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THE USE OF BACKGROUND KNOWLEDGE
STRATEGY TO IMPROVE READING
COMPREHENSION ON THE EIGHTH YEAR
STUDENTS OF SMP MUHAMMADIYAH 2
SAWANGAN MAGELANG IN THE ACADEMIC
YEAR 2015/2016
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S. Pd. I) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Directed By:
GUNARTI YULFANI
NIM. 113 11 146
EDUCATION DEPARTMENT OF TEACHER TRAINING AND
EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
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MOTTOS
“Surely there is ease after every hardship. Aye, surely there is
ease after every hardship”
(QS. Al-Insyirah: 6-7)
“There is no secret ingredient. It’s just you.”
(Kungfu Panda)
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DEDICATION
I truly dedicate this graduating paper to:
1. My beloved parents : Bapak Suroto and Ibu Winarni
2. My beloved grandfather and grandmother : Pak Nani and Yung Nani
3. My husband and daughter : Ahsin Qolbaka and Arsyidaa Mecca Qolbaki
4. My brother : Gunawan Sapodo
5. My big family
6. My beloved teachers from elementary up to university
Thanks for your love, patience, care, support, and prayer in every little step
of mine.
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ACKNOWLEDGEMENT
Alhamdulillahirrobbil’alamin. Praise to Allah SWT, the Most Gracious
and the Most Merciful. Peace be upon the Prophet Muhammad SAW, the last
messenger and the best teacher in life.
This graduating paper would not have been completed without the support,
advice, help, guidance, and encouragement from institutions and individuals.
Therefore, I would like to express special thank you to:
1. Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic
Studies Salatiga.
2. Suwardi, M.Pd. as the Dean of the Teacher Training and Education
Faculty
3. Noor Malihah, M.Hum. Ph. D., as the Head of English Education
Departement
4. Setia Rini, M. Pd., as consultant of this graduating paper. Thank you for
precious time, advice, guidance, encouragement, and trust given to me
during the process of writing this graduating paper from beginning until
the end.
5. All lecturers in the English Education Department from whom I have
learnt valuable knowledge, lessons and experiences during my study in
IAIN Salatiga. .
6. The principal of SMP Muhammadiyah 2 Sawangan Mr. Arnas Ikhwan
Prasetyo, S. Pd., for his motivation and permission so that I conducted my
research there. I would also address my gratitude to the English teacher,
Mrs. Zumanah, S. Pd., for her helps during my research.
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7. I also thank to the students of class VIII A and VIII B for their
participation during the research.
8. My beloved parents, Mr. Suroto and Mrs. Winarni, who always give spirit
to finish my study. Thank you for being patient waiting for me finishing
my graduating paper.
9. My husband Ahsin Qolbaka and my beloved daughter Arsyidaa Mecca
Qolbaki, who have joined me in my struggle.
10. My brothers Gunawan Sapodo, thank you for your support.
11. My family Pak Nani, Yung Nani, Lek Narno, Lek Sabar, Mbok Joko, Mbok
Tomo, and all of my big families, who gave me motivation every time.
12. My friends in TBI 2011 Class E, Mbak Sri Suharmi, Mbak Mara, Mbak
Yeni, Mbak Ayu, Mbak Restu, Mbak Indah, Mbak Yeni, Mbak Lailatis,
and Mbak Aulia, thanks you for the unforgettable moments and the
togetherness from the first until the last semester. I also would like to say
thanks to my entire friends in TBI who can‟t mentioned one by one.
Thanks for your motivation.
13. My friends in Wisma Najma, Wisma Najwa, Wisma Safira, Liqa’ Fatimah,
Liqa’ Aisyah, who have struggled together with me. Besides, I would like
to say thanks to my friends all in KAMMI Komisariat Salatiga and LDK
Fathir Ar-Rasyid, who all of my friends there can be close friends and a
family for me.
I also thank those who contribute in the accomplishment of this research.
Your supports help me to finish my graduating paper. At last, I consider that my
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graduating paper is still far from being perfect. Therefore, I always welcome and
appreciate for the criticisms, suggestions, or opinions for the improvement of this
graduating paper. I hope this graduating paper can give contribution for the
readers.
Salatiga, March 2016
The writer
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ABSTRACT
Gunarti Yulfani. 2016. “ The Use of Background Knowledge Strategy to Improve
Reading Comprehension on the Eighth Year Students of SMP
Muhammadiyah 2 Sawangan Magelang in the Academic Year of
2015/2016”. A Graduating Paper. Educational Faculty English Department
State Institute of Islamic Studies (IAIN). Consultant: Setia Rini, M. Pd.
Keywords: background knowledge strategy; reading comprehension
The objective of this research is to improve the teaching and learning
process of reading at VIII A and VIII B of SMP Muhammadiyah 2 Sawangan
Magelang through background knowledge strategy.
This research is experimental study in which the experimental class and
controlled class were conducted by the writer. In this research, the writer taught
the students in experimental class by using Background Knowledge Strategy and
controlled class by using traditional strategy. The test to both of the class was
same in qualities and quantities to keep the reliability of the research. It was given
to know how effective of using background knowledge strategy. This research
answer these main questions (1) How is the influence of background knowledge
strategy implementation on the eighth grade student‟s reading comprehension? (2)
How is the significance differences between the students taught with background
knowledge strategy and the students taught without background knowledge
strategy?
The techniques of collecting data were observation, test, and study
documentation. This research focused on the background knowledge strategy. The
result of the research of this study were (1) The score of the post-test from
experimental group was higher than the score of the post-test of control group (2)
There was a significant difference between pre-test and post-test, with the score of
t-test is higher than score of t-table. The level of significance was set equal or less
than ɑ = 5%. If the ≥ t-table 5%, it meant that null hypothesis (Ho) was rejected
and alternative hypothesis (Ha) accepted. T-table for standard significant with df
58 show 2.000. It was shown that because =3.743 while = 2.000. It
was assumed that null hypothesis (Ho) was rejected and alternative hypothesis
(Ha) accepted. Furthermore, it can be concluded that there is significant different
on student‟s reading comprehension scores taught using background knowledge
strategy rather than taught without background knowledge strategy.
