THE EFFECT OF PICTURE SERIES ON STUDENTS READING

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THE EFFECT OF PICTURE SERIES ON STUDENTS

READING COMPREHENSION OF ANALYTICAL

EXPOSITION AT ELEVENTH GRADE ISLAMIC SENIOR

HIGH SCHOOL MAHDALIYAH JAMBI CITY

THESIS

SITI ELISA RITONGA

(TE. 151627)

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA

SAIFUDDIN

JAMBI 2019

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THE EFFECT OF PICTURE SERIES ON STUDENTS

READING COMPREHENSION OF ANALYTICAL

EXPOSITION AT ELEVENTH GRADE ISLAMIC SENIOR

HIGH SCHOOL MAHDALIYAH JAMBI CITY

THESIS

Submitted as Partial of Requirements to Obtain Undergraduate (S1) Degree at

English Education Program Faculty of Tarbiyah and Teacher Training

SITI ELISA RITONGA

(TE. 151627)

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA

SAIFUDDIN

JAMBI 2019

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MOTTO

Meaning: 1.Read! In the name of your lord, who has created (all that exist) 2.Has

created man from a clot (a piece of thick coagulated blood) 3.Read

!and your lord is most generous4. Who has taught (tre writing) by the

pen( the first person to write was Prophet idrees (Enoch)5.Has taught

man that which he know that.

Source:(Al-qur‟an Al-alaq verse1-5 juz 30)

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DEDICATION

Thanks to Allah SWT, The most Gracious, The most Mercifulfor the

blessing anleadingme.I could finally finish writing this thesis.Sholawat to the

Prophet Muhammad SAW.His coming really changed the world.This Thesis I

dedicate special to:My adored father DerajatRitongaand my adored mother

RosmianiRambeandalso my beloved brother Ahmad YasirRitonga who always

love and encourage me and never stop praying for my success now and in the

future with endless love, always being with and guiding me, your prayers are

really powerful.My lovely Friend especially DesiPatmawatiPulunganwho

always stand by me no matter what you guys are always there beside me, support

me, help me and won‟t let my tears down.

May Allah SWT always bless us.

Aamiin .

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ACKNOWLEDGMENT

Praise the writer to prayed to the presence of Allah STW. Who has given

of his love and guidance so that I can finish this thesis well. The author gives a

greeting to the prophet Muhammad SAW, who has devoted his life to perfecting

the character and grace for Muslims.

Furthermore , the preparation of this thesis is obligatory for students to

complete their studies in taking a Bachelor of undergraduate degree(S I),

especially in English Department at the Faculty Tarbiyah State Islamic University

SulthanThahaSaifuddin Jambi.

Thesis Entitled“The Effect of Picture on Students Reading

Comprehension of Analytical Exposition at eleventh grade Islamic Senior

High SchoolMahdaliyah Jambi City” is a manifestation of sense of concern for

writer on the development of education in the school.

In the completion of writing of this author have a lot of input and direction

and guidance from various parties, mainly from lectures and various parties. For

that, through this opportunity the author feels grateful presence of Allah and

sincere thanks to the honorable:

1. Dr. H. Hadri Hasan MA, the Rector of the State Islamic University

Sulthan Thaha Saifuddin Jambi.

2. Prof. Dr. H. Suaidi, MA, ph. D, Dr. H. Hidayat, M.Pd. and Dr. Hj.

Fadhilah Husen, M.Pd as vice rector‟s I,II, and III of State Islamic

University Sulthan Thaha Saifuddin Jambi.

3. Dr. Hj Armida, M.Pd.I as the dean of faculty of Education and Teacher

Training of the State Islamic University Sulthan Thaha Saifuddin Jambi.

4. Dr. H. lukman Hakim, M.Pd as the first vice Dean of faculty of Education

and Teacher Training Dr.Zawaki Afdal Jamil, M.Pd as the second vice

Deans of Faculty of Education and Teacher Training, and Dr. H. Kemas

Imran, M,Pd.I as the Third vice Dean of faculty Education and Teacher

Training.

5. Amalia Nurhasah, S.Pd M.Hum as a chairwoman of English Education

Program of the State Islamic University Sulthan Thaha Saifuddin Jambi.

6. WahyuniFitria, M.Pd as secretary of English Education Program of the

State Islamic University Sulthan Thaha Saifuddin Jambi.

7. Dr. Siti Raudhatul Jannah M.Pd.I as the first my advisor who has given a

lot of input such as correction, opinion, and other things which is useful to

the script writer in the process of writing this thesis.Netti Zurnely, M.Pd

as the second advisor for motivation, help contribution of though and

beneficial ideas toward the development of this thesis.

8. All lecturer of Tarbiyah Faculty of the State Islamic University Sulthan

Thaha Saifuddin Jambi.

9. All librarians for their helps, lending me some needed books to complete

this thesis.

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ABSTRACT

Name :Siti Elisa Ritonga

Major : English Education Program

Title :The effect of Picture on Students Reading Comprehension of Analytical

Exposition at EleventhGrade Islamic Senior High School Mahdaliyah

Jambi City.

This research was conducted to know the effect of Picture on Students‟

Reading Comprehension in learning English at Islamic Senior High School

Mahdaliyah Jambi City. This research is quantitative with method experimental

design.The population of this research was taken from the students grade eleventh

Islamic Senior High School Mahdaliyah Jambi City. which consisted of two

classes. The total number of students is 40, where 20 students for experimental

group and the other 20 students for control groups.The researcher used essay test

to collect the data. The test consisted of two types, namely pre-test and post-test.

The experimental group was taught by picture while the control group was taught

without using by Picture . After analyzing the data, the result of the research

showed that the value of t-observed was higher than the value of t-table

(2.462>1.686) at the level significance of α = 0,05 and at the degree of freedom

(df) = 38. It can be concluded that applying Picture Series has significant effect

on students‟ achievement in writing descriptive or in other words the alternative

hypothesis (Ha) was accepted.

Key words: Picture, Reading Comprehension, Analytical Exposition

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ABSTRAK

Nama : Siti Elisa Ritonga

Jurusan :PendidikanBahasaInggris

Judul : PengaruhGambardalampemahamanmembacasiswa di kelassebelas

Mas Mahdaliyah Kota Jambi.

Tujuan penelitian ini di lakukan untuk mengetahui pengaruh gambar

terhadap pemahaman membaca siswa dalam pembelajaran bahasa Inggris di

MAS Mahdaliyah Kota Jambi.Populasi penelitian ini di ambil dari siswa

kelas X1 MA Mahdaliyah kota Jambi. Yang terdiri daridua kelas Jumlah

siswa 40. dimana 20 siswa untuk kelompok experimen dan 20 siswa untuk

kelompok kontrol. Peneliti menggunakan tes essay untuk mengumpulkan

data. Tes terdiri dari duajenis yaitu pre-test dan post-test. Kelompok

experiment di ajar menggunakan media gambar sedangkan kelompok kontrol

tanpa menggunakan media gambar. Setelah menganalis data, hasil

penelitian menunjukkan bahwa nilai to di amati lebih tinggi

daritt(2.462>1.686) pada taraf signifikan 0,05 dan tarap kebebasan (df) = 38.

Dapat di simpulkan bahwa penerapan gambar berpengaruh signifikan

terhadap prestasi belajar siswa dalam menulis deskriptif atau dengan

katalain hypothesis alternatif ((Ha) di terima.

Kata kunci: Picture , Reading Comprehension, Analytical Exposition

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TABLE OF CONTENT

Page of Tittle .......................................................................................................... i

Official Memo ....................................................................................................... ii

Approval and Acceptance......................................................................................iii

Originality Statement ........................................................................................... iv

Motto ..................................................................................................................... v

Dedication ............................................................................................................ vi

Acknowledgment ................................................................................................ vii

Abstract ................................................................................................................ ix

Abstrak .................................................................................................................. x

Table of Content ................................................................................................... xi

List of Tables ..................................................................................................... xiii

List of Appendix ................................................................................................ xiv

CHAPTER I : INTRODUCTION

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

B. Identification of the Problems ................................................................... 4

C. Limitation of the Problem ......................................................................... 5

D. The Formulation of the Problem ............................................................... 5

E. The Objective of the Research .................................................................. 5

F. Significance of the Research ..................................................................... 5

CHAPTER II : LITERATURE REVIEW

A. Description of Theory……………………………………………………7

1. Defenition of Reading Comprehension………………………………..7

2. Picture……..…………………………………………………………10

3.Analytical Exposition………………………………………………....13

B. Previous Related Studies ......................................................................... 16

C. Thinking Framework .............................................................................. 18

D. Research Hypothesis ............................................................................... 18

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CHAPTER III : RESEARCH METHODOLOGY

A. Place and Time of The Research ............................................................. 19

B. Method and Design of The Research .................................................... ..19

C. Population and Sample………………………………………………….20

1.Population……………………………………………………………..20

2.Sampe………………………………………………………………….21

D. Variable of the Research………………………………………………...21

E. Instrument of Research…………………………….................................22

F. Technique of Data Analysis……………………………………………..25

G. Statistical Hypotheses…………………………………………………...27

H. Research Schedule……………………………………………………....27

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION

A. Research Findings ................................................................................... 29

B. Data Analysis……………………………………………………………32

C. Hypothesis Testing……………………………………………………....46

D. Interpretation.............................................................................................49

CHAPTER V

A. Conclusion .............................................................................................. 52

B. Suggestion ............................................................................................... 53

REFERENCES

APPENDIX

CURRICULUM VITAE

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LIST OF TABLE

Table 3.1The non-equivalent pretest-posttest design…………………………...20

Table 3.2 Number of Population ......................................................................... 21

Table 3.3The Specification of the Test…………………………………………23

Table 3.4 Range of Students Reading Comprehension ...................................... 24

Table 3.5The result of Reliability Instrument……………………………….....25

Table 3.6 The Research Schedule……………………………………...............28

Table4.1 Scoring Grade………………………………………………………...29

Table 4.2The Score of Pre Test and Post Test of Experimental Group…..........30

Table 4.3The Score of Pre Test and Post Test of Control Group……………...31

Table 4.4Frequency Distribution of pre test in Experimental Group…..............32

Table 4.5Normality Testing of Pre Test in Experimental Group ……………...34

Table 4.6Frequency Distribution of post test in Experimental Group………....35

Table 4.7Normality Testing of Post test in Experimental Group……………....37

Table 4.8Frequency Distribution of pre test in control group…………………38

Table 4.9Normality Testing of Pre test in control group………………………40

Table 4.10Frequency Distribution of Post Test in Control group……………...41

Table 4.11Normality Testing of post test in Control Group…………………...43

Table 4.12Mean of Post-test pre test in experimental Group……………….....46

Table 4.13Mean of Post test- pre test in control group………………………...47

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LIST OF APPENDIXS

Appendix 1 Soalpre test an post test

Appendix 2 Answer key

Appendix 3The Critical Value Liliefors Test

Appendix 4 Table of F Distribution

Appendix 5 Distribusi t

Appendix 6The Table of” R” Product Moment Search

Appendix 7Table of Standard Normal(z) Distribution

Appendix 8 Lesson plan experimental and control class

Appendix 9Sylabus

Appendix 10 Documentation

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CHAPTER I

INRODUCTION

A. Background of the Problem

Reading is considered as one of the most important skills to be

taught besides listening, speaking, and writing. It is mainly emphasized to

students since they need to read printed materials in schools or their life.

By reading,students can build general knowledge to obtain a lot of

information which they need, for in reading, readers build a smooth

process of combining information from a text and their background

knowledge to build meaning( Nunan, 2003:68) The ability of reading and

comprehending text help students learn new knowledge,ideas,concept, and

attitudes. Students who have a good understanding of English text will be

able to follow the lesson and get better achievment. It is expected that

students of islamic senior high school are able to master the reading skill

well to enrich their vocabulary mastery and knowledge to continue their

study to a higher level.

Reading is an active cognitive process that does indeed face the

words which include the information it. Reading is not simply getting the

word right, without comprehension there is no reading.In the other words

reading will not occur without comprehension the text. In the process of

reading, the readers begin by looking at the word in message then grab

their meaning. When the reader knows the words, sentences or massage

fits into his prior knowledge and experience, he comprehends the text, and

comprehending requires the skills. To develop the students reading skills

need that the media to improve their reading such as magazine, newspaper,

book, text,ect.

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According to curriculum of In Indonesia, English is a foreign

language which is taught in every educational level, from Elementary

School up to university. Asstated in StandarKompetensi dan Kompetensi

Dasar (SK-KD)in School Based-Curriclumor Kurikulu Tingkat Satuan

Pendidikan (KTSP) of MA Tahun 2006, English is a compulsory subject

which is taught and learnt in a formal education it is because English is

considered to be used as a tool of global communication to express ideas,

information, etc. It means that the communicati-on is the ability to speak,

to understand or to produce a spoken/written text that can be integrated in

four certain m ajor language skills, listening, speaking, reading, and

writing (Jakarta: BSNP,KementerianPendidikanNasional, 2006:30).

