Pedoman Penilaian
a. Hasil kerja siswa dilihat dari ketepatan dalam menjawab soal.
b. Ketepatan dalam mengklasifikasikan generic struktur sebuah teks.
c. Ketepatan dalam menentukan ide pokok dan informasi tertentu dari
sebuah teks discussion.
d. Jumlah jawaban benar dikalikan 5.
e. Nilai maksimal = 100.
Jakarta, 22 Oktober 2014
Researcher
Iin Afriyanti Umar
106
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) – Membaca
(The 3rd
Meeting of Cycle 2 CAR)
Nama Sekolah : SMA Fatahillah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ Ganjil
Aspek/skill : Membaca
Tema/topic : Post-Test 2 (Discussion Text)
Alokasi Waktu : 2 X 45 Menit
I. Standar Kompetensi
Membaca
1. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
II. Kompetensi Dasar
1. Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: discussion.
2. Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa
tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.
III. Indikator
1. Kognitif
1.1 Mengidentifikasi makna dan fungsi komunikasi dalam teks discussion.
1.2. Mencirikan generik struktur dari sebuah teks discussion
2. Afektif
Melatih siswa membaca teks discussion.
107
3. Psikomotor
3.1. Menentukan ide utama dan informasi rinci dari sebuah teks discussion.
3.2. Menemukan informasi tertentu dari sebuah text discussion.
IV. Tujuan Pengajaran
1. Untuk mengetahui sejauh mana tingkat kemampuan membaca siswa pada materi
discussion text.
2. Untuk mengukur pengaruh pengunaan Student Team Achievement Division
technique terhadap kemampuan membaca siswa pada materi discussion text.
V. Materi Pembelajaran
Discussion text is a text that gives the for and against, the positive and negative, or the
good points and the bad points towards a topic discussed.
The purpose of a discussion text is to present to the audience different opinions on a
topic and, at the end, your opinion. It can be understood that discussion text is a type of
text that presents both side of the case including the positive or negative statement.
In addition, the generic structures of discussion text are:
Introduction
Argument For
Argument Against
Conclusion/Recommendation
Read the following text and answer the questions below.
Text 1.
Having an electric fan in the attic can help with energy savings throughout the
home because the attic temperatures affect the entire house. Electric fans come with
many advantages as well as disadvantages that should be considered prior to
installation.
Electric fans help us feel cool. Electric fans are very cheap to operate. They
require very few watts of energy and therefore are cost-effective—even in summer
months. Using an electric attic fan can prevent the use of an air conditioner within a
house—assuming that the outside temperature is below 82 degrees. Electric fans work
to draw heat out of houses and therefore can substitute for the air conditioner.
108
On the other hand, using fan for too long can cause the immunity of our body to
drop. Some can easily catch cold, get a fever, contact allergic rhinitis, and allergic
asthma. When using an electric fan, don’t get too close to the fan. In worse case, it may
result in headache, cold feeling, or even lead to other diseases.
In summer time we must need electric fan. As a result, we should use middle or
low speed as much as possible. We can also put the fan at places near a door or a
window when possible. This is good for air circulation by blowing cool outdoor air to
indoor.
VI. Metode pembelajaran
Students Team Achievement Division (STAD) Technique
VII. Alat
Laptop
Power Point
Hand-Out
Textbook
VIII. Proses Belajar Mengajar:
Pendahuluan (± 15 menit)
Kegiatan Waktu
1. Mengkondisikan kelas, kemudian mengawali pertemuan
dengan membaca doa, menanyakan keadaan siswa dan
mengecek daftar hadir siswa.
2. Memberikan brainstorming tentang kegunaan post-test 2
dan materi yang akan ada dalam test.
3. Menjelaskan tata cara pengerjaan soal dan peraturan
selama mengerjakan soal.
5 Menit
5 Menit
5 Menit
Kegiatan inti (± 60 Menit)
Kegiatan Waktu
1. Mengatur tempat duduk siswa agar tertib dan tidak
berdekatan.
5 Menit
109
2. Membagikan soal post-test 2 (individual quiz) kepada
masing-masing siswa.
3. Secara individual, siswa mengerjakan post-test 2 dengan
tertib.
4. Siswa mengumpulkan jawaban yang telah mereka
kerjakan kepada guru.
5 Menit
45 Menit
5 Menit
Penutup (±15 menit)
Kegiatan Waktu
1. Guru memberikan review mengenai topic yang telah
didiskusikan dengan meminta siswa untuk
mengemukakan pendapat mereka.
