i

THE EFFECTIVENESS OF QUESTION-ANSWER RELATIONSHIP (QAR)

STRATEGY ON STUDENTS’ READING COMPREHENSION OF

EXPLANATION TEXT

(A Quasi-Experimental Study at the Eleventh Grade of SMAN 4 Tangerang Selatan in Academic Year 2019/2020)

A Skripsi

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

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

By:

Mabruka Zakirah Azzahra

11150140000018

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2020

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ENDORSEMENT SHEET

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ABSTARCT Mabruka Zakirah Azzahra (11150140000018). The Effectiveness of Question-Answer Relationship (QAR) Strategy on Students’ Reading Comprehension of

Explanation Text (A Quasi-Experimental Study at the Eleventh Grade of SMAN 4 Tangerang Selatan in Academic Year 2019/2020). A Skripsi of Department of English Education, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2019.

Advisor I : Dr. Nida Husna, MA. TESOL Advisor II : Dadan Nugraha, M.Pd

Keywords : Question-Answer Relationship (QAR) Strategy, Reading Comprehension, Explanation Text The study was intended to find out the empirical evidence of the effectiveness of using of Question-Answer Relationship (QAR) strategy on reading comprehension in explanation text. The study used quantitative method with quasi-experimental design. The study used purposive sampling with the research sample totally 75 students which classified into two classes, experimental and controlled class. The population of this study was the eleventh grade of SMAN 4 Tangerang Selatan. The instrument used is reading comprehension test. Before giving the treatment, the students from both classes were given a pre-test to know what extant their ability in reading explanation text. The test consist of 20 multiple choice questions. At the end of the treatment, the students were given a post-test. The data from both tests were analyzed by using t-test in SPSS 25. The result of mean score in the post-test revealed a significant improvement between pre-test and post-test. In pre-test, the experimental class got 51.76 while the controlled class got 61.58. In post-test, the experimental class got 76.89 and the controlled class got 71.45. The test of hypothesis showed that that sig. 2 tailed was 0.028 while the determined alpha α was 0.05, which meant

0.028<0.05. It was also supported by the result of effect size that 0.52. It can be said that the Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. Thus, question-answer relationship strategy gave moderate level effect toward students’ reading comprehension on explanation text.

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ABSTRAK Mabruka Zakirah Azzahra (11150140000018). Efektivitas strategi Question-Answer Relationship terhadap pemahaman membaca teks ekplanasi siswa. (Penelitian Kuasi-experimental pada kelas 11 SMAN 4 Tangerang Selatan pada tahun ajaran 2019/2020). Skripsi Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2019. Penasihat I: Dr. Nida Husna, MA. TESOL

Penasihat II: Dadan Nugraha, M.Pd

Kata kunci: Strategi Question-Answer Relationship (QAR), Pemahaman Membaca, Teks eksplanasi.

Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris dari penggunaan hubungan strategy tanya-jawab terhadap kemampuan membaca siswa pada teks ekplanasi. Penelitian ini menggunakan metode penelitian kuantitatif dengan desain kuasi eksperimental. Sampel dari penelitian ini dipilih dengan menggunakan teknik purposif dengan total sampel 62 murid yang terbagi menjadi dua kelas, kelas eksperimen dan kelas control. Populasi penelitian ini adalah siswa kelas XI SMAN 4 Tangerang Selatan. Instrumen yang digunakan adalah tes kemampuan membaca. Sebelum memberikan perawatan, para siswa dari kedua kelas diberikan tes awal untuk mengetahui apa yang masih ada kemampuan mereka dalam membaca teks penjelasan. Tes terdiri dari 20 pertanyaan pilihan ganda. Di akhir perawatan, para siswa diberikan post-test. Data dari dua kelas diolah menggunakan t-test pada SPSS 25. Hasil rata-rata dari post-tes menunjukan peningkatan dari hasil pre-tes ke hasil post-tes. Pasa pre-tes, kelas eksperimen mendapatkan nilai 51.76 dan kelas control mendapatkan nnilai 61.58. Pada post-tes, kelas eksperimen mendapatkan 76.89 dan kelas control mendapatkan 71.45. Tes hipotesis menunjukan bahwa sig. 2 tailed adalah 0.028 dengan alpa (α) adalah 0.05 yang 0.000 < 0.05. Hal ini juga didukung oleh hasil dari tingkat keefektifannya yaitu 0,52 yang berarti level moderat. Hal ini dapat dinyatakan bahwa Ho (Hipotesis Null) telah ditolak dan Ha (Hipotesis Alternatif) telah diterima. Dengan demikian, strategi hubungan tanya-jawab memberikan efek tingkat sedang terhadap pemahaman membaca siswa pada teks penjelasan.

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ACKNOWLEDGEMENT

هللا بسم الرحمن الرحيم

In the name of Allah, the Most Gracious, the Most Merciful

All praises be to Allah, The Almighty, The Lord of the worlds, who has given

the writer mercies, blessings, strength, knowledge, and guidance to finish this

research entitled “The Effectiveness of Question-Answer Relationship (QAR)

Strategy on Students’ Reading Comprehension of Explanation Text (A Quasi-

Experimental Study at the Eleventh Grade of SMAN 4 Tangerang Selatan in

Academic Year 2019/2020)”. Peace and salutation may be upon to the Prophet

Muhammad SAW, who has guided human from the darkness to the brightness.

This Skripsi is presented to the Faculty of Educational Sciences as partial

fulfillment of the requirements for the Degree of S.Pd. (S-1) in English Education.

This Skripsi will not be completed without the help of several parties who always

provide encouragement and assistance to the author.

In this occasion, the writer would like to address her greatest appreciation,

honor, and gratitude to her beloved parents, H. Ahmad Firdaus and Hj. Siti

Faridah,S.Ag who never stop supporting and praying for the success of the writer in

all aspects, especially in completing this Skripsi. Then, the gratitude also will be

expressed to her brother Ahmad Amin Mubarak, who motivate her to finish this

Skripsi.

The writer realizes that she would never finish this research without the help

of some people around her. Therefore, she would like to express her sincere honour

and gratitute to her advisors, Dr. Nida Husna, M.Pd. M.A. TESOL. and Dadan

Nugraha, M.Pd. for the valuable times given advice, guidance, comments and support

from the beginning of the research until it finally completed.

Furthermore, the researcher would like to send her gratitude

appreciation to:

1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.

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2. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D. as the Head of Department of

English Education.

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

4. All lecturers and staffs at the Department of English Education for the

knowledge, motivation and support during her study.

5. Suhermin,S.Pd., M.Si, as the Head of SMAN 4 Tangerang Selatan for giving the

writer permission to conduct the research.

6. Dra. Hj. Anita Dardanela, as the English teacher of SMAN 4 Tangerang Selatan

for her guidance and help during the research.

7. The students of class XI IPS for their willingness to be the participants of this

research study.

8. Her beloved best friends during this study, Nurlaili Fauziah, Nurmilah Fitria

Atasyah, Rahma Dian Indriyani, Addini Yusmar, Hikmah Witria, Dwi

Sukmawati, Ratu Erlinda Kurniatillah, Rahmawati Junia who had sacrified her

time helping the writer finish this research and for all of powerful support and

being her mood booster during completing this study.

9. All beloved friends of the Department of English Education 2013, especially for

A class, for the togetherness, motivation and support during this study.

10. Everyone who has helped and given contribution in finishing this Skripsi and

whose names cannot be mentioned one by one. The writer also apologizes in

advance if she missed anybody.

Finally, the writer realizes that this research paper is still far from being

perfect. Therefore, she hopes for some suggestions and constructive critique

from the readers for this research paper so it can be better. This research paper,

hopefully, will be useful not only for the writer but also for the readers.

Jakarta, January 10th 2020

Mabruka Zakirah Azzahra

viii

TABLE OF CONTENTS

APPROVAL SHEET ........................................................................................ i

SURAT PERNYATAAN KARYA SENDIRI .................................................. ii

ENDORMENT SHEET .................................................................................... iii

ABSTRACT ..................................................................................................... iv

ABSTRAK ........................................................................................................ v

ACKNOWLEDGEMENT ............................................................................... vi

TABLE OF CONTENTS ................................................................................. viii

LIST OF TABLE ............................................................................................. xi

LIST OF FIGURES .......................................................................................... xii

LIST OF APPENDICES .................................................................................. xiii

CHAPTER I INTRODUCTION ...................................................................... 1

A. Background of the Study ............................................................................ 1

B. Identification of the Problem ...................................................................... 6

C. Limitation of the Problem .......................................................................... 6

D. Formulation of the Problem ........................................................................ 7

E. Objective of the Study ................................................................................ 7

F. Significance of the Study............................................................................ 7

CHAPTER II THEORETICAL FRAMEWORK ........................................... 8

A. The Understanding of Reading Comprehension .......................................... 8

1. The Definition of Reading Comprehension ........................................... 8

2. The Purpose of Reading Comprehension .............................................. 11

3. Teaching Reading Comprehension Strategy .......................................... 12

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B. The Understanding of Explanation Text ..................................................... 13

1. The Definition and Purpose of Explanation Text ................................. 13

2. The Generic Structure of Explanation Text ........................................... 14

3. The Language Features of Explanation Text ......................................... 15

4. The Example of Explanation Text ........................................................ 16

C. The Understanding of Question-Answer Relationship (QAR) Strategy ....... 17

1. The Definition of Question-Answer Relationship strategy .................... 17

2. Question-Answer Relationship Categories ............................................ 18

3. Advantages and disadvantages of QARs .............................................. 20

D. Procedures of Teaching Reading Comprehension on Explanation Text through

QAR Strategy ............................................................................................. 21

E. The Previous Related Study ....................................................................... 22

F. Theoretical Framework .............................................................................. 24

CHAPTER III RESEARCH METHODOLOGY ............................................ 26

A. The Place and Time of the Research ........................................................... 26

B. The Method and Design of the Research .................................................... 26

C. The Population and Sample of Research ..................................................... 27

D. The Instrument of Research ........................................................................ 28

E. The Technique of Collecting the Data ........................................................ 28

F. The Technique of Analysis the Data ........................................................... 30

1. Normality Test ..................................................................................... 30

2. Homogeneity Test ................................................................................ 30

3. Hypothesis Test .................................................................................... 31

4. Effect Size Formation ........................................................................... 31

G. Statistical Hypothesis ................................................................................. 32

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATIONS.......... 34

A. Research Findings ...................................................................................... 34

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1. Data Descriptions ................................................................................. 34

2. Data Analysis ....................................................................................... 41

B. The Data Interpretation and Discussion ...................................................... 46

CHAPTER V CONCLUSION AND SUGGESTIONS .................................... 50

A. Conclusion ................................................................................................. 50

B. Suggestion ................................................................................................. 51

REFERENCES ................................................................................................ 52

APPENDICES .................................................................................................. 56

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LIST OF TABLE

Table 4.1 Students’ Scores of Pre-Test and Post-Test in Experimental Class ...... 34

Table 4.2 Students’ Scores of Pre-Test and Post-Test in Controlled Class ........... 37

Table 4.3 Normality Test Result of Pre-Test and Post-Test in Experimental Class

and Controlled Class ............................................................................. 41

Table 4.4 Homogeneity Test Result of Pre-Test ................................................. 42

Table 4.5 Homogeneity Test Result of Post-Test ................................................. 43

Table 4.6 Group Statistics of Post-Test in Both Classes ..................................... 43

Table 4.7 Independent Sample Test .................................................................... 44

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LIST OF FIGURES

Figure 4.1 The Diagram of Students’ Mean Scores in Experimental Class .......... 36

Figure 4.2 The Diagram of Students’ Mean Scores in Controlled Class .............. 39

Figure 4.3 The Diagram of Students’ Scores in Both Classes ............................. 40

Figure 4.4 The Diagram of Gained’ Scores in Both Classes ................................ 40

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LIST OF APPENDICES

Appendix 1 Validity Test of Pre-Test and Post-Test ................................................ 56

Appendix 2 Lesson Plan ......................................................................................... 78

Appendix 3 Kisi-Kisi Penulisan Soal Pre-test and Post-test ..................................... 111

Appendix 4 Blue Print of Pre-Test and Post-Test ............................... ..................... 113

Appendix 5 Answer Keys of Pre-Test and Post-Test ............................................... 127

Appendix 6 Transcript of Interview ........................................................................ 128

Appendix 7 Students’ Worksheet ............................................................................ 129

Appendix 8 Documentation .................................................................................... 133

Appendix 9 References Examination Paper ............................................................. 135

Appendix 10 Surat Bimbingan ................................................................................ 140

Appendix 11 Surat Permohonan Izin Penelitian ...................................................... 142

Appendix 12 Surat Keterangan Penelitian ............................................................... 143

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CHAPTER I

INTRODUCTION

This chapter discusses background of the study, problem identification, the

scope of the study, question of the study, purpose of the study, and significance of the

study.

A. Background of Study

In learning any kind of languages, including English, the learners should be

master these several skills: Reading, listening, speaking and writing. According to

Harmer, those the four language skills in teaching English are divided into two:

productive and receptive skills1. Productive skills are skills where people have to

produce language themselves. Receptive skills are how people essence meaning from

the discourse they see or hear. Speaking and writing are productive skills as they are

useful for producing and delivering information, reading and listening are receptive

skills as they used in receiving information and. Receptive skills here does not mean

passive, because to be able to receive information either from reading or listening, we

need to conduct several processes to understand the information.

Based on the National Council of Teachers of English (NCTE) as citied in

Stone reading is a cognitive process which has a particular purpose in which the

reader at the same time uses some knowledge about: spoken and written language,

text topics, and their culture to construct meaning with text2. From the statement, it

can be inferred that text, reader make an effort to understand the meaning of the text.

In other words, reading activity needs interaction between the reader and the text. The

interaction is created when the reader involves the text and tries to make meaning the

message in the text.

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

Revised and Updated, (New York: Longman Publishing, 2007), p. 265. 2 Randi Stone, Best Practices For Teaching Reading, (United States: Corwin Press, 2009),

p.85.

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Furthermore, to obtain new knowledge and information by reading, the

readers have to comprehend what they read. William Grabe and Stoller support this,

the capability to understand the information in a text and interpret it appropriately

what is meant by the text is the mean of reading comprehension3. Moreover, he

assumed that reading without comprehension is nonsense and useless. They are

related to each other and cannot be separated. In simple word, the essence of the

reading process is reading comprehension, which means we have to know the

meaning of the text we read.

According to Zua4, reading is a strongly important activity in our life because

by reading we can follow the development of the surrounding events and ideas.

Moreover, reading is a process that negotiates the meaning between the text and its

students in senior high school are asked to be able to comprehend and produce short

functional texts consist of narrative, recount, report, descriptive, procedure, analytical

exposition and explanation5. Meanwhile, curriculum 2013 is a text-based learning

process which means text is used in most of learning activities. In line with

curriculum 2013, the syllabus of eleventh grade of Senior High School requires

students to be capable of comprehending an explanation text based on the cause of

phenomenon by the teacher. It requires students understand explanation text in some

aspects including the function, structures, and linguistic features in both spoken and

written. It is based on the 2013 curriculum, as it was stated by Ministry of Education

states at core component 3.4 that membedakan fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks explanation lisan dan tulis dengan memberi dan meminta

informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di

kelas XI, sesuai dengan konteks penggunaannya.

3 William Grabe and Fredricala L.Stoller, Teaching and Researching Reading, second edition,

(Great Britain: Person Education Limited, 2011) p.11. 4 Biale Zua, “Reading : When and Why ?,” Journal of Education and Social Policy 4, no. 2

(2017): 128–132, p. 128 5 Peraturan Mentri Pendidikan dan Kebudayaan No. 37 Tahun 2018, pp. 382-389.

3

Explanation text is a text that outlines how and why things occur or how

things operate. The purpose explanation text is to each step of "how" and "why"

something of the forming of the phenomena6. In simple word, an explanation tells

how and why something in the world happens. There are several characteristics of

explanation text that we should understand as writers or students. First, the generic

structure of explanation text, there is a title, general statement, sequenced statements,

concluding paragraph. And, the language feature of explanation text which consists

of technical terms, words show cause and effect, action verb, passive voice, and

presents tense, etc.

Teaching explanation text at schools is not without problems. Some problems

are often found when teaching explanation text. First, the students are not interested

in the topic or title of the text, for example, the text with the title "What Causes Food

Poisoning?" the topic or title of explanation text is more scientific and academic.

Many students enjoy reading narrative texts, because they have a storyline or plot and

are more relational, so explanation text is often ignored and deemed unattractive7.

On the other hand, students also deal with reading comprehension problems,

especially in understanding the main idea from generic structures of the explanation

text, including introduction the general statement, the body paragraph or explanation

sequence, and the conclusion. Base on the author's observation and interview, most of

the students, cannot find the main idea in each paragraph of explanation text. Dianah

founds similar problems in her research8. The problems is difficult to finding the

main idea of the text, because of that the students did not understand the content of

the text.

6 Mark Anderson and Kathy Anderson, Text Types in English 1, (Australia: McMillan

Education Australia, 2003), p. 80. 7 Kristen Ephraim, “Reading Comprehension Instruction for Expository Text in Elementary

Education” A Senior Thesis in Honors Program Liberty University, Virginia, 2009, p. 3 Unpublished. 8 Dianah Eka Kusuma Ningsih, “The Contribution of Students’ Reading Habit Toward Their

Understanding in Reading Explanation Text of the Eleventh Grade Students At MAN 1 Pekanbaru”

Skripsi in Universitas Islam Negeri Sultan Syarif Kasim Riau, Pekanbaru, 2018, p. 4, Unpublished.

4

The problem is difficult to find the main idea of the text; because of that, the

students did not understand the content of the text. Use technical terms in explanation

text make the sentences sound more scientific. For instance: inside the stomach,

particular enzyme changes nectar into sugar, fructose, glucose and many other. Most

of the students do not become familiar with the vocabulary. The research conducted

by Ajeng, she said that the majority of students have difficulty with aspects related to

explanation texts being discussed, for example, strange vocabulary, passive sounds,

and present tense9.

Therefore the previous problems, make the students do not read much

explanation text even though this text can beneficial for them. So, when dealing with

explanation texts, it usually makes them frustrated and makes reading activities in

class to be a boring activity. These problems do not only come from students but also

from the teacher's strategy in delivering explanation text or other text materials. In

line with Gojali, he found the same problem; his teacher still used monotonous

techniques10. 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. Based on the writer's informal interview with some Senior High

School students, they said that the teacher just asks the students to read the text and

answer all the questions without giving any explanation that helps the students in

comprehending the text well.

Many studies have offered several strategies or techniques designed to help

students' reading comprehension. Fran Lehr, Jean Osborn, & Elfried H.Hibert said

that many strategies could improve reading comprehension, one of them is Question-

Answer Relationship (QAR), QAR is a reading comprehension strategy developed by

9 Ajeng Rahmawati Dewi, “The Intervention Using Skimming Reading Technique on Students’ Reading Comprehension of Explanation Text” Skripsi in UIN Syarif Hidayatullah Jakarta,

Jakarta, 2019, p. 2, Unpublished. 10 Ahmad Gojali Sahlan. “The Effectiveness of Collaborative Strategic Reading (CSR)

Technique on Students’ Reading Comprehension of Descriptive Text”, Skripsi in UIN Syarif

Hidayatullah Jakarta, Jakarta, 2019, p. 3, Unpublished.

5

Raphael in 1968 to clarify how students approach the tasks of reading texts and

answering questions11.

In this strategy, the students try to identify the answer by four terms, and it is

known as QAR taxonomy12. The terms are ("right there", "think and search", "On my

own", and "Author and me"). "Right There" is questions require readers to go back to

the passage and find the correct information to answer the question. "Think and

Search" is questions usually need readers to think about how ideas or information in

the passage relate to each other. “On My Own” is questions can be answered using

readers’ background knowledge on a topic. This type of question does not require

readers to refer to passage. "Author and Me" are questions that need readers to use

ideas and information that is not stated directly in the passage to answer the question.

These questions require you to think about what you have read and formulated your

ideas or opinions.

The QAR strategy shows the relationship between questions and answers, how

to find information in the text according to various types of questions. In concert with

Anggun, QAR can help students to answer questions more easily, find out the

differences in questions, while the teacher only guides them by giving some

instructions related to the topic13. QAR conveys the idea that answers can be found in

the source text or from our background of knowledge and experience. The use of

Question-Answer Relationship (QAR) Strategy as a framework for comprehension

across the grades and school subjects may be particularly helpful in schools serving

many students of dissimilar backgrounds. According to Raphael and Au, QAR

11 Fran Lehr, Jean Osbom, & Elfried H.Hibert, A Focus on Comprehension, (Hawai: Pasific

Resources for Education and Learning, 2005), pp. 17&20. 12 Margaret Bouchard, Comprehension Strategies for English Language Learner, (USA:

Scholastic, 2005), pp. 36-37. 13 Diajeng Anggun, The Effect of Question Answer Relationship Strategy on Students’

Reading Comprehension of Narrative Text at VIII Grade of SMP Muhammadiyah 4 Giri, Journal of English Teaching, Literature, and Applied Linguistics , Vol.1, No.1, 2017, p.7.

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instruction can be used for all grade levels and content areas because of the way

categories from the development of difficulties14.

From the issues that have been presented, the writer would like to investigate

the effectiveness of Question-Answer Relationship (QAR) strategy on students’

reading comprehension of explanation text. The research will be conducted under the

title The Effectiveness of Question-Answer Relationship (QAR) Strategy on

Students’ Reading Comprehension of Explanation Text at the Eleventh Grade of

SMAN 4 Tangerang Selatan academic years 2019/2020.

B. Identification of the Problem

Considering about the background of the study above; some problems can be

identified in this research; they are:

1. The students are not interested in the topic or title of explanation text.

2. The students still have difficulties in finding the main idea from generic structures

of the explanation text.

3. The students have difficulties to understanding the language feature of explanation

text.

4. The teaching process in the classrooms does not interest students, especially in

teaching reading comprehension in explanation text.

C. Limitation of the Problem

The writer limits the problem in this research which focused on the

implementation of Question-Answer Relationship (QAR) strategy as a strategy in

learning reading comprehension. The Question-Answer Relationship (QAR) strategy

can be implemented is effective they are toward students’ reading comprehension of

14 Taffy E.Raphael and Kahtryn H.Au, QAR: Enhancing Comprehension and Test Taking

Across Grades and Content Area, The Reading Teacher · November 2005, International Reading Association, Vol. 59, No. 3 p.213.