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TABLE OF CONTENTS
TITLE .................................................................................................................... i
DECLARATION .................................................................................................. ii
ATTENTIVE COUNSELOR NOTES ................................................................. iii
PAGE OF CERTIFICATION .............................................................................. iv
MOTTO ................................................................................................................ v
DEDICATION ..................................................................................................... vi
ACKNOWLEDGMENT ..................................................................................... vii
ABSTRACT .......................................................................................................... x
TABLE OF CONTENTS ..................................................................................... xi
LIST OF TABLES ............................................................................................. xiv
CHAPTER I: INTRODUCTION
A. Background of the Study .......................................................................... 1
B. Statement of Problems .............................................................................. 4
C. Objectives of the Study ............................................................................. 4
D. Hypothesis of the Study ............................................................................ 4
E. Benefits of the Study ................................................................................. 5
F. Previous Studies ........................................................................................ 6
G. Definition of Key Terms ........................................................................... 7
H. Place of the Research ................................................................................. 9
CHAPTER II: THEORETICAL FRAMEWORK
A. Nature of Reading ................................................................................... 14
1. Definition of Reading ....................................................................... 14
2. Types of Reading .............................................................................. 15
3. Reading Skill ..................................................................................... 16
4. Model of Reading Process ................................................................ 18
B. Teaching Reading ................................................................................... 19
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1. Principles of Teaching Reading ........................................................ 20
2. Creating Condition for Teaching Reading ........................................ 22
3. Teaching Reading for Junior High School Students ......................... 24
C. Building Background Knowledge Strategy ............................................ 26
1. Definition of Building Background Knowledge Strategy ................. 26
2. Making Connection Types in Building Background
Knowledge Strategy .......................................................................... 27
3. Kinds of Background Knowledge Activation Strategies in
Reading Comprehension ................................................................... 30
D. Reading Comprehension ......................................................................... 34
1. Definition of Reading Comprehension ............................................. 34
2. Components of Comprehension ........................................................ 35
3. Levels of Comprehension ................................................................. 36
CHAPTER III: RESEARCH METHODOLOGY
A. Time of the Research .............................................................................. 38
B. Object of the Research ............................................................................ 39
1. Population ......................................................................................... 39
2. Sample and Sampling Technique ...................................................... 39
C. Research Design ...................................................................................... 43
D. Instrument ............................................................................................... 44
E. Research Methodology ........................................................................... 45
1. Setting of the Research ..................................................................... 45
2. Subjects of the Study ........................................................................ 46
3. Data Source ....................................................................................... 46
4. Research Type ................................................................................... 47
a. Experimental Research ............................................................... 47
b. Characteristics of Experimental Research .................................. 48
c. Procedure of the Research ........................................................... 49
d. Data Collection Techniques ........................................................ 50
e. Techniques for Analyzing Data .................................................. 53
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CHAPTER IV: Finding and Discussion
A. Finding .................................................................................................... 56
B. Discussion ............................................................................................... 75
CHAPTER V: CLOSURE
A. Conclusion .............................................................................................. 89
B. Suggestion ............................................................................................... 92
REFERENCES .................................................................................................... 93
APPENDIXES ..................................................................................................... 96
THEACHING LEARNING PROCESS DOCUMENTATIONS ........................ 97
RPP .................................................................................................................... 103
SKK RESULT ................................................................................................... 145
CONCULTATION PAGE ................................................................................. 151
CURRICULUM VITAE .................................................................................... 154
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LIST OF TABLES
2.1 Standard of Competence and Basic Competencies of Reading....................... 25
3.1 KWL Instructional Scheme ............................................................................. 32
3.2 List of VIII B Class as Experimental Class ..................................................... 41
3.3 List of VIII A Class as Control Class .............................................................. 42
3.4 The Differences between Experimental and Control Group ........................... 43
4.1 Reading Comprehension Evaluation Rubric ................................................... 44
4.2 Pre-test Score Distribution of Experimental Group ........................................ 56
4.3 Post-test Score Distribution of Experimental Group ....................................... 58
4.4 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Recalling Word Meaning .................................................. 60
4.5 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Drawing Inferences ........................................................... 61
4.6 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Finding Answer of Question ............................................. 62
4.7 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Recognizing a Writer Purpose .......................................... 63
4.8 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Following a Structure of a Passage ................................... 65
4.9 Pre-test Score Distribution of Control Group .................................................. 66
4.10 The Post-test Score Distribution of Control Group………….………… 68
4.11 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Recalling Word Meaning……………….…………….. 70
4.12 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Drawing Inferences …………………………………….71
4.13 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Finding Answer of Question …………………………...72
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4.14 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Recognizing a Writer Purpose………………………… 73
4.15 Frequency Distribution and Percentage of the Student‟s Reading
Comprehension in Following a Structure of a Passage ………………….…74
4.16 Mean Assessment of Experimental Class and Control Class ……………76
4.17 The Score of Student‟s Reading Comprehension in Pre –test
(Experimental Group)……………………………………………………….76
4.18 The Score of Student‟s Reading Comprehension in Pre –test (Control
Group)……………………………………………………………………….74
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4.19 The Score of Student‟s Reading Comprehension in Post –test
(Experimental Group)…………………………………………………….... 82
4.20 The Score of Student‟s Reading Comprehension in Post –test (Control
Group)……………………………………………………………………… 84
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CHAPTER I
INTRODUCTION
A. Backgrounds of the Study
Language is used as a tool for communication among the nations in all
over the world. English is an international language, almost people from other
country use English for their communication. English is very important
language.
To study English we need some abilities in writing, speaking,
listening, and reading. Reading is one of the most important of the four skills
in learning process, generally English as a foreign language. Being able to
read in English is importance, reading becomes essential for everyone in order
to develop their knowledge. Through reading we can get kind of information,
enjoyment, knowledge and even problem solution. Being able to read in
English is important, because there are many books written in English.
Everyone can learn and understand science, theory, philosophy, news, and
many others from other countries.