2. Guru memberikan siswa waktu untuk bertanya seputar
generic struktur, fungsi komunikasi serta ciri
kebahasaan teks discussion sebelum guru mengakhiri
kegiatan pembelajaran.
3. Guru memberikan tindak lanjut, dan menutup kegiatan
belajar mengajar dengan membaca doa.
5 Menit
5 Menit
5 Menit
IX. Sumber Belajar
Slide presentasi terkait dengan materi pembelajaran (buatan guru)
Lembar Kerja Siswa
Buku teks (Ahmad Doddy, dkk. Developing English Competencies) for
SMA/MA, Departemen Pendidikan Nasional 2009 Jakarta.
X. Penilaian
a. Teknik : Objective test
b. Bentuk : Pertanyaan tulisan terkait pemahaman sebuah teks discussion.
XI. Pedoman Penilaian
a. Hasil kerja siswa dilihat dari ketepatan dalam menjawab soal.
b. Ketepatan dalam mengklasifikasikan generic struktur sebuah teks.
110
c. Ketepatan dalam menentukan ide pokok dan informasi tertentu dari
sebuah teks discussion.
d. Jumlah jawaban benar dikalikan 5.
e. Nilai maksimal = 100.
Jakarta, 23 Oktober 2014
Researcher
Iin Afriyanti Umar
111
Quiz Score Sheet
No
Name of
Student
Date: October 8, 2014 Date: October 22, 2014
Quiz: Post Test 1 Quiz: Post Test 2
Base Quiz Improvement quiz Improvement
1 Sarah A 80 90* 30 92* 20
2 Tri Holifah 65 60 10 72 30
3 Sabrina 70 80* 20 88* 20
4 A. Saifullah 60 65 20 88* 30
5 Muhlis 55 60 20 80* 30
6 Syarifah E 65 80* 30 88* 20
7 Rizky M 60 70 20 88* 30
8 Latifah 50 75* 30 84* 20
9 Rini A 50 65 20 84* 30
10 Resa A 60 60 10 76* 30
11 M. Huzaifi 60 70 20 88* 30
12 Afrian W 65 65 10 84* 30
13 Fania R 75 75* 10 92* 30
14 Qoriah N 40 85* 30 88* 20
15 Mufrodi 55 65 20 68 20
112
Team Name: Fantastic Star
Team Summary Sheet
Team Member 1 2
Sarah Azizah 30 20
Tri Holifah 10 30
Sabrina Ismi A 20 20
Ahmad Saifullah 20 30
Muhlis 20 30
Total Team Score 100 130
Team Avarage 20 26
Team Award
Great
Team
Super
Team
Team Name: Sky High
Team Summary Sheet
Team Member 1 2
Syarifah Endolusia 30 20
Rizky Maulana 20 30
Latifah 30 20
Rini Anggraeni 20 30
Resa Apriliadi 10 30
Total Team Score 100 130
Team Avarage 20 26
Team Award
Great
Team
Super
Team
Team Name: Coming Sun
Team Summary Sheet
Team Member 1 2
Muhammad Huzaifi 20 30
Afrian Wahyudi 10 30
Fania Rusmi 10 30
Qoriah Nur F 30 20
Mufrodi 20 20
Total Team Score 90 130
Team Avarage 18 26
Team Award
Good
Team
Super
Team
113
KISI-KISI PENULISAN SOAL PRE-TEST CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2014/2015
Nama Sekolah : SMA Fatahillah Alokasi Waktu : 45 Menit
Mata Pelajaran : Bahasa Inggris Jumlah soal : 20
Kurikulum Acuan : KTSP 2006 Semester : 1 (Ganjil)
Kompetensi Dasar Indikator Jenis
Soal
Nomor Soal Jumlah
MEMBACA
5.1. Merepon makna dalam teks tulis
fungsional pendek (misalnya
banner, poster, pamphelet, dll)
resmi dan tak resmi secara
akurat, lancar dan berterima
dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu
pengetahuan.