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explanation text at the eleventh grade of SMAN 4 Tangerang Selatan in academic

year 2019/ 2020.

D. Formulation of the Problem

Based on what the writer states on the background of the study, the

formulation of the problem can be identified as follows: “Is question-answer

relationship (QAR) strategy effective toward students’ reading comprehension of

explanation text at the eleventh grade of SMAN 4 Tangerang Selatan in academic

year 2019/ 2020”? and “ to what extend question-answer relationship (QAR)

strategy affect students’ reading comprehension of explanation text at the eleventh

grade?”

E. The Objectives of the Research

The objective of this study was to find out whether QAR Strategy effective

toward students’ reading comprehension of explanation text and to what extend the

effectiveness QAR strategy on students’ reading comprehension of explanation text.

F. Significance of the Study

There are four significances of this study: for English teachers, students,

readers and further researcher. For English teachers, Question-Answer Relationship

Strategy should be a strategy that suitable for teaching explanation text in senior high

school because this strategy seems to be a guidance for students to find the way to

answer the explanation text. For students, Question-Answer Relationship Strategy

relevant for the students with low competencies. It really guides the students to find

the way to understanding reading text. For readers, this study will provide

information of the effect of using Question-Answer Relationship Strategy for

students’ reading comprehension explanation text. For further researchers, this study

can be used as a reference in conducting research related to reading comprehension of

explanation text.

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CHAPTER II

THEORETICAL FRAMEWORK This chapter presents literature review that discusses some topics. The first

one are the understanding of reading comprehension, the level of reading

comprehension and the teaching reading comprehension strategy. This chapter also

discusses the definition and purpose of explanation text, generic structure of

explanation text, language features of explanation text, and an example of explanation

text. Furthermore, the chapter also discusses the definition of question-answer

relationship strategy, categories of question-answer relationship, advantages and the

disadvantages of question-answer relationship strategy, teaching reading

comprehension of explanation text using question-answer relationship strategy,

previous studies, theoretical framework and research hypotheses.

A. The Understanding Reading Comprehension

1. The Definition Reading Comprehension

Reading, as one of the language skills, has an essential role in developing

student knowledge. We can see in school; the students have to read many kinds of

English text to understand what those texts tell. It means that reading has sound

aspect effects in the learning process. Reading is recognized as a complex skill

consisting of three components, including recognition of written symbols, linking

them with language and understanding meaning in the end15. To conclude, reading is

a way of receiving information actively from a text by understanding written or

printed words, recognizing the language, decoding meanings and finally makes

inferences of the information.

Reading and comprehension are two things that cannot be separated because

comprehension is the essence of reading itself. Reading skills requires the student to

15Geoffrey Broughton, et.al., Teaching English as a Foreign Language, (USA: Routledge,

2003), pp. 89-90.

9

be able to comprehend the text itself. Comprehension occurs if the reader builds

mental representation. In detail, he said that comprehension is an active constructive

process in which the final understanding of a text is determined by a combination of

what is stated directly in the text and the readers' prior knowledge related to the topic

of the text.

Comprehension is the goal of reading. According to David, to reach reading

comprehension; readers need to engage strategic reading and fluent reading16.

Strategy reading is the ability to use a variety of strategies to get the purpose of

reading. Good readers know what to do when they encounter difficulties. And fluent

reading is the ability to read at an appropriate rate with adequate comprehension. The

text, the reader, fluency, and strategies combined define the act of reading. So, we can

conclude that reading comprehension is a natural process to combining information

from the text, the prior knowledge with some strategy to create meaning.

In line with Nation, the most important thing when developing fluency in

reading is comprehension, because there is no point in reading faster if little is

understood17. Reading comprehension is the process of assimilation meaning by

adapting several complex processes that include word reading, word and world

knowledge and fluency. Students who have an understanding of the text can

recognize the vital information which often wrote implicitly by the writer.

Similarity with Caldwell, reading comprehension is the process of extracting

and building meaning through interaction and involvement with written language at

the same time18. She added that, comprehension is not a single unity process. The

reader is actively involved in various simultaneous processes. The first process is

called perceptual and conceptual decoding, the reader recognizing the meaning of

individual words and connecting words into four idea units or prepositions. Following

the procedure, the readers are connecting idea units, recognizing details

16David Nunan, Practical English Language Teaching, (New York: McGraw Hill, 2003), p.68 17I.S.P Nation, Teaching ESL/EFL Reading and Writing¸ (New York: Routledge, 2009), p. 71 18JoAnne Schudt Caldwell, Comprehension Assessment a Classroom Guide, (New York: The

Guilford Press, 2008), p.4

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(microstructure) and finding the main idea (the macrostructure). And then, using the

microstructure and macrostructure to identify important purposes (the text-base).

Integrating the text-base with prior knowledge, making inferences and building a

situation model (characteristic to each individual). And the last, the readers learning

and remembering the situation model and using it in some way at a later time.

According to Woolley, reading comprehension is the process of creating

meaning from text19. He added that the purpose of reading comprehension is to gain

an overall understanding of what is explained in the text rather than to obtain

meaning from isolated words or sentences. We can said that reading comprehension

will occur if the readers can comprehend the meaning of the text. They cannot be a

successful reader if they only identify words; they should develop understanding so

that he can get conclusions and can restate what the writer said in the text.

As the mention before, reading comprehension is essential to be mastered by

students but considered as a though skill. Nida Husna supports this statement. She

stated that reading comprehension is a complex activity for students because it needs

a useful combination of processing skills, the skills used in reading comprehension

are the speed movement of the eyes and mind to absorb the intent of them

simultaneously20.

Additionally, reading comprehension is not an easy task because it is a

reading process that considers many elements. According to RAND RSG,

comprehension needs three components which are the reader, the text and the

activity21. In considering the reader, it means all the capacities, abilities, knowledge,

and experiences that a person brings to the act of reading. By text, it means anything

that is read-whether printed or electronic. While inactivity, it includes the readers'

19Gary Woolley, Reading Comprehension: Assisting Children with Learning Difficulties,

(Australia: Springer, 2011), p.15. 20Nida Husna, Step by Step to Reading Skills, (Jakarta: English Education Department of Syarif

Hidayatullah State Islamic University Jakarta, 2010) p.7. 21Catherine E. Snow, Reading for understanding: toward a research and development program

in reading comprehension, (London: Guilford Press, 2003), p. 11.

11

purposes, how readers process reading as part of their mental, and the consequences

on what readers learn or experience as a result of reading.

2. The Purpose of Reading Comprehension

Every person has their own purpose in reading a text. People read novels,

comics, or magazines probably because they think that they can get pleasure from

reading these kinds of reading text. Then, other people may read textbook,

newspaper, journals, or scientific articles because they want to get factual information

about things that they want to know.

The purpose of reading is important to understand by readers because it is

closely linked to what the reader need to gain from the material22. One purpose in

reading is reading for information. Grabe and Stoller identify that reading purposes

can be as23:

1) Reading to search for simple information and reading to skim

Reading to search for simple information is also called scanning which the

reader to find the specific words, or specific piece of information. In other hand,

skimming is can be described as combination of strategies of guessing where

important information might be located in the text, and then using basic reading

comprehension skills on those segments of the text until a general ideas is formed.

2) Reading to learn from text

Reading to learn is condition when the reader needs to learn considerable

amount of information from a text.

3) Reading to integrate information, write, and critique texts

Reading to integrate information requires critical evaluation of the

information being read so that the reader can decide what information to integrate and

how to integrate it for reader’s goal. Reading to write and to critique task may be task

variants of reading to integrate information.

22Karen Tankerseley, The Threads of Reading: Strategies for Literacy Development, (Alexandria: Association for Supervision and Curriculum Development, 2003), p. 94.

23William Grabe and Fredericka L. Stoller, Teaching and Researching Reading: Second Edition, (New York: Routledge, 2013), pp. 6-8.

12

3. Teaching Reading Comprehension Strategy

In teaching reading a teacher can use many different strategies. To use any

teaching technique effectively, anyone who teaches must understand the principles

and assumptions that are the basis of each specific procedure. Harmer said that

strategy is an action taken by the teacher to achieve one or more of the objectives of

teaching and learning. This strategy can also be defined as a general direction set for

the teaching process. The teacher should use many strategies in teaching reading,

such as applying various methods, media, and games to keep students interested.

In effective teaching of reading comprehension, the teacher lead students in

the class to become proficient and successful readers. The creative teacher does not

only use one particular method and technique but still applies many strategies and

skills to accommodate the needs and learning styles of each student in the classroom.

Strategies are essential to help students comprehend the text. According to Judi, there

are seven strategies in teaching reading comprehension, some of them are as

followed24:

1. Activating or Building Background Knowledge

Activating and building background knowledge refers to helping

students to remember what they already know about a topic. Students are

filled with ideas and information that will make them curious and then invite

them to make a connection to construct new information.

2. Questioning

Questioning means that students are asking about what they are

curious about to help them understand the text. Questioning for

comprehension involves readers in questioning the author and the text,

searching for bias and point of view, and determining validity. This focus on

questioning can help readers learn more about what it means to ask

meaningful questions.

24 Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, (Chicago: American Library Association, 2007), p.v.

13

3. Making Predictions and Drawing Inferences

Students can earn a prediction or draw inference by constructing their

background knowledge with the information they find in the text. A reader

who concludes is engaged in deep comprehension because she is trying to

understand the implicit information and searching for deeper meaning.

4. Determining Main Ideas

Main ideas are always a part of something important in reading

comprehension. When students are asked to make notes, then they try to

assess the importance and then distinguish main ideas from supporting

details. It will help students to comprehend the whole text.

5. Synthesizing

Synthesizing refers to bringing the information together to create new

knowledge. Students gather various information and background knowledge

in order to make a new knowledge.

B. The Understanding of Explanation Text

1. The Definition and Purpose of Explanation Text

Explanation text is texts that tell the facts why or how things happen in the

world. Anderson says that explanation text type is often used to tell how and why

something happens in nature25. Masita shares same idea that explanation text is a

text that tells the process related to the formation of natural, social, scientific and

cultural phenomena, this text explains "how" and "why" about the formation of

phenomena or events26. Furthermore, Hartono said the texts that describe the

processes involved in the formation or workings of natural phenomena are called

explanation texts27.

25Mark Anderson and Kathy Anderson, Text Types in English 1, (Australia: McMillan

Education Australia Pty Ltd., 2003), p. 80. 26Siti Masitha Isnaini, “An Analysis on Text Types of Reading Texts in National

Examination”, Thesis in UIN Maulana Malik Ibrahim, Malang, 2014, p. 23, Unpublished. 27 Dr. Rudi Hartono, Genre-Based Writing, (Semarang : UNNES, 2005), pp.6-7.

14

Based on questions about “how” and “why”, explanation texts are divided

into two types. The first type explains a case or how something works. The examples

of explanation texts that describe an event or how something works, such as

describing how a lawnmower works, how technology represents computers work,

and how natural landslide phenomena occur. A second type explains why things

happen. For example, telling why there is a mist on the bathroom mirror when we

bath, why the earth has gravity28.

Depending on Mark and Kathy Anderson, the purpose of an explanation text

is to tell every action of the process (the how) and to provide the cause (the why)29.

Explanation is a piece of text that deals with the processes involved in understanding

and making explicit the how or why of particular phenomena, events, and concepts

occur in scientific and technical fields. And the educational purpose of explanation

genre is to show or develop understanding of the object of study and the ability to

explain its significance. Explanation text is written to explain how and why

something in the world happens. The role of explanation text is very valuable in

building and sharing our knowledge.

The researcher concludes that explanation text is a text used to explain how

and why the process of a social, culture phenomenon, events or action, and natural

scientific. It also used to share the fact of knowledge and understanding. The

purpose of explanation text is to explain how or why, e.g. to explain the processes

bound in natural/social phenomena or to explain why something is the way it is.

2. The Generic Structure of Explanation Text

Every kind of text has its own generic structure. According to Anderson, there

are four parts of generic structure of explanation text30:

28 Blake. Explanation Texts Structure and Features of Explanation Texts.(Blake Education

Fully Reproducible, 2011), p.62. 29 Mark Anderson and Kathy Anderson, Text Types in English 1, (Australia: McMillan

Education Australia Pty Ltd., 2003), p. 80. 30 Ibid., pp. 62-63 .

15

a. Title : Explanation text has a title that prepares and leads the reader to the

text.

b. General statement: This part introduces or identifies the scientific or

technical phenomenon.

c. Sequenced statements: The logically sequenced paragraphs explain why or

how something happens rather than focusing on an object. The

explanation sequence should consist of a series of happenings, actions,

causes or processes that are focus of the text type.

d. Concluding paragraph: An optional concluding statement can tie up the

explanation.

3. The Language Features of Explanation Text

There are several language features in explanation text, namely:

a. Use of present tense.

For example: Most of us are fear from cancer

b.Use of action verbs to explain the events

For example: Damaged cells that divide and form cancer can be destroyed by

a strong immune system mechanism.

c. Use of connectives to link time sequences in a cause and effect sequence.

For example: First, cancer cells come from normal cells because of mutations

of DNA. And then, cancer cells are formed continuously in the organism.

d.Use of technical terms

For example: Nuclear and electromagnetic radiation.

e. Use adverbial phrases

For example: First, not all damaged cells can multiply and many of them die

very quickly.

f. Use general and abstract nouns

For example: Bacteria and fungi, heat.

g.Use of pronouns for words already introduced in the text

16

For example: Cancer cells are formed continuously in the organism. This

disease develops if the immune system is not working properly or the amount

of cells produced is too great for the immune system to eliminate.

h.Use of complex noun groups to describe the phenomenon

For example: Cancer cells come from normal cells because of mutations of

DNA

i. Usually the subject is not human

For example: Cancer

j. Use of passive voice

For example: The mutations may be also induced by other factors

4. The Example of Explanation Text

How a cancer is formed

What is cancer? It is actually a group of more than one hundred separate

diseases. Most of us are fear from cancer. It is reasonable because next to heart

disease, cancer is the second leading cause of death.

First, cancer cells come from normal cells because of mutations of DNA. Those

mutations can occur spontaneously. The mutations may be also induced by other

factors such as: nuclear and electromagnetic radiation, viruses, bacteria and fungi,

parasites, heat, chemicals in the air, water and food, mechanical cell-level injury,

free radicals, evolution and ageing of DNA, etc. All such factors can produce

mutations that may start cancer.

And then, cancer cells are formed continuously in the organism. It is

estimated that there are about 10,000 cancer cells at any given time in a healthy

person. Why do some result in macroscopic-level cancers and some do not? First,

not all damaged cells can multiply and many of them die very quickly. Second, those

which potentially divide and form cancer are effectively destroyed by the

mechanisms available to the immune system. Therefore,, this disease develops if the

17

immune system is not working properly or the amount of cells produced is too great

for the immune system to eliminate.

C. The Understanding of Question-Answer Relationship (QAR) Strategy

1. The Definition of Question-Answer Relationship strategy

Question-Answer relationship strategy is found by T. E. Raphael. Raphael

developed QAR as a tool to explain how students can approach the task of

reading texts and answering questions. This helps them realize the need to

consider the information in the text and from their prior knowledge31. According

to Mecceca, Question Answer Relationship strategy is use for finding information

and distinguishing new knowledge from previous experiences by emphasizing the

value of scanning, skimming, and rereading. This strategy is an effective strategy

for reading comprehension.32. Based on explanation above, it can be concluded

that QAR as strategy in learning reading comprehension is concerned in

improving students’ understanding in comprehending the text based relationship

among the question, the text, and the reader’s prior knowledge.

This strategy is designed so that teaching and learning activities are more

effective and can achieve competencies that are expected, especially in

understanding reading learning. As stated by Wiesendanger that the goal of the

QAR strategy is to train students to focus on meaning in context and encourage

students to explain information obtained from reading 33. He proven that QAR

can encourage readers to be more active, engaged, and independent text

comprehend.

31 Raphael, Taffy E, Teaching Question Answer Relationship, Revisited, International Reading Association, Vol 39 No 6, 2014), pp. 516−521.

32 Stephanie Mecca, Reading Strategies for Science, Second Edition, (Huntington Beach: Shell Education: 2013), p.238.

33 Katherine D.Wiesendanger, Strategies for Literacy Education, (Columbus: Merrill Prentice Hall,2011), p.108.

18

2. Question-Answer Relationship Categories

According to Taffy Raphael in article by National Behaviour Support

Service was categorized QAR question into two basic classifications that are “In

the Book” and “In My Head” Questions34. This categorizations are the core of the

QAR strategy. It was categorized based on where answer of the question can be

found. First category is “In the Book Questions” consisting of Right There and

Think and Search Questions. Another category is “In your Head Questions”

consisting of Author and You and In My Own.

a. In the Book Question

1. Right There

In this category, the students are required to remember explicit

information in the passage. The answer for "Right There" can be found in one

sentence in the text. Right there questions sometimes include the words. Right

there questions sometimes include the words; According to the passages, How

many, Who is Where is, what is, etc.

34 National Behavior Support Service, Question-Answer Relationship (QAR) reading and

Learning Strategy, (https://www.nbss.ie/sites/default/files/publications/qar_strategy_handout.pdf). Accessed on 11 Oktober at. 21.48.

19

The steps may be purposed to answer Right There question includes

scanning to locate information, note-taking strategies to support easier recall

of essential information, using context clues for creating definitions.

2. Think and Search

In this QAR category, students have to draw a conclusion that

requires the integration of information from more than one parts of the text.

The questions usually require the reader to think about ideas or information

(implicit information) in the passage relate to each other, besides the words

in the question and the words in the text may not be the same. Think and

Search questions sometimes include the words; what factor, what cause, why

did, for what reason, etc.

The steps may be purposed to answer Think and Search question

includes identifying important information, summarizing, using text

organization (comparison/contrast, problem/solution, list, explanation) to

identify relevant information, visualizing (setting, mood, procedures), using

context to describe symbols and figurative language, clarifying, making text-

to-text connections, and making simple inferences.

b. In Your Head Questions

1. Author and You

These questions require students to connect information from the text

to what they have already learned and consider their own experiences and

opinions in order to extent what they have learned. The answer is not stated

directly in the text. Author and You questions sometimes include the words:

What is the author message, The passage suggests, and The speaker’s

attitude.

The steps may be purposed to answer author and me question

includes, predicting, visualizing, making simple and complex inferences,

distinguishing fact and opinion, and making text-to-self connections.

20

2. On My Own

The answer to this QAR categorization questions can be answered

using the reader's background knowledge on a topic. This type of questions

does not usually appear on tests of reading comprehension because it does

require the reader to refer to the passage. This question can be used for both

before reading and after reading. In before reading procedure, the question is

used in order to elicit students' prior knowledge, while for after reading, the

questions are used to connect what students already know to what they have

just read. The question sometimes includes the words: Do you know, have

you ever, or what have you learned, In your opinion, Based on your

experience, etc.

The steps may be purposed to answer on my own question includes,

activating prior knowledge (genre, experiences, authors), and connecting to

the topic (self text-to-text).

3. Advantages and disadvantages of QARs

Question Answer Relationship is one of several strategies that use in teaching

reading comprehension. This strategy has many benefits to increasing students'

comprehension in reading.

According to Afflerbach, there are several advantages of QAR strategy35:

1. Using the QAR strategy, the instructions used by the teacher can be adjusted

based on the class level and content area. So that this strategy can be applied

for across grade levels and content areas.

2. This strategy allows students to learn reading strategies, such as scanning,

skimming, or context instructions to find specific information in the text.

3. The QAR strategy is able to generate critical thinking of students when

dealing with texts or assignments on high-risk tests because QAR questions

35 Peter Afflerbach, Essential Reading on Assessment, (Newark, De: International Reading Association, 2010), pp. 81-85.

21

are not only limited to the Right there or in my head, which is the answer to

the questions in the book, but also QAR's strategy of having questions 'on my

own or author and me'.

Beside have advantages, QAR Strategy also has a limitation According to

Credence in Journal of Linguistics, Literature & Language Teaching by Sa'daulloh

Muzammil, Credence raised two concerns with using QAR: Firstly, QAR only helps

to provide an overview of the questions answer types, not guaranteeing the correct

answer. It is therefore not advisable to tell students that the answer to the question is

forthcoming from such discrete categories as text or reader. Secondly, he argues that

determining the nature of the question-answer relationship logically follows the

answering of the question, rather than preceding it. He purports that QAR can only be

best regarded as a monitoring tool to help readers achieve feedback on their responses

rather than help answer the questions36.

D. Procedures of Teaching Reading Comprehension on Explanation Text

through QAR Strategy

In line with the stages of QAR strategy, there are several steps that the teacher

can applying this approach.

a. The teacher divides students into some groups, each group consist of five or

six students.

b. The teacher introduces the categories of QAR “in the text” and “in my head”

and explains where the students can find the answer37.

c. The teacher delivers explanation text to the group38

d. To activate students’ prior knowledge teacher proposed “O My Own

question”, “What do you already know from the title”.

36 Sa’dulloh Muzammil, QAR (Question Answer Relationship) as an Alternative Strategy to

Teaching Reading, Journal of Lingustic, Literature & Language Teaching, Vol.2 No.2, 2016. p. 115. 37 Margaret Bounchard, Comprehension Strategies for English Language Learners, (New

York: Scholastic, 2002), p. 37. 38 Katherine D. Wiesendanger, Strategies for Literacy Education, (Columbus: Merrill Prentice

Hall, 2001), p.110.

22

e. Some students will raise their hands to give responses, predict or answer

teacher questions.

f. The teacher also asked students to predict what would they find in the text by

proposing a question of Author and Me category "What might this text be

about?"39.

g. The students read silently in their group.

h. The teacher gives students one of each type of questions for each section.

i. The teacher asks students to categorize the questions according to the type of

QAR strategy.

j. The teacher asks students to explain the reason for the results categorizing the

question.

k. The teacher guides the student to find the answer by using QAR technique.

l. The teacher discusses the answer together with students.

m. The teacher gives reading passage and writes five questions independently.

n. The teacher asks students answer each question and categorize the QAR.

o. Teacher asks students whether they find difficulties or not to answer the

question by using QAR.

p. The teacher explains more in answering the question by using QAR if it is

necessary.