In line with the essential role of reading in learning and acquiring

English, the Indonesian government recently has started to bring out a

genre-based curriculum for formal learning English in the secondary level

of education throught the country. Due to the implementation of the

curriculum, Indonesian hight school students are required to be familiar

with differentiate one type of texts from the others but also to comprehend

the text and able to do the task that follow to give evidence for their

comprehension.

The teacher as a learning agent is required to use all the capabilities

and skills of teaching so that students can really master the skill of reading

comprehension is as desired. Teacher must continue to improve skills of

students with different kinds of exercises and by using various kinds of

learning resources. This must be having done because the reading

comprehension of English text is not easy thing. Many factors that affect a

person‟s ability to the understand text in English reading. These factors

may come from within or from outside the students‟ factors originating

from within the students include students mastery of vocabulary, the

ability of students in understanding the elements of sentence the type form

of reading motivation and so forth.

.

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Based on the experience of the writer during PPL(Praktek

pengajaran lapangan) in Islamic Senior High School Mahdaliyah Jambi

City, students find problems on process reading, first of all reading is

claimed as a boring activity by most of students. It happened because

saveral factos, one of them students‟ interest about the text they would

read, some of not. Second most of students find difficulties to get message

of the text because they find many unfimiliar vocabularies needed to be

translated. Third,when the teacher asked students to answer the question

about text most of students can not answer the text because they do not

understand, and lazy to read the text they feel difficulties to understand

the text because they unfamiliar vocabularies. It is takes a lot of their effort

that leads to an uninterested to do. Those are the causes the student

difficulties comprehending the text.

It is found at students of Islamic Senior Hight School Mahdaliyah

Jambi City. From all case about reading, the writer was interested to have

some technique in teaching reading.The writer would use picture series as

media in teaching reading to achieve studentsreading comprehension in

her research and to get teaching English language activity more fun

especially in teaching reading.

To overcome this problems it is necessary for English teacher to

make reading materials more interesting and motivating, so that the

students can progress in reading. One of the teaching reading is using

picture-series as a media. In this case the researcher choose picture series

with the reason,presenting vocabulary by using picture making students

interested in the topic the lesson. The use of picture can attract students‟

attention in teaching learning process so they will not get bored and by

picture help teacher present many English word in interesting ways.

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According Wright he said on his book that picture is a good

media in teaching learning process (Andrew Wright, 2004:17) Picture is a

good media in teaching and learning, because everybody likes to look at

pictures.Picture series show some actions or events in chronological order.

latency function which is purposed to attract and aim students‟ attention to

concentrate on learning material. affective function that can stimulate

students‟ attitude. Using picture will help the students in understanding

the situation of the story or the process. Picture help students grasp the

meaning of the strips and make students think chronologically of the event

or the process of the strips. Pictures can motivate the student and make

him or her want to pay attention.

Teaching English material using picture has been discussed by

some people as research conducted by Allen Subekti in north sumaterahis

research also study about students“The Effectiveness of Using Picture in

Teaching Reading of Analytical Exposition”. The population and sample

used his research used the eleventh grade students of the vocational high

school while this research use the eleventh grade students of islamic

senior high schoolMahdaliyah Jambi as sample and population.

Based on the problems that were described above, the present

investigation has to be conducted through the title: The Effect of Picture

on Student Reading Comprehension of analytical exposition at eleventh

Grade Islamic Seior High School Mahdaliyah Jambi city in academic

years 2018/2019.

B. Identification of the Problems

Based on the information presented above, the problems that can be

identified are as follows:

1. Students bored in the process of learning reading.

2. Most of students low motivation in learning reading.

3. Most of the students difficult to get information of the text.

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C. Limitation of the Problem

Base on identification of the problem above, the writer only limits

the problem of this research was limited of the effect of using picture on

students reading comprehension of analytical exposition.

D. Formulation of Problem

Base on the background mentioned above formulation of the

research is as follow:

1. Is ther anyeffect of using picture on students‟ reading comprehension of

analytical exposition at eleventh grades Islamic senior high school

Mahdaliyah Jambi city?

2. Is there difference between on students‟ reading comprehension who

taugh by picture and those are not of analytical exposition at eleventh

grades Islamic seniorhigh school Mahdaliyah Jambi city?

E. Objective of the research

The objective of the research are:

1. To know any significant affect of using picture on students‟ reading

comprehension of analytical expositionat eleventh grades Islamic senior

high school Mahdaliyah Jambi city?

2. To know difference between on students‟ reading comprehension who

taugh by picture and those are not of analytical exposition at eleventh

grades Islamic seniorhigh school Mahdaliyah Jambi city?”

F. Significant of the research

1. For teachers

The result of this study is expected to be able to widen the skill of

teachers in using the picture series as a media in teaching Analytical

Exposition order to improve student‟s reading comprehension.

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2. For students

Hopefully, the uses of picture series in teaching Analytical

Exposition in reading can make the students are more enjoyable in

doing their tasks associated with the reading material and also, they will

feel more interested with the presentation of pictures in learning

analytical exposition text and can increase their understanding to this

material.

3. Further researchers

The results of this study will be as a reference for further

researchers who have interest in doing research related to using picture

series in teaching Analytical Exposition more intensively.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Reading Comprehension

1. The Definition of Reading Comprehension

Reading involves comprehension and they cannot be separated

each other. Reading has not happened yet, if the reader has not reached the

comprehension of the text. Comprehension is making connections between

what the readers read and what the readers already know. Sometimes the

connection seems to happen by itself – especially when the information is

important or interesting to the readers. (Beatrice S. Mikulecky and Linda

Jeffrie, 2004, p. 16) It means that reading comprehension can be seen as

one of reading goals. In reading comprehension, the readers should have

knowledge about understanding the reading passage, because without

comprehension, reading has not truly happened.

Other experts said (David Nunan,2005,p.71.) that reading

comprehension refers to reading for meaning, understanding, and

entertainment. It involves higher-order thinking skills. It can be defines as

the readers understand what the text tell about, knowing the main idea of

the text, and the details of the text tell about, knowing the main idea of the

text, and the details of the text, then combine it with their knowledge about

the topic discussed.

Kristin and her colleagues also propose a definition of reading

comprehension “Reading comprehension is the ability to construct

meaning from a given written text.”(Kristin Lems,2010, p.170.)It means

that the readers need to understand the ideas of the author‟s mind to the

reader‟s mind, in other words, what the author means should be

understood well by the readers.

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By the definition of reading comprehension it can be concluded

that reading and comprehension cannot be separated each other. Reading

comprehension is an activity to understand written ideas through

recognition of writte material.

2. The Components of Reading Comprehension

According to Ade Novrianto (2012, p 282) “there are some

components that may help the students to read effectively.

a. Finding Factual Information

Finding factual information requires the readers to scan specific

details. Factual information question are generally prepared for vocational

high school students and those question being with question words.

b. Main Idea

Reading is concerned with meaning to greater extent that is with

form. An efficient reader understanding not only the ideas but also the

relative significance as expressed by the authors. In order word, some of

ideas are super – ordinate while others are subordinate.

c. Reference

Recognizing reference word and to identify the words or phrase to

which they refer to will help to the reader understand the reading passage.

English students might learn many roles for the use of references words

and yet be confuse about what a particular words refers to in sentences.

d. Understanding inference

Understanding inference is almost important aspect in reading.

Writers how ever do not write out everything and they expect the reader to

understand the writer point of view.

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Based on the explanation above, it is concluded that there are four

components that might be able to give meaning for contribution to help the

students.

3. The Importance of Reading Comprehension

Teaching reading is very important for students. There are some

reasonfor this. The first reason is many English students need to read

English text their career, for study or simply for pleasure. The second

reason is reading text also help the students whe they study writing.

Harmer (2003:72) states that reading texts also provide good

models for English writing. If the students are familiar with texts‟ form,

teacher will be easier to teach them how to write the texts. The last is

reading text also provide opportunities to study language: vocabulary,

grammar, function, and the way to construct sentences, paragraphs and

texts.

In a nutshell, when the students read a new text, they will find new

vocabulary and different style of writing texts. Because of that, they can

enrich their vocabulary includes the ability to use the appropriate diction.

They will learn more about punctuation strengthen their grammar

understanding and know how to construct sentences, paragraph and text

correctly.

4.The Roles of the Teacher in Teaching Reading

Reading is the way to get information from written media. Students

will get knowledge by reading activities motivated their learning, not only

in formal education, but also in informal education. Therefore, reading is

one of the urgent skill for students to obtain their successTarigan (2008)

notes that: by reading some information are gives by the teacher through a

text, students will find general information and experience which later they

can increase their language skills such as listening, speaking and writing.

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Reading is important to learners in English. Because it becomes

important part English language. But the problem that commonly by the

teacher in reading comprehension is complicated, such as the students who

are mostly have difficulty in comprehend the text. So the teacher has

important role in encouraging students to comprehend the next. The role of

teacher in the classroom can affect the success of teaching reading and

learning process

2. Picture

a. Definition of Picture

According to Arsad Sadiman (2002: 67) Picture is something that

can be seen and consists of space and has saveral features.

According to Sapari (2010:54) Picture is something that can

represent an object in fact and has the character color and shape that is in

accoordance with original.

Andrew Wright stated (2004:65) on his book “pictures are not just

an aspect of method but through their representation of places, objects and

people they are an essential part of the overall experiences.” From this

statement, it can be seen that pictures have an important role in

representing an experience including in teaching and learning.

Pictures are good media in teaching and learning, because

everybody likes to look at pictures, their use in the classroom provides a

stimulating focus for students‟ attention. Pictures present what the text tell

about and give the stimulus for the students in teaching learning activities.

Pictures bring the outside world into the classroom in a clear concrete way

By the defenition of picture the writer can be conclude that picture

is bridges or create images and events or events based on the theme of

serieal related to each other so that it is a series of stories/ events.

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b. Types of Picture

According to Jeremy Harmer, pictures can be in form offlashcard,

large wall pictures, cue cards, photographs or illustrations, and projected

slide Harmer(2011:136-137).

1. Flashcard

It is a small card which we can hold up for students to see.

Flashcard is particularly useful for “drilling” grammar items, for cueing

different sentences, or practicing vocabulary.

2. Large wall picture

It is big enough for everyone to see detail. Sometime teachers use

large wall pictures when pointing to detail of a picture to elicit response.

3. Cue card

It is small card which students use in pairs or group work. Teachers

put students in pair of groups and give them some cards so that when a

student picks up the top cue card in a pile he or she will say a sentence that

the card suggests.

4. Photograph or illustration

It is a photo or an image that depicts a situation or people in action.

The teacher uses it to make the situation or the action clear. Photograph

can be found in the book, newspaper, magazine, etc.

5. Projected slide.

In multimedia class, the teacher also uses it to teach. Sometimes

teacher uses it to show the images in the big form

c. The Role of Picture as Instructional Media

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In general, according to Latuheru (2008 : 164) the use of

instructional media can give rise to certain advantages in teaching

learning process reading

1. Attracting and increasing students‟ attention.

2. Heping to cope with the differences of the students‟ experience

due to differences in their social and econimic background.

3. Providing learning experience that may be difficult to get in any

other way.

4. Helping arrange the experience the studentsacquare

systematically to promote their cognitivedevelopment.

5. Helping devolepstudents‟ability to do self-learning based on their

experience and fact they learn.

6. Decreasing verbalism ( using verbal language whether oral or

writtent) in the learning process.

d. Function of Picture

According to Arsad(2011 . p 164) “the are some functions of

picture series as a media in teaching learning reading:.

1. Latency function which is purposed to attract and aim students‟

attention to concentrate on learning material.

2. Affective function that can stimulate students‟ attitude and emotional

3. Picture series show some actions or events in chronological order.

4. Using picture series will help the students in understanding the

situation of the story or the process.

5. Pictures can increase the students‟ motivation and provide a useful

practice material.

6. Pictures also can help students to get the information of the text based

on the situations that described on the picture

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7. Pictures can be useful for the students to develop their skill in a

situation or they can practice the language in real context in which

they can use it to communicate their ideas of the pictures..

In conclusion, using picture in teaching and learning process will

give an easy way for the students to remember about what they have been

learned because they use their imagination in ordering the chronological of

the story or the process and picture series is a good media and very usefu

in teacing reading.

e. Teaching Reading Using Picture

Picture is making essay and interest to teach and to facilitate

learning. Picture can stimulate students to predict the text and attract the

student understand ability dimension to what they are reading. According

to Harmer” A reading text will be adorned by a photograph which is not

strictly necessary, in the same way as happen in newspaper and magazine

articles. The rationale for this clearly that picture enhance the text, giving

readers (or students) an extra visual dimension to what they are reading.