5.2. Merespon makna dan langkah
retorika dalam esai yang
menggunakan ragam bahasa tulis
secara akurat, lancar dan
berterima dalam konteks
kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan
dalam teks berbentuk: narrative,
explanation, dan discussion
Merespon Teks berbentuk Discussion (dengan cara)
1. Menemukan makna gagasan dalam teks seperti:
Gagasan pokok
Gagasan pendukung
Informasi spesifik atau rujukan kata
Tujuan komunikatif atau makna kata/frasa/kalimat
2. Menentukan langkah retorika (schematic structure) dalam teks
seperti:
General statement
A series of Arguments
- Arguments for
- Arguments against
Concluding paragraph
3. Menentukan informasi dan makna tersirat dalam cerita teks
MC
1, 13
2, 16, 17
5, 8, 14, 19
7, 9, 11, 18
3
4, 10
12
6, 15, 20
20
114
KISI-KISI PENULISAN SOAL POST-TEST I CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2014/2015
Nama Sekolah : SMA Fatahillah Alokasi Waktu : 45 Menit
Mata Pelajaran : Bahasa Inggris Jumlah soal : 20
Kurikulum Acuan : KTSP 2006 Semester : 1 (Ganjil)
Kompetensi Dasar Indikator Jenis
Soal
Nomor Soal Jumlah
MEMBACA
5.1. Merepon makna dalam teks tulis
fungsional pendek (misalnya
banner, poster, pamphelet, dll)
resmi dan tak resmi secara
akurat, lancar dan berterima
dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu
pengetahuan.
5.2. Merespon makna dan langkah
retorika dalam esai yang
menggunakan ragam bahasa tulis
secara akurat, lancar dan
berterima dalam konteks
kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan
dalam teks berbentuk: narrative,
explanation, dan discussion
Merespon Teks berbentuk Discussion (dengan cara)
4. Menemukan makna gagasan dalam teks seperti:
Gagasan pokok
Gagasan pendukung
Informasi spesifik atau rujukan kata
Tujuan komunikatif atau makna kata/frasa/kalimat
5. Menentukan langkah retorika (schematic structure) dalam teks
seperti:
General statement
A series of Arguments
- Arguments for
- Arguments against
Concluding paragraph
6. Menentukan informasi dan makna tersirat dalam cerita teks
MC
2, 3, 12
7, 13
1, 5, 10, 18
8, 11, 15, 19
20
4
3, 9, 12, 14,
16, 17
20
115
KISI-KISI PENULISAN SOAL POST-TEST 2 CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2014/2015
Nama Sekolah : SMA Fatahillah Alokasi Waktu : 45 Menit
Mata Pelajaran : Bahasa Inggris Jumlah soal : 20
Kurikulum Acuan : KTSP 2006 Semester : 1 (Ganjil)
Kompetensi Dasar Indikator Jenis
Soal
Nomor Soal Jumlah
MEMBACA
5.1. Merepon makna dalam teks tulis
fungsional pendek (misalnya
banner, poster, pamphelet, dll)
resmi dan tak resmi secara
akurat, lancar dan berterima
dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu
pengetahuan.
5.2. Merespon makna dan langkah
retorika dalam esai yang
menggunakan ragam bahasa tulis
secara akurat, lancar dan
berterima dalam konteks
kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan
dalam teks berbentuk: narrative,
explanation, dan discussion
Merespon Teks berbentuk Discussion (dengan cara)
7. Menemukan makna gagasan dalam teks seperti:
Gagasan pokok
Gagasan pendukung
Informasi spesifik atau rujukan kata
Tujuan komunikatif atau makna kata/frasa/kalimat
8. Menentukan langkah retorika (schematic structure) dalam teks
seperti:
General statement
A series of Arguments
- Arguments for
- Arguments against
Concluding paragraph
9. Menentukan informasi dan makna tersirat dalam cerita teks
MC
1, 10, 14, 23
7, 15, 17
2, 3, 18
8, 13, 16, 22,
24, 25
19, 16
4
12
9, 21
11, 20
20
116
Pre-Test
Name : Class :
Reading section
Answer the question by choosing A, B, C, D, or E for the correct answer!
Text 1
Read the following text to answer question 1 to 6
We often hear about solar cars, solar heating, and solar batteries. But will solar energy
ever be a major source of energy for society?
Solar energy is cheaper than other fossil fuels because we can get an abundant source
from the sun. In sunny desert areas, 50 % of the sun’s radiation that reaches the ground could
be used to produce electricity for businesses and industry and to provide heat, light, and hot
water for homes. Experimental solar ponds can also produce hot water to drive generators.
Unfortunately, we can’t yet power our homes entirely on sunlight. Solar energy can
only be used effectively in bright light. Its greatest potential therefore is in hot countries that
have clear skies for most of the year. But, unfortunately most houses are not in the sunniest
parts of the world. Moreover in order to harness solar power solar cells are needed to convert
sunlight directly into electricity. Solar cells are very cheap to run, but relatively expensive to
buy and many people can’t afford them.
Needless to say, solar energy is a useful and non-pollution source of energy.
Unfortunately, solar cells, the main device to harness the sun’s energy are still expensive.