E. The Previous Related Study

The writer added some relevant previous studies which support and give

proves to the use of QAR strategy toward students’ reading comprehensio. First, a

journal by Nguyen Thi Bich Thuy and Nguyen Buu Huan with the title The Effects of

Question-Answer Relationship Strategy on Efl High School Students’ Reading

Comprehension40. Research conducted by an experimental with 50 tenth-grade

39 Peter Afflerbach, Essential Reading on Assessment, (Newark, De: International Reading

Association, 2010), pp. 81-82 40 Nguyen Thi Bich Thuy and Nguyen Buu Huan, The Effects of Question-Answer

Relationship Strategy on Efl High School Students’ Reading Comprehension, European Journal of English Language Teaching, Vol. 3, Issue 4, 2018, pp. 34 & 39.

23

students in a district high school in Can Tho Ci. The experimental study designed

used two classes; there are experimental class and control class. The population was

170 seventh grade students; the sample was 50 students. Both the experimental and

control group consisting of 25 students. The data collected in the study through the

following procedures pre-test, post-test, questionnaire, and interviews. The result of

the research confirmed that the use of QARS has a positive effect on students' reading

comprehension and that students have a positive perception in applying this reading

strategy. It was seen from the data analysis that the average score of reading

comprehension of students in the experimental group (M = 6.38, SD = 1.54) was

higher than in the control group (M = 5.14, SD = 1.49. The findings of this study add

to the contemporary literature the value of using QARS to promote student reading

learning.

In addition, QAR Strategy Implementation for Reading Comprehension of

Recount Texts by Nira, Usman and Nadia is the next relevant study associated with

the present study41. sample encompassed 36 students taken from eighth grade at

junior high school in Banda Aceh. The research instrument used to gather the data

was a set of essay tests which were divided into pre-test and post-test. The calculation

result shows that the t-score value is higher than the critical value t-table (- 5.62 > -

2.03). It means that the alternative hypothesis (Ha) is accepted, and the null

hypothesis (Ho) is rejected. The findings of this study indicate that QAR strategy is

successful in improving students reading comprehension of the recount text.

Therefore, the researchers recommend both teachers and students to apply this

strategy in the teaching and learning of English reading comprehension.

The third study which was conducted by Nikita Rahmadani also has similar

result42. The method that used was a qualitative method by conducting a quasi-

41 Nira Erdiana, Usman Kasim and Nadia Juwita, QAR Strategy Implementation for Reading

Comprehension of Recount Texts, Studies in Language and Education, Vol. 4, Issue 2, 2017, p.247. 42 Nikita Rahmadani, “The Effectiveness of Using Question Answer Relationship (QAR)

Strategy Toward Students’ Ability in Reading Comprehension at SMA Al-Azhaar Tulungagung (A

24

experimental research design with a nonrandomized control group, pretest-posttest

design. The sample of this study is all the population of an eleventh grade at SMA

Al-Azhar Tulungagung that consist of 25 students of the experimental class and 27

students of the control class. The result found out that the average of experiment

class after being taught by Question Answer Relationship (QAR) Strategy is 72.8

while the average of control class after being taught without any strategy is 59.6. In

simple word, the mean of students' score in the experimental class is higher than the

mean of students' rating in the control class. It showed that Question-Answer

Relationship Strategy (QAR) is effectively used in teaching reading comprehension

rather than teaching students without any strategy.

F. Theoretical Framework

As some experts had claimed, reading comprehension is a complex process of

understanding the message that the writer tries to convey from the printed word. It

depends on some things; the reader's idea, experiences, reading backgrounds, and

learning. In reading comprehension, the readers not only have to understand the

message that the writer tries to convey, but also the ideas of the text that had

constructed by reader must be meaningful and integrated to the reader's concepts

Although reading comprehension is the primary purpose of reading activity,

students still have difficulties in comprehending a passage. Jannet K Klinger suggests

some ways to overcome students difficulty in comprehending a passage; one of them

is the teachers teach the students strategies that proved effective in improving reading

comprehension. The writer assumes that Question and Answer-Relationships (QAR)

Strategy is one strategy that is effective in the teaching of reading comprehension.

This strategy had examined effective to teach reading comprehension. Besides

effective in the teaching of reading comprehension, this strategy also believed can

provides some advantages.

Quasi Experimental Research of the Eleventh Grader in Academic Year 2017/2018)”. Skripsi in IAIN Tulungagung, Jakarta, 2018, pp. vii-viii, Unpublished.

25

For the reasons above, the researcher conducted the study to prove the

effectiveness of using Question-Answer Relationships (QAR) Strategy in the

teaching of reading comprehension of explanation text in eleventh grade students of

SMAN 4 Tangerang Selatan.

26

CHAPTER III

RESEARCH METHODOLOGY

This chapter talks about the research methodology used in this study. It

presents the place and time of the research, method and design of the research,

population and samples of the research, the instrument of the research, data collecting

technique, data analyzing technique, and statistical hypothesis.

A. The Place and Time of the Research

This research was conducted in SMAN 4 Tanggerang Selatan, which is

located in JL. WR. Supratman No. 1, Pondok Ranji, Kec. Ciputat Timur, Kota

Tangerang Selatan Prov. Banten. This research will be for five weeks, started from

October 25th, 2019 to November 22nd, 2019, in the uneven semester 2019/2020.

B. The Method and Design of the Research

The research uses a quantitative method because the data were analyzed using

a statistical procedure that provides the information to answer the research question

or hypotheses43. In this study, the writer wants to determine the effect between the

independent variable (the intervention) and the dependent variable (the target

population). This study is developed to find out the effectiveness of using QAR

strategy on students' reading comprehension of explanation text.

The researcher was use quasi-experimental design because, in quasi-

experimental designs, participants are not randomly assigned to experimental or

controlled classes 44, in other words, researchers do not create new groups because it

may disrupt classroom learning. A quasi-experimental design will apply to know

whether a significant and score between the students who use question-answer

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

Quantitative and Qualitative Research, (USA: Pearson Educational, Inc., 2012), p.15 44 Ibid, p.309

27

relationship strategy and without question-answer relationship strategy in reading

explanation text.

The research design applied is the pretest and posttest control design.

Therefore, data will take from the pre-test and post-test to find out whether or not

guided the question is effective in improving students' reading comprehension in the

explanation text. In this research design, two classes used to be respondents. In this

study, the research use two groups, an experimental group as a group that gets the

treatment and the control group that does not get treatment. Both groups were given a

pretest. Treatment is only given to experimental groups. Finally, the two groups were

given a posttest to assess the differences between the two groups.

C. The Population and Sample of Research

The population of the research was the eleventh-grade students of SMAN 4

Tangerang Selatan academic years 2019/2020. There are nine classes at this class

level, with about 297 students. The sample used among the whole population is two

classes, as control class and experiment class. The writer took IPS.3 as an experiment

class that has 37 students and IPS.2 as the control class with 38 students, which

contains about 75 students as the sample.

The sampling of this research is purposive sampling. Purposive

sampling is a non-random sampling technique in which the researcher decides

to take samples in specific characteristics that are consistent with the purpose of

the study 45. The reason for using a purposive sampling technique is because

researchers can only use two classes of XI in SMAN 4 Tangerang Selatan. At

45 Ilker Etikan, Sulaiman Abubakar Musa, Rukayya Sunusi Alkassim, Comparison of

Convenience Sampling and Purposive Sampling, American Journal of Theoretical and Applied

Statistics, Vol.3 No.1, 2016, p. 2

28

that time, the researcher was only given the opportunity five weeks to examine

because the Principal did not want the teacher's obligations reduced.

Experimental classes are taught to read through the Question-Answer

Relationship (QAR) strategy, while others are guided through conventional

methods. The teaching and learning process is carried out for three meetings for

each class.

D. The Instrument of Research

The writer carried out test as the research instrument. There were two

tests that was distributed in experimental and controlled class are pre-test and

post-test. The pre-test was given before the writer gives any treatments to both

classes in order to find out how far the students’ reading comprehension in

explanation text. On the other hand, the post-test was given after the writer

gives treatment in experimental class and gave no treatment in controlled class.

The post-test was aimed to discover the effect of using question-answer

relationship strategy on students’ reading comprehension in explanation text.

The researcher used reading comprehension test to collecting the data.

The test items that the writer used were 20 multiple choices for each pre-test

and post-test for both experimental class and controlled class. The score of

multiple-choices was 1 for each correct item and 0 for an incorrect item. The 40

items multiple-choice questions about explanation texts were taken from several

books of English for eleventh grade and other sources of national examination

questions containing explanation text.

The 60 items of the test in total are tested to the other eleventh grade

students in a different class. The 60 items of the test were given to different

eleventh-grade students of non-sample in the same school who are at the same

education level and apply the same educational curriculum. The writer gave 30

items of multiple choices for pre-test and post-test. In order to see whether test

29

valid or not, the ANATES program was used in the test to know the validity of

the test.

E. The Technique of Collecting the Data

The writer distributed pre-test and post-test as data collection technique.

Pretest was distributed in the first meeting to controlled class and experimental

class. The pre-test was aimed to measure students’ reading comprehension on

explanation text on both classes before conducting the treatment. After

conducting the treatment in the experimental class, the researcher administered

the post-test. It aims to obtain the effect of question-answer relationship strategy

in students’ reading comprehension on explanation text. Both pre-test and post-

test has the similar instruction to answer question about explanation text.

In this research, procedure of collecting data was divided into two

classes, first was the procedure of collecting data for experimental group and

the second was the procedure of collecting data for control group.

a. The procedure of collecting data for experimental group

1) Pre-test

Pre-test is a test that is done at the beginning of the research in order to know the

students’ reading comprehension before the treatment.

2) Treatment

The treatment was conducted for experimental group only. The form of treatment was

using of Question-answer relationship strategy. The form of treatment was using of

Question-answer relationship strategy. The treatment was done by the writer. In this

approach, the writer introduced the concept of genre (Explanation text) in teaching

reading comprehension. This treatment was given in three meetings.

3) Post-test

After giving treatments for three times, where the researcher taught test by using

QAR strategy (for experimental class) the posttest was administered. In the post-test,

the students were assigned to answer the explanation text.

30

b. The procedure of collecting data for control group

1) Pre-test

The goal, type of test and procedure of giving the test to the control group was

administered the same as the experimental group.

2) Traditional Teaching Approach

While the experimental group was treated by QAR strategy, the control group was

taught by using conventional approach or taught as usual. The teaching reading by

using conventional approach to control class was also done in three meetings.

3) Post-test

Post-test was also given to control group at the end of meeting.

F. The Technique of Analysis the Data

The research used a T-test to find out the differences between pre-test

and post-test scores in experimental class and control class. Before calculating

the hypothesis testing, the research first measured the normality and

homogeneity test. Moreover, the writer analyzed the data by using SPSS v.25

for Windows software.

5. Normality Test

The normality test was conducted to analyze whether the data was normally

distributed on the pre-test and post-test. The data was categorized as a normal data

when the significance of experimental and controlled class were higher than the

significance degree or the alpha (a = 0.05). In conducting the normality test, it used

Kolmogrov Smirnov by using IBM SPSS version 26. Testing the normality of the

data using Kolmogrov-Smirnov Test:

a. Select “Analyze => Descriptive Statistics => Explore”

b. When a window pops up, fill the variable in the Dependent List box and fill

the other variable in the Factor List.

c. Click Plots on the right side. When a new window pops out, slick “none”

for boxplot, click “normality plots with test”, then unclick everything for

descriptive.

31

d. The result pops out in the “output” window.

e. We can now interpret the result.

6. Homogeneity Test

The homogeneity test was conducted in order to see both experimental and

controlled class have same variant or not. The data is indicated homogenous if the

homogeneity score is higher than the alpha score, 0.05.

a. Click Analyze => Compare Means => One-Way ANOVA on menu until

One-Way ANOVA dialogue box appears

b. Fill variable on Dependent List and fill another variable on Factor Box

c. Click Option and choose Descriptive and Homogeneity of variance test

d. Click Continue until it comes back to One-Way ANOVA dialogue box

e. Click Ok

7. Hypothesis Test

The t-test was conducted in order to find the effect of using genre-based

approach on students’ writing analytical exposition text. This test was intended to

find out the answer of research hypothesis whether the null or alternative hypothesis

is accepted. The test was also used IBM SPSS version 26. The test was independent

sample test. In the test, the determined alpha is 0.05. If the result of p-value or sig (2-

tailed) is lower than determined alpha, it means that there is a significant effect of

using genre-based approach on students’ writing analytical exposition text. The steps

to conduct t-test are presented as follows:

a. Click Analyze => compare means => independent sample t-test

b. Then, fill in the test variable with post-test and the group variable with

group, enter 1 for experimental class and enter 2 for controlled class.

c. Click Continue => Ok

4. Effect Size Formation

After all calculation of the test is 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.

32

To identify the effect size of this study, the theory of Cohen can be used as

follow46:

d = 𝑴𝒆𝒂𝒏 𝒐𝒇 𝒈𝒓𝒐𝒖𝒑 𝟏−𝑴𝒆𝒂𝒏 𝒐𝒇 𝒈𝒓𝒐𝒖𝒑 𝟐

σ 𝑷𝒐𝒐𝒍𝒆𝒅

𝑑 : the effect size

𝑀1 : mean of experiment group

𝑀2 : mean of control group

𝜎 : pooled standard deviation

𝛔 𝑷𝒐𝒐𝒍𝒆𝒅 = 𝑺𝑫𝟏 + 𝑺𝑫𝟐

𝟐

𝜎 : pooled standard deviation

𝑆𝐷1 : standard deviation of experiment group

𝑆𝐷2 : standard deviation of control group

To interpret the effect size, the cohen’s d effect size criteria is used as the

bases to determine the level of significance. The effect size criteria of cohen’s d are:47

1. 0-0.20 : weak effect

2. 0.21-0.50 : modest effect

3. 0.51-1.00 : moderate effect

4. > 1.00 : strong effect

G. Statistical Hypothesis

The t-test was performed in SPSS v.25 for Windows to see determine the

effectiveness of guided questions technique as the treatment. The t-test result was

used to test the statistical hypothesis, answer the research question, and used as one

consideration to conclude the research.

46 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage

Publication, 2004), p. 136. 47 Ibid, p.139.

33

The statistical hypothesis of the research, furthermore, can be written as

follows:

H0 (null hypothesis) : Guided questions technique is not effective in

improving students' comprehension in explanation text.

H1 (alternative hypothesis) : Guided questions technique is effective in improving

students' comprehension in explanation text.

The formulation of statistical hypothesis for the significance level 5% or α is

0.05 an be stated as follow:

1. If t-test result < t-table with the significance level 0f 0.05 or the Sig. (2-tailed) >

0.05, then H0 (null hypothesis) is accepted. This means that the mean scores of

the experimental class post test is smaller than the mean score of control class

post-test showing that using QAR strategy is not effective in the teaching of

reading comprehension of explanation text. Or p. α; sig. 2 tailed was greater than

α (0.05); there was no differences from the score of both classes).

2. If t-test result > t-table with the significance level of 0.05 or if the Sig. (2- tailed)

< 0.05, then the H0 (null hypothesis) is rejected. This means that the mean scores

of the experimental class is higher than mean scores of the control class showing

that using QAR strategy is effective in the teaching of reading comprehension of

explanation text. Or p. α; sig. 2 tailed was smaller than α (0.05); there was

differences from the score of both classes).

34

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATIONS

In this chapter, the writer presents the findings and the interpretations of

the research from experimental class and control class. They include data

descriptions, data analysis, and data interpretation. Besides, the result of the

study can also be known through this chapter.

A. Research Findings

1. Data Descriptions

In this part, the writer describes the results of the study which applying

question-answer relationships strategy as a strategy to teach reading

comprehension. The researcher got data from students’ score in pre-test and

post-test after conducting the research. This study took two classes, namely

experimental class and controlled class. Both classes were treated with different

strategy. In experimental class, question-answer relationship strategy was

applied as a treatment. Meanwhile, controlled class was taught by using

conventional strategy which the main activities set are lecturing and practicing.

The data presented here are the results of students’ reading comprehension test.

The data were collected from pre-test and post-test given in both classes before

and after the treatment done. These are following data of students’ pre-test and

post test in experimental class and controlled class:

a. The Data of Experimental Class

Table 4. 1

Students’ Scores of Pre-Test and Post-Test in Experimental Class

No Students’ Code Pre-Test Post-Test Gained Score

1 S1 35 65 30

2 S2 55 85 30

3 S3 65 85 20

35

4 S4 65 85 20

5 S5 50 65 15

6 S6 45 75 30

7 S7 40 70 30

8 S8 55 75 20

9 S9 75 90 15

10 S10 70 95 25

11 S11 30 60 30

12 S12 55 80 25

13 S13 45 75 30

14 S14 60 85 25

15 S15 65 90 25

16 S16 30 60 30

17 S17 65 90 25

18 S18 75 100 25

19 S19 50 75 25

20 S20 45 65 20

21 S21 65 95 30

22 S22 35 70 35

23 S23 45 75 30

24 S24 35 60 25

25 S25 45 65 20

26 S26 50 70 20

27 S27 55 80 25

28 S28 65 85 20

29 S29 50 70 20

30 S30 55 70 15

31 S31 35 65 30

36

32 S32 40 60 20

33 S33 60 90 30

34 S34 70 100 30

35 S35 40 65 25

36 S36 45 75 30

37 S37 50 80 30

Ʃ 1915 2845 930

Mean 51.76 76.89 25.14

Figure 4. 1 The Diagram of Students’ Mean Scores in Experimental

Class

Based on the table above, it shows that students in experimental class which

consist of 37 students obtained 51.76 as the mean score in pre-test. The highest score

in pre-test is 75, the lowest score is 30, and the total score is 1915. Meanwhile,the

mean score of students in post-test is 76.89. The highest score in post-test is 100, the

lowest score is 60, and the total score is 2845. For the mean of gained score is 25.14,

51.76

76.89

- 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

1 2

Mean Score

Experimental Class

1 2Pre-Test Post-TestPre-Test Post-Test

37

the lowest gained score of experimental class is 15, the highest gained score is 35,

and the total gained score achieved by students is 930.

As what had been mentioned above, it can be concluded that students’ score

in post-test increased by 25.14 from pre-test. As a result, it indicates that question

answer relationship strategy affects students’ reading comprehension.

b. The Data of Controlled Class

Table 4. 2

Students’ Scores of Pre-Test and Post-Test in Controlled Class

No. Students’ Code Pre-Test Post-Test Gained Score

1 S1 50 65 15

2 S2 55 70 15

3 S3 70 75 5

4 S4 55 65 10

5 S5 50 70 20

6 S6 60 65 5

7 S7 65 70 5

8 S8 55 60 5

9 S9 75 75 0

10 S10 50 60 10

11 S11 75 80 5

12 S12 55 75 20

13 S13 60 70 10

14 S14 65 80 15

15 S15 50 75 25

16 S16 70 85 15

17 S17 55 70 15

18 S18 70 85 15

38

19 S19 80 85 5

20 S20 85 90 5

21 S21 80 85 5

22 S22 65 65 0

23 S23 60 60 0

24 S24 45 55 10

25 S25 50 70 20

26 S26 75 80 5

27 S27 60 65 5

28 S28 65 70 5

29 S29 65 75 10

30 S30 60 75 15

31 S31 45 60 15

32 S32 55 60 5

33 S33 50 55 5

34 S34 60 65 5

35 S35 70 75 5

36 S36 65 75 10

37 S37 50 70 20

38 S38 70 85 15

Ʃ 2340 2715 375

Mean 61.58 71.45 9.87

39

Figure 4. 2The Diagram of Students’ Mean Scores in Controlled Class

From the table above, it can be known that the students in control class

obtained 61.58 as the mean score in pre-test. The highest score in pre-test is 85,

the lowest score is 40, and the total score is 2340. In the other hand, the mean

score of students in post-test is 71.45. The the highest score in post-test is 90,

the lowest score 60, and the total score is 2715. For the mean of gained score is

9.87, the lowest gained score of experimental class is 0, the highest gained score

is 25, and the total gained score achieved by students is 375. Hence, the data

shows that students’ score in post-test increased by only 9.87 from pre-test,

which means that the mean of gained score in control class is fewer compared

to the mean of gained score in experimental class. In short, the data above

indicates that there is a little improvement on students’ reading comprehension

in control class.

In conclusion, from the table 4.1 and 4.2, it can be viewed that students’

in experimental class achieved higher score than the controlled class with the

mean score in post-test 76.89, while controlled class is 71.45 (76.89>71.45).

Results revealed that there were evident differences between both groups in the

post-test performance between experimental class and controlled class.

Moreover, the experimental group was taught by using Question-Answer

61.58

71.45

55.00

60.00

65.00

70.00

75.00

Mean Score

Controlled Class

Pre-Test Post-Test

40

Relationship strategy while the controlled group was taught by using

conventional strategy. Then, it can be said that the experimental class gets the

effect of Question-Answer Relationship on students’ reading comprehension.

To see the differences clearly, the writer provides the data results in the diagram

below:

Figure 4. 3 The Diagram of Students’ Scores in Both Classes

Figure 4. 4The Diagram of Gained’ Scores in Both Classes

51.76

61.58

76.8971.45

0

10

20

30

40

50

60

70

80

90

Eprerimental Class ControlledClass

Mean Score

Pre-Test Post-Test

25.14

9.87

0

5

10

15

20

25

30

Eprerimental Class ControlledClass

Mean Score

Gained Score

41

2. Data Analysis

Data analysis is the most crucial part of study. It is intended to conclude

the result of the study. After collecting and describing data, the researcher

analyzed the data collected from pre-test and post-test in both classes and

presents the result in three points; normality test, homogeneity test, and

hypothesis test. Before sting the hypothesis, the writer analyzed the normality

and homogeneity of the data. The purpose of analyzing the normality was to see

whether the data got in the research has been normally distributed or not.