Reading is a constant process of guessing, and what one brings to the
text is often more important than what one finds in it. The students should be
taught to use what they know to understand unknown elements, whether these
are ideas or simple word (Grellet, 1981:7). Reading is very necessary for
students, because their study understanding depends on their reading
comprehension. Reading comprehension is the process of making meaning
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from text. The goal, therefore, is to gain an overall understanding of what is
described in the text rather than to obtain meaning from isolated words or
sentences (Wolley, 2011:15).
In reading skill, the students must be able to understand, comprehend
the text and brings their knowledge well in memory. Because of that, the
teacher‟s role is important to design the lesson to make students attack in
reading activities. The common problems concern with the comprehension
failure which the students today are increasingly diverse in terms of their
background knowledge and experiences. Their knowledge and experience will
influence what the student think. For example, some students have experience
to museum, other students have not experience to museum. Some students
have access at home with new media texts or information, while others must
depend on schools and libraries to get the internet access. Their knowledge
and experience make each student has different understanding. The writer do
interview with English teacher in the school at Monday, 6 July 2015.
From the condition above, the teacher should have match and
strategies method that suitable with the condition. It will help each student
reach their purpose in processing their understanding. To improve student‟s
reading comprehension, the writer will propose to use building background
knowledge strategy to solve the problem in reading comprehension. In
Moreilon (2007: 19), building background knowledge strategy should be
applied in teaching reading to connect student‟s new information with prior
knowledge before they integrate and organize new information. Therefore,
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this strategy will make students ready and feel interesting to the text that given
by the teacher. It is important to increase their motivation especially in reading
skill.
One of strategies that researcher uses to meet clear condition of how
learners usually do while reading in English learning is using background
knowledge strategy. Understanding the importance of background knowledge
is critical because reader have to connect new information with prior
knowledge before integrate and organize new information Moreillon
(2007:19). In line with Moreillon, Rosenblatt (1978) in Moreillon (2007:19)
developed a theory of reading as a transaction among the reader, the text, and
the intention of the author. She proposed that each reader brings his own
feelings, personality, and experiences to the text and that each reader is
different each time he revisits a particular text.
The writer emphasizes the research concerns with the building
background knowledge by conducting experimental research. It helpful or
necessary for students to understand, comprehend, and learn how to provide
them with new background knowledge before they read in reading activities.
The research focuses on “The Use of Background Knowledge Strategy to
Improve Reading Comprehension on the Eighth Year Students of SMP
Muhammadiyah 2 Sawangan Magelang in the Academic Year 2015/2016”.
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B. Statements of Problem
Based on the background of study above, the problem of the study are
as follows:
1. How is the influence of background knowledge strategy implementation
on the eighth grade student‟s reading comprehension?
2. How is the significance differences between the students taught with
background knowledge strategy and the students taught without
background knowledge strategy?
C. Objectives of the Study
Based on the research statement, this particular study aimed at finding
out:
1. To find out the influence of background knowledge strategy
implementation on the eighth grade student‟s reading comprehension.
2. To find out the significant differences between the students taught with
background knowledge strategy and taught without background
knowledge strategy.
D. Hypothesis of the Study
According to Arikunto (1998:67), a hypothesis could be translated as a
temporal result concern with the research problem till proven by the data
collection.
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This research is to answer the question about whether yes or not the
use of building background knowledge is effective to improve student‟s
reading comprehension. To get the answer of the question, the researcher
should propose alternative hypothesis (Ha) and null hypothesis (Ho) as follow:
1. Alternative Hypothesis (Ha)
“Background Knowledge Strategy has effect toward Students Reading
Comprehension”
2. Null Hypothesis (Ho)
“Background Knowledge Strategy has not effect toward Students Reading
Comprehension.”
E. Benefits of the Study
The result of the study is expected to be used theoretically and
practically:
1.Theoretically
a. The result of this study is expected to be able to widen the skill of
teachers in using background knowledge strategy in order to improve
student‟s reading skill.
b. As a reference to other researchers who want to study background
knowledge more intensively in teaching reading.
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2.Practically
a. The result of this study is suggested to apply the background knowledge
strategy to increase the students‟ competence in English reading skill.
b. The use of background knowledge strategy in reading can help the
students more understand, interest to the learning, and enjoyable in
doing their tasks associated with the reading materials.
F. Previous Studies
In this study, the research takes three literature reviews from some
previous researchers. The first study was conducted by Megasari Nurul
Inayati, graduated from Syarif Hidayatullah State Islamic University Jakarta
(2011). She researched “The Effectiveness of Jigsaw Techniques in Improving
Students’ Reading Comprehension at the Eighth Grade Students of SMP Islam
Parung”. The study focused on using two different classes by employing two
different teaching techniques. She has conclusion that using jigsaw has an
effective influence in teaching English reading comprehension. Using jigsaw
can make students have responsibility to teach each other. It means that the
students become teachers for their teammates.
The second study was conducted by Dedy Khisbullah entitled
“Improving the Students’ Reading Comprehension Through Retelling
Technique”, the result of this study is there is a significant difference after the
students got reading instruction by retelling technique. The students can
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comprehend the text and retell it into written form and reveal it in front the
class.
The last study was conducted by Umiyati graduated from Syarif
Hidayatullah State Islamic University Jakarta (2011). She studied “The
Effectiveness of Using Small Group Interaction in Teaching Reading
Comprehension”. She focused on using small group interaction and whole-
class teaching has a significant difference. Her result of this study is there is a
significant difference to the students‟ achievement in learning reading
comprehension by using small group interaction than whole-class teaching.
In summary, some studies have proven that the use of reading strategy
in reading activity can be effective to improve students‟ reading
comprehension. Although the writer has similar topic, „reading‟, but the writer
has different object and strategy of the study. This study concerns to use
building background knowledge strategy to improve students reading
comprehension. By doing this research, it is to find out the use of background
knowledge strategy in improving student‟s reading comprehension.