Picture are useful for getting students to predict what is coming next in a

lesson. Thus students might look at picture and try to guess what it

shows”.

3. Analytical Exposition

a. Definition of analytical exposition

Analytical exposition is text type describes pattern of discourse

structure organization that focusing in giving the thesis that states of

writer‟s position in which contains a number of argument and ending with

conclusion and argument consists of a point and elaboration sequence and

text explains about writer‟s argument about the case in this text consists,

thesis, arguments and reiteration(Rosa, RN, ,2008:88)

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Painter ( 2007 :7) states that the purposes of analytical exposition

is : To persuade the readers that idea is important matter. To persuade the

readers or listeners that there is something that, certainly, needs to

getattention. To analyze a topic and to persuade the reader that this opinion

is correct and supported by arguments

b. Generic Structures of analytical exposition

According to Painter. 2007:7)There are some Generic Structure of

analytical exposition

1) Thesis

Introducing the topic and indicating the writer‟s position

2) Arguments

Explaining the arguments to support the writer‟s position.

3.) Reiteration

Restating the writer‟s position

c. Language Features:

Based on standarwati and Grace‟s book, there are some language

features that usually found in analytical exposition.(2005:194) The

language features are:

1) Using relational process = Relationships between and among leaders,

workers, followers, partners, co-workers, etc. people knowing and

caring about people.

2) Using external conjunctions = Enhancing by linking to real world

events (Holocaust, the Final Solution, death trains)

3) Using relational process = Relationships between and among leaders,

workers, followers, partners, co-workers, etc. people knowing and

caring about people.

4) Using external conjunctions = Enhancing by linking to real world

events (Holocaust, the Final Solution, death trains)

5) Using internal conjunction = Elaborating and itemizing steps in an

argument (Firstly, secondly, next, finally

6) Using causal conjunction = the cause of an event, because

15

7) Using contrastive conjunction = but, nevertheless

8) Using simple present tense = Bruno is quiet boy

9) Focusing on generic human and non-human participants, e.g.: car,

pollution, leaded petrol car

10) Using abstract noun, e.g.: policy, government

11) Using relational processes, e.g.: It is important

12) Using modal verbs, e.g.: We must preserve

13) Using modal adverbs, e.g.: Certainly we.

14) Using passive sentence

The Importance of Internet for Education

Thesis The impact of internet in education has been far reaching and

still developing. It has created instant access to a wide variety of

research information to help students learn.

(Argument) Nowadays, internet access has created the potential for

students to learn new material easily. The time students have at class is

limited, so the teacher sometimes cannot give all the explanation

needed. In this case, internet can help students to get more explanation.

(Argument 1 Internet has become now way of life. In the future, on

students‟ working life, they will have to use internet. So it is wise for

the teacher to give assignment which related to it. For example, teacher

can ask students to give the assignment via e-mail.

(Reiteration) Internet has big impact on education. There are many

positive things students and teacher can get from it.

Based on the explanation above, it can be conclude the

components of reading comprehension for analytical exposition text are

finding topic andmain idea, finding factual information, finding reference

and inference, understanding generic structure of recount text,

understanding language features of analytical exposition.

16

4. The Steps of Teaching Reading Comprehension of Analytical

Exposition by Using Picture Series

1. The teacher conveys the competencies want to achieve in reading

comprhension

2. The teacher prepares the picture according to the text the students

wants toread.

3. The teacher asked students‟ ideas or experiences that related to the

material that will be discussed.

4. The teacher asks students about the content of the text according

to the images they see in the text.

5. The students are given time to read text in the time specified.

6. After finishing reading the students are asked to explain the

contents of the text they read

7. Students are asked by the teacher to answer question.

B. Previous Related Studies

There are some previous studies relevant to research. The first

relevant study was done by Allen Subekti the title “The Effectiveness of

Using Picture in Teaching Reading of Analytical Exposition asher thesis

2014. The study was condcudect at MAS Sukoharjo and it aimed at

examining the use of picture in reading comprehension to improve

student‟s reading comprehension. The researcer was conducting a sample

by using probability class of the elevent grade which had the avarage

score was 75, soit was taken as the sample consisted of 50 students.The

researcher took the XI A that group of sample was controland experiiment

group.

The second relevant study was done by Zainal ikhsanuddin the

titled Improving Students‟ Reading Comprehension of Analytical

Exposition as her thesis in 2016. The study was conducted at SMA N 1

17

Jakarta and it aimed at implementing picture as a medium to improve the

reading skill. The study was a classroom action research with 30 students

of grade XI.D as the participant. The study, furthermore, used both

qualitative (interview and observation) and quantitative data (pre and post

test). The study showed that there were improvements on the students‟

reading.

The last study that is relevant to this research in the one conducted

by Rosida Elka titled The Use of picture in Teaching reading

comprehension of analytical exposition as her thesis 2012. This study was

conducted to find out wheter the use of picture is effective or not in

teaching reading comprehension at eleventh grade students of MAN

Jakarta Alfalah academic year 2011/2012. This study used an experimental

research method with two design group sample. The subject of this study

was the eleventh grade students and the group sample were class 8.12 as

experimental group that was treated through picture and 8.11 as control

group that was treated without picturel .The total number of samples is 74

students. The sampling technique that used was purposive smapling

tehnique. The researcher used pre-test,post-tes and treatment in collecting

the data. the instrument that used to collect the data was test sheet only.

The tehcnique used in analyzed the data was t-test formula.

In this case, the researcher want to use picture as media in

teaching reading, wheter this media effective or not in teaching reading

and the researcher also focus on reading comprehension of analytical

exposition at eleventh grade students in MA Mahdaliyah Jambi City.

Based on some of previous studies above will ensure the writer to take this

problem for writer‟s research, because the third scholar above were

successesed in finishing this problem.

18

C. Thinking Framework

There are two variables in this study. In this study, the writer

decides that the independent variable is using picture series and the

dependent variable is students‟ reading comprehension.

This study will be focus on whether the picture series effective or

not. Reading is one of the language skills that important enough. Reading

comprehension is one of the major target in learning English. Students

who learn English should be able to take important information from

reading and of course, their teacher is expected to develop reading skill

toward educational objectives to support the students reading activity.

Reading comprehension refers to the students‟ ability to understand the

reading text given. Howeverto comprehend the text, a reader does not only

need linguistic knowledge but also they need much background

knowledge to support the linguistic one. Having good reading

comprehension can support the other.

D. Research Hypothesis

Based on the theory and the objective of the study, it can be

formulated hypothesis as below:

Ho: There is no effect of using picture series in teaching reading of

Analytical Exposition text.

Ha: There is effect of using picture series in teaching reading of analytical

exposition

19

CHAPTER III

RESEARCH METHOD

A. Place of Time the Research

This research was conducted at Islamic Senior High School

Mahdaliyah Jambi city in academic years 2018/2019. This research

almost two month, started from 19 February until 19 April ,the research

focuses on grade eleventh in Islamic Senior High School Mahdaliyah

Jambi City.The reason for choosing the school because the reseacher

found that is the students reading comprehension still low and the same

research never been conducted there. The students in the school also

learn Learning Comprehension as a part of their English curriculum.

B. Method and Design of the Research

The research conducted in a quantitative research method with

experimental design for the research.According to Gay he said the

purpose of experimental quasi is to establish cause-effect relationship

between two variables (Rosa, RN, And All. 2008:88). The researcher

used quasi -experimental study because the researchers used the classes

that have been formed initially as a class in MAS Mahdaliyah Jambi.

Quasi-experimental design uses pretests and post-test to both

experimental group and controlled group. The research involves two

different classes; in the experimental group, researcher used picture

series as the media of teaching reading of analytical exposition, and in

the controlled group, researcher did not use picture series as the media of

teaching reading of analytical exposition.

20

Table 3.1 : The non-equivalent pretest-posttest design

The dashed line separating the parallel where:

O1: Pre-test of experimental class

O2:Post-test of experimental class

X: treatment in the experimental class

O3:Pre-test of control class

O4:Post-test of control class

C. Population and Sample of the Research

1. Population

According to Sugiyono (2010: 80), Population is generalization of

object or subject that have certain characteristics and quality of their set

by investigation to be learned and then drawn conclusion.

The populations of this study are the students of the eleventh

grades of MAS Kota Jambi which consists of 2 classes in total from X1 A.

20 with 20 students in each class. The total population is 40 students.

Experimental

Group

O1 X O2

Control

Group

O3 O4

21

Table 3.2 : Number of Population

No CLASS PROBABILITY

1 X1 A 20

2 X1 B 20

TOTAL 40

Source: Data documentation of Islamic Senior High School Mahdaliyah

Jambi city

2. Sample

The sample is part of the number and characteristics possessed

by this population(Sugiyono,2013: p.81) The research use Sampling

probability. According to Arikuno( 2006 : 120) Probability Sampling is

that provide equal opportunities for each members element of the

population to be chosen as member of the sample. The research choose

this sample because the research give occasion to members. The sample of

this research is class X1 A1 is 20 students and X1 A2 is 20 students as

the experimental class and control group, The total is experimental class

and control group 40 students.

D. Variable of the Research

In doing the research, there were variable involved. Define a

variable as an atribute of a person or of an object which varies from person

to person or from object to object. In this study, there were two variables

which were classified into independent and dependent

variables.Independent variable that usually represented by the letter x or

other letters is major variable which selected, manipulated and measure by

the researcher (Hatch ad Farhady, 1982,15) On the other hand, dependent

variable that is reprsented by the letter y is variable which you observe

and measure to determine the effect of the independent variable. In this

22

study, picture series was selected as independent variable and the students‟

reading comprehension were selected the dependent variable.

E. Instrument of Research

The researcher collected the data by a test as research instrument.

There were two; pre-test and post-test. The pre-test is aims at finding out

the students‟ reading comprehension treatment is given by picture series ;

while the post-test is aims at finding out the students‟ reading

comprehension after treatment is given by picture series. The researcher

gave the same test for experimental and control group.The type of the test

was essay test which consisted of 20 items. The score in each item was 10

for correct answer. Then, students will get 100 point it all the answer

correctly.

1. Validity and Reliability test

Good instrument is the instrument that have two requirement those

are valid and reliable. The valid instrument is the instrument that can

measured the thing that would be measured.

a. Validity of the test

According to Muijis (2004)”Validity basically concerns whether

we are measuring what we want to measure and is probably the single

most importat aspect of measurement “(Mujis 2004, p .82) The validity

that will be used in this research is content validity which will be

appropriated with the curriculum and the instrument or test that will be

validated by expert. Content validity of the test can be done comparing the

contents of the instrument with the subject material that has been taught

(Sugiyono, 2013:p 129)

.

23

To know whether the test is a good reflection of what has been

taught and of the knowledge which the teacher wants the students to know,

the researcher compared this test with table of specification. If the table

represents the material that the research wants to test, then it is valid

test.from that point of view. A table of specification is an instrument that

help the test constructor plan the test. According toArikunto,(2010: 65)

valid is a measure that shows the level of the success of a test. A test

measures what you want to measure. The test has high validity if the

results are in accordance with the criteria, in the sense that they have

parallels between the test and criteria.

Table 3.3 :The Specification of the Test

No Objectives Number of test

Items

Total of test

Items

1 Finding topic & main idea 1,6,11,16 4 items

2 Finding factual information 2,7,12,17 4 items

3 Finding reference word,

synonym & antonym

3,8,13,18 4 items

4 Understanding generic

structure & language

4,9,14,19 4 items

5 Understanding inference 5,10,15,20 4 items

Total of numbers 20

24

Table 3.4 : Range of Students Reading Comprehension

No Range Qualification

96-100 Excellent

80-100 Very good

70-79 Good

60-69 Fairly Good

56-6 Enough

36-55 Poor

0-35 Very Poor

Source: Ariunto,(2010:142)

To prove whether the test is valid or not. The researcher use the

correlation product moment to know the validity of the test in this thesis.

The validity will used by using product moment formula is:

Rxy =

√

Note:

rxy= the coefficient of correlation product moment

N = Number of sample

X = Variable the effect of picture series

Y = Variable students‟ reading comprehension

b. Reliability of the Test

Reliability refers to the consistency of the scores obtained how

consistent they are for each individual from one administration of an

instrument to another and from one set of items to another(Frankel

&Wallenn, 2009: p 154). The technique thatwill be Cronbach Alpha.

Crobach alpha is a method often used in research to measure the scale

range (Duwi, 2014: p 64) The researcher tested reliability of test by using

SPSS 22.0

25

Table 3.5 : The result of Reliability Instrument

Reliability Statistics

Cronbach's

Alpha N of Items

.718 20

Based on the result of the test.It has found that r (0.718) was higher

than r table(0.396) or 0, 718> 0.396. It means that the data is Reliable. It

indicated that there was strong relationship of the data.