Meanwhile, the purpose of analyzing the homogeneity was to see whether the

data of test result were homogenous or not. Furthermore, in analyzing the data,

t-test was used and all the data were performed in statistical form. Additionally,

the data were analyzed and calculated by using IBM SPSS 25 version, except

the effect size data which calculated manually.

a. Normality Test

The normality test is aimed to know whether the data from both classes

is normally distributed or not. It is a kind of statistical process. In this study, the

researcher calculated the normality test by using Kolmogorov-Smirnovin IBM

SPSS 25 version. The results of normality test are presented as below:

Table 4. 3 Normality Test Result of Pre-Test and Post-Test in

Experimental Class and Controlled Class

Tests of Normality

CLASS

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

QAR

Treatment

Pretest

Treatment .119 37 .200* .959 37 .182

Posttest

Treatment .131 37 .108 .943 37 .056

Pretest .132 38 .090 .954 38 .122

42

Control

Posttest

Control .116 38 .200* .957 38 .153

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Based on the table 4.3. It is known that the normality significance of pre-test in

experimental class is 0.200. Thus, control class gained 0.090 significance in

pre-test. It means that the data in both classes are normally distributed because

the significance showed is higher than ɑ = 0.05 (0.200 > 0.05; 0.090 > 0.05).

Moreover, the result of post test reveals that the normality significance

for experimental class is 0.108 while the normality significance for controlled

class is .200. The results indicate that the data are also normally distributed

because both classes have significance more than ɑ = 0.05 (0.108 > 0.05;

0.200> 0.05).

b. Homogeneity Test

After conducting normality test, the next step that was taken by the

writer is conducting homogeneity test. The data could be homogeneous if the

significance score is higher than 0.05. To conduct this test, the writer refers to

Levene statistic in IBM SPSS 25 version. Below are the descriptions of

homogenity test:

Table 4. 4 Homogeneity Test Result of Pre-Test

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Pre-

Test

Based on Mean 2.217 1 73 .141

Based on Median 1.924 1 73 .170

Based on Median and with

adjusted df 1.924 1 71.061 .170

43

Based on trimmed mean 2.241 1 73 .139

Based on the table 4.4 above, it shows that the significance of pre-test

score in both classes, experimental and controlled class, is 0.141. It means that

the data in both classes are homogeneous because the significant value is higher

than ɑ= 0.05 (0.141> 0.05).

Table 4. 5 Homogeneity Test Result of Post-Test

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Post-

Test

Based on Mean 3.190 1 73 .078

Based on Median 2.400 1 73 .126

Based on Median and

with adjusted df 2.400 1 70.809 .126

Based on trimmed mean 3.019 1 73 .087

According to the table 4.5 above, the post-test score in both classes also

shows greater than ɑ = 0.05with the significant value 0.078 (0.078 > 0.05). As a

result, it can be concluded that the post test results are also homogeneous.

c. Hypothesis Test

After getting results of normality test and homogenity test, then the researcher

is allowed to calculate t-test. T-test is used to determine if there is significant

difference between experimental and control group. This is line with the objective of

the study that has been stated. In addition, all data obtained in this test was calculated

by using IBM SPSS version 26. The data needed to be compared are the means score

of students post test in both classes. Then, the significant value or alpha was

determined from formula is 0.05 or 5%. The result of the calculation can be viewed in

the table below:

Table 4. 6 Group Statistics of Post-Test in Both Classes

Group Statistics

44

CLASS N Mean Std.

Deviation

Std. Error

Mean

Post-

Test

Posttest

Treatment 37 76.89 11.806 1.941

Posttest Control 38 71.45 9.072 1.472

In Table 4.6, it shows the result of t-test analysis of post-test score in

experimental class and control class. N means the total sample from each class. The

Experiment Class consisted of 38 students and the Control Class consisted of 37

students involved in this study. Based on table above, it is showed that mean of

students‘ score was difference. The students’ mean score of post-test in experimental

class is t6.89 and the students’ mean score of post-test in controlled class is 71.45.

Furthermore, both classes have a difference mean score of post-test, that is 5.44 score

after getting the treatment which is the experimental class be the higher one.

Table 4. 7 Independent Sample Test

Independent Samples Test

Levene's

Test for

Equality

of

Variances

t-test for Equality of Means

F Sig. t df

Sig.

(2-

tailed

)

Mea

n

Diffe

rence

Std.

Error

Diffe

rence

95%

Confidence

Interval of

the

Difference

Lower Upper

Post- Equal 4.01 .049 2.243 73 .02 5.4 2.4 .607 10.2

45

Test variance

s

assumed

2 8 45 27 82

Equal

varianc

es not

assume

d

2.235 67.5

67

.02

9

5.4

45

2.4

36 .583

10.3

06

Table 4.6 presents that from the independent sample test of post-test

obtained p-value orsig. (2-tailed) = 0.028 it means that the score is lower than

the determined significant value 0.05. From the result, it proved that the null

hypothesis is rejected and the alternative hypothesis is accepted because the p-

value (0.028) is lower than sig α = 0.05 (5 %). The statistical hypothesis of the

research is:

Ho: Using QAR strategy is not effective in teaching reading comprehension of

explanation text than without using it.

Ha: Using QAR strategy is effective in teaching reading comprehension of

explanation text than without using it.

The criterion used to analyze the hypothesis test is, such as:

1. If the t-test (to) > t-table (tt) in the significance degree of 0.05, Ho (null

hypothesis) is rejected.

2. If the t-test (to) < t-table (tt) in the significance degree of 0.05, Ho (null

hypothesis) is accepted.

In other words, there is an effect of using question-answer relationship

strategy on students’ reading comprehension of explanation text.

d. Effect size formulation

46

In final, since the t-test result proved statistical significance in the post-test

and gained scores result, the writer analyzed the effect size of the t-test result with the

intend to find out how strong the effects of the data are. Moreover, Cohen’s dis used

to describe the standardized mean difference of an effect. The formula is as follows:

σ pooled = 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 1+𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 2

2

d = 𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐴+𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐵

𝜎 𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

Mean score of group A (Experimental) = 76,89

Mean score of group B (Control) = 71.45

Standard Deviation of group A = 11.806

Standard Deviation of group B = 9.072

(1) σ pooled =11.806+9.072

2 = 20.878

2= 10.439

(2)d = 76,89−71,45

10,439 = 5,44

10,439 = 0.52

Meanwhile, the criteria of the effect size level suggested by Cohen are

interpreted as follows:

0 – 0.20 = weak effect

0.21 – 0.50 = modest effect

0.51 – 1.00 = moderate effect

> 1.00 = strong effect

From the calculation above, it shows that the effect size or the level of

significance effect is 0,52. It indicates that there is a moderate effect of

question-answer relationship on students’ reading comprehension performed in

this research. As the criteria that have been presented by Cohenabove, 0.52

represents a moderate effect size.

47

B. The Data Interpretation and Discussion

In teaching reading a teacher can use many different strategies. One of the

comprehension strategies is by question. Questioning for comprehension involves

students in questioning the author and the text, searching for bias and point of view,

and determining validity. Question-answering strategy can help students get more

from their reading by showing them how to find and use information from a text to

answer teacher questions.

Based on the data analysis above, it was revealed that the question-answer

relationship strategy had a significance effect on students’ reading comprehension in

explanation text at the eleventh grade of SMAN 4 Tangerang Selatan. QAR strategy

is also known as a tool to explain how students can approach the task of reading texts

and answering questions. The writer conducted the pre-test at the first meeting and

used the score of the pre-test in order to decide which class that would be

experimental and controlled class. The result of this study was taken from the score of

pre-test and post-test. It can be seen that the score of the post-test from experimental

class was higher than the score of the pre-test from experimental class. Though the

score of the post-test from controlled class was higher than the experimental class, the

students’ score from experimental class were gained significantly from the pre-test to

the post-test.

This study used quasi-experimental design so that the sample of this study was

divided into two classes, experimental and controlled class. The mean score of the

posttest in the class was 76.89which was higher than its pre-test mean score which

was 51.76. The mean gained score in the class, furthermore, was 25.13 which

indicated that their reading comprehension improve quite significantly. On the other

hand, the students‘ reading comprehension in the control class improved very little. It

can be seen from the posttest mean score which was 61.58 and was not so much

different from the pre-test mean score which was 71.45. The main gained score in the

class, moreover, was 9.87 which showed that their reading comprehension increased

but with very little improvement.

48

As can be seen from the test scores in both classes, additionally, the QAR

strategy was effective in improving the students’ reading comprehension on

explanation text in experimental class. Thus, this can answer the first question in this

study that is guided questions technique affect students’ reading comprehension on

explanation text.

In addition, the writer also conducted the independent sample test in order to

find out whether there was any effect of using QAR strategy on students’ reading

comprehension. It showed that the p-value or sig (2-tailed) was 0.028 which was

lower than 0.05. It meant that the null hypothesis was rejected and the alternative

hypothesis was accepted. So, it can be said that there was an effect on using QAR

strategy on students’ reading comprehension in explanation text. Furthermore, the

result was also supported by the calculation of Cohen’s criteria in measuring the

effect size level of this study. It was found that the study got 0.52 which was on the

moderate effect.

This further mean scores of the experimental group are higher than the mean

scores of the control group indicating that the using QAR strategy is effective in

improving students' reading comprehension on explanation text, with regard to the

second question, which is "to what extend does the using QAR strategy affect

students’ reading comprehension on explanation text at eleventh grade of SMAN 4

Tangerang Selatan?". It is answered by pointing that the students’ score in the posttest

that have significantly increased, from 51.76 in pretest to 76.89 in posttest. The effect

size of this study got 0.52 which was on the moderate effect.

Moreover, by using QAR strategy, it can assist the students to comprehend the

meaning of text in reading process. Question Answer-Relationships (QAR) is the part

of ideas from students to answer the question related the text. The strategy provides 2

types: (1) In the Book, (2) In my Head). The QAR language conveys the idea that

answers can be found in text sources or in our background knowledge and

experiences (“In the Book” and “In My Head”)”. It means that Question Answer

49

Relationship (QAR) involves the idea to answer the question that can be found by

students in the book or their background knowledge and experience.

Though QAR strategy gave so many benefits, there might be another strategy

that can be used to teach explanation text. And there might other reasons such as

increasing student interest in reading a text, because the students learn reading

strategies, such as scanning, skimming, or context instructions to find specific

information in the text. In this case, this study used to determine the effectiveness of

the QAR Strategy on students’ reading comprehension of explanation text. It can be

seen from the significant improvement of the score from both classes.

Comparing to other previous related studies, there are several similarities and

differences to this study. Based on the previous study, the study used eighth grade of

junior high school while this study used eleventh grade of senior high school. The

previous study, the study was also testing the reading comprehension text, but it was

different with the instrument being tested and it used essay question. The next

previous study had the same skill and strategy that being tested, but it was different

with the genre of text of the test.

In concluding those explanations above, it can be seen that the QAR strategy

was effective in improving some skills. Based on the findings, the QAR strategy was

effective in improving students’ reading comprehension in explanation text with

moderate effect at SMAN 4 Tangerang Selatan in academic year 2019/2020. In

general, the use of QAR strategy to teach reading comprehension was quite good.

Students appeared more active and cooperative in discussion section.

50

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of the research which applying Question-

Answer Relationship (QAR) strategy on students’ reading comprehension of

explanation text. The chapter also identifies some suggestions gotten from the

research result for English teachers, students, and other researchers.

A. Conclusion

Based on the research findings in chapter IV, it is proved that Question-

Answer Relationship (QAR) Strategy is moderately effective on the students’ reading

comprehension of explanation text. It is shown by the students’ gained score of

experimental and controlled class. The students’ mean score of post-test in

experimental class is (76,89) which is higher than the students’ mean score of post-

test in controlled class (71,45). Then, the calculation result from independent sample

t-test reveals that Sig. (2-tailed) (p) is 0.028 while alpha (ɑ) is 0.05 (5%). In short, p

<ɑ, it means that the Null Hypothesis (H0) is rejected and the Alternative Hypothesis

(Ha) is accepted.

Besides, to know the extent of the QAR strategy’s effectiveness, the writer

calculated the effect size by using cohen’s d which resulted a value of 0,52. It can be

interpreted that the level of significance ranged in the moderate level. In other word,

the relationship between two variables, QAR strategy as an independent variable and

students’ reading comprehension of explanation text as a dependent variable, is

moderate enough.

As a result, the researcher had proved that Question-Answer Relationship

(QAR) strategy has an effect at a moderate level to student’s achievement in reading

comprehension of explanation text at the eleventh grade of SMAN 4 Tangerang

Selatan in academic year 2019/2020.

51

B. Suggestion

At the end of this skripsi, the writer would like to give some suggestions in

relations to the writer conclusion. The writer also hopes that this skripsi can give

benefit to anyone who read it. Here are some suggestions that may help teacher,

students, or other researcher that intend to conduct further research.

1. For teachers

By applying various techniques, such as Question-Answer Relationship

(QAR) strategy, as alternative techniques in teaching English, teacher can help

students to increase their ability in learning English skills, especially reading.

Question-Answer Relationship (QAR) strategy can be used in order to make the

students more interested and more active in reading descriptive text so that they may

not be bored in learning reading in English.

2. For readers

In learning English students need to realize that the learning is not a one way

process. To accomplish the goal of learning, students should involve themselves in

the classroom activity built by the teacher. By taking part in the activity, students

can also improve their ability in English and also their social skills. Students’

proficiency is not solely teacher’s responsibility, it depends also on students’ active

role in learning English.

3. For further researchers

This research can also become a contribution to the research in education

which is intended to find out the effectiveness of certain strategy, in this case the

Question-Answer Relationship (QAR) strategy. This research may also be a relevant

studies that can be used by other researchers to conduct a further research relating to

the implementation of Question-Answer Relationship (QAR) strategy.

52

REFERENCES

Afflerbach, P. (2010). Essential Reading on Assessment. Newark, De: International Reading Association.

Anderson, M. A. (2003). Text Types in English 1. Australia: McMillan Education Australia.

Anggun, D. (2017). The Effect of Question Answer Relationship Strategy on Students’ Reading Comprehension of Narrative Text at VIII Grade of SMP

Muhammadiyah 4 Giri. Journal of English Teaching, Literature, and Applied Linguistics, 1(1), 7.

Biale Zua. (2017). Reading : When and Why? Journal of Education and Social Policy, 4(2), 128-132.

Blake. (2011). Explanation Texts Structure and Features of Explanation Text. Blake Education Fully Reproducible.

Bouchard, M. (2005). Comprehension Strategies for English Language Learner. USA: Scholastic.

Bounchard, M. (2002). Comprehension Strategies for English Language Learners. New York: Scholastic.

Caldwell, J. S. (2008). Comprehension Assessment a Classroom Guide. New York: The Guilford Press.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. USA: Pearson Educational, Inc.

D.Wiesendange, K. (2011). Strategies for Literacy Education. Columbus: Merrill Prentice Hall.

Dewi, A.R. The Intervention Using Skimming Reading Technique on Students’

Reading Comprehension of Explanation Text. A Skripsi in UIN Syarif Hidayatullah Jakarta, 2019. Unpublished.

53

Eka, D. The Contribution of Students’ Reading Habit Toward Their Understanding in

Reading Explanation Text of the Eleventh Grade Students At MAN 1 Pekanbaru. A Skripsi in Universitas Islam Negeri Sultan Syarif Kasim Riau, Pekanbaru, 2018. Unpublished.

Ephraim, Reading Comprehension Instruction for Expository Text in Elementary Education A Senior Thesis in Honors Program Liberty University, Virginia. A Thesis in Honors Program Liberty University, 2009. Unpublished.

Fran Lehr, J. O. (2005). A Focus on Comprehension. Hawai: Pasific Resources for Education and Learning.

Geoffrey Broughton, e. (2003). Teaching English as a Foreign Language. USA: Routledge.

H.Au, T. E. (November 2005). QAR: Enhancing Comprehension and Test Taking Across Grades and Content Area. The Reading Teacher, International Reading Association , 213.

Harmer, J. (2007). The Practice of English Language Teaching, Fourth Edition Completely Revised and Updated. New York: Longman Publishing.

Hartono, D. R. (2005). Genre-Based Writing. Semarang: UNNES.

Huan, N. T. (Vol. 3, Issue 4, 2018). The Effects of Question-Answer Relationship Strategy on Efl High School Students’ Reading Comprehension. European Journal of English Language Teaching , 34-39.

Husna, N. (2010). Step by Step to Reading Skills. Jakarta: English Education Department of UIN Jakarta.

Ilker Etikan, S. A. (Vol.3 No.1, 2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics , 2.

Isnaini, S.M. An Analysis on Text Types of Reading Texts in National Examination. A Thesis in UIN Maulana Malik Ibrahim. 2014. Unpublished.

Karen Tankerseley. (2003). The Threads of Reading: Strategies for Literacy Development. Alexandria: Association for Supervision and Curriculum Development.

54

Kebudayaan, K. P. (2018). Permendikbud No. 37 . Jakarta.

L.Stoller, W. G. (2011). Teaching and Researching Reading, second edition. Great Britain: Person Education Limited.

Mecca, S. (2013). Reading Strategies for Science, Second Edition. Huntington Beach: Shell Education.

Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association.

Muijs, D. (2004). Doing Quantitative Research in Education with SPSS. London: Sage Publication.

Muzammil, S. (2016). QAR (Question-Answer Relationship) as an Alternative Strategy to Teaching Reading. Journal of Lingustic, Literature & Language Teaching, 2(2), 115.

Nation, I. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge.

Ngyen Thi Bich, N. B. (2018). The Effects of Question-Answer Relationship Strategy on Efl High School Students’ Reading Comprehension. European Journal of English Language Teaching , 3(4), 34-39.

Nira Erdiana, U. K. (2017). QAR Strategy Implementation for Reading Comprehension of Recount Texts. Studies in Language and Education, 4(2), 247.

Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill.

Rahmadani, N. The Effectiveness of Using Question Answer Relationship (QAR) Strategy Toward Students’ Ability in Reading Comprehension at SMA Al-Azhaar Tulungagung (A Quasi Experimental Research of the Eleventh Graders in Academic Year 2017/2018)”. A Skripsi in IAIN Tulungagung,

Jakarta. 2018. Unpublished.

Raphael, T. E. (2014). Teaching Question Answer Relationship, Revisited. International Reading Association, 39(6), 516-521.

Sahlan, A.G. The Effectiveness of Collaborative Strategic Reading (CSR) Technique on Students’ Reading Comprehension of Descriptive Text. A Skripsi in UIN

Syarif Hidayatullah Jakarta. 2019. Unpublished.

55

Snow, C. E. (2003). Reading for understanding: toward a research and development program in reading comprehension . (London: Guilford Press.

Stoller, W. G. (2013). Teaching and Researching Reading: Second Edition. New York: Routledge.

Stone, R. (2009). Best Practices For Teaching Reading. United States: Corwin Press.

Taffy E.Raphael, K. H. (2005). QAR: Enhancing Comprehension and Test Taking Across Grades and Content Area. International Reading Association, 59(3), 213.

Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning Difficulties. Australia: Springer.

56

(APPENDIX 1) (VALIDITY PRE-TEST & POSTEST)

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 31

Butir soal = 30

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Keterangan: data terurut berdasarkan skor (tinggi ke rendah)

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI PRETEST .ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr

Bobot

1 2 2 26 4 0 26

26

2 26 26 25 5 0 25

25

3 3 3 24 6 0 24

24

4 21 21 24 6 0 24

24

5 23 23 24 6 0 24

24

6 27 27 23 7 0 23

23

7 24 24 22 8 0 22

22

8 1 1 20 10 0 20

20

9 11 11 20 10 0 20

20

10 13 13 20 10 0 20

20

11 16 16 20 10 0 20

20

12 29 29 19 11 0 19

19

13 31 31 19 11 0 19

19

14 6 6 18 12 0 18

18

15 8 8 18 12 0 18

18

16 9 9 18 12 0 18

18

17 19 19 18 12 0 18

18

18 25 25 18 12 0 18

18

19 5 5 17 13 0 17

17

20 12 12 17 13 0 17

17

21 14 14 17 13 0 17

17

57

22 18 18 17 13 0 17

17

23 30 30 17 13 0 17

17

24 7 7 16 14 0 16

16

25 17 17 16 14 0 16

16

26 22 22 16 14 0 16

16

27 4 4 15 15 0 15

15

28 10 10 15 15 0 15

15

29 20 20 14 16 0 14

14

30 28 28 12 18 0 12

12

31 15 15 10 20 0 10

10

RELIABILITAS TES

================

Rata2= 18.55

Simpang Baku= 3.75

KorelasiXY= 0.52

4 21 21 24 1 1 1 1 1 1

-

5 23 23 24 - - 1 1 - 1

1

6 27 27 23 1 - 1 1 - 1

1

7 24 24 22 - - 1 1 - 1

1

8 1 1 20 - 1 1 - 1 -

1

Jml Jwb Benar 5 5 8 7 4 7

7

15 16 17 18 19 20

21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

21

1 2 2 26 1 1 1 1 1 1

-

2 26 26 25 1 - 1 1 1 1

1

3 3 3 24 1 1 1 1 1 -

1

4 21 21 24 1 1 - 1 1 1

-

5 23 23 24 1 1 1 1 1 1

-

58

6 27 27 23 1 1 1 1 1 1

1

7 24 24 22 1 1 1 1 1 1

-

8 1 1 20 - - 1 1 1 -

1

Jml Jwb Benar 7 6 7 8 8 6

4

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27

28

1 2 2 26 1 1 1 1 - 1

1

2 26 26 25 1 1 - 1 - 1

1

3 3 3 24 1 1 1 1 1 -

1

4 21 21 24 1 1 1 1 1 1

1

5 23 23 24 1 1 1 1 1 1

1

6 27 27 23 - 1 1 1 1 1

1

7 24 24 22 1 1 1 1 1 -

1

8 1 1 20 1 1 1 1 1 1

1

Jml Jwb Benar 7 8 7 8 6 6 8

29 30

No.Urut No Subyek Kode/Nama Subyek Skor 29 30

1 2 2 26 - 1

2 26 26 25 1 1

3 3 3 24 1 -

4 21 21 24 1 -

5 23 23 24 1 -

6 27 27 23 1 -

7 24 24 22 1 1

8 1 1 20 1 -

Jml Jwb Benar 7 3

Kelompok Asor

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI PRETEST .ANA

1 2 3 4 5 6

7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6

7

1 7 7 16 - 1 1 1 - -

1

2 17 17 16 1 - 1 - - 1

1

59

3 22 22 16 - - - - - -

-

4 4 4 15 - 1 - 1 1 1

1

5 10 10 15 1 - - - - 1

1

6 20 20 14 1 1 1 - - -

-

7 28 28 12 - 1 - - - 1

1

8 15 15 10 - - - - - 1

1

Jml Jwb Benar 3 4 3 2 1 5

6

8 9 10 11 12 13

14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13

14

1 7 7 16 1 - - 1 - -

-

2 17 17 16 - 1 - 1 - -

1

3 22 22 16 - - - - 1 1

1

4 4 4 15 - 1 - - 1 -

-

5 10 10 15 - - 1 - 1 -

-

6 20 20 14 - - - - - -

1

7 28 28 12 - - 1 1 - -

1

8 15 15 10 - - 1 - - -

-

Jml Jwb Benar 1 2 3 3 3 1

4

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

21

1 7 7 16 1 1 1 - 1 1

-

2 17 17 16 - 1 1 1 1 1

-

3 22 22 16 1 1 1 1 1 1

1

4 4 4 15 1 - 1 1 - 1

-

5 10 10 15 - 1 1 - 1 -

1

6 20 20 14 - 1 - 1 1 1

1

7 28 28 12 - - - - - 1

-

60

8 15 15 10 - 1 - - - 1

-

Jml Jwb Benar 3 6 5 4 5 7

3

22 23 24 25 26 27

28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27

28

1 7 7 16 1 - - 1 1 -

-

2 17 17 16 - 1 - 1 1 -

1

3 22 22 16 1 1 1 - - 1

1

4 4 4 15 1 - - - 1 1

1

5 10 10 15 1 - - 1 1 1

1

6 20 20 14 - 1 1 1 - 1

-

7 28 28 12 1 - - 1 - -

1

8 15 15 10 1 - - - 1 -

1

Jml Jwb Benar 6 3 2 5 5 4

6

29 30

No.Urut No Subyek Kode/Nama Subyek Skor 29 30

1 7 7 16 1 1

2 17 17 16 - -

3 22 22 16 1 -

4 4 4 15 - -

5 10 10 15 1 -

6 20 20 14 1 -

7 28 28 12 1 1

8 15 15 10 1 1

Jml Jwb Benar 6 3

DAYA PEMBEDA

============

Jumlah Subyek= 31

Klp atas/bawah(n)= 8

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI PRETEST .ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP

