THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC

READING (CSR) TECHNIQUE ON STUDENTS’ READING

COMPREHENSION OF DESCRIPTIVE TEXT

(A Quasi-Experimental Study at the Tenth Grade of MA Gaza Al Islami Bogor)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (S-1) in the Department of English

Education

By:

Ahmad Gojali Sahlan

1112014000011

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2019

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and Merciful

All praises be to Allah, the Lord of the World, who has given the writer his

mercy, guidance and strength to finish this research paper. Peace and salutation be

upon to the prophet Muhammad, his family, his companions, as well as his

followers.

In this occasion, the writer would like to express his greatest appreciation,

honor, and gratitude to his beloved parents Mr. Ahmad Tauhid and Mrs.

Nurhasanah who always give prayer, support, motivation and guidance during

doing this research, and also his first sister Dina Maryana, S.Pd and her husband

Mr. Lukman, M.Pd. And his second sister Damayanti and his husband Mr.

Irwanto Sawal then his brothers Agus Setiawan and Awalludin who always give

support and motivation.

Secondly, the writer would like to address his thank and great gratitude to the

advisors, Dr. Alek, M.Pd., Teguh Khaeruddin, MappLing and Zaharil Anasy,

M.Hum. for the valuable advice, suggestion, comment and support during

conducting this research.

Thirdly, the writer thought that he would never finish this research paper

without their supports and helps. Therefore, his sincere gratitude also goes to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of

Educational Sciences.

2. Dr. Alek, M.Pd., as the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English

Education.

4. All lectures in Department of English Education for the precious

knowledge and patience to the researcher during his study at Syarif

Hidayatullah State Islamic University.

5. M. Fachri, S.Pd., as the Headmaster of MA Gaza Al-Islami Bogor for

giving permission to the writer to conduct the research.

v

6. Usman, S.Pd., as the English Teacher of MA Gaza Al-Islami, for all

sincere help, time and guidance.

7. The students of X.A and X.B of MA Gaza Al-Islami for the willingness

and cooperation to be the participants in the research.

8. His Closest friends Akira Puteri, S.Pd., Nur Millah Mutsliah, S.Pd,

Chyntia Rahayu, S.Pd., Mevin Erza Mafazi, S.Pd., Pandy Dharmawan,

S.E, Maulana Yusuf Irwansyah, Ahmad Darussalam, Saktiawan Temas

and Andi Nur Hidayat who always give supports and help whenever

needed.

9. All beloved friends of DEE A 2012 who have accompanied the writer’s

life during the study in university.

10. All beloved friends of CONFIANZ UIN JKT who always support the

writer to finish this research.

11. His big family for the sincere support and prayers.

12. All member of Wadah Silaturahmi and big family of Daar El Hikam who

always support the writer to finish this research.

13. All of people, whose name cannot be mentioned for their contribution to

the writer during finishing this research.

Finally, the writer admits that his writing is still far from being perfect.

Therefore, he hopes some suggestion and constructive critique from the reader for

this better research paper. Hopefully, this research paper will be useful not only

for the writer, but also for the reader.

Ciputat, January 22nd , 2019

The Writer

Ahmad Gojali Sahlan

vi

ABSTRACT

AHMAD GOJALI SAHLAN, 1112014000011. “The Effectiveness of Collaborative Strategic Reading (CSR) Technique on Students’ Reading Comprehension of Descriptive Text: A Quasi-Experimental Study at Tenth Grade of MA Gaza Al-Islami Bogor”, Skripsi, Department of English Education, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta..

Advisor : 1. Dr. Alek, M.Pd

2. Zaharil Anasy, M.Hum

Keywords: Collaborative Strategic Reading (CSR), Descriptive Text, Reading Comprehension.

The objective of this study is to find out the effectiveness of using Collaborative Strategic Reading (CSR) on students’ reading comprehension of descriptive text. It was intended to get reliable information whether there was a significant difference the students’ reading comprehension between the experimental class and the controlled class. The research method is used in this study is quasi-experimental study. The sample was taken from the tenth grade studnets of MA Gaza Al-Islami Bogor that consist of 44 students. The experimental class was taught by using Collaborative Strategic Reading (CSR) and the controlled class was taught without using Collaborative Strategic Reading (CSR). Before giving the treatment, the students from both classes were given a pre-test to know extent their ability in reading comprehension of descriptive text. At the end of the treatment, the students were given a post-test. The tests used as the primary instrument were consisting of 30 multiple choice questions. The result of the study showed that Collaborative Strategic Reading (CSR) is effective to use in teaching reading comprehension of descriptive text. Gained score of the experimental class (8,73) is higher than controlled class (4,64). From the result of statistic calculation it is obtained that the value of 𝑡0 was 2,0001 and degree of freedom (df) was 42. In the table of significance 5% the value of degree of significance was 1,68195. Comparing those values, the result is 2,0001 > 1,68195 which mean 𝑡0 score is higher than 𝑡𝑡𝑎𝑏𝑙𝑒. In short, the Null Hyphotesis (𝐻0) was rejected and alternative hyphotesis (𝐻𝑎) was accepted. It means there was a significant difference of students’ reading comprehension ability between students who were taught through Collaborative Strategic Reading (CSR) and students who are taught through other technique. The effect size calculation was 0, 6369 which the range of effect criteria include to the moderate effect. Finally, it could be concluded that the using of Collaborative Staretegic Reading (CSR) technique in learning reading comprehension of descriptive text at tenth grade of MA Gaza Al-Islami Bogor was effective.

vii

ABSTRAK

AHMAD GOJALI SAHLAN, 1112014000011. “Efektifitas Teknik Strategi Membaca Bersama Terhadap Pemahaman Membaca Siswa Tentang Teks Deskriftif :Penelitian Eksperimen pada Kelas Sepuluh MA Gaza Al-Islami Bogor”, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri Syarif Hidayatullah Jakarta.

Advisor : 1. Dr. Alek, M.Pd

2. Zaharil Anasy, M.Hum

Kata Kunci: Strategi Membaca Bersama, Teks Deskriftif, Pemahaman Membaca.

Penelitian ini bertujuan menemukan efektifitas penggunaan teknik strategi membaca bersama terhadap pemahaman membaca siswa dalam teks deskriftif. Penelitian ini bertujuan mendapatkan informasi yang akurat terhadap perbedaan pemahaman membaca siswa antara kelas eksperimen dan kelas kontrol. Metode penelitian ini menggunakan kuasi eksperimen. Objek penelitian diambil dari kelas X MA Gaza Al-Islami Bogor yang terdiri dari 44 Siswa. Kelas eksperimen diajarkan menggunakan teknik strategi membaca bersama dan kelas kontrol diajarkan tanpa menggunakan teknik strategi belajar bersama. Sebelum dilakukan perlakuan, baik dari kelas eksperimen dan kelas kontrol diberikan tes awal untuk mengetahui sejauh mana tingkat kemampuan mereka dalam pemahaman membaca teks deskriftif. Dan di akhir perlakuan mereka diberikan ujian akhir. Tes-tes yang digunakan sebagai instrument utama yaitu terdiri dari 30 soal pilihan ganda. Hasil dari penelitian nenunjukan bahwa strategi membaca bersama efektif digunakan dalam pengajaran pemahaman membaca teks dekriftif. Nilai tambahan yang diperoleh kelas eksperimen (8,73) itu lebih besar dari kelas kontrol (4,64). Dari hasil kalkulasi data tersebut diperoleh bahwa nilai 𝑡0 adalah 2,0001 and degree of freedom adalah 42. Pada tabel dengan signifikansi 5% maka nilai degree of freedom adalah 1,68195. Dengan membandingkan nilai-nilai tersbut, hasilnya adalah 2,0001 > 1,68195 artinya nilai 𝑡0 lebih tinngi dari 𝑡𝑡𝑎𝑏𝑙𝑒. Artinya, null hipotesis (𝐻0) ditolak dan alternative hyipotesis (𝐻𝑎) diterima. Artinya ada signifikansi perbedaan terhadap kemampuan pemahaman siswa antara siswa yang diajarkan dengan teknik strategi belajar bersama dan siswa yang diajarkan dengan teknik lain. Perhitungan pengaruh dengan menggunakan teori Cohen 0, 6369 poin, yang mana rentang pengaruh kriteria termasuk pada pengaruh cukup. Dengan demikian, dapat disimpulkan bahwa penggunaan teknik strategi membaca bersama terhadap pembelajaran pemahaman membaca teks deskriftif pada siswa kelas X MA Gaza Al-Islami Bogor adalah efektif.

viii

TABLE OF CONTENT

APPROVAL SHEET...................................................................... ii ENDORSEMENT SHEET............................................................. iii SURAT PERNYATAAN KARYA SENDIRI............................... iv ACKNOWLEDGEMENT.............................................................. v ABSTRACT ..................................................................................... vii ABSTRAK ...................................................................................... viii TABLE OF CONTENT.................................................................. ix LIST OF TABLES.......................................................................... xi LIST OF FIGURES........................................................................ xii LIST OF APPENDICES................................................................ xiii CHAPTER I INTRODUCTION................................................... 1

A. Background of the study ......................................................................1 B. Identification of the Problem ...............................................................4 C. Limitation of the Problem .....................................................................4 D. Formulation of the Problem .................................................................4 E. Objective of the Study ..........................................................................5 F. Significance of the Study .....................................................................5

CHAPTER II THEORETICAL FRAMEWORK ..................... 6

A. Reading Comprehension ......................................................................6 1. General Concept of Reading ...........................................................6 2. Aims of Reading...............................................................................7 3. Reading Comprehension ..................................................................8

B. Descriptive Text ....................................................................................8 1. The Understanding of Descriptive Text ...........................................8 2. Purposes of Descriptive Text ...........................................................9 3. The Structure of Descriptive Text ....................................................9 4. The Language Pattern of Descriptive Text ......................................10

C. Collaborative Strategic Reading (CSR) ................................................11 1. Definition of Collaborative Strategic Reading (CSR) ....................11 2. Purposes of Collaborative Strategic Reading (CSR) ......................12 3. The Procedure of Collaborative Strategic Reading (CSR) ............13

D. Teaching Reading Using Collaborative Strategic Reading (CSR) .......19 E. Previous Related Study .........................................................................20 F. Thinking Framework ............................................................................22

ix

G. Research Hypothesis .............................................................................23

CHAPTER III RESEARCH AND METHODOLOGY ............. 24 A. Place and Time of the Study .................................................................24 B. Method and Design of the Study ..........................................................24 C. The Instrument ......................................................................................25 D. The Population and Sample ..................................................................25 E. Data Collection Technique ...................................................................26 F. Data Analysis Technique ......................................................................26 G. The Statistical Hypothesis.....................................................................28

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 30 A. Research Finding ..................................................................................30

1. Data Description................................................................................30 a. The Experiment Class Scores .....................................................30 b. The Control Class Scores ............................................................32

2. The Data Analysis .............................................................................33 a. Normality Test ............................................................................34 b. Homogeneity Test .......................................................................37 c. T-test ...........................................................................................37 d. Hypothesis Testing ......................................................................43

B. Discussion .............................................................................................44

CHAPTER V CONCLUSION AND SUGGESTION ................ 46 A. Conclusion ............................................................................................46

B. Suggestion .............................................................................................46

REFERENCES .................................................................................................48

APPENDICES ..................................................................................................51

x

LIST OF TABLES

Table 4.1 The Students’ Score of Pre-test and Post-test in Experiment

Class ....................................................................................................................30

Table 4.2 The Students’ Score of Pre-test and Post-test in Controlled

Class ....................................................................................................................32

Table 4.3 The Result of Normality of Pre-test Using Lilliefors ......................34

Table 4.4 The Result of Normality of Post-test Using Lilliefors .....................34

xi

LIST OF FIGURES

Figure 2.1 CSR’s Plan for Strategic Reading...................................................14

Figure 2.2 CSR Leader’s Cue Sheet ................................................................18

Figure 2.3 CSR Learnings Log ........................................................................19

Figure 4.1 The Frequency of Pre-Test Score of Experiment Class..................35

Figure 4.2 The Frequency of Pre-Test Score of Controlled Class ...................35

Figure 4.3 The Frequency of Post-Test Score of Experiment Class ................36

Figure 4.4 The Frequency of Post-Test Score of Controlled Class..................36

Figure 4.5 The Result of Homogeneity from the Pretest .................................37

Figure 4.6 The Result of Homogeneity from the Posttest ................................37

Figure 4.7 The Comparison Scores between Experimental and

Control Group .....................................................................................................38

xii

LIST OF APPENDICES

Appendix 1 The Content of Validity Test ..................................................... 51

Appendix 2 The Instrument of Validity Test ..................................................52

Appendix 3 The Instrument of Pretest ............................................................64

Appendix 4 The Answer Key of Prestest ........................................................73

Appendix 5 The Instrument of Posttest...........................................................74

Appendix 6 The Answer Key of Posttest ........................................................84

Appendix 7 Lesson Plan of Experiment Class in Treatment 1 .......................85

Appendix 8 Lesson Plan of Controlled Class in Treatment 1 .........................92

Appendix 9 Lesson Plan of Experiment Class in Treatment 2 .......................96

Appendix 10 Lesson Plan of Controlled Class in Treatment 2........................100

Appendix 11 Lesson Plan of Experiment Class in Treatment 3.......................104

Appendix 12 Lesson Plan of Controlled Class in Treatment 3........................108

Appendix 13 Surat Izin Melakukan Penelitian................................................112

Appendix 14 Surat Keterangan Melakukan Penelitian....................................113

Appendix 15 Surat Bimbingan Skripsi............................................................114

Appendix 16 The Result of ANATEST...........................................................115

xiii

CHAPTER I

INTRODUCTION

A. Background of the Study One of the productive skill that must be learned by the students of EFL is

reading. The use of brain and eyes is dominating in a reading exercise. When the

eyes receive messages the brain start to work out a sign of these messages.1

Urquant and Weir stated that “reading is the process of receiving and interpreting

information encoded in language form via the medium of print.”2 Based on the

statement above that reading is the process of receiving message and information

through eyes and then the brain works for interpreting the messages till the reader

understands about it.

Reading activity cannot be separated from comprehension. It is important

that the reader can comprehend the text well in order to understand and interpret

the written symbol. In other words, it can be said that the result of the reading

activity is understanding what has been read. Therefore, reading comprehension

also needs to be considered. According to Koda “comprehension occurs when the

reader extracts and integrates various information from the text and combines it

with what is already known.”3 It means, the comprehension occurs when the

reader gets the main idea of information or the messages and then they combine

with their background knowledge.

Reading comprehension defined as the process of extracting and

constructing meaning through interaction and involvement with written language.

Comprehension requires three elements: the reader who is doing the

comprehending, the text that is to be comprehended, and the activity in which

comprehension is a part4. In considering the reader, it includes all the capacities,

abilities, knowledge, and experiences that a person brings to the act of reading.

1 Jeremy Harmer, The Practice of English Language Teaching, Forth Edition Completely Revised and Updated, (New York: Longman Publishing, 2005), p. 190.

2 William Grabe. Reading in a Second Language Moving from Theory to Practice, (New York: Cambridge University Press, 2009), p. 14.

3 Ibid., p. 14 4 Catherine Snow, RAND Reading Study Group. Reading for understanding toward R&D

Program in Reading Comprehension, (Pittsburg: RAND Education, 2002). p. 11.

1

2

Text broadly constructed to include any printed text or electronic text. In

considering activity, it includes the purposes, process, and consequences

associated with the act of reading.

In Indonesia, reading is one of the competencies that should be taught at

first grade of Senior High School as mandated in “Kurikulum 2013” for Senior

High School. Furthermore, through this curriculum, the students are expected to

analyze social function, text structure, and language pattern in the form of

descriptive text about the wonderful place, and famous historical building with

appropriate utilizing context. It means that the students of senior high school

should be able to comprehend in analyzing the descriptive text.

Descriptive text is the text to describe and reveal a particular person,

animal, place or thing. According to Mark Anderson and Kathy Anderson that

descriptive or description describes a particular person, place, or thing. The goal

of decription is to tell about the subject by roll out its features without including

personal opinions.5 In alternative words, a particular person, place or thing is

described in details in this composition.

The description tells the items because the means it’s while not being

suffering from the writers’ personal opinion. Before telling what they need to be

caught through their sensory system, mental activity is involved. They first

identify certain imagery or real object which is located somewhere. Through the

words, then they describe the issue they need in mind.

In teaching and learning activities many factors that influence teaching and

learning reading text. Students often find difficulties in comprehending the

descriptive text. According to the writer’s interview with the English teacher in

MA Gaza Al-Islami Bogor, there are some difficulties faced by students in

learning reading, especially in reading comprehension of descriptive text.

Students are not motivated in reading English text. Actually, in learning reading

students ought to be impelled to create them interested and revel in reading the

text. The lack of students’ vocabulary and grammar pattern are also faced by

5 Mark Anderson and Kathy Anderson. Text Types in English 3, (Australia: Mcmillan education Australia Pty Ltd., 1998), p. 26.

3

students in learning English. Those are difficulties faced by the students in

learning and understanding English material, it is can lose students confidence in

learning English. Other factors are the minus of facilities and the students’

background knowledge.

Another side, the problem in learning English come from a teacher in

their technique on giving the material. The technique used by the teacher is not

caught students interest. Based on the writer’s informal interview with some

Senior High School students, in reading English text the teacher asks the students

to reads the texts and then the teacher explains the text. After that, the students

asked to answer some questions according to the text until the end of the class.

Consequently, the student's area unit bored in reading the text.

From that observation, the writer can conclude that the problem in

teaching and learning English come from both students and teacher. Furthermore,

the teachers should be able to choose the appropriate method and technique and

can improve students motivation and interest in learning English especially in

reading text in order the objectives can be achieved. Then, the writer simplifies

that to overcome the difficulties of teaching reading, particularly in

comprehension the text, they need a strategy which will improve students’ reading

comprehension, enrich students’ vocabularies, and learn for achieving a goal

together by cooperating. Applying Collaborative Strategy Reading (CSR) is

appropriate for solving the problem.