F. Technique of Data Analysis

After the writer getting students‟ scores of reading pre-test and

post-test between experimental and control classes. The research analysis

the data by using requirements test before. It consists of normality test,

homogeneity test, and T-test.

1. Normality test

Normality of the data would be found by using Calculating average

and standard deviationby this following formula:

a. Perception X1, X2...xn made permanent number zi, z1, z2... zn by using

formula

b. To every this permanent number and by using enlist of permanent

normal distribution, and the calculating the opportunity F (Zi) =

P(Z<Zi)

c. Here, after calculating a proportion z1, z2,..zn, the smaller equals to zi.

d. Counting the difference F(Zi)-S(Zi), and then determine is absolute

price

e. Taking the biggest price among absolute price of the difference and

mentioning the price by Lo

f. If Lo < L obtained from the critical value test, the Liliefors with the real

level a = 0,05, hence the distribution is normal.

26

2. Homogenity Test

According to Priyatno (2014:84) Homogenity test is used to know

whether data come from the homogeneous variance or not. To calculate the

research use test variants of both homogenous samples, variants equality

test, that is:

F=

Here after comparing to the Ftable, its criterion is:

If Fcount<Ftable, then both samples are homogeneus

3. T-test

A t-test formula use in this research is to prove the hypothesis. It is

aim to analyze the significant differences between the means score in

experimental and control groups. The formula of the t-test is:

t =

√

Where:

x1= Average value of sample owning of the first group

x2= Average of sample owning of the second group S

s= Marger of standard deviation

n1 = Nominal of sample owning of the first group

n2 = Nominal of sample owning of the second group

27

G. Statistical hypothesis

Hypothesis of this study are:

1. Null Hypothesis(Ho)

There is no significant effect on the students‟ reading comprehension

who are taught by using picture series,

2. Alternative Hypothesis (Ha)

There is any significance effect on the students‟ reading comprehension

who taught by using picture series.

Ho = to< tt

Ha = to > tt

Where:

Ho: There is no effect of using picture series in teaching reading of


Ha: There is effect of using picture series in teaching reading of Analytical

exposition

If t-test (to)> t-table (tt) in significant degree 5%,Ho(null hypothesis) is

rejected.

If t-test (to) < t-table (tt) in significant degree 5%, Ha (null hypothesis) is

accepted.

G. Research of Schedules

The schedule of this is devided into four phases, preparation of

proposal, preparation to get seminar, to get research and upgrading and

the data. To simple the research, scrip-writer arrange the schedule of

research activity is below:

28

Table 3.6 : The Research of Schedules

No Activities Years/Month

2018 2019

Desember January Februari Meret April

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Prepation of

proposal

√ X

x

2 Arranging

of proposal

√ √ √ √

3 Preparation

of seminar

√ √

4 Seminar √

5 Improveme

nt seminar

√

6 Research

permission

√

7 Collection

data

√ √ √ √ √ √ √

8 Arrange

research list

√

9 Wrting final

report

√ √ √ √

29

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Finding ofthe Study

This study was conducted by applying Picture an experimental

research. There were two groups in this research, namely experimental and

control group. This research applied a writing test which the total score is

100. The pre test was given before the treatment and the post test was

given after the treatment. The researcher gave the treatment to students in

the experimental group by picture while control group without picture.

1. Description of Data

In this section,after conducting the research, the researcher got the

data of students‟ scores in pre test and post test from both experimental

and control group.Based on the result of the test before and after giving the

treatment in both experimental and control group. The scoring grade can

be seen in the table 4.1.

Table 4.1.Scoring Grade

Score Category

86-100 Very good

76-85 Good

56-75 Fair

36-55 Poor

0-35 Very poor

Source :Arikunto,(2010:142)

30

Table 4.2. The Score of Pre Test and Post Test of Experimental Group

No Students Pre Test Post Test

1 S1 55 75

2 S2 60 80

3 S3 55 75

4 S4 60 80

5 S5 60 80

6 S6 55 75

7 S7 60 80

8 S8 55 75

9 S9 60 80

10 S10 55 75

11 S11 55 75

12 S12 60 80

13 S13 60 80

14 S14 55 75

15 S15 55 75

16 S16 60 80

17 S17 60 80

17 S18 55 75

19 S19 60 80

20 S20 60 80

Total ∑ = 1155 ∑ = 1555

Mean 57.75 77.75

Max 60 80

Min 55 75

Based on the table above, the student‟s achievement in reading

comprehension at experimental group showed the lowest score of pre-test

was 55, and the highest score of post test was 60 and the mean of pre-test

was 57.75. On the other hand the lowest score of pre-test was 75, and the

highest score of post-test was 80 and the mean of post-test was 77.75

31

Table 4.3 The Score of Pre Test and Post Test of Control Group

No Students Pre Test Post Pest

1 S1 40 60

2 S2 50 65

3 S3 50 65

4 S4 55 70

5 S5 55 70

6 S6 50 65

7 S7 40 60

8 S8 40 60

9 S9 40 60

10 S10 50 65

11 S11 55 70

12 S12 50 65

13 S13 50 65

14 S14 40 60

15 S15 40 60

16 S16 50 65

17 S17 40 60

18 S18 40 60

19 S19 50 65

20 S20 55 70

Total ∑ = 930 ∑ = 1275

Mean 46.5 63.75

Max 55 70

Min 40 60

Based on the table above, the student‟s score in reading

comprehension in control group showed the lowest score of pre-test was

40, and the highest score of pre-test was 55 and the mean of pre-test was

46.5. On the other hand the lowest score of post-test was 60, and the

highest score of post-test was 70 and the mean of posttest was 63.75

Based on the explanation above, it shows that the students‟ score

in experimental group was higher than student‟s score in control group,

where in pre-test (46.5) and the score in post-test (63.75). The total score

of the mean score in experimental and control group showed that there was

significant effect in improvement of student‟s score between pre-test and

post-test.

32

B. Data Analysis

1. Normality Testing

Normality testing used to determine if a data set is well-modeled

by a normal distribution and to compute how likely it is for a random

variable underlying the data set to be normally distributed.

Table 4.4 Frequency Distribution of Pre Test in Experimental Group

No Xi Fi Fi Xi Xi² Fi Xi²

1 55 9 495 3025 27225

2 60 10 660 3600 39600

Total 20 1155 6625 66825

Based on the data above, the result ofFiXi² is 66825 and Fi Xi is

1155. Then the following is the calculation of mean, variant and standard

deviation.

a. Mean

x =

where:

x = Mean of variabel x

Σ Fi Xi = Total number of Score

ΣFi= Number of Sample

So,

x =Σ

Σ

=

=57.75

33

b. variant

Where:

S2

= variant


So

S2

=

=

=

=

= 6.513

c. Standard Deviation

S=√

=√

= 2.552

After getting the calculation of mean, variant and deviation

standard, then the next step is to found out the normality of the test. It

means that the test was given to the students is observed by Liliefors test.

The calculation of normality can be seen in the following table 4.5:

34

Table 4.5. Normality Testing of Pre Test in Experimental Group

No Score Zi Fi(Zi) S(Zi) Fi(Zi)- S(Zi)

1 55 18.9 0.1423 0.45 -0.3077

2 55 18.9 0.1423 0.45 -0.3077

3 55 18.9 0.1423 0.45 -0.3077

4 55 18.9 0.1423 0.45 -0.3077

5 55 18.9 0.1423 0.45 -0.3077

6 55 18.9 0.1423 0.45 -0.3077

7 55 18.9 0.1423 0.45 -0.3077

8 55 18.9 0.1423 0.45 -0.3077

9 55 18.9 0.1423 0.45 -0.3077

10 60 20.9 0.3106 1.00 -0.6894

11 60 20.9 0.3106 1.00 -0.6894

12 60 20.9 0.3106 1.00 -0.6894

13 60 20.9 0.3106 1.00 -0.6894

14 60 20.9 0.3106 1.00 -0.6894

15 60 20.9 0.3106 1.00 -0.6894

16 60 20.9 0.3106 1.00 -0.6894

17 60 20.9 0.3106 1.00 -0.6894

18 60 20.9 0.3106 1.00 -0.6894

19 60 20.9 0.3106 1.00 -0.6894

20 60 20.9 0.3106 1.00 -0.6894

Total 1555 Lo= -0.3077

Mean 57.75 Lt =0.190

35

a. Finding Z Score

Formula:Zi 1 =

Zi 1 =

= 18.9

Zi 2 =

=20.9

b. Finding S (Zi)

S(Zi) =

= 0.45

= 1.00

From the table above, it can be seen that Liliefors observation or

Lo = -0.3077with n = 20 and at real level a= 0.05 from the list of critical

value of Liliefors table Lt = 0.190. It is known that the coefficient of Lo(-

0.3077) Lt (0.190). So it can be concluded that the data distribution of the

student‟s ability in reading comprehension is normal.

Table 4.6.Frequency Distribution of post test in Experimental Group


1 75 9 675 5625 50625

2 80 11 880 6400 70400

Total 20 1555 12025 121025

Based on the data above, the result ofFiXi² is 121025 and Fi

Xi1555. Then the following is the calculation of mean, variant and

standard deviation.

36

a. Mean

x =

where

x =Mean of variabel x


ΣFi=Number of Sample

So,

x =Σ

Σ

=

=77.75

b. variant

Where:

S2

= variant


So

S2

=

=

=

=

= 6.513


S=√

=√

= 2.55

37




The calculation of normality reading text can be seen in the following

table 4.7.

Table 4.7 Normality Testing of Post test in Experimental Group


1 75 -1.07 0.1446 0.45 -0.3054

2 75 -1.07 0.1446 0.45 -0.3054

3 75 -1.07 0.1446 0.45 -0.3054

4 75 -1.07 0.1446 0.45 -0.3054

5 75 -1.07 0.1446 0.45 -03054

6 75 -1.07 0.1446 0.45 -0.3054

7 75 -1.07 0.1446 0.45 -0.3054

8 75 -1.07 0.1446 0.45 -0.3054

9 75 -1.07 0.1446 0.45 -0.3054

10 80 -0.88 0.3106 1.00 -06894

11 80 -0.88 0.3106 1.00 -0.6894

12 80 -0.88 0.3106 1.00 -0.6894

13 80 -0.88 0.3106 1.00 -0.6894

14 80 -0.88 0.3106 1.00 -0.6894

15 80 -0.88 0.3106 1.00 -0.6894

16 80 -0.88 0.3106 1.00 -0.6894

17 80 -0.88 0.3106 1.00 -0.6894

18 80 -0.88 0.3106 1.00 -0.6894

19 80 -0.88 0.3106 1.00 -0.6894

20 80 -0.88 0.3106 1.00 -0.6894

Total 1.555 Lo= -0.3054

Mean 77.75 Lt =0.190

38

a. Finding Z Score

Formula:Zi 1 =

Zi 1 =

= -1.07

Zi 2 =

=-0.88

b. Finding S (Zi)

S(Zi) =

= 0.45

= 1.00

From the table above, it can be seen that Liliefors observation or Lo

= 0.3054 with n = 20 and at real level a= 0.05 from the list of critical value

of Liliefors table Lt = 0.190. It is known that the coefficient of Lo (-

0.3054) a Lt (0.190). So it can be concluded that the data distribution of

the student‟s ability in Reading comprehension is normal.

Table 4.8. Frequency Distribution of pre test in control group


1 40 9 360 1600 14400

2 50 7 350 2300 17500

55 4 220 3025 12100

Total 20 930 7125 44000

Based on the data above, the result ofFiXi² is 44000 andFiXi i is


deviation.

39

a. Mean

x =

where




So,

x =

=

=46.5

b. variant

Where:

S2

= variant


So

S2

=

=

=

=

= 39.73


S=√

=√

= 6.30

40




The calculation of normality Reading Comprehension can be seen in the

following table 4.8

Table 4.9 Normality Testing of Pre test in control group


1 40 -1.06 0.1515 -1.03 -0.5085

2 40 -1.06 0.1515 -1.03 -05085

3 40 -1.06 0.1515 -1.03 -05085

4 40 -1.06 0.1515 -1.03 -05085

5 40 -1.06 0.1515 -1.03 -0.5085

6 40 -1.06 0.1515 -1.03 -0.5085

7 40 -1.06 0.1515 -1.03 -0.5085

8 40 -1.06 0.1515 -1.03 -0.5085

9 40 -1.06 0.1515 -1.03 -0.5085

10 50 -0.55 0.2080 -0.55 -0.342

11 50 -0.55 0.2080 -0.55 -0.342

12 50 -0.55 0.2080 -0.55 -0.342

13 50 -0.55 0.2080 -0.55 -0.342

14 50 -0.55 0.2080 -.055 -0.342

15 50 -0.55 0.2080 -0.55 -0.342

16 50 -0.55 0.2080 -0.55 -0.342

17 55 1.34 0.4082 1.34 -0.9318

18 55 1.34 0.4082 1.34 -0.9318

19 55 1.34 0.4082 1.34 -0.9318

20 55 1.34 0.4082 1.34 -0.9318

Total 930 Lo= -0.342

Mean 46.5 Lt =0.190

41

a. Finding Z Score

Formula: Zi 1 =

Zi 1 =

= -1.03

Zi 2 =

=-0.55

Zi 3 =

= -1.34

b. Finding S (Zi)

S(Zi) =

= 0.4

= 0.8

=1.00


= 0.342with n = 20 and at real level a= 0.05 from the list of critical value

of Liliefors table Lt = 0.190. It is known that the coefficient of Lo (-0.342)

a Lt (0.190). So it can be concluded that the data distribution of the

student‟s ability in reading comprehension is normal.