(%)

1 1 7 3 4

50.00

2 2 8 4 4

50.00

61

3 3 5 3 2

25.00

4 4 7 2 5

62.50

5 5 0 1 -1 -

12.50

6 6 4 5 -1 -

12.50

7 7 8 6 2

25.00

8 8 5 1 4

50.00

9 9 5 2 3

37.50

10 10 8 3 5

62.50

11 11 7 3 4

50.00

12 12 4 3 1

12.50

13 13 7 1 6

75.00

14 14 7 4 3 37.50

15 15 7 3 4

50.00

16 16 6 6 0

0.00

17 17 7 5 2

25.00

18 18 8 4 4

50.00

19 19 8 5 3

37.50

20 20 6 7 -1 -

12.50

21 21 4 3 1

12.50

22 22 7 6 1

12.50

23 23 8 3 5

62.50

24 24 7 2 5

62.50

25 25 8 5 3

37.50

26 26 6 5 1

12.50

27 27 6 4 2

25.00

28 28 8 6 2

25.00

29 29 7 6 1

12.50

30 30 3 3 0

0.00

62

TINGKAT KESUKARAN

=================

Jumlah Subyek= 31

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI PRETEST .ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 21 67.74 Sedang

2 2 22 70.97 Sangat

Mudah

3 3 21 67.74 Sedang

4 4 22 70.97 Sangat

Mudah

5 5 5 16.13 Sukar

6 6 20 64.52 Sedang

7 7 26 83.87 Mudah

8 8 11 35.48 Sedang

9 9 17 54.84 Sedang

10 10 19 61.29 Sedang

11 11 19 61.29 Sedang

12 12 15 48.39 Sedang

13 13 12 38.71 Sedang

14 14 23 74.19 Mudah

15 15 18 58.06 Sedang

16 16 21 67.74 Sedang

17 17 24 77.42 Mudah

18 18 21 67.74 Sedang

19 19 21 67.74 Sedang

20 20 25 80.65 Mudah

21 21 13 41.94 Sedang

22 22 20 64.52 Sedang

23 23 17 54.84 Sedang

24 24 15 48.39 Sedang

25 25 24 77.42 Mudah

26 26 22 70.97 Sangat

Mudah

27 27 19 61.29 Sedang

28 28 27 87.10 Sangat

Mudah

29 29 26 83.87 Mudah

30 30 9 29.03 Sukar

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 31

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI PRETEST .ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0.402 Signifikan

2 2 0.384 Signifikan

3 3 0.271 -

4 4 0.538 Sangat Signifikan

5 5 -0.208 -

63

6 6 -0.127 -

7 7 0.137 -

8 8 0.438 Signifikan

9 9 0.381 Signifikan

10 10 0.352 Signifikan

11 11 0.405 Signifikan

12 12 0.189 -

13 13 0.654 Sangat Signifikan

14 14 0.308 -

15 15 0.410 Signifikan

16 16 0.103 -

17 17 0.373 Signifikan

18 18 0.383 Signifikan

19 19 0.477 Sangat Signifikan

20 20 -0.104 -

21 21 0.140 -

22 22 0.092 -

23 23 0.522 Sangat Signifikan

24 24 0.451 Sangat Signifikan

25 25 0.352 Signifikan

26 26 -0.001 -

27 27 0.298 -

28 28 0.109 -

29 29 0.018 -

30 30 0.059 -

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 31

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI PRETEST .ANA

No Butir Baru No Butir Asli a b c d e *

1 1 1- 21** 2++ 3++ 4- 0

2 2 3+ 4-- 2++ 0-- 22** 0

3 3 2++ 21** 4- 3++ 1- 0

4 4 2++ 3+ 2++ 2++ 22** 0

5 5 24--- 0-- 0-- 5** 2- 0

6 6 2+ 20** 1- 7--- 1- 0

7 7 26** 0-- 1++ 2- 2- 0

8 8 2- 11** 2- 15--- 1-- 0

64

9 9 4++ 7-- 3++ 0-- 17** 0

10 10 2+ 6-- 3++ 19** 1- 0

11 11 3++ 19** 4+ 5- 0-- 0

12 12 0-- 1-- 15--- 15** 0-- 0

13 13 6+ 9-- 1-- 3+ 12** 0

14 14 3+ 2++ 2++ 1- 23** 0

15 15 10--- 18** 0-- 3++ 0-- 0

16 16 21** 4- 2++ 2++ 2++ 0

17 17 3- 24** 3- 0-- 1+ 0

18 18 1- 21** 9--- 0-- 0-- 0

19 19 9--- 0-- 21** 1- 0-- 0

20 20 0-- 2+ 2+ 25** 2+ 0

21 21 8-- 4++ 13** 1-- 5++ 0

22 22 2+ 2+ 1- 6--- 20** 0

23 23 0-- 17** 0-- 13--- 1- 0

24 24 1-- 0-- 2- 15** 13--- 0

25 25 2++ 24** 3- 1+ 1+ 0

26 26 22** 1- 2++ 4-- 2++ 0

27 27 3++ 19** 5- 3++ 1- 0

28 28 0-- 27** 1++ 3--- 0-- 0

29 29 0-- 3--- 26** 1++ 1++ 0

30 30 12--- 3+ 3+ 4+ 9** 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 18.55

Simpang Baku= 3.75

KorelasiXY= 0.52

Reliabilitas Tes= 0.69

Butir Soal= 30

Jumlah Subyek= 31

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI PRETEST .ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign.

Korelasi

1 1 50.00 Sedang 0.402 Signifikan

2 2 50.00 Sangat Mudah 0.384 Signifikan

3 3 25.00 Sedang 0.271 -

4 4 62.50 Sangat Mudah 0.538 Sangat

Signifikan

5 5 -12.50 Sukar -0.208 -

6 6 -12.50 Sedang -0.127 -

7 7 25.00 Mudah 0.137 -

8 8 50.00 Sedang 0.438 Signifikan

9 9 37.50 Sedang 0.381 Signifikan

10 10 62.50 Sedang 0.352 Signifikan

11 11 50.00 Sedang 0.405 Signifikan

65

12 12 12.50 Sedang 0.189 -

13 13 75.00 Sedang 0.654 Sangat

Signifikan

14 14 37.50 Mudah 0.308 -

15 15 50.00 Sedang 0.410 Signifikan

16 16 0.00 Sedang 0.103 -

17 17 25.00 Mudah 0.373 Signifikan

18 18 50.00 Sedang 0.383 Signifikan

19 19 37.50 Sedang 0.477 Sangat

Signifikan

20 20 -12.50 Mudah -0.104 -

21 21 12.50 Sedang 0.140 -

22 22 12.50 Sedang 0.092 -

23 23 62.50 Sedang 0.522 Sangat

Signifikan

24 24 62.50 Sedang 0.451 Sangat

Signifikan

25 25 37.50 Mudah 0.352 Signifikan

26 26 12.50 Sangat Mudah -0.001 -

27 27 25.00 Sedang 0.298 -

28 28 25.00 Sangat Mudah 0.109 -

29 29 12.50 Mudah 0.018 -

30 30 0.00 Sukar 0.059 -

66

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 31

Butir soal = 30

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr

Bobot

1 1 1 20 10 0 20

20

2 2 2 14 16 0 14

14

3 3 3 19 11 0 19

19

4 4 4 20 10 0 20

20

5 5 5 14 16 0 14

14

6 6 6 23 7 0 23

23

7 7 7 29 1 0 29

29

8 8 8 23 7 0 23

23

9 9 9 20 10 0 20

20

10 10 10 18 12 0 18

18

11 11 11 15 15 0 15

15

12 12 12 24 6 0 24

24

13 13 13 21 9 0 21

21

14 14 14 13 17 0 13

13

15 15 15 25 5 0 25

25

16 16 16 22 8 0 22

22

17 17 17 16 14 0 16

16

18 18 18 17 13 0 17

17

19 19 19 22 8 0 22

22

20 20 20 18 12 0 18

18

21 21 21 16 14 0 16

16

22 22 22 11 19 0 11

11

23 23 23 23 7 0 23

23

67

24 24 24 17 13 0 17

17

25 25 25 21 9 0 21

21

26 26 26 15 15 0 15

15

27 27 27 23 7 0 23

23

28 28 28 19 11 0 19

19

29 29 29 18 12 0 18

18

30 30 30 17 13 0 17

17

31 31 31 21 9 0 21

21

RELIABILITAS TES

================

Rata2= 19.16

Simpang Baku= 3.97

KorelasiXY= 0.54

Reliabilitas Tes= 0.70

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor

Total

1 1 1 10 10

20

2 2 2 8 6

14

3 3 3 7 12

19

4 4 4 10 10

20

5 5 5 6 8

14

6 6 6 12 11

23

7 7 7 15 14

29

8 8 8 10 13

23

9 9 9 10 10

20

10 10 10 9 9

18

11 11 11 9 6

15

12 12 12 13 11

24

13 13 13 10 11

21

14 14 14 8 5

13

68

15 15 15 12 13

25

16 16 16 14 8

22

17 17 17 9 7

16

18 18 18 8 9

17

19 19 19 12 10

22

20 20 20 8 10

18

21 21 21 9 7

16

22 22 22 6 5

11

23 23 23 12 11

23

24 24 24 8 9

17

25 25 25 10 11

21

26 26 26 8 7

15

27 27 27 11 12

23

28 28 28 11 8

19

29 29 29 9 9

18

30 30 30 10 7

17

31 31 31 12 9

21

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

1 2 3 4 5 6

7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6

7

1 7 7 29 1 - 1 1 1 1

1

2 15 15 25 1 1 1 1 1 1

1

3 12 12 24 1 1 1 1 - 1

1

4 6 6 23 1 1 1 - 1 -

1

5 8 8 23 1 1 1 1 - 1

-

69

6 23 23 23 - - 1 1 1 -

-

7 27 27 23 1 1 1 - - -

-

8 16 16 22 1 1 1 - 1 -

1

Jml Jwb Benar 7 6 8 5 5 4

5

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13

14

1 7 7 29 1 1 1 1 1 1

1

2 15 15 25 1 - 1 1 - 1

1

3 12 12 24 1 1 1 1 - 1

-

4 6 6 23 1 1 1 1 - -

-

5 8 8 23 - 1 1 1 1 -

-

6 23 23 23 1 1 1 1 - 1

1

7 27 27 23 1 1 1 1 - 1

1

8 16 16 22 - 1 - 1 1 1

1

Jml Jwb Benar 6 7 7 8 3 6

5

15 16 17 18 19 20

21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

21

1 7 7 29 1 1 1 1 1 1

1

2 15 15 25 - 1 - 1 1 1

1

3 12 12 24 - 1 1 1 1 1

1

4 6 6 23 1 1 - 1 1 1

1

5 8 8 23 1 1 - 1 1 1

1

6 23 23 23 1 1 1 1 1 1

1

7 27 27 23 - 1 - 1 1 1

1

8 16 16 22 1 - 1 - 1 1

1

Jml Jwb Benar 5 7 4 7 8 8

8

70

22 23 24 25 26 27

28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27

28

1 7 7 29 1 1 1 1 1 1

1

2 15 15 25 1 1 1 1 1 1

-

3 12 12 24 - 1 1 1 1 1

1

4 6 6 23 1 - 1 1 1 1

1

5 8 8 23 1 - 1 1 1 1

1

6 23 23 23 - 1 1 - 1 1

1

7 27 27 23 1 1 1 1 1 1

1

8 16 16 22 1 - - 1 1 1

1

Jml Jwb Benar 6 5 7 7 8 8

7

29 30

No.Urut No Subyek Kode/Nama Subyek Skor 29 30

1 7 7 29 1 1

2 15 15 25 1 1

3 12 12 24 1 -

4 6 6 23 1 1

5 8 8 23 1 1

6 23 23 23 1 1

7 27 27 23 1 1

8 16 16 22 1 1

Jml Jwb Benar 8 7

Kelompok Asor

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6

7

1 17 17 16 - - 1 1 - -

1

2 21 21 16 1 - 1 - - -

1

3 11 11 15 - - - 1 1 -

1

4 26 26 15 1 - 1 1 1 -

-

5 2 2 14 - 1 - 1 - -

1

6 5 5 14 - 1 - - 1 -

1

7 14 14 13 1 - 1 - 1 1

-

71

8 22 22 11 1 - - 1 1 -

-

Jml Jwb Benar 4 2 4 5 5 1

5

8 9 10 11 12 13

14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13

14

1 17 17 16 - - - - - 1

-

2 21 21 16 1 - - 1 - 1

-

3 11 11 15 - 1 - 1 - 1

-

4 26 26 15 1 1 1 - - 1

-

5 2 2 14 - - 1 - - 1

-

6 5 5 14 1 - - - - 1

-

7 14 14 13 - - - 1 - 1

-

8 22 22 11 - 1 - - - -

-

Jml Jwb Benar 3 3 2 3 0 7

0

15 16 17 18 19 20

21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

21

1 17 17 16 1 1 1 1 1 1

1

2 21 21 16 - 1 1 1 1 1

-

3 11 11 15 - 1 - - 1 1

-

4 26 26 15 1 1 - 1 - -

1

5 2 2 14 1 - - 1 1 1

1

6 5 5 14 1 - - 1 - 1

-

7 14 14 13 1 1 1 - - -

1

8 22 22 11 1 - - 1 - -

1

Jml Jwb Benar 6 5 3 6 4 5

5

22 23 24 25 26 27

28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27

28

72

1 17 17 16 1 - 1 - - 1

1

2 21 21 16 1 - 1 - 1 1

-

3 11 11 15 1 1 1 - - 1

1

4 26 26 15 - - 1 - - -

-

5 2 2 14 - - - 1 - 1

-

6 5 5 14 - - 1 1 1 -

1

7 14 14 13 1 - 1 - 1 -

-

8 22 22 11 - - 1 - 1 1

-

Jml Jwb Benar 4 1 7 2 4 5

3

29 30

No.Urut No Subyek Kode/Nama Subyek Skor 29 30

1 17 17 16 1 -

2 21 21 16 1 -

3 11 11 15 1 -

4 26 26 15 1 1

5 2 2 14 1 1

6 5 5 14 1 1

7 14 14 13 - -

8 22 22 11 - 1

Jml Jwb Benar 6 4

DAYA PEMBEDA

============

Jumlah Subyek= 31

Klp atas/bawah(n)= 8

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP

(%)

1 1 7 4 3

37.50

2 2 6 2 4

50.00

3 3 8 4 4

50.00

4 4 5 5 0

0.00

5 5 5 5 0

0.00

6 6 4 1 3

37.50

7 7 5 5 0

0.00

73

8 8 6 3 3

37.50

9 9 7 3 4

50.00

10 10 7 2 5

62.50

11 11 8 3 5

62.50

12 12 3 0 3

37.50

13 13 6 7 -1 -

12.50

14 14 5 0 5

62.50

15 15 5 6 -1 -

12.50

16 16 7 5 2

25.00

17 17 4 3 1

12.50

18 18 7 6 1 12.50

19 19 8 4 4

50.00

20 20 8 5 3

37.50

21 21 8 5 3

37.50

22 22 6 4 2

25.00

23 23 5 1 4

50.00

24 24 7 7 0

0.00

25 25 7 2 5

62.50

26 26 8 4 4

50.00

27 27 8 5 3

37.50

28 28 7 3 4

50.00

29 29 8 6 2

25.00

30 30 7 4 3

37.50

TINGKAT KESUKARAN

=================

Jumlah Subyek= 31

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 21 67.74 Sedang

2 2 17 54.84 Sedang

74

3 3 23 74.19 Mudah

4 4 18 58.06 Sedang

5 5 17 54.84 Sedang

6 6 10 32.26 Sedang

7 7 18 58.06 Sedang

8 8 23 74.19 Mudah

9 9 18 58.06 Sedang

10 10 17 54.84 Sedang

11 11 19 61.29 Sedang

12 12 3 9.68 Sangat

Sukar

13 13 26 83.87 Mudah

14 14 10 32.26 Sedang

15 15 17 54.84 Sedang

16 16 27 87.10 Sangat

Mudah

17 17 13 41.94 Sedang

18 18 25 80.65 Mudah

19 19 26 83.87 Mudah

20 20 27 87.10 Sangat

Mudah

21 21 24 77.42 Mudah

22 22 20 64.52 Sedang

23 23 12 38.71 Sedang

24 24 28 90.32 Sangat

Mudah

25 25 18 58.06 Sedang

26 26 25 80.65 Mudah

27 27 27 87.10 Sangat

Mudah

28 28 17 54.84 Sedang

29 29 27 87.10 Sangat

Mudah

30 30 21 67.74 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 31

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0.402 Signifikan

2 2 0.384 Signifikan

3 3 0.271 -

4 4 0.538 Sangat Signifikan

5 5 -0.208 -

6 6 -0.127 -

7 7 0.137 -

8 8 0.438 Signifikan

9 9 0.381 Signifikan

10 10 0.352 Signifikan

11 11 0.405 Signifikan

12 12 0.189 -

13 13 0.654 Sangat Signifikan

75

14 14 0.308 -

15 15 0.410 Signifikan

16 16 0.103 -

17 17 0.373 Signifikan

18 18 0.383 Signifikan

19 19 0.477 Sangat Signifikan

20 20 -0.104 -

21 21 0.140 -

22 22 0.092 -

23 23 0.522 Sangat Signifikan

24 24 0.451 Sangat Signifikan

25 25 0.352 Signifikan

26 26 -0.001 -

27 27 0.298 -

28 28 0.109 -

29 29 0.018 -

30 30 0.059 -

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 31

Butir Soal= 30

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

No Butir Baru No Butir Asli a b c d e *

1 1 4- 3++ 3++ 21** 0-- 0

2 2 2+ 3++ 3++ 17** 6- 0

3 3 1- 4-- 23** 2++ 1- 0

4 4 2+ 3++ 5- 18** 3++ 0

5 5 17** 3++ 1- 3++ 7-- 0

6 6 10** 12--- 4++ 1-- 4++ 0

7 7 4++ 5- 18** 2+ 2+ 0

8 8 23** 2++ 3+ 3+ 0-- 0

9 9 18** 4++ 5- 3++ 1- 0

10 10 1- 17** 1- 11--- 1- 0

11 11 8--- 2+ 19** 0-- 2+ 0

12 12 14-- 4+ 2- 3** 8++ 0

13 13 2- 2- 26** 0-- 1++ 0

14 14 1-- 10-- 8- 10** 2- 0

15 15 4++ 4++ 0-- 17** 6- 0

16 16 0-- 0-- 3--- 27** 1++ 0

76

17 17 0-- 4++ 12--- 13** 2- 0

18 18 2+ 25** 1+ 2+ 1+ 0

19 19 2- 26** 2- 1++ 0-- 0

20 20 27** 3--- 1++ 0-- 0-- 0

21 21 3- 24** 1+ 2++ 1+ 0

22 22 4+ 2+ 20** 4+ 1- 0

23 23 7+ 7+ 0-- 12** 5++ 0

24 24 0-- 1+ 1+ 1+ 28** 0

25 25 11--- 0-- 2+ 0-- 18** 0

26 26 1+ 3-- 25** 0-- 2+ 0

27 27 2-- 0-- 1++ 1++ 27** 0

28 28 5+ 0-- 3++ 6- 17** 0

29 29 2-- 27** 1++ 1++ 0-- 0

30 30 0-- 21** 4- 4- 2++ 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 19.16

Simpang Baku= 3.97

KorelasiXY= 0.54

Reliabilitas Tes= 0.70

Butir Soal= 30

Jumlah Subyek= 31

Nama berkas: C:\USERS\LENOVO\DOCUMENTS\VALIDASI POSTETST .ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign.