Collaborative Strategic Reading (CSR) was found and developed by

Klinger & Vaugh. CSR is the comprehension strategy which combines

modification of Reciprocal Teaching and Cooperative Learning strategy. The

concept of this strategy is involving students to work in small cooperative groups

and applying for reading strategies: Preview, Click and Clunk, Get the Gist and

Wrap up. Preview permit students to get interested and activate background

knowledge so as to predict what they are going to learn. Click & Clunk is self-

monitoring strategy which students write the words that they have to understand

and not understand. Get the Gist could be a strategy within students to establish

4

the most ideas from reading. Wrap up is a evaluate strategy which students make

the questions of what they have read.

Through the collaborative approach emphasized with CSR, learning is

scaffolded by both teacher and students. the teacher provides instruction in

strategies, assigns group roles, and provides a guide to reading and discussion.

Students then scaffold each others’ learning by providing immediate feedback at a

level and in a manner that is just right for the others in the group.

With CSR, students discuss what they have read, assist one another in the

comprehension of the text, and provide academic and effective support for their

classmate. The goals of CSR are to improve reading comprehension and increase

conceptual learning in ways that maximize students’ participation.

B. The Identification of the Problem Based on the background, the problems in reading comprehension of

descriptive text can be identified as follows:

1. The students often find difficulties in comprehending the descriptive text.

2. The teachers’ strategies in teaching and learning English that still used the

monotonous method.

3. Different types of students’ personality and background knowledge which

can lose their confidence in their ability in learning English.

C. The Limitation of the Problem Based on the problems are identified above, the problems of this research

will be limited to “The Effectiveness of Collaborative Strategic Reading (CSR)

Technique on Students’ Reading Comprehension of Descriptive Text.”

D. The Formulation of the Problem The formulation of this study is “Was there any effect of collaborative

strategic reading (CSR) technique on students’ reading comprehension of

descriptive text?”

5

E. The Objective of the Study The objective of the study was to obtain the empirical evidence about the

effectiveness of collaborative strategic reading (CSR) technique on students’

reading comprehension of descriptive text.

F. The Significance of the Study The result of the study was expected to provide useful information not

only theoretically but also practical for the students, the teachers, and the other

researchers.

- For the students

The students were expected more interesting and understanding in learning

descriptive text.

- For the teachers

The teachers were able to use the collaborative strategic reading as a strategy to

improve students’ interest and comprehension in learning descriptive text.

- For other researchers

This research could use to get the information in leading them to further

research.

CHAPTER II

THEORETICAL FRAMEWORK

A. Reading Comprehension 1. General Concept of Reading

Reading is one important skill in learning English as a foreign language.

According to Grabe and Stoller, reading is capability to get meaning from the

printed page and construe this information appropriately.1 Therefore, reading

seems difficult skill for learner whose English as a second language, especialy for

foreign language learner because they have to transfer their mother tongue

language to the foreign language in comprehending the text.

Based on the point of view above, generally reading is a complex process

of human’s activity. As they are reading, they are focusing their eyes and brain to

read the text to understand the author’s message. In this sense, Harmer said that

reading it is an activity that focusing the eyes and brain, in which the eyes have a

duty to get the message or information and to send the message to the brain, and

then the brain gets the message from the eyes and arranges the message.2 In

addition, William stated that “reading is an interaction between the reader and the

writer, the text provide information that the writer wants the reader to understand

in certain ways, and the reader also bring a wide range of background knowledge

to reading.”3 It means that the activity of reading is an interaction between what

the reader looks of the text and what the author writes into printed symbols.

From some definitions above, the writer concludes that reading is an actor

who has interaction between reader and authors. The reader focusing their eyes

and brain in reading text to get the certain meaning or information what the author

writes in the text. So, it is difficult skill for students who use English as second

1 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (England: Pearson Education Limited, 2002), p. 11.

2 Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition Completely Revised and Updated, (New York: Pearson Longman Publishing, 2007), p. 40

3 William Grabe, Reading in a second language : moving from theory to practice, (New York: Cambridge University Press, 2009), p. 15.

6

7

language and foreign language. Because they have to comprehend the text without

their mother tongue language.

2. Aims of Reading

There are many kind purposes of reading. and purpose helps to know

additional what is scan by folks. Here are two main reason that people read: the

first for pleasure and the second for Information.4 For someone who read for the

pleasure, they may read either quickly or slowly based on the way they like or

feels. But for someone who reads for information, they read a book for getting the

information.

As we know, the purpose of reading is to make the learner understands the

written language, in other words, how can the learner get the the message from the

writer’s symbols in the text. One of the most important tasks of the reader is to dig

out and find out what the writer would like to say through the written.

Lester and Crow classified two general purposes, leisure-time reading, and

more serious reading. Leisure-time reading is reading for enjoyment which may

vary in to follow your favorite sport, comic, article, and movie program. More

serious reading is reading to study for a goal such as to obtain factual information

and solve problems. The statements above give us a clear explanation that the

purpose or aim of reading is not only to understand and find the written ideas.

Meanwhile, Williams (1984) usefully classifies reading into three kinds.

Reading for general information, reading for specific information and reading or

pleasure and for interest.5 Reading for general information such read news to

know the event today, reading for specific information such read science book to

know how can something operate, and reading for pleasure like reading comic or

novel that means for recreation and enjoyment.

Based on the purposes that stated by many linguists above the writer viewed

that the reader has their own purpose in reading a text. There are some readers

4 Caroline T. Linse, Practical English Language Taeching: Young Learners, (New York: The McGraw-Hill Companies, Inc., 2005), p. 71.

5 Jo McDonough, Christopher Shaw and Hitomi Masuhara, Material and Methods in ELT: Third Edition A Teacher’s guide, (Malden: Blackwell Publishing, 2003), p. 111.

8

need to know the information from what they read such as newspaper and

magazine. And other readers only want to get pleasure and enjoyment when

reading something. So, the purpose of reading can help readers to understand what

they read.

3. Reading Comprehension

Reading comprehension is very important, not just for understanding text,

but for broader learning, success in education, and employment. It is even vital for

our social lives, because of email, text, and social networking sites. Reading

comprehension may be a complicated task, which requires the orchestration of

many different cognitive skills and abilities.

According to Janette K. Klingner, reading comprehension involves many

aspects. Because reading comprehension is a multicomponent and highly process

which ivolves the interaction between the reader and his previous knowledge,

strategy use, interesting in the text and the understanding of the text.6 Thus,

reading comprehension needs the interaction of reader and his background

knowledge to understand the text.

Meaning, learning, and pleasure area unit the last word goals of learning to

scan. Knowing a way to scan words has ultimately verry little price if the student

is unable to construct the means from the text. Reading comprehension is that the

method of constructing that means by coordinative variety of complicated

processes that embody word reading, word and world information, and fluency.

B. Descriptive Text 1. The Understanding of Descriptive Text

Descriptive text is a kind of factual description or expository text, as Mark

Anderson stated that a factual description describes a particular person, place or

thing.7 Its goal is to tell about the subject by describing its features without

6 Klingner, Janette K et al., Teaching Reading Comprehension to Students with Learning Difficulties, (New York London, The Guildford, 2007), p. 8.

7 Mark Anderson, Kathy anderson, Text Types in English 3, (Australia: Macmillan education Australia), p. 26.

9

including personal opinion. A factual description differs from associate infor

report as a result of it describes a selected subject instead of a general cluster. Its

mean that factual description describes an object based on facts without including

personal opinion.

2. Purposes of Descriptive Text

The descriptive text is a kind of text with a purpose to give information.

The context of this kind of the text is the description of a particular thing, animal,

person or others. According to Oshima and Hogue cited in Shafira Khairina

Anggung, Descriptive appeals to take senses, so it tells how something looks,

feels, smells, tastes, and sounds.8 In another word, the good description of the

writer is like “word picture” that makes the reader can imagine the object, place,

or person in his or her mind.

The main purpose of description is to enable the reader to picture what you

are describing.9 That means the purpose of the descriptive text is make the reader

understanding of the writer’s explanation about something on the writing. Like the

description of a place “Borobudur Temple” for instance, the description of a

person “Soekarno is the First President of Indonesia” for instance, etc.

3. The Structure of Descriptive Text

Every genre of the text has a certain structure or stages in order to get

something done through language. There are two elements as a requirement for a

text to be identified as descriptive text, they are:10

• Identification: the identification element aims at introducing and identifying

specific participant ( a person, thing, place, animal or event) to be described in

the descriptive text.

• Description: the description aims at describing the specific participant in the

text. It contains descriptive details or information of the specific participant by

8 Anggun, Shafira Khairina, “An Analysis of Descriptive Text in English Textbook using Transitivity System (A Case Study of Reading Passages),” (Journal of English and Education, 4 (1), 147-158, 2016.

9 Cindy Barden, Writing Activity Book; Student Booster: Writing Description, (USA:Mark Twain Media, 2003), p. 1.

10 Knapp, P, Watkins M., Genre, Text, Grammar. (Sydney university of new south wales, Press Ltd. 2005) p. 101.

10

providing a description of its characteristics, appearances, personality, habits or

qualities.

The example of schematic structure of descriptive text:

Borobudur

Borobudur is a Hindu – Buddhist temple. It was

built in the ninth century under Siliendra dynasty of

ancient Mataram kingdom. Borobudur is located in

Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its

construction is influenced by the Gupta architecture of

India. The temple is constucted on a hill 46 m high and

consists of eight steps like stone terrace. The first five

terraces are square are surrounded by walls adorned with

Buddhist sculpture in bas – relief.

The upper three are circular. Each of them is with a

circle of bell shape – stupa. The entire edifice is crowned

by a large stupa at the centre at the centre of the top circle.

The way to the summit extends through some 4.8 km of

passage and stairways. The design of Borobudur which

symbolizes the structure of universe influences temples at

Angkor, Cambodia.

Borobudur temple which is rededicated as an

Indonesian monument in 1983 is a valuable treasure for

Indonesian people.

4. The Language Pattern of Descriptive Text

Related to its linguistic features, that a descriptive text employs the

following linguistic features:11

11 Anggun, Shafira Khairina, “An Analysis of Descriptive Text in English Textbook using Transitivity System (A Case Study of Reading Passages),” (Journal of English and Education, 4 (1), 147-158, 2016.

Identification

Description

11

a. Using verb in the present tense

b. Using a djective to describe the features of the subject

c. Use linking verbs or relational process frequently (is, are, has, have,

belongs to) in order to classify and describe appearance or qualities and

parts or functions of phenomena);

d. Use action verbs or material process and behavioral process in giving

additional description regarding action and behavior did by the

participants in the text;

e. Use a mental verb or mental process when describing feelings;

f. Use the nominal group frequently to describe;

g. Use adjective and adverbs to add information to nouns and add

information to verbs to provide more detailed descriptions of the topic;

h. Use adverbial phrases to add more information about manner, place, or

time and sometimes realized in the embedded clause which functions as

circumstance

C. Collaborative Strategic Reading (CSR) 1. Definition of Collaborative Strategic Reading (CSR)

Collaborative Strategic Reading (CSR) was found and developed by

Klinger and Vaugh in 1998. They state that “Collaborative Strategic Reading

(CSR) is a good teaching technique for teaching students’ reading comprehension

and building vocabulary and also working together cooperatively.”12 It means that

Collaborative Strategic Reading (CSR) is a technique for improving students’

reading comprehension ability and it can build their vocabularies through

cooperative learning.

Meanwhile, according to D. Bremer Christine et al. “Collaborative

Strategic Reading (CSR) is a reading comprehension technique that combines two

instructional elements: modified reciprocal teaching and cooperative learning or

12 J.K. Klinger and S. Vaughn, Using Collaborative Startegic Reading, (The Council for Exceptional Children, 1998), p. 32

12

students pairing.13 In reciprocal teaching, teachers and students take turns leading

a dialogue concerning key features of text through summarizing, questioning,

clarifying, and predicting. Reciprocal teaching was developed with the intention

of aiding students having the problem with reading comprehension.

Klingner and Vaughn originally designed CSR by combining modified

reciprocal teaching with cooperative learning. Through a number of research

trials, CSR has been refined and currently consists of four comprehension

strategies that students apply before, during, and after reading in a small

cooperative group. Klinger and Vaugh describe the four strategies as follow:

1) Preview (before reading): Prior to reading a passage, students recall what they

already know about the topic and predict what the passage might be about.

2) Click and Clunk (during reading): Students monitor comprehension during

reading by identifying difficult words and concepts in the passage and using

fix-up strategies when the text does not make sense.

3) Get the Gist (during reading): Students iterate the foremost necessary plan in

every paragraph or section.

4) Wrap-up (after reading): Students summarize what has been learned and

generate questions "that a teacher might ask on a test.”14

2. Purposes of Collaborative Strategic Reading (CSR)

There are some purposes of Collaborative Strategic Reading (CSR).

According to Abidin, “ the goal of CSR is to enhance reading comprehension and

increase abstract learning that in among which maximize students’

involvement.”15

The goals of CSR are to aid the students’ difficulty of reading and to

improve reading comprehension and increase conceptual learning in ways that

13 Christine D. Bremer. et al., Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills, (National Center on Secondary Education and Transition University of Minnesota, Research to Practice Brief) June 2002, vol. 1 Issue 2, http://www.ncset.org

14 Klingner, Janette K et al. Teaching Reading Comprehension to Students with Learning Difficulties, (New York London, The Guildford, 2007), p. 143.

M. J. Z Abidin, Collaborative Strategic Reading (CSR) within Cognitive and Metacognitive Strategies Perspective, European Journal of Bussiness and management, vol 4 No. 1, 2001, p. 62.

13

maximize students’ participation. Developed to enhance reading comprehension

skills for students with learning disabilities and students at risk for reading

difficulties. CSR has also yielded positive outcomes for average and high

achieving students.

3. The Procedure of Collaborative Strategic Reading (CSR)

Collaborative Strategic Reading (CSR) can be implemented in two phases:

(a) teaching the strategies, and (b) cooperative learning group activity or student

pairing.16

a. Phase 1. Teaching the Strategies

In this phase, students learn four strategies: preview, click and clunk, get the

gist and wrap up. According to Klinger and Vaughn describe four strategies as

follow:17

1) Preview

Preview is a strategy to activate students’ prior knowledge, to facilitate

their prediction about what they will read, and to generate interest. The preview

consists of two activities: (a) brainstorming and (b) making predictions. The goals

of previewing are:18

a) For students to learn as much about the passage as they can in a period of

time (2-3 minutes).

b) To activate their information regarding the subject

c) To assist them to create predictions regarding what they are going to learn.

2) Click and Clunk

Click and clunk is a strategy that teaches students to monitor their

understanding during reading and to use fix-up strategies when they realize their

failure to understand the text. Click refer to the portion of the text that makes

sense to the reader. Clunk is when a reader comes to a word, concept, or idea that

does not make sense. The goal of clicking and clunking is to show students to

16 Christine D. Bremer. op. cit., p. 2. 17 Ibid., pp. 2 –3. 18 Klingner J. K and Vaugh S., Using Collaborative Strategic Reading (CSR), the Council

for teaching Exceptional Children, July, 1998. p. 32.

14

watch their reading comprehension and to identify when they have breakdowns in

understanding.

3) Get the gist

Get the gist is a strategy to assist students to determine main concepts

throughout the reading. The goal of obtaining the gist is to show students to

reiterate in their own words the foremost necessary purpose as the simplest way of

creating positive they need to be understood what they have read.. This strategy

will improve students’ understanding and memory of what they need to be

learned.

4) Wrap Up

Wrap up may be a strategy that teaches students to come up with questions

and to review necessary concepts within the text they need scan. Wrap up consist

of two activities; generating questions and reviewing. The goals of wrap up are to

improve students’ knowledge, understanding, and memory of what was read. The

best way to teach wrap up is to inform students to use the following question

starters to begin their questions: who, what, when, where, why, and how (the 5

Ws and an H).

Figure 2.1 CSR’s Plan for Strategic Reading

Before Reading 1. Preview

a. Brainstorm: what do we already know about the topic? b. Predict: What do we think we will learn about the topic when we read

the passage? R E A D (the first paragraph or section) During Reading 2. Click and Clunk

a. Were there any parts that were hard to understand (clunks)? b. How can we fix the clunks? Use fix-up strategies.

(1) Reread the sentence and look for key ideas to help you understand the word. (2) Reread the sentence with the clunk and the sentences before or after the

clunk looking for clues.

15

(3) Look for a prefix or suffix in the word. (4) Break the word apart and look for smaller words. 3. Get the Gist

a. What is the most important person, place or thing? b. What is the most important idea about the person, place, or thing?

R E A D (Do Step 2 and 3 again, with all the paragraphs or sections in the passage)

After Reading 4. Wrap Up

a. Ask questions: what questions would show we understand the most important information? What are the answers to the questions?

b. Phase 2. Cooperative learning group activity or student pairing.

In this phase, once students have learned the four strategies and have

developed proficiency applying them in teacher-led activities, they are ready to

apply CSR in their peer-led cooperative learning.19 During Collaborative

Strategies reading process, the students are divided into a small group which

consists 4-6 students each group and each student must have key role and

responsibility for their group success.

Roles area unit crucial facet of CSR as a result of cooperative learning

appears to figure best once all cluster member is alloted a meaningful task.20

Roles should rotate on a regular basis so that the students can experience a variety

of roles and so that everyone takes a turn being the leader. Students will perform

over one role at a time, if necessary. Possible roles for students include the

following;

1) Leader

• This student leads the cluster through the method of CSR

19 Christine D. Bremer. et al. Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills,( National Center on Secondary Education and Transition University of Minnesota, Research to Practice Brief) June 2002, vol. 1 Issue 2, http://www.ncset.org

20 Klinger J.k, Vaughn S. op. cit., p. 35.

16

• Tells the group what to read next and what strategy to apply next

• Is chargeable for obtaining teacher help once required.

2) Clunk Expert

• Use the clunk cards to remind the group of the steps to follow when trying

to figure out a difficult word or concept.

3) Announcer

• Call on different students within the group to read or share an idea

• Make everyone participate and ensures that only one person speaks at a

time

4) Encourager

• Watches the group and provide feedback

• Encourages all students to participate in the discussion and to assist each

other

• Assesses how well the group has worked together and makes suggestions

for improvement

5) Reporter

• Report to the class during the whole-class wrap-up

• Share the main ideas the group has learned and a favorite question that the

group has generated.