G. Definition of Key Terms
In order to clarify the key terms used in this study, the writer gives
limitation of the terms as follows:
1. Background Knowledge
Rosenblatt in Moreillon (2007:19) told that developed a theory of
reading as a transaction among the reader, the text, and the intention of the
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author. She posited that each reader brings his own feelings, personality,
and experiences to the text and that each reader is different each time he
revisits a particular text.
Background knowledge is what the reader brings to the reading
event. Each reader‟s interpretation and each reading of the text are
potentially unique. This theory helps explain our individual responses to
literature, art, and music and can be applied more broadly to our
generalized responses in all areas of learning (Moreillon, 2007:19).
2. Strategy
Strategy means a plan intended to achieve particular purpose
(Oxford, 2008:439).
3. Reading is a kind of activity in translating written symbols into
corresponding sound. Reading skills enable readers to turn writing into
meaning and achieve the goals of independence, comprehension, and
fluency.
4. Reading comprehension
According to Woolley (2011:15), reading comprehension is the
process of making meaning from text. The goal, therefore, is to gain an
overall understanding of what is described in the text rather than to obtain
meaning from isolated words or sentences.
5. Eighth year students of SMP Muhammadiyah 2 Sawangan Magelang are
those who follow teaching learning activity.
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H. Place of the Research
This research was conducted in SMP Muhammadiyah 2 Sawangan.
This school was selected for the research setting because of the researcher‟s
interest in solving the problems related to the teaching and learning process of
reading found in the school. The Further explanation about this school
described as follows:
a. General Information of SMP Muhammadiyah 2 Sawangan
Magelang
Junior High School Muhammadiyah 2 Sawangan is one of the
islamic junior high school in Sawangan. It is located at Krogowanan,
Sawangan, Magelang. The detail of this school described as follows:
Name of School : SMP Muhammadiyah 2 Sawangan
Post Code : 56481
Name of Principal : Arnas Ikhwan Prasetia, S. Pd.
Subdistrict : Sawangan
District : Magelang
City : Magelang
Province : Central Java
b. Vision and Mission
1) Vision
The vision of this school is “Excellent on Achievement and
Worship, Islamic in Action Based on Iman and Taqwa”.
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2) Mission
a) Implementation of learning and effective guidance and joyful
until the students get their best development, appropriate with
their potential.
b) Growing spirit of achievement intensify to all of school
members.
c) Encourage and help each student to identify their potential until
their potential can be developed optimally.
d) Growing admirable behavior and real practice until the students
can be diligent in praying, honest, discipline, sportive,
responsibility, proud, respect to parents and teacher, and love
others until the students become good example to their friends
and society.
e) Growing full and total comprehension toward Islamic religion
and culture of nation and become source of wisdom in action.
c. Situation of SMP Muhammadiyah 2 Sawangan
In this school, the lesson is started at 07.00 a.m., the teacher
and the students read the holy Qur‟an together for 10 minutes. The
lesson is finished at 14.00 p.m., except on Friday the lesson ended at
11.45 a.m. and continued by praying Jum’at together. It was 40
minutes for one hour lesson and there are two break times at 09.40
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a.m. and the second break at 12.00 a.m. to pray Dhuhur together.
English is taught twice a week that is 2 x 40 minutes.
The subjects taught in eighth grade students of SMP
Muhammadiyah 2 Sawangan are Mathematic, TIK, Civic Education,
Indonesian Language, English, Javanese, Physic, Penjaskes (sport),
Counseling, SBK, Pembiasaan, Aqidah, Akhlak, Ke-Muhammadiyah-
an, Al Qur‟an, Arabic, and Ibadah.
d. Teachers of SMP Muhammadiyah 2 Sawangan
In this school there were 21 teachers in total. Those teachers
teach different subject divided into 18 subjects. The lists of the
teachers can be seen on the table below:
Table 3.1
List of Teachers of SMP Muhammadiyah 2 Sawangan in
Academic Year of 2015/2016
No Name Subject
1. Arnas Ikhwan Prasetya, S. Pd. English
2. Zumanah, S. Pd. English
3. Drs. Taufik Science
4. Eko Haris S., S. Pd. Social Study
5. Aris Sudarisman, S. Pd. Counseling
6. Endang Vintarsih, S. Pd. Indonesian Language
7. Sri Mahanani, S. Pd. Indonesian Language
8. Drs. Ansori Djawadi Religion (Al Qur‟an)
9. E. Widiyonarto, S. Pd. Citizenship
10. Sri Baroroh, S. Pd. Physic
Biology
27
11. Kristina Dwi H, S. Pd. TIK
Arabic
12. Muslih SBK
13. Sumaryati, S. Pd. Science
14. Trifani Wiji L., S. Pd. Mathematic
15. Eko Zulianto, A. Md. Social Study
16. Syahrul, S. Pd. I. Religion (PKM, Pembiasaan)
17. Dewi Istikomah, S. Pd. Javanese
Social Study
18. Arif Zuniarti, S. Pd. Biology
Art
19. Syahdani Rochman, S. Pd. Sport
20. Chamid Arifin Aqidah, Akhlaq, Tarikh,
Pembiasaan (Dhuha, Sholat
Jenazah, Kultum)
21. Atik Mathematic
e. The Subjects of the Research
There were 278 students of SMP Muhammadiyah 2 Sawangan
in academic year of 2015/2016. There were 72 students in the first
grade (VII Class) divided into two classes start from VIIA up to VII B.
There were 96 students in the second grade classes of VIIIA, VIIIB,
and VIIIC. There were 110 students in the third grade divided into
IXA and IXB.
f. Staff Members of SMP Muhammadiyah 2 Sawangan
There are 4 staff members of SMP Muhammadiyah 2
Sawangan consist of 2 staff of administrator employees, 1 staff of
janitor and 1 staff of guard.