1. What is the topic of the text above?
a. Solar energy is a major source of energy.
b. Solar cars, solar heating, and solar batteries.
c. The controversy of harnessing solar energy.
d. Solar energy is cheaper than other fossil fuels.
2. Why is solar energy cheaper than other alternatives energies?
a. Because it can produce hot water.
b. Because it can be used effectively in bright light.
c. Because it is an abundant source from fossil fuel.
d. Because its source is from the sun.
117
3. Which of the following is not stated as the arguments for?
a. Solar energy is cheaper than other fossil fuels.
b. Solar energy can be used effectively in bright light.
c. Solar energy can be used to produce electricity.
d. Solar energy provides heat, light, and hot water for homes.
4. Unfortunately, we can’t yet power our homes entirely on sunlight. This argument is
included into schematic structure of?
a. Arguments for.
b. General statement.
c. Arguments against.
d. Concluding.
5. What is the main problem in harnessing solar energy?
a. Solar cells are very cheap
b. Solar cells are hard to find.
c. Many people can afford solar cells.
d. Solar cells are still expensive.
6. According to the text, which the statement is NOT discussed in the story?
a. Solar energy source is comes from the sun.
b. Solar energy can be used effectively in the urban area.
c. Solar cells are the main device to harness the sun’s energy.
d. Solar energy could be used to produce electricity for business.
7. We can’t yet power our homes entirely on sunlight. The word entirely in the sentences
above has a closest meaning with?
a. Partly.
b. Completely.
c. Highly.
d. Exclusively.
Text 2
Question 9 – 16 are based on this text.
Insecticide is a substance that kills insects. Insecticides are sometimes called
pesticides.
Farmer and gardeners usually use insecticides to protect plants and animals. Apple
trees must be sprayed, or many of the apples will become “wormy” with moth larvae
(young). Many livestock owners spray their livestock or dip them in an insecticide solution to
118
protect them from flies, lice, mites, and ticks. These pests spread such diseases as cattle fever
and sheep scab. Diseases such as malaria and typhus can be controlled by using insecticides
to treat the breeding places of the insects that spread the diseases.
Agricultural pesticides prevent a monetary loss of about $9 billion each year in the
U.S. for every $1 invested in pesticides, the American.
Farmer gets about $4 in return. These benefits, however, must be weighed against the
costs to society of using pesticides, as seen in the banning of ethylene dibromide in the early
1980s. These costs include human poisonings, fish deaths, honey be poisonings, and the
contaminations of livestock products. The environmental and social costs of pesticide use in
the U.S. have been estimated to be at least $1 billion each year. Thus, although pesticides are
valuable for agriculture, they also can cause serious harm.
8. What is insecticide?
a. A substance that kills weeds.
b. A substance used to kill insects.
c. A substance used to eradicate malaria and typhus.
d. A substance used to fertilize land.
9. Apple trees must be sprayed, or many of the apples will become “wormy” with the
moth larvae. The word wormy means?
a. Be like worms
b. Eaten by worms
c. Killed by worms
d. Full by worms
10. These benefits, however, must be weighed against the costs to society of using
pesticides. This argument is included into schematic structure of?
a. General statement.
b. Arguments for.
c. Arguments against.
d. Concluding.
11. Agricultural pesticides prevent a monetary loss of about $9 billion each year. The
word prevent has the same meaning with?
a. Avert.
b. Surface.
c. Gained.
d. Predict.
119
12. What is the conclusion of the text?
a. Pesticides are useful.
b. Pesticides are danger
c. Pesticides are harmful
d. Pesticides are valuable, but they can cause serious harm.
Text 3
Question 16 - 25 are based on this text
When fossil fuels, or other fuels, such as wood or peat, which contain carbon are
burned, carbon dioxide is released into the atmosphere. Vehicles also give out, and so add,
carbon dioxide to the atmosphere.
The earth’s atmosphere allows most of the Sun’s rays to pass through it to heat the
Earth’s surface. The Earth reflects much of the heat energy back into the atmosphere, but
much of this reflected radiation cannot escape because gases such as carbon dioxide absorb it.
They grow warm and send heat radiation back to Earth. This is the greenhouse effect. Many
scientists think that the greenhouse effect may change the climate, over the next 100 years or
so. One consequence of soalled “global warming” resulting from the greenhouse effect could
be melting of the polar ice – caps. This in turn, could lead to a rise in sea level which could
flood large areas of highly populated coastal land.
If carbon dioxide proves to be as harmful as thought, in order to reduce carbon
dioxide levels we need to reduce the amount of carbon-rich fuels burned.