Table 4.10.Frequency Distribution of Post Test in Control group


1 60 9 540 3600 32400

2 65 7 455 4225 29575

3 70 4 280 4900 19600

Total 20 1275 12725 81575

Based on the data above, the result ofFiXi²is81575and Fi Xi is


deviation.

42

a. Mean

x =

where




So,

x =

=

=63.75

b. variant

Where:

S2

= variant


So

S2

=

=

=

=

= 15.46


S=√

=√

= 3.93

43




The calculation of normality reading comprehension can be seen in the

following table4.11.

Table 4.11 Normality Testing of post test in Control Group


1 60 -0.95 0.1711 0.45 -0.2789

2 60 -0.95 0.1711 0.45 -0.2789

3 60 -0.95 0.1711 0.45 -02789

4 60 -0.95 0.1711 0.45 -0.2789

5 60 -0.95 0.1711 0.45 -0.2789

6 60 -0.95 0.1711 0.45 -0.2789

7 60 -0.95 0.1711 0.45 -0.2789

8 60 -0.95 0.1711 0.45 -0.2789

9 60 -0.95 0.1711 0.45 -0.2789

10 65 -0.31 0.1217 0.8 -0.6783

11 65 -0.31 0.1217 0.8 -0.6783

12 65 -0.31 0.1217 0.8 -0.6783

13 65 -0.31 0.1217 0.8 -0.6783

14 65 -0.31 0.1217 0.8 -0.6783

15 65 -0.31 0.1217 0.8 -0.6783

16 65 -0.31 0.1217 0.8 -0.6783

17 70 1.59 0.4441 1.00 -0.5559

18 70 1.59 0,4441 1.00 -0.5559

19 70 1.59 0.4441 1.00 -0.5559

20 70 1.59 0.4441 1.00 -0.5559

Total 1275 Lo= -02789

Mean 63.75 Lt =0.190

44

a. Finding Z Score

Formula: Zi 1 =

Zi 1 =

= -0.95

Zi 2 =

=-0.31

Zi 3 =

= -1.59

b. Finding S (Zi)

S(Zi) =

= 0.23

= 0.33

=1.00


= 0.2789with n = 20 and at real level a= 0.05 from the list of critical value

of Liliefors table Lt = 0.190. It is known that the coefficient of Lo (-

0.2789) a Lt (0.190). So it can be concluded that the data distribution of

the student‟s ability in Reading Comprehension is normal

2. Validity Testing

Rxy =

√

=

√

3. Homogenity Testing

Fobs=

Where

= the biggest variant

= the smallest variant

Base on variant of both sample of pre test found that

S²ex =6.513 N=20

S²CO =39.73 N=20

So

45

Fobs=

Fobs =

=0.16

Then the coefficient of Fobs = 0.16 is compared with Ftable, where

Ftable is determined at real level = 0.05 and the same numerator dk = N -

1 = 20 - 1 = 19 that was exist dk numerator 19, the denominator dk = n - 1

(20 - 1 = 19). Then Ftable can be calculated F 0.05(19,19) = 2.15 So

Fobs<Ftableatau (0.16 < 2.15) so it can be concluded that the variant is

homogenous.

3. Homogeneity Testing of Post Test

Fobs=

Where

= the biggest variant

= the smallest variant

Base on variant of both sample of pre test found that

S²ex =65.13 N=20

S²CO =15.46 N=20

So

Fobs

Fobs

=0.03

Then the coefficient of Fobs = 0.03 is compared with Ftable, where

Ftable is determined at real level = 0.05 and the same numerator dk = N -

1 = 20 - 1 = 19 that was exist dk numerator 19, the denominator dk = n - 1

(20 - 1 = 19). Then Ftable can be calculated F0.05(19,19) = 2.15 So

Fobs<Ftableatau (0.03<2.15 ) so it can be concluded that the variant is

homogenous.

46

C. Hypothesis Testing

Table 4.12 Mean of Post-test pre test in experimental Group

No Score Post test Score Pre test Decrease

1 75 55 20

2 80 60 20

3 75 55 20

4 80 60 20

5 80 60 20

6 75 55 20

7 80 60 20

8 75 55 20

9 80 60 20

10 75 55 20

11 75 55 20

12 80 60 20

13 80 60 20

14 75 55 20

15 75 55 20

16 80 60 20

17 80 60 20

18 75 55 20

19 80 60 20

20 80 60 20

∑ 400

Mean 20.00

47

Table 4.13. Mean of Post test- pre test in control group

No Score Post test Score Pre test Decraese

1 60 40 15

2 65 50 15

3 70 55 15

4 70 55 15

5 65 50 20

6 60 40 20

7 60 40 20

8 60 40 15

9 65 50 15

10 70 55 15

11 65 50 15

12 65 50 15

13 60 40 20

14 60 40 20

15 65 50 15

16 60 40 20

17 60 40 15

18 65 50 15

19 70 55 15

20 60 40 20

∑ 370

Mean 18.5

T. Formula

Experimental group : x 1 =77.75 S1² =2.55 ; n1=20

Control Group : x 2 =63.75 S2² =3.93 ; n2=20

48

With

S² =

S² =

S² =

S² =

S ² =3,24

S ² =√

SO

tcount = ̅

√

Tcount=

√

Tcount=

Tcount=2.462

From the computation above, it can be seen that to observed =

2.462. The testing hypothesis is conducted in order to find out whether that

hypothesis is accepted or rejected. The basis of testing hypothesis is that

the Ha is accepted ifthetobserved>ttable. In this study the calculation of the

scores uses t-test for the degree of freedom 38 (df = N + N - 2) at the level

of significant 0.05 that the critical value is 1.686. So it can be seen that

ttable= 1.686. (See Appendix 5) After the scores were calculated, it was

found that in this study the tobserved is higher than the ttable. It can be seen as

follow: tobserved>ttable(a = 0.05) with df 38 2.462>1.686

49

From the result above, it shows that the alternative hypothesis (Ha)

is accepted and the null hypothesis (Ho) is rejected. It means that picture

series affect student‟s achievement in reading comprehension.

D. Interpretation

The aims of this study were to find out whether or not there was a

significant effect of using picture in reading comprehension of analytical

expsition. The result showed that there was any significant effect of group

who are taught by picture and those who are not. This can be seen from the

result of pre-test and post-test in both of groups. The mean score of pre-

test in experimental class was 57.75 with minimum score was 55 and

maximum score was 60. The mean score of post-test in experimental class

was 77.50 with minimum score was 75 and maximum score was 80.

Meanwhile, the mean score of pre-test of control group was 46.5 with

minimum score was 40 and maximum score was 55. The mean score of

post test of control group was 63.75 with minimum score was 60 and

maximum score was 70.

From the analysis data above, there was any significant effect of

using picture in reading comprehension of analytical exposition. It means

students‟ score of post-test was better than pre-test, thus, students‟ score of

post-test did give some effect in this research. In order to gain the research

problem are stated in chapter I, The researcher conducted an experiment in

a pre-test and post-test design. The procedures done during teaching and

learning process were devided into three steps.

First step, give the pre-test to the students. Pre-test that the

reseacher gave to the students to know the capacity of the students‟

competence between experimental class an control class. When the

researcher gave the pre-test to the two class, there were 10th

Social 1 and

10th

Social 3 there some differences when they did a pre-test before, the

researcher choose one of them to be experimental class or control class.

The differences were in10th

Social 1 the students did not interested to the

50

test, they prefer to play handphone, talk with their classmate and they

choose to go out the class. Furthermore, just only 20 students who did the

pre-test. Meanwhile, 10th

3 the students were excited to did the pre-test, so

there were 28 students did the test. After complete the test, the researcher

choose the as the experimental class.

Second step, was applying the treatment to teached them how to

get with picture as a media in reading comprehension. The treatment was

done four meeting. First meeting, the students enjoy what the researcher

teach, the reseacher teached them about the deffinition of analytical

exposition text and structure of the text. The reseacher have 90 minutes to

teach them about reading comprehension. And they got the point of

analytical exposition. Second meeting, they enjoy the teaching learning

reading , because they think the subject was interesting. Reseraher keep on

discussing the material in brief after that the researher discussed about

language features of analytical exposition. In this meeting they might be

seriuouly in lerning this subject. Third meeting, some them who want to

learned and listened the researcher in this meeting the researcher gave

them the example of text and how to get informaion from the text.

Moreover, the students have more vocabularies and understand how to get

information from the text. And the last meeting students enjoy in learning

reading comprehension and more active from before.

The last step, was giving the post-test. Post-test it the test to know

the students‟ ability after using picture. The test of post-test reading base

on the specification of the test that is to get finding topic & main idea,

finding factual information, finding reference word, synonym & antonym,

understanding generic structure & language and understanding inference. t

because this specification based on their syllabus and approved the English

teahcer. When gave this test, the fisrt class who got the test was the 10th

Social 1 they were very unconfident this was the same situation when the

researcher gave the pre-test. They have bad reading when they did the test.

51

After the steps were conducted, the reseacher got data in the form

of pre-test and post-test score. Then, the researcher analyzed them by T-

test. In the table 4.2 the researcher analyzed a descriptive statistic of both

pre-test and post-test scores and it shows the different mean of pre-test and

post-test score. It shows the mean pre-test score is lower the post-test score

(55.75<77.77). from the data above, the reseacher interpreted there is

improving of students reading score from pre-test to post-test. The

resercher need to analyzed T-test to know the significant different both

pre-test and post-test score.

Base on the observed = 2.462. The testing hypothesis is conducted

in order to find out whether that hypothesis is accepted or rejected. The

basis of testing hypothesis is that the Ha is accepted if thetobserved>ttable. In

this study the calculation of the scores uses t-test for the degree of freedom

38 (df = N + N - 2) at the level of significant 0.05 that the critical value is

1.686. So it can be seen that ttable= 1.686. (See Appendix 5) After the

scores were calculated, it was found that in this study the tobserved is higher

than the ttable. It can be seen as follow: tobserved>ttable(a = 0.05) with df 38

2.462>1.686 eleventh grade students of islamic Senior High School

Mahdaliyah Jambi city in academic year 2018/2019 before and after using

picture.

Teaching reading by using picture as a media was effective, they

used variety of vocabulary, and the content was more interesting. The

students got some positive side after the researcher gave them the

treatment by picture in reading. They did some effort to make their reading

better when post-test. It means that some of them were interested in using

picture reading. It because they were feeling enjoy and they understand

about content of the text what they have read. Another positive side using

picture just not only as a media for reading , but also others media for any

subject.

.

52

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

According to the previous discussion and the result of research, a

conclusion can be sum up:

Through the analysis of the findings gained from the students‟

reading comprehension pre-test and post-test, there was significant effect

of using picture reading comprehension of analytical exposition text. It

means students‟ score of post-test was better than pre-test. Thus, students‟

score of post-test gave some effect in this research. Actually, picture was

a good media for students, because picture teached them to read enjoy.

But, the students did not have ability to know the content of text. In fact,

they were enjoy and relax to read text only in meaning text, but they have

limited english vocabularies and more lazy.

The researcher conclude the following points in this research: The

effect of picture on students reading comprehension got high score on 70

and there is any significantly affect of using picture . Because there is a

positive effect of using picture on students‟s reading comprehension at

Islamic Senior High School Mahdaliyah Jambi City. It can be seen from

the value of tobservation =2.462>from ttable =1.686

53

B. Suggestions

The following suggestion are presented for those who are willing to

contribute to the present study by conducting studies on the effect of

picture on students‟ reading comprehension.

1. For the writer

It will broaden the writer knowledge in teaching analytical

exposition reading especially

2. For the English teachers

The result of this research is expected to give the information about

the effectivenss using picture in teaching reading analytical exposition

text, so the teacher can use alternative media picture in teaching reading

comprehension analytical exposition text.

3. For the reader

The research is expected to give information and knowledge about

the effectiveness using picture in teaching reading analytical expositiont

text.