28
g. Facilities of SMP Muhammadiyah 2 Sawangan
SMP Muhammadiyah 2 Sawangan was built on Institute-Own
Area as wide 1760 m² and building area as wide 1260 m². The list of
facilities in SMP Muhammadiyah 2 Sawangan presented on the table
below:
Table 3.2
List of Facilities in SMP Muhammadiyah 2 Sawangan
No Room/Equipment Total Condition
Good Broken
1. Theory/Classes 9
2. Laboratory
a. Science
b. Computer
1
1
3. Library 1
4. Sport 1
5. Aula 1
6. Mosque 1
7. Principal Office 1
8. Teacher Office 1
9. Administration Office 1
10. IPM Office 1
11. Vice Principal Office 1
12. School Health Unit 1
13. Counseling Office 1
13. Canteen 1
29
CHAPTER II
THEORETICAL FRAMEWORK
A. Nature of Reading
1. Definition of Reading
There are many definitions of reading. Reading is one of receptive
skills that must be fulfilled in learning a language. There are some
definitions about reading proposed by some experts. Johnson (2008: 3) has
some definitions related to reading. He defines reading as:
a. The practice of using a text to create meanings.
b. A constantly developing skill.
c. Integrating visual and non-visual information.
d. The act of linking one idea to another.
Celce-Murcia (2001: 119) states that reading skill is a process of
trying to understand a written text. The reader has to perform a number of
simultaneous tasks: decode the message by recognizing the written sign,
interpret the message by assigning meaning to the string of words, and
understand what the author‟s intention was. Moreover, Murcia and
Olshtain (2002: 119) states that reading is a process of trying to understand
a written text by readers through decoding, interpreting the message and
eventually understanding the writer‟s intension. According to Rosenblatt
in Eileen (2008: 2), reading is a two-way process where the reader‟s
30
experience is operated on by the text while the text is simultaneously
constructed according to the reader‟s understanding and assumptions.
Furthermore, Mikulecky (2008: 1) defines reading as thinking
process which is done consciously or unconsciously. Reading involves the
use of strategies to reconstruct the meaning of the reading text in order to
achieve the aim. One of the strategies is relating the reading text with the
reader‟s background knowledge. In line with Mikulecky, Brown (2004:
189) state that reading is a process of a negotiation of a meaning. It means
that readers combines information from text and their background
knowledge to build meaning. Readers have to employ all knowledge in
their brain to make sense of text and they pay attention to the text itself for
the words, phrases, clauses, sentences, and the connection between
sentences to comprehend the text.
In summary, reading is an activity of receiving information through
some stages of thinking process in order to achieve a certain purpose such
as decoding, interpreting, reconstruct the meaning, and understanding
written text.
2. Types of Reading
The categorization of reading types purposes for readers or
students to know what the purpose of reading. The reading types make it
easier for students to apply certain background information and cultural
experience which assist them in finding the meaning. In this regard,
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Brown (2004: 186-187) proposes three types of reading, namely academic
reading, job-related reading, and personal reading.
Genres of reading that belong to academic reading are textbooks,
theses, essays, papers, reference material, editorials and the like.
Types of reading which are job-related reading are such as memos,
applications, schedules, letters/emails, reports, and so forth.
Genres of reading that belong to personal reading are such as
newspapers, magazines, invitations, novels, short stories, etc.
3. Reading Skill
Reading involves a complex process. According to Spratt et al.
(2005: 22), when people read, there are some activities involved in the
brain such as understanding the text at the level of letters, words and
sentence, understanding cohesion and coherence, understanding various
kinds of text, relating the text to the knowledge of the world, making sense
of the text and using appropriate sub skill. Based on this explanation, it is
clear that reading is an active activity.
Reading is an activity done by everyone for certain aim or purpose.
Spratt, et al. (2005: 22) said that the reason why people read can affect
their way to read or which reading sub skill they will employ. There are
some sub-skills of reading that can be used for different reasons of
reading. They are reading for specific information or scanning, reading for
32
gist or skimming, reading for detail, extensive reading and intensive
reading.
A good reader needs to master reading skills to achieve different
purpose in reading. According to Brown (2004: 187-188), there are two
elements of reading skill, namely micro skills and macro skills. These are
micro skills and macro skills of reading stated by Brown as below:
a. Micro skills
1) Discriminating among the distinctive graphemes and orthographic
patterns of English,
2) Retaining chunks of language of different lengths in short-term
memory,
3) Processing writing at an efficient rate of speed to suit the purpose,
4) Recognizing a core of words, and interpreting word order patterns
and their significance,
5) Recognizing grammatical word classes (noun, verbs, etc.),
systems (e.g. tense, agreement, pluralization), patterns, rules, and
elliptical forms,
6) Recognizing that a particular meaning may be expressed in
different grammatical forms,
7) Recognizing cohesive devices in written discourse and their role
in signaling the relationship between and among clauses.
b. Macro skills
33
1) Recognize the rhetorical forms of written discourse and their
significance for interpretation.
2) Recognize the communicative functions of written texts,
according to form and purpose.
3) Infer context that is not explicit by using background knowledge.
4) Infer links and connections between events, ideas, etc., deduce
causes and effects, and detect such relations as main idea,
supporting idea, new information, given information,
generalization and exemplification.
5) Distinguish between literal and implied meanings.
6) Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.
7) Develop and use battery of strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation
of texts.
In the context of teaching and learning process of reading, the
teacher should introduce and teach the students those skills in order to
train the learner to be a good reader.
4. Model of Reading Process
Reading is a cognitive process including some steps of receiving
information from written texts. According to Alderson (2000: 16), there
34
are two common models of reading process. They are bottom-up approach
and top-down approach.
Bottom-up approach show when the reader starts by knowing the
printed word, then recognizing the sound, interpreting the words, and after
that decoding the meaning of the words. In other words, before readers
come to the level of understanding the meaning of the words, they should
learn from the level of recognizing the letters first. In addition, Salmi
(2011: 702) state that in this model, readers begin with the lowest level,
from which the symbols are identified.
In top-down processing model, the readers need to contribute their
knowledge in the process of receiving the new information from the text.
The readers can understand the meaning of the text not through
recognizing from all small part of the written symbol but through by
maximizing the use of their existing and activating their knowledge. In
Salmi (2011: 703) state that in top-down processing model, readers do not
read every word, but see through the text in order to be able to guess the
meaning of the words or phrases.