13. What is the major issue discussed in the text above?
a. The causes of carbon dioxide.
b. The earth’s atmosphere.
c. Global warming.
d. Greenhouse effect.
14. What is omitted out when fuels which contain carbon are burned?
a. Carbon dioxide.
b. Wood.
c. Peat.
d. Radiation.
15. In order to reduce carbon dioxide levels we need to reduce the amount of carbon-rich
fuels burned. The following statement is included in schematic structure of?
a. General statement.
b. Argument against.
120
c. Argument for.
d. Concluding.
16. What effect does carbon dioxide have on the atmosphere?
a. It makes the atmosphere darker to long-wave radiation.
b. It makes the atmosphere allow most of the Sun’s rays to pass through.
c. It makes the atmosphere allow most of the Sun’s rays to pass through it to heat the
earth’s surface.
d. It makes the atmosphere become warmer.
17. What will happen if the sea level rises?
a. The polar ice will melt and make the sea get cooler.
b. Some large areas of coastal land will be inundated.
c. Some large areas of coastal land will be dried up.
d. The surface of the earth will be flooded with water.
18. If carbon dioxide proves to be as harmful as thought. The word proves in the
sentence above has closest meaning with?
a. Open.
b. Show.
c. Stated.
d. Change.
19. What causes the earth to become warmer?
a. The Sun’s rays reflected by the Earth into the atmosphere.
b. The heat radiation sent back to earth by gases that grow warm.
c. Reflected radiation that escapes into the atmosphere.
d. The burning of wood or peat.
20. According to the text, which the statement is NOT discussed in the story?
a. The greenhouse effect may change the climate.
b. Greenhouse effect could be melting of the polar ice – caps.
c. Carbon dioxide allows most of the Sun’s rays to pass through it.
d. Much of the heat energy that back into the atmosphere is reflected by the Earth.
121
Post-Test 1
Name : Class :
Reading section
Answer the question by choosing A, B, C, D, or E for the correct answer!.
The following text is for questions 1 to 3.
Animal testing is a deeply divided subject with a great deal of passion, emotion and ideas
on both sides regarding the ethic of the practice. Some individuals support animal testing and
some other oppose its use.
The scientific community is strongly in favour in animal testing. The medical
breakthroughs that have occured as a result of animal testing are considered reason enough to
continue the practice, with the aim of reducing human suffering and saving human lives. Animal
testing aids researchers in finding drugs and tratments to improve health and medicine. Many
medical treatments have been made possible by animal testing, including cancer and HIV drugs,
insulin, antibiotics, vaccines and many more. Animal testing also helps to ensure the safety of
drugs and many other substances human use or are exposed to regularly. Scientists typically use
animals for testing purpose because they are considered similar to humans.
The contra on the issue of animal testing is that countless animals are experimented on
and then killed after their use. Others are injured and will still live the rest of their lives in
captivity. Many of these animals received tests for substances that will never actually be used for
public consumption and use. Animal testing generally costs an enormous amount of money as
the animals must be fed, housed, cared for and treated with drugs or experimental substances.
The price of the animal themselves must also be factored into equation.
As a result of the controversy, regulations and laws should be enforced. At the very least,
animal suffering should be minimized and that animals should be respected during their care. If
animal testing is to continue, animals must be abused.
1. Which of the following is the reason why scientists use animal for testing?
A. Animals are the same as humans.
B. Animals can reduce human suffering.
C. Cancer and HIV can be found on animals.
122
D. Animals and humans are regarded be alike.
E. Medical treatments can be given to animals.
2. The main idea of paragraph 3 is ....
A. the practice of animal testing is intolerable.
B. animals need to be fed, housed and cared for.
C. drugs and experimental substances are useless.
D. animal testing costs enormous amount of money.
E. animal testing causes many animals live in captivity.
3. From the text above, we can conclude that ....
A. medical experiments should be limited.
B. pet lovers are in favour in animal testing.
C. animal testing is against the laws and regulations.
D. vaccines used today have been tested on animals.
E. patients never get benefit from the practices of animal testing.
4. “Regulations and laws should be enforced” (In paragraph four) this sentence is included into
schematic structure of…
A. Orientation. C. Argument against. E. Suggestion.
B. Argument For. D. Conclusion.
The following text is for questions 5 to 8.
Living in a big city has both advantages and disadvantages. On the plus side, it is often
easier to find work, and there is usually a choice of public transport, so you don’t need to own a
car. Also, there are a lot of interesting to do and places to see. For example, you can eat in good
restaurants, visit the museums, and go to the theater and to concerts. What is more, when you
want to relax, you can usually find a park where you can feed the ducks or just sit on a park
bench and read a book. All in all, city life is full of bustle and variety and you need never feel
bored.