54

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http://lrs.ed.uiuc.edu/students/jblanton/soalprestest &post test

/readingdef.htmDesember 24th, 2018.

retrieved on https://bahanajar.wordpress.com/textspeech// January, 21st 2019

http://lrs.ed.uiuc.edu/students/jblanton/soal

56

APPENDIX 1

Soal Pre test and post test

Students Workship

Name:

Class:

Read the Text and Answer the Question!

Text for number 1-5

Learning English through music and songs can be very enjoyable. You can

mix pleasure with learning when you listen to a song and exploit the song as a

means to your English progress. Some underlying reason can be drawn to support

the idea why we use songs in language learning.

Firstly, “the song stuck in my head” Phenomenon (the echoing in our

minds of the last song we heard after leaving a restaurant, shopping malls, etc) can

be both enjoyable and sometimes unnerving. This phenomenon also seems to

reinforce the idea that songs work on our short-and-long term memory.

Secondly, songs in general also use simple conversational language, with a

lot of repetition, which is just what many learners look for sample text. The fact

that they are effective makes them many times more motivating than other text.

Although usually simple, some songs can be quite complex syntactically, lexically

and poetically, and can be analyzed in the same way as any other literary sample.

Furthermore, song can be appropriated by listener for their own purpose.

Most pop songs and probably many other types don‟t have precise people, place

or time reference.

In addition, songs are relaxing. They provide variety and fun, and

encourage harmony within oneself and within one group. Little wonder they are

important tools in sustaining culture, religion, patriotism and yeas, even

revolution.

Last but not least, there are many learning activities we can do with songs

such as studying grammar, practicing selective listening comprehension,

translating songs, learning vocabulary, spelling and culture.

57

From the elaboration above, it can be concluded that learning through

music and songs, learning English can be enjoyable and fun.

1. What is the text above?

2. What is the communicative purpose of the text?

3. They provide variety and fun, and “encourage” in line 16 harmony

within oneself and within one group.”

The underlined word refers to?

4. What is generic structures of the text above?

5. What is the conclusion of the text?


Text for number 6-10

School uniform is special clothes worn by all students of a particular

school. The uniform of a school may differ from others. Why should schools use

uniforms? Below are some reasons.

First of all, Notre Dame‟s Department of Sociology produced a study in

1998 concerning school uniforms. Their findings using 10th grade students

showed that uniforms have no direct effect on “substance abuse, behavioral

problems orattendance.” It also claimed a negative effect on student achievements

for those students considered „pro-school‟.

Secondly, uniform helps to create a strong sense school ethos and a sense

of belonging to a particular community. As such it promotes discipline and helps

to drive up academic standards, which is why a uniform is often adopted by

schools which are being reopened with a fresh start after being classified as

failing.

58

Finally, uniform acts as a social leveler, under which all students are equal

in the eyes of the school and of each other. In institutions without uniform

students are often competitive and worry endlessly about their appearance and the

clothes they should wear. Pupils without expensive designer clothes and trainers

may be singled out as social outcasts, or stigmatized as being from poor

backgrounds. For these reasons many parents prefer uniforms as they save them

money on buying clothes for school wear. Considering the findings, schools

should implement the uniform as their identity. The government should also

publish some kind of rule which makes uniform compulsory for schools.

6. What is the topic of the passage?

7. What information is the text above?

8. In line 10 word “dicipline” ,What is Antonym of dicipline?

9. Conclusion mention usualy...

10. What is conclusion of the text?



Even though many people think that national activities are usually

concentrated in big cities, village people can still receive information, education

and entertainment through television. Take the national and the world news for

example. These programs generally give its viewers the latest information on

national and international events. By watching news programs, village people can

keep abreast of what‟s happening on the other side of the world. Other programs

featuring the animal kingdom, farm life, cultural events, and health issues educate

the villagers on various aspects of life. These programs can certainly broaden their

horizons and hopefully give them fresh ideas on how to improve their standard of

living.

Programs such as music, film series, quizzes, and dance shows with their

entertaining nature provide visual enjoyment. Relaxing at home while enjoying

free entertainment is something villagers usually look forward to after a day of

hard work. So, television really offers a lot of benefits to villagers. It gives them

access to information, education, and entertainment, thus widening their horizons.

59

11. What is the main eda of the last paragraph?

12. What are benefits of television program base on the text above?

13 “village people can still receive information, education and entertainment

through television.”

The underlined word is closest meaning with …..

14. What is kind of program base on the text above?

15. What conclusion of the teaxt above?



Opportunity in the Global Financial Crisis!

US financial crisis and its contagion to Europe and the rest of the world

could also create new opportunity for Indonesia in term of foreign direct

investment and the development of basic infrastructure.

As the US. Financial crisis has now spread to Europe, the oil-rich

countries such as Saudi Arabia, Kuwait and Arab Emirate which have

accumulated hundreds of billions of Dollars in their foreign reserve, are now

reviewing their holding or vehicle. They are looking for more diversified

investment outside the US and Europe.Because of unfavorable political

developments in Thailand and Malaysia over the past few months, Indonesia

which has largely Muslim population could become one of these oil-rich

countries‟ favorite place for foreign direct investment. That will be true if the

condition, legal and market infrastructure are conducive for Islamic financial

instrument.

The government had improved the legal framework with the recent

actment of laws on sharia banking and bonds. The long term nature of Islamic

bonds could make them the most suitable investment instrument Indonesia, as

these bonds grant an investor a share in an asset along with the cash flows and

risks commensurate with such ownership.

60

The financial crisis that has gripped the globe and weakening economic

growth in the rest of the world will serve to the government to accelerate the

investment reform measure in order to grab the hidden opportunity in the global

crisis.

16. What is the topic of the text above?

17.Where is the location of the global financial crisis mentioned in the text

above?

18. What is the synonym of opportunity in line 2?

19. What is the effect of Sharia bank in Indonesia?

20. What is the conclusion of the text above?

61

APPENDIX 2

KEYS ANSWER

1. Using songs in language learning

2. To persuade the reader to use songs in learning language

3. Songs

4. Thesis – arguments – reiteration

5. Learning through music and songs, learning English can be enjoyable and

fun.

6. The importance of school uniform

7. Uniform helps to create a strong sense school ethos and a sense of

belonging to a particular community and uniform acts as a social leveler,

under which all students are equal in the eyes of the school of each other.

8. Rebel

9. Reteration

10. Schools should implement the uniform as their identity and the

government should also publish some kind of rule which makes uniform

compulsory for schools.

11. television really offers a lot of benefits to villagers. It gives them access to

information, education, and entertainment, thus widening their horizons

12. By watching news programs, village people can keep abreast of what‟s

happening on the other side of the world

13. Acquire

14. Music, Film Series, Quizzes, and Dance

15. Television really offers a lot of benefits to villagers. It gives them access

to information, education, and entertainment, thus widening their horizons.

16. Opportunity in the Global Financial Crisis!

17. Europe and USA

18. Turn

19. Strengthening the bond between Indonesia and Arab countries.

62

20. The financial crisis that has gripped the globe and weakening economic

growth in the rest of the world will serve to the government to accelerate

the investment reform measures in order to grab the hidden opportunity in

the global crisis

63

APPENDIX 3

THE CRITICAL VALUE LILIEFORS TEST

64

APPENDIX 3

THE CRITICAL VALUE LILIEFORS TEST

65

APPENDIX 4

TABLE of F DISTRIBUTIN

Bilangan Dalam Badan Daftar Menyatakan:

Fp : Baris Atas Untuk P =0,05 dan Baris Bawah untuk p = ( 0,01 )

66

67

68

APPENDIX 5

Nilai Kritis Distribusi t

APPENDIX 6

The table of “R” Product Moment Search

69

No X

Y

X2

Y2

XY2

1 75 60 5625 3600 4500

2 80 65 6400 4225 5200

3 75 70 5625 4900 5250

4 80 70 6400 4900 5600

5 80 65 6400 4225 5200

6 75 60 5625 3600 4500

7 80 60 6400 3600 4800

8 75 60 5625 3600 4500

9 80 65 6400 4225 5200

10 75 70 5625 4900 5250

11 75 65 6400 4255 4875

12 80 65 5625 4255 5200

13 80 60 5625 3600 4800

14 75 60 6400 3600 4500

15 75 60 6400 3600 4500

16 80 60 5625 3600 4800

17 80 60 6400 3600 4800

18 75 65 5625 4225 4875

19 80 70 6400 4900 5600

20 80 60 6400 3600 4800

∑20

∑ 1555 ∑7270 ∑80950 ∑8050 ∑98750

APPENDIX 7

70

71

APPENDIX 5

Nilai Kritis Distribusi t

72

APPENDIX 6

The table of “R” Product Moment Search

No X

Y

X2

Y2

XY2

1 75 60 5625 3600 4500

73

2 80 65 6400 4225 5200

3 75 70 5625 4900 5250

4 80 70 6400 4900 5600

5 80 65 6400 4225 5200

6 75 60 5625 3600 4500

7 80 60 6400 3600 4800

8 75 60 5625 3600 4500

9 80 65 6400 4225 5200

10 75 70 5625 4900 5250

11 75 65 6400 4255 4875

12 80 65 5625 4255 5200

13 80 60 5625 3600 4800

14 75 60 6400 3600 4500

15 75 60 6400 3600 4500

16 80 60 5625 3600 4800

17 80 60 6400 3600 4800

18 75 65 5625 4225 4875

19 80 70 6400 4900 5600

20 80 60 6400 3600 4800

∑20

∑ 1555 ∑7270 ∑80950 ∑8050 ∑98750

74

APPENDIX 7

75

76

. APPENDIX 8

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Satuan Pendidikan : MAS Mahdaliyah kota jambi

Mata Pelajaran : Bahasa Inggris

Skill : Reading

Kelas / Semester : XI / 1(Experimental Class)

Materi Pokok : Analytical Exposition Text

Alokasi Waktu : 1-4 pertemuan 4 x 45(Pertemuan)

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, tolerans, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan

metoda sesuai kaidah keilmuan

77

B. KOMPETENSI DASARDAN INDIKATOR

KOMPETENSI DASAR INDIKATOR

1.1Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi

internasional yang diwujudkan dalam

semangat belajar

2.3. 2.3 Menunjukkan perilaku tanggung

jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi

fungsional

3.1. 3.10Menganalisis fungsi sosial, struktur

teks, dan unsur kebahasaan dari teks

eksposisi analitis tentang topik yang

hangat dibicarakan umum, sesuai

dengan konteks penggunaannya.

4.1 4.14Menangkap makna dalam teks


hangat dibicarakan umum

1.1. 1.1Siswa dapat mensyukuri

kesempatan dapat mempelajari bahasa

Inggris sebagai bahasa pengantar

komunikasi internasional yang

diwujudkan dalam semangat belajar

2.3. 2.3Siswa dapat menunjukkan

perilaku tanggung jawab, peduli,

kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional

3.1 3.10Siswa dapat menganalisis fungsi

sosial, struktur teks, dan unsur

kebahasaan dari teks eksposisi analitis

tentang topik yang hangat dibicarakan

umum, sesuai dengan konteks

penggunaannya.

4.1 4.14Siswa dapat menangkap makna

dalam teks eksposisi analitis tentang

topik yang hangat dibicarakan umum

78

C. Tujuan Pembelajaran

1. 1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar

2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan

cinta damai, dalam melaksanakan komunikasi fungsional

3.10 Siswa dapat menganalisis fungsi sosial, generic structure,struktur teks, dan

unsur kebahasaan dari teks eksposisi analitis tentang topik yang hangat

dibicarakan umum, sesuai dengan konteks penggunaannya.

4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik yang


D. Materi Pembelajaran

Analytical Exposition adalah salah satu bentuk argumentation text. Para pakar

bahasa Inggris mendefinisikan analytical exposition text sebagai berikut: “Analytical

exposition is a text that elaborates the writer„s idea about the phenomenon

surrounding”. Jika diterjemahkan dalam bahasa Indonesia yang dimaksud dengan

analytical exposition text adalah sebuah teks atau tulisan yang memaparkan pendapat

penulis tentang fenomena yang sedang terjadi di sekitar kita

E.Tujuan dari analytical exposition

Tujuan komunikatif dari analytical exposition adalah untuk meyakinkan

pembaca bahwa topik yang disajikan adalah topik yang penting untuk dibahas atau

mendapat perhatian dengan cara pemberian argumen-argumen atau pendapat-

pendapat yang mendukung ide pokok atau topik tersebut.

79

Materi pertama

The importance of Playgrounds

Thesis : Playing outside is not just about letting off steam. It is a vital part of

childhood that helps children develop physical strength, coordination and balance. It

can also provide opportunities for children to learn and develop.