B. Teaching Reading
Teaching is guiding and facilitating learning, enabling the learner to
learn, setting the condition for learning (Brown, 2000: 7). Therefore, to
prepare the condition for the students to read, teaching reading can be seen as
the activity in guiding, facilitating, and setting the student‟s learning process.
35
The teacher also play roles which are necessary to improve student‟s reading
ability in teaching reading practice.
The teachers need to guide the students in teaching reading activity to
gain knowledge and skills of reading. Furthermore, through giving tasks and
activities, the teachers also need to facilitate learning which can make students
interact with the reading material, the teacher and other students. By giving
appropriate materials, it will support student‟s learning process.
1. Principles of Teaching Reading
According to Nation (2009: 6-8), there are four principles of the
teaching reading. They are meaning-focused input, meaning-focused
output, language-focused learning and fluency development.
The first principle is meaning-focused input. It means that in a
reading course, it is important to determine practice with a range of
reading purposes such as reading to search for information, reading to
learn, reading for fun, reading for integrating information, reading to
critique text, and reading to write. Besides, the reading text should be
appropriate with the language proficiency level of the students and the
reading activity should be used to develop language proficiency.
The second principle is meaning-focused output. It means that a
reading course should be involved with other language skills such as
listening, speaking and writing. Brown (2001: 298) states that reading will
be developed best in association with writing, listening and speaking
36
activities, for example in a reading class, there will be integration between
four skills, it might include a pre-reading discussion on the topic to
activate schemata, listening to a lecture about the topic of a passage to be
read, a focus on a certain reading strategy such as scanning, skimming,
etc., writing summary of the passage.
The third principle is language-focused learning. It means that a
reading course should be able to help the students to develop their reading
skills and knowledge for effective reading. The teaching of reading should
be done based on the micro skills of reading and the language features
needed to read including phonemic awareness, phonics, spelling practice,
vocabulary and grammar. The learners should be given the reading
strategies including previewing, setting a purpose, predicting, posing
questions, connecting to background knowledge, paying attention,
guessing meaning from context, etc. besides reading skills and language
features. Then, the teachers give training and practice for students in
integrating a range of strategies like reciprocal teaching or concept-
oriented reading. The students also should be familiar with the structure of
the texts used in reports, stories, recount and so on.
The last principle is fluency development. There are three main
points in this principle. First, the teaching process of reading should help
and push the learners to develop their fluency in reading. Second, the
learners should enjoy reading and feel motivated to read. They should
have access to interesting texts and be involved in activities like listening
37
to stories, independent reading, and shared reading. Third, the learners
should read a lot.
The teachers have to consider the purpose of reading, the
complexity of the texts, and the development of reading skills and
strategies of reading skills.
2. Creating Condition for Teaching Reading
In order to be successful in teaching reading, it is necessary to
create good condition in reading learning process. In Johnson (2008: 11-
13), there are some tips to keep in mind as teacher create good reading
conditions as below:
a. Help children fall in love with books
Reading is a pleasurable act. There are wonderful stories and
interesting characters found in books. Everyone can experience magic,
adventure, romance, moral dilemmas, comedy, tragedy, triumph,
failure, or success. A teacher‟s or tutor‟s number one job is to help
students fall in love with books.
b. Create a space every day for sustained, silent reading
Just like learning to play a musical instrument, children who
are learning to read get better at it by practicing.
c. Allow children to make choices about their reading material
38
Choice is important in helping readers grow. Reading is more
pleasurable when we are able to make choices about what we read.
Children need to be able to make the same kinds of choices about their
reading material, not all the time, but much of the time. (Choice
doesn‟t mean total choice all the time.)
d. Connect reading pleasure to reading practice
A simple behaviorist principle is that if we find something to
be enjoyable (a positive reinforcement), we are more likely to do that
thing again. If we find something to be boring, frustrating, or
meaningless (an aversive conditioner), we are less likely to do that
thing again.
In the same way, if the act of reading is linked to instruction
that students find unpleasant or disagreeable, they will be less inclined
to engage in future reading behavior
e. Keep instruction simple
Good teachers make things seem as simple as possible. In this
way they are like gymnasts. Gymnasts are able to perform complicated
moves and make them look simple. Circus performers make simple
moves look difficult. As teachers we want to be gymnasts, not circus
performers.
f. Include talk and other forms of social interaction
Kauchak and Eggen in Johnson (2008:14) state that talking and
social interaction enhances learning of any kind. Children need to talk
39
to each other about what they‟re reading and share their ideas and
insights with others. In this way, the stories come to life, students gain
insight and ideas from others, and language learning is enhanced.
3. Teaching Reading for Junior High School Students
Teaching reading in Junior High School is one of the important
things that have to be done well. Teaching and learning process of English
in the Junior High School is expected to make the students reach the
functional level, that is, to communicate written and orally to solve daily
problems (BSNP, 2006). English is one of the compulsory subjects that
has to be taught for Junior High School level.
Students expect to comprehend written text to reach the functional
level including the ability of comprehending many kinds of short
functional texts, procedure texts, descriptive texts, recount texts, and
report texts in the area of teaching reading for Junior High School. In the
forms of descriptive, recount and narrative texts for the eighth year
students, the students can develop their reading skills through short
functional texts and simple essays
In the first semester, to interact with the society, the students
expect to have reading skills which deal with reading aloud and
comprehend short functional texts and short monologues in the forms of
descriptive and recount texts. Then, in the second semester, students will
40
learn the materials of functional texts and simple essays in forms of
narrative and recount texts.
In this study, the researcher will select the material about
descriptive texts because it is one of the appropriate materials that should
be taught in the first semester. The expected reading competences from the
junior high school students of the eighth grade in the first semester are
displayed below.
Table 2.1
Standard of Competence and Basic Competencies of Reading
Standard of Competence Basic Competence
11. Comprehending
meaning of the short
functional texts and simple
essays in the form of
descriptive and recount
texts.
11.1 Reading functional texts and simple short
essay in the form of narrative and recount
meaningfully and loudly with correct
pronunciation, stress and intonation.
11.2 Responding to the meaning of simple short
functional texts using accurate, fluent, and
acceptable written language to interact with the
society in which the students belong.
