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THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS ON
STUDENTS’ READING COMPREHENSION OF SHORT FUNCTIONAL
TEXTS
(A Quasi-Experimental Study at the Eighth Grade Students of MTs Negeri 19
Jakarta)
“SKRIPSI”
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial
Fulfillment of the Requirements for the Degree of S.Pd (S-1) in English
Education
By:
Monasia Gusti
1111014000134
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
v
ABSTRACT
Monasia Gusti, 2016, THE EFFECTIVENESS OF USING AUTHENTIC
MATERIALS ON STUDENTS’ READING
COMPREHENSION OF SHORT FUNCTIONAL TEXTS.
(A Quasi-Experimental at the Eighth Grade of MTs
Negeri 19 Jakarta). Skripsi of English Education
Department at Faculty of Tarbiyah and Teachers’
Training of State Islamic University Syarif Hidayatullah
Jakarta. 2016
Keywords : Authentic Materials, Reading Comprehension, Short
Functional Texts.
The purpose of this study is to know whether using authentic materials to
teach reading comprehension of short functional texts is effective and to prove the
empirical data at the eighth grade of MTs Negeri 19 Jakarta is effective. The
technique is intended for the English teacher to create a better technique in
teaching reading. The sample of this study is 40 students taken from eighth grade
of MTs Negeri 19 Jakarta, which are 20 students as experimental class and 20
students as controlled class.
The method used in this study was a quantitative method and the design
used in this study was a quasi-experimental design. In collecting the data, the
writer conducted pre-test and post-test by serving reading comprehension test
which consists of 25 multiple choice items for each test. In analyzing the data, the
writer used t-test.
The result of this study shows that there is significant difference on
students’ comprehension of short functional text by using authentic material. In
the table of significance, it can be seen that on the df = 38 and in the degree of
significance 5% the value of degree of significance is 1.686. By comparing the
value to is bigger than tt. The result showed that t-test (to) > t-table (tt) (3.1
>1.66). The alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is
rejected. Therefore, it can be interpreted that teaching reading by using authentic
materials can enhance the students’ comprehension of short functional text. It can
be said that, there was any effectiveness in using authentic materials in teaching
students’ reading comprehension of short functional texts.
vi
ABSTRAK
Monasia Gusti, 2016, THE EFFECTIVENESS OF USING AUTHENTIC
MATERIALS ON STUDENTS’ READING
COMPREHENSION OF SHORT FUNCTIONAL TEXTS. (A
Quasi-Experimental at the Eighth Grade of MTs Negeri 19
Jakarta). Skripsi Jurusan Pendidikan Bahasa Inggris di
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam
Negeri Syarif Hidayatullah Jakarta. 2016
Keywords : Authentic Materials, Reading Comprehension, Short
Functional Texts.
Penelitian ini bertujuan mengetahui bukti empiris tentang penggunaan materi
otentik dalam pengajaran keterampilan membaca teks fungsional pendek di kelas dua
MTs Negeri19 Jakarta. Teknik ini ditujukan kepada guru bahasa inggris supaya dapat
mendesain teknik yang lebih baik dalam pengajaran membaca. Sampel yang
digunakan dari penelitian ini adalah 40 siswa yang diambil dari kelas delapan MTS
Negeri 19 Jakarta, 20 siswa merupakan kelas eksperimen dan 20 siswa sebagai kelas
control.
Metode yang digunakan dalam penelitian ini adalah kuantitatif dan desainnya
menggunakan eksperimen semu (quasi-eksperimental study). Dalam pengumpulan
data penulis menggunakan pretest dan post-test dengan menyajikan tes kemampuan
membaca berupa 25 soal pilihan ganda. Dalam menganalisis data, penulis
menggunakan t-test.
Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang
signifikan dalam pemahaman siswa dalam membaca teks fungsional pendek dengan
menggunakan materi otentik. Dalam tabel signifikansi, dapat dilihat bahwa df= 38
dimana derajat signifikansi 5% adalah 1,686. Dengan membandingkan, nilai to lebih
besar dari tt yaitu, hipotesis alternatif (Ha) diterima dan hipotesis nihil ditolak. Oleh
Karena itu, (3,1 > 1,686) dapat disimpulkan bahwa mengajar membaca teks
fungsional pendek menggunakan materi otentik dapat meningkatkan pemahaman
siswa akan teks yang dibaca. Kesimpulan dari penelitian ini yaitu terdapat perbedaan
yang signifikan dalam kemampuan siswa, dalam membaca teks fungsional pendek
dengan menggunakan materi otentik dalam pengajarannya.
vii
ACKNOWLEDGMENT
In the name of Allah, the beneficent the merciful
All praises be to Allah, the Lord of the universe, who has given the health
and the strength to the researcher in writing and finishing this ‘skripsi’. Peace and
salutation be upon the prophet Muhammad, his family, his companions as well as
his followers.
Firstly, the writer would like to thank her beloved parents, Wisermen and
Gusleli Jamal, who always never stop teaching their precious meaning of life,
giving their knowledge, giving their time and who always pray her every time; her
sisters, Sylvira Willya, and her brother, Muhammad Wisaldo who always give
support and motivation to her. The writer also wants to thank them for motivating
her in writing and finishing this ‘skripsi’.
Secondly, the writer would like to thank her first advisor, Dr. Ratna Sari
Dewi, M.Pd., and her second advisor, Ummi Kultsum, M.Pd., who have shared
their knowledge, have guided patiently and have advised the writer with really
valuable advice in writing and finishing this ‘skripsi’. May Allah reward to what
all they have given to the researcher and may it become their ongoing charity.
Then, the writer also would like to thank these honorable people who have
helped and supported the researcher in finishing this ‘skripsi’, particularly to:
1. All lecturers of English Education Department for teaching precious
knowledge, sharing philosophy of life and giving valuable experiences.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., the Secretary of Department of English Education.
4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and
Teachers Training.
5. Dra. Hj. Retno Dewi Utami, M.Pd., the Headmaster of MTs Negeri 19 Jakarta
for permitting the researcher to do the observation and conduct the research.
viii
6. M. Alwi, S.Ag., the English teacher at MTs Negeri 19 Jakarta for all sincere
help, time and guidance.
7. All the second grade students (class VIII 3 and class VIII 4) of MTs Negeri 19
Jakarta for being good students and participants in this research.
8. All of the researcher’s Department of English Education friends from class C in
academic year 2011, especially Aminah Siti Rohanah, Rahmi Rabbani, Ellen
Firdhayana, and Fadhila Fatmala who is always by the researcher’s side in every
condition.
Finally, the writer admits that her writing is still far from being perfect.
Therefore, she hopes some suggestions and criticism from the reader for this
paper. Hopefully this ‘skripsi’ will have some values for her and the reader.
Jakarta, January 7th
2016
Monasia Gusti
NIM 1111014000134
ix
TABLE OF CONTENTS
COVER ..................................................................................................................... i
PAGE OF APPROVAL ........................................................................................... ii
ENDORSEMENT SHEET ...................................................................................... iii
CERTIFICATE OF ORIGINALITY ..................................................................... iv
ABSTRACT .............................................................................................................. v
ABSTRAK ................................................................................................................ vi
ACKNOWLEDGMENT ......................................................................................... vii
TABLE OF CONTENTS ......................................................................................... ix
LIST OF THE TABLES .......................................................................................... xii
LIST OF THE APPENDICES ................................................................................ xiii
CHAPTER I. INTRODUCTION ............................................................................ 1
A. Background of the Study ............................................................. 1
B. The Identification of the Study .................................................... 3
C. The Limitation of the Study ........................................................ 3
D. The Formulation of the Study ..................................................... 3
E. The Objective of the Study .......................................................... 3
F. The Significance of the Study ..................................................... 3
CHAPTER II. LITERATURE REVIEW .............................................................. 5
A. Reading ........................................................................................ 5
1. Definition of Reading ........................................................... 5
2. Definition of Reading Comprehension ................................ 6
x
3. Purpose of Reading .............................................................. 7
4. Kinds of Reading .................................................................. 7
a) Extensive Reading ......................................................... 8
b) Intensive Reading .......................................................... 8
B. Authentic Materials ................................................................... 10
1. Definition of Authentic Materials ...................................... 10
2. Kinds of Authentic Materials ............................................. 11
a) Authentic Text ............................................................ 11
b) Non-Authentic Text .................................................... 12
3. The Advantages of Authentic Materials ............................ 12
4. The Disadvantages of Authentic Materials ........................ 13
5. The Examples of Authentic Materials ............................... 13
C. Definition of Short Functional texts.......................................... 15
D. Kind of Short Functional Texts ................................................. 16
E. Theoretical Thinking ................................................................. 18
F. Relevant Study ......................................................................... 19
G. Theoretical Hypothesis ............................................................. 20
CHAPTER III. METHODOLOGY ....................................................................... 21
A. Place and Time of the Research ................................................ 21
B. Research Design ........................................................................ 21
C. Population and Sample.............................................................. 22
D. Instrument of the Study ............................................................. 23
E. Technique of Data Collecting ................................................... 23
F. Trustworthiness of the Study .................................................... 24
1. Validity .............................................................................. 24
2. Reliability ........................................................................... 25
3. Discriminating Power ........................................................ 25
4. Item Difficulty ................................................................... 28
xi
G. Technique of Data Analysis ...................................................... 30
1. Analysis Requirements Testing ........................................ 30
a) Normality Test of the Data ........................................ 30
b) Homogeneity Test of the Data .................................... 31
2. Hypothesis Testing ............................................................ 32
H. Statistical Hypothesis ................................................................ 34
CHAPTER IV. RESEARCH FINDINGS .............................................................. 35
A. Data Description ....................................................................... 35
1. The Data of Experimental Class ........................................ 35
2. The Data of Control Class .................................................. 36
B. Analysis of the Data .................................................................. 37
1. Analysis Requirements Testing ......................................... 37
a) Normality Test of the Data ......................................... 37
b) Homogeneity Test of the Data .................................... 38
2. Hypothesis Testing ............................................................. 38
C. Interpretation of the Data .......................................................... 44
CHAPTER V. CONCLUSION AND SUGGESTIONS ........................................ 47
A. Conclusion ................................................................................ 47
B. Suggestions ............................................................................... 48
BIBLIOGRAPHY .................................................................................................... 49
APPENDICES .......................................................................................................... 52
xii
LIST OF THE TABLES
Table 3.1 The Result of Discriminating Power Testing ...................................................... 26
Table 3.2 The Result of Difficulty Index Testing ............................................................... 29
Table 4.1 The Students’ Score of Experimental Class ........................................................ 35
Table 4.2 The Students’ Score of Control Class ................................................................. 36
Table 4.3 Normality of Pretest ............................................................................................ 37
Table 4.4 Normality of Posttest .......................................................................................... 38
Table 4.5 Homogeneity Test ............................................................................................... 39
Table 4.6 The Statistical Calculation of the Gained Score of Both the
Experimental Class and the Control Class ................................................ 40
xiii
LIST OF THE APPENDICES
Appendix 1 ANATES Result ..................................................................................... 53
Appendix 2 Kisi-Kisi Soal Pre-Test dan Post-Test .................................................... 75
Appendix 3 Pre-Test .................................................................................................. 79
Appendix 4 The Answer Key of Pre-Test .................................................................. 84
Appendix 5 Post-Test ................................................................................................. 85
Appendix 6 The Answer Key of Post-Test ................................................................ 89
Appendix 7 Lesson Plan (Experiment Class and Control Class) ............................... 90
Appendix 8 Authentic Materials ................................................................................ 124
Appendix 8 Surat Keterangan Pelaksanaan Penelitian .............................................. 125
Appendix 9 Surat bimbingan Skripsi ......................................................................... 126
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English nowadays has an important role in society. Many people in the
world can speak English fluently even it needs to apply for a job, enrolls to school
or university, etc. English in Indonesia is one of foreign language which is taught
from Elementary school until University even in kindergarten it has begun. In
learning English, four skills should be mastered by the students those are
listening, speaking, reading, and writing. Teaching English in Indonesia is more
emphasized to reading and writing skills than speaking and listening.
Based on Government Regulation No 23/2006 about System of National
Education and Government Regulation No. 19/2005 about Standard of National
Education, improving the four skills of English becomes the primary goal of
English education in Indonesia, especially reading.1 Reading is important skill that
is taught in Indonesia because reading becomes one of skills that include in
National Examination of Junior High School. So, reading skill is the most
important for learning. In learning reading, the students are taught many kinds of
text to improve their reading skill. The students must be able to understand the
text such as narrative, recount, short functional text, announcement, procedural,
invitation, etc. The students must learn functional text based on real life in order
to they know the purpose of learning. It also makes the students not only read
when they in the classroom because so far the students only read a text when they
learn in the classroom.
One of the big problems in teaching reading is the students’ difficulties in
comprehending text. Most of students feel difficult to comprehend the text. Even
it makes the students become lazy to read the text. Therefore, some
1 Government Regulation No 23/2006 about System of National Education and
Government Regulation No. 19/2005 about Standard of National Education.
2
students do reading because they have to consider what they learn orally
which are they have not understand yet.2
According to Harmer, there are two main reasons of reading, first for
purpose and second for expectation.3 Many students prefer read the interesting
text than the text that provided in the textbook. Because of the students is more
emphasized on reading comprehension, so the students should improve their
reading skill. Many students prefer reading interesting text to reading the text that
provided in the textbook. Most of the students feel so bored with the text that
provided in the textbook. They want something more interesting to read in the text
because the teacher also gives lack of examples. For instance, in learning narrative
text, the students are given the story from the magazines or short story from video,
etc.
Based on the writer’s experience in PPKT in 2015 when the students learn
about English text, they are only given the text or example based on the text
provided in the textbook. Then, they are asked to analyze and comprehend the text
itself. Even the real example needs to be showed too. Teacher should acquaint
other materials in order to students acquire new condition in learning English.
Therefore, the teacher should give the real example such as in magazine,
newspaper, pictures, postcards, radio news or video. So, authentic material needs
to be given to the students. It can increase students’ ability in reading because
authentic material is based on real life or real situation. According to Richards,
Authentic materials refer to the use in teaching of texts, photographs, video
selections, and other teaching resources that were not specially prepared for
pedagogical purposes.4 So the teachers not only give the students the example
from the text book but also from the life situation.
2 John J. DeBoer& Martha Dallman, The Teaching of Reading (Revised Edition), (New
York: Holt, Rinehart, and Winston, Inc, 1964), p. 131. 3 Jeremy Harmer, The Practice of English Language Teaching (Third Edition), (New York:
Longman, 1991), p. 182. 4Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University press, 2001), p. 252.
3
From the explanation above, the writer wants to conduct the research by title
The Effectiveness of Using Authentic Materials Reading toward Students’
Reading Comprehension.
B. The Identification of the Study
Based on the background of the study, the problems which are identified as
follows:
1. The students were difficult to comprehend the text.
2. The students are lack of examples.
C. The Limitation of the Study
The writer limits the study on the effectiveness of using authentic materials
towards reading comprehension of the students at eighth grade students of MTs
Negeri 19 Jakarta.
D. The Formulation of the Study
Based on the background above, there is problem that can be formulated as
follow: “Was there any effectiveness in using authentic materials on students’
reading comprehension?”
E. The Objective of the Study
The objective of this study is to know whether using authentic material is
effective on students’ reading comprehension and to prove the empirical data.
Moreover, this research will also find out whether there are some affects by using
authentic material towards students’ reading comprehension.
F. The Significance of the Study
The significance of the study is addressed to:
1. For teacher:
a) It also to enrich teacher of how to increase students’ ability in
reading.
4
b) To help teachers in teaching reading with an alternative way.
2. For student:
a) To increase students’ reading comprehension.
b) To increase students’ knowledge by reading authentic materials.
5
CHAPTER II
LITERATURE REVIEW
A. Reading
1. Definition of Reading
Reading is commonly a process to get information. Reading is a way how to
learn and how to get excitement.1 As a source of learning, reading can establish
students’ knowledge even they also build their vocabulary understanding by
reading a text. It can help the students to learn new vocabulary and grammar. As a
source of enjoyment, they can gain knowledge of the world by reading a book
even it is academic knowledge or non-academic knowledge.
Meanwhile according to Spears, reading is tedious if there are many
unfamiliar words on the page, and looking them all up in the dictionary is
consuming and discouraging.2 Everyone needs to reading in order to get
information. Reading is also one of English skills, it relates to receptive skills. It
means that when we read something we must get something other to ourselves.