Argument 1: Playgrounds give social Skills. When children play with other children

they learn to communicate, share, collaborate and empathise with others.

Argument 2 :Playgrounds also give some Imagination and creativities. It is believed

that outside play is often open-ended and children need to be creative about what and

how games are played.

Reiteration: Besides two reasons above, playgrounds can remote children‟s thinking

and problem solving skills. As children assess risks and tackle new challenges, they

learn about having ago ,persistence and perseverance and the success those attributes

can bring

http://3.bp.blogspot.com/-m34ZSn8qOuM/VkCs_LxGMnI/AAAAAAAACEA/SQPmMjvsJNc/s1600/analytical+exposition+playground.png

80

Question

1. What is type of the text above?

2. What tense is mostly used in the text?

3. What can you say about paragraph two and four?

4. The text gives us information about..

5. What is the generic structure of the text?

Materi ke 2

The Importance of Education

Education is most important among all of us. Education plays a very

important role in your life. For living a luxurious life or for living a better life, you

should be educated.

Education is that which transforms a person to live a better life and even in a social

well being. Education is the one that doing something constructive in our near future.

It helps a person to show their best by their mind and spirit. It gives you a lot of

knowledge in whatever aspects.

http://1.bp.blogspot.com/-q7Tbcy10fxY/VkCs4Rx9fJI/AAAAAAAACDo/HiKNm5msZDg/s1600/analytical+exposition+education.png

81

Education plays a vital role in your success in the personal growth. The more you

have knowledge the more you grow. Being educated and earning a professional

degree prepares you to be a part in reputed organizations, companies or institutions.

In today‟s competitive world education is necessity for man after food, clothing, and

shelter. Education is the solution of any problems, it is the only education which

promotes good habits, values and awareness towards anything like terrorism,

corruption and much more. Education is the strength to a person and education need

to a person.

Questions:

1 What the title text above?

2. What does the word "clothing : refer to?

3.Which paragraph is called arguments?

4.What is the antonym “much”?

5.What is the main idea of the last paragraph?

Materi ke 3

82

Being too fat is commonly known as overweight or obesity. It is simply

defined as too much body fat inside. Overweight potentially leads high risk of health

problem. Being too fat is recognized as a major factor for heart disease. Due to the

overweight, the heart will work harder. It can lead to the heart attack. Furthermore,

obesity potentially rises blood cholesterol and blood pressure.

In addition, being too fat can change the amount of sugar in the blood. This will

cause diabetes and other serous disease. Beside all of that, being too fat is often

avoided by many young women. They said that becoming too fat will bother their

physical beauty appearance. More serious studies are necessary to see the effect of

obesity. However it is clear enough that overweight is not good enough for healthy

life.

Question:

1. Which paragraph is called arguments?



4. The text gives us information about?

5. What is main idea from the paragraph 2?

83

I personally think that reading is a very important activity in our life. Why do i

say so? Firstly, by reading we can get a lot of knowledge about many thing in the

world such as science, etc written in either books, magazine, newspaper,

etc.Secondly, by reading we can get a lot of news and information about something

happening in any parts of the world which can we see directly.

Another reason , reading can give us pleasure too. When we are tired, we read

books, newspaper or magazine on the entertainment coloumn such as comedy, short

story, quiz, etc. to make us relaxed. The last, reading can also take us to other parts of

the world. By reading a book about irian jaya we may feel we‟re really sitting in the

jungles not at home in our rooms.

From the fact above, it‟s obvious that everyone needs to read to get knowledge,

information and also entertainment. Or in summary we can say reading is truly

important in our life.

84

Questions:

1. The last paragraph mentioned…

2. What is the purpose of the text?

3. What the title text above?

4. How many reasons are used to support the writer‟s opinion

5. What is the main idea of the second paragraph?

Generic Structure Analytical Exposition

1. Thesis

Dalam bagian Thesis, penulis memperkenalkan tentang topik atau ide pokok yang

akan dibahas. Thesis selalu berada di paragraf pertama dalam Analytical Exposition

Text.

2. Argument

Dalam bagian ini penulis menghadirkan argumen-argumen atau

pendapatpendapat yang mendukung ide pokok penulis, biasanya dalam sebuah

Analytical Exposition Text terdapat lebih dari dua argumen. Semakin banyak argumen

yang ditampilkan semakin percaya pembaca bahwa topik yang dibahas oleh penulis

adalah topik yang sangat penting atau membutuhkan perhatian

3. Reiteration

Bagian ini merupakan bagian penutup dari sebuah Analytical Exposition Text

yang selalu terletak di akhir paragraf. Reiteration berisi penulisan kembali atau

penempatan kembali ide pokok yang terdapat di paragraf pertama. Reiteration juga

biasa disebut dengan conclusion atau kesimpulan dan terkadang berisi rekomendasi.

85

Ciri-ciri Text Analitical Exposition

1. Menggunakan Simple present tense formula; s + v1exampe; I eat I study

2. Mengunakan relational process . Biasanya menggunakan kata sambung yang dapat

menimbulkan hubungan sebab akibat. Seperti: because, if conditional sentence.

3. Menggunakan internal conjunction ( kata penghubung) .example; or,so,but,ect

4. Menggunakan casual conjunction for example; although, in case due to,herefore,

etc.

Unsur Kebahasaan:

Kalimat Simple Present

Conditional Clauses

Modals

F. Metode Pembelajaran

1) Pendekatan : Saintifik

2) Model Pembelajaran :koperative

3) Metode : Tanya jawab, diskusi

G. Media Pembelajaran

1. Media

Worksheet atau lembar kerja (siswa)

Lembar penilaian

Gambar

2. Alat/Bahan

Penggaris, spidol, papan tulis

86

H. Sumber Belajar

Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI,

Kemendikbud, Revisi Tahun 2017

Kamus Bahasa Inggris

Texs dan internet

I. langlah-langkah Pembelajaran

Kegiatan Pembelajaran Alokasi

Waktu

Pendahulu

an

Guru memberi salam (greeting)

Guru memeriksa kehadiran siswa, dan kesipan

siswa untuk belajar baik secara fisk atau psikis

Guru berkomunikasi dengan siswa dan memberi

beberapa pertanyaan pancingan untuk materi yang

akan diajarkan

Guru menyampaiakan tujuan dari pembelajaran

10 menit

Kegiatan

inti

Mengumpulkan data

Guru membagi siswa menjadi beberapa kelompok

Guru meminta siswa untuk memperhatikan pertanyan

yang ada di buku

Guru meminta siswa untuk mencari arti dan maksud

isi contoh dari text analytical yang ada di buku

Menkomunikasikan

Setiap siswa di minta untuk mempersentasiakan

contoh analytical exposition dan menjelasakn

isinya, serta menunjukkan generic structure dari

20

menit

87

text tersebut, serta karakteristiknya

Masing-masing dari kelompok perwakilan

menyampaikan jawaban mereka.

Mengasosiasi

Guru memberikan feckback tentang jawaban dan isi

dari contoh analytical exposition

Mengamati

Guru menjelaskan generic structure dari text

analytical exposition, dan ciri-ciri text


Menanyakan

Dengan bimbingan dan arahan guru siswa

mempertanyakan materi yang belu mereka

pahamii

15

menit

10 menit

10menit

5 menit

Penutup

guru menyimpulkan materi yang sudah di pelajari

Peserta didik dan guru saling memberi umpan balik

terhadap proses dan hasil pembelajaran

Guru meminta siswa untuk mencari contoh text

analytical dari berbagai sumber seperti majallah,

internet atau koran. perkelompok

Peserta didik dan guru mengucapkan salam penutup

10 menit

88

J. Penilaian Hasil Pembelajaran

1. Sikap

Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik

sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.

Pengamatan langsung dilakukan oleh guru. Berikut instrumen penilaian sikap

No Nama

Siswa

Aspek Perilaku yang

Dinilai Jumlah Skor Skor

Sikap

Kode

Nilai BS JJ TJ DS

1 Soedarmon

o 75 75 50 75 275 68,75 C

2 ... ... ... ... ... ... ...

Keterangan :

• BS : Bekerja Sama

• JJ : Jujur

• TJ : Tanggun Jawab

• DS : Disiplin

Catatan :

1. Aspek perilaku dinilai

dengan kriteria:

100 = Sangat Baik

75 = Baik

50 = Cukup

25 = Kurang

89

2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4

= 400

3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75

4. Kode nilai / predikat :

75,01 – 100,00 = Sangat Baik (SB)

50,01 – 75,00 = Baik (B)

25,01 – 50,00 = Cukup (C)

00,00 – 25,00 = Kurang (K)

K. Penilaian Hasil Belajar

No Indikator Teknik Bentuk Contoh

1

2

MengidentifkasI isi text

yang di baca

Mengidentifikasi text

,generic structure,

karakteristik text dan unsur

kebahasaan, , dari teks

eksposisi analitis tentang

topik yg dibicarakan sesuai

dengan konteks

penggunaannya

Test lisan

Test

Tertulis

Membaca text

Mengidentifikasi

text

Read the

text with

prpnouncati

o

Identify this

textbased on

the structure

of text.

90

l. PENILAIN SKILL READING

Butir Skor

1 5

2 5

3 5

4 5

5 5

Jumlah 10

Final Score: students‟ sscore x 100=

Max score

Catatan:

80-100 = sangat bagus

70-79= baik

60- 70= cukup

No Nama siswa/siswi Nilai

1

2

3

4

5

Peneliti Guru bahasa inggris

91

Siti Elisa Ritonga Ana Wahyuni Arib M.pd

Nim:TE151627

Mengetahui,

Kepala MAS Mahdaliyah Kota Jambi

Drs. H. Syamsul Rizal

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Satuan Pendidikan : MAS Mahdaliyah kota jambi

Mata Pelajaran : Bahasa Inggris

Skill : Reading

Kelas / Semester : XI / 1(control class)

Materi Pokok : Analytical Exposition Text

Alokasi Waktu : 1-4 pertemuan 4 x 45(Pertemuan)

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, tolerans, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

92

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan

metoda sesuai kaidah keilmuan

B. KOMPETENSI DASARDAN INDIKATOR

KOMPETENSI DASAR INDIKATOR

93

1.1Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi

internasional yang diwujudkan dalam

semangat belajar

2.3. 2.3 Menunjukkan perilaku tanggung

jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi

fungsional

3.1. 3.10Menganalisis fungsi sosial, struktur

teks, dan unsur kebahasaan dari teks


hangat dibicarakan umum, sesuai

dengan konteks penggunaannya.

4.1 4.14Menangkap makna dalam teks



1.1. 1.1Siswa dapat mensyukuri

kesempatan dapat mempelajari bahasa

Inggris sebagai bahasa pengantar

komunikasi internasional yang

diwujudkan dalam semangat belajar

2.3. 2.3Siswa dapat menunjukkan

perilaku tanggung jawab, peduli,

kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional

3.1 3.10Siswa dapat menganalisis fungsi

sosial, struktur teks, dan unsur

kebahasaan dari teks eksposisi analitis

tentang topik yang hangat dibicarakan

umum, sesuai dengan konteks

penggunaannya.

4.1 4.14Siswa dapat menangkap makna

dalam teks eksposisi analitis tentang

topik yang hangat dibicarakan umum

C. Tujuan Pembelajaran

94

1. 1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar

2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan

cinta damai, dalam melaksanakan komunikasi fungsional

3.10 Siswa dapat menganalisis fungsi sosial, generic structure,struktur teks, dan

unsur kebahasaan dari teks eksposisi analitis tentang topik yang hangat

dibicarakan umum, sesuai dengan konteks penggunaannya.

4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik yang


D. Materi Pembelajaran

Analytical Exposition adalah salah satu bentuk argumentation text. Para pakar

bahasa Inggris mendefinisikan analytical exposition text sebagai berikut: “Analytical

exposition is a text that elaborates the writer„s idea about the phenomenon

surrounding”. Jika diterjemahkan dalam bahasa Indonesia yang dimaksud dengan

analytical exposition text adalah sebuah teks atau tulisan yang memaparkan pendapat

penulis tentang fenomena yang sedang terjadi di sekitar kita

E.Tujuan dari analytical exposition

Tujuan komunikatif dari analytical exposition adalah untuk meyakinkan

pembaca bahwa topik yang disajikan adalah topik yang penting untuk dibahas atau

mendapat perhatian dengan cara pemberian argumen-argumen atau pendapat-

pendapat yang mendukung ide pokok atau topik tersebut.

Materi pertama

95

The importance of Playgrounds

Thesis : Playing outside is not just about letting off steam. It is a vital part of

childhood that helps children develop physical strength, coordination and balance. It

can also provide opportunities for children to learn and develop.

Argument 1: Playgrounds give social Skills. When children play with other children

they learn to communicate, share, collaborate and empathise with others.