6) Time Keeper

• Sets the timer for every portion of CSR and lets the cluster recognize once

it is time to maneuver on (the teacher may do that rather than students).21

From the discussion above, it can be concluded that Collaborative Strategic

Reading (CSR) is a technique that designed to help students to have a better

comprehension of text especially expository text and it can improve students

vocabulary mastery with the clunk process. With cooperative learning approach

which consists learning modalities seeing, hearing, writing and discussion make

21 Klingner J. K and Vaugh S., Using Collaborative Strategic Reading (CSR), the Council for teaching Exceptional Children, July, 1998. p. 35.

17

students are actively involved and everyone has the opportunity to participate as a

group member to understand the text through CSR.

Besides the roles of students in CSR, the role teacher as facilitator in CSR

process are expected that students will need assistance learning to work in a

cooperative group, implementing the strategies, and mastering academic content.

Some teacher’s roles are to circulate among the group and provide ongoing

assistance, actively listen to students’ conversation, provide clarification for

difficult words, modeling strategy usage, encourage students to participate, and

modeling a helpful attitude.

Meanwhile, the material may be helpful for the teacher to assist students to

use both cooperative learning technique and comprehension strategies. Some of

the material as below:

a) Reading material

CSR was designed primarily to be used with expository text and narrative

text. When selecting reading material for CSR, the teacher recommended to

consider these factors; (a) reading materials at students’ instruction level, (b)

reading material having themes and supporting details, (c) reading material

consisting of several paragraphs, and (d) reading materials containing

clues/pictures for predicting.

b) Clunk cards

There are four clunk cards, every card contain one fix-up strategy.

c) Cue cards

Cue cards outline the procedure to be followed in a cooperative learning group.

They remind students of every step of CSR for every role. Each role comes

with corresponding cue cards that explain the steps to be followed to fulfill that

role. (see Figure 2.2)

d) Learning logs

CSR learning logs serve two roles: (a) written documentation of learning,

reassuring the individual answerability that facilitates cooperative learning, and

(b) study guides for students. (see Figure 2.3)

18

e) Timer (optional)

Timers that students set by themselves can help the group to remain on task.

f) Score card

The scorekeeper in a group follow a cue card to find out when to award points

and records these points on a score card.

Figure 2.2 CSR leader’s Cue Sheet

Before Reading During Reading After Reading

Preview S: We know that todays’s

topic is ___________. S: Let’s brainstorm and

write everything we already know about the topic in our learning logs.

S: Announcer, please call on people to share their best ideas.

S: Now let’s predict and write everything we think we might learn about from reading today.

READ: S: Who would like to read

the next section? Announcer, please call someone to read.

Click and Clunk: S: Did everyone understand

what we read? If you did not, write your clunks in your learning log.

S: (if someone has a clunk): Announcer please call on someone to say their clunk.

Wrap Up: S: Now let’s think of

some questions to check if we really understood what we read. Everyone write your questions in your learning log. Remember to start your questions with who, when, what, where, why, or how.

S: Announcer, please call on people to share their best questions.

Before Reading During Reading After Reading S: Announcer, please call on

people to share their best ideas.

S: (if someone has a clunk): Clunk Expert, please help us out.

Get the Gist: S: What is the most

important idea we have learned about the topic so far? Everyone thinks of the gist.

S: Now we will go around the group and it says the gist in our own words. Announcer, please call

S:In our Learning Logs, let’s write down as many statements as we can about what we learned.

S: Announcer, please call on people to share something they learned.

Compliments and Suggestions: S: The Encourager has

been watching

19

someone to share their answer.

Go back and do all of the steps in this column over for each section

carefully and will now tell us two things we did really well as a group today.

S: Is there anything that would help us do even better next time?

Figure 2.3 CSR Learning Log

Name : _________________ Date : ___________________

Brainstorm: What do you already

about this topic?

Predict: What do you think you will

learn by reading this passage?

Clunks: Please list your Clunks.

The Gist (main idea): Write the gist of the section you read

Make questions: Make questions about

main ideas.

Review: Write something important

they learned.

D. Teaching Reading Using Collaborative Strategic Reading

(CSR) There are some techniques in teaching reading comprehension, one of

them is Collaborative Strategic Reading (CSR). There are some steps in teaching

reading by using the Collaborative Strategic Reading (CSR) technique. But before

20

involving students in Collaborative Strategic Reading (CSR), the teachers

introduce the concept and procedure of Collaborative Strategic Reading (CSR)

with the benefits students get. Then, the teacher explains to students the aim of

CSR that it would be helpful to improve students’ reading comprehension of

descriptive text.

Furthermore, the teacher explains the basic rules in applying CSR in

reading descriptive text. the following are steps in teaching reading the descriptive

text by using collaborative learning:

First, the students are divided into small groups consist of four or five-

member of each group. Every member of the group, they have to choose the roles

as leader, a clunk expert, a gist expert, an announcer, an encourager, and a

timekeeper.

Second, the teacher gives instructions to practice reading activity by using

Collaborative Strategic Reading (CSR) with four strategies preview, click and

cluck, get the gist, and wrap up.

Third, during the students work the teacher controls all group and help

students as a facilitator if the students found the problem in the learning process.

Fourth, some students show up and give the information about the text that

they have discussed in front of the class then other students give their argument.

Fifth, the teacher discusses the passage, review the clunks, answer the

question, or exchange students review ideas after students have developed

proficiency applying the four strategies through teacher facilitated-activities.

The last, giving evaluation by teacher toward learning activities of the day.

The purpose of the evaluation is to know the learning attainment and students’

achievement in reading comprehension on a descriptive text by using the

collaborative strategic reading technique.

E. Previous Related Study The first study was conducted by Klinger and Vaughn (1996). This

research conducted by 26 seventh and eighth grader with learning disabilities who

use English as a second language. In this study, the student learned to use

21

modified reciprocal teaching methods in cooperative learning. the result of the

research informs that CSR was effective in improving reading comprehension of

most of the students with learning disabilities.22

The second study was conducted by Anike Rosalina at the second-grade

students of SMA PGRI 109 Kota Tangerang. This research used a quasi-

experimental method. The study intended to find reliable information whether

there was a significant difference in the students reading comprehension of

narrative text between the experimental class was taught by using CSR and

control class was thought without using CSR. After giving different treatment

there was a significant influence on students’ reading comprehension achievement

of narrative text. the t-test result indicates that there is an influence of

Collaborative Strategic Reading (CSR) technique on the students’ achievement in

reading comprehension of narrative text. therefore, this research can be concluded

that the students’ reading comprehension achievement of the narrative text was

influenced by the Collaborative Strategic Reading (CSR) rather than without

using it.23

The third study was done by Dede Nurhayati at the first grade of SMA

Matha’ul Huda Parung Panjang Bogor. This research intended to get reliable

information whether there was a significant difference in the students’ reading

comprehension of narrative text between the experimental class and control class.

This study used a quasi-experimental method which divided into two class

(experiment class and control class). Experimental class was taught by using CSR

technique and control class was taught without using CSR technique. After being

taught by CSR technique, the research draws that Collaborative Strategic Reading

(CSR) is effective to use in teaching reading comprehension of narrative text.

thus, the research can conclude that the using of Collaborative Strategic Reading

22 Christine D. Bremer. et al. Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills,( National Center on Secondary Education and Transition University of Minnesota, Research to Practice Brief) June 2002, vol. 1 Issue 2, http://www.ncset.org

23 Anike Rosalina, “The Influence of Collaboratie Strategic Reading (CSR) Achievement in Reading Comprehension of Narrative Text, “ UIN Syarif Hidayatullah Jakarta:2014.

22

(CSR) technique in learning narrative text at first grade of SMA Matha’ul Huda

Parung Panjang Bogor is effective.24

Those relevant previous studies show a strong relation to this study

because the variable is almost the same and the methods used are same too. But

for the material object in the studies above are differences between researchers

and the writer. In this case, the writer used the descriptive text as material object,

its to know the effectiveness of Collaborative Strategic Reading (CSR) technique

on students’ reading comprehension of descriptive text at tenth grade students of

MA Gaza Al-Islami.

F. Thinking Framework Reading comprehension is a part of reading skill that must be mastered by

students especially senior high school students. But, most of the students are

getting difficulties in learning reading comprehension especially in comprehend

the text. It is because of they poor vocabulary mastery, the low of reading interest,

teaching technique and methods inappropriate. Then, Collaborative Strategic

Reading (CSR) is a reading comprehension technique to help students in reading

comprehension.

Collaborative Strategic Reading (CSR) technique is designed to help

students in comprehending the text type of expository and narrative text with

small group discussion. CSR is reading comprehension practice that combines

two instructional elements, reciprocal teaching, and cooperative learning. With

CSR students will be involved in several activities that can make them more

active and interested in reading. By growing students’ interesting comprehending

the text through CSR, students can explore their knowledge and vocabulary.

Therefore, the writer wants to help students for improving their reading

comprehension of descriptive text by using Collaborative Strategic Reading

(CSR).

24 Dede Nurhayati, “The Effectiveness of Using Collaborative Strategic Reading (CSR) (CSR) on Students’ Reading Comprehension of Narrative Text,” UIN Syarif Hidayatullah Jakarta: 2015.

23

From the basic problem of the study and theoretical framework which

have been started. The researcher would like to use Collaborative Strategic

Reading (CSR) technique to enhance students’ reading comprehension of

descriptive text at tenth grade students of MA Gaza Al-Islami Bogor in order to

give students the active and easy learning in reading comprehension process. For

the teacher, Collaborative Strategic Reading (CSR) technique can be an

alternative technique in language learning process for enhancing students’ reading

skill.

G. Research Hyphothesis Based on the theories, discussion of the previous studies, and the

explanation of Collaborative Strategic Reading (CSR) above, furthermore, in this

study, the researcher hypothesizes that using Collaborative Strategic Reading

(CSR) technique can enhance students’ reading comprehension of descriptive text

at the tenth grade students’ of MA Gaza Al-Islami.

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study The research was conducted in MA Gaza Al Islami which is located in

Jl. KH. Abdurahman Amsari Rawataman Rt 03/03 Kelurahan Mekarwangi

Kecamatan Tanah Sareal Kota Bogor. This research was carried out for four

weeks, start from November 5𝑡ℎ, 2018 to November 23𝑡ℎ, 2018 in the uneven

semester 2018/2019.

B. Method of the Study In this research, the writer used the quantitative research method. This

research method is an approach for testing objective theories by examining the

relationship among variables. The variables can be measured on instrument so the

numbered data can be analyzed using statistical procedure.1

The design used a quasy experiment design specifically. It is because the

interactions of selection with other factors are possiblities.2 It is one of approach

of research that uses two group, experimental class and control class. Arikunto

said that, generally, the researcher in experimental research use two groups,

experimental group as a group that gets the treatment and the control group that

did not get treatment.3

The researcher conducts Collaborative Strategic Reading (CSR) technique

in the first class and other technique is conduct in the second class. This study

focuses on giving treatment to the experimental class by applying Collaborative

Starategic Reading in teaching reading, and the researcher observes the result

through classroom observation and test.

1 John W. Creswell, Educational research, (US: Pearson Education, Inc., 2012), p. 13. 2 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 310. 3 Suharismi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT

Rineka Cipta, 2006), p. 311.

24

25

C. The Instrument The instrument of this study was a test of English which consist of 30

multiple choices questions about descriptive texts taken from some books of

English for tenth grade and other book that containin about descriptive text.. The

30 items of the test is tested to the students from the tenth grade in other school.

After test is applied, the researcher measures the instruments’ validity and

reliability used ANATES. For the ANATES result, it can be seen on appendices.

D. The Population and Sample The population of the research was the tenth grade students of MA Gaza

Al Islami Bogor academic years 2018/2019. There are only two classes of the first

grade, therefore the technique of sampling that used by the writer is quota

sampling. Quota sampling is a non probablity sampling technique that is used

when the researcher was unable to take a probability sample but is still able to

select subjects on the basis of caharacteristics of population.4

In this research, the total population were 46 students in tenth grade. The

writer took X.A as control class that has 22 students and and X.B as the

experiment class with 24 students. The experiment class was taught reading

through Collaborative Strategic Reading (CSR) technique, while the other was

taught through conventional method. The teaching and learning process was

carried out for seven meeting for each classes.

In the last, the writer only get 22 students’ data as a sample for experiment

class. This condition happened because there are two students who did not come

in each meeting, either in pre-test, treatment, or post-test. Hence, the writer

decided to take only 22 students as a sample in experiment class. The total

population the is 44 students.

4 James. H. McMillan and Sally Schumacher, Research in Education, (USA: Pearson Education Inc., 2006), p. 93

26

E. Data Collection Technique Technique of collecting data in this research used pre-test and post-test that

was given to both experimental group and control group. In this research, Pre-test

to see the basic capability of the student before treatment and Post-test to measure

the effectiveness of the treatment.

F. Data Analysis Technique The researcher uses statistic calculation through T-test formula to find out

the differences between the students’ scores which were taken from pre-test and

post-test in experiment group and control group. Before calculate the hyphotesis

testing, the researcher measure normality and homogeneity test. The researcher

analyzed the data by using SPSS v.24 for Windows software to do the normality

test and the homogeneity test while the T test calculated by the formula.

Normality test is done toward two classes, experimental class and control

calss. Normality test used to know whether the data from both sample group

which is examined comes from the population of normal distribution or not. Then,

after normality give indication that data is distributed normally, so it continue

with homogeneity test. Homogeneity test is used to know the similarity of the two

condition or population.

The data of T-test will be calculated by the formula of t-test as follow:5

𝑡0 = 𝑀1 − 𝑀2

𝑆𝐸 𝑀1 − 𝑀2

Notes:

𝑀1 = 𝑀𝑒𝑎𝑛 𝑜𝑓 𝑉𝑎𝑟𝑖𝑎𝑏𝑙𝑒 𝑋 (𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝐶𝑙𝑎𝑠𝑠)

𝑀2 = 𝑀𝑒𝑎𝑛 𝑜𝑓 𝑉𝑎𝑟𝑖𝑎𝑏𝑙𝑒 𝑌 (𝐶𝑜𝑛𝑡𝑟𝑜𝑙𝑙𝑒𝑑 𝐶𝑙𝑎𝑠𝑠)

SE = Standard Error

5 Anas Sudijono, Pengantar statistik pendidikan, (Jakarta: PT. Raja Garfindo Persada, 2006), p. 314.

27

There are several stages taken to get the calculation of t-test, it can be seen

as follow:

1) Determining Mean of Variable X, with formula:

𝑀1 = ∑𝑋𝑁1

2) Determining Mean of Variable Y, with formula:

𝑀2 = ∑𝑋𝑁2

3) Determining Stadard of Deviation Score Variable X, with formula:

𝑆𝐷1 = �∑𝑋2

𝑁1

4) Determining Stadard of Deviation Score Variable Y, with formula:

𝑆𝐷2 = �∑𝑌2

𝑁2

5) Determining Standard Error Mean of Variable X, with formula:

𝑆𝐸 𝑀1 = 𝑆𝐷1

�𝑁1 − 1

6) Determining Standard Error Mean of Variable X, with formula:

𝑆𝐸 𝑀2 = 𝑆𝐷2

�𝑁2 − 1

7) Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

𝑆𝐸 𝑀1− 𝑀2= �𝑆𝐸 𝑀12 + 𝑆𝐸 𝑀22

8) Determining 𝑡0 with formula:

𝑡0 = 𝑀1 − 𝑀2 𝑆𝐸 𝑀1− 𝑀2

9) Determining Degrees of Freedom (df) of 5% and 1% with formula:

𝑑𝑓 = ( 𝑁1 + 𝑁2 ) − 2

28

After all calculation of the test are finished, it is important to find out the

effect size of this study, because the result of the effect size will give information

to the researcher about how big variable effect another variable is. To identify the

effect size of this study, the theory of Cohen can be used as follow:6

𝜎 =(𝑆𝐷1 + 𝑆𝐷2)

2

𝜎 : pooled standard deviation

𝑆𝐷1 : standard deviation of experiment group

𝑆𝐷2 : standard deviation of control group

𝑑 = 𝑀1 − 𝑀2

𝜎

𝑑 ∶ the effect size

𝑀1 ∶ mean of experiment group

𝑀2 ∶ mean of control group

𝜎 ∶ pooled standard deviation

After finding the Cohen’s formulation result, the researcher can interpret

based on the criteria: 0.2 ≥ small effect sice; 0.5 ≥ modest effect size; 1.00 ≥

moderate effect size; 1.00 < strong effect size.7

G. The Statistical Hyphotesis The hypotheses of the research as below:

𝐻0: { 𝜇1 ≠ 𝜇2 }

𝐻𝑎 : { 𝜇1 ≠ 𝜇2 }

6 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 310

7 Daniel Mujis, Doing Quantitative Research in Education with SPSS, (London: Sage Publications Ltd, 2004), p. 136.

29

Notes :

𝐻0 : Null Hyphothesis

𝐻𝑎 : Alternative hyphotesis

𝜇1 : Students’ reading comprehension achievement, who were taught through

collaborative strategic reading (CSR)

𝜇2 : Students’ reading comprehension achievement, who were taught without

collaborative strategic reading (CSR)

The researcher assumption of those hyphoteses are as follow:

1) If 𝑡0 > 𝑡𝑡𝑎𝑏𝑙𝑒 the Null Hyphotesis (𝐻0) was rejected and alternative hyphotesis

(𝐻𝑎) was accepted. It means there was a significant difference of students’

reading comprehension ability between students who were taught through

Collaborative Strategic Reading (CSR) and students who are taught through

other technique.

2) If 𝑡0 < 𝑡𝑡𝑎𝑏𝑙𝑒 the Null Hyphotesis (𝐻0) was accepted and alternative hyphotesis

(𝐻𝑎) was rejected. It means there was no a significant difference of students’

reading comprehension ability between students who were taught through

Collaborative Strategic Reading (CSR) and students who are taught through

other technique.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding 1. Data Description

After presenting the material of both controlled and experiment class, it

can be measured students’ reading comprehension ability of descriptive text by

using a test. The data were collected from the tenth grade students of MA Gaza Al

Islami for pre-test and post-test. The experimental class was 22 students and the

controlled class was 22 students. Then, the researcher will show the general

description score and it is devided into some section: the experiment class scores

and the controlled class score.

a. The Experiment Class Scores

The data were collected from the tenth grade of B students of MA Gaza Al

Islami for pre-test and post-test consist of 22 students. In the following table is the

score of pre-test and post-test in the experimental class.