When we read a text and we have lack of vocabulary it makes us as a reader feel
difficulty to understand a text. So obtaining a new vocabulary is needed by a
reader in order to understand a text directly. So if the readers find unfamiliar
word, they have to look them up on dictionary.
According to De Boer, reading is an activity to comprehend and to interpret a
text which is symbolized by written or printed.3 Reading is much more complex
process. Not just read, reading is also the way to get some information. The
readers must comprehend a text to get what the readers find. Moreover, reading
can also interpret some symbols by written or printed. For instance, in the
1 I.S.P Nation, Teaching ESL/EFL Reading and Writing, (London: Routledge Taylor &
French Group, 2009), p. 49. 2 Deanne Spears, Improving Reading Skills: Contemporary Reading for College Students
(Fifth Edition), (New York: McGrawHill, 2004), p. 1. 3 John J. DeBoer& Martha Dallman, The Teaching of Reading (Revised Edition), (New
York: Holt, Rinehart, and Winston, Inc, 1964), p. 17.
6
highroad, there are so many traffic sign. Reading can use visual symbols to
describe auditory symbols.4
Therefore, reading is important in language learning, especially in teaching
learning process in Indonesia. In Indonesia, English as a foreign language
emphasize teaching learning process in reading skills.
2. Definition of Reading Comprehension
Reading comprehension is the way of readers to understand a text relatively.
Not all students are able to comprehend a text quickly. Some of them have to read
slowly and take more time to comprehend a text even a few students are able to
comprehend a text normally or quickly. Reading comprehension is only a subset
of an ill-defined larger set of knowledge that reflects the
communicativeinteraction among the intentions of the author/the speaker, the
content text/message, the abilities and purpose of the reader/listener, and the
context/situation of theinteraction. Meanwhile, according to Caldwell, Reading
comprehension is the process of written language which is extracted and
constructed by communication and complicity simultaneously.5 This ability is
necessary for students in order to get the meaning of the text. Not only about the
meaning but also the purpose and the text is involved. It means the purpose of
reading is related each other. When the students read a text, they will identify the
text until they get the point of the text. After they read a text, they are expected to
get whole the point of the text even they can answer the question about the text
without reread. Comprehend a text is an ability that makes students construct
meaning from a given written text. It is not a static competency because it depends
on the purpose of reading and the text involved. It means that the purpose of
reading the kinds of the reading is related each other. The ability to identify the
idea of the text is the important point after we know the topic of the text. After
that, the readers hopefully know what the text means because reading
4 Ibid, p. 19.
5 JoAnne Caldwell, Comprehension Assessment. (New York: The Guilford Press, 2008), p.
4.
7
comprehension is a process of connecting the topic of the text to student’s prior
knowledge.
In the process of reading comprehension, the students must predict the text
first. The students must read all of the text, no matter about vocabulary mastery,
they just need to read because will find some keys about the topic. To be
successful in reading comprehension, the students needto actively comprehend
what they read. They need to really read a text to get what they find. The skills
involved in reading comprehension are numerous and interrelated. These
interrelationships are needed to be understood for students’ aptitude in
comprehending a text by continuing stages of reading growth.6 In conclusion,
reading comprehension is the ability to comprehend the meaning of the text with a
set of knowledge which reflect communicative interaction which including a good
mental process.
3. Purpose of Reading
According to Harmer, when we reading we surely have purpose and
expectation.7 There are four purposes of reading:
a. Reading for gist.
Reading for gist is conventionally associated with the idea of skimming
which, in turn, is typically mentioned in associated with scanning. Reading
for gist is a reader way to get whole information.
b. Reading to extract specific information
Reading is commonly purposed to get information. It can be our source.
We have to read more in order to get more information.
c. Reading for detailed information
In reading, we sometimes need to get detailed information. In this part, it
means that when we read we just want to know the detailed information from
source that we read.
6 John J. DeBoer& Martha Dallman, op. cit., p. 130.
7 Jeremy Harmer, loc. cit.
8
d. Reading for information transfer
Besides we read to inform ourselves, sometimes it can also inform others
what we read about. So, when we read, we would have to get some
information and it can be conveyed to others as well.
4. Kinds of Reading
According to Nation, reading is divided into 2 types:
a. Extensive Reading
Extensive reading fits into the meaning-focused input and fluency
development strands of a course, depending on the level of the books that the
learners read. When the books contain only a few unknown vocabulary and
grammar items, extensive reading provides the conditions for meaning
focused input. Extensive reading makes a situation for fluency development,
where the books have a few unfamiliar vocabulary.8
Extensive reading concerns where students are reading material written at
their level. It means that extensive reading relates to students’ subject
materials. Harmer also claimed that extensive reading is the best possible way
for students to develop automaticity – that is the automatic recognition of
words when they see him. It is the best way to improve their English reading
overall.
However, according to Harmer, extensive reading refers to reading a
book which students do outside of classroom, it may be a novel, a comic, a
newspaper, a magazine, or any other reference material.9 It means that
extensive reading is reading for pleasure. In other hand, it can be concluded
that extensive reading generally involves rapid reading of the large quantities
of material or longer reading to understand the whole book. The function of
extensive reading is to take general understanding of the text. The reader has
to read and understand the content for the meaning.
8 I.S.P Nation, loc. cit.
9 Jeremy Harmer, How to Teach English, (Edinburgh: Pearson Education Limited, 2007), p.
99.
9
b. Intensive Reading
Intensive reading is usually used in the classroom. Intensive reading used
grammar-translation approach where the teacher is using first language to
teach the students, the teacher explains a meaning of text and translate
sentence by sentence from foreign language into first language.10
Intensive
reading is aimed to increase learners’ knowledge of language features and
their control of reading strategies. It can also improve their comprehension
skill.
Intensive reading focuses on comprehension of a particular text with no
thought being given to whether the features studied in this text will be useful
when reading other texts. Such intensive reading usually involves translation
and thus comprehension of the text. So, one goal of intensive reading may be
comprehension of the text. The use of translation makes sure that learners
understand, and when the learners do some of the translation themselves, it
allows the teacher to check whether they understand. These are the following
aspects which influence thefollowing aspect of intensive reading:
1) Comprehension
In comprehension intensive reading can give instruction the
understanding a particulartext.
2) Regular and irregular sound-spelling relations
This can be done by teaching of phonics, spelling rules, and reading
aloud.
3) Vocabulary
Learners’ interest can be described to useful words, underlying the
meaningand use of these words for later study.
4) Grammar
Difficult grammatical features can be explained and analyzed.
10
I.S.P. Nation, op. cit., p. 25.
10
5) Cohesion
Learners can practice to interpreting of the text, what pronouns refer
to,conjunction relationships between sentences are, and how different
wordsare used to refer to the same idea.
6) Information structure
Certain texts contain certain kinds of information. Learners can be
helpedto identify these different kinds of information.
7) Genre features
Intensive reading can focus on how the text achieves its
communicativepurpose through these features and what this
communicative purpose is.
8) Strategies
To help students develop reading strategies, intensive reading can be
used as daily practice.11
In conclusion, intensive reading is focus on what students will learn and
should understand. It also takes place in the classroom, besides extensive
reading often does outside classroom. Intensive reading is usually is done by
study activities such as reading a text to comprehend it, to know the main
idea, to search detail information, etc.
B. Authentic Materials
1. Definition of Authentic Materials
Before discussing about authentic materials, you should know about materials
first. Materials could include realia (real objects such as a pencil, a chair, or a
bag) and representation (such as a drawing or photograph of a person, house or
scene). Materials that be explained are about the materials which are utilized by
the teachers for language learning and it can found in students’ textbook
especially can be used as visual aids.12
So the material should include in students’
11
I.S.P. Nation, op. cit., p. 27. 12
Ian McGrath, Materials Evaluation and Design for Language Teaching, (Edinburgh:
Edinburgh University Press, 2002), p. 7.
11
real life. It means that every teacher who teaches with materials should bring the
real life in order to useful in students’ real life.
Authentic materials are the one of the learning sources that are used in the
classroom by the teacher especially in teaching reading. It can be called as
appropriate and quality in terms of goals, objectives, learner’s need, and interest
natural in terms of real life and meaningful communication. According to
Richards, Authentic materials refer to the use in teaching of texts, photographs,
video selections, and other teaching resources that were not specially prepared for
pedagogical purposes.13
Meanwhile according to Cook in Rahman’s article,
“authentic material simply means using examples of language produced by the
native speakers for some real purpose of their own rather than using language
produced for and designed solely for the classroom.”14
Authentic materials also
called the materials in which learning experience connected with the real life
experience. In this case, the teacher will have a larger range of evidence to help
the students to determine their knowledge. Authenticity has an important role in
learning process because it gives students a taste of the real world.15
It means that
the teacher who teaches with authentic materials not only gives students
knowledge about how to pass the exam but also give gives students’ knowledge
outside the teaching learning process.
Using authentic materials in classroom can motivate the students in language
learning. It arouses their interest and exposes them to real language, so they can
face in real life. Besides, using authentic materials is time consuming for teacher
because of the teacher should prepare the materials before. However, using
authentic materials will show the students the difference side of learning but it
literally worth. One reason for teachers to go outside a course book for authentic
materials is that they wish to expose the students to more examples of a particular
text-type and to illustrate the variations within or to provide exposure to a greater
range of text-type.
13
Jack C. Richards, loc. cit. 14
Rubina Rahman. A Case for Authentic Materials in Language Teaching. The Dialogue.
9.2 (June 30, 2014). 15
Ian McGrath, op. cit., p. 105.
12
2. Kinds of Authentic Materials
Harmer divided kind of authentic materials into two kind, i.e:
a. Authentic Text
According to Harmer, authentic text as materials are texts are designed for
native speakers; they are real text and they are designed not for language
students.16
The examples of authentic text are newspaper, advertisement,
brochure, etc. It can be called as a authentic English text, and so are radio
programs. It can be concluded that authentic text is all sources that we can get
from real life in daily life. Moreover, authentic text also gives the readers’
chance to obtain the real information.
b. Non-Authentic Text
Non-authentic text is the text that is taken from textbook based on the
curriculum. Non-authentic text is taught for language learners, so the
language that used in non-authentic material is formal grammatical
structured. According to Harmer, non-authentic text in language teaching
terms is one that has been written especially for language students.17
So, non-
authentic text will be fulfilled by conversation with formal grammatical
structured. Non-authentic text usually used non-contextual examples. It did
not match with what students learn in classroom with outside classroom.
3. The Advantages of Authentic Materials
Using authentic materials is actually have some advantages, they are:
a. It has a positive effect on students’ motivation. The teacher should make
materials that can appear students’ motivation too.
b. It gives authentic cultural information. The source of authentic materials
is actually from real life, so it can build from cultural information.
c. It exposes students to the real language. Because of authentic material is
a real text, so it can make students to expose the real language
16
Jeremy Harmer. The Practice of English Language Teaching (Second Edition). (London:
Longman, 1991), p. 185. 17
Ibid, p. 185.
13
d. It relates more closely to students need. The sources is from real life, so it
wants students’ need.
e. It supports a more creative approach to teach. The teachers can be
creative because the teacher is appealed to gain more materials from
various sources.
4. The Disadvantages of Authentic Materials
When the students learn reading with authentic materials, they will find some
problems especially language structures and vocabulary items because authentic
material is design for native speakers. So, there are some disadvantages of
authentic materials:
a. Difficulty language
The students will get difficulty in authentic materials because the
language will be taken from the real text like magazine, newspaper,
advertisement, etc.
b. Unneeded vocabulary items
In this case, the students will find new vocabulary that they have not read
before because authentic materials will use vocabulary based on the
context.
c. Complex language structures
Based on the concept of authentic text and non-authentic text, it can be
concluded that differ both of them is language structures. The language
structure that used in authentic text is not as perfect as in non-authentic
text. Thus, authentic text is more difficult to be learned than non-
authentic text.
5. The Examples of Authentic Materials
According Hedge, the examples of authentic materials is divided into two
types:
a. Spoken: TV commercials, films, news items, weather forecasts, airport
and station announcement, radio talks, interviews, and debates.
14
b. Written: advertisements, brochures, short message, announcement,
invitation, notice, caution, recipes, articles, train timetables, application
forms, and instruction for using of equipment. These are some examples
of written authentic materials:
ANNOUNCEMENT
There will be a flag ceremony next Monday. All students
must wear white uniforms. Do not be late.
Principal
URGENTLY REQUIRED AN ENGLISH TEACHER
Male max 35 years old
Bachelor’s degree in English Education Program
3 to 5 years working experience
Send your application not later than December 10th
2015
to:
SMKN 63 Jakarta, JalanAselih No. 12
Dear Melati,
Meet me at the library after school. I have something to
show you. Please be there.
Angga
Please switch off the light
when you do not use it
DANGER!
DO NOT GO INTO
THE WATER
BIRTHDAY INVITATION
You and your partner are invited to attend Debby’s
birthday party at Mandarin Hotel
January 5th
2016 at 7 PM
Debby
15
C. Definition of Short Functional Text
Talking about reading, it cannot be separated with the text as a material.
Because in reading we need a text to be read, so a text is very important to be
taught in Junior High School. According to Margolis, Texts refer to something
that is formed to be interpreted intelligently besides, and the paradigms of intrinsic
texts are actions and artworks.18
That definition tell us that a text even can interpret
action and artwork, it means that texts not only about written but also about
spoken. Meanwhile according to Anderson, a piece of text is created when these
words put together to communicate a meaning.19
There are two main categories of
text – literary and factual. Each text type has a common way of using language.20
Factual text is often used as materials in the school. Factual texts include
advertisements, announcements, internet web sites, current affair shows, debates,
recipes, reports, and instructions. The examples of factual texts present
information or ideas and aim to show, tell or persuade people.21
These factual
texts can be called as short functional texts.
Short functional text is a short text that contains information, direction,
command etc. For instance, it is included invitation card, greeting card, short
message, announcement, notice, advertisement and others. Short functional text is
18
Joseph Margolis, Texts, (New York: Duke University Press, 1993), p. 1. 19
Mark Anderson and Kathy Anderson, Text Types in English, (Sydney: MacMillan
Education, 2003) p. 1. 20
Ibid, p. 1. 21
Ibid, p. 3.
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16
usually used in communication both in written or spoken. Short functional text is
taught in order to the students can use the media communication in real
communication. Therefore, short functional can use authentic materials because it
will be used by students in real communication.
Functional text is used by people every day because it is very useful as media
information. Functional text is indeed used to spread information. It is called
functional because it helps people to spread information or to get information. For
instance, announcement is one of functional text. Announcement is usually used
in the school to inform the students or the teachers about some information.
Another example in public is advertisement. It is usually used to inform people
about promo or new product in order to people interested in it.
D. Kind of Short Functional Text
There are so many text include short functional texts such as, announcement,
notice, invitation card, greeting card, advertisement, short message, etc.
1. Announcement
Announcement is an important or official statement that informs people
about something. This is example of announcement:
2. Notice
Notice is a sign or printed statement that gives information or a warning
to people. This is the example of notice:
Attention
All students must join the class meeting from
15th June to 21st June 2015
Principal
Retno
BICYCLES AND MOTORCYCLES
PROHIBITED
17
3. Invitation Card
Invitation card is used to invite someone to attend the event like birthday
party, wedding party, anniversary party, etc.
4. Greeting Card
Greeting card is a card with a picture in front and a message inside that
you send to someone. This is the example of greeting card:
It’s a birthday party for Anna
Maria
Come and share the joy
There’ll be ice cream and
cakes for every girl and boys
Saturday, April, 2nd
4.00 p.m
At Kalibata Street
Gloria Apartment 3rd
floor
To: Imam
Congratulation on your getting a car as
the greatest prize of fun bike.
From your close friend,
Lucky
18
5. Advertisement
Advertisement is a picture and/or set of words used to persuade people to
buy a product or use of service or that gives information about a job that
is available.
6. Short Message
Short message is a written piece of information that you send to another
person. Example of short message:
E. Thinking Framework
Reading is one of English skills that are learned in the school. Reading is a
much more complex process. Reading is a process to get some information. So,
reading is very important to the students because if their reading comprehension is
good they will good at comprehend a text. On the contrary, they will get difficult
if their reading comprehension is poor. Because of most of students get difficult to
comprehend a text, so they must practice more in reading comprehension.
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Text Message.