11.3 Responding to the meaning and rhetorical
steps in the simple short essay using accurate,
fluent, and acceptable written language in the
form of narrative and recount texts to interact
with the society in which the students belong.
41
C. Background Knowledge Strategy
1. Definition of Background Knowledge Strategy
Bartlett in Eileen (2008: 2) theorizes that when readers read, they
tend to interpret their texts according to their own background
knowledge. Rosenblatt in Moreillon (2007:19) told that developed a
theory of reading as a transaction among the reader, the text, and the
intention of the author. She posited that each reader brings his own
feelings, personality, and experiences to the text and that each reader is
different each time he revisits a particular text.
Background knowledge is what the reader brings to the reading
event. Each reader‟s interpretation and each reading of the text are
potentially unique. This theory helps explain our individual responses to
literature, art, and music and can be applied more broadly to our
generalized responses in all areas of learning (Moreillon, 2007:19).
Furthermore, Knuth and Jones in Yuksel (2012: 1197) defined prior
knowledge as some life experience, either real or vicarious, previous
works read and experience with language. According to Jonssen and
Gabrowski in Yuksel (2012: 1198), they defined prior knowledge as
knowledge, skills, or ability that students bring to the learning process.
According to Rumelhart et al in Eileen (2008: 2), the text does not in
itself carry meaning but rather depends on the individual‟s pre-existing
knowledge structures and interaction with the text to determine his or her
level of understanding.
42
In summary, background knowledge is what the reader brings to
the reading activity which might come from their experience or from
reading process.
2. Making Connection Types in Background Knowledge Strategy
Keene and Zimmermann in Moreillon (2007:21) suggest that
readers make three types of connections. They are text-to-self, text-to-
text, and text to world. Readers can use each of these frames to identify
the source of their prior knowledge connections.
Questions related to each of these types of connection provide
teachers with tools to engage students in active reading. Connections help
everyone remember what they read. Connections also give value to
literacy events in which the reader engage. Building connections not only
supports comprehension, it also enriches reader‟s literate lives by giving
deeper significance to literacy experiences.
There are three types of connections based on Keene and
Zimmermann in Moreillon (2007:21-24):
a. Text-to-Self Connections
Text-to-self connections require that educators know the
children in their care and be familiar with student‟s home lives and
local communities. Posing and answering questions can be an
effective vehicle for making comprehension through background
43
knowledge accessible to students. These sample questions center on
three areas of text-to-self connections such feelings, experiences, and
ideas:
1) Have you ever felt like the character in this story? Describe
what happened and how you felt.
2) Have you a similar experience? Compare your experience to
that of the character.
3) Have you heard or read this information before? What does this
information mean to you?
4) How does connecting a story or information to your own life
experiences help you better understand it?
b. Text-to-Text Connections
Learner can be guided to make connections between text
when teachers make effective connections between children‟s home
and school lives. In a broad sense, a text can be any communication
from which a person makes meaning. This includes all forms of
paper-based documents as well as oral communication, visual
images, and electronic resources. This view of a text offers learners
a wide range of possible sources for making connections.
The following sample questions center on making text-to-
text connections. They can be used to guide teacher‟s and student‟s
thinking as they model and practice:
44
1) Have you ever read another book or seen a movie in which the
characters have feelings or experiences similar to the ones in
this story? Describe how they are the same.
2) Have you ever read another book or seen a movie in which a
story element (setting, plot, conflict, theme, or style) is similar
to the one in this story? Describe how they are same.
3) Have you read another book or seen a movie in which the
writer used language or text structure similar to that in this
story? Describe how these texts are similar.
4) How does making connections to familiar texts help you
comprehend the new text?
c. Text-to-World Connections
With text-to-world connections, readers stretch their
thinking beyond the particulars of what they read, hear, and view to
connect story themes with larger life issues. These are some
questions that can be used to guide educator‟s or student‟s thinking:
1) What do you think the author‟s message or purpose was in
writing this story or presenting this information?
2) Did the author suggest a message that connects with bigger
ideas about the way things are in the world? What do you
already know about these?
3) What do you think was the author‟s opinion or perspective on
the big ideas in this text? Do you agree? Why or why not?
45
4) How does making connections to larger issues help you
comprehend this text?
3. Kinds of Background Knowledge Activation Strategies in Reading
Comprehension
In order to activate background knowledge, there are some
strategies. In Yuksel (2012:1198) there are reflection and recording
strategy, brain storming, small group discussion, K-W-L strategy, concept
map, contact-2, and PKTandD. These strategies have some advantages
and disadvantages with respect to each other as following below:
a. Reflection and Recording Strategy
Teachers can ask the students “what do you know”, to know
what their students have already known. They asked the answers
orally or in written format.
b. Brain Storming
According to Porter in Yuksel (2012:1199), brain storming
simply is that the teacher begins by introducing a problem or a new
topic. The students tell all the possible answers, ideas and words.
The teacher can write the student‟s sayings on the board. By doing
that, students can see all of the answers and they can simply make
connections between ideas. Bieman in Yuksel state that in brain
storming, students are free to say anything which is true or wrong
46
about a topic. It provides teachers with observing the misconceptions
related to topic in some degree. However, to assess the student‟s
prior knowledge one by one is really hard at this strategy.
c. Small Group Discussion
According to Schmidt, small group discussion can be another
way to activate student‟s prior knowledge. In this strategy, teachers
give a problem, a situation or a topic to their students to discuss in
small groups. After discussion, groups share their ideas and findings
with whole class. By doing that, teachers can observe student‟s prior
knowledge related to the topic.
d. K-W-L Strategy
K-W-L strategy is developed by Ogle. K-W-L strategy is a
strategy that it aims to unite prior learning and new learning together.
At this strategy, with the beginning of the lesson, a prepared sheet
separated into three columns is given to each student. Then, in before
learning phase, students are asked to write what is known about the
topic and this part forms the K (Known?) of K-W-L strategy. At
second phase, students write their questions about what they want to
learn related to the topic in second column W (Wanted?). Lastly,
after learning new topic, students fill the third column L (Learned)
which is about what is learned. Carr also state that through K-W-L
strategy, students can view their own learning process, improve
47
comprehension and summarizing abilities, increase their motivation
and focus on attention to the lesson. It can be used as an assessment
tool for teachers.