Korelasi

1 1 37.50 Sedang 0.276 -

2 2 50.00 Sedang 0.154 -

3 3 50.00 Mudah 0.440 Signifikan

4 4 0.00 Sedang 0.085 -

5 5 0.00 Sedang 0.071 -

6 6 37.50 Sedang 0.449 Signifikan

7 7 0.00 Sedang 0.203 -

8 8 37.50 Mudah 0.327 -

9 9 50.00 Sedang 0.303 -

10 10 62.50 Sedang 0.519 Sangat

Signifikan

11 11 62.50 Sedang 0.355 Signifikan

12 12 37.50 Sangat Sukar 0.462 Sangat

Signifikan

13 13 -12.50 Mudah -0.049 -

14 14 62.50 Sedang 0.555 Sangat

Signifikan

15 15 -12.50 Sedang -0.062 -

16 16 25.00 Sangat Mudah 0.386 Signifikan

17 17 12.50 Sedang 0.116 -

77

18 18 12.50 Mudah 0.146 -

19 19 50.00 Mudah 0.580 Sangat

Signifikan

20 20 37.50 Sangat Mudah 0.509 Sangat

Signifikan

21 21 37.50 Mudah 0.220 -

22 22 25.00 Sedang 0.290 -

23 23 50.00 Sedang 0.527 Sangat

Signifikan

24 24 0.00 Sangat Mudah 0.014 -

25 25 62.50 Sedang 0.521 Sangat

Signifikan

26 26 50.00 Mudah 0.376 Signifikan

27 27 37.50 Sangat Mudah 0.410 Signifikan

28 28 50.00 Sedang 0.320 -

29 29 25.00 Sangat Mudah 0.312 -

30 30 37.50 Sedang 0.258 -

78

(APPENDIX 2) RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

For Experimental Class

Satuan Pendidikan : SMA Negeri 04 Kota Tangerang Selatan.

Mata Pelajaran : Bahasa Inggris

Kelas/semester : XI/1

Materi Pokok : ExplanationText

Alokasi Waktu : 6 x 45 menit

Pertemuan ke : 1-3 (Eksperimental Class)

A. KOMPETENSI INTI

K1: Menghargai dan menghayati ajaran agama yang dianutnya.

K2: Menunjukan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong,

kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap

sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif

dengan lingkungan sosial dan alam, serta dalam menempatkan diri sebagai cerminan

bangsa dalam pergaulan dunia.

K3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,

prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

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

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan

bakat dan minatnya untuk memecahkan masalah.

K4: Mengolah, menalar, dan menyaji, dalam ranah kongkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri bertindak

secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

79

B. KOMPETENSI DASAR DAN INDIKATOR

KOMPETENSI DASAR INDIKATOR

3.8 Membedakan fungsi sosial,

struktur teks, dan unsure

kebahasaan beberapa teks

explanation lisan dan tulis dengan

memberi dan meminta informasi

terkait gejala alam atau sosial yang

tercakup dalam mata pelajaran lain

di kelas XI, sesuai dengan konteks

penggunaannya.

3.8.1 Menjelaskan definisi dan fungsi sosial dari

teks explanation.

3.8.2 Menjelaskan generic structure teks

explanation (Title, general statement,

sequenced of explanation, dan Closing)

3.8.3 Menentukan generic structure pada sebuah

teks explanation

3.8.4 Menjelaskan language feature pada sebuah

teks explanation

3.8.5 Mencontohkan language feature pada

sebuah teks explanation

3.8.6 Menentukan judul teks ekplanasi

3.8.7 Mengidentifikasi main idea dalam sebuah

teks explanation

3.8.8 Menganalisis proses terjadinya suatu gejala

alam dalam sebuah teks explanation

3.8.9 Menyimpulkan penyebab dan solusi

terjadinya suatu gejala alam dalam sebuah

teks explanation.

4.8 Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsure

kebahasaan teks explanation lisan

dan tulis, terkait gejala alam atau

sosial yang tercakup dalam mata

pelajaran lain di kelas XI.

4.8.1 Menyusun teks acak sesuai urutan generic

structure pada teks ekplanasi.

4.8.2 Menulis main idea dari setiap paragraph dan

language feature teks explanation

4.8.3 Menulis poin penting penyebab dan solusi

suatu gejala alam secara kontekstual

4.8.4 Menjabarkan informasi terkait isi teks

explanation dengan cara menjawab

sejumlah pertanyaan yang tersedia

80

C. TUJUAN PEMBELAJARAN

Dengan metode pendekatan Scientific Approach peserta didik dapat menghayati dan

mengamalkan ajaran agama yang dianutnya serta dilandasi oleh sikap jujur, disiplin,

tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif

dan pro-aktif dalam membedakan dan menangkap makna secara kontekstual terkait

fungsi sosial, struktur teks, dan unsur kebahasaan teks explanation lisan dan tulis terkait

gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai

dengan konteks penggunaannya.

D. METODE PEMBELAJARAN

1. Pendekatan : Scientific Approach

2. Strategi Pembelajaran : Question-Answer Relationship Strategy

3. Metode Pembelajaran : Observe-Practice

E. MATERI PEMBELAJARAN

Pertemuan 1

1. Definisi Teks Explanation

Explanation is a text which tells processes relating to forming of natural, social,

scientific and cultural phenomena. Explanation text is to say ‘why’ and ‘how’ of the

forming of the phenomena. It is often found in science, geography and history text books.

2. Tujuan Explanation text

The purpose of Explanation is a text which tells processes relating to forming of

natural, social, scientific, and cultural phenomena. To explain how or why something

happens.

3. Generic sturcture Explanation text

a. Title

Explanation text has a title that prepares and leads the reader to the text. This can

appear in variety of form, form a heading that names the action to a how and why

question that is to be answered by the explanation.

b. General statement

Stating the phenomenon issues which are to be explained.

81

c. Sequenced of explanation

Stating a series of steps which explain the phenomena.

d. Closing

Actually this is not mentioned in explanation text, however, many people think

that the last of paragraph is clossing, in which it is actually part of sequenced

explanation.

Pertemuan 2 & 3

4. Language feature of Explanation Text

a. Using simple present tense (come, catch, etc).

b. Using action verb (grow, wide, etc).

c. Use time conjunction (when, then, suddenly, etc).

d. Use of technical terms (Nuclear and electromagnetic radiation).

e. Use adverbial phrases (very quickly, extremely slowly, etc).

f. Use general and abstract nouns (Bacteria, fungi, heat, etc)

g. Usually the subject is not human (Rain, snow, etc)

h. Use passive voice

5. Topik

Proses terjadinya suatu peristiwa, fenomena alam, perkembangan teknologi, dsb.

The example of explanation Text

FLOODS

Floods are natural occurrences where an area or land that is normally dry abruptly

becomes submerged in water. In simple terms, flood can be defined as an overflow of large

quantities of water onto a normally dry land. Flooding happens in many ways due to overflow

of streams, rivers, lakes or oceans or as a result of excessive rain.

Whenever flooding takes place, there is the possibility of loss of life, hardship to

people, and extensive damage to property. This is because flooding can carry bridges, cars,

houses, and even people. Flooding also destroys crops and can wipe away trees and other

important structures on land. Some floods occur abruptly and recede quickly whereas others

take several days or even months to form and to recede because of variation in size, duration,

and the area affected.

82

Floods can be caused by two things, can result from human activity or natural

phenomena result from the extreme form of prolonged rain. The main cause of most of the

flooding is the excessive rainfall. The rain may occur seasonally-region covering large areas,

or from local storm producing rainfall of high intensity. Most floods are caused by the

processes of the atmosphere or the ocean and high speed air currents. Melting snow (happens

in the 4-seasons State) is another major cause of flooding.

On the other hand, human activities can also be a potential disaster such as floods and

forest logging that is getting crowded. For the classically logging, though not exactly true, the

main suspect of flooding are farmers, who cut down forests in upstream watershed.

Settlement and compacting the soil does not give a chance of rain water to seep into the

ground. Most water, then flow on the ground. Moreover, the river is supported by an

increasingly shallow and narrow river crowded with inhabitants, and the blockage of water

upstream area. Then came the flood. In fact, once the flood happens in an area, the next flood

will be easier again. Because the pore surface covered with mud so that the soil water is not

able to penetrate.

F. MEDIA dan ALAT PEMBELAJARAN

1. Media

- Power point

- Gambar

- Teks Explanation (print out)

- Teks Explanation acak (print out)

2. Alat

- Laptop

- Proyektor

3. Sumber belajar

- Buku Siswa Bahasa Inggris Kelas XI SMA/MA/SMK/MAK edisi revisi 2017,

Kementerian Pendidikan dan Kebudayaan, Jakarta.

- http://britishcourse.com/explanation-text-definition-generic-structures-purposes-

language-features.php

- https://www.academia.edu/9217966/Text_Explanation_Global_Warming

- https://blog.ruangguru.com/apa-saja-aspects-of-explanation-text

- Sumber lain yang relevan

83

G. LANGKAH-LANGKAH PEMBELAJARAN

Pertemuan 1

Indikator :

3.8.1 Menjelaskan definisi dan fungsi sosial dari teks explanation.

3.8.2 Menjelaskan generic structure teks explanation (Title, general statement, sequenced

of explanation, dan Closing)

3.8.3 Menentukan generic structure pada sebuah teks explanation

4.8.1 Menyusun teks acak sesuai urutan generic structure pada teks ekplanasi.

Kegiatan Deskripsi Kegiatan Alokasi

waktu

Model

Pembelajaran

Kegiatan awal

(15 menit)

1. Greetings dan mengabsen siswa.

2. Brain Storming, dengan cara guru

mengajukan pertanyaan kepada

siswa tentang materi sebelumnya

3. Guru menyampaikan tujuan

pembelajaran.

5 menit

5 menit

5 menit

Inti

(65 menit)

1. Guru menjelaskan pengertian,

fungsi dan generic structures yang

digunakan dalam sebuah teks

explanation.

2. Guru membagi siswa menjadi

beberapa kelompok (terdiri dari 5-6

orang perkelompok)

3. Setelah itu guru menjelaskan QAR

Strategy.

4. Guru memperkenalkan dua tingkat

pertanyaan "In the text" dan "in my

head".

5. Guru memperkenalkan dua jenis

pertanyaan di setiap tingkat dan

menjelaskan di mana siswa dapat

(observing)

(observing)

(experimenting)

(experimenting)

(observing)

84

menemukan jawabannya.

6. Kemudian, guru memberikan

lembaran teks explanation.

7. Guru menayangkan gambar

phenomena alam melalui power

point.

8. Untuk mengaktifkan pengetahuan

siswa sebelumnya, guru

mengusulkan pertanyaan “On My

Own”, “Apa yang sudah Anda

ketahui dari judul”

9. Beberapa siswa akan mengangkat

tangan mereka untuk memberikan

tanggapan, memprediksi atau

menjawab pertanyaan guru.

10. Guru juga meminta siswa

untuk memprediksi apa yang akan

mereka temukan dalam teks dengan

mengajukan pertanyaan dari

kategori Penulis dan Saya “Apa

kira-kira isi tentang teks tersebut”

11. Kemudian, guru meminta

siswa untuk membaca dan

memahami makna dari teks

explanation tersebut.

12. Guru memberi siswa satu dari

setiap jenis pertanyaan untuk setiap

bagian QAR dalam bentuk essay.

13. Guru meminta siswa untuk

mengkategorikan pertanyaan sesuai

dengan jenis strategi QAR..

14. Guru meminta siswa untuk

menjelaskan alasan hasil

(communicating)

(experimenting)

(experimenting)

(communicating)

85

mengkategorikan pertanyaan

tersebut.

15. Kemudian guru membimbing

siswa untuk menemukan

jawabannya.

16. Setelah selesai guru

mendiskusikan ulang jawaban

tersebut.

Kegiatan akhir

(10 menit)

1. Guru memberikan feedback kepada

siswa.

2. Guru menyimpulkan informasi dan

pelajaran yang dapat dari

informasi tentang.

3. Siswa diberikan kesempatan untuk

bertanya tentang hal yang belum

dipahaminya.

4. Guru menutup kelas dengan berdoa

dan mengucap salam.

4 menit

3 menit

2 Menit

1 menit

Pertemuan 2

Indikator:

3.8.4 Menjelaskan language feature pada sebuah teks explanation

3.8.5 Mencontohkan language feature pada sebuah teks explanation

3.8.6 Menentukan judul teks ekplanasi

3.8.7 Mengidentifikasi main idea dalam sebuah teks explanation

4.8.3 Menulis main idea dari setiap paragraph dan language feature teks explanation

Kegiatan Deskripsi Kegiatan Alokasi

waktu

Model

Pembelajaran

Kegiatan awal

(15 menit)

1. Greetings dan mengabsen siswa.

2. Brain Storming, guru menanyakan

seputar materi sebelumnya.

3. Guru menyampaikan tujuan

5 Menit

5 Menit

5 Menit

86

pembelajaran.

Inti

(65 menit)

1. Guru menjelaskan language feature

yang digunakan dalam sebuah teks

explanation.

1. Guru membagi siswa menjadi

beberapa kelompok (terdiri dari 5-6

orang perkelompok)

2. Setelah itu guru mengulas ulang

penjalasan QAR Strategy.

3. Kemudian, guru memberikan

lembaran teks explanation.

4. Guru menayangkan gambar

phenomena alam melalui power

point.

5. Untuk mengaktifkan pengetahuan

siswa sebelumnya, guru

mengusulkan pertanyaan “On My

Own”, “Apa yang sudah Anda

ketahui dari judul”

6. Beberapa siswa akan mengangkat

tangan mereka untuk memberikan

tanggapan, memprediksi atau

menjawab pertanyaan guru.

7. Guru juga meminta siswa untuk

memprediksi apa yang akan

mereka temukan dalam teks dengan

mengajukan pertanyaan dari

kategori Penulis dan Saya “Apa

kira-kira isi tentang teks tersebut”

8. Kemudian, guru meminta siswa

untuk membaca dan memahami

makna dari teks explanation

tersebut.

(observing)

(observing)

(experimenting)

(observing)

(communicating)

(experimenting)

(communicating)

87

2. Guru meminta siswa untuk menulis

main idea dari setiap paragraph

serta language feature teks

explanation.

9. Dan guru juga memberi soal

pilihan ganda kepada siswa.

10. Guru meminta siswa untuk

mengkategorikan pertanyaan sesuai

dengan jenis strategi QAR..

11. Guru meminta siswa untuk

menjelaskan alasan hasil

mengkategorikan pertanyaan.

12. Kemudian guru membimbing

siswa untuk menemukan

jawabannya.

13. Setelah selesai guru

mendiskusikan ulang jawaban

tersebut

Kegiatan akhir

(10 menit)

1. Guru memberikan feedback kepada

siswa.

2. Guru menyimpulkan informasi dan

pelajaran yang dapat dari informasi

tentang.

3. Siswa diberikan kesempatan untuk

bertanya tentang hal yang belum

dipahaminya.

4. Guru menutup kelas dengan berdoa

dan mengucap salam.

4 menit

3 menit

2 Menit

1 menit

Pertemuan 3

Indikator:

3.8.8 Menganalisis proses terjadinya suatu gejala alam dalam sebuah teks explanation

88

3.8.9 Menyimpulkan penyebab dan solusi terjadinya suatu gejala alam dalam sebuah teks

explanation.

4.8.3 Menulis poin penting penyebab dan solusi suatu gejala alam secara kontekstual.

4.8.4 Menjabarkan informasi terkait isi teks explanation dengan cara menjawab sejumlah

pertanyaan yang tersedia.

Kegiatan Deskripsi Kegiatan Alokasi

waktu

Model

Pembelajaran

Kegiatan awal

(15 menit)

1. Greetings dan mengabsen siswa.

2. Brain Storming, guru mengulas

materi sebelumnya

3. Guru menyampaikan tujuan

pembelajaran.

5 menit

5 menit

Inti

(60 menit)

1. Guru mengulas lagi tentang QAR

strategy

2. Guru memberikan lembaran teks

explanation.

3. Guru menayangkan gambar

phenomena alam melalui power

point.

4. Untuk mengaktifkan pengetahuan

siswa sebelumnya, guru

mengusulkan pertanyaan “On My

Own”, “Apa yang sudah Anda

ketahui dari judul”

5. Beberapa siswa akan mengangkat

tangan mereka untuk memberikan

tanggapan, memprediksi atau

menjawab pertanyaan guru.

6. Guru juga meminta siswa untuk

memprediksi apa yang akan mereka

temukan dalam teks dengan

mengajukan pertanyaan dari

(observing)

(communicating)

(experimenting)

(experimenting)

(experimenting)

89

kategori Penulis dan Saya “Apa

kira-kira isi tentang teks tersebut”

7. Kemudian, guru meminta siswa

untuk membaca dan memahami

makna dari teks explanation

tersebut.

14. Dan guru juga memberi soal

pilihan ganda kepada siswa.

15. Guru meminta siswa untuk

mengkategorikan pertanyaan sesuai

dengan jenis strategi QAR..

16. Guru meminta siswa untuk

menjelaskan alasan hasil

mengkategorikan pertanyaan.

17. Kemudian guru membimbing

siswa untuk menemukan

jawabannya.

18. Setelah selesai guru

mendiskusikan ulang jawaban

tersebut.

Kegiatan akhir

(10 menit)

1. Guru memberikan feedback kepada

siswa.

2. Guru menyimpulkan informasi dan

pelajaran yang dapat dari informasi

tentang.

3. Siswa diberikan kesempatan untuk

bertanya tentang hal yang belum

dipahaminya.

4. Guru menutup kelas dengan berdoa

dan mengucap salam.

5 menit

3 menit

1 menit

1 menit

H. PENILAIAN

No. Kinds Lines Instrument/Activity

90

1. Assignment Activity Reading, discussing, question-answer about

Explanation Text.

2.

Exercise Tests Meeting 1

1. Short Essay

The tests will be provided in the form of short essay

tottaling 5 items.

Meeting 2

1. Writing

Write main idea for each paragraph and language

feature explanation text.

2. Multiple Choice.

The tests will be provided in the form of multiple

choice tottaling 10 items for one group.

Meeting 3

1. Multiple Choice.

The tests will be provided in the form of multiple

choice tottaling 10 items for each students.

I. PENILAIAN

a. Teknik Penilaian: 1. Penilaian Sikap :Observasi/pengamatan 2. Penilaian Pengetahuan : Tes Tertulis dan Penugasan 3. Penilaian Keterampilan : Praktek

b. Instrumen penilaian : a. Sikap (Terlampir)

b. Pengetahuan (Terlampir)

c. Keterampilan (Terlampir

Jakarta, 4 November 2019

Mengetahui,

Guru Pengampu Bahasa Inggris Pengajar

91

Dra. Hj. Anita Dardanela Mabruka Zakirah Azzahra

NIP. 19650320 199702 200 1 NIM. 11150140000018

Lampiran Penilaian

a. Format Penilaian Sikap Spiritual, Sikap Sosial, Pengetahuan dan Keterampilan

1. Penilaian Aspek Sikap Spiritual

No Nama

Kriteria Penilaian Sikap Spiritual

Siswa berdoa

sebelum

pembelajaran

dimulai

Siswa menjawab

salam dari guru

Siswa mensyukuri

anugerah tuhan dengan

konsisten menggunakan

bahasa indonesia

1 2 3 1 2 3 1 2 3

1

2

3

4

5

2. Penilaian Aspek Sikap Sosial

No Nama

Kriteria Penilaian Sikap Sosial

Siswa bertanggung

jawab dalam

proses

pembelajaran

tentang teks

explanation

Siswa responsif

terhadap

pembelajaran teks

explanation

Siswa proaktif dan

disiplin dalam

pembelajaran tentang

teks explanation

1 2 3 1 2 3 1 2 3

92

1

2

3

4

5

3. Penilaian Aspek Pengetahuan dan Keterampilan

Indikator

PencapaianKompeten

si

Teknik

Peni

laia

n

Bentuk

Instru

men

Instrumen/Soal

Mampu menjawab soal tertulis dari teks Explanation Text.

Objectiv

e

test

Short

Essay

Pilihan

Ganda

Pertanyaan-pertanyaan terkait definisi, fungsi sosial, struktur teks, unsur-unsur kebahasaan teks, dan isi informasi di dalam teks Explanation Text.

Pedoman Penskoran

a. Petunjuk penilaian soal Essay

No Butir Pertanyaan Bobot Soal

Kriteria Pensekoran Nilai Akhir

0 5 10 15 20 1 Where landslides can occur? 20

2 What the purpose of the text? 20

3 From the text what is the

solution to prevent landslides? 20

4 Mentions of three factors

causing landslides! 20

5 Have you ever experienced / 20

93

seen a landslide? Tell me, how do you feel?

Jumlah skor maksimal = 100 Nilai = Skor yang diperoleh x 100

Skor maksimum

b. Rubrik penilaian soal essay Pertemuan 1

Skor 20 Jika peserta didik mampu menjawab dengan jelas/ tepat sesuai dengan kajian teori pada buku pembelajaran

Skor 15 Jika peserta didik mampu menjawab dengan jelas/ mendekati sesuai dengan kajian teori pada buku pembelajaran

Skor 10 Jika peserta menjawab tidak terlalu jelas/ tepat sesuai dengan kajian teori pada buku pembelajaran

Skor 5 Jika peserta didik menjawab tidak sesuai dengan kajian teori pada buku pembelajaran

Skor 0 Jika peserta didik tidak menjawab satupun pertanyaan yang diberikan

c. Petunjuk Penilaian Soal Pilihan Ganda Pertemuan 2

Nomor Soal Bobot Soal 1-20 5

Jumlah Skor Maksimal 100 Jika benar

mendapatkan skor 5

Jika Salah mendapatkan skor

0

Pertemuan 3

Nomor Soal Bobot Soal 1-10 10

Jumlah Skor Maksimal 100 Jika benar

mendapatkan skor 5

Jika Salah 0

94

mendapatkan skor

Penentuan Nilai

Nilai = N = Skor perolehan x 100

Jumlah Soal

94

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

For Control Class

Satuan Pendidikan : SMA Negeri 04 Pondok Ranji, Kota Tangerang Selatan.

Mata Pelajaran : Bahasa Inggris

Kelas/semester : XI/1

Materi Pokok : Explanation Text

Alokasi Waktu : 6 x 45 menit

Pertemuan ke : 1-3 (Controlled Class)

I. KOMPETENSI INTI

K1: Menghargai dan menghayati ajaran agama yang dianutnya.

K2: Menunjukan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong,

kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap

sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif

dengan lingkungan sosial dan alam, serta dalam menempatkan diri sebagai cerminan

bangsa dalam pergaulan dunia.