To :Adi
Adi, tell daddy to buy a new dress for
me! Two days later there will be a
birthday party. And I have got an
invitation letter from my classmate. I
want to wear it in the party.
19
In this situation, the teacher should give the students solution to comprehend
the text easier. The teacher should give the strategy or techniques in reading
comprehension in order to the students get easier to comprehend. Moreover the
teacher also gives the interesting text so as the students do not get bored. Using
authentic materials in teaching reading can give students many benefits because
authentic materials can improve students’ reading comprehension and exposure
their language in real communication. Therefore, the students have more
inspiration in using language. So the writer tried to apply authentic materials in
teaching reading comprehension to make the students appreciate when they
should develop their reading comprehension.
F. Relevant Study
The first previous study was done by Nuning Nassityrona. The study entitled
The Effectiveness of Using CIRC Technique to Improve Students’ Reading
Comprehension on Recount Text. The objective of this research is to see the
effectiveness of using CIRC technique in improving students’ reading
comprehension. The method that used by the writer is quantitative method. The
design of the study was pre-experimental design. The result of the study showed
that there was significance different between students’ score in learning reading
comprehension on recount text before and after applying CIRC technique.
The second previous study was conducted by MithaYulinarMinhatulMaula.
The research entitled The Effectiveness of Using Authentic Materials in Teaching
Recount Text to Improve Students’ Writing Ability: An Experimental Study of the
First Grade Students of SMA PGII 1 Bandung. This research was carried out to
improve students’ writing ability in teaching recount text through using authentic
materials. The design was applied in this research was an experimental research
which used experimental class and control class. The result of this research
showed that there was improvement of students’ writing ability in teaching
recount text by using authentic materials.
The third study was done by Sari Anjani. The study entitled The Effectiveness
of Using Authentic Materials towards Students’ Reading Comprehension of Short
20
Functional Text: A Quasi Experimental study of Second Grade Students of SMP
Al-Hasra Bojongsari. The purpose of this study is to know whether using
authentic materials to teachreading comprehension of short functional text is
effective. The method that used in this study was quantitative method and the
design was a quasi experimental study. The result of this study is using authentic
materials in students’ reading comprehension of short functional texts is effective.
G. Theoretical Hypothesis
Based on the theory, it can be hypothesized that authentic material is effective
on students’ reading comprehension.
21
CHAPTER III
METHODOLOGY
A. Place and Time of the Research
This research took place in Madrasah Tsanawiyah Negeri 19 Jakarta which is
located at Jl. Pinang Kalijati, Pd. Labu, Jakarta Selatan, DKI Jakarta on the first
semester. This research was conducted in one month. It was started from October
13rd until October 29th
2015.
B. Research Design
This research is a quantitative research which is gathering and evaluating the
data. Quantitative research is to identify a research problem that needs evidence
about what will happen to the research. It based on trends in the field, it means
that the research problem should be answered in the end of the research by doing a
research.1The design of this research was experimental studies. Experimental
design is called as intervention study or group comparison study that is done by
quantitative research; in which the researcher should determine whether the result
of research has a difference significant.2In experimental design, the researcher
should investigate cause and effect relationship between intervention and
measured result.3
In this research, the writer used a quasi experimental research as a design.
Quasi experimental research is a process to compare two groups, one group with
experimental class and one group with control class.4The experimental group is a
group which is given a treatmentwhile the control group is a group which is not
given reading comprehension through authentic materials. However, A quasi
1John W. Creswell,Educational Research Planning, Conducting, and Evaluating
Quantitative and Qualitative Research Fourth Edition. (Boston: Pearson Education, 2012),p. 13. 2Ibid, p. 21.
3 James H. McMillan, Research in Education: Evidence-Based Inquiry (Sixth Edition).
(New York: Pearson, 2009), p. 24. 4 John W. Creswell, op. cit., p. 309.
22
experiment entangles a group as an experimental class that have not been formed
randomly.5
The writer also used pretest and posttest. Firstly, the writer gave a pretest to
both class experimental class and control class to know how far the students’
knowledge. Then, the writer taught reading comprehension of short functional text
to experimental class and control class at the same time. In the experimental class,
the writer gave the material through authentic materials meanwhile in the control
class the writer did not give the material through authentic materials, only from
textbook. At last, the writer gave posttest to know the difference between the
students’ reading comprehension before and after the treatment given. The writer
gave the post-test to see whether authentic material is effective on the students’
reading comprehension. The writer did the research in 5 meetings for three weeks.
In the first meeting, the writer gave the students a pre-test, then the writer gave the
treatment for three times or meetings and at last the writer gave the students a
posttest.
C. Population and Sample
Population is defined as all subjects in a research; in which all members of
any well-defined class of people, events, or objects.6The population of this study
was all of students in eighth grade of Madrasah TsanawiyahNegeri 19 Jakarta.
The population was about 120 students who were divided into 5 classes, VIII-1,
VIII-2, VIII-3, VIII-4, VIII-5.
A sample is a part of a population.7To choose the sample, the writer used
cluster random sampling. Cluster random sampling is a sample technique to
choose subjects which the researcher might choose a number of groups of class
randomly.8 Cluster random sampling is done by sample which is formed into
group. The writer took two classes as the sample from five classes; the two classes
5WillianWiersma and Stephen G. Jurs, Research Method in Education: An Introduction
(Ninth Edition). (New York: Pearson, 2009), p. 165. 6 Donald Ary, Lucy Cheser Jacobs, Christine K. Sorensen. Introduction to Research in
Education Eighth Edition.(Belmont: Wadsworth, 2010), p. 148. 7Ibid, p. 148.
8Ibid, p. 154.
23
which were chosen for the sample in this research were VIII-3 as the experimental
class and VIII-4 as the control class. Each class consists of 20 students. Therefore,
the total sample was 40 students.
D. Instrument of the Study
In this study, the writer will use test as an instrument. The test that is used by
the writer is divided into two tests, pre-test and post-test. Pre-test is a test that will
be given first to the students before teacher give treatment. It is to measure in
which students’ level of knowledge. Post-test is a test that will be given after
finishing the treatment.
The test will be using multiple choices. It contains 25 numbers. All tests are
about reading test. This test is held in order to know if there is any progress before
and after treatment activity by using authentic materials or without authentic
materials.
E. Technique of Data Collecting
In this study, the writer will use test instrument which includes pretest and
posttest. Moreover, the writer also will do treatment or teaching. The writer firstly
will give students pretest. Before starting treatment, the writer will give pretest, it
will be given to know or to how far students’ knowledge.
A pretest is usually done before the participants are given treatment. It is used
to measure students’ ability that you assess for participants in an experiment.9
After that, the writer will do a treatment. Treatment is same as teaching. In
treatment, the writer will give some materials and practicing reading to improve
students’ vocabulary mastery.
After the treatment, the writer will give students the posttest. A posttest is
given after doing treatment. It is used to measure on some attribute or
characteristic that is assessed for participants in an experiment.10
After doing a
posttest session, the writer will compare the result of the students from pretest and
9 John W. Creswell, op. cit., p. 297.
10Ibid, p. 297.
24
posttest. It will be calculating and combining whether using authentic materials is
effective towards students’ reading comprehension.
F. Trustworthiness of the Study
1. Validity
Validation is the most important consideration in developing and
evaluating measuring instruments. The process of gathering evidence to
support (or fail to support) a particular interpretation of test scores is referred
to as validation.11
Meanwhile according to Suharsimi, a test is valid if it
measures what it purpose to measure.12
To test the validity of the data, the
writer used “ANATES” software version 4.0.9 developed by Drs. Karno To,
M.Pd. and YudiWibisono, ST.
The criteria of validity:13
= 0.81 – 1.00 = very high
= 0.61 – 0.80 = high
= 0.41 – 0.60 = enough
= 0.21 – 0.40 = low
= 0.00 – 0.20 = very low
After the calculation using “ANATEST”, the validity value or XY
correlation of the instrument used in this study is 0.78. It means the test is
valid and categorized into high validity.The writer found that from 100
questions that were tested to the students, there are 61 questions which are
validand 39 questions are not valid. The valid number are 2, 3, 8, 9, 10, 11, 14,
17, 18, 19, 20, 21, 22, 25, 26, 27, 29, 30, 31, 32, 33, 35, 36, 37, 39, 40, 41, 42,
43, 50, 52, 53, 54, 56, 58, 59, 60, 61, 62, 64, 68, 70, 71, 72, 75, 76, 77, 79, 81,
82, 83, 85, 86, 87, 89, 90, 91, 92, 93, 94, and 96.
11
Donald Ary, Lucy Cheser Jacobs, Christine K. Sorensen, op. cit., p. 226. 12
Suharsimi Arikunto, Dasar-DasarEvaluasiPendidikan, (Jakarta: BumiAksara, 2012), p.
257. 13
Zaenal Arifin, Evaluasi Pembelajaran. (Bandung: PT. RemajaRosdakarya, 2009), p. 43.
25
2. Reliability
Reliability is used to measure that the test is consistent or not. When we
discuss about reliability it relates to consistency of the test. According to
Donald Ary, reliability is concerned with the effect of such random errors of
measurements on the consistency of scores.14
Meanwhile SuharsimiArikunto
stated that “A reliable measure in one that provides consistent and stable
indication of the characteristic being investigated.”15
To test the reliability of
the data, the writer used “ANATES” software version 4.0.9 developed by
Drs. Karno To, M.Pd. and YudiWibisono, ST. The criteria of the reliability:16
0.00 – 0.20 = Unreliable
0.20 – 0.40 = Less reliable
0.40 – 0.70 = Sufficient
0.70 – 0.90 = Reliable
0.90 – 1.00 = Very reliable
From the calculation using “ANATEST”, the reliability value the writer
got is 0.84. It means thatinstrument used in this study is reliable.
3. Discriminating Power
The discriminating power of a test item is the ability of test item to
discriminate between students with high and low achievement. The formula
used to analyze discriminating power:17
-
Explanation:
= The total number of students who takes the test
= The total number of students in the upper group
14
Donald Ary, Lucy Cheser Jacobs, Christine K. Sorensen, op. cit., p. 238. 15
SuharsimiArikunto, op. cit., p. 101. 16
E.T Ruseffendi, Dasar-Dasar Penelitian Pendidikan dan Bidang Non-Eksakta Lainnya,
(Bandung: Tarsito, 2010), p. 160. 17
SuharsimiArikunto, op.cit., p. 228.
26
= The total number of students in the lower group
= The total number of students in the upper group who got
the item right
= The total number of students in the lower group who got
the item right
= The proportion of students in the upper group who got the
item right
= The proportion of students in the lower group who got the
item right
The classification of the discriminating power:
D : 0.00 – 0.20 : poor
D : 0.21 – 0.40 : Satisfactory
D : 0.41 – 0.70 : good
D : 0.71 – 1.00 : excellent
D : negative : discarded18
In this study, the writer used “ANATEST” to analyze the
discriminating power of test item used in this study. The result of the
calculation using “ANATEST” can be seen as follows:
Table 3.1
The Result of Discriminating Power Testing
Numbers
of Items
DP Index
(%)
Classificati
on
of DP
Numbers
of Items
DP Index
(%)
Classification
of DP
1
2
3
4
5
6
7
8
9
-20.00
60.00
40.00
20,00
20,00
0,00
0,00
80,00
80,00
Discarded
Good
Satisfactory
Poor
Poor
Poor
Poor
Excellent
Excellent
51
52
53
54
55
56
57
58
59
-20.00
60,00
40,00
20,00
20,00
20,00
0,00
80,00
100,00
Discarded
Good
Satisfactory
Poor
Poor
Poor
Poor
Excellent
Excellent
18
Suharsimi Arikunto, op. cit., p. 232.
27
Numbers
of Items
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
DP Index
(%)
40,00
40,00
40,00
-40,00
40,00
20,00
0,00
20,00
60,00
20,00
20,00
60,00
40,00
0,00
-20,00
40,00
20,00
60,00
0,00
40,00
40,00
40,00
20,00
80,00
20,00
40,00
100,00
60,00
20,00
80,00
100,00
60,00
40,00
40,00
0,00
0,00
40,00
0,00
20,00
0,00
20,00
Classificati
on of DP
Satisfactory
Satisfactory
Satisfactory
Discarded
Satisfactory
Poor
Poor
Poor
Good
Poor
Poor
Good
Satisfactory
Poor
Discarded
Satisfactory
Poor
Good
Discarded
Satisfactory
Satisfactory
Satisfactory
Poor
Excellent
Poor
Satisfactory
Excellent
Good
Poor
Excellent
Excellent
Good
Satisfactory
Satisfactory
Poor
Poor
Satisfactory
Poor
Poor
Poor
Poor
Numbers
of Items
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
DP Index
(%)
60,00
60,00
60,00
-40,00
20,00
20,00
20,00
0,00
40,00
0,00
20,00
40,00
40,00
0,00
-20,00
20,00
20,00
40,00
-20,00
40,00
0,00
20,00
20,00
80,00
40,00
60,00
100,00
40,00
20,00
80,00
100,00
100,00
40,00
40,00
40,00
-20,00
60,00
0,00
0,00
-40,00
0,00
Classification
of DP
Good
Good
Good
Discarded
Poor
Poor
Poor
Poor
Satisfactory
Poor
Poor
Satisfactory
Satisfactory
Poor
Discarded
Poor
Poor
Satisfactory
Discarded
Satisfactory
Poor
Poor
Poor
Excellent
Satisfactory
Good
Excellent
Satisfactory
Poor
Excellent
Excellent
Excellent
Satisfactory
Satisfactory
Satisfactory
Discarded
Good
Poor
Poor
Discarded
Poor
28
4. Item Difficulty
According to Suharsimi Arikunto, item difficulty is to identify whether a
test item is categorized into difficult or easy in a test. The formula used to
find out difficulty index as follows:
Explanation:
P = Item Difficulty
B = The number of students who got the item right
JS = The total number of students who tried the item19
Classification of difficulty index:
0.00 – 0.19 = very difficult
0.20 – 0.39 = difficult
0.40 – 0.59 = moderate
0.60 – 0.79 = easy
0.80 – 1.00 = very easy
In this study, the writer used “ANATEST” to identify whether the
test items are categorized into difficult or easy in a test used in this study.
The result of the item difficulty test can be seen on the following table:
19
Ibid, p. 223.
29
Table 3.2
The Result of Difficulty Index Testing
Numbers
of Items
Difficulty
Index
(%)
Classification
of DI
Numbe
rs
of
Items
Difficulty
Index
(%)
Classificatio
n
of DI
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
90,00
75,00
85,00
5,00
20,00
100,00
100,00
45,00
50,00
15,00
45,00
70,00
15,00
80,00
5,00
5,00
85,00
85,00
95,00
95,00
80,00
45,00
10,00
15,00
90,00
95,00
75,00
5,00
45,00
85,00
85,00
90,00
25,00
55,00
60,00
55,00
35,00
25,00
Very easy
Easy
Very easy
Very difficult
Difficult
Very easy
Vey easy
Moderate
Moderate
Very difficult
Moderate
Easy
Very difficult
Very easy
Very difficult
Very difficult
Very easy
Very easy
Very easy
Very easy
Very easy
Moderate
Very difficult
Very difficult
Very easy
Very easy
Easy
Very difficult
Moderate
Very easy
Very easy
Very easy
Difficult
Moderate
Easy
Moderate
Difficult
Difficult
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
90,00
75,00
90,00
5,00
25,00
95,00
100,00
55,00
55,00
20,00
45,00
70,00
20,00
80,00
10,00
15,00
80,00
85,00
100,00
95,00
80,00
45,00
15,00
10,00
95,00
95,00
80,00
5,00
45,00
95,00
90,00
90,00
35,00
60,00
55,00
55,00
35,00
25,00
Very easy
Easy
Very easy
Very difficult
Difficult
Very easy
Very easy
Moderate
Moderate
Difficult
Moderate
Easy
Difficult
Very easy
Very difficult
Very difficult
Very easy
Very easy
Very easy
Very easy
Very easy
Moderate
Very difficult
Very difficult
Very easy
Very easy
Very easy
Very difficult
Moderate
Very easy
Very easy
Very easy
Difficult
Easy
Moderate
Moderate
Difficult
Difficult
30
Numbers
of Items
39
40
41
42
43
44
45
46
47
48
49
50
Difficulty
Index (%)
20,00
45,00
65,00
90,00
90,00
100,00
65,00
40,00
5,00
90,00
0,00
90,00
Classification
of DI
Difficult
Moderate
Easy
Very easy
Very easy
Very easy
Easy
Moderate
Very difficult
Very easy
Very difficult
Very easy
Numbe
rs of
Items
89
90
91
92
93
94
95
96
97
98
99
100
Difficulty
Index (%)
20,00
45,00
45,00
85,00
85,00
90,00
60,00
40,00
10,00
95,00
20,00
95,00
Classificatio
n of DI
Difficult
Moderate
Moderate
Very easy
Very easy
Very easy
Easy
Moderate
Very difficult
Very easy
Difficult
Very easy
G. Technique of Data Analysis
1. Analysis Requirements Testing
a. Normality Test of the Data
The writer should decide parametric or non parametric statistics to
calculate the data first. To decide what the writer should use, the writer
should calculate analyze the normality and homogeneity of the data.