However, for every plus there is a minus. For one thing, you might have a job, but unless
it is very well paid, you will not be able to afford many of the things that there are to do, because
living in a big city is often very expensive. It is particularly difficult to find good, cheap
accommodation. What is more, public transport is sometimes crowded and dirty, particularly in
123
the rush hour, and even the parks can become very crowded, especially on Sundays when it
seems that every city dweller is looking for some open space and green grass. Last of all, despite
all the crowds, it is still possible to feel very lonely in a city.
In conclusion, I think that city life can be particularly appealing to young people, who
like the excitement of the city and don’t mind the noise and pollution. However, many people,
when they get older, and particularly when they have young children, often prefer the peace and
fresh air of the countryside.
5. What is the suitable title of the text above?
a. Living in a big city.
b. Advantage of living in a big city.
c. Disadvantage of living in a big city.
d. The positive effect of living in a big city.
e. The danger of living in a big city.
6. What is the main idea of the second paragraph?
a. a choice of public transport.
b. living without having a car.
c. a lot of interesting things to do.
d. a side effect of living in a big city.
e. advantages of living in a big city.
7. What is the advantage of living in a big city?
a. It is often easy to find work.
b. It is not expensive to fulfill daily needs.
c. There are not any interesting things to do.
d. It is not difficult to find good accommodation.
e. There are not noise and pollution affecting people’s life.
8. “In conclusion, I think that city life can be particularly appealing to young people, who like
the excitement of the city and don’t mind the noise and pollution.” (Paragraph 6)
The underlined word means …
a. eye catching. c. beautiful. e. lunatic.
b. attractive. d. wonderful.
124
The following text is for questions 9 to 11.
Computers are undoubtedly, used by almost all people in the world. Computers provide
people with quicker, practical and useful works. People admit the superiority of computers in
their work. They can make use of the used product of technology which brings many benefits for
society, from children to adult.
However, computers certainly do not promote physical activity. There are some students
who are caught in the mystique of this machine. They forgot about lunch, forget to rest and even
want to skip from after shool-activities. Even, those who hold strong oppositions about this
machine, they say that this machine fail to allow its users some of emotions that are desirable in
human beings. In fact some preliminary research has slown that prolong exposure to
computerized testing situations has resulted students in being surly and often abusive to each
other.
So, whatever opinion a person holds, try to bear in the mind that computers not only
bring some benefits but also cause some problems.
9. Which statement is NOT TRUE according to the text?
A. Computers certainly do not promote physical activity.
B. Computers only bring some benefits.
C. People admit the superiority of computers in their work.
D. Computers are undoubtedly, used by almost all people in the world.
E. Computers provide people with quicker, practical and useful works.
10. "They forgot about lunch, forget to rest and even want to skip from after shool-activities."
(Paragraph 2)
The underlined word refers to ....
A. Computer. C. Work. E. Students.
B. People. D. The writer.
11. "... they say that this machine fail to allow its users some of emotions that are desirable in
human beings." (Paragraph 2)
"Allow" means ....
A. Permit C. Advice. E. Instruct.
B. Order D. Suggest.
125
The following text is for number 12 to 15.
Parents choose homeschooling to educate their kids because they believe that
homeschooling can be a personalized schedule. Homeschooling allows parents and children to
work out a schedule that will best work for the child.
Another advantage is flexibility in time and curriculum. By homeschooling parents can
set the curriculum around vacation, illnesses, and other surprise event.
On the other hand, homeschooling can spoil parents' time. Homeschooling needs a lot of
time in preparation and delivery. Parents have to research topics, prepare the lessons, set up the
projects and field the trips.
So, when thinking about putting children through homeschool, we should make sure that
we understand all of the criteria involved in the home education.
12. What is being discussed in the text above?
A. School for children.
B. Education for kids.
C. The flexibility of homeschooling.
D. Putting children through home school.
E. The advantages and disadvantages of homeschooling.
13. What should parents do before deciding homeschooling?
A. They should ask their kids.
B. They should know the weaknesses of homeschooling.
C. They should think that homeschooling can spoil parents' time.
D. They should understand all criteria involved in the home education.
E. They should make sure that their children have desire to be homeschooled.
14. Which of the following statements are TRUE based on the text above?
A. Homeschooling can't be a personalized schedule.
B. Homeschooling has flexibility in time.
C. Homeschooling can't spoil parents' time.
D. Parents shouldn't understand all criteria involved in the home education.
E. Homeschooling has good fix curriculum.
126
15. "Homeschooling can spoil parents' time." (Paragraph 3)
The opposite of the underlined word is ....