Table 4.1

The Students’ Scores of Pre-test and Post-test in Experimental Class

Students Experimental Class Gained Score

Pre-test Post-test

1 52 57 5 2 44 50 6 3 60 63 3 4 68 70 2 5 36 50 14 6 44 70 26 7 52 63 11 8 60 63 3 9 56 53 -3

30

31

Students Experimental Class Gained Score

Pre-test Post-test

10 48 67 19 11 52 63 11 12 60 66 6 13 44 57 13 14 68 80 12 15 40 47 7 16 56 50 -6 17 36 50 14 18 48 70 22 19 32 43 11 20 52 67 15 21 40 47 7 22 36 30 -6

∑n = 22 1084 1276 192 Mean 49,27 58,00 8,73 Max 68 80 26 Min 32 30 -6

Based on the table 4.1, it could be seen the lowest and the highest score of

the experimental class consist of 22 students. The lowest score of the pre-test was

32 and the highest score was 68 with the average 49,27. After the writer gave the

treatment by Collaborative Strategic Reading technique, the writer gave the

students post-test. The lowest score of the post-test was 30 and the highest score

was 80 with the average 58,00. Then it can be seen that the gained score of the

experimental class was 8,73.

32

b. The Controlled Class Scores

The data were colected from the tenth grade of A students of MA Gaza Al

Islami for pre-test and post-test consist of 22 students. in the following table is the

Score of pre-test and post-test in controlled class.

Table 4.2

The Students’ Score of Pre-test and Post-test in Controlled Class

Students Controlled Class Gained Score

Pre-test Post-test

1 60 70 10 2 56 70 14 3 64 70 6 4 60 63 3 5 60 67 7 6 56 60 4 7 68 73 5 8 68 70 2 9 56 60 4 10 52 57 5 11 44 50 6 12 60 73 13 13 72 80 8 14 64 67 3 15 56 60 4 16 72 73 1 17 70 70 0 18 76 70 -6 19 48 43 -5 20 68 70 2 21 80 90 10 22 84 90 6

33

Students Controlled Class Gained Score

Pre-test Post-test

∑n = 22 1394 1496 102 Mean 63,36 68,00 4,64 Max 84 90 14 Min 44 43 -6

Based on the table 4.2, it can be seen the lowest and the highest score of

the controlled class consist of 22 students. The lowest score of the pre-test was 44

and the highest score was 84 with the average 63,36. While, the lowest score of

the post-test was 43 and the highest score was 90 with the average 68,00. Then it

can be known that the gained score of the control class was 4,64.

From the data in the table 4.1 and 4.2, it can be seen that the avarage pre-

test score of experimental class is 49,27 and controlled class is 63,36. It means

that the pre-test scores of the experiment class is lower than controlled class. And

for the avarage post-test score of experimental is 58,00 and controlled class is

68,00. It means that the post-test score of experiment class is lower than

controlled class.The total gained score of the experiment group is 192 and the

control group is 102. It indicates that there is any significant difference between

the two groups. Next, it can be calculated the normality test, homogenity test, and

t-test.

2. The Data Analysis

This part is intended to answer the research questions whether

Collaborative Strategic Reading (CSR) effective on Students’ Reading

Comprehension of Descriptive Text at tenth grade of MA Gaza Al Islami Bogor.

Normality test used to know whether the data from both sample group

which is examined comes from the population of normal distribution or not.

homogeneity test is used to know the similarity of the two conditions or

population. T-test was used to answer the research question and conducted in both

the experimental class and controlled class.

34

a. Normality Test

Table 4.3

The Result of Normality of Pre-test Using Lilliefors

Tests of Normality Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig. Pre-test

Experiment ,104 22 ,198 ,960 22 ,495 Control ,170 22 ,097 ,935 22 ,157

a. Lilliefors Significance Correction

From the table above, it can be seen that the L0 in significance column was

0.198 in experiment class and 0.097 in control class. Meanwhile, the Ltable was

0.281. It can be concluded that L0<Ltable and it means that the data was normal.

Table 4.4

The Result of Normality of Post-test Using Lilliefors

Tests of Normality Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig. Post-test

Experiment ,168 22 ,107 ,960 22 ,490 Control ,151 22 ,190 ,923 22 ,087

a. Lilliefors Significance Correction

From the table 4.5 above, it can be seen that the L0 in significance column

was 0.107 in experiment class and 0.190 in controlled class. Meanwhile, the Ltable

was 0.281. It can be concluded that L0<Ltable and it means that the data was

normal.

35

Figure 4.1

The Frequency Distribution of Pre-test Score of Experiment Class

Figure 4.2

The Frequency Distribution of Pre-test Score of Controlled Class

36

Figure 4.3

The Frequency Distribution of Post-test Score of Experiment Class

Figure 4.4

The Frequency Distribution of Post-test Score of Controlled Class

37

b. Homogeneity Test

Table 4.5

The Result of Homogeneity from the Pretest

Test of Homogeneity of Variances Pretest

Levene Statistic df1 df2 Sig. ,097 1 42 ,757

The writer used Levene statistics to analyze the Homogeneity of pre-test

with significant level 0.05. The result showed that the significance of pre-test

score was 0.757. It was higher than 0.05. Therefore, the data of pre-test was

Homogeneous.

Table 4.6

The Result of Homogeneity from the Posttest

Test of Homogeneity of Variances Posttest

Levene Statistic df1 df2 Sig. 1,426 1 42 ,239

The writer used Levene statistics to analyze the Homogeneity of post-test

with significant level 0.05. The result showed that the significance of post-test

score was 0.239. It was higher than 0.05. Therefore, the data of post-test was

Homogeneous.

c. T-test

The formula of t-test was expressed as follows:

𝑡0 = 𝑀1 − 𝑀2

𝑆𝐸 𝑀1 − 𝑀2

Here is the table of calculation between experiment and controlled class:

38

Table 4.7

The Comparison Scores between Experimental and Control Group

Students’

Number

Experiment

group (X)

Control

Group

(Y)

X

(X-MX)

Y

(Y-MY)

𝑿𝟐 𝒀𝟐

1 5 10 -3,73 5,36 13,89 28,77 2 6 14 -2,73 9,36 7,44 87,68 3 3 6 -5,73 1,36 32,80 1,86 4 2 3 -6,73 -1,64 45,26 2,68 5 14 7 5,27 2,36 27,80 5,59 6 26 4 17,27 -0,64 298,35 0,40 7 11 5 2,27 0,36 5,17 0,13 8 3 2 -5,73 -2,64 32,80 6,95 9 -3 4 -11,73 -0,64 137,53 0,40 10 19 5 10,27 0,36 105,53 0,13 11 11 6 2,27 1,36 5,17 1,86 12 6 13 -2,73 8,36 7,44 69,95 13 13 8 4,27 3,36 18,26 11,31 14 12 3 3,27 -1,64 10,71 2,68 15 7 4 -1,73 -0,64 2,98 0,40 16 -6 1 -14,73 -3,64 216,89 13,22 17 14 0 5,27 -4,64 27,80 21,50 18 22 -6 13,27 -10,64 176,17 113,13 19 11 -5 2,27 -9,64 5,17 92,86 20 15 2 6,27 -2,64 39,35 6,95 21 7 10 -1,73 5,36 2,98 28,77 22 -6 6 -14,73 1,36 216,89 1,86

Total 192 102 0,00 0,00 1436,36 499,09 Mean 8,73 4,64 65,29 22,69

39

From the table 4.8, the data were calculated based on the step of the test.

The formulation as followed:

1) Determining mean of variable X, with the formula:

𝑀𝑥 = ∑𝑥𝑁1

=19222

= 8,73

2) Determining mean of variable Y, with the formula:

𝑀𝑦 = ∑𝑦𝑁2

=10222

= 4,64

3) Determining of standard of deviation X, with the formula:

𝑆𝐷1 = �∑𝑥2

𝑁1

= �1436,3622

= �65,25

= 8,08

40

4) Determining Stadard of Deviation Score Variable Y, with formula:

𝑆𝐷2 = �∑𝑌2

𝑁2

= �499,0922

= �22,6859

= 4,7629 5) Determining Standard Error Mean of Variable X, with formula:

𝑆𝐸 𝑀1 = 𝑆𝐷1

�𝑁1 − 1

=8,08

√22 − 1

=8,08√21

=8,084,58

= 1,76

6) Determining Standard Error Mean of Variable Y, with formula:

𝑆𝐸 𝑀2 = 𝑆𝐷2

�𝑁2 − 1

=4,7629√22 − 1

=4,7629√21

41

=4,7629

4,58

= 1,0399

7) Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

𝑆𝐸 𝑀1− 𝑀2= �𝑆𝐸 𝑀1

2 + 𝑆𝐸 𝑀22

= √1.762 + 1.03992

= √3.1 + 1.0813

= √4.1813

= 2.0448 8) Determining 𝑡0 with formula:

𝑡0 = 𝑀1 − 𝑀2 𝑆𝐸 𝑀1− 𝑀2

=8,73− 4,64

2,0448

=4,09

2.0448

= 2,0001

Based on calculation above, it is sH_0wed that the result of t-test from the

experiment class and controlled class is 2,0001.

After the researcher got the result from t-test, he sH_0uld find the degree

of freedom. It is used to find out the value of t-test score in the t-table. To get the

values of t-test from t-table, the researcher used the value of significant of 5%.

Determining Degrees of Freedom (df) of 5% and 1% with formula:

𝑑𝑓 = ( 𝑁1 + 𝑁2 ) − 2

= ( 22 + 22 ) − 2

= 42

42

Thus, based on the calculation above, the degree of freedom (df) is 42 and

the critical value of the df 42 by using the degree of significance 5% is 1,68195

and the 𝑡0 is 2,0001.

Then, in order to assure whether the effect of the treatment was strong, the

writer determine the effect size uses Cohen’s formulation:

𝜎 =(𝑆𝐷1 + 𝑆𝐷2)

2

=8,08 + 4,7629

2

=12,8429

2

= 6,4214

𝑑 =𝑀1 −𝑀2

𝜎

=8,73− 4,64

6,4214

=4,09

6,4214

= 0,6369

𝜎 : pooled standard deviation

𝑆𝐷1 : standard deviation of experiment group

𝑆𝐷2 : standard deviation of controlled group

𝑑 ∶ the effect size

𝑀1 ∶ mean of experiment group

𝑀2 ∶ mean of controlled group

𝜎 ∶ pooled standard deviation

43

The writer can interpret based on the criteria: 0.2 ≥ small effect sice; 0.5 ≥

modest effect size; 1.00 ≥ moderate effect size; 1.00 < strong effect size. After

obtaining the results, it can be interpreted that Collaborative Strategic Reading

(CSR) has a moderate effect on students’ reading comprehension skill of

descriptive text achievement because the result was 0, 6369 which is between

interval 0.5 –1.00, in another word 1.00 ≥ for moderate effect size.

d. Hyphotesis Testing

This research was intended to investigate the effectiveness of Collaborative

Strategic Reading (CSR) technique on students’ reading comprehension of

descriptive text at tenth grade of MA Gaza Al-Islami Bogor. In order, to get the

result of this research, the writer used hyphotesis testing. The mechanism for

testing the hyphotesis can be described as follow:

1) Alternative hyphotesis (𝐻𝑎) : there was significance effect of using

Collaborative Strategic Reading (CSR) on students’ reading comprehension of

descriptive text.

2) Null hyphotesis (𝐻0) : there was no significance effect of using Collaborative

Strategic Reading (CSR) on students’ reading comprehension of descriptive

text.

To prove the hypothesis, the t-test calculation was tested with this

condition:

1) If 𝑡0 > 𝑡𝑡𝑎𝑏𝑙𝑒 the Null Hyphotesis (𝐻0) was rejected and alternative hyphotesis

(𝐻𝑎) was accepted. It means there was a significant difference of students’

reading comprehension ability between students who were taught through

Collaborative Strategic Reading (CSR) and students who are taught through

other technique.

2) If 𝑡0 < 𝑡𝑡𝑎𝑏𝑙𝑒 the Null Hyphotesis (𝐻0) was accepted and alternative hyphotesis

(𝐻𝑎) was rejected. It means there was no a significant difference of students’

reading comprehension ability between students who were taught through

Collaborative Strategic Reading (CSR) and students who are taught through

other technique.

44

Furthermore, based on the manual calculation, the value of 𝑡0 was 2,0001

and degree of freedom (df) was 42. The value of 𝑡𝑡𝑎𝑏𝑙𝑒 in the degree of freedom

42 and in significant level 5% was 1,68195. Therefore, the value of 𝑡0 was greater

than 𝑡𝑡𝑎𝑏𝑙𝑒, or in other words, 𝑡0 > 𝑡𝑡𝑎𝑏𝑙𝑒. It means the Null Hyphotesis (𝐻0) was

rejected and alternative hyphotesis (𝐻𝑎) was accepted. Hence, there was a

significant difference of students’ reading comprehension ability between students

who were taught through Collaborative Strategic Reading (CSR) and students

who are taught through other technique.

B. Discussion The purpose of this study is to find out whether using Collaborative

Strategic Reading (CSR) technique is effective in improving students’ reading

comprehension of descriptive text of MA Gaza Al Islami Bogor. The study is also

intended to know to what extend Collaborative Strategic Reading (CSR)

influence students’ skill in reading comprehension of descriptive text. the students

who were taught using Collaborative Startegic Reading (CSR) proved to have

significant effect in reading comprehension of descriptive text, than the students

who did not. In other words, Collaborative Strategic Reading (CSR) can improve

students’ reading comprehension skill of descriptive text.

Based on the study that has been conducted by the writer, it showed that

teaching raeding comprehension of descriptive text using Collaborative Strategic

Reading (CSR) made the teaching and learning process become actively and

enjoyable and also gave significant effect to the students toward students’ reading

comprehension skill. Based on the data that have been analyzed above, it showed

that mean score of both classes was increased. For experimental class, the mean

increased 8,73 points, from 49,27 become 58,00. While the controlled class

increased 4.64 points, from 63,36 become 68,00. It was shown by students’

reading achievement after given the treatment of using Collaborative Strategic

Reading (CSR) were higher than students’ reading achievement before they were

given the treatment. The writer believed that using Collaborative Strategic

45

Reading (CSR) is more effective in improving students’ reading comprehension

skill of descriptive text.

According to the calculation above, the mean gained score of experiment

class was 8,73. It showed the totality of the result of gained score of the

experiment class. Meanwhile, the mean gained score of controlled class was 4,45.

It means thet the result of controlled class (4,64) was lower than experiment class

(8,73). Therefore, the result of mean gained score of experiment class was higher

than controlled class, it means there was significant difference between the mean

gained score in reading comprehension achievement of each class.

After each of mean gained score was found, the researcher calculated it

into the t-test. from the calculation, it showed that the result of t-test 𝑡0 was

2,0001. The score was the value that needed in testing the hyphotesis with 𝑡𝑡𝑎𝑏𝑙𝑒.

To find the value of 𝑡𝑡𝑎𝑏𝑙𝑒, the writer should find the degree of freedom (df). It

was found that the degree of freedom (df) was 42. In the 𝑡𝑡𝑎𝑏𝑙𝑒, based on the

degree of significance of 5%, it was obtained the value of 𝑡𝑡𝑎𝑏𝑙𝑒 was 1,68195. It

means that the value was lower than than the result of t-test. comparing the result

of t-test score with the value degree of significance, the researcher got 2,0001 >

1,68195, it means t-test was higher than 𝑡𝑡𝑎𝑏𝑙𝑒.

According to the analysis data of the result above, there was a significant

difference between the post-test score in the experimental class and controlled

class. The result shows that the experimental class got higher post-test score than

the controlled class which the result report that t-test was higher than 𝑡𝑡𝑎𝑏𝑙𝑒

(2,0001 > 1,68195). It can be seen that teaching reading comprehension of

descriptive text by using Collaborative Strategic Reading (CSR) was more

effective than teaching reading comprehension of descriptive text witH_0ut

Collaborative Startegic Reading (CSR) since alternative hyphotesis (Ha) was

accepted and the null hyphotesis was rejected. In other words, teaching reading

comprehension of descriptive text by using Collaborative Strategic Reading

(CSR) gave positive influence on the students’ avhievement of the tenth grade in

MA Gaza Al Islami Bogor.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion This research was conducted by using quasi-experimental design which

was aimed to find out whether Collaborative Strategic Reading (CSR) is effective

on students’ reading comprehension achievement of descriptive text. According to

the statistical calculation as the previous chapter, it can be concluded that there

was a significant difference between teaching reading comprehension of

descriptive text by using Collaborative Strategic Reading (CSR). It proved by the

result of mean gained score from both classes that showed the experiment class

got higher result than the controlled class. It also proved by the value of t-test

(2,0001) was higher than than 𝑡𝑡𝑎𝑏𝑙𝑒 (1,68195) at the significance level 5%, it

means that Null Hyphotesis (𝐻0) was rejected and the Alternative Hyphothesis

(𝐻𝑎) was accepted. Hence, Collaborative Strategic Reading (CSR) technique was

effective on students’ reading comprehension of desrciptive text at the tenth grade

of MA Gaza Al Islami Bogor.

B. Suggestion Based on the research conclusion, there are some suggestions should be

delievered to:

- English teacher of Senior High School is suggested to use Collaborative

Strategic Reading (CSR) as an alternative startegy in teaching reading

comprehesnison which it have been proved that Collaborative Strategic

Reading (CSR) technique can impact effectively in improving students’

reading comprehension.

- The teacher should be well prepared the material that are going to be taught to

students before entering the classroom and also the teacher should be well

managing the class condition.

- The students should increase the motivation in learning English and they

should be more active in learning process and also students have to read more

46

47

reading text in order to have more practicing in reading and more getting

knowledge.

- Both teacher and students can collaborate well in teaching and learning

process. It is used to make them easier in solving the problems faced in

teaching and learning process.

- Furthers, the researchers who are interested in conducting similiar studies

should understand the theory and problem deeply for better research.