Argument 2 :Playgrounds also give some Imagination and creativities. It is believed

that outside play is often open-ended and children need to be creative about what and

how games are played.

Reiteration: Besides two reasons above, playgrounds can remote children‟s thinking

and problem solving skills. As children assess risks and tackle new challenges, they

learn about having ago ,persistence and perseverance and the success those attributes

can bring

Question

6. What is type of the text above?


8. What can you say about paragraph two and four?

9. The text gives us information about..


Materi ke 2

96

The Importance of Education

Education is most important among all of us. Education plays a very

important role in your life. For living a luxurious life or for living a better life, you

should be educated.

Education is that which transforms a person to live a better life and even in a social

well being. Education is the one that doing something constructive in our near future.

It helps a person to show their best by their mind and spirit. It gives you a lot of

knowledge in whatever aspects.

Education plays a vital role in your success in the personal growth. The more

you have knowledge the more you grow. Being educated and earning a professional

degree prepares you to be a part in reputed organizations, companies or institutions.

In today‟s competitive world education is necessity for man after food, clothing, and

shelter. Education is the solution of any problems, it is the only education which

promotes good habits, values and awareness towards anything like terrorism,

corruption and much more. Education is the strength to a person and education need

to a person.

Questions:

1 What the title text above?

2. What does the word "clothing : refer to?

3.Which paragraph is called arguments?

4.What is the antonym “much”?

5.What is the main idea of the last paragraph?

Materi ke 3

97

Being too fat is commonly known as overweight or obesity. It is simply

defined as too much body fat inside. Overweight potentially leads high risk of health

problem. Being too fat is recognized as a major factor for heart disease. Due to the

overweight, the heart will work harder. It can lead to the heart attack. Furthermore,

obesity potentially rises blood cholesterol and blood pressure.

In addition, being too fat can change the amount of sugar in the blood. This will

cause diabetes and other serous disease. Beside all of that, being too fat is often

avoided by many young women. They said that becoming too fat will bother their

physical beauty appearance. More serious studies are necessary to see the effect of

obesity. However it is clear enough that overweight is not good enough for healthy

life.

Question:

6. Which paragraph is called arguments?



9. The text gives us information about?

10. What is main idea from the paragraph 2?

Materi ke 4

I personally think that reading is a very important activity in our life. Why do i

say so? Firstly, by reading we can get a lot of knowledge about many thing in the

world such as science, etc written in either books, magazine, newspaper,

etc.Secondly, by reading we can get a lot of news and information about something

happening in any parts of the world which can we see directly.

Another reason , reading can give us pleasure too. When we are tired, we read

books, newspaper or magazine on the entertainment coloumn such as comedy, short

98

story, quiz, etc. to make us relaxed. The last, reading can also take us to other parts of

the world. By reading a book about irian jaya we may feel we‟re really sitting in the

jungles not at home in our rooms.

From the fact above, it‟s obvious that everyone needs to read to get knowledge,

information and also entertainment. Or in summary we can say reading is truly

important in our life.

Questions:

6. The last paragraph mentioned…

7. What is the purpose of the text?

8. What the title text above?

9. How many reasons are used to support the writer‟s opinion

10. What is the main idea of the second paragraph?

Generic Structure Analytical Exposition

4. Thesis

Dalam bagian Thesis, penulis memperkenalkan tentang topik atau ide pokok yang

akan dibahas. Thesis selalu berada di paragraf pertama dalam Analytical Exposition

Text.

5. Argument

Dalam bagian ini penulis menghadirkan argumen-argumen atau

pendapatpendapat yang mendukung ide pokok penulis, biasanya dalam sebuah

Analytical Exposition Text terdapat lebih dari dua argumen. Semakin banyak argumen

yang ditampilkan semakin percaya pembaca bahwa topik yang dibahas oleh penulis

adalah topik yang sangat penting atau membutuhkan perhatian

99

6. Reiteration

Bagian ini merupakan bagian penutup dari sebuah Analytical Exposition Text

yang selalu terletak di akhir paragraf. Reiteration berisi penulisan kembali atau

penempatan kembali ide pokok yang terdapat di paragraf pertama. Reiteration juga

biasa disebut dengan conclusion atau kesimpulan dan terkadang berisi rekomendasi.

Ciri-ciri Text Analitical Exposition

5. Menggunakan Simple present tense formula; s + v1exampe; I eat I study

6. Mengunakan relational process . Biasanya menggunakan kata sambung yang dapat

menimbulkan hubungan sebab akibat. Seperti: because, if conditional sentence.

7. Menggunakan internal conjunction ( kata penghubung) .example; or,so,but,ect

8. Menggunakan casual conjunction for example; although, in case due to,herefore,

etc.

Unsur Kebahasaan:

Kalimat Simple Present

Conditional Clauses

Modals

I. Metode Pembelajaran

1) Pendekatan : Saintifik

2) Model Pembelajaran :koperative

3) Metode : Tanya jawab, diskusi

J. Media Pembelajaran

3. Media

Worksheet atau lembar kerja (siswa)

Lembar penilaian

Gambar

100

4. Alat/Bahan

Penggaris, spidol, papan tulis

K. Sumber Belajar

Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI,

Kemendikbud, Revisi Tahun 2017

Kamus Bahasa Inggris

Texs dan internet

I. langlah-langkah Pembelajaran

Kegiatan Pembelajaran Alokasi

Waktu

Pendahulu

an

Guru memberi salam (greeting)

Guru memeriksa kehadiran siswa, dan kesipan

siswa untuk belajar baik secara fisk atau psikis

Guru berkomunikasi dengan siswa dan memberi

beberapa pertanyaan pancingan untuk materi yang

akan diajarkan

Guru menyampaiakan tujuan dari pembelajaran

10 menit

Kegiatan

inti

Mengumpulkan data

Guru membagi siswa menjadi beberapa kelompok

Guru meminta siswa untuk memperhatikan pertanyan

yang ada di buku

Guru meminta siswa untuk mencari arti dan maksud

isi contoh dari text analytical yang ada di buku

Menkomunikasikan

Setiap siswa di minta untuk mempersentasiakan

contoh analytical exposition dan menjelasakn

20

menit

101

isinya, serta menunjukkan generic structure dari

text tersebut, serta karakteristiknya

Masing-masing dari kelompok perwakilan

menyampaikan jawaban mereka.

Mengasosiasi

Guru memberikan feckback tentang jawaban dan isi

dari contoh analytical exposition

Mengamati

Guru menjelaskan generic structure dari text

analytical exposition, dan ciri-ciri text


Menanyakan

Dengan bimbingan dan arahan guru siswa

mempertanyakan materi yang belu mereka

pahamii

15

menit

10 menit

10menit

5 menit

Penutup

guru menyimpulkan materi yang sudah di pelajari

Peserta didik dan guru saling memberi umpan balik

terhadap proses dan hasil pembelajaran

Guru meminta siswa untuk mencari contoh text

analytical dari berbagai sumber seperti majallah,

internet atau koran. perkelompok

Peserta didik dan guru mengucapkan salam penutup

10 menit

102

L. Penilaian Hasil Pembelajaran

2. Sikap

Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik

sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.

Pengamatan langsung dilakukan oleh guru. Berikut instrumen penilaian sikap

No Nama

Siswa

Aspek Perilaku yang

Dinilai Jumlah Skor Skor

Sikap

Kode

Nilai BS JJ TJ DS

1 Soedarmon

o 75 75 50 75 275 68,75 C

2 ... ... ... ... ... ... ...

Keterangan :

• BS : Bekerja Sama

• JJ : Jujur

• TJ : Tanggun Jawab

• DS : Disiplin

Catatan :

1. Aspek perilaku dinilai

dengan kriteria:

100 = Sangat Baik

75 = Baik

50 = Cukup

25 = Kurang

2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4

= 400

3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75

4. Kode nilai / predikat :

103

75,01 – 100,00 = Sangat Baik (SB)

50,01 – 75,00 = Baik (B)

25,01 – 50,00 = Cukup (C)

00,00 – 25,00 = Kurang (K)

M. Penilaian Hasil Belajar

No Indikator Teknik Bentuk Contoh

1

2

MengidentifkasI isi text

yang di baca

Mengidentifikasi text

,generic structure,

karakteristik text dan unsur

kebahasaan, , dari teks

eksposisi analitis tentang

topik yg dibicarakan sesuai

dengan konteks

penggunaannya

Test lisan

Test

Tertulis

Membaca text

Mengidentifikasi

text

Read the

text with

prpnouncati

o

Identify this

textbased on

the structure

of text.

l. PENILAIN SKILL READING

Butir Skor

1 5

2 5

3 5

4 5

5 5

Jumlah 10

Final Score: students‟ sscore x 100=

Max score

Catatan:

80-100 = sangat bagus

70-79= baik

60- 70= cukup

No Nama siswa/siswi Nilai

1

2

3

4

5

Peneliti Guru bahasa inggris

Siti Elisa Ritonga Ana Wahyuni Arib

M.pd

Nim:TE151627

Mengetahui,

Kepala MAS Mahdaliyah Kota Jambi

Drs. H. Syamsul Rizal

APPENDIX 9

SILABUS SMA/MA

NAMA SEKOLAH : MAS Mahdaliyah kota Jambi

MATA PELAJARAN : Bahasa Inggris

Tahun Pelajaran :2018/2019

Kelas : XI

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif

dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta

dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,

bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi

Waktu Sumber Belajar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar

2.3 Menunjukkan

perilaku tanggung

jawab, peduli,

kerjasama, dan

cinta damai, dalam

melaksanakan

komunikasi

fungsional

3.10 Menganalisis

fungsi sosial,

struktur teks, dan

unsur kebahasaan

dari teks eksposisi

analitis tentang

Teks eksposisi

analitis

Fungsi Sosial

Menyatakan

pendapat tentang

topik yang hangat

dibicarakan

secara

bertanggung

jawab

Struktur teks

a. Menyebutkan

pokok

permasalahan

terhadap

sesuatu yang

hangat

dibicarakan

b. Menyebutkan

pandangan /

pendapat

Mengamati

Siswa menyimak berbagai contoh teks eksposisi analisis yang diberikan/ diperdengarkan guru

Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya

Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks eksposisi analitis

Mempertanyakan (questioning)

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks eksposisi yang ada dalam bahasa Inggris, Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu

Mengeksplorasi

Siswa mencari beberapa text eksposisi analitis dari berbagai sumber.

Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu

Kriteria penilaian:

Pencapaian fungsi sosial

Kelengkapan dan keruntutan struktur teks eksposisi analitis

Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan

Kesesuaian format penulisan/ penyampaian

Pengamatan

(observations):

Bukan penilaian formal

seperti tes, tetapi untuk

tujuan memberi balikan.

Sasaran penilaian adalah:

Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

4 x 2 JP Infokus

Koran/ majalah berbahasa Inggris

Buku kementerian pendidikan kebudayaan Republik Indonesia

Internet

Blackboard

Whiteboard



topik yang hangat

dibicarakan umum,

sesuai dengan

konteks

penggunaannya.

4.14 Menangkap makna

dalam teks

eksposisi analitis

tentang topik yang

hangat dibicarakan

umum

mengenai hal

tersebut beserta

ilustrasi sebagai

pendukung

c. Diakhiri dengan

kesimpulan yang

menyatakan

kembali

pendapat

terhadap hal

tersebut

Unsur Kebahasaan:

- Kalimat Simple Present

- Conditional Clauses

- Modals

Siswa secara berkelompok menuliskan /menyalin teks eksposisi analitis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut

Siswa membacakan teks eksposisi

kepada teman dengan menggunakan

unsur kebahasaan yang tepat

Mengasosiasi

Secara berpasangan siswa menganalisis beberapa teks eksposisi dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan

Siswa memperoleh balikan (feedback)

dari guru dan teman tentang hasil

analisis yang disampaikan dalam kerja

kelompok.

Mengkomunikasikan

Siswa membuat laporan berupa catatan hasil membaca dan mendengarkan

melaksanakan komunikasi

Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks eksposisi analitis

Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan

Ketepatan dan kesesuaian menggunakan strategi dalam membaca

Portofolio

Kumpulan catatan kemajuan belajar

Kumpulan hasil tes dan latihan.

Catatan atau rekaman penilaian diri dan penilaian sejawat,



Berkelompok, siswa bertukar cerita tentang teks eksposisi dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

Siswa mempresentasikannya di kelas

Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam mencari teks eksposisi selama proses pembelajaran di dalam dan di luar kelas, termasuk kendala yang dialami.

Siswa membuat ‘learning journal’

berupa komentar atau cara penilaian lainnya

Penilaian Diri dan

Penilaian Sejawat

Bentuk: diary, jurnal,

format khusus, komentar,

atau bentuk penilaian lain

APPENDIX 10

DOCUMENTATION

Documents

THE EFFECT OF PICTURE SERIES ON STUDENTS READING