Normality test of the data was needed to know whether the data has been
normally distributed. The writer used SPSS version 22.0 for Windows to test
the normality. In SPSS, there are two kinds of normality test: Kolmogrov
Smirnov Test and Shapiro Wilk Test.
However, the writer used Shapiro Wilk Test because the respondent is
less than 50. The result of normality test can be seen by comparing the
significant value α (0.05) and significant value of the Shapiro-Wilk Test. If
the significant value of the Shapiro-Wilk Test is greater than 0.05, the data is
normal.
31
b. Homogeneity Test of the Data
After calculating normality test of the data, the writer tested homogeneity
test of the data. Homogeneity of the data is tested to know whether the data or
samples in both classes were homogenous or heterogeneous. The writer used
SPSS version 22.0 for Windows to calculatehomogeneity test.
2. Hypothesis Testing
After getting the data either from the pre-test and post-test, the writer
analyzed it by using statistic calculation of the test formula with the degrees of
significance 5%.
The formula of t-test with a = 0.05
The formulaas follows:20
M₁ = Mean of experimental group (Variable X)
M₂ = Mean of control group (Variable Y)
SEM₁ = Standard error of mean Variable X
SEM₂ = Standard error of mean Variable Y
Afterwards, the calculation goes to several processes as follows:21
a. Determining Mean of Variable X
b. Determining Mean of Variable Y
c. Determining Standard of Deviation Score of Variable X
d. Determining Standard of Deviation Score of Variable Y
20
Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: PT. Raja Grafindo Persada,
2008), p. 324. 21
Ibid., p. 325.
32
e. Determining Standard Error of Mean of Variable X
f. Determining Standard Error of Mean of Variable Y
g. Determining coefficient correlation “rₓᵧ” Product Moment
h. Determining Standard Error of Difference of Mean of Variable X
and
SEM₁-M₂ =
i. Determining to
j. Determining ttable in significance level 5%, with df ( degrees of
freedom)
df = (N₁ + N₂) – 2
Meanwhile, to measure the effect size to know how effective
authentic materialson the students’reading comprehension, the measure
of the effect size used with the t-test is called Cohen’s d. The formula for
this effect size can be seen as follows:
a. Determining d (Cohen’s d)
33
The criteria of the effect size are as follows:
d = 0 - 0.20 = weak effect
d = 0.21 – 0.50 = modest effect
d = 0.51 – 1.00 = moderate effect
d = >1.00 = strong effect22
H. Statistical Hypotheses
The hypotheses that will be appeared in this study are:
1. Alternative hypothesis (Ha)
There is significant difference between students’ reading comprehension
by using authentic materials using authentic materials.
2. Null hypothesis (H0)
There is no significant difference between students’ reading
comprehension by using authentic materials and without using authentic
materials.
22
Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage
Publications, 2004), p. 139.
35
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
To know the students’ result of pretest and posttest, the writer will divide
experiment class and control class into table. The data were obtained from both
classes where the Table 4.1 showed students’ result in experiment class and the
Table 4.2 showed students result in control class.
1. The Data of Experimental Class
Table 4.1
The Students’ Scores of Experimental Class
N Pre-Test Post-Test Gained Score
1 60 76 16
2 68 80 12
3 72 92 20
4 56 84 28
5 40 68 28
6 44 76 32
7 72 96 24
8 64 84 20
9 72 88 16
10 60 72 12
11 76 92 16
12 88 88 0
13 84 96 12
14 46 76 30
15 60 84 24
16 76 92 16
17 72 92 20
18 40 80 40
19 80 92 12
20 68 72 4
Total 1298 1680 382
Average 64.9 84 19.1
36
According to the result of the pre-test and post-test from the
experimental class, it showed that the lowest score of the pre-test was 40 and
the highest score was 88 while the lowest score of the post-test was 68 and
the highest score was 96. The average of the pre-test scores was 64.9 and
post-test 84. Therefore, it can be concluded that the average of the post-test
scores was higher than the average of the pre-test scores.
2. The Data of Control Class
Table 4.2
The Students’ Scores of Control Class
N Pre-Test Post-Test Gained Score
1 72 92 20
2 76 84 8
3 88 100 12
4 88 88 0
5 68 72 4
6 68 68 0
7 64 76 12
8 64 80 16
9 68 72 4
10 76 84 8
11 72 84 12
12 56 76 20
13 76 84 8
14 68 80 12
15 72 76 4
16 72 84 12
17 52 68 16
18 76 96 20
19 72 84 12
20 52 76 24
Total 1400 1624 224
Average 70 81.2 11.2
According to the result of the pre-test and post-test from the
experimental class, it showed that the lowest score of the pre-test was 52 and
the highest score was 88 while the lowest score of the post-test was 68 and
37
the highest score was 100. The average of the pre-test scores was 70 and post-
test 81.2. Therefore, it can be concluded that the average of the post-test
scores was higher than the average of the pre-test scores.
B. Analysis of the Data
1. Analysis Requirement Testing
a. Normality Test of the Data
Hypothesis:
H0: Data of X is normally distributed.
H1: Data of X is not normally distributed.
H0 is accepted if the significant value of Shapiro-Wilk Test is higher than
significant value α (0.05).
1) Normality of Pretest
Table 4.3
Normality of Pretest
Based on the table above, it can be seen that the significant
value from normality of pretest experimental class of Shapiro-
Wilkshows 0.279. Therefore, the significant value is higher than
0.05 (0.279> 0.05). Then normality of pretest controlled class
of Shapiro-Wilk shows 0.130. Therefore, the significant value is
higher than 0.05 (0.130>0.05).Therefore, is accepted and it
means the data is normally distributed.
38
2) Normality of Posttest
Table 4.4
Normality of Posttest
Based on the table above, it can be seen that the significant
value from normality of posttest experimental class of Shapiro-
Wilkshows 0.165. Therefore, the significant value is higher than
0.05 (0.165>0.05). Then normality of pretest controlled class
of Shapiro-Wilk shows 0.378. Therefore, the significant value is
higher than 0.05 (0.378>0.05).Therefore, is accepted and it
means the data is normally distributed.
b. Homogeneity Test of the Data
Based on the calculation of normality test, the writer got the
result that all of the data from the pre-test and post-test of both
experimental and control class had been normally distributed. Then,
the writer calculated the homogeneity test. The purpose of this
calculation was to see whether the data or sample in both classes was
homogenous or heterogeneous.
Hypothesis:
H0: The sample of experimental class is not different from
control class or the sample is homogeneous.
H1: The sample of experimental class is different from control
class or the sample isheterogeneous.
The writer used SPSS to calculate the homogeneity test of the
data. The result that the writer got can be seen on the table below:
39
Table 4.5
Homogeneity Test
Based on the table above, the LeveneStatistic of pretest value
shows 3.809 with the significant value 0.058. Meanwhile the Levene
Statistic of posttest value shows 0.071 with the significant value
0.791. According to the hypothesis, H0 is accepted if the significant
value of homogeneity test is higher than significant value α (0.05).
The result of the homogeneity test is significant value is higher than
0.05 (0.058>0.05) and 0.05 (0.791>0.05). It means the sample in
experimental class and in control class were homogenous.
2. Hypothesis Testing (T-test)
In this part, the writer calculated the data to test the hypothesis whether there
is significant difference between the students’ reading comprehension through
authentic materials in experimental class and the students’ reading comprehension
without authentic materials in control class. The writer calculated the data using t-
test formula. Two classes were compared, the experimental class was X variable
and the control class was Y variable.
The table below is the statistical calculation of the gained score from both
experimental class through authentic materials and control class without authentic
materials.
40
Table 4.6
The Statistical Calculation of the Gained Score of Both the
Experimental Class and the Control Class
Students X Y X Y X2
Y2
1 16 20 -3,1 8,8 9,61 77,44
2 12 8 -7,1 -3,2 50,41 10,24
3 20 12 0,9 0,8 0,81 0,64
4 28 0 8,9 -11,2 79,21 125,44
5 28 4 8,9 -7,2 79,21 51,84
6 32 0 12,9 -11,2 166,41 125,44
7 24 12 4,9 0,8 24,01 0,64
8 20 16 0,9 4,8 0,81 23,04
9 16 4 -3,1 -7,2 9,61 51,84
10 12 8 -7,1 -3,2 50,41 10,24
11 16 12 -3,1 0,8 9,61 0,64
12 0 20 -19,1 8,8 364,81 77,44
13 12 8 -7,1 -3,2 50,41 10,24
14 30 12 10,9 0,8 118,81 0,64
15 24 4 4,9 -7,2 24,01 51,84
16 16 12 -3,1 0,8 9,61 0,64
17 20 16 0,9 4,8 0,81 23,04
18 40 20 20,9 8,8 436,81 77,44
19 12 12 -7,1 0,8 50,41 0,64
20 4 24 -15,1 12,8 228,01 163,84
Total 382 224 -2,84 1,42 1763,8 883,2
Average 19,1 11,2 -1,42 7,1 88,19 44,16
The table above describes the result of the calculation of the
gained score of the experimental class (X) and the control class (Y).
Based on the table above, the total gained score of the experimental class
( ) is 382 and the control class ( ) is 224. It means the total gained
score of experimental class is higher than those of control class.
41
Chart 4.1
The Pre-Test, the Post-Test and the Gained Scores of the
Experimental Class and the Control Class
From the table above, the writer calculated the data based on the
steps of t-test formula, the calculation can be seen as follows:
a. Determining Mean of Variable X
= = 19.1
b. Determining Mean of Variable Y
= = 11.2
c. Determining Standard of Deviation Score of Variable X
= = = 9.4
d. Determining Standard of Deviation Score of Variable Y
= = = 5.98
e. Determining Standard Error of Mean of Variable X
0
10
20
30
40
50
60
70
80
90
Experimental ClassControl Class
Pretest
Posttest
Gained Score
42
= = = 2.15
f. Determining Standard Error of Mean of Variable Y
= = = 1.37
g. Determining Standard Error of different Mean of Variable
X and Mean of Variable Y, with formula:
SEM1-M2 =
=
=
=
= 2.55
h. Determining to
= = = 3.1
i. Determining in significance level 0.05, with df
(degree of freedom)
df = (N₁ + N₂) – 2 = (20 + 20) – 2 = 38
df value is 38 of the degree of significant value 0.05 or is
1.686.
j. The Testing of Hypothesis
The statistical hypothesis of this research can be seen as:
H0: means there is nosignificant difference between the
students’ reading comprehension through authentic
materials and without authentic materials in the
eighth grade of MTS Negeri 19 Jakarta.
Ha: means there is significant difference between the
students’ reading comprehension through authentic
materials and without authentic materials in the
eighth grade of MTS Negeri 19 Jakarta.
43
The criteria used as follows:
1. If (t0) > (tt) in significant degree of
0.05, H0 (the null hypothesis) is rejected.
2. If (t0) < (tt) in significant degree of
0.05, H0 (the null hypothesis) is accepted.
Meanwhile, to know how effective semantic
mapping on the students’ vocabulary building, the
calculation of Cohen’s d formula can be seen as follows:
a. Determining d
To answer the statistical hypothesis whether there is
significant difference between the students’ reading comprehension
through authentic materials and the students’ reading
comprehension without authentic materials. The writer used t-test
formula in the significance degree (α) of 5%. The result showed
that ttest(to) >ttable(tt) or (3.1>1.686).
Meanwhile, the result of the calculation of Cohen’s d
formula to measure how effective semantic mapping on the
students’ reading comprehension showed that the effectiveness
value obtained is 1.027. Based on the criteria of the effect size, it
can be said that the effect size of semantic mapping on the
students’ vocabulary building is categorized into moderate effect
that means authentic materials has moderate effect in developing
the students’ reading comprehension in the eighth grade of MTS
Negeri 19 Jakarta.
44
C. Interpretation of the Data
In the description of the data that was taken from 40 students of
experimental class and control class, the writer would explain the source data
first. From the data above, the average pre-test score of experimental class
before using authentic materials was 64.9. Then, after being given a-3-time-
treatment which was reading comprehension through authentic materials, the
average of pre-test score increased, it was 84 and the average gained score
was 19.1. In the pre-test, the smallest score was 40 and the highest score was
88 while in the post-test, the smallest score was 68 and the highest score was
96. In conclusion, the lowest and the highest scores in the post-test were
higher than those in the pre-test.
Meanwhile, in the control class, the average of the pre-test score was
70. Then, after the students in control class were given reading
comprehension without authentic materials but only were given an example
of short functional text from textbook. The average of the post-test score was
81.2 and the average of the gained score was 11.2. The smallest score in the
pre-test was 52 and the highest score was 88 while in post-test, the smallest
score was 68 and the highest score was 100. It means that gained score of
experimental class was higher than gained score of control class.
Before testing the hypothesis, the writer analyzed the normality and
homogeneity of the data. The purpose of analyzing the normality of the data
was to know whether the data has been normally distributed. The result of
normality test can be seen by comparing the value of Tmax to Ttable.
In the analyzing the normality, the result showed that both the data of
the pre-test and post-test in the control class were distributed normally. It was
proved by the result of normality test using Shapiro-Wilk Test. According to
the criteria of the test, the significant value of normality of control class using
Shapiro-Wilk in the pre-test (0.130) > (0.05) or (0.130> 0.05) and the
significant value of normality in the post-test (0.378) > (0.05) or (0.378>
0.05). Similarly, the data of both pretest and post-test in the experimental
class also showed that it was distributed normally. The significant value of
45
normality in the pre-test (0.279) and in the post-test (0.165) were higher
than (0.05) or (0.165 and 0.053 > 0.05). It means all of the data in both pre-
test and post-test of experimental and control class was distributed normally.
Then, the purpose of analyzing the homogeneity of the data was to
know whether the data or sample in both experimental and control class were
homogenous. From the calculation of homogeneity with SPSS, the
homogeneity test of pretest with the result that the significant value (0.058) is
higher than (0.05) or (0.058>0.05) and the homogeneity test of posttest with
the result that the significant value (0.791) is higher than (0.05) or (0.791>
0.05). Based on the criteria of the homogeneity test, it means H0 is accepted.
Therefore, it can be concluded that the sample in experimental class and
control class were homogenous.
The final calculation is testing the hypothesis of the research. This is the
main calculation because this calculation will be able to answer the problem
formulation of this research whether authentic materials is effective on the
students’ reading comprehension and how effective authentic materials on the
students’ reading comprehension. The writer used t-test formula in the
significance degree (α) of 5%. The result showed that ttest(to) >ttable(tt) or (3.1
> 1.686). Therefore, the null hypothesis (H0) is rejected and alternative
hypothesis (Ha) is accepted that there is a significant difference between the
students’ reading comprehension through authentic materials and without
authentic materials. It can be seen that the average gained score of
experimental class is higher than the average gained score of control class.
Therefore, it means authentic material is effective on the students’ reading
comprehension in the eighth grade of MTS Negeri 19 Jakarta.
Meanwhile, the result of the calculation of Cohen’s d formula to
measure how effective authentic materials on the students’ reading
comprehension showed that the effectiveness value obtained is 1.027. Based
on the criteria of the effect size, it can be said that the effect size of authentic
materials on the students’ reading comprehension is categorized into strong
46
effect that means authentic materials has strong effect in students’ reading
comprehension in the eighth grade of MTs Negeri 19 Jakarta
47
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research that carried out in the eighth grade of MTS Negeri 19
Jakarta, it can be concluded that there was any effectiveness in using authentic
materials in teaching students’ reading comprehension of short functional texts.