REFERENCES

Abidin, M. J.Z, Collaborative Strategic Reading (CSR) within Cognitive and

Metacognitive Strategies Perspective, European Journal of Bussiness and

management, vol 4 No. 1, 2001.

Anderson, Mark and Kathy Anderson. Text Types in English 3, Australia:

Mcmillan education Australia Pty Ltd. 1998.

Arikunto, Suharismi. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: PT

Rineka Cipta, 2006.

Barden, Cindy. Writing Activity Book; Student Booster: Writing

Description,USA:Mark Twain Media, 2003.

Bremer, Christine D. et al. Collaborative Strategic Reading (CSR): Improving

Secondary Students’ Reading Comprehension Skills, National Center on

Secondary Education and Transition University of Minnesota, Research to

Practice Brief, June 2002, vol. 1 Issue 2, http://www.ncset.org

Creswell, John W. Educational research,US: Pearson Education, Inc., 2012

Creswell, John W. Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research – International Edition, (Boston:

Pearson, 2002.

Grabe, William. Reading in a Second Language Moving from Theory to Practice,

New York, Cambridge University Press, 2009.

Grabe, William and Fredricka L. Stoller. Teaching and Researching Reading,

England: Pearson Education Limited, 2002.

48

49

Harmer, Jeremy, The Practice of English Language Teaching, Fourth Edition

Completely Revised and Updated, New York: Pearson Longman

Publishing, 2007.

Janette K, Klinger, et al. Teaching Reading Comprehension to Students with

Learning Difficulties, New York London, The Guildford, 2007.

Klinger, J.K and S. Vaughn, Using Collaborative Startegic Reading, (The Council

for Exceptional Children, 1998.

McDonough, Jo, Christopher Shaw and Hitomi Masuhara. Material and Methods

in ELT: Third Edition A Teacher’s guide, Malden: Blackwell Publishing,

2003.

McMillan, James H. and Sally Schumacher, Research in Education, USA:

Pearson Education Inc., 2006.

Mujis, Daniel. Doing Quantitative Research in Education with SPSS, London:

Sage Publications Ltd, 2004.

Nurhayati, Dede. “The Effectiveness of Using Collaborative Strategic Reading

(CSR) (CSR) on Students’ Reading Comprehension of Narrative Text,”

UIN Syarif Hidayatullah Jakarta:2015)

P, Knapp and Watkins M. Genre, Text, Grammar. Sydney university of new south

wales, Press Ltd, 2005.

Rosalina, Anike. “The Influence of Collaboratie Strategic Reading (CSR)

Achievement in Reading Comprehension of Narrative Text, “ UIN Syarif

Hidayatullah Jakarta:2014.

Shafira Khairina, Anggun. “An Analysis of Descriptive Text in English Textbook

using Transitivity System (A Case Study of Reading Passages),” Journal of

English and Education, 4 (1), 147-158, 2016.

50

Snow, Catherine, RAND Reading Study Group. Reading for understanding

toward R&D Program in Reading Comprehension, Pittsburg: RAND

Education, 2002.

Sudijono, Anas. Pengantar statistik pendidikan, (Jakarta: PT. Raja Garfindo

Persada, 2006.

T. Linse, Caroline, Practical English Language Taeching: Young Learners, (New

York: The McGraw-Hill Companies, Inc., 2005.

APPENDIX 1

Content Validity

Raeading Comprehension of Descriptive Text

Kind of text Basic competences Indicators Question type Question Number Total

Descriptive

Text

Comprehend the

meaning of

Descriptive text

written and oral in

the form of simple

short story

Identifying main idea

Multiple

Choices

21, 23, 32,

35

Identifying specific Information

1, 2, 7, 8, 9, 11, 12, 13,

14, 15, 16, 17, 19, 20,

22, 26, 27, 28, 33, 34

Vocabulary context

4, 10, 18, 25, 29, 30, 35

Pronoun Referenced

24

Identifying Generic structure

3, 31

51

APPENDIX 2

Instrumen Uji Validitas

Name :

Class :

Borobudur

Borobudur is Hindu – Buddhist temple. It was built in the ninth century

under Siliendra dynasty of ancient Mataram kingdom. Borobudur is located in

Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its construction is influenced

by the Gupta architecture of India. The temple is constucted on a hill 46 m high

and consists of eight steps like stone terrace. The first five terraces are square are

surrounded by walls adorned with Buddhist sculpture in bas – relief.

The upper three are circular. Each of them is with a circle of bell shape –

stupa. The entire edifice is crowned by a large stupa at the centre at the centre of

the top circle. The way to the summit extends through some 4.8 km of passage

and stairways. The design of Borobudur which symbolizes the structure of

universe influences temples at Angkor, Cambodia.

Borobudur temple which is rededicated as an Indonesian monument in

1983 is a valuable treasure for Indonesian people.

(Lembar kerja siswa pelajaran Bahasa Inggris untuk SMP/MTs)

1. When did the Sailendra dynasty build the temple?

a. In the 9th century.

b. In the 10th century.

c. In the 19th century.

d. In the 21st century.

e. In the 23rd century.

2. How many terraces are there on the base of the temple? There are ......

terraces.

a. Three.

52

53

b. Five.

c. Fifty

d. Forty six.

e. Eight

3. What is the main idea of the third paragraph?

a. Borobudur as a Buddhist temple.

b. Descriptions of the architect.

c. Description of the upper terrace.

d. Borobudur is a valuable treasure for Indonesian people.

e. Borobudur as one of world’s seven wonder.

4. “...... terraces are square and surrounded by walls adorned with ......

(paragraph 2)

The underlined word has the same meaning with ......

a. Filled.

b. Decorated.

c. Surrounded.

d. Dedicated.

e. Educated.

5. Which statement is TRUE according to the text?

a. Borobudur is located in West Java, Indonesia.

b. The first five terraces are circular.

c. The entire edifice is crowned by a small stupa.

d. The design of Borobudur influences temples at Angkor, Cambodia.

e. Borobudur and Angkor Wat has the same design.

Jakarta

Jakarta, formerly Batavia, is the capital and largest city of the Republic of

Indonesia. It is located on the northwest coast of Java Island at the mouth of the

Ciliwung River.

Jakarta dominates Indonesia’s administrative, economic, and cultural

activities, and is a major commercial and transportation hub within Asia. The

54

climate is hot and humid. Rainfall occurs throughout the year. The heaviest

rainfall occurs from November to May. The city lies on a flat and low plain. That

is why flood disaster often happens during the periods of heavy rainfall. Jakarta is

a magnet for migrants from other areas of Indonesia; during the late 1980s an

estimated two hundreds and fifty migrants arrived daily. At the 1990 census, DKI

Jakarta had a population of 8,259,266. The 1997 population was 9,341,400. These

figures do not include seasonal residents who may number more than1 million.

(http://sulaemanov.blogspot.com/2011/02/modul-bahasa-inggris-x.html)

6. Which one the following statements is the identification of the text ?

a. Jakarta is the capital and largest city of the Republic of Indonesia.

b. Jakarta dominates Indonesia’s administrative, economic, and cultural

activities

c. Jakarta lies on a flat and low plain.

d. Jakarta is a magnet for migrants from other areas of Indonesia.

e. Jakarta is a major commercial and transportation hub within Asia.

7. How is the climate in Jakarta?

a. cool and fresh

b. hot and fresh

c. hot and humid

d. cool and humid

e. hot and dry

8. Heavy rainfall possibly takes place in Jakarta on ….

a. December, January, February

b. April, May, June

c. May, June, July

d. June to August

e. November to may

9. Flood often happens in Jakarta, because ….

a. Jakarta is located on the northwest coast of Java Island.

b. Jakarta is the capital city.

55

c. Jakarta is high populated.

d. Jakarta lies on a flat low plain.

e. Jakarta near the sea

10. The city lies on a flat and low plain. The antonym to the underlined word is

….

a. mountain

b. land

c. river

d. climate

e. highland

Kuta

Kuta is administratively a district and village in southern Bali, Indonesia.

It used to be a sleepy village with a quiet, beautiful sweep of beach. Today, Kuta

is a popular beach destination in its own right, alive with tourists from all over the

world, swimming, surfing or sunbathing by the beach. Others, casually dressed in

shorts, T-shirts and flip-flops stroll along its main road, shopping around or

enjoying meals at its many open air restaurants. When in Kuta you know that you

are in a holiday town, and people here are in a holiday mood.

Back in the 1960’s, the only hotel was the Kuta Beach Hotel, but soon

without much planning, Kuta developed rapidly. It is the ultimate beach resort

catering to any taste and budget. You may stay at five star hotels, or at clean

“losmen” or home stays. In the hotel complex you will have privacy at the hotel’s

own beach front or swimming pool, but when you stroll out, you will be met with

the hustle and bustle of the town center. On the beach, people enjoy parasailing,

banana boat trips or swimming. Women offer traditional Indonesian massage on

the beach, others are seen plaiting hair.

Before sunset, crowds rush the beach waiting to watch Kuta’s legendary

sunsets. Then as darkness falls, Kuta’s nightlife starts to throb with loud music

from bars and restaurants, while shops stay open till late at night. Kuta’s main

attraction is that everyone can enjoy the town without any prescribed dress code.

56

Many famous international bands and celebrities have voluntarily played and sung

here enlivening the fun, dance and music scene of Kuta.

There are plenty of taxis that can take you to Kuta beach. You can rent

these by the meter or by the hour. Taking your own car is not recommended as

parking here is very tight.

One poignant reminder, however, of the tragedy that befell Kuta is a

monument located next to the present Paddy’s café. The monument is erected in

memory of those killed during the fatal October 2002 bomb terrorist blasts. The

blasts killed more than 300 people, mostly Australian tourists and Indonesian

workers.

(https://bahanbing.wordpress.com/2015/07/29/answer-key-descriptive-text-kuta-beach/:

Adapted from: Indonesia’s Official Tourism Website)

11. Where is Kuta?

a. Eastern Bali

b. North Bali

c. Southern Bali

d. North of Bali

e. South of Indonesia

12. How was Kuta before it was developed into a popular tourism spot?

a. It was a crowded village with a lot of citizens.

b. It was an ugly place with many people in it.

c. It was a small, remote and peaceful village.

d. It was a sleepy and dirty village.

e. It sweeps an ugly and sleepy village.

13. What was the first hotel in Kuta?

a. Star Kuta Beach

b. Star Kuta Hotel

c. Beautiful Kuta

d. Kuta Hotel

e. Kuta Beach Hotel

57

14. What do most people wait for during twilight in Kuta beach?

a. The famous sunset

b. Parking space

c. The legendary shopping malls

d. The banana boats

e. The bars and restaurants

15. Why is taking your own car in Kuta a bad idea? It’s a bad idea because ….

a. Kuta is a very big place with lots of parking space

b. Kuta has very wide roads with parking spaces

c. it’s very easy to find parking space in Kuta

d. it’s difficult to find parking space in Kuta

e. Kuta offers abundant parking space

Niagara Falls

Niagara Falls is a famous area of waterfalls. It is one of the most beautiful

natural wonders of North America. It is on the Niagara River, about halfway

between Lake Erie and Lake Ontario. The Niagara River forms part of the border

between Canada and the United States. At Niagara Falls, Ontario, Canada is on

one side of the river, and the U.S. state of New York is on the other side.

Niagara falls really has two waterfalls. The Horseshoe Falls are in Canada,

and the American Falls are in the United States.

The Niagara River drops into steep gorge or canyon, at the falls. Most of

the water flows over the Horseshoe Falls. They are not as high as the American

Falls, but they are 2.600 feet (792 meters) wide – about 0.5 mile (0.8 kilometer).

The American Falls are about 1.000 feet (305 meters) wide.

Beyond the falls are the Whirlpool Rapids. There, the powerful swirling

water has carved a bowl out of the rock.

At night, colored light shine on the thundering falls. About 10 million

people visit Niagara Falls each years.

(Lembar kerja siswa pelajaran Bahasa Inggris untuk SMP/MTs)

58

16. Where is the Niagara Falls located? It’s ...

a. in the south America

b. in the North America

c. in Lake Erie

d. in Lake Ontario

e. in Canada

17. What is the name of the falls in Canada?

a. The Horseshoe Falls

b. The American Falls

c. The Whirlpool Rapids

d. The Rock

e. The thundering falls

18. “There the powerful swirling water has carved a bowl out of the rock.”

The underlined word means ... pattern.

a. jumping

b. pulling

c. twisting

d. pressing

e. turning

19. How many people visit the Niagara Falls each years? It’s about ...

a. 5 million

b. 8 million

c. 10 million

d. 1000 million

e. 10000 million

20. Which statement is NOT TRUE according to the text?

a. Niagara Falls has two waterfalls

b. The Horseshoe Falls is wider than The America Falls

c. The America Falls are higher than the Horseshoe Falls

d. The Niagara River forms part of the border berween Canada and the United

State.

59

e. The Niagara Falls are visited 100 million people each years

Orchard Road

Orchard Road is a Boulevard which becomes business and entertainment

center in Singapore. Orchard Road is surrounded by a lush tropical and flower

gardens which are beautiful. At first, Orchard Road is just a suburban street lined

with orchards, plantations nutmeg, and pepper farming. However, in the 1970s, it

turned into a shopping center in Singapore. In 1960 and 1970 entertainment

industries began to enter this road. Shopping centers such as mall and Plaza was

built in 1974.

Orchard Road runs along about 2.2 km. This road is one-way street

flanked by a variety of shopping malls, hotels and restaurants. The

shopping area which is nearly 800,000 square meters provides a wide range of

things, food, and entertainment. In this area there are many options that can

satisfy visitors from all walks of life starting from the luxury branded things to the

Popular branded, from exclusive restaurants to fast food.

There are so many ways that can be accessed to get to Orchard road such

as: by taxi, bus or drive your own car. For those who are driving to Orchard Road

can be entered from the west through the Napier Road. Vehicles from Dunearn

Road can turn to left at the intersection of the Marriott Hotel junction. Vehicles

that come from Paterson can turn right onto Orchard Road. Orchard is always

crowded so you have to be careful in order not to get lost.

(http://blogbahasainggrisku.blogspot.com/2016/06/bank-soal-descriptive-text-

untuk-sma-smk.html)

21. The text mainly focuses on ..

a. Singapore

b. Orchard Plantation

c. Plaza and Mall

d. Orchard road as business and entertainment center

e. Shopping Center

60

22. Which statement is TRUE?

a. At first Orchard Road is a crowded settlement

b. Orchard road became business and entertainment center since 1974

c. Vehicles from Dunrean road turn to the left at intersection of the Marriott

Hotel junction

d. Orchard road is infamous place at Singapore

e. Orchard road is not surrounded by flower garden

23. In the third paragraph the writer describes about?

a. The location of Orchard Road

b. The things that we can see at orchard road

c. The direction to get to Orchard Road

d. The history of Orchard Road

e. The distance of Orchard Road

24. Words “it” in line 4 refers to?

a. The plantation

b. Luxury branded things

c. The plaza

d. Singapore

e. Suburban street

25. The word “satisfy” in line eighth has the closet meaning with?

a. Pleased

b. Free

c. Frighten

d. Threat

e. Loved

Petruk Cave

Petruk cave is one of the leading tourist attractions in Kebumen, Central

Java. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah

District, Kebumen regency. In the petruk cave there is no lighting that illuminates

the cave. It is still very natural cave so that petruk cave is very dark to be entered.

Petruk cave’s name is taken from the punokawan of puppet characters that is

61

Petruk. The cave Named Petruk cave because the length of cave is as long as

petruk’s nose.

In the cave there are 3 floors that are the first is a basic cave, Hindu caves

and Petruk cave. The base cave is a short cave which is just 100 meters away. The

cave is used for tourist attractions. Hindu cave is part of the cave that is usually

used to put offerings to the ancestor. Inside Petruk cave there are so many

stalactites and stalagmites which are really awesome. If you want to explore this

cave, you must be lead by guides who are ready to take you through the cave.

After arriving at the end of the cave, you can see the beach or waterfall located

near at the end of the cave.

(http://www.belajarbahasainggrisku.com/2015/01/contoh-soal-

descriptive-text-untuk-sma-dan-kunci-jawaban.html)

26. What is the text purpose?

a. To inform readers about tourism in Kebumen

b. To entertain readers about Petruk Cave

c. To explain the reader about floors in Petruk Cave

d. To Introduce the local tourism in Kebumen

e. To describe Petruk Cave

27. Why did Petruk Cave named as one of character in Punokawan puppet?

a. Because the cave is belong to Petruk

b. Because Petruk is the first explorer of the cave

c. Because Petruk is buried at the cave

d. Because the cave’s length is as long as Petruk’s nose

e. Because the cave’s depth as deep as Petruk’s hair

28. Which part of Petruk Cave which used for place to put foods for ancestor?

a. In the basic cave

b. In Petruk cave

c. In Hindu cave

d. In front of the cave

e. Inside the cave

62

29. What is stalastic means?

a. A type of formation that hangs from the ceiling of caves

b. Types of formation that lay on the floor of caves

c. Types of food given to ancestor

d. Someone who guide the visitor in the cave

e. Kind of animal in the cave

30. What is “lead” means in paragraph 2?

a. Guide

b. Take

c. Bring

d. Put

e. Place

Natural Bridge National Park

Natural Bridge National Park is luscious tropical rainforest. It is located

110 kilometers from south of Brisbane and is reached by following the Pacific

Highway to Nerang and then by travelling through the Numinbah Valley. This

scenic roadway lies in the shadow of Lamington National Park.

The phenomenon of the rock formed into a natural ‘arch’ and the cave

through which a waterfall cascades is a short one-kilometer walk below a dense

rainforest canopy from the main picnic area. Swimming is permitted in the rock

pools. Night-time visitors to the cave will discover the unique feature of the glow

worms. Picnic areas offers toilets, barbeque, shelter sheds, water and fireplaces;

however, overnight camping is not permitted.