K3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, dan

prosedural bedasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan kejadian serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

K4: Mengolah, menalar, dan menyaji, dalam ranah kongkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan mampu

menggunakan metoda sesuai kaidah keilmuan.

95

J. KOMPETENSI DASAR

KOMPETENSI DASAR INDIKATOR

3.8 Membedakan fungsi sosial,

struktur teks, dan unsure

kebahasaan beberapa teks

explanation lisan dan tulis dengan

memberi dan meminta informasi

terkait gejala alam atau sosial yang

tercakup dalam mata pelajaran lain

di kelas XI, sesuai dengan konteks

penggunaannya.

3.8.1 Menjelaskan definisi dan fungsi sosial dari

teks explanation.

3.8.2 Menjelaskan generic structure teks

explanation (Title, general statement,

sequenced of explanation, dan Closing)

3.8.3 Menentukan generic structure pada sebuah

teks explanation

3.8.4 Menjelaskan language feature pada sebuah

teks explanation

3.8.5 Mencontohkan language feature pada

sebuah teks explanation

3.8.6 Menentukan judul teks ekplanasi

3.8.7 Mengidentifikasi main idea dalam sebuah

teks explanation

3.8.8 Menganalisis proses terjadinya suatu gejala

alam dalam sebuah teks explanation

4.8 Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsure

kebahasaan teks explanation lisan

dan tulis, terkait gejala alam atau

sosial yang tercakup dalam mata

pelajaran lain di kelas XI.

4.8.1 Menulis main idea dari setiap paragraph dan

language feature teks explanation

4.8.2 Menulis poin penting penyebab dan solusi

suatu gejala alam secara kontekstual

4.8.3 Menjabarkan informasi terkait isi teks

explanation dengan cara menjawab

sejumlah pertanyaan yang tersedia

K. TUJUAN PEMBELAJARAN

Dengan metode pendekatan Scientific Approach peserta didik dapat menghayati dan

mengamalkan ajaran agama yang dianutnya serta dilandasi oleh sikap jujur, disiplin,

tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif

96

dan pro-aktif dalam membedakan dan menangkap makna secara kontekstual terkait

fungsi sosial, struktur teks, dan unsur kebahasaan teks explanation lisan dan tulis terkait

gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai

dengan konteks penggunaannya.

L. METODE PEMBELAJARAN

1. Pendekatan : Scientific Approach

2. Metode pembelajaran : Silent Reading Method

M. MATERI PEMBELAJARAN

Pertemuan 1

6. Definisi Teks Explanation

Explanation is a text which tells processes relating to forming of natural,

social, scientific and cultural phenomena. Explanation text is to say ‘why’ and ‘how’

of the forming of the phenomena. It is often found in science, geography and history

text books.

7. Tujuan Explanation text

The purpose of Explanation is a text which tells processes relating to forming of

natural, social, scientific, and cultural phenomena. To explain how or why something

happens.

8. Generic sturcture Explanation text

e. Title

Explanation text has a title that prepares and leads the reader to the text. This can

appear in variety of form, form a heading that names the action to a how and why

question that is to be answered by the explanation.

f. General statement

Stating the phenomenon issues which are to be explained.

g. Sequenced of explanation

Stating a series of steps which explain the phenomena.

h. Closing

97

Actually this is not mentioned in explanation text, however, many people think

that the last of paragraph is clossing, in which it is actually part of sequenced

explanation.

Pertemuan 2 & 3

9. Language feature of Explanation Text

i. Using simple present tense (come, catch, etc).

j. Using action verb (grow, wide, etc).

k. Use time conjunction (when, then, suddenly, etc).

l. Use of technical terms (Nuclear and electromagnetic radiation).

m. Use adverbial phrases (very quickly, extremely slowly, etc).

n. Use general and abstract nouns (Bacteria, fungi, heat, etc)

o. Usually the subject is not human (Rain, snow, etc)

p. Use passive voice

10. Topik

Proses terjadinya suatu peristiwa, fenomena alam, perkembangan teknologi, dsb.

The example of explanation Text

FLOODS

Floods are natural occurrences where an area or land that is normally dry abruptly

becomes submerged in water. In simple terms, flood can be defined as an overflow of large

quantities of water onto a normally dry land. Flooding happens in many ways due to overflow

of streams, rivers, lakes or oceans or as a result of excessive rain.

Whenever flooding takes place, there is the possibility of loss of life, hardship to

people, and extensive damage to property. This is because flooding can carry bridges, cars,

houses, and even people. Flooding also destroys crops and can wipe away trees and other

important structures on land. Some floods occur abruptly and recede quickly whereas others

take several days or even months to form and to recede because of variation in size, duration,

and the area affected.

Floods can be caused by two things, can result from human activity or natural

phenomena result from the extreme form of prolonged rain. The main cause of most of the

flooding is the excessive rainfall. The rain may occur seasonally-region covering large areas,

or from local storm producing rainfall of high intensity. Most floods are caused by the

98

processes of the atmosphere or the ocean and high speed air currents. Melting snow (happens

in the 4-seasons State) is another major cause of flooding.

On the other hand, human activities can also be a potential disaster such as floods and

forest logging that is getting crowded. For the classically logging, though not exactly true, the

main suspect of flooding are farmers, who cut down forests in upstream watershed.

Settlement and compacting the soil does not give a chance of rain water to seep into the

ground. Most water, then flow on the ground. Moreover, the river is supported by an

increasingly shallow and narrow river crowded with inhabitants, and the blockage of water

upstream area. Then came the flood. In fact, once the flood happens in an area, the next flood

will be easier again. Because the pore surface covered with mud so that the soil water is not

able to penetrate.

N. MEDIA DAN ALAT PEMBELAJARAN

4. Media

- Power point

- Gambar

- Teks explanation (print out)

5. Alat

- Laptop

- Proyektor

6. Sumber belajar

- Buku Siswa Bahasa Inggris Kelas XI SMA/MA/SMK/MAK edisi revisi 2017,

Kementerian Pendidikan dan Kebudayaan, Jakarta.

- http://britishcourse.com/explanation-text-definition-generic-structures-purposes-

language-features.php

- https://www.academia.edu/9217966/Text_Explanation_Global_Warming

- https://blog.ruangguru.com/apa-saja-aspects-of-explanation-text

- Sumber lain yang relevan

O. LANGKAH-LANGKAH PEMBELAJARAN

Pertemuan 1

Indikator :

3.8.1 Menjelaskan definisi dan fungsi sosial dari teks explanation.

99

3.8.2 Menjelaskan generic structure teks explanation (Title, general statement, sequenced

of explanation, dan Closing)

3.8.3 Menentukan generic structure pada sebuah teks explanation

Kegiatan

Deskripsi Kegiatan

Alokasi

waktu

Model Pembelajaran

Kegiatan awal

(10 menit)

4. Greetings dan mengabsen siswa.

5. Brain Storming, dengan cara

guru mengajukan pertanyaan

kepada siswa tentang :

- Penomena apa yang sering

terjeadi di Indonesia?

- Apa sebab dan akibat

penomana tersebut terjadi?

- Apakah mereka suka

membaca tentang phenomena

alam?

Guru menyampaikan tujuan

pembelajaran.

5 menit

5 menit

Inti

(60 menit)

17. Guru menjelaskan tata

bahasa dan generic structure

yang digunakan dalam teks

explanation tersebut.

18. Siswa mencatat pengetahuan

yang baru mereka dapatkan.

Guru menayangkan gambar

banjir melalui power point.

Guru membimbing siswa untuk

menganalisa penyebab dan

bagaimana terjadinya banjir.

(observing)

(associating)

100

Guru memberikan sebuah teks

ekplanasi kepada masing-masing

siswa.

Guru membagi siswa menjadi

beberapa kelompok dan meminta

mereka untuk membaca teks

tersebut dan mendiskusikan

beberapa pertanyaan terkait teks

di power point berupa :

- Inti dari teks tersebut ?

- Bagaimana proses

terjadinya phenomena

tesebut?

- Apa penyebab

penomena?

- Apa solusi dari penomena

tersebut?

- Nilai moral dan sosial apa

yang terkadung dalam

teks tersebut?

19. Siswa secara berkelompok

menuliskan jawaban yang

mereka telah didiskusikan.

20. Guru meminta siswa untuk

mengumpulkan hasil kerja

kelompok mereka.

21. Guru menunjuk siswa secara

random untuk menjawab

pertanyaan-pertanyaan dipapan

tulis.

(observing)

(experimenting)

(experimenting)

(experimenting)

(communicating)

101

Kegiatan akhir

(10 menit)

5. Guru memberikan feedback

kepada siswa terkait pelajaran

hari ini.

6. Siswa diberikan kesempatan

untuk bertanya tentang hal yang

belum dipahaminya.

7. Guru menutup kelas dengan

berdoa dan mengucap salam.

5 menit

3 menit

1 menit

Pertemuan 2

Indikator:

3.8.4 Menjelaskan language feature pada sebuah teks explanation

3.8.5 Mencontohkan language feature pada sebuah teks explanation

3.8.6 Menentukan judul teks ekplanasi

3.8.7 Mengidentifikasi main idea dalam sebuah teks explanation

4.8.1 Menulis main idea dari setiap paragraph dan language feature teks explanation

Kegiatan

Deskripsi Kegiatan

Alokasi

waktu

Model Pembelajaran

Kegiatan awal

(10 menit)

6. Greetings dan mengabsen siswa.

7. Brain Storming, dengan cara

guru mengajukan pertanyaan

kepada siswa tentang :

- Penomena apa yang sering

terjeadi di Indonesia?

- Apa sebab dan akibat

penomana tersebut terjadi?

- Apakah mereka suka

membaca tentang phenomena

alam?

Guru menyampaikan tujuan

pembelajaran.

5 menit

102

5 menit

Inti

(60 menit)

22. Guru menjelaskan tata

bahasa dan generic structure

yang digunakan dalam teks

explanation tersebut.

23. Siswa mencatat pengetahuan

yang baru mereka dapatkan.

Guru menayangkan gambar

banjir melalui power point.

Guru membimbing siswa untuk

menganalisa penyebab dan

bagaimana terjadinya banjir.

Guru memberikan sebuah teks

ekplanasi kepada masing-masing

siswa.

Guru membagi siswa menjadi

beberapa kelompok dan meminta

mereka untuk membaca teks

tersebut dan mendiskusikan

beberapa pertanyaan terkait teks

di power point berupa :

- Inti dari teks tersebut ?

- Bagaimana proses

terjadinya phenomena

tesebut?

- Apa penyebab

penomena?

- Apa solusi dari penomena

tersebut?

- Nilai moral dan sosial apa

yang terkadung dalam

(observing)

(associating)

(observing)

(experimenting)

103

teks tersebut?

24. Siswa secara berkelompok

menuliskan jawaban yang

mereka telah didiskusikan.

25. Guru meminta siswa untuk

mengumpulkan hasil kerja

kelompok mereka.

26. Guru menunjuk siswa secara

random untuk menjawab

pertanyaan-pertanyaan dipapan

tulis.

(experimenting)

(experimenting)

(communicating)

Kegiatan akhir

(10 menit)

8. Guru memberikan feedback

kepada siswa terkait pelajaran

hari ini.

9. Siswa diberikan kesempatan

untuk bertanya tentang hal yang

belum dipahaminya.

10. Guru menutup kelas dengan

berdoa dan mengucap salam.

5 menit

3 menit

2 menit

Pertemuan 3

Indikator:

3.8.8 Menganalisis proses terjadinya suatu gejala alam dalam sebuah teks explanation

3.8.9 Menyimpulkan penyebab dan solusi terjadinya suatu gejala alam dalam sebuah teks

explanation.

4.8.3 Menulis poin penting penyebab dan solusi suatu gejala alam secara kontekstual.

4.8.4 Menjabarkan informasi terkait isi teks explanation dengan cara menjawab sejumlah

pertanyaan yang tersedia.

Kegiatan Deskripsi Kegiatan Alokasi

waktu

Model

Pembelajaran

Kegiatan awal 4. Greetings dan mengabsen siswa. 5 menit

104

(15 menit) 5. Brain Storming, guru mengulas

materi sebelumnya

6. Guru menyampaikan tujuan

pembelajaran.

5 menit

Inti

(61 menit)

8. Guru memberikan lembaran teks

explanation.

9. Guru menayangkan gambar

phenomena alam melalui power

point.

10. Guru juga meminta siswa untuk

memprediksi apa yang akan mereka

temukan dalam teks dengan

mengajukan pertanyaan dari kategori

Penulis dan Saya “Apa kira-kira isi

tentang teks tersebut”

11. Kemudian, guru meminta siswa

untuk membaca dan memahami

makna dari teks explanation tersebut.

19. Dan guru juga memberi soal

pilihan ganda kepada siswa.

20. Kemudian guru membimbing siswa

untuk menemukan jawabannya.

21. Setelah selesai guru mendiskusikan

ulang jawaban tersebut.

(observing)

(communicating)

(experimenting)

(experimenting)

(experimenting)

105

Kegiatan akhir

(11 menit)

5. Guru memberikan feedback kepada

siswa.

6. Guru menyimpulkan informasi dan

pelajaran yang dapat dari informasi

tentang.

7. Siswa diberikan kesempatan untuk

bertanya tentang hal yang belum

dipahaminya.

8. Guru menutup kelas dengan berdoa

dan mengucap salam.

5 menit

3 menit

1 menit

1 menit

P. PENILAIAN

No. Kinds Lines Instrument/Activity

1. Assignment Activity Reading, discussing, question-answer about

Explanation Text.

2.

Exercise Tests Meeting 1

2. Short Essay

The tests will be provided in the form of short essay

tottaling 5 items.

Meeting 2

3. Writing

Write main idea for each paragraph and language

feature explanation text.

4. Multiple Choice.

The tests will be provided in the form of multiple

choice tottaling 10 items for one group.

Meeting 3

2. Multiple Choice.

The tests will be provided in the form of multiple

choice tottaling 10 items for each students.

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I. PENILAIAN

c. Teknik Penilaian: 4. Penilaian Sikap :Observasi/pengamatan 5. Penilaian Pengetahuan : Tes Tertulis dan Penugasan 6. Penilaian Keterampilan : Praktek

d. Instrumen penilaian : a. Sikap (Terlampir)

b.Pengetahuan (Terlampir)

c. Keterampilan (Terlampir

Jakarta, 4 November 2019

Mengetahui,

Guru Pengampu Bahasa Inggris Pengajar

Dra. Hj. Anita Dardanela Mabruka Zakirah Azzahra

NIP. 19650320 199702 200 1 NIM. 11150140000018

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sLampiran Penilaian

b. Format Penilaian Sikap Spiritual, Sikap Sosial, Pengetahuan dan Keterampilan

4. Penilaian Aspek Sikap Spiritual

No Nama

Kriteria Penilaian Sikap Spiritual

Siswa berdoa

sebelum

pembelajaran

dimulai

Siswa menjawab

salam dari guru

Siswa mensyukuri

anugerah tuhan dengan

konsisten menggunakan

bahasa indonesia

1 2 3 1 2 3 1 2 3

1

2

3

4

5

5. Penilaian Aspek Sikap Sosial

No Nama

Kriteria Penilaian Sikap Sosial

Siswa bertanggung

jawab dalam

proses

pembelajaran

tentang teks

explanation

Siswa responsif

terhadap

pembelajaran teks

explanation

Siswa proaktif dan

disiplin dalam

pembelajaran tentang

teks explanation

1 2 3 1 2 3 1 2 3

1

2

3

108

4

5

6. Penilaian Aspek Pengetahuan dan Keterampilan

Indikator

PencapaianKompeten

si

Teknik

Peni

laia

n

Bentuk

Instru

men

Instrumen/Soal

Mampu menjawab soal tertulis dari teks Explanation Text.

Objectiv

e

test

Short

Essay

Pilihan

Ganda

Pertanyaan-pertanyaan terkait definisi, fungsi sosial, struktur teks, unsur-unsur kebahasaan teks, dan isi informasi di dalam teks Explanation Text.

Pedoman Penskoran

d. Petunjuk penilaian soal Essay

No Butir Pertanyaan Bobot Soal

Kriteria Pensekoran Nilai Akhir

0 5 10 15 20 1 Where landslides can occur? 20

2 What the purpose of the text? 20

3 From the text what is the

solution to prevent landslides? 20

4 Mentions of three factors

causing landslides! 20

5 Have you ever experienced / seen a landslide? Tell me, how do you feel?

20

Jumlah skor maksimal = 100 Nilai = Skor yang diperoleh x 100

Skor maksimum

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e. Rubrik penilaian soal essay Pertemuan 1

Skor 20 Jika peserta didik mampu menjawab dengan jelas/ tepat sesuai dengan kajian teori pada buku pembelajaran

Skor 15 Jika peserta didik mampu menjawab dengan jelas/ mendekati sesuai dengan kajian teori pada buku pembelajaran

Skor 10 Jika peserta menjawab tidak terlalu jelas/ tepat sesuai dengan kajian teori pada buku pembelajaran

Skor 5 Jika peserta didik menjawab tidak sesuai dengan kajian teori pada buku pembelajaran

Skor 0 Jika peserta didik tidak menjawab satupun pertanyaan yang diberikan

f. Petunjuk Penilaian Soal Pilihan Ganda Pertemuan 2

Nomor Soal Bobot Soal 1-20 5

Jumlah Skor Maksimal 100 Jika benar

mendapatkan skor 5

Jika Salah mendapatkan skor

0

Pertemuan 3

Nomor Soal Bobot Soal 1-10 10

Jumlah Skor Maksimal 100 Jika benar

mendapatkan skor 5

Jika Salah mendapatkan skor

0

Penentuan Nilai

Nilai = N = Skor perolehan x 100

Jumlah Soal

111

112

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(APPENDIX 4) Test Item for Pre-Test

Read the text carrefully then answer the questions by giving a cross mark (X) on the correct option (A, B, C, D, and E)! (Question 1-2)

Photosynthesis Photosynthesis is a food-making process that occurs in green plants. Green plants use

energy from light to combine carbon dioxide and water to make sugar and other chemical compounds. The light used in photosynthesis is absorbed by a green pigment called chlorophyll. Each food-making cell in a plant leaf contains chlorophyll in small bodies called chloroplasts. In chloroplast, light energy causes water drawn form the soil to split into hydrogen and oxygen.

What are the steps of photosynthesis process? Let me tell you the process of photosynthesis, in a series of complicated steps, the hydrogen combines with carbon dioxide from the air, forming a simple sugar. Oxygen from the water molecules is given off in the process. From sugar together with nitrogen, sulphur, and phosporus from the soil-green plants can make starch, fat, protein, vitamins, and other complex compounds essential for life. Photosynthesis provides the chemical energy that is needed to produced these compounds

Adapted From: https://englishadmin.com/2018/12/55-contoh-soal-explanation-text-dan-jawabannya.html 1. What step after the hydrogen combines with carbon dioxide from the air …

a. Photosynthesis provides the chemical energy that is needed to produced these compounds b. Water drawn form the soil to split into hydrogen and oxygen c. Food-making process that occurs in green plants d. Phosporus from the soil-green plants can make starch, fat, protein, vitamins, and other

complex compounds essential for life e. Oxygen from the water molecules is given off in the process

2. What the product of photosynthesis …

a. Sugar d. Food b. Food and O2 e. Branch c. Root

(Question 3-5)

Biodiesel Biodiesel is a clean burning substitute for petroleum based diesel fuel. Biodiesel is made

of vegetable oil. The raw materials needed in the production of Biodiesel are a small amount of methanol and a ready supply of vegetable product. One of the most common vegetables used in the production of Biodiesel is corn. The first step is to use the raw vegetable product to make

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vegetable oil. Vegetable oil by itself will not be what you need to power a car, from here it has to be processed into Biodiesel.

The process for converting vegetable oil into Biodiesel is sometimes called ester interchange. To complete this process the vegetable oil has to be combined with a smaller amount of methanol and then put in the presence of a small quantity of an alkaline catalyst (for example, 5% to 1% sodium hydroxide). Vegetable oil is made up of so-called triglycerides, which is a compound of the trivalent alcohol glycerin with three fatty acids.

The goal of ester interchange is to separate the glycerin molecule from the three fatty acids and replace it with three methanol molecules. This process then yields roughly 90% Biodiesel and 10% of a glycerin byproduct. The glycerin byproduct can be used in a number of other chemical processes for different industries.

Adapted From: https://englishadmin.com/2018/12/55-contoh-soal-explanation-text-dan-jawabannya.html

3. What are interchanged in the process of ester interchange? a. The three fatty acids with the glycerin molecules b. The glycerin molecule with three methanol molecules c. Methanol with the three fatty acids d. Vegetable oil with methanol e. Methanol and alkaline catalyst

4. According to the text, one of the advantages in using biodiesel is… a. It is cheap d. It can be done in small industry. b. It only uses vegetable oil e. It gives less pollution than petroleum c. It uses replaceable materials

5. “The process for converting vegetable oil…”(Paragraph 2). The word “converting” is closest

in meaning to… a. Separating c. Changing b. Producing d. Processing c. Attaching

(Question 6-10)

Acid rain can severely damage both plant and animal life. Certain lakes, for example, have lost all fish and plant life because of acid rain. Acid rain comes from sulfur in coal and oil. When they burn, they make sulfur dioxide (SO2 ). Most sulfur leaves factory chimneys as the gaseous sulfur dioxide (SO2 ) and most nitrogen are also emitted as one of the nitrogen oxides (NO or NO2 ), both of which are gasses. The gasses may be dry deposited–absorbed directly by the land, by lakes or by the surface vegetation. If they are in the atmosphere at any time, the gasses will oxidize (gain an oxygen atom) and go into solution as acids. Sulphuric acid (H2 SO4) and the nitrogen oxides will become nitric acid (HNO3).

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The acids usually dissolve in cloud droplets and may travel great distances before being precipitated as acid rain. Catalysts such as hydrogen peroxide, ozone, and ammonium help promote the formation of acids in clouds. More ammonium (NH4 ) can be formed when some of the acids are partially neutralized by airborne ammonia (NH3 ). Acidification increases with the number of active hydrogen (H+) ions dissolved in acid. Hydrocarbons emitted by, for example, car exhausts will react in sunlight with nitrogen oxides to produce ozone.