A. Heal. C. Trash. E. Damage.
B. Ruin. D. Improve.
The following text is for the number 16 to 20
The government has just published a report which suggests that television is partly
responsible for the serious increase in crime over the last ten years. The exposure of violence or
pornography harmfully effects on children.
Many people who are alive today know what it is like to live in a world without
television. Television as we know is only about forty years old. Yet it is so much a part of our
lives that it seems as if it had always existed.
Some people think that the years before the invention of television were a better time.
They claim that families talked more and did more things together. More books were read.
People used their imaginations more fully. People got more outdoor exercises.
But others disagree. They claim that television is a powerful educational tool. It informs
us of what is going on in the world, from a famine in Africa to a local politics and fashion. It
helps us understand how people live, work, and struggle.
In 1961, Newton Minow, a government official, called prime-time schedules “ a vast
wasteland.” Television is credited with being a great teacher, but it is also blamed for the poor
reading and writing skills of our population. Television gets praised for helping us understand
the people of the world. But it has been accused of helping to destroy family life. Television
keeps us informed about the political issues of the day.
Experts will probably continue to argue about television’s value. But everyone agrees
that it is one of the most significant inventions of the twentieth century.
16. The writer wants to tell …..
a. the development of television
b. the advantages of television program
c. how television destroys people’s life
d. how television improves people’s knowledge
127
e. the influence of television on people’s daily life.
17. Many people claim that television is a powerful educational tool. From this statement we
know that they ….. with the existence of television.
a. love
b. agree
c. prefer
d. dissatisfied
e. choose
18. Which of the following is good for children in watching TV?
a. The children should watch the violence on TV
b. Children may watch TV whenever they like
c. There shouldn’t be government censorship of TV program
d. Children should spend all their time to watch TV program
e. Children should be accompanied by their parents in watching TV
19. “ ….. what is going on in the world, from famine in Africa …” (Paragraph 4)
The underlined word means lack of ….
a. food
b. water
c. nutrient
d. education
e. entertainment
20. Some people think that the years before the invention of television were a better time.
(paragraph 3). This argument is included into schematic structure of?
a. Introduction
b. Argument For
c. Argument Against
d. Conclusion
e. Recommendation
128
Post-Test 2
Name : Class :
Reading section
Answer the question by choosing A, B, C, D, or E for the correct answer!
Text 1
The following text is for questions 1 to 5.
Having an electric fan in the attic can help with energy savings throughout the home
because the attic temperatures affect the entire house. Electric fans come with many advantages
as well as disadvantages that should be considered prior to installation.
Electric fans help us feel cool. Electric fans are very cheap to operate. They require very
few watts of energy and therefore are cost-effective—even in summer months. Using an electric
attic fan can prevent the use of an air conditioner within a house—assuming that the outside
temperature is below 82 degrees. Electric fans work to draw heat out of houses and therefore can
substitute for the air conditioner.
On the other hand, using fan for too long can cause the immunity of our body to drop.
Some can easily catch cold, get a fever, contact allergic rhinitis, and allergic asthma. When using
an electric fan, don’t get too close to the fan. In worse case, it may result in headache, cold
feeling, or even lead to other diseases.
In summer time we must need electric fan. As a result, we should use middle or low
speed as much as possible. We can also put the fan at places near a door or a window when
possible. This is good for air circulation by blowing cool outdoor air to indoor.
1. What is the main idea of the second paragraph?
a. The benefits of electric fan.
b. The disadvantage of electric fan.
c. How to use electric fan.
d. The diseases caused by electric fan.
e. How to use electric fan carefully.
2. Which of the following is not the disease caused by using electric fan for too long?
a. Fever.
129
b. Cold feeling.
c. Headache.
d. Allergic asthma.
e. Stomachache.
3. What is the recommendation of the writer about using electric fan?
a. Use high speed.
b. Don’t get too close to the fan.
c. Put the fan far from the door.
d. It’s better for you to use AC.
e. Use the fan in winter.
4. “Using an electric attic fan can prevent the use of an air conditioner within a house” (in
paragraph 2) this sentence is included into schematic structure of…..
a. Introduction.
b. Argument against.
c. Conclusion.
d. Arguments for.
e. Recommendation.
5. “Using fan for too long can cause the immunity of our body to drop” ( paragraph 3)
The opposite of underlined word is….
a. Fall. c. Rise e. Crumple.
b. Collapse. d. Absorb.