(http://blogbahasainggrisku.blogspot.com/2016/06/bank-soal-descriptive-text-

untuk-sma-smk.html)

31. What is the function of paraghraph 1?

a. As an identification

b. As an orientation

c. As a thesis

d. As a classification

63

e. As an abstract

32. What is the communicative purpose of the text?

a. To present two points of views about natural bridge national park

b. To explain the bridge national park

c. To describe the bridge national park

d. To retell the bridge national park

e. To persuade readers to treat preserve the bridge national bridge

33. Where is the natural bridge national park located?

a. 110 kilometers from South of Brisbane

b. 110 kilometers from Pasific Highway

c. 110 kilometers from Numinbah Valley

d. 110 kilometers from Lamington National Park

e. 110 kilometers from Nerang

34. What the visitors will see in the night?

a. A common glow worm

b. The unique feature of the glow worms

c. A great dark cave

d. The unique rocks

e. The fantastic bridge

35. The word ‘luscious’ in the text means ....

a. succulent

b. dense

c. dull

d. dry

e. arid

APPENDIX 3

The Instrument of Pre-test

Name :

Class :

Borobudur

Borobudur is Hindu – Buddhist temple. It was built in the ninth century

under Siliendra dynasty of ancient Mataram kingdom. Borobudur is located in

Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its construction is influenced

by the Gupta architecture of India. The temple is constucted on a hill 46 m high

and consists of eight steps like stone terrace. The first five terraces are square are

surrounded by walls adorned with Buddhist sculpture in bas – relief.

The upper three are circular. Each of them is with a circle of bell shape –

stupa. The entire edifice is crowned by a large stupa at the centre at the centre of

the top circle. The way to the summit extends through some 4.8 km of passage

and stairways. The design of Borobudur which symbolizes the structure of

universe influences temples at Angkor, Cambodia.

Borobudur temple which is rededicated as an Indonesian monument in

1983 is a valuable treasure for Indonesian people.

(Lembar kerja siswa pelajaran Bahasa Inggris untuk SMP/MTs)

1. When did the Sailendra dynasty build the temple?

a. In the 9th century.

b. In the 10th century.

c. In the 19th century.

d. In the 21st century.

e. In the 9th century.

2. How many terraces are there on the base of the temple? There are ......

terraces.

a. Three.

64

65

b. Five.

c. Fifty

d. Forty six.

e. Eight

3. What is the main idea of the third paragraph?

a. Borobudur as a Buddhist temple.

b. Descriptions of the architect.

c. Description of the upper terrace.

d. Borobudur is a valuable treasure for Indonesian people.

e. Borobudur as one of world’s seven wonder.

4. “...... terraces are square and surrounded by walls adorned with ......

(paragraph 2)

The underlined word has the same meaning with ......

a. Filled.

b. Decorated.

c. Surrounded.

d. Dedicated.

e. Educated.

Jakarta

Jakarta, formerly Batavia, is the capital and largest city of the Republic of

Indonesia. It is located on the northwest coast of Java Island at the mouth of the

Ciliwung River.

Jakarta dominates Indonesia’s administrative, economic, and cultural

activities, and is a major commercial and transportation hub within Asia. The

climate is hot and humid. Rainfall occurs throughout the year. The heaviest

rainfall occurs from November to May. The city lies on a flat and low plain. That

is why flood disaster often happens during the periods of heavy rainfall. Jakarta is

a magnet for migrants from other areas of Indonesia; during the late 1980s an

estimated two hundreds and fifty migrants arrived daily. At the 1990 census, DKI

Jakarta had a population of 8,259,266. The 1997 population was 9,341,400. These

figures do not include seasonal residents who may number more than1 million.

66

(http://sulaemanov.blogspot.com/2011/02/modul-bahasa-inggris-x.html)

5. Which one the following statements is the identification of the text ?

a. Jakarta is the capital and largest city of the Republic of Indonesia.

b. Jakarta dominates Indonesia’s administrative, economic, and cultural

activities

c. Jakarta lies on a flat and low plain.

d. Jakarta is a magnet for migrants from other areas of Indonesia.

e. Jakarta is a major commercial and transportation hub within Asia.

6. How is the climate in Jakarta?

a. cool and fresh

b. hot and fresh

c. hot and humid

d. cool and humid

e. hot and dry

7. Heavy rainfall possibly takes place in Jakarta on ….

a. December, January, February

b. April, May, June

c. May, June, July

d. June to August

e. November to may

8. Flood often happens in Jakarta, because ….

a. Jakarta is located on the northwest coast of Java Island.

b. Jakarta is the capital city.

c. Jakarta is high populated.

d. Jakarta lies on a flat low plain.

e. Jakarta near the sea

9. The city lies on a flat and low plain. The antonym to the underlined word is …

a. mountain

b. land

c. river

67

d. climate

e. highland

Kuta

Kuta is administratively a district and village in southern Bali, Indonesia.

It used to be a sleepy village with a quiet, beautiful sweep of beach. Today, Kuta

is a popular beach destination in its own right, alive with tourists from all over the

world, swimming, surfing or sunbathing by the beach. Others, casually dressed in

shorts, T-shirts and flip-flops stroll along its main road, shopping around or

enjoying meals at its many open air restaurants. When in Kuta you know that you

are in a holiday town, and people here are in a holiday mood.

Back in the 1960’s, the only hotel was the Kuta Beach Hotel, but soon

without much planning, Kuta developed rapidly. It is the ultimate beach resort

catering to any taste and budget. You may stay at five star hotels, or at clean

“losmen” or home stays. In the hotel complex you will have privacy at the hotel’s

own beach front or swimming pool, but when you stroll out, you will be met with

the hustle and bustle of the town center. On the beach, people enjoy parasailing,

banana boat trips or swimming. Women offer traditional Indonesian massage on

the beach, others are seen plaiting hair.

Before sunset, crowds rush the beach waiting to watch Kuta’s legendary

sunsets. Then as darkness falls, Kuta’s nightlife starts to throb with loud music

from bars and restaurants, while shops stay open till late at night. Kuta’s main

attraction is that everyone can enjoy the town without any prescribed dress code.

Many famous international bands and celebrities have voluntarily played and sung

here enlivening the fun, dance and music scene of Kuta.

There are plenty of taxis that can take you to Kuta beach. You can rent

these by the meter or by the hour. Taking your own car is not recommended as

parking here is very tight.

One poignant reminder, however, of the tragedy that befell Kuta is a

monument located next to the present Paddy’s café. The monument is erected in

memory of those killed during the fatal October 2002 bomb terrorist blasts. The

68

blasts killed more than 300 people, mostly Australian tourists and Indonesian

workers.

(https://bahanbing.wordpress.com/2015/07/29/answer-key-descriptive-text-kuta-beach/:

Adapted from: Indonesia’s Official Tourism Website)

10. Where is Kuta?

a. Eastern Bali

b. North Bali

c. Southern Bali

d. North of Bali

e. South of Indonesia

11. How was Kuta before it was developed into a popular tourism spot?

a. It was a crowded village with a lot of citizens.

b. It was an ugly place with many people in it.

c. It was a small, remote and peaceful village.

d. It was a sleepy and dirty village.

e. It sweeps an ugly and sleepy village.

12. What was the first hotel in Kuta?

a. Star Kuta Beach

b. Star Kuta Hotel

c. Beautiful Kuta

d. Kuta Hotel

e. Kuta Beach Hotel

13. What do most people wait for during twilight in Kuta beach?

a. The famous sunset

b. Parking space

c. The legendary shopping malls

d. The banana boats

e. The bars and restaurants

69

Niagara Falls

Niagara Falls is a famous area of waterfalls. It is one of the most beautiful

natural wonders of North America. It is on the Niagara River, about halfway

between Lake Erie and Lake Ontario. The Niagara River forms part of the border

between Canada and the United States. At Niagara Falls, Ontario, Canada is on

one side of the river, and the U.S. state of New York is on the other side.

Niagara falls really has two waterfalls. The Horseshoe Falls are in Canada,

and the American Falls are in the United States.

The Niagara River drops into steep gorge or canyon, at the falls. Most of

the water flows over the Horseshoe Falls. They are not as high as the American

Falls, but they are 2.600 feet (792 meters) wide – about 0.5 mile (0.8 kilometer).

The American Falls are about 1.000 feet (305 meters) wide.

Beyond the falls are the Whirlpool Rapids. There, the powerful swirling

water has carved a bowl out of the rock.

At night, colored light shine on the thundering falls. About 10 million

people visit Niagara Falls each years. (Lembar kerja siswa pelajaran Bahasa Inggris untuk SMP/MTs)

14. Where is the Niagara Falls located? It’s ...

a. in the south America

b. in the North America

c. in Lake Erie

d. in Lake Ontario

e. in Canada

15. What is the name of the falls in Canada?

a. The Horseshoe Falls

b. The American Falls

c. The Whirlpool Rapids

d. The Rock

e. The thundering falls

16. “There the powerful swirling water has carved a bowl out of the rock.”

The underlined word means ... pattern.

a. jumping

70

b. pulling

c. twisting

d. pressing

e. turning

17. How many people visit the Niagara Falls each years? It’s about ...

a. 5 million

b. 8 million

c. 10 million

d. 1000 million

e. 10000 million

Orchard Road

Orchard Road is a Boulevard which becomes business and entertainment

center in Singapore. Orchard Road is surrounded by a lush tropical and flower

gardens which are beautiful. At first, Orchard Road is just a suburban street lined

with orchards, plantations nutmeg, and pepper farming. However, in the 1970s, it

turned into a shopping center in Singapore. In 1960 and 1970 entertainment

industries began to enter this road. Shopping centers such as mall and Plaza was

built in 1974.

Orchard Road runs along about 2.2 km. This road is one-way street

flanked by a variety of shopping malls, hotels and restaurants. The shopping area

which is nearly 800,000 square meters provides a wide range of things, food, and

entertainment. In this area there are many options that can satisfy visitors from all

walks of life starting from the luxury branded things to the Popular branded, from

exclusive restaurants to fast food.

There are so many ways that can be accessed to get to Orchard road such

as: by taxi, bus or drive your own car. For those who are driving to Orchard Road

can be entered from the west through the Napier Road. Vehicles from Dunearn

Road can turn to left at the intersection of the Marriott Hotel junction. Vehicles

that come from Paterson can turn right onto Orchard Road. Orchard is always

crowded so you have to be careful in order not to get lost. (http://blogbahasainggrisku.blogspot.com/2016/06/bank-soal-descriptive-text-untuk-sma-smk.html)

71

18. The text mainly focuses on ..

a. Singapore

b. Orchard Plantation

c. Plaza and Mall

d. Orchard road as business and entertainment center

e. Shopping Center

19. Which statement is TRUE?

a. At first Orchard Road is a crowded settlement

b. Orchard road became business and entertainment center since 1974

c. Vehicles from Dunrean road turn to the left at intersection of the Marriott

Hotel junction

d. Orchard road is infamous place at Singapore

e. Orchard road is not surrounded by flower garden

20. In the third paragraph the writer describes about?

a. The location of Orchard Road

b. The things that we can see at orchard road

c. The direction to get to Orchard Road

d. The history of Orchard Road

e. The distance of Orchard Road

21. Words “it” in line 4 refers to?

a. The plantation

b. Luxury branded things

c. The plaza

d. Singapore

e. Suburban street

22. The word “satisfy” in line eighth has the closet meaning with?

a. Pleased

b. Free

c. Frighten

d. Threat

e. Loved

72

Natural Bridge National Park

Natural Bridge National Park is luscious tropical rainforest. It is located

110 kilometers from south of Brisbane and is reached by following the Pacific

Highway to Nerang and then by travelling through the Numinbah Valley. This

scenic roadway lies in the shadow of Lamington National Park.

The phenomenon of the rock formed into a natural ‘arch’ and the cave

through which a waterfall cascades is a short one-kilometer walk below a dense

rainforest canopy from the main picnic area. Swimming is permitted in the rock

pools. Night-time visitors to the cave will discover the unique feature of the glow

worms. Picnic areas offers toilets, barbeque, shelter sheds, water and fireplaces;

however, overnight camping is not permitted. (http://blogbahasainggrisku.blogspot.com/2016/06/bank-soal-descriptive-text-untuk-sma-smk.html)

23. What is the function of paraghraph 1?

a. As an identification

b. As an orientation

c. As a thesis

d. As a classification

e. As an abstract

24. What is the communicative purpose of the text?

a. To present two points of views about natural bridge national park

b. To explain the bridge national park

c. To describe the bridge national park

d. To retell the bridge national park

e. To persuade readers to treat preserve the bridge national bridge

25. Where is the natural bridge national park located?

a. 110 kilometers from South of Brisbane

b. 110 kilometers from Pasific Highway

c. 110 kilometers from Numinbah Valley

d. 110 kilometers from Lamington National Park

e. 110 kilometers from Nerang

APPENDIX 4

The Answer Key of Pre-test

1. A 11. C 21. E

2. E 12. E 22. A

3. C 13. A 23. A

4. B 14. B 24. C

5. A 15. A 25. A

6. C 16. C

7. E 17. C

8. D 18. E

9. E 19. C

10. C 20. C

73

APPENDIX 5

The Instrument of Post-test

Nama :

Kelas :

Niagara Falls

Niagara Falls is a famous area of waterfalls. It is one of the most beautiful

natural wonders of North America. It is on the Niagara River, about halfway

between Lake Erie and Lake Ontario. The Niagara River forms part of the border

between Canada and the United States. At Niagara Falls, Ontario, Canada is on

one side of the river, and the U.S. state of New York is on the other side.

Niagara falls really has two waterfalls. The Horseshoe Falls are in Canada,

and the American Falls are in the United States.

The Niagara River drops into steep gorge or canyon, at the falls. Most of

the water flows over the Horseshoe Falls. They are not as high as the American

Falls, but they are 2.600 feet (792 meters) wide – about 0.5 mile (0.8 kilometer).

The American Falls are about 1.000 feet (305 meters) wide.

Beyond the falls are the Whirlpool Rapids. There, the powerful swirling

water has carved a bowl out of the rock.

At night, colored light shine on the thundering falls. About 10 million

people visit Niagara Falls each years. (Lembar kerja siswa pelajaran Bahasa Inggris untuk SMP/MTs)

1. What is the main idea of paragraph 1 ?

a. Niagara falls is a famous area of waterfalls

b. The Niagara River forms part of the border

c. Canada is on one side of the river

d. Niagara River about halfway between Lake erie and Lake Ontario

e. Niagara falls is a beutiful natural wonder in of North America

2. Where is the Horseshoe Falls located? It’s ...

a. in the south America

b. in the North America

c. in Lake Erie

74

75

d. in Lake Ontario

e. in Canada

3. “There the powerful swirling water has carved a bowl out of the rock.”

The underlined word means ... pattern.

a. jumping

b. pulling

c. twisting

d. pressing

e. turning

4. Which statement is NOT TRUE according to the text?

a. Niagara Falls has two waterfalls

b. The Horseshoe Falls is wider than The America Falls

c. The America Falls are higher than the Horseshoe Falls

d. The Niagara River forms part of the border berween Canada and the United

State.

e. The Niagara Falls are visited 100 million people each years

5. The word “ It ” in the first paragraph, line 1 refered to ...

a. Niagara Falls

b. area

c. famous

d. waterfall

e. natural wonder

Paris

Paris is the capital of a European nation, France. It is also on of the most

beautiful and famous cities in the world.

Paris is called the City of Light. It is also an international fashion center.

What stylish women are wearing in Paris will be worn by women all over the

world. Paris is also famous for its world center of education. For instance, it is the

headquarters of UNESCO, the United Nations Educational, Scientific and

Cultural Organization.

76

The Seine River divides the city into two parts. Thirty-two bridges cross this

scenic river. The oldest and perhaps the most well known in Pont Neuf was built

in the sixteenth century. Sorbonne, a famous university, is located on the left bank

(south side) of the river. The beautiful white church Sacre Coeur lies on the top of

a hill called Montmartre on the right bank (north side) of the Seine.

There are many other famous places in Paris, such as the famous museum

the Louvre as well the cathedral of Notre Dame. However, the most famous

landmark in this city must be the Eiffel Tower.

Paris is named after a group of people called Parisii. They built a small

village on an island in the middle of the Seine River about two thousand years

ago. This island is called Ile de la Cite. It is where Notre Dame located. Today

around eight million people live in the Paris area. (http://alexarpandi.blogspot.com/2011/12/exercises-on-descriptive-text.html)

6. The fifth paragraph tells …….

a. about Paris

b. the origin of the word Paris

c. the location of Notre Dame

d. a village built thousand years ago

e. an island in the middle of the seine River

7. What is the oldest and most well known part of the city?

a. The seine river

b. The Pont Neuf

c. The Sorbonne

d. The right bank

e. The left bank

8. “What stylish women are wearing in Paris will be worn by women all over the

world”. The underlined word means ...

a. attired

b. appearance

c. performance

d. beautiful

77

e. modish

9. “ They built a small village on an island...” (paragraph 5 line 1)

The word “ They “ referes to ...

a. Paris city

b. a group of people

c. Paris tower

d. small village

e. island

10. What is generic structure of the text above?

a. Orientation – Complication – Resolution

b. Classification – Description

c. Identification – Description

d. Orientation – Description

e. Introduction – Events – Reorientation

Natural Bridge National Park

Natural Bridge National Park is luscious tropical rainforest. It is located

110 kilometers from south of Brisbane and is reached by following the Pacific

Highway to Nerang and then by travelling through the Numinbah Valley. This

scenic roadway lies in the shadow of Lamington National Park.

The phenomenon of the rock formed into a natural ‘arch’ and the cave

through which a waterfall cascades is a short one-kilometer walk below a dense

rainforest canopy from the main picnic area. Swimming is permitted in the rock

pools. Night-time visitors to the cave will discover the unique feature of the glow

worms. Picnic areas offers toilets, barbeque, shelter sheds, water and fireplaces;

however, overnight camping is not permitted. (http://blogbahasainggrisku.blogspot.com/2016/06/bank-soal-descriptive-text-untuk-sma-smk.html)

11. What is the function of paraghraph 1?

a. As an identification

b. As an orientation

c. As a thesis

d. As a classification

78

e. As an abstract

12. What is the communicative purpose of the text?

a. To present two points of views about natural bridge national park

b. To explain the bridge national park

c. To describe the bridge national park

d. To retell the bridge national park

e. To persuade readers to treat preserve the bridge national bridge

13. Where is the natural bridge national park located?

a. 110 kilometers from South of Brisbane

b. 110 kilometers from Pasific Highway

c. 110 kilometers from Numinbah Valley

d. 110 kilometers from Lamington National Park

e. 110 kilometers from Nerang

14. “It is located 110 kilometers..” (paragraph 1 line 1)

The word “ It “ refers to ....

a. Tropical

b. Rainforest

c. Natural Bridge National Park

d. luscious

e. location

15. “...a short one-kilometer walk below a dense rainforest canopy ..”