Although it is invaluable in the atmosphere, low-level ozone causes respiratory problems and also hastens the formation of acid rain. When acid rain falls on the ground it dissolves and liberates heavy metals and aluminum (Al). When it is washed into lakes, aluminum irritates the outer surfaces of many fish. As acid rain falls or drains into the lake the pH of the lake falls. Forests suffer the effect of acid rain through damage to leaves, through the loss of vital nutrients, and through the increased amounts of toxic metals liberated by acid, which damage roots and soil microorganisms.

Adapted From: https://www.pustakabahasainggris.com/contoh-soal-ujian-dan-jawaban-bahasa-inggris-kelas-xii-tentang-explanation-text/

6. What is the result of the burning of the coal and oil? a. Ammonium d. Sulfur dioxide b. Nitric acid e. Airborne ammonia c. Sulphuric acid

7. The sulfur oxides and nitrogen oxides will …. into the air. a. Be absorbed directly by the vegetation d. Radiate an oxygen atom b. Dissolved in the lake water and land e. Gain an oxygen atom c. Emit another sulfur gas

8. If they are in the atmosphere at any time, …. The italic word can be best replaced by …. a. Oil and coal d. Nitrogen oxides b. Land and air e. Sulfur and nitrogen oxides c. Sulfur oxides

9. What is the purpose of the text? a. To report the acid rain in general b. To explain the process of acid rain c. To persuade the reader to prevent acid rain d. To discuss the danger of acid rain in the air e. To present two different opinions on acid rain process

10. Which of the following is not true about acid rain?

a. It contains lower pH than the normal rain d. It endangers water life b. It has a higher pH than the normal rain e. It contains dangerous gasses

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c. It can damage animal and plant life (Question 11-13)

Tsunami Tsunami occurs when major fault under the ocean floor suddenly slips. The displaced

rock pushes water above it like a giant paddle, producing powerful water waves at the ocean surface. The ocean waves spread out from the vicinity of the earthquake source and move across the ocean until they reach the coastline, where their height increases as they reach the continental shelf, the part of the earth crust that slopes, or rises, from the ocean floor up to the land.

A tsunami washes ashore with often disastrous effects such as severe flooding, loss of lives due to drowning and damage to property. A tsunami is a very large sea wave that is generated by a disturbance along the ocean floor. This disturbance can be an earthquake, a landslide, or a volcanic eruption. A tsunami is undetectable far out in the ocean, but once it reaches shallow water, this fast traveling wave grows very large.

Adapted From: https://www.itapuih.com/2018/02/kumpulan-soal-explanation-text-sma-dan-pembahasan.html 11. Tsunami happens because ....

a. The displaced rock pushes water above it b. A major fault under the ocean floor slips suddenly c. The ocean waves spread out from the vicinity of the source d. The waves moves across the ocean until they reach the beach e. A tsunami is undetectable far out in the ocean

12. What are the impacts of tsunami a. The part of the Earth’s crust that slopes, or rises, from the ocean floor down to the land b. A tsunami washes ashore with often disastrous effects such as flooding and loss of lives c. A tsunami is a very large sea wave which is not generated by a disturbance a long the

ocean floor d. A tsunami is detectable far out in the ocean e. Once tsunami reaches shallow water, the wave never grows very large

13. We understand from the text that tsunami ....

a. Causes the movement of earth b. Forms a new shape of coastline c. Makes unfortunate event d. Rises a new coastal land e. Displaces rocks to land

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(Question 14-17) All human beings eat food and make use of the chemical energy in it, so do all other

animals. Perhaps you wonder where all that chemical energy comes from. Why doesn’t the food

all get used up? The answer is that new food is being grown as fast as old food is used to. It is the green plants that form the new food. Animals either eat the plants or eat other animals that have eaten plants.

The green substance of plants is chlorophyll. Chlorophyll can absorb sunlight. When it does so, it changes the energy of the sun into chemical energy. The chemical energy present in sunlit chlorophyll is used to combine dioxide in the air with water from the soil. Starch and other complicated compounds are formed. These are high in chemical energy obtained from the sunlit chlorophyll.

They make up the food on which mankind and all other animals live. In the process of forming this food, some oxygen atoms are left over. These are given off into the air by the plants. The whole process is called photosynthesis. Thus, plants use sunlight to from food and oxygen to from carbon dioxide and water again. Plants change the sun’s energy into chemical energy. And animals change the animal energy into kinetic and heat energy.

Adapted From: https://www.itapuih.com/2018/02/kumpulan-soal-explanation-text-sma-dan-pembahasan.html 14. The text is about ....

a. The process of changing chemical energy b. The formation of carbon dioxide c. The green substance of plants d. The process of photosynthesis e. The use of chemical energy

15. What will happen when the chlorophyll absorbs sunlight? It will .... a. Change heat into kinetic energy b. Form complicated compound c. Make use of heat energy d. Change kinetic energy into chemical energy e. Change the sun’s energy into chemical energy

16. From the text we know that ....

a. Plant need to heat energy to live b. All human beings need chemical energy c. Plants absorb sunlight to produce kinetic energy d. Chlorophyll is the most important thing in photosynthesis e. Sun’s energy cannot be formed into kinetic energy

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17. The green substance of plants is chlorophyll. The underlined word in the above is closest in meaning to ... a. Core d. Essence b. Body e. Material c. Stuff

(Question 18-20)

Tornado is the most damaging storm. Tornado is air column which rolate very fast and form relation between cumulonimbus cloud. Usually tornado has wind velocity between 177 km/hours or more with reach average 75 meters and attack several kilometers before disappearing. Several tornado which reach wind velocity more than 300-480 km/hours have wide more than one mile and can survive in the surface more than 100 km.

Tornado has some types. They are weak, strong, and violence tornado. Weak tornado include 88% of all tornado. The wind velocity is less that 112 mph. Weak tornado happen about 1-10 minutes. Death because of this tornado about 5% of the total death because of tornado. Strong tornado include 11% of all tornado. The wind velocity is between 113-206 mph. This tornado happens in 20 minutes or more. The death because of strong tornado is about 30% of the total death because of tornado. Violent tornado is rarely happen. This include 1% of all tornado. The wind velocity is more that 205 mph or more. This tornado happens in one hours or more. Although rarely happen, this tornado can cause death about 70% of the total because of tornado.

Before tornado happens, it has several signal. First, the sky seems dark. Then happen ice rain around the area, usually 20-25 minutes. After that, the situation will calm, but the sky become darker. Fourth, cloud moving around the area. Fifth, the sound like water fall, but in the process of time it will change until like jet plane which is very loud. A tornado usually move from southwest to north east.

The change of air layer is the cause of tornado. In this case, if the cold layer is above the hot air layer, the hot air layer go up with velocity about 300 km/hour. The air which infiltrating from this side, cause wind rotate and from Tornado.

Adapted From: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-100-soal-explanation-text.html 18. How long the tornado occurred?

a. One hour or more d. Two days b. Two hours e. Five minute c. One minute

19. Before tornado happens, it has several signal. Word “It” refer to … a. Sky d. Rain b. Tornado e. Area c. Signal

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20. We can conclude that.... a. All tornadoes always have wind speeds of more than 300-480 km / hour b. Tornado has some types. They are very low, low, medium, strong, and violence tornado c. Weak Tornado wind speeds are between 113-206 mph, and these tornadoes occur in 20

minutes or more d. The wind strong tornado is more than 205 mph or more. This tornado happens in one

hours or more e. Some signals before the Tornado occur: dark sky, hail, calm scenery then darker sky,

sound like water fall

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Test Item for Posttest

Read the text carrefully then answer the questions by giving a cross mark (X) on the correct option (A, B, C, D, and E)!

(Question 1-3) Floods

A natural disaster is a terrible accident, e.g. a great flood, a big fire or an earthquake. Floods occur when the water of rivers, lakes, or streams overflow their banks and pour onto the surrounding land. Floods are caused by many different things. Often heavy rainstorms that last for a brief can cause a flood. But not all heavy storms are followed by flooding. If the surrounding land is flat and can absorb the water, no flooding will occur. If, however, the land is hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a river may overflow and flood adjacent lowland.

In many part of the world flood are caused by tropical storms called hurricanes or typhoons. They bring destructive winds of high speed, torrents of rain, and flooding. When a flood occurs, the destruction to surrounding land can be severe. Whole villages and towns are sometimes swept away by water pouring swiftly over the land. Railroad track blocked and uprooted from their beds. Highways are washed away.

Adapted From: https://www.itapuih.com/2018/02/kumpulan-soal-explanation-text-sma-dan pembahasan.html

1. What can possibly prevent rivers and lakes from overflowing? a. An absorbent bed d. A high bank b. A rocky surrounding e. A high road. c. A low land

2. We know from the text that . . . .

a. River can sweep heavy flood d. Water flood is absorbed by land b. People can make money from flood e. Typhoons caused heavy flood c. The destruction by flood is always less severe

3. Which of the following is not true about floods?

a. One of the causes of flooding is heavy rain b. In many part of the world flood are caused by tropical storms c. When it rains heavily, the soil around is flat and can absorb air, there will be no flooding d. When it rains heavily, the surrounding soil is hard and rocky and cannot absorb air, there

will be no flooding. e. Floods occur when the water of rivers, lakes, or streams overflow their banks and pour

into the surrounding land

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(Question 4-7) A Tsunami

A tsunami is a series of ocean waves that sends surges of water, sometimes reaching heights of over 100 feet (30.5 meters), onto land. These awe-inspiring waves are typically caused by large, undersea earthquakes at tectonic plate boundaries. When the ocean floor at a plate boundary rises or falls suddenly, it displaces the water above it and launches the rolling waves that will become a tsunami.

Most tsunami, about 80 percent, happen within the Pacific Ocean's "Ring of Fire," a geologically active area where tectonic shifts make volcanoes and earthquakes common. Tsunamis may also be caused by underwater landslides or volcanic eruptions.

Tsunamis race across the sea at up to 500 miles (805 kilometers) an hour — about as fast as a jet airplane. At that pace they can cross the entire expanse of the Pacific Ocean in less than a day. And their long wavelengths mean they lose very little energy along the way.

A tsunami's trough, the low point beneath the wave's crest, often reaches shore first. When it does, it produces a vacuum effect that sucks coastal water seaward and exposes harbor and sea floors. This retreating of sea water is an important warning sign of a tsunami, because the wave's crest and its enormous volume of water typically hit shore five minutes or so later. Recognizing this phenomenon can save lives.

A tsunami is usually composed of a series waves, called a wave train, so its destructive force may be compounded as successive waves reach shore. People experiencing a tsunami should remember that the danger may not have passed with the first wave and should await official word that it is safe to return to vulnerable locations. Some tsunamis do not appear on shore as massive breaking waves but instead resemble a quickly surging tide that inundates coastal areas.

Adapted From: https://www.itapuih.com/2017/12/latihan-soal-un-bahasa-inggris-sma-2017-beserta-pembahasan.html 4. Why did the author write the text?

a. To raise people' awareness about tsunami b. To warn people about an upcoming tsunami c. To inform people about past tsunamis d. To inform people about the different types of tsunami e. To warn people about the dangers of tsunami

5. Tsunamis are usually the result of ...

a. The sudden rise or fall of ocean floors d. Volcanoes b. Pacific Oceans "Ring of Fire" e. Landslides c. The awe-inspiring waves

6. From the text, we know that Tsunami can be very destructive because ...

a. They come after earthquakes d. They have a vacuum effect

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b. They are caused by volcanic eruptions e. They occur suddenly c. They are tall, fast, forceful and repetitive

7. "Some tsunami do not appear on shore as massive breaking waves but instead resemble a

quickly surging tide that inundates coastal areas." (The last sentance) The underlined word is closest in meaning to ... a. Floods d. Attacks b. Covers e. Submerges c. Fills

(Question 8-9)

Human body is made up of countless millions of cells. Food is needed to built up new cells and replace the worn out cells. However, the food that we take must be changed into substances that can be carried in the blood to the places where they are needed. This process is called digestion.

The first digestive process takes place in the mouth. The food we eat is broken up into small pieces by the action of teeth, mixed with saliva, a juice secreted by glands in the mouth. Saliva contains digestive juice which moisten the food, so it can be swallowed easily.

From the mouth, food passes through the esophagus (the food passage) into the stomach. Here, the food is mixed with the juices secreted by the cells in the stomach for several hours. Then the food enters the small intestine. All the time the muscular walls of the intestine are squeezing, mixing and moving the food onwards. In a few hours, the food changes into acids. These are soon absorbed by the villi (microscopic branch projections from the intestine walls) and passed into the bloodstream.

Adapted From: https://www.itapuih.com/2019/03/15-contoh-soal-explanation-text-dan-kunci-jawaban.html

8. How can we swallow the food easily

a. The food changes into acids absorbed by the villi b. The food must be digested first through the process c. The food is directly swallowed through esophagus into the stomach d. The food is mixed with the juices secreted by the cells in the stomach e. The food we take must be changed into substances carried in the blood to the places

9. From the text above, we imply that …. a. A good process of digestive system will help our body becoming healthier b. No one concerned with the process of digestive system for their health c. The digestive system is needed if we are eating the food instantly d. Everybody must conduct the processes of digestive system well e. The better we digest the food we eat, the healthier we will be

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(Question 10-12)

The nose, trachea and lungs are the main organs which make up the respiratory system. This system allows the exchange of gases which are needed for us to live. Breathing happens when the brain sends a message through the nerves to the intercostal muscles which lie between the ribs and diaphragm. When the instruction is received, the muscles pull the ribs outwards and the diaphragm relaxes so that the space in the chest gets bigger. Because the pressure in the chest gets lower, air rushes in to fill the lungs.

This air is first taken in through the nose or mouth. It then travels into the throat (the pharynx) and on through the voice box (the larynx). The opening to the voice box has a cover over it called the epiglottis. This cover opens when a breath is taken. In this way, the air is able to flow down the trachea but food is kept out.

After passing down the trachea the air travels into the lung down either the right or left bronchus, through the bronchioles and at last into tiny air sacs called alveoli. These are covered with small blood vessels called capillaries. From here, oxygen is finally taken into the blood stream and carbon dioxide is passed back to the lungs. The intercostal muscles then push the rib cage back inwards. As a result, the space in the chest gets smaller and the pressure rises, thus pushing the carbon dioxide back out of the lungs. And it all happens in the space of a single breath!

Adapted From: https://www.itapuih.com/2019/03/15-contoh-soal-explanation-text-dan-kunci-jawaban.html 10. The following statements are true EXCEPT….

a. The nose, trachea and lungs are the main organs which make up the respiratory system b. The intercostal muscles push the rib cage back inwards c. The intercostal muscles then push the rib cage back inwards d. Breathing happens when the brain receives a message through the nerves to the

intercostal muscles e. Epiglottis is opened when a breath is taken

11. “It then travels into the throat (the pharynx) and …” (Paragraph 2)

The underlined word refers to … a. The chest d. The air b. The lung e. The Voice c. The rib

12. What is the purpose of the text?

a. To explain the function of the trachea d. To show breathing organs b. To find out the cause of lower chest pressure d. To explain the function of the lungs c. To explain the process of the respiratory system

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(Question 13-15) A kite is an object which is made from a light material stretched over a frame. Due to its

light material a kite will lift off the ground and fly when it is tilted into the wind. A kite is uses wind to make it fly because it is heavier than air. When wind travels over the surface of the kite, it is split into two streams of air. One stream of the air goes over the kite while the second stream goes under the kite.

The upper stream above the kite. The lower stream hits the kite at a shallow angle and creates an area of high pressure. The high pressure area has a pushing effect while the low pressure area has a pulling effect. The combination of push and pull can creates enough force to lift the kite into the air. Kites have been known for thousand of years. They are used for military or scientific purposes. Todays kites are much used for leisure and competition.

Adapted From: https://englishadmin.com/2018/12/55-contoh-soal-explanation-text-dan-jawabannya.html 13. How many stream of air if we want the kite flying?

a. One d. Four b. Two e. The is no stream c. Three

14. A kite is uses wind to make it fly because it is heavier than air. The Word of “ it” refers to…

a. Wind d. Frame b. Air e. Fly c. Kite

15. What is the function of the upper stream? a. Hits the kite at a shallow angle d. Creates an area of low pressure b. Creates an area of high pressure e. Give space for kite to fly c. Creates an area of middle pressure

(Question 16-17)

Recycle Recycling is a collection, processing, and reuse of materials that would otherwise be

thrown away. The recycling process reclaims the original material and uses it in new products. In general, using recycled materials to make new products costs less and requires less energy than using new materials. Recycling can also reduce pollution, either by reducing the demand for high-pollution alternatives or by minimizing the amount of pollution produced during the manufacturing process.

Paper products that can be recycled include cardboard containers, wrapping paper, and office paper. The most commonly recycled paper product is newsprint. In newspaper recycling, old newspapers are collected and searched for contaminants such as plastic bags and aluminum

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foil. The paper goes to a processing plant where it is mixed with hot water and turned into pulp in a machine that works much like a big kitchen blender.

The pulp is screened and filtered to remove smaller contaminants. The pulp then goes to a large vat where the ink separates from the paper fibers and fl oats to the surface. The ink is skimmed off, dried and reused as ink or burned as boiler fuel. The cleaned pulp is mixed with new wood fibers to be made into paper again.

Adapted From: https://englishadmin.com/2018/12/55-contoh-soal-explanation-text-dan-jawabannya.html

16. Which of the following is NOT the benefit of recycling?

a. It costs much money for the process of recycling b. It costs less to make new products c. It requires less energy d. It can reduce pollution e. It reduces the demand for high-pollution alternatives

17. What is the third step of recycling paper products? a. Collect and search for contaminants such as plastic bags and aluminium foil b. Mix the paper with hot water in a blender which turns it into pulp c. Screen and filter the pulp to remove smaller contaminants d. Put the pulp to a large vat to separate the ink from the paper fibres e. Mix the pulp with new wood fibres to be made into paper again

(Question 18-20) Geyser

A geyser is the result of underground water under the combined conditions of high temperatures and increased pressure beneath the surface of the earth. Since temperature rises approximately 1 F for every sixty feet under the earth's surface, and pressure increases with depth, the water that seeps down in crack and fissures until it reaches very hot rock in the earth interior becomes heated to temperature in excess of 290 F. Because of the greater pressure, the water shoots out of the surface in the form of steam and hot water. The result is a geyser.

In order to function, then a geyser must have a source of heat, reservoir where water can be stored until the temperature rises to an unstable point, an opening through which the hot water and steam can escape, and underground channels for resupplying water after an eruption.

Favorable conditions for geyser exist in some regions of the world including New Zealand, Iceland, and the Yellowstone National Park area of the United States. The most famous geyser in the world is Old Faithfull in Yellow Park. Old Faithfull erupts almost every hour, rising to a height of 125 to 170 feet and expelling more than ten thousand gallons during each eruption.

Adapted From: http://soalpemantapan.blogspot.com/2016/08/explanation-text-geyser.html

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18. How geyser is produced? a. By the rise of temperature pressure functioning hot steam. b. From a huge tension of heated water that coming out from the earth crack. c. From the heated temperature in earth crack that absorbing water. d. From the temperature and absorbed water that occurs on earth surface. e. By the hot water and temperature of hot rock that occurs on earth surface.

19. Steam and hot water shoot out of the surface because of ....

a. Hot rock and water d. Temperature and pressure b. Greater pressure e. High temperature and increased pressure c. Underground temperature and increased pressure

20. "... and expelling more than ten thousand gallons during each eruption." (Paragraph 2)

The underlined word is closest in meaning to .... a. Heating d. Melting b. Wasting e. Supplying c. Discharging

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APPENDIX 5

THE ANSWER KEYS

Pre-Test Post-Test

1. E 1. D 2. B 2. D 3. B 3. C 4. E 4. A 5. C 5. A 6. D 6. C 7. E 7. B 8. E 8. B 9. B 9. A 10. A 10. D 11. B 11. D 12. B 12. C 13. C 13. B 14. A 14. C 15. E 15. D 16. B 16. E 17. D 17. C 18. A 18. E 19. B 19. B 20. E 20. B

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APPENDIX 6

TRANSCRIPT OF INTERVIEW

Name of the student: Meisha Zulfa

1. Pengalaman belajar reading sebelumnya sama guru aslinya itu kaya gimana sih?

Kaya nyalin dari buku paket yang difotoin sama gurunya, atau gak kita dengerian beliau

ngomong apa kemudian kita salin dan resume gitu. Kalo udah selesai nyalin itu dinilai

sama gurunya.

2. Pengalaman belajar reading menggunakan strategi QAR itu kaya gimana menurut

kamu?

Enak dan bikin saya menerka-nerka benar gak ya jawaban soal saya entar. Kaya udah

kebayang gitu oh ini jawabannya tersirat, oh ini tersurat. Suka sih ka soalnya bikin saya

berpikir kritis.

3. Menurut kamu Strategi QAR itu mempermudah kamu dalam belajar reading atau

malah mempersulit?

Mempermudah, karena saya mengetahui bagaimana cara jawab soal. Disisi lain biasanya

saya harus 3-4 kali membaca mengulang untuk mencari jawabannya sekarang Cuma satu

kali saja

4. Apa keuntungan yang kamu dapatkan saat strategi QAR diterapkan untuk

pembelajaran pemahaman membaca?

Yang paling pertama, strategi QAR ini membuat waktu saya tidak terbuang sia-sia saat

menjawab soal, disisi lain saya jua cepat paham dari baik dari isi teks maupun dari soal.

Dan saya rasa strategi QAR ini bisa digunakan tidak hanya pelajaran pemahaman

membaca teks explanation.

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APPENDIX 7

STUDENTS’ WORKSHEET

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130

131

131

Pre-Test

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132

Post-Test

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APPENDIX 8

DOCUMENTATION

n

Pre-Test Section

Condition of

Experimental Class

Teacher explains

the material

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J

J

Presentation the

reason chose the

type of QAR

The teacher goes

around checking

student activity

Grouping to discuss

and answer the

question

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APPENDIX 9

REFERENCES EXAMINATION PAPER

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137

138

139

140

APPENDIX 10

SURAT BIMBINGAN

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142

APPENDIX 11

SURAT PERMOHONAN IZIN PENELITIAN

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APPENDIX 12

SURAT KETERANGAN PENELITIAN