The result of the statistic said that the result of the statistic
calculationindicated that the value of = 3.1 and the value of df (degree of
freedom) 38 with significance 5% is 1.686. Comparing with each values of
degreesignificance, the writer finds that is higher than .The result showed that
ttest(to) > t-table (tt) (3.1> 1.66).Since score in the table is higher than score
obtain from the resultof calculating, so the alternative hypothesis (Ha) is accepted
and the null hypothesis (Ho) is rejected.It can be said that, using authentic
materials in students’ readingcomprehension of short functional texts is effective.
B. Suggestions
The writer wants to give some suggestions that might be useful for teachers
and students. These suggestions hopefully can helpthe teachers when they
teachreading and students when they learn about reading in the class, as follow:
1. Using authentic materials in teaching reading can attract the students’
interest because they will not just read the text but also know the authentic of
the text.
2. Use the authentic materials that related with their daily life, so they easy to
understand about the materials and about the purposes of the text
48
3. Give the example of short functional texts that the students more familiar
with those sentences and they can apply it in their daily life.
4. The teacher should be more creative when giving the reading materials
especially when they want to teach about functional text. Because short
functional text contains many kinds of type text and it appears in daily life
activity.
As stated above, the writer believes that using authentic materials give
apositive effect for the students. Using authentic materials in teaching readingcan
be a solution and an alternative way for teacher to make the students
moreinteresting in reading class.
48
3. Give the example of short functional texts that the students more familiar
with those sentences and they can apply it in their daily life.
4. The teacher should be more creative when giving the reading materials
especially when they want to teach about functional text. Because short
functional text contains many kinds of type text and it appears in daily life
activity.
As stated above, the writer believes that using authentic materials give
apositive effect for the students. Using authentic materials in teaching readingcan
be a solution and an alternative way for teacher to make the students
moreinteresting in reading class.
49
BIBLIOGRAPHY
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—. Government Regulation No 23/2006 about System of National . Jakarta:
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50
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52
APPENDICES
53
APPENDIX 1
KORELASI SKOR BUTIR DG SKOR TOTAL
=================================
Jumlah Subyek = 20
Butir Soal = 50
Nama berkas : BELUM_ADA_NAMA.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi
1 1 -0,109 -
2 2 0,484 Sangat Signifikan
3 3 0,482 Sangat Signifikan
4 4 0,342 Signifikan
5 5 -0,089 -
6 6 NAN NAN
7 7 NAN NAN
8 8 0,599 Sangat Signifikan
9 9 0,667 Sangat Signifikan
10 10 0,452 Sangat Signifikan
11 11 0,427 Sangat Signifikan
12 12 0,498 Sangat Signifikan
13 13 -0,591 -
54
14 14 0,283 Signifikan
15 15 0,199 -
16 16 -0,050 -
17 17 0,417 Sangat Signifikan
18 18 0,634 Sangat Signifikan
19 19 0,548 Sangat Signifikan
20 20 0,548 Sangat Signifikan
21 21 0,593 Sangat Signifikan
22 22 0,365 Sangat Signifikan
23 23 -0,150 -
24 24 -0,178 -
25 25 0,512 Sangat Signifikan
26 26 0,548 Sangat Signifikan
27 27 0,394 Sangat Signifikan
28 28 -0,085 -
29 29 0,365 Sangat Signifikan
30 30 0,461 Sangat Signifikan
31 31 0,461 Sangat Signifikan
32 32 0,434 Sangat Signifikan
33 33 0,735 Sangat Signifikan
34 34 0,181 -
35 35 0,352 Signifikan
36 36 0,758 Sangat Signifikan
55
37 37 0,475 Sangat Signifikan
38 38 0,054 -
39 39 0,706 Sangat Signifikan
40 40 0,708 Sangat Signifikan
41 41 0,615 Sangat Signifikan
42 42 0,641 Sangat Signifikan
43 43 0,641 Sangat Signifikan
44 44 NAN NAN
45 45 0,029 -
46 46 0,250 -
47 47 0,164 -
48 48 0,253 -
49 49 NAN NAN
50 50 0,434 Sangat Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagai 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
56
RELIABILITAS TES
================
Rata2= 28,40
Simpang Baku= 6,61
KorelasiXY= 0,73
Reliabilitas Tes= 0,84
Nama berkas: BELUM_ADA_NAMA.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor
Total
1 STUDENT 1 18 20 38
2 STUDENT 2 12 14 26
3 STUDENT 3 11 14 25
4 STUDENT 4 17 18 35
5 STUDENT 5 12 14 26
6 STUDENT 6 11 13 24
7 STUDENT 7 10 14 24
8 STUDENT 8 19 20 39
9 STUDENT 9 9 18 27
10 STUDENT 10 14 13 27
11 STUDENT 11 17 16 33
12 STUDENT 12 11 13 24
57
13 STUDENT 13 15 19 34
14 STUDENT 14 8 5 13
15 STUDENT 15 10 9 19
16 STUDENT 16 13 15 28
17 STUDENT 17 20 18 38
18 STUDENT 18 14 15 29
19 STUDENT 19 11 15 26
20 STUDENT 20 16 17 33
58
DAYA PEMBEDA
============
Jumlah Subyek = 20
Klp atas/bawah(n) = 5
Butir Soal = 50
Nama berkas : BELUM_ADA_NAMA.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)
1 1 4 5 -1 -20,00
2 2 5 2 3 60,00
3 3 5 3 2 40,00
4 4 1 0 1 20,00
5 5 2 1 1 20,00
6 6 5 5 0 0,00
7 7 5 5 0 0,00
8 8 5 1 4 80,00
9 9 5 1 4 80,00
10 10 2 0 2 40,00
11 11 4 2 2 40,00
12 12 5 3 2 40,00
13 13 0 2 -2 -40,00
14 14 5 3 2 40,00
59
15 15 1 0 1 20,00
16 16 0 0 0 0,00
17 17 5 4 1 20,00
18 18 5 2 3 60,00
19 19 5 4 1 20,00
20 20 5 4 1 20,00
21 21 5 2 3 60,00
22 22 4 2 2 40,00
23 23 1 1 0 0,00
24 24 0 1 -1 -20,00
25 25 5 3 2 40,00
26 26 5 4 1 20,00
27 27 5 2 3 60,00
28 28 0 0 0 0,00
29 29 4 2 2 40,00
30 30 5 3 2 40,00
31 31 5 3 2 40,00
32 32 5 4 1 20,00
33 33 4 0 4 80,00
34 34 3 2 1 20,00
35 35 4 2 2 40,00
36 36 5 0 5 100,00
37 37 3 0 3 60,00
60
38 38 1 0 1 20,00
39 39 4 0 4 80,00
40 40 5 0 5 100,00
41 41 5 2 3 60,00
42 42 5 3 2 40,00
43 43 5 3 2 40,00
44 44 5 5 0 0,00
45 45 3 3 0 0,00
46 46 4 2 2 40,00
47 47 0 0 0 0,00
48 48 5 4 1 20,00
49 49 0 0 0 0,00
50 50 5 4 1 20,00
61
TINGKAT KESUKARAN
=================
Jumlah Subyek = 20
Butir Soal = 50
Nama berkas : BELUM_ADA_NAMA.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran
1 1 18 90,00 Sangat Mudah
2 2 15 75,00 Mudah
3 3 17 85,00 Mudah
4 4 1 5,00 Sangat Sukar
5 5 4 20,00 Sukar
6 6 20 100,00 Sangat Mudah
7 7 20 100,00 Sangat Mudah
8 8 9 45,00 Sedang
9 9 10 50,00 Sedang
10 10 3 15,00 Sangat Sukar
11 11 9 45,00 Sedang
12 12 14 70,00 Sedang
13 13 3 15,00 Sangat Sukar
14 14 16 80,00 Mudah
15 15 1 5,00 Sangat Sukar
62
16 16 1 5,00 Sangat Sukar
17 17 17 85,00 Mudah
18 18 17 85,00 Mudah
19 19 19 95,00 Sangat Mudah
20 20 19 95,00 Sangat Mudah
21 21 16 80,00 Mudah
22 22 9 45,00 Sedang
23 23 2 10,00 Sangat Sukar
24 24 3 15,00 Sangat Sukar
25 25 18 90,00 Sangat Mudah
26 26 19 95,00 Sangat Mudah
27 27 15 75,00 Mudah
28 28 1 5,00 Sangat Sukar
29 29 9 45,00 Sedang
30 30 17 85,00 Mudah
31 31 17 85,00 Mudah
32 32 18 90,00 Sangat Mudah
33 33 5 25,00 Sukar
34 34 11 55,00 Sedang
35 35 12 60,00 Sedang
36 36 11 55,00 Sedang
37 37 7 35,00 Sedang
38 38 5 25,00 Sukar
63
39 39 4 20,00 Sukar
40 40 9 45,00 Sedang
41 41 13 65,00 Sedang
42 42 18 90,00 Sangat Mudah
43 43 18 90,00 Sangat Mudah
44 44 20 100,00 Sangat Mudah
45 45 13 65,00 Sedang
46 46 8 40,00 Sedang
47 47 1 5,00 Sangat Sukar
48 48 18 90,00 Sangat Mudah
49 49 0 0,00 Sangat Sukar
50 50 18 90,00 Sangat Mudah
64
KORELASI SKOR BUTIR DG SKOR TOTAL
=================================
Jumlah Subyek = 20
Butir Soal = 50
Nama berkas : BELUM_ADA_NAMA.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi
1 1 -0,162 -
2 2 0,474 Sangat Signifikan
3 3 0,425 Sangat Signifikan
4 4 0,342 Signifikan
5 5 0,126 -
6 6 0,388 Sangat Signifikan
7 7 NAN NAN
8 8 0,403 Sangat Signifikan
9 9 0,655 Sangat Signifikan
10 10 0,578 Sangat Signifikan
11 11 0,406 Sangat Signifikan
12 12 0,523 Sangat Signifikan
13 13 -0,448 -
14 14 0,344 Signifikan
15 15 0,246 -
65
16 16 0,181 -
17 17 0,050 -
18 18 0,594 Sangat Signifikan
19 19 NAN NAN
20 20 0,427 Sangat Signifikan
21 21 0,553 Sangat Signifikan
22 22 0,305 Signifikan
23 23 -0,007 -
24 24 -0,145 -
25 25 0,427 Sangat Signifikan
26 26 0,427 Sangat Signifikan
27 27 0,406 Sangat Signifikan
28 28 -0,158 -
29 29 0,288 Signifikan
30 30 0,042 -
31 31 0,341 Signifikan
32 32 0,341 Signifikan
33 33 0,620 Sangat Signifikan
34 34 0,270 -
35 35 0,487 Sangat Signifikan
36 36 0,790 Sangat Signifikan
37 37 0,409 Sangat Signifikan
38 38 0,126 -
66
39 39 0,704 Sangat Signifikan
40 40 0,760 Sangat Signifikan
41 41 0,844 Sangat Signifikan
42 42 0,594 Sangat Signifikan
43 43 0,594 Sangat Signifikan
44 44 0,397 Sangat Signifikan
45 45 -0,175 -
46 46 0,346 Signifikan
47 47 0,022 -
48 48 -0,073 -
49 49 -0,427 -
50 50 0,042 -
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
67
RELIABILITAS TES
================
Rata2 = 29,10
Simpang Baku = 6,12
KorelasiXY = 0,68
Reliabilitas Tes = 0,81
Nama berkas : BELUM_ADA_NAMA.ANA
No.Urut Nama Subyek Skor Ganjil Skor Genap Skor Total
1 Student 1 18 20 38
2 Student 2 12 14 26
3 Student 3 12 15 27
4 Student 4 17 19 36
5 Student 5 12 15 27
6 Student 6 11 13 24
7 Student 7 18 20 38
8 Student 8 13 12 25
9 Student 9 10 18 28
10 Student 10 11 13 24
11 Student 11 14 13 27
12 Student 12 17 16 33
13 Student 13 10 9 19
68
14 Student 14 15 21 36
15 Student 15 20 18 38
16 Student 16 15 16 31
17 Student 17 13 15 28
18 Student 18 17 17 34
19 Student 19 11 7 18
20 Student 20 11 14 25
69
DAYA PEMBEDA
============
Jumlah Subyek = 20
Klp atas/bawah(n) = 5
Butir Soal = 50
Nama berkas : BELUM_ADA_NAMA.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)
1 1 4 5 -1 -20,00
2 2 5 2 3 60,00
3 3 5 3 2 40,00
4 4 1 0 1 20,00
5 5 2 1 1 20,00
6 6 5 4 1 20,00
7 7 5 5 0 0,00
8 8 5 1 4 80,00
9 9 5 0 5 100,00
10 10 3 0 3 60,00
11 11 4 1 3 60,00
12 12 5 2 3 60,00
13 13 0 2 -2 -40,00
14 14 5 4 1 20,00
70
15 15 1 0 1 20,00
16 16 1 0 1 20,00
17 17 4 4 0 0,00
18 18 5 3 2 40,00
19 19 5 5 0 0,00
20 20 5 4 1 20,00
21 21 5 3 2 40,00
22 22 4 2 2 40,00
23 23 1 1 0 0,00
24 24 0 1 -1 -20,00
25 25 5 4 1 20,00
26 26 5 4 1 20,00
27 27 5 3 2 40,00
28 28 0 1 -1 -20,00
29 29 4 2 2 40,00
30 30 5 5 0 0,00
31 31 5 4 1 20,00
32 32 5 4 1 20,00
33 33 5 1 4 80,00
34 34 4 2 2 40,00
35 35 4 1 3 60,00
36 36 5 0 5 100,00
37 37 3 1 2 40,00
71
38 38 1 0 1 20,00
39 39 4 0 4 80,00
40 40 5 0 5 100,00
41 41 5 0 5 100,00
42 42 5 3 2 40,00
43 43 5 3 2 40,00
44 44 5 3 2 40,00
45 45 2 3 -1 -20,00
46 46 4 1 3 60,00
47 47 0 0 0 0,00
48 48 5 5 0 0,00
49 49 0 2 -2 -40,00
50 50 5 5 0 0,00
72
TINGKAT KESUKARAN
=================
Jumlah Subyek = 20
Butir Soal = 50
Nama berkas : BELUM_ADA_NAMA.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran
1 1 18 90,00 Sangat Mudah
2 2 15 75,00 Mudah
3 3 18 90,00 Sangat Mudah
4 4 1 5,00 Sangat Sukar
5 5 5 25,00 Sukar
6 6 19 95,00 Sangat Mudah
7 7 20 100,00 Sangat Mudah
8 8 11 55,00 Sedang
9 9 11 55,00 Sedang
10 10 4 20,00 Sukar
11 11 9 45,00 Sedang
12 12 14 70,00 Sedang
13 13 4 20,00 Sukar
14 14 16 80,00 Mudah
15 15 2 10,00 Sangat Sukar
73
16 16 3 15,00 Sangat Sukar
17 17 16 80,00 Mudah
18 18 17 85,00 Mudah
19 19 20 100,00 Sangat Mudah
20 20 19 95,00 Sangat Mudah
21 21 16 80,00 Mudah
22 22 9 45,00 Sedang
23 23 3 15,00 Sangat Sukar
24 24 2 10,00 Sangat Sukar
25 25 19 95,00 Sangat Mudah
26 26 19 95,00 Sangat Mudah
27 27 16 80,00 Mudah
28 28 1 5,00 Sangat Sukar
29 29 9 45,00 Sedang
30 30 19 95,00 Sangat Mudah
31 31 18 90,00 Sangat Mudah
32 32 18 90,00 Sangat Mudah
33 33 7 35,00 Sedang
34 34 12 60,00 Sedang
35 35 11 55,00 Sedang
36 36 11 55,00 Sedang
37 37 7 35,00 Sedang
38 38 5 25,00 Sukar
74
39 39 4 20,00 Sukar
40 40 9 45,00 Sedang
41 41 9 45,00 Sedang
42 42 17 85,00 Mudah
43 43 17 85,00 Mudah
44 44 18 90,00 Sangat Mudah
45 45 12 60,00 Sedang
46 46 8 40,00 Sedang
47 47 2 10,00 Sangat Sukar
48 48 19 95,00 Sangat Mudah
49 49 4 20,00 Sukar
50 50 19 95,00 Sangat Mudah
75
APPENDIX 2
KISI-KISI NASKAH SOAL ULANGAN AKHIR SEMESTER
Tingkat : SMP
Mata Pelajaran : Bahasa Inggris
Kelas : VIII
Semester : 1
No. Standar Kompetensi Kompetensi Dasar Jenis Teks Indiaktor Bentuk
Soal
1 Mengungkapkan makna
dalam percakapan
transaksional dan
interpersonal lisan
pendek sederhana
untuk berinteraksi
dengan lingkungan
sekitar
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat
Transaksional Melengkapi dialog rumpangdengan ungkapan meminta, memberi, menolak jasa
PG
Melengkapi dialog rumpangdengan ungkapanmeminta, memberi, menolak barang
PG
Melengkapi dialog rumpangdengan ungkapanmengakui, mengingkari fakta
PG
Melengkapi dialog rumpangdengan ungkapan meminta dan memberi pendapat
PG
3.2 Memahami dan merespon percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat
Transaksional Melengkapi dialog rumpangdengan ungkapan mengundang, menerima dan menolak ajakan.