The word ‘dense’ in the text means ....

a. thin

b. thick

c. wet

d. dry

e. arid

BANDUNG ZOO

Bandung Zoo is one of natural attractions in Bandung, West Java,

Indonesia. It is located at Tamansari Street. It opens from 8 am until 6 pm.

79

Visitors must pay the ticket for 20.000 to enter the zoo. The zoo occupies a land

area of 13.5 hectares.

The zoo has collection of animals. There are hundreds of species. They are

Indonesian’s animal and imported animal, for example, camels, dragons, leopards,

orangutans, bears, elephants, various species of birds, and many more.

At the Zoo, visitors can not only see the collection of animals. They can

interact directly with some types of animals. They can also ride a camel, horse, or

elephant accompanied by the officers. Zoo also provides several facilities. There

are flying fox, playground for children with a variety of games, such as swings, a

seesaw and special pond where the visitors can ride duck boat.

16. Where is Bandung Zoo? Bandung Zoo is located at …

a. Tamansari Street

b. Kebun Binatang Street

c. Dago

d. East Java

e. Central Java

17. “They can also interact directly with some types of animals” (paragraph 3 line

1).

The word “they” refers to …

a. Animals

b. Visitors

c. Officers

d. Species

e. Indonesian’s animal

18. According to the text, some imported animals are …

a. camels and leopards

b. chicken and horses

c. cow and birds

d. horse and cow

e. crocodile and tiger

80

19. What is the purpose of the text? It is to ….

a. show the steps

b. entertain the readers

c. describe something

d. explain how and why

e. telling story

20. The zoo occupies a land area of 13.5 hectares.

The underlined word means ...

a. Ground

b. River

c. Lake

d. Forest

e. stone

Petruk Cave

Petruk cave is one of the leading tourist attractions in Kebumen, Central

Java. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah

District, Kebumen regency. In the petruk cave there is no lighting that illuminates

the cave. It is still very natural cave so that petruk cave is very dark to be entered.

Petruk cave’s name is taken from the punokawan of puppet characters that is

Petruk. The cave Named Petruk cave because the length of cave is as long as

petruk’s nose.

In the cave there are 3 floors that are the first is a basic cave, Hindu caves

and Petruk cave. The base cave is a short cave which is just 100 meters away. The

cave is used for tourist attractions. Hindu cave is part of the cave that is usually

used to put offerings to the ancestor. Inside Petruk cave there are so many

stalactites and stalagmites which are really awesome. If you want to explore this

cave, you must be led by guides who are ready to take you through the cave. After

arriving at the end of the cave, you can see the beach or waterfall located near at

the end of the cave. (http://www.belajarbahasainggrisku.com/2015/01/contoh-soal-descriptive-text-untuk-sma-dan-kunci-jawaban.html)

81

21. What is the text purpose?

a. To inform readers about tourism in Kebumen

b. To entertain readers about Petruk Cave

c. To explain the reader about floors in Petruk Cave

d. To Introduce the local tourism in Kebumen

e. To describe Petruk Cave

22. Why did Petruk Cave named as one of character in Punokawan puppet?

a. Because the cave is belong to Petruk

b. Because Petruk is the first explorer of the cave

c. Because Petruk is buried at the cave

d. Because the cave’s length is as long as Petruk’s nose

e. Because the cave’s depth as deep as Petruk’s hair

23. The second paragraph describe about ?

a. 3 floors are there in the petruk cave

b. The Petruk cave

c. The Hindu cave

d. location of the cave

e. Inside the cave

24. “It is still very natural cave...” (paragraph 1 line 3)

The word “ It “ refers to ...

a. Ayah district

b. Petruk cave

c. Lighting

d. Kebumen regency

e. Central Java

25. What is “attractions” means in paragraph 2?

a. Guide

b. Take

c. Performance

d. Parking

e. Place

82

Venice City

Venice is a city in northern Italy. It has been known as the “Queen of the

Adriatic”, “City of Bridges”, and “The City of Light”. The city stretches across

117 small islands in the marshy Venetian Lagoon along the Adriatic Sea in

northeast Italy.

Venice is world famous for its canals. It is built on an archipelago of 117

islands formed by about 150 canals in a shallow lagoon. The islands on which the

city is built are connected by about 400 bridges. In the old centre, the canals serve

the function of roads, and every form of transport is on water or on foot.

You can ride gondola there. It is the classical Venetian boat which nowadays

is mostly used for tourists, or weddings, funerals, or other ceremonies. Now, most

Venetians travel by motorised waterbuses which ply regular routes along the

major canals and between the city’s islands. The city has many private boats. The

only gondolas still in common use by Venetians are the Traghetti, foot passenger

ferries crossing the Grand Canal at certain points without bridges. Adapted from: http://www.wikipedia.com

26. What does the text tell you about?

a. Gondola.

b. Traghetti.

c. Venice.

d. Italy.

e. Canals

27. From the text we can say that Venice belongs to a city of ….

a. water

b. ceremonies

c. buses

d. funerals

e. weddings

28. What does the second paragraph of the text tell us about?

a. The forms of transport in the world.

b. The canals and roads that people like to use.

83

c. The archipelago that has a lot of islands.

d. Venice as the world famous for its canals

e. The gondolas transportation

29. It has been known as the “Queen of the Adriatic”.

The underlined word means ...

a. Famous

b. Awesome

c. Amazing

d. Great

e. Beautiful

30. “ It is built on an archipelago of 117 islands...” (paragraph 2 line 1)

The words “It” refers to ...

a. Canals

b. Venice

c. Italy

d. World

e. lagoon

APPENDIX 6

The Answer Key of Post-test

1. A 11. A 21. E

2. E 12. C 22. D

3. C 13. A 23. A

4. E 14. C 24. B

5. A 15. B 25. C

6. B 16. A 26. C

7. B 17. B 27. A

8. E 18. A 28. C

9. B 19. C 29. A

10. C 20. A 30. A

84

APPENDIX 7

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS EKSPERIMEN

Nama Sekolah : MA Gaza Al-Islami Mata Pelajaran : Bahasa Inggris Kelas/Semester : X A / 1 Pertemuan Ke : 2 Skills : Reading Jenis Teks : Descriptive Text Alokasi Waktu : 2 x 40 menit Tahun Ajaran : 2018/2019 A. Standar Kompetensi

Memahami makna teks fungsional pendek dan esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Kompetensi Dasar

Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk descriptive

C. Indikator Pencapaian Kompetensi

• Mengidentifikasi Stuktur teks deskriftif • Mengidentifikasi unsur-unsur kebahasaan teks deskriptif • Mengidentifikasi tujuan komunikasi teks deskriftif • Mengidentifikasi ide pokok dalam teks deskriftif • Mengidentifikasi makna kata dalam teks deskriftif • Mengidentifikasi makna kalimat dalam teks deskriftif • Memahami teknik Collaborative Strategic Reading (CSR) • Mengidentifikasi tujuan teknik Collaborative Strategic Reading (CSR) • Mengidentifikasi prosedur teknik Collaborative Strategic Reading (CSR) • Mengidentifikasi peran-peran dalam teknik Collaborative Strategic Reading

85

86

D. Tujuan Pembelajaran

Siswa dapat mengidentifikasi struktur teks deskriftif Siswa dapat mengidentifikasi unsur-unsur kebahasaan teks deskriftif Siswa dapat mengidentifikasi tujuan komunikasi teks deskriftif Siswa dapat mengidentifikasi ide pokok dalam teks deskriftif Siswa dapat mengidentifikasi makna kata dalam teks deskriftif Siswa dapat mengidentifikasi makna kalimat dalam teks deskriftif Siswa dapat memahami teknik Collaborative Strategic Reading (CSR) Siswa dapat mengidentifikasi tujuan teknik Collaborative Strategic Reading Siswa dapat mengidentifikasi prosedur teknik Collaborative Strategic Reading Siswa dapat mengidentifikasi peran-peran dalam teknik Collaborative

Strategic Reading (CSR) E. Materi Pokok

Tema: Descriptive Text

a. Definition Description or Descriptive Text is a kind of text with a purpose to give

information. The context of this kind of text is the description of particular thing, animal, person, or others, for instance: our pets or a person we know well.

b. Function The social function of descriptive text is yo describe a particular person,

place or thing. c. Structure

The Generic structure of descriptive text are; • Identification : Identifies phenomenon to be described • Description : Describe parts. Qualities, characteristics, etc.

d. Language Feature

• Focus on specific participants (My English Teacher, Andini’s Cat) • Use of Simple present tense • Use of verbs of being having ‘Relational Processes’ (My mum is really

cool) • Use of descriptive adjectives (strong legs)

87

• Use of detail ‘Noun Phrase’ to give information about the subject. (a very beautiful scenery)

• Use of action verbs ‘Material Processes’ (It run fast) • Use of adverbial to give additional information about behaviour (fast, at

tree house) • Use of figurative language (John is white as chalk)

e. Example

Natural Bridge National Park

Natural Bridge National Park is luscious tropical rainforest. It is located

110 kilometers from south of Brisbane and is reached by following the Pacific

Highway to Nerang and then by travelling through the Numinbah Valley. This

scenic roadway lies in the shadow of Lamington National Park.

The phenomenon of the rock formed into a natural ‘arch’ and the cave

through which a waterfall cascades is a short one-kilometer walk below a dense

rainforest canopy from the main picnic area. Swimming is permitted in the rock

pools. Night-time visitors to the cave will discover the unique feature of the glow

worms. Picnic areas offers toilets, barbeque, shelter sheds, water and fireplaces;

however, overnight camping is not permitted.

Taken From: (http://blogbahasainggrisku.blogspot.com/2016/06/bank-soal-descriptive-text-untuk-sma-smk.html)

Tema: Collaborative Strategies Reading Technique

f. Definition Collaborative strategic reading is a learning strategy to help student to

improve their reading comprehension ability. g. The steps of CSR technique

a) Before Reading: • Previewing : Students activate prior knowledge and make predictions

about what they will learn from the text. b) During Reading:

• Click and Clunk : Students monitor their comprehension of vocabulary as they read, applying fix-up strategies to infer the meaning of unknown words by their context.

• Getting the Gist : Students Identify the most important information contained within each section of text.

88

c) After Reading: • Wrap Up : Students generate questions and answers based on the

information in the passage they have just read.

h. The roles in CSR technique a) Leader

• This student leads the group through the process of CSR • Tells the group what to read next and what strategy to apply next • Is responsible for getting teacher assistance when needed.

b) Encourager • Watches the group and provide feedback • Encourages all students to participate in group discussion and to

help one another • Assesses how well the group has worked together and makes

suggestions for improvement

c) Clunk Expert • Use the clunk cards to remind the group of the steps to follow when

trying to figure out a difficult word or concept.

d) Announcer • Call on different students within the group to read or share an idea • Make everyone participate and ensures that only one person speaks at a time

e) Timer • Sets the timer for each portion of CSR and lets the group know

when it is time to move on

F. Metode Pembelajaran/Teknik: Pendekatan : Contextual Teaching and Learning (CTL) Strategi Pembelajaran : Collaborative Strategic Reading

G. Strategi Pembelajaran

Tatap Muka

Siswa dapat mengindentifikasi makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-

89

langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar. Siswa dapat mengindentifikasi tahapan strategi dan peran-peran dalam teknik Collaborative Strategic Reading

Terstruktur

Siswa mampu menganalisa makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar. Siswa mampu menganalisa pengertian, tujuan dan tahapan-tahapan dalan teknik Collaborative Strategic Reading

Mandiri

Siswa mampu mengerjakan dan mengerti makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar. Siswa mampu mengerjakan dan mengerti pengertian, tujuan dan tahapan-tahapan dalan teknik Collaborative Strategic Reading

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’) • Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas • Guru menanyakan kabar siswa • Guru mengecek kehadiran siswa • Guru menyampaikan tujuan pembelajaran • Siswa diminta untuk merapikan tempat duduk mereka agar pemeblejaran

hari ini terasa nyaman

Kegiatan Inti (60’) Eksplorasi Guru Memberikan stimulus berupa pemberian materi mengenai teks

deskriptif Guru Memberikan stimulus berupa pemberian materi mengenai teknik

Collaborative strategic Reading Guru membentuk siswa menjadi 5 kelompok yang terdiri dari 5 orang pada

setiap kelompok.

90

Guru memberikan peran (leader, encourager, clunk expert, announcer, timer) kepada setiap anggota kelompok dan menjelaskan tugas-tugas dari peran tersebut.

Siswa diminta membahas teks deskriftif dengan teknik Collaborative Strategic Reading

Siswa mempraktekan perannya masing-masing dalam membahas teks deskriftif dengan Collaborative Strategic Reading

Elaborasi Siswa memahami makna kata dan kalimat dalam teks deskriftif Guru memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal

yang ada pada screen lcd untuk dikerjakan secara individual. Guru meminta siswa untuk mempraktekkan teknik Collaborative Stategic

Reading pada pembelajaran teks deskriftif Siswa melakukan tugas sesuai dengan perannya masing-masing Guru memonitor dan memfasilitasi sebagai mentor apabila ada siswa yang

mendapat kesulitan dalam proses pembelajaran.

Konfirmasi Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan. Gur memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti secara baik Siswa membiasakan memahami materi mengenai teknik Collaborative

strategic Reading Siswa berdiskusi tentang materi teks descriptive dengan menggunakan

teknik Collaborative strategic eading

Kegiatan Akhir (10’) Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat • Learning Description (Interactive English Learning Multimedia) • Infokus/LCD • Hand out (deskriftif teks) dan Collaborative Strategic Reading (CSR)

91

I. Penilaian Teknik : quiz Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.

Questions! : 1. What is definition of descriptive text? 2. What is the purpose of descriptive text? 3. Mention the structure of descriptive text! 4. Mentions the language features of descriptive text! 5. Give the example of descriptive text!

Bogor, 6 November 2018

Mengetahui

Guru Mata Pelajaran Guru Praktikan Usman S. Pd. Ahmad Gojali Sahlan

APPENDIX 8

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS KONTROL

Nama Sekolah : MA Gaza Al-Islami Mata Pelajaran : Bahasa Inggris Kelas/Semester : X B / 1 Pertemuan Ke : 2 Skills : Reading Jenis Teks : Descriptive Text Alokasi Waktu : 2 x 40 menit Tahun Ajaran : 2018/2019 A. Standar Kompetensi

Memahami makna teks fungsional pendek dan esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Kompetensi Dasar

Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk descriptive

C. Indikator Pencapaian Kompetensi

• Mengidentifikasi ide pokok dalam teks deskriftif • Mengidentifikasi makna kata dalam teks deskriftif • Mengidentifikasi makna kalimat dalam teks deskriftif

D. Tujuan Pembelajaran

Siswa dapat mengidentifikasi ide pokok dalam teks deskriftif Siswa dapat mengidentifikasi makna kata dalam teks deskriftif Siswa dapat mengidentifikasi makna kalimat dalam teks deskriftif

E. Materi Pokok

Tema: Descriptive Text

Judul : Natural Bridge National Park

92

93

Natural Bridge National Park

Natural Bridge National Park is luscious tropical rainforest. It is located

110 kilometers from south of Brisbane and is reached by following the Pacific

Highway to Nerang and then by travelling through the Numinbah Valley. This

scenic roadway lies in the shadow of Lamington National Park.

The phenomenon of the rock formed into a natural ‘arch’ and the cave

through which a waterfall cascades is a short one-kilometer walk below a dense

rainforest canopy from the main picnic area. Swimming is permitted in the rock

pools. Night-time visitors to the cave will discover the unique feature of the glow

worms. Picnic areas offers toilets, barbeque, shelter sheds, water and fireplaces;

however, overnight camping is not permitted. (http://blogbahasainggrisku.blogspot.com/2016/06/bank-soal-descriptive-text-untuk-sma-smk.html)

F. Metode Pembelajaran/Teknik: Pendekatan : Direct Method Strategi Pembelajaran : Questions Answers

G. Strategi Pembelajaran

Tatap Muka

Siswa dapat mengindentifikasi makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Terstruktur

Siswa mampu menganalisa makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-

94

langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Mandiri

Siswa mampu mengerjakan dan mengerti makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’) • Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas • Guru menanyakan kabar siswa • Guru mengecek kehadiran siswa • Guru menyampaikan tujuan pembelajaran • Siswa diminta merapikan tempat duduk agar pembelajaran terasa lebih

nyaman

Kegiatan Inti (60’) Eksplorasi Guru memberikan stimulus berupa pemberian materi mengenai Natural

Bridge National Park Guru menjelaskan materi deskriptif teks yang sudah di sediakan Siswa diminta membahas teks dengan teknik questions answer bersama- sama guru

Elaborasi Siswa melakukan tugas dengan memamahami teks Guru memonitor dan memfasilitasi sebagai mentor apabila ada siswa yang

mendapat kesulitan dalam proses pembelajaran.

Konfirmasi Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti secara baik

95

Kegiatan Akhir (10’) Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat • Natural Bridge National Park text • Infokus/LCD • Hand out (deskriftif teks)

I. Penilaian Teknik : soal individu Bentuk Instrumen : Soal uraian esai

Questions: 1. What is the function of paragraph 1? 2. Where is Natural Bridge National Park located? 3. What the visitors will see in the night? 4. Is swimming permitted in the rock pools? 5. What kind of the text above?