Text 2
The Text is for numbers 6 to 9
Some people do not like to carry a lot of money all the time. They, choose to have a
credit card as an alternative to purchase items in a shopping center. The following will present
advantages and disadvantages of having credit card.
Credit cards have been accepted as efficient payment solution. When we buy something,
we do not have cash at hand, we can pay by credit cards. Well, credit cards can be used to buy
things online. A credit card is more convenient to carry around than cash money. When we buy
an expensive thing, we do not need to carry bunches of money in our bag.
130
But credit cards also have disadvantages. Having credit cards will allow us to spend
much money. It can make us difficult to pay their credit cards bills. Credit cards sometimes make
problem when they are used to online transaction. We must be careful to use the data on their
credit cards. Some credit cards have interest rate and other applicable fees. It means that we
spend more than the price of the thing we buy.
From the reasons above, it can be concluded that credit cards make our life easier, but
credit cards are disadvantageous if we cannot be careful and use them wisely.
6. What does the text tell about?
a. How to make a credit card.
b. The benefits of having credit card.
c. The use of credit cards.
d. The reasons why people usually use credit cards.
e. The advantages and disadvantages of having credit card.
7. Which of the following is not the reason why people use credit cards?
a. They do not have to carry cash money.
b. They like to shop online.
c. The credit cards are convenient to carry.
d. The credit cards are expensive to make.
e. They can pay the things they buy easily.
8. “…… an alternative to purchase items in a shopping center.”
The synonym of the underlined word is….
a. Buy. c. Pay. e. Choose.
b. Carry. d. Bring.
9. “Credit cards make our life easier, but credit cards are disadvantageous if we cannot be
careful and use them wisely.” This sentence is included into schematic structure of…..
a. Introduction. c. Argument against. e. Conclusion.
b. Arguments for. d. Coda.
131
Text 3
The following text is for numbers 10 to 13
Most Indonesian people like to work in abroad. They think that it is a good way to earn a
good salary. However, is it true that working abroad makes happy?
Many workers usually send large sums of money to their families in Indonesia. Even
though, they will just go home once in a year, at least they bring a lot of money back in
Indonesia. Generally, they use their money to pay their children’ education or to change their life
into a better life.
Yet, are migrant workers happy there? They have to leave their families. They often go
home once a year to meet their parents or their children. Moreover, there are some workers who
stay away from their families for such a long time. They must miss their families. Let’s watch on
TV. There are some workers who are abused by their boss. Some of them are injured, or even
died. Some of their families also cannot contact them.
There are good and bad things about working overseas. It would be better if our
governments pay attention to them and the problem as a concern. So that, the migrant worker can
do their struggle safely.
10. What is the text about?
a. The good and bad of being workers.
b. The advantages of working abroad.
c. The good and bad effects of working overseas.
d. The disadvantages of being migrant workers.
e. The relationship between workers and government.
11. What is the main purpose of working overseas?
a. To find their families.
b. To find a good job.
c. To study in a good school.
d. To earn a good salary.
e. To contact their parents.
12. The following sentence is included of argument against, except………
a. Some worker just go home once in a year.
b. Some worker brings a lot of money back to Indonesia.
132
c. Some worker has a long distance with their family.
d. Some worker cannot be contacted by their family.
e. Some worker was abused by their boss.
13. “The migrant worker can do their struggle safely.”
The synonym of the underlined word is….
a. Expend. C. Ultimate. e. Sacrifice.
b. Aback d. Effort.
136
The Key Answers
Pre-Test Post-Test 1 Post-Test 2
1. C
2. D
3. B
4. C
5. D
6. B
7. B
8. B
9. D
10. C
11. A
12. D
13. A
14. A
15. D
16. C
17. B
18. B
19. A
20. C
1. D
2. A
3. C
4. D
5. A
6. D
7. A
8. B
9. B
10. E
11. A
12. E
13. D
14. B
15. A
16. E
17. B
18. E
19. A
20. B
1. A
2. E
3. B
4. D
5. C
6. E
7. D
8. A
9. E
10. C
11. D
12. B
13. D
14. C
15. E
16. A
17. B
18. D
19. B
20. C
![Effectiveness of Computer-Assisted Stad [1] gambari ... · Effectiveness of Computer-Assisted Stad Cooperative Learning Strategy on Physics Problem Solving, Achievement and Retention](https://img.pdfslide.us/doc/110x75/5fb1c0bf98cb1e49f67af399/effectiveness-of-computer-assisted-stad-1-gambari-effectiveness-of-computer-assisted.jpg)