PG
Transaksional Melengkapi dialog rumpangdengan ungkapan menyetujui/tidak menyetujui
PG
Transaksional Melengkapi dialog rumpangdengan ungkapan memuji
PG
76
No. Standar Kompetensi Kompetensi Dasar Jenis Teks Indiaktor Bentuk
Soal
Melengkapi dialog rumpangdengan ungkapan memberi selamat
2 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat lancar dan berterima yang berkaitan dengan lingkungan sekitar
Message Menentukan informasi tertentu dalam teks fungsional pendek berbentu message
PG
Menentukan rujukan kata dalam teks fungsional pendek berbentu message
PG
Announcement Menentukan tujuan komunikatif teks fungsional pendek berbentu Announcement
PG
Menentukan informasi tertentu dalam teks fungsional pendek berbentu Announcement
PG
Invitation Menentukan informasi rinci dalam teks fungsional pendek berbentu Invitation
PG
Menentukan makna kata dalam teks fungsional pendek berbentu Invitation
PG
5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
Descriptive Menentukan informasi tertentu dalam teks berbentuk descriptive.
PG
Menentukan informasi rinci tersurat dalam teks berbentuk descriptive.
PG
Menentukan pikiran utama dalam teks berbentuk descriptive.
PG
Menentukan rujukan kata dalam teks berbentuk descriptive.
PG
Recount Menentukan informasi tertentu dalam teks
berbentuk recount.
PG
Menentukan informasi rinci tersirat dalam teks berbentuk recount.
PG
77
No. Standar Kompetensi Kompetensi Dasar Jenis Teks Indiaktor Bentuk
Soal
Menentukan pikiran utama paragraf dalam teks berbentuk recount.
PG
Menentukan makna kata dalam teks berbentuk recount.
PG
Descriptive Menentukan informasi tertentu dalam teks berbentuk descriptive.
PG
Menentukan informasi rinci tersurat dalam teks berbentuk descriptive.
PG
Menentukan makna kata dalam teks berbentuk descriptive.
PG
Recount Menentukan informasi tertentu dalam teks berbentuk recount.
PG
Menentukan tujuan komunikatif teks berbentuk recount.
PG
Menentukan pikiran utama paragraf dalam teks berbentuk recount.
PG
Menentukan rujukan kata dalam teks berbentuk recount.
PG
Descriptive Menentukan informasi tertentu dalam teks berbentuk descriptive
Essay
Menentukan informasi rinci tersurat dalam teks berbentukdescriptive
Essay
3 6. Mengungkapkan
makna dalam teks tulis
fungsional dan esei
pendek sederhana
berbentuk descriptive,
dan recount untuk
berinteraksi dengan
lingkungan sekitar
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
Announcement Menentukan kata yang tepat untuk melengkapi teks rumpang bentuk announcement
PG
6.2 . Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
Recount Menentukan kata yang tepat untuk melengkapi teks rumpang bentuk report
PG
Descriptive Menentukan susunan kata yang tepat untuk membuat kalimat yang bermakna
PG
Recount Menentukan susunan kata yang tepat untuk membuat kalimat yang bermakna
PG
78
No. Standar Kompetensi Kompetensi Dasar Jenis Teks Indiaktor Bentuk
Soal
Descriptive Menentukan susunan kalimat yang tepat untuk membuat paragraf yang padu dan bermakna
PG
Recount Menentukan susunan kalimat yang tepat untuk membuat paragraf yang padu dan bermakna
PG
Descriptive Menentukan kata yang tepat untuk melengkapi teksrumpang bentuk report
Essay
Recount Menentukan susunan kata yang tepat untuk membuatkalimat yang bermakna
Essay
Recount Menentukan susunan kalimat yang tepat untukmembuat paragraf yang padu dan bermakna
Essay
79
APPENDIX 3
PRETEST
Direction:
Read the text before answer the questions.
Choose one correct answer a, b, c, or d.
Write your answer on the paper.
1. How is the weather likely on the
mountain?
a. Foggy & rainy
b. Clear
c. Sunny
d. humid
2. What should the climber do?
a. Go on climbing
b. Prepare stuff before climbing
c. Wait until the weather is good
d. Have a camp first
Look at the notice below.
3. What does the notice mean?
a. Park bicycles and motorcycles
here
b. You may no ride bicycles and
motorcycles here
c. Riding bicycles and
motorcycles on this way is
allowed
d. Do not take bicycles and
motorcycles from this area
4. What kind of the text above?
a. Announcement
b. Advertisement
c. Short message
d. Caution
5. What information can we get from
the text?
a. The car is not good condition
b. We cannot phone the owner
of the car
c. The color of the car is silver
ANNOUNCEMENT
Because of the bad weather, the mountain
climbing is prohibited until the weather is
good to do so.
Thank you
BICYCLES AND MOTORCYCLES
PROHIBITED
Pajero Sport, 2010
Black, DVD TV, double AC,
new tyres, excellent condition,
400 million (nego)
Call: 081890876599
80
d. We can nego the price of the
car
6. What kind of the text is it?
a. A letter c. A postcard
b. A label d. An
announcement
7. What is the text about?
a. The class meeting in a school.
b. The winner of the class
meeting.
c. An invitation to join a class
meeting.
d. The plan of having a class
meeting.
8. What is the purpose of this notice?
a. To forbid people take steps
b. To inform people to watch
their steps, it’s slippery
c. To warn people to make the
run
d. To inform people to jump
9. What is the purpose of the text
above?
a. To forbid someone to come to
Christina’s birthday party
b. To inform everyone about a
birthday party
c. To remind someone to
celebrate a birthday party
d. To invite someone to attend
Christina’s birthday party
10. What does the notice mean?
a. We are not allowed to walk
near the place
b. We are not allowed to come in
the place
Attention
All students must join the class
meeting from 15th November to 21st
November 2014
Principal
Everdeen
To: All Friends
You are invited to my birthday party
Saturday, August 9th 2015 at 5.00 pm
In Shangrila Hotel
Please come to my birthday party
Christina
NO ENTRY
81
c. We are forbidden to get out
from the place
d. We are forbidden to put
something in the place
11. What is the function of the notice
above?
a. To advice people through this
way
b. To give direction that the grass
is wet
c. To warn people to not walk on
the grass
d. To forbid people throw
rubbish to the grass
12. Where do you find this notice?
a. At school c. At public
place
b. At computer lab d. At office
13. The competition will hold for….
a. One days
b. Two days
c. Three days
d. Four days
14. What kind of the text above?
a. Notice c. Greeting
Card
b. Announcement d. Invitation
Card
15. What is the purpose of the text?
a. To greet someone for the New
Year.
b. To remind someone about
New Year.
c. To invite someone to a New
Year Celebration.
d. To give information to
everyone about New Year.
To: Kim
Sorry honey, I can’t keep my promise to
go with you to the Mall tonight. I’ve to
meet Mrs. Cathy at 07.00 pm. Please,
don’t be angry.
Mom
KEEP OFF THE GRASS
Bandung, January 1st , 2015
Dear Irman,
This card comes with living wishes
especially for you. To wish you lots of
happiness today and all year through.
Happy New Year 2013!!
Love, Sandra
YOU ARE INVITED
All students of Harapan Bintang are
invited to attend the Youth Pledge day
ceremony. After the ceremony is over,
Student Uniom will hold some interesting
programs. They are, Choir Contest, Story
Tellling Contest, Basketball Match,and
Wall Magazine Competition will be held
on October 25-27 in the school hall and it
will be started at 1 pm to 5 pm.
Ariany
82
16. Why Kim’s mom cannot go to
the Mall tonight?
a. Because her mom have to
meet Mrs. Cathy
b. Because her mom have to go
to the hospital
c. Because her mom have a
business
d. Because her mom have to
attend a meeting
17. Who sent the message to Adi?
a. Adi’s mother
b. Adi’s father
c. Adi’s brother
d. Adi’s sister
18. Where are Adi and daddy?
a. In the office
b. At home
c. In the museum
d. In department store
19. What does the notice means?
a. we can wear our shoes
inside the room
b. We must leave our shoes
outside the room
c. We may bring the shoes
into the room
d. We enter the room with
our shoes
20. Which one is TRUE according
to the text?
a. Imam the luckiest boy in
fun bike program
b. Imam gives half of the
prize which he got
c. Lucky also get the
greatest prize in the
program
d. Imam and Lucky are
brother
21. Where can we find this notice?
a. At home
b. At school
c. On a vehicle
d. On a food wrapper
Read the text below to answer no 41-43
SCHOOL CAMPING
We are going to leave for Cibubur
Campsite on:
Day : Thursday
Date : March, 30, 2009
Time : 7 a.m.
Please gather at school on time
22. What kind of this text?
a. An advertisement.
b. An announcement.
Text Message.
To : Adi
Adi, tell daddy to buy a new dress
for me! Two days later there will
be a birthday party. And I have got
an invitation letter from my
classmate. I want to wear it in the
party.
KEEP YOUR DISTANCE
PUT YOUR SHOES OFF
BEFORE ENTERING THE
ROOM
83
c. A greeting card.
d. A descriptive text
23. Who should follow the above
announcement?
a. The students.
b. The teachers.
c. The head master.
d. The parents.
24. What is the day of the activity?
a. Sunday. b. Monday
c. Thursday d. Wednesday
25. What kind of course is advertised?
a. English Course
b. Math Course
c. Common Course
d. Effective Course
EFFECTIVE ENGLISH COURSE
Registration number: 081578965478
Supplied: AC, Notebook, Materials,
and Certificate.
Call number: (021) 7654890
Private class max 10 students
84
APPENDIX 4
The Answer Key of Pre-Test
1. A
2. C
3. B
4. B
5. D
6. D
7. C
8. B
9. D
10. B
11. C
12. B
13. C
14. C
15. A
16. A
17. D
18. D
19. B
20. A
21. C
22. B
23. A
24. C
25. A
85
APPENDIX 5
POSTTEST
Direction:
Read the text before answer the questions.
Choose one correct answer a, b, c, or d.
Write your answer on the paper.
1. What is the purpose of the text
above?
a. To forbid someone to come to
Christina’s birthday party
b. To inform everyone about a
birthday party
c. To remind someone to celebrate
a birthday party
d. To invite someone to attend
Christina’s birthday party
2. Who will celebrate the birthday
party?
a. Christina c. Christina’s
friend
b. All friends d. Christina’s mom
3. How long does the meeting last?
a. One and a half hours
b. One hour
c. One and a quarter hours
d. Two hours
4. Where do they have the meeting?
a. In the ECC’s meeting room
b. In the VII A classroom
c. At the school hall
d. At the office teacher
To: All Friends
You are invited to my birthday party
Saturday, August 9th 2015 at 5.00 pm
In Shangrila Hotel
Please come to my birthday party
Christina
Announcement
English Conversation Club (SCC)
is opening registration for new
members.
Join us and improve your English!
Every Thursday from 16.00 to
17.00 at the school hall
For registration, please contact
Wayan (VIIA)
Anissa (VIIB)
86
5. When do the members have meeting?
a. In the morning
b. On Thursday morning
c. On Thursday afternoon
d. In the afternoon at three o’clock
6. What does the notice mean?
a. You will have breakfast at 10 am
b. You will have breakfast until 10
am
c. The breakfast will be served at 10
am
d. The breakfast will be served after
10 am
7. Where do you usually find this
caution?
a. Café c. Hospital
b. Restaurant d. Hotel
8. What kind of the text about?
a. Advertisement c. Notice
b. Caution d. Letter
9. What is the purpose of the text
about?
a. To warn people about peanuts
b. To persuade people to buy peanut
c. To invite people to buy peanut
d. To tell people information about
peanut
10. Where do you usually find this
notice?
a. Hospital c. Library
b. Hotel d. Laboratory
11. Who is sent the message?
a. Dito c. Dito’s mom
b. Sarah d. Dito’s sister
12. Who is Sarah?
a. Dito’s sister
b. Dito’s niece
c. Dito’s cousin
d. Dito’s girlfriend
13. When will Dito’s sister be back at
home?
a. At 7 pm c. At 9 pm
b. At 8 pm d. At 10 pm
WE WILL SERVE YOUR
BREAKFAST UNTIL 10 AM
AFTER CLOSING TIME,
RETURN THE BOOK HERE
To: Dito
Please take care of Sarah while I am
away. She has to take a nap and eat at
5 pm. I will be back at home at 9 pm.
Your sister
Announcement
For the students who will participate
Basketball Competition are asked to
gather in the school hall at 3 pm.
Committee
87
14. What is purpose of the announcement
about?
a. To inform the students that there
is a basketball competition
b. To persuade the students to
gather in the school hall
c. To ask the students who want to
join basketball competition
d. To inform the students to gather
in the school hall
15. Where will the students be gathered?
a. In the school hall
b. In the school office
c. In the classroom
d. In the headmaster room
16. What is the text tell us about?
a. Information about time’s working
b. Message of picking up mother at
5 pm
c. Message to pick up father at 5 pm
d. Information about how to pick up
your mother
17. What kind of the text about?
a. Invitation
b. Advertisement
c. Short message
d. Notice
18. When will the event be begun?
a. In the afternoon
b. In the morning
c. In the night
d. In the midnight
19. What kind of the event?
a. Birthday party
b. Wedding party
c. Anniversary
d. Gathering
20. When will the activity be held?
a. On February
b. On March
Nurul, tell your father to pick me
up at 5 pm! I will finish my work
at 4 pm. Thanks.
Your mother.
YOU ARE INVITED
5SOSFAM BOOK LAUNCHING
AND GATHERING
AT GRAMEDIA MATRAMAN
ON OCTOBER 31ST
AT 3PM
IF YOU LIKE TO JOIN PLEASE
CONTACT US 089676564322
(Luthfi)
ANNOUNCEMENT
There will be a holiday camp next
month. All scouts must join this camp.
The activity will take place at
Perkemahan Cibubur for three days
from April 22nd
until April 24th
.
For further information, please
contact Mr. Agus.
88
c. On April
d. On May
21. Who must join the activity?
a. All students
b. All scouts
c. All teachers
d. All chiefs
22. How long the activity be held?
a. 3 days c. 3 weeks
b. 4 days d. 4 weeks
23. What does the notice mean?
a. We are allowed to mix food and
chemical
b. We can put chemical in this unit
c. We may add chemical materials
on food
d. We can only put food in this unit
24. What is the purpose of the text
above?
a. To ask people to shop in
Matahari Bazar
b. To inform people the promo at
Matahari Bazar
c. To announce people about the
discount
d. To tell people to shop at Matahari
Bazar
25. Which statement is TRUE according
to the text above?
a. The discount is up to 80%
b. The promo only for one day
c. You can get the discount on
November 16th
d. You only use the discount for
clothing
FOOD STORAGE ONLY
NO CHEMICAL IN THIS UNIT
COME AND SHOP!!!
MATAHARI BAZAR
DISCOUNT UP TO 75%
FOR ALL ITEMS
Clothing, Jewelry, Make up,
Accessories, etc.
Only on November 15-17 2015
89
APPENDIX 6
The Answer Key of Post-Test
1. D
2. A
3. B
4. C
5. C
6. B
7. D
8. A
9. B
10. C
11. D
12. B
13. C
14. D
15. A
16. B
17. A
18. A
19. D
20. C
21. B
22. A
23. D
24. B
25. C
90
APPENDIX 7
Kelas Eksperiment pertemuan ke-1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MTS Negeri 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ semester ganjil
Alokasi Waktu : 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi: (Membaca) Memahami makna teks tulis fungsional dan eseipendek
sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar.