Bogor, 07 November 2018

Mengetahui

Guru Mata Pelajaran Guru Praktikan Usman S. Pd. Ahmad Gojali Sahlan

APPENDIX 9

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS EKSPERIMEN

Nama Sekolah : MA Gaza Al-Islami Mata Pelajaran : Bahasa Inggris Kelas/Semester : X B / 1 Pertemuan Ke : 3 Skills : Reading Jenis Teks : Descriptive Text Alokasi Waktu : 2 x 40 menit Tahun Ajaran : 2018/2019 A. Standar Kompetensi

Memahami makna teks fungsional pendek dan esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Kompetensi Dasar

Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk descriptive

C. Indikator Pencapaian Kompetensi

• Mengidentifikasi ide pokok dalam teks deskriftif • Mengidentifikasi makna kata dalam teks deskriftif • Mengidentifikasi makna kalimat dalam teks deskriftif

D. Tujuan Pembelajaran

Siswa dapat mengidentifikasi ide pokok dalam teks deskriftif Siswa dapat mengidentifikasi makna kata dalam teks deskriftif Siswa dapat mengidentifikasi makna kalimat dalam teks deskriftif

E. Materi Pokok

Tema: Descriptive Text

Judul : Niagara Falls

96

97

Niagara Falls Niagara Falls is a famous area of waterfalls. It is one of the most beautiful

natural wonders of North America. It is on the Niagara River, about halfway between Lake Erie and Lake Ontario. The Niagara River forms part of the border between Canada and the United States. At Niagara Falls, Ontario, Canada is on one side of the river, and the U.S. state of New York is on the other side.

Niagara falls really has two waterfalls. The Horseshoe Falls are in Canada, and the American Falls are in the United States.

The Niagara River drops into steep gorge or canyon, at the falls. Most of the water flows over the Horseshoe Falls. They are not as high as the American Falls, but they are 2.600 feet (792 meters) wide – about 0.5 mile (0.8 kilometer). The American Falls are about 1.000 feet (305 meters) wide.

Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out of the rock.

At night, colored light shine on the thundering falls. About 10 million people visit Niagara Falls each years.

Taken from : (Lembar kerja siswa pelajaran Bahasa Inggris untuk SMP/MTs)

F. Metode Pembelajaran/Teknik: Pendekatan : Collaborative and Cooperative Learning Strategi Pembelajaran : Collaborative Strategic Raeding (CSR)

G. Strategi Pembelajaran

Tatap Muka

Siswa dapat mengindentifikasi makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Terstruktur

Siswa mampu menganalisa makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-

98

langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Mandiri

Siswa mampu mengerjakan dan mengerti makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’) • Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas • Guru menanyakan kabar siswa • Guru mengecek kehadiran siswa • Guru menyampaikan tujuan pembelajaran • Siswa diminta merapikan tempat duduk agar proses pembelajaran lebih

nyaman

Kegiatan Inti (60’) Eksplorasi Guru memberikan stimulus berupa pemberian materi mengenai Niagara

falls Siswa diminta membuat 5 kelompok yang terdiri dari 5 orang pada setiap

kelompok. Guru memberikan peran (leader, encourager, clunk expert, announcer,

timer) kepada setiap anggota kelompok dan menjelaskan tugas-tugas dari peran tersebut dalam mengerjakan teks deskriftif.

Siswa diminta membahas teks deskriftif dengan teknik Collaborative Strategic Reading sesuai dengan perannya masing-masing.

Elaborasi Siswa mempraktekkan teknik Collaborative Stategic Reading pada

pembelajaran teks deskriftif. Siswa melakukan tugas sesuai dengan perannya masing-masing Guru memonitor dan memfasilitasi sebagai mentor apabila ada siswa yang

mendapat kesulitan dalam proses pembelajaran.

99

Konfirmasi Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti secara baik

Kegiatan Akhir (10’) Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat • Niagara falls text • Infokus/LCD • Cue Card • Hand out (deskriftif teks)

I. Penilaian Teknik : soal individu Bentuk Instrumen : Soal uraian esai

Questions: 1. Where is Niagara Falls located? 2. How many falls are there in Niagara Falls? 3. What is the name of the falls in Canada? 4. What is the main idea of first paragraph? 5. What kind of the text above?

Bogor, 08 November 2018

Mengetahui Guru Mata Pelajaran Guru Praktikan Usman S. Pd. Ahmad Gojali Sahla

100

APPENDIX 10

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS KONTROL

Nama Sekolah : MA Gaza Al-Islami Mata Pelajaran : Bahasa Inggris Kelas/Semester : X B / 1 Pertemuan Ke : 3 Skills : Reading Jenis Teks : Descriptive Text Alokasi Waktu : 2 x 40 menit Tahun Ajaran : 2018/2019 A. Standar Kompetensi

Memahami makna teks fungsional pendek dan esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Kompetensi Dasar

Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk descriptive

C. Indikator Pencapaian Kompetensi

• Mengidentifikasi ide pokok dalam teks deskriftif • Mengidentifikasi makna kata dalam teks deskriftif • Mengidentifikasi makna kalimat dalam teks deskriftif

D. Tujuan Pembelajaran

Siswa dapat mengidentifikasi ide pokok dalam teks deskriftif Siswa dapat mengidentifikasi makna kata dalam teks deskriftif Siswa dapat mengidentifikasi makna kalimat dalam teks deskriftif

E. Materi Pokok

Tema: Descriptive Text

Judul : Niagara Falls

100

101

Niagara Falls Niagara Falls is a famous area of waterfalls. It is one of the most beautiful

natural wonders of North America. It is on the Niagara River, about halfway between Lake Erie and Lake Ontario. The Niagara River forms part of the border between Canada and the United States. At Niagara Falls, Ontario, Canada is on one side of the river, and the U.S. state of New York is on the other side.

Niagara falls really has two waterfalls. The Horseshoe Falls are in Canada, and the American Falls are in the United States.

The Niagara River drops into steep gorge or canyon, at the falls. Most of the water flows over the Horseshoe Falls. They are not as high as the American Falls, but they are 2.600 feet (792 meters) wide – about 0.5 mile (0.8 kilometer). The American Falls are about 1.000 feet (305 meters) wide.

Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out of the rock.

At night, colored light shine on the thundering falls. About 10 million people visit Niagara Falls each years.

Taken from : (Lembar kerja siswa pelajaran Bahasa Inggris untuk SMP/MTs)

F. Metode Pembelajaran/Teknik: Pendekatan : Direct Method Strategi Pembelajaran : Questions Answers

G. Strategi Pembelajaran

Tatap Muka

Siswa dapat mengindentifikasi makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Terstruktur

Siswa mampu menganalisa makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-

102

langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Mandiri

Siswa mampu mengerjakan dan mengerti makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’) • Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas • Guru menanyakan kabar siswa • Guru mengecek kehadiran siswa • Guru menyampaikan tujuan pembelajaran • Siswa diminta merapikan tempat duduk agar proses pemebelajaran lebih

nyaman

Kegiatan Inti (60’) Eksplorasi Guru memberikan stimulus berupa pemberian materi mengenai Niagara

falls Guru menjelaskan materi deskriptif teks yang sudah di sediakan Siswa diminta membahas teks dengan teknik questions answer bersama-sama guru

Elaborasi Siswa melakukan tugas dengan memamahami teks Guru memonitor dan memfasilitasi sebagai mentor apabila ada siswa yang

mendapat kesulitan dalam proses pembelajaran.

Konfirmasi Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti secara baik

103

Kegiatan Akhir (10’) Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat • Niagara falls text • Infokus/LCD • Hand out (deskriftif teks)

I. Penilaian Teknik : soal individu Bentuk Instrumen : Soal uraian esai

Questions: 1. Where is Niagara Falls located? 2. How many falls are there in Niagara Falls? 3. What is the name of the falls in Canada? 4. What is the main idea of first paragraph? 5. What kind of the text above?

Bogor, 09 November 2018

Mengetahui

Guru Mata Pelajaran Guru Praktikan Usman S. Pd. Ahmad Gojali Sahlan

APPENDIX 11

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS EKSPERIMEN

Nama Sekolah : MA Gaza Al-Islami Mata Pelajaran : Bahasa Inggris Kelas/Semester : X B / 1 Pertemuan Ke : 4 Skills : Reading Jenis Teks : Descriptive Text Alokasi Waktu : 2 x 40 menit Tahun Ajaran : 2018/2019 A. Standar Kompetensi

Memahami makna teks fungsional pendek dan esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Kompetensi Dasar

Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk descriptive

C. Indikator Pencapaian Kompetensi

• Mengidentifikasi ide pokok dalam teks deskriftif • Mengidentifikasi makna kata dalam teks deskriftif • Mengidentifikasi makna kalimat dalam teks deskriftif

D. Tujuan Pembelajaran

Siswa dapat mengidentifikasi ide pokok dalam teks deskriftif Siswa dapat mengidentifikasi makna kata dalam teks deskriftif Siswa dapat mengidentifikasi makna kalimat dalam teks deskriftif

E. Materi Pokok

Tema: Descriptive Text

Judul : Petruk Cave

104

105

Petruk Cave

Petruk cave is one of the leading tourist attractions in Kebumen, Central

Java. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah

District, Kebumen regency. In the petruk cave there is no lighting that illuminates

the cave. It is still very natural cave so that petruk cave is very dark to be entered.

Petruk cave’s name is taken from the punokawan of puppet characters that is

Petruk. The cave Named Petruk cave because the length of cave is as long as

petruk’s nose.

In the cave there are 3 floors that are the first is a basic cave, Hindu caves

and Petruk cave. The base cave is a short cave which is just 100 meters away. The

cave is used for tourist attractions. Hindu cave is part of the cave that is usually

used to put offerings to the ancestor. Inside Petruk cave there are so many

stalactites and stalagmites which are really awesome. If you want to explore this

cave, you must be led by guides who are ready to take you through the cave. After

arriving at the end of the cave, you can see the beach or waterfall located near at

the end of the cave. (http://www.belajarbahasainggrisku.com/2015/01/contoh-soal-descriptive-text-untuk-sma-dan-kunci-jawaban.html)

F. Metode Pembelajaran/Teknik: Pendekatan : Collaborative and Cooperative Learning Strategi Pembelajaran : Collaborative Strategic Raeding (CSR)

G. Strategi Pembelajaran

Tatap Muka

Siswa dapat mengindentifikasi makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-

106

langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Terstruktur

Siswa mampu menganalisa makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Mandiri

Siswa mampu mengerjakan dan mengerti makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’) • Guru engucapkan salam dengan ramah kepada siswa ketika memasuki ruang

kelas • Guru menanyakan kabar siswa • Guru mengecek kehadiran siswa • Guru menyampaikan tujuan pembelajaran • Siswa diminta merapikan tempat duduk agar proses pembelajaran terasa

lebih nyaman Kegiatan Inti (60’) Eksplorasi Guru memberikan stimulus berupa pemberian materi mengenai Petruk Cave Siswa diminta membentuk 5 kelompok yang terdiri dari 5 orang pada setiap

kelompok. Guru memberikan peran (leader, encourager, clunk expert, announcer,

timer) kepada setiap anggota kelompok dan menjelaskan tugas-tugas dari peran tersebut untuk berdiskusi tentang materi teks deskriftif

Siswa diminta membahas teks deskriftif dengan teknik Collaborative Strategic Reading Elaborasi

Guru meminta siswa untuk mempraktekkan teknik Collaborative Stategic Reading pada pembelajaran teks deskriftif

Siswa melakukan tugas sesuai dengan perannya masing-masing Guru memonitor dan memfasilitasi sebagai mentor apabila ada siswa yang

mendapat kesulitan dalam proses pembelajaran.

107

Konfirmasi Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti secara baik Kegiatan Akhir (10’) Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat • Petruk Cave text • Infokus/LCD • Cue Card • Hand out (deskriftif teks)

I. Penilaian Teknik : soal individu Bentuk Instrumen : Soal uraian esai

Questions: 1. Where is Petruk Cave located? 2. What is the text purpose?

3. Why did Petruk Cave named as one of character in Punokawan puppet?

4. The second paragraph describe about ?

5. What is “attractions” means in paragraph 2?

Bogor, 12 November 2018

Mengetahui Guru Mata Pelajaran Guru Praktikan Usman S. Pd. Ahmad Gojali Sahlan

APPENDIX 12

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS KONTROL

Nama Sekolah : MA Gaza Al-Islami Mata Pelajaran : Bahasa Inggris Kelas/Semester : X B / 1 Pertemuan Ke : 4 Skills : Reading Jenis Teks : Descriptive Text Alokasi Waktu : 2 x 40 menit Tahun Ajaran : 2018/2019 A. Standar Kompetensi

Memahami makna teks fungsional pendek dan esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Kompetensi Dasar

Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk descriptive

C. Indikator Pencapaian Kompetensi

• Mengidentifikasi ide pokok dalam teks deskriftif • Mengidentifikasi makna kata dalam teks deskriftif • Mengidentifikasi makna kalimat dalam teks deskriftif

D. Tujuan Pembelajaran

Siswa dapat mengidentifikasi ide pokok dalam teks deskriftif Siswa dapat mengidentifikasi makna kata dalam teks deskriftif Siswa dapat mengidentifikasi makna kalimat dalam teks deskriftif

E. Materi Pokok

Tema: Descriptive Text

Judul : Niagara Falls

108

109

Petruk Cave

Petruk cave is one of the leading tourist attractions in Kebumen, Central

Java. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah

District, Kebumen regency. In the petruk cave there is no lighting that illuminates

the cave. It is still very natural cave so that petruk cave is very dark to be entered.

Petruk cave’s name is taken from the punokawan of puppet characters that is

Petruk. The cave Named Petruk cave because the length of cave is as long as

petruk’s nose.

In the cave there are 3 floors that are the first is a basic cave, Hindu caves

and Petruk cave. The base cave is a short cave which is just 100 meters away. The

cave is used for tourist attractions. Hindu cave is part of the cave that is usually

used to put offerings to the ancestor. Inside Petruk cave there are so many

stalactites and stalagmites which are really awesome. If you want to explore this

cave, you must be led by guides who are ready to take you through the cave. After

arriving at the end of the cave, you can see the beach or waterfall located near at

the end of the cave. (http://www.belajarbahasainggrisku.com/2015/01/contoh-soal-descriptive-text-untuk-sma-dan-kunci-jawaban.html)

F. Metode Pembelajaran/Teknik: Pendekatan : Direct Method Strategi Pembelajaran : Questions Answers

110

G. Strategi Pembelajaran

Tatap Muka

Siswa dapat mengindentifikasi makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Terstruktur

Siswa mampu menganalisa makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

Mandiri

Siswa mampu mengerjakan dan mengerti makna kata dan kalimat dalam teks komplikasi dalam sebuah narasi, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’) • Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas • Guru menanyakan kabar siswa • Guru mengecek kehadiran siswa • Guru menyampaikan tujuan pembelajaran • Siswa diminta merapikan tempat duduk agar proses pembelajaran lebih

nyaman Kegiatan Inti (60’) Eksplorasi Guru memberikan stimulus berupa pemberian materi mengenai Petruk Cave Guru menjelaskan materi deskriptif teks yang sudah di sediakan Siswa diminta membahas teks dengan teknik questions answer bersama-

sama guru Elaborasi Siswa melakukan tugas dengan memamahami teks Guru memonitor dan memfasilitasi sebagai mentor apabila ada siswa yang

mendapat kesulitan dalam proses pembelajaran.

111

Konfirmasi Guru memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti secara baik Kegiatan Akhir (10’) Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat • Petruk Cave text • Infokus/LCD • Hand out (deskriftif teks)

I. Penilaian Teknik : soal individu Bentuk Instrumen : Soal uraian esai

Questions: 1. Where is Petruk Cave located? 2. What is the text purpose?

3. Why did Petruk Cave named as one of character in Punokawan puppet?

4. The second paragraph describe about ?

5. What is “attractions” means in paragraph 2?

Bogor, 14 November 2018

Mengetahui

Guru Mata Pelajaran Guru Praktikan Usman S. Pd. Ahmad Gojali Sahlan

APPENDIX 16

REKAP ANALISIS BUTIR

=====================

Rata2 = 21,91

Simpang Baku = 6,64

Korelasi XY = 0,69

Reliabilitas Tes = 0,81

Butir Soal = 35

Jumlah Subyek = 33

Nama berkas: D:\S.K.R.I.P.S.I\HASIL ANATEST.ANA

Butir

Baru

Butir

Asli

Daya

Pembeda(%)

Tingkat

Kesukaran

Korelasi Sign. Korelasi

1 1 33,33 Mudah 0,429 Sangat Signifikan

2 2 44,44 Sedang 0,505 Sangat Signifikan

3 3 77,78 Sedang 0,532 Sangat Signifikan

4 4 33,33 Sedang 0,336 Signifikan

5 5 44,44 Sedang 0,300 -

6 6 44,44 Sedang 0,505 Sangat Signifikan

7 7 33,33 Sangat Mudah 0,577 Sangat Signifikan

8 8 33,33 Sangat Mudah 0,705 Sangat Signifikan

9 9 100,00 Sedang 0,655 Sangat Signifikan

10 10 55,56 Sedang 0,384 Signifikan

11 11 22,22 Sangat Mudah 0,624 Sangat Signifikan

12 12 44,44 Mudah 0,408 Sangat Signifikan

13 13 44,44 Sedang 0,505 Sangat Signifikan

14 14 22,22 Sangat Mudah 0,624 Sangat Signifikan

15 15 44,44 Sedang 0,300 -

16 16 33,33 Sangat Mudah 0,673 Sangat Signifikan

115

116

17 17 44,44 Sedang 0,501 Sangat Signifikan

18 18 44,44 Mudah 0,408 Sangat Signifikan

19 19 33,33 Sangat Mudah 0,705 Sangat Signifikan

20 20 66,67 Sedang 0,532 Sangat Signifikan

21 21 100,00 Sedang 0,655 Sangat Signifikan

22 22 66,67 Sedang 0,462 Sangat Signifikan

23 23 33,33 Sangat Mudah 0,577 Sangat Signifikan

24 24 22,22 Sangat Mudah 0,624 Sangat Signifikan

25 25 33,33 Sangat Sukar 0,417 Sangat Signifikan

26 26 0,00 Sangat Sukar -0,016 -

27 27 22,22 Sedang 0,228 -

28 28 33,33 Sukar 0,235 -

29 29 33,33 Sukar 0,206 -

30 30 22,22 Sedang 0,311 Signifikan

31 31 33,33 Sangat Mudah 0,673 Sangat Signifikan

32 32 77,78 Sedang 0,532 Sangat Signifikan

33 33 44,44 Mudah 0,511 Sangat Signifikan

34 34 33,33 Mudah 0,283 -

35 35 22,22 Sedang 0,203 -