Kompetensi Dasar : Merespon makna dalam teks tulis fungsional pendeksederhana secara
akurat, lancar, dan berterima yang berkaitandengan lingkungan sekitar.
Indikator Pencapaian Kompetensi:
1. Mempelajari teks fungsional pendek berupa announcement & notice.
2. Mencirikan struktur announcement& noticedalam fungsional teks.
3. Mengidentifikasi karakteristik teks fungsional pendek berupa announcement &
notice.
Tujuan Pembelajaran
Setelah mempelajari materi ini, peserta didik diharapkan dapat:
91
1. Siswa mampu mempelajari jenis teks fungsional pendek berupa announcement&
notice yangada dilingkungan sekitar mereka.
2. Siswa mampu mengidentifikasi karakteristik teks fungsional pendek
berupaannouncement& notice.
3. Siswa mampu mencirikan jenis-jenis announcement& notice yang ada dalam
fungsionalteks.
Karakter yang diharapkan :
o Jujur, tanggung jawab, dan percaya pada diri sendiri.
o Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk
berkomentar, dan menyumbangkan ide.
Materi pembelajaran :
1. Teks Fungsional Pendek: Announcement &Notice
2. Announcement is an important or official statement that informs people about
something events or occasion.
Notice is a sign or printed statement that gives information or a warning to people.
3. Some Characteristic of announcement:
a. Straight forward and ease the readers to get information quickly.
b. Keep it short, inviting and to the point.
c. Clear and complete
d. For a bad news, make a direct and not nonsense statement.
4.Structure of announcement:
a. The title or type of events
b. Date and time
c. Place
d. Contact person/ address
92
Model dan Metode Pembelajaran
Model : Pendekatan kontekstual
Metode : Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusi
per kelompok, Tanya jawab, latihan, dan penyelidikan.
Media Pembelajaran:Materi otentik/Authentic materials
Langkah-Langkah Pembelajaran
A. Kegiatan Awal ( 10 menit )
o Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang
akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa
bersama dan mengabsen kehadiran siswa)
o Apersepsi
o Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan
pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor.
B. Kegitatan Inti ( ± 60 menit )
Eksplorasi
o Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari,
yaitu fungsional teks berupa pengumuman/announcement& notice.
o Guru menanyakan kepada siswa tentang jenis-jenis announcement& notice yang
ada disekitar siswa.
93
o Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari
bersama guru.
Elaborasi
o Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa
gunakan.
o Siswa diberikan contoh materi otentik berupa pengumuman.
o Siswa diminta untuk mempelajari teks fungsional pendek berupa pengumuman yang
merupakan materi otentik dari fungsional teks.
o Guru menjelaskan struktur pengumuman yang ada dalam teks otentik dari
fungsional teks.
o Tanya jawab mengembangkan pemahaman tentang definisi pengumuman.
o Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam
pengumuman.
o Tanya jawab menggali informasi dalam memahami karakteristik pengumuman &
notice.
o Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik
dengan guru, lingkungan, dan sumber belajar lainnya.
Konfirmasi
o Siswa dibagi menjadi kelompok.
o Masing-masing kelompok diberikan materi otentik tentang pengumuman & notice
dari fungsional teks.
o Siswa diminta untuk membaca dan memahami contoh pengumuman & notice yang
ada dalam materi otentik tersebut.
o Guru meminta siswa untuk mengidentifikasi strukturpengumuman dan menjelaskan
makna notice tersebut secara berkelompok.
o Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah
mereka baca dan pelajari.
94
C. Kegiatan Akhir ( 10 menit )
o Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan
mengemukakan materi yang telah dipelajari.
o Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
o Pemberian tindak lanjut berupa tugas rumah (PR).
Sumber Pelajaran
Contoh pengumuman dalam Bahasa Inggris.
Penilaian
Indikator
Pencapaian Kompetensi
Teknik
Penilaian
Bentuk
Instrumen
Instrumen/Soal
1. Mempelajari teks
fungsional pendek
berupaannouncement
& notice
Tes lisan 1. Membaca
dan
mempelajari
teks
Read and
comprehending the
text
2. Mengidentifikasi
karakteristik teks
fungsional pendek
berupa
announcement &
notice
Tes tulis 2. Isian singkat Answer the question
based on the text
95
3. Mencirikan jenis-
jenis announcement
dalam fungsional
teks
Tes tulis 3. Isian singkat Find some
expressions of
Announcement on
the text.
Instrument
Answer the question based on the announcement above!
1. What is the name of the event?
2. When the event is will be held?
3. Where the event is will be held?
4. Who are the contact persons of that announcement?
Penilaian
o Rubrik penilaian A
Pengucapan, pemahaman, accuraccy, dan manner
Skor max= 5
o Rubrik Penilaian bagian B
1. Untuk tiap nomor, tiap jawaban benar skor 2
2. Jumlah skor maksimal x 2 = 10
3. Nilai maksimal = 10
96
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
o Rubrik penilaian bagian C
1. Untuk tiap nomor, tiap jawaban benar skor 5
2. Jumlah skor maksimal x 4 = 20
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
Tanggal: 13 Oktober 2015
Mengetahui,
Guru Mata Pelajaran Peneliti
M. Alwi, S.Ag Monasia Gusti
97
Kelas Kontrol pertemuan ke-1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MTS Negeri 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ semester ganjil
Alokasi Waktu : 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan eseipendek
sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar.
Kompetensi Dasar : Merespon makna dalam teks tulis fungsional pendeksederhana secara
akurat, lancar, dan berterima yang berkaitandengan lingkungan sekitar.
Indikator Pencapaian Kompetensi:
1. Mempelajari teks fungsional pendek berupa announcement & notice.
2. Mencirikan struktur announcement & notice dalam fungsional teks.
3. Mengidentifikasi karakteristik teks fungsional pendek berupa announcement &
notice.
Tujuan Pembelajaran
Setelah mempelajari materi ini, peserta didik diharapkan dapat:
4. Siswa mampu mempelajari jenis teks fungsional pendek berupa announcement&
notice yangada dilingkungan sekitar mereka.
5. Siswa mampu mengidentifikasi karakteristik teks fungsional pendek
berupaannouncement& notice
6. Siswa mampu mencirikan jenis-jenis announcement& notice yang ada dalam
fungsionalteks.
Karakter yang diharapkan :
o Jujur, tanggung jawab, dan percaya pada diri sendiri.
o Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk
berkomentar, dan menyumbangkan ide.
Materi pembelajaran :
98
3. Teks Fungsional Pendek: Announcement & notice
4. Announcement is an important or official statement that informs people about
something events or occasion.
Notice is a sign or printed statement that gives information or a warning to people.
3. Some Characteristic of announcement:
a. Straight forward and ease the readers to get information quickly.
e. Keep it short, inviting and to the point.
f. Clear and complete
g. For a bad news, make a direct and not nonsense statement.
4.Structure of announcement:
e. The title or type of events
f. Date and time
g. Place
h. Contact person/ address
Model dan Metode Pembelajaran
Model : Ceramah
Metode : Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusi per
kelompok, Tanya jawab, latihan, dan penyelidikan.
Media Pembelajaran: Buku teks Bahasa Inggris kelas 8
Langkah-Langkah Pembelajaran
A. Kegiatan Awal ( 10 menit )
o Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang
akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa
bersama dan mengabsen kehadiran siswa)
o Apersepsi
o Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan
pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor.
99
B. Kegitatan Inti ( ± 60 menit )
Eksplorasi
o Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari,
yaitu fungsional teks berupa pengumuman/announcement& notice.
o Guru menanyakan kepada siswa tentang jenis-jenis announcement& notice yang
ada disekitar siswa.
o Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari
bersama guru.
Elaborasi
o Siswa diminta untuk mempelajari teks fungsional pendek berupa pengumuman yang
ada dalam buku teks.
o Guru menjelaskan struktur teks yang ada dalam buku teks.
o Tanya jawab mengembangkan pemahaman tentang definisi pengumuman & notice.
o Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam
pengumuman & notice.
o Tanya jawab menggali informasi dalam memahami karakteristik pengumuman.
o Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik
dengan guru, lingkungan, dan sumber belajar lainnya.
Konfirmasi
o Siswa dibagi menjadi kelompok.
o Siswa diminta untuk membaca dan memahami contoh pengumuman& notice yang
ada dalam buku teks.
o Guru meminta siswa untuk mencirikanstrukturpengumuman tersebut secara
berkelompok.
o Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah
mereka baca dan pelajari.
C. Kegiatan Akhir ( 10 menit )
o Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan
mengemukakan materi yang telah dipelajari.
100
o Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
o Pemberian tindak lanjut berupa tugas rumah (PR).
Sumber Pelajaran
Contoh pengumuman dalam Bahasa Inggris.
Penilaian
Indikator
Pencapaian Kompetensi
Teknik
Penilaian
Bentuk
Instrumen
Instrumen/Soal
4. Mempelajari teks
fungsional pendek
berupaannouncement
& notice
Tes lisan 2. Membaca
dan
mempelajari
teks
Read and
comprehending the
text
5. Mengidentifikasi
karakteristik teks
fungsional pendek
berupa
announcement &
notice
Tes tulis 2. Isian singkat Answer the question
based on the text
6. Mencirikan jenis-
jenis announcement
dalam fungsional
teks
Tes tulis 3. Isian singkat Find some
expressions of
Announcement on
the text.
Instrument
Answer the question based on the announcement above!
1. What is the name of the event?
2. When the event is will be held?
3. Where the event is will be held?
4. Who are the contact persons of that announcement?
101
Penilaian
o Rubrik penilaian A
Pengucapan, pemahaman, accuraccy, dan manner
Skor max= 5
o Rubrik Penilaian bagian B
1. Untuk tiap nomor, tiap jawaban benar skor 2
2. Jumlah skor maksimal x 2 = 10
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
o Rubrik penilaian bagian C
1. Untuk tiap nomor, tiap jawaban benar skor 5
2. Jumlah skor maksimal x 4 = 20
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
Tanggal: 13 Oktober 2015
Mengetahui,
Guru Mata Pelajaran Peneliti
M. Alwi, S.Ag Monasia Gusti
Kelas Eksperiment pertemuan ke-2
102
Kelas Eksperimen pertemuan ke-2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MTS Negeri 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ semester ganjil
Alokasi Waktu : 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan eseipendek
sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar.
Kompetensi Dasar : Merespon makna dalam teks tulis fungsional pendeksederhana secara
akurat, lancar, dan berterima yang berkaitandengan lingkungan sekitar.
Indikator Pencapaian Kompetensi:
1. Mempelajari teks fungsional pendek berupa advertisement.
2. Mengidentifikasi karakteristik teks fungsional pendek berupa advertisement.
3. Mencirikanjenis-jenis advertisement dalam fungsional teks.
Tujuan Pembelajaran
Setelah mempelajari materi ini, peserta didik diharapkan dapat:
7. Siswa mampu mempelajari jenis teks fungsional pendek berupa advertisement
yangada dilingkungan sekitar mereka.
8. Siswa mampu mengidentifikasi karakteristik teks fungsional pendek
berupaadvertisement.
9. Siswa mampu mencirikan jenis-jenis advertisement yang ada dalam fungsionalteks.
Karakter yang diharapkan :
o Jujur, tanggung jawab, dan percaya pada diri sendiri.
o Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk
berkomentar, dan menyumbangkan ide.
Materi pembelajaran :
5. Teks Fungsional Pendek: Advertisement
103
6. Advertisement is a picture and or set of words used to persuade people to buy
aproduct or use of service or that gives information about a job that is available.
7. Kinds of Advertisement: 1. Products, 2. Service, 3. Job vacancy.
4. Characteristic of advertisement;
a. Name of products
b. The selling point/ attentive point
c. How to get the product
d. Interesting design
5. Some expressions used in advertisement;
a. Sale off
b. 30 % discount item
c. Wanted
d. Urgently required
e. Job vacancy
Model dan Metode Pembelajaran
Model : Pendekatan kontekstual
Metode: Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusiper
kelompok, tanya jawab, latihan, dan penyelidikan
Media Pembelajaran:
Langkah-Langkah Pembelajaran
A. Kegiatan Awal ( 10 menit )
o Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang
akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa
bersama dan mengabsen kehadiran siswa)
o Apersepsi
o Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan
pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor.
104
B. Kegitatan Inti ( ± 60 menit )
Eksplorasi
o Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari,
yaitu fungsional teks berupa iklan/advertisement.
o Guru menanyakan kepada siswa tentang jenis-jenis iklan yang ada disekitar siswa.
o Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari
bersama guru.
Elaborasi
o Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa
gunakan.
o Siswa diberikan contoh materi otentik berupa iklan.
o Siswa diminta untuk mempelajari teks fungsional pendek berupa iklan yang
merupakan materi otentik dari fungsional teks.
o Guru menjelaskan ciri-ciri iklan yang ada dalam teks otentik dari fungsional teks.
o Tanya jawab mengembangkan pemahaman tentang definisi iklan.
o Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam iklan.
o Tanya jawab menggali informasi dalam memahami karakteristik iklan.
o Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik
dengan guru, lingkungan, dan sumber belajar lainnya.
Konfirmasi
o Siswa dibagi menjadi kelompok.
o Masing-masing kelompok diberikan materi otentik tentang iklan dari fungsional
teks.
o Siswa diminta untuk membaca dan memahami contoh iklan yang ada dalam materi
otentik tersebut.
o Guru meminta siswa untuk mengidentifikasi karakteristik iklan tersebut secara
berkelompok.
o Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah
mereka baca dan pelajari.
C. Kegiatan Akhir ( 10 menit )
105
o Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan
mengemukakan materi yang telah dipelajari.
o Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
o Pemberian tindak lanjut berupa tugas rumah (PR).
Sumber Pelajaran
Contoh iklan dalam Bahasa Inggris yang ada di media cetak.
Penilaian
Indikator
Pencapaian Kompetensi
Teknik
Penilaian
Bentuk
Instrumen
Instrumen/Soal
7. Mempelajari teks
fungsional pendek
berupaadvertisement.
Tes lisan 3. Membaca
dan
mempelajari
teks
Read and
comprehending the
text
8. Mengidentifikasi
karakteristik teks
fungsional pendek
berupa advertisement
Tes tulis 2. Isian singkat Answer the question
based on the text
9. Mencirikan jenis-
jenis advertisement
dalam fungsional
teks
Tes tulis 3. Isian singkat Find some
expressions of
Advertisement on
the text.
Instrument
Find some expressions of advertisement on the text above!
Answer the question based on the advertisement above!
1. What is the name of the product?
2. What is the selling point of this advertisement?
3. What is the purpose of the advertisement?
106
4. How to get the product or to get that job?
5. Is the design interesting for an advertisement? Why?
Penilaian
o Rubrik penilaian A
Pengucapan, pemahaman, accuraccy, dan manner
Skor max= 5
o Rubrik Penilaian bagian B
1. Untuk tiap nomor, tiap jawaban benar skor 2
2. Jumlah skor maksimal x 2 = 10
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
o Rubrik penilaian bagian C
1. Untuk tiap nomor, tiap jawaban benar skor 5
2. Jumlah skor maksimal x 4 = 20
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
Tanggal: 27 Oktober 2015
Mengetahui,
Guru Mata Pelajaran Peneliti
M. Alwi, S.Ag Monasia Gusti
107
Kelas Kontrol pertemuan ke-2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MTS Negeri 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ semester ganjil
Alokasi Waktu : 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan eseipendek
sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar.
Kompetensi Dasar : Merespon makna dalam teks tulis fungsional pendeksederhana secara
akurat, lancar, dan berterima yang berkaitandengan lingkungan sekitar.
Indikator Pencapaian Kompetensi:
4. Mempelajari teks fungsinal pendek berupa advertisement.
5. Mengidentifikasi karakteristik teks fungsional pendek berupa advertisement.
6. Mencirikanjenis-jenis advertisement dalam fungsional teks.
Tujuan Pembelajaran
Setelah mempelajari materi ini, peserta didik diharapkan dapat:
10. Siswa mampu mempelajari jenis teks fungsional pendek berupa advertisement
yangada dilingkungan sekitar mereka.
11. Siswa mampu mengidentifikasi karakteristik teks fungsional pendek
berupaadvertisement.
12. Siswa mampu mencirikan jenis-jenis advertisement yang ada dalam fungsionalteks.
Karakter yang diharapkan :
o Jujur, tanggung jawab, dan percaya pada diri sendiri.
o Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk
berkomentar, dan menyumbangkan ide.
Materi pembelajaran :
8. Teks Fungsional Pendek: Advertisement
108
9. Advertisement is a picture and or set of words used to persuade people to buy
aproduct or use of service or that gives information about a job that is available.
10. Kinds of Advertisement: 1. Products, 2. Service, 3. Job vacancy.
4. Characteristic of advertisement;
e. Name of products
f. The selling point/ attentive point
g. How to get the product
h. Interesting design
5. Some expressions used in advertisement;
f. Sale off
g. 30 % discount item
h. Wanted
i. Urgently required
j. Job vacancy
Model dan Metode Pembelajaran
Model : Ceramah
Metode: Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusiper kelompok,
tanya jawab, latihan, dan penyelidikan
Media Pembelajaran:
Buku teks Bahasa Inggris kelas 8
Langkah-Langkah Pembelajaran
A. Kegiatan Awal ( 10 menit )
o Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang
akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa
bersama dan mengabsen kehadiran siswa)
o Apersepsi
o Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan
pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor.
109
B. Kegitatan Inti ( ± 60 menit )
Eksplorasi
o Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari,
yaitu fungsional teks berupa iklan/advertisement.
o Guru menanyakan kepada siswa tentang jenis-jenis iklan yang ada disekitar siswa.
o Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari
bersama guru.
Elaborasi
o Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa
gunakan.
o Siswa diberikan contoh materi otentik berupa iklan.
o Siswa diminta untuk mempelajari teks fungsional pendek berupa iklan yang
merupakan materi otentik dari fungsional teks.
o Guru menjelaskan ciri-ciri iklan yang ada dalam teks otentik dari fungsional teks.
o Tanya jawab mengembangkan pemahaman tentang definisi iklan.
o Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam iklan.
o Tanya jawab menggali informasi dalam memahami karakteristik iklan.
o Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik
dengan guru, lingkungan, dan sumber belajar lainnya.
Konfirmasi
o Siswa dibagi menjadi kelompok.
o Siswa diminta untuk membaca dan memahami contoh iklan yang ada dalam buku
teks.
o Gurumeminta siswa untuk mengidentifikasi karakteristik iklan tersebut secara
berkelompok.
o Guru meminta siswa untuk mengidentifikasi karakteristik iklan tersebut secara
berkelompok.
o Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah
mereka baca dan pelajari.
C. Kegiatan Akhir ( 10 menit )
110
o Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan
mengemukakan materi yang telah dipelajari.
o Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
o Pemberian tindak lanjut berupa tugas rumah (PR).
Sumber Pelajaran
Contoh iklan dalam Bahasa Inggris yang ada di media cetak.
Penilaian
Indikator
Pencapaian Kompetensi
Teknik
Penilaian
Bentuk
Instrumen
Instrumen/Soal
10. Mempelajari teks
fungsional pendek
berupaadvertisement.
Tes lisan 4. Membaca
dan
mempelajari
teks
Read and
comprehending the
text
11. Mengidentifikasi
karakteristik teks
fungsional pendek
berupa advertisement
Tes tulis 2. Isian singkat Answer the question
based on the text
12. Mencirikan jenis-
jenis advertisement
dalam fungsional
teks
Tes tulis 3. Isian singkat Find some
expressions of
Advertisement on
the text.
Instrument
Find some expressions of advertisement on the text above!
Answer the question based on the advertisement above!
1. What is the name of the product?
2. What is the selling point of this advertisement?
3. How to get the product or to get that job?
111
4. Is the design interesting for an advertisement? Why?
5. What is the purpose of the advertisement?
Penilaian
o Rubrik penilaian A
Pengucapan, pemahaman, accuraccy, dan manner
Skor max= 5
o Rubrik Penilaian bagian B
1. Untuk tiap nomor, tiap jawaban benar skor 2
2. Jumlah skor maksimal x 2 = 10
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
o Rubrik penilaian bagian C
1. Untuk tiap nomor, tiap jawaban benar skor 5
2. Jumlah skor maksimal x 4 = 20
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Maksimalx10
SkorPerolehan
Tanggal: 27 Oktober 2015
Mengetahui,
Guru Mata Pelajaran Peneliti
M. Alwi, S.Ag Monasia Gusti
112
Kelas Eksperiment pertemuan ke-3
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MTS Negeri 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ semester ganjil
Alokasi Waktu : 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan eseipendek
sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar.
Kompetensi Dasar : Merespon makna dalam teks tulis fungsional pendeksederhana secara
akurat, lancar, dan berterima yang berkaitandengan lingkungan sekitar.
Indikator Pencapaian Kompetensi:
1. Mengidentifikasi teks fungsional pendek berupa undangan/invitation dan short
message
2. Mencirikan ciri kebahasaanundangan/invitation dan short message
dalam fungsional teks.
3. Memproduksi teks fungsional pendek berupa undangan/invitation dan short
message
Tujuan Pembelajaran
Setelah mempelajari materi ini, peserta didik diharapkan dapat:
13. Siswa mampu mempelajari jenis teks fungsional pendek berupa
undangan/invitationdan short message yangada dilingkungan sekitar mereka.
14. Siswa mampu mencirikan kebahasaaan dari undangan/invitation dan short message
yang ada dalam fungsional teks.
15. Siswa mampu memproduksi teks fungsional pendek berupa undangan/invitation dan
short message.
Karakter yang diharapkan :
o Jujur, tanggung jawab, dan percaya pada diri sendiri.
113
o Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk
berkomentar, dan menyumbangkan ide.
Materi pembelajaran :
11. Teks Fungsional Pendek: Invitation dan Short Message
12. Invitation is used to invite someone to attend the event like birthday party, wedding
party, informal dinner, etc.
Short Messsage is a written piece of information that you send to another person.
3. Structure of invitation:
a. Addresses.
h. Main message.
i. Ending.
4. An invitation card should give more information about:
i. The name of the event
j. When the event will be held
k. Where the event will take place
l. Additional information (e.g. dress code, RSVP)
5. Some common expressions used in an invitation are:
a. You are invited to . . . .
b. . . . . cordially invites you to . . . .
c. Come and share our wedding
Example of Invitation:
To: Ana
I will be glad if you come to my 17th birthday party.
Day/date : Sunday, February 7th 2015
Time : 7 pm
Place : Ballroom Shangrila Hotel
Sincerely,
Hannah
114
Example of Short Message:
Model dan Metode Pembelajaran
Model : Pendekatan kontekstual
Metode : Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusi
per kelompok, Tanya jawab, latihan, dan penyelidikan.
Media Pembelajaran:Materi otentik/Authentic materials
Langkah-Langkah Pembelajaran
A. Kegiatan Awal ( 10 menit )
o Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang
akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa
bersama dan mengabsen kehadiran siswa)
o Apersepsi
o Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan
pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor.
B. Kegitatan Inti ( ± 60 menit )
Eksplorasi
o Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari,
yaitu fungsional teks berupa undangan/invitation dan short message.
Text Message.
To : Adi
Adi, tell daddy to buy a new dress for me! Two days later there will be
a birthday party. And I have got an invitation letter from my classmate.
I want to wear it in the party.
115
o Guru menanyakan kepada siswa tentang jenis-jenis undangan/invitation dan short
message yang ada disekitar siswa.
o Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari
bersama guru.
Elaborasi
o Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa
gunakan.
o Siswa diberikan contoh materi otentik berupa invitation & short message.
o Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa invitation &
short message yang merupakan materi otentik dari fungsional teks.
o Guru menjelaskan ciri-ciri kebahasaan yang ada dalam teks otentik dari fungsional
teks yang berupa invitation & short message.
o Tanya jawab mengembangkan pemahaman tentang definisi invitation dan short
message.
o Guru menjelaskan tentang ungkapan-ungkapan yang biasanya ada dalam invitation
dan short message berdasarkan teks otentik yang digunakan.
o Tanya jawab menggali informasi dalam memahami karakteristik invitation dan
short message.
o Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik
dengan guru, lingkungan, dan sumber belajar lainnya.
Konfirmasi
o Siswa dibagi menjadi kelompok.
o Masing-masing kelompok diberikan materi otentik tentang invitation & short
message dari fungsional teks.
o Siswa diminta untuk membaca dan memahami contoh invitation & short message
yang ada dalam materi otentik tersebut.
o Guru meminta siswa untuk membuat contoh invitation & short message
berdasarkan contoh yang telah mereka pelajari.
C. Kegiatan Akhir ( 10 menit )
116
o Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan
mengemukakan materi yang telah dipelajari.
o Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
o Pemberian tindak lanjut berupa tugas rumah (PR).
Sumber Pelajaran
Script undangan ulang tahun dan short message dalam Bahasa Inggris.
Penilaian
Indikator
Pencapaian Kompetensi
Teknik
Penilaian
Bentuk
Instrumen
Instrumen/Soal
13. Mengidentifikasi
teks
fungsional pendek
berupainvitation &
short message
Tes lisan Isian singkat Answer the question
based on the text
14. Mencirikan ciri
kebahasaan dari
invitation & short
message dalam
fungsional teks.
Tes tulis
15. Memproduksi teks
fungsional pendek
berupa invitation &
short message.
Unjuk kerja Make an invitation
based on
yourexperience!
Instrument
Answer the question based on the invitation above!
1. Who is the host of the invitation?
2. When the birthday party will be held?
117
3. Where the birthday party is will be held?
4. How long the party will be held?
5. What is the purpose of the text?
Penilaian
o Rubrik penilaian A
1. Untuk tiap nomor, tiap jawaban benar skor 5
2. Jumlah skkor maksimal x 4 = 20
3. Nilai maksimal = 10
4. Nilai Siswa =Skor Perolehan x10
Skor Maksimal
o Rubrik penilaian bagian B
URAIAN SKOR
Vocabulary sesuai, tata bahasa benar 3
Vocabulary sesuai, tata bahasa kurang benar 2
Isi dan tata bahasa kurang tepat 1
Tidak menjawab 0
Tanggal: 28 Oktober 2015
Mengetahui,
Guru Mata Pelajaran Peneliti
M. Alwi, S.Ag Monasia Gusti
118
Kelas Kontrol pertemuan ke-3
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MTS Negeri 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ semester ganjil
Alokasi Waktu : 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.
Kompetensi Dasar : Merespon makna dalam teks tulis fungsional pendek sederhana
secara akurat, lancar, dan berterima yang berkaitandengan lingkungan sekitar.
Indikator Pencapaian Kompetensi:
1. Mengidentifikasi teks fungsional pendek berupa undangan/invitation dan short
message
2. Mencirikan ciri kebahasaanundangan/invitation dan short message
dalam fungsional teks.
3. Memproduksi teks fungsional pendek berupa undangan/invitation dan short
message
Tujuan Pembelajaran
Setelah mempelajari materi ini, peserta didik diharapkan dapat:
16. Siswa mampu mempelajari jenis teks fungsional pendek berupa
undangan/invitationdan short message yangada dilingkungan sekitar mereka.
17. Siswa mampu mencirikan kebahasaaan dari undangan/invitation dan short message
yang ada dalam fungsional teks.
18. Siswa mampu memproduksi teks fungsional pendek berupa undangan/invitation dan
short message.
Karakter yang diharapkan :
o Jujur, tanggung jawab, dan percaya pada diri sendiri.
119
o Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk
berkomentar, dan menyumbangkan ide.
Materi pembelajaran :
13. Teks Fungsional Pendek: Invitation dan Short Message
14. Invitation is used to invite someone to attend the event like birthday party, wedding
party, informal dinner, etc.
Short Messsage is a written piece of information that you send to another person.
3. Structure of invitation:
a. Addresses.
j. Main message.
k. Ending.
4. An invitation card should give more information about:
m. The name of the event
n. When the event will be held
o. Where the event will take place
p. Additional information (e.g. dress code, RSVP)
5. Some common expressions used in an invitation are:
d. You are invited to . . . .
e. . . . . cordially invites you to . . . .
f. Come and share our wedding
Example of Invitation:
To: Ana
I will be glad if you come to my 17th birthday party.
Day/date : Sunday, February 7th 2015
Time : 7 pm
Place : Ballroom Shangrila Hotel
Sincerely,
Hannah
120
Example of Short Message:
Model dan Metode Pembelajaran
Model : Pendekatan kontekstual
Metode : Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusi
per kelompok, Tanya jawab, latihan, dan penyelidikan.
Media Pembelajaran:Materi otentik/Authentic materials
Langkah-Langkah Pembelajaran
A. Kegiatan Awal ( 10 menit )
o Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang
akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa
bersama dan mengabsen kehadiran siswa)
o Apersepsi
o Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan
pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor.
B. Kegitatan Inti ( ± 60 menit )
Eksplorasi
o Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari,
yaitu fungsional teks berupa undangan/invitation dan short message.
Text Message.
To : Adi
Adi, tell daddy to buy a new dress for me! Two days later there will be
a birthday party. And I have got an invitation letter from my classmate.
I want to wear it in the party.
121
o Guru menanyakan kepada siswa tentang jenis-jenis undangan/invitation dan short
message yang ada disekitar siswa.
o Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari
bersama guru.
Elaborasi
o Guru memperkenalkan terlebih dahulu tentang materi yang akan siswa gunakan di
dalam buku teks.
o Siswa diberikan contoh invitation dan short message dari buku teks dan LKS.
o Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa invitationdan
short message.
o Guru menjelaskan ciri-ciri kebahasaan yang ada dalam teks invitation dan short
message
o Tanya jawab mengembangkan pemahaman tentang definisi invitation dan short
message.
o Guru menjelaskan tentang ungkapan-ungkapan yang biasanya ada dalam invitation
dan short message berdasarkan buku teks yang digunakan.
o Tanya jawab menggali informasi dalam memahami karakteristik invitation dan
short message.
o Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik
dengan guru, lingkungan, dan sumber belajar lainnya.
Konfirmasi
o Siswa dibagi menjadi kelompok.
o Masing-masing kelompok diberikan teksinvitation dan short message dari
fungsional teks.
o Siswa diminta untuk membaca dan memahami contoh invitation dan short message
yang ada dalam materi otentik tersebut.
o Guru meminta siswa untuk membuat contoh invitation dan short message
berdasarkan contoh yang telah mereka pelajari.
C. Kegiatan Akhir ( 10 menit )
122
o Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan
mengemukakan materi yang telah dipelajari.
o Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
o Pemberian tindak lanjut berupa tugas rumah (PR).
Sumber Pelajaran
Scriptundangan ulang tahun dan short message dalam Bahasa Inggris.
Penilaian
Indikator
Pencapaian Kompetensi
Teknik
Penilaian
Bentuk
Instrumen
Instrumen/Soal
16. Mengidentifikasi
teks
fungsional pendek
berupa
undangan/invitation
dan short message
Tes lisan Isian singkat Answer the question
based on the text
17. Mencirikan ciri
kebahasaan dari
undangan/invitation
dan short message
dalam fungsional
teks.
Tes tulis
18. Memproduksi teks
fungsional pendek
berupa
undangan/invitation
dan short message
Unjuk kerja Make an invitation
based on
yourexperience!
Instrument
123
Answer the question based on the invitation above!
1. Who is the host of the invitation?
2. When the birthday party will be held?
3. Where the birthday party is will be held?
4. How long the party will be held?
5. What is the purpose of the text?
Penilaian
o Rubrik penilaian A
4. Untuk tiap nomor, tiap jawaban benar skor 5
5. Jumlah skkor maksimal x 4 = 20
6. Nilai maksimal = 10
4. Nilai Siswa =Skor Perolehan x10
Skor Maksimal
o Rubrik penilaian bagian B
URAIAN SKOR
Vocabulary sesuai, tata bahasa benar 3
Vocabulary sesuai, tata bahasa kurang benar 2
Isi dan tata bahasa kurang tepat 1
Tidak menjawab 0
Tanggal: 28 Oktober 2015
Mengetahui,
Guru Mata Pelajaran Peneliti
M. Alwi, S.Ag Monasia Gusti
124
APPENDIX 8
A. Short Message
B. Notice
C. Announcement
To: Nadia
From: Angga
I have just got the news that our
grandfather passed away today. We are
going to go to his house soon to attend the
funeral. I have gone ahead with our parents.
So if you have arrived at home, go after us
immediately.
PLEASE DON’T LEAN
AGAINST THE DOOR
KEEP THE ROOM CLEAN
ANNOUNCEMENT
There will be a flag ceremony next Monday. All students
must wear white uniforms. Do not be late.
Principal