Developed by D. Ogle in Fengjuan (2010:78), KWL is an
instructional scheme that develops active reading of expository texts
by activating learner‟s background knowledge. KWL strategy
provides a structure for recalling what learners know about a topic,
writing what they want to know, and finally make a list for their new
information. There is KWL instructional scheme as an instructional
reading strategy as follow:
Table 2.2
KWL Instructional Scheme
K
(What I Know)
W
(What I Want to learn)
L
(What I Learned)
The experience expected
to use:
A. ……………….
B. ……………….
C. ……………….
The things I want to
Know:
A. ………………..
B. ………………..
C. ………………..
A. ………………..
B. ………………..
C. ………………..
e. Concept Map
Concept map developed by Novak. Concept map is simply
making connections in concepts via a linking verb which tells the
relations between two concepts.
48
It is multifunctional tool that can be used in summarizing the
topic, introducing the topic, assessment as well as prior knowledge
activation tool. Concept maps may show student‟s misconceptions
about a topic and help both teacher and students connect prior
knowledge in visual format.
f. CONTACT-2 (Computer-Assisted Activation)
Overall the strategies above are carried out by face to face
discussions or paper and pencil. However, CONTACT-2 which was
developed by Biemans and Simons, is a computer-assisted approach.
It provides students with searching for preconceptions, comparing
and contrasting these preconceptions with new information and
formulating, applying and evaluating new conceptions.
g. PKT and D (Prior Knowledge Test and Diagnosis) Model
PKTandD is anoher computer-based method developed by
Lin, Lin and Huang. It was designed to diagnose and strengthen prior
knowledge of students before new topics.
In this system, there is an item bank related to topics and the
instructor selects some related items from item bank before new
topic as pre-tests. Students take the test on computer through Internet
connection and they have user profile to see their information and
scores.
49
D. Reading Comprehension
1. Definition of Reading Comprehension
According to Torgesen in Westwood (2008:33), reading
comprehension is both a cognitive and an affective activity. Good readers
are „active‟ in the sense of becoming involved cognitively and emotionally
in what they are reading. They are often keen to use text as a way of
obtaining new information, acquiring new ideas, solving problems, and as
a source of enjoyment.
Furthermore, Snow (2002:33) states that reading comprehension is
the process of simultaneously extracting and constructing meaning through
interaction and involvement with written language. The words extracting
and constructing is to emphasize both the importance and the insufficiency
of the text as a determinant of reading comprehension. Comprehension
entails three elements below:
a. The reader who is doing the comprehending
b. The text that is to be comprehended
c. The activity in which comprehension is a part.
Therefore, teacher not only should help students how to read but
the way to comprehend and get the way to comprehend and to get the
meaning of the text itself.
50
2. Components of Comprehension
A study by Davis (in Alderson, 2000:9) is generally regarded as the
significant attempt to delineate separate comprehension skills. His
analysis showed the following eight comprehension skills:
a. recalling word meaning (vocabulary knowledge)
b. drawing inferences about the meaning of word in context
c. finding answers to questions answered explicitly or in paraphrase
d. weaving together ideas in the content
e. drawing infers from the content
f. Recognizing a writer‟s purpose, attitude, tone and mood
g. identifying a writer‟s technique
h. following the structure of a passage
Those eight elements are the most important in the comprehension
in reading. It can be the measurement or indication of comprehension in
issued or not. Such as knowledge in word meaning, if a student reads a
text or information, he or she has to know the meaning of every single
word and the knowledge of the word in that context (passage).
The writer will take five components of comprehension to make score
of the students reading comprehension that consist of vocabulary knowledge,
drawing inferences, recognizing a writer‟s purpose, finding the answers of
important information, and following the structure of a passage.
51
3. Levels of Comprehension
Readers may engage in different types or levels of thinking in
constructing the meaning of text. In constructing the meaning of a text,
readers may engage in different types or levels of thinking. According to
Dallmann (1982:25), there are three levels of comprehension are typically
identified: literal, interpretative, and critical.
a. Literal Comprehension
Literal comprehension is an understanding the ideas and
information explicitly state in the passage. The abilities are:
1) Knowledge of word meaning
2) Recall of details directly stated and paraphrased in own words.
3) Understanding of grammar clues-subject, verb, pronouns,
conjunction, and so forth.
4) Recall of main idea explicitly stated.
5) Knowledge of sequence of information presented in passage.
b. Interpretative comprehension
Interpretative comprehension is an understanding of ideas and
information not explicitly stated in passage. The abilities are:
1) Reason with information presented to understand the author‟s tone,
purposes, and attitude.
52
2) Infer factual information, main ideas, comparisons, cause-effect
relationship not explicitly stated in the passage.
3) Summarization of story content.
c. Critical Comprehension
Critical comprehension includes analyzing, evaluating, and
personally reacting to information presented in the passage. The
abilities are:
1. Personal reacting to information in a passage indicating its meaning
to the reader.
2. Analyzing and evaluating the quality of written information in terms
of some standards.
53
CHAPTER III
RESEARCH METHODOLOGY
A. Time of the Research
This research was conducted in SMP Muhammadiyah 2 Sawangan
Magelang in the academic year 2015/2016. There were some steps that the
writer did to conduct this research. They were preparation,
implementation, analysis the data, and report the result of the research.
Those steps described briefly as follows:
a. Preparation
1) Proposal Draft Consultation : November 2015
2) Observation : November 2015
b. Implementation
1) Data Collection : November 2015 -
Desember 2015
a) Pre-Test
Experimental Class : November 2015
Control Class : November 2015
b) Treatment
Experimental Class : November 2015 –
December 2015
54
c) Post-Test
Experimental Class : December 2015
Control Class : December 2015
2) Analysis the Data : December 2015
B. Object of the Research
1. Population
Population is all subject intended to be investigated (Hadi,
1990:20). The population of this research is the entire second year
students of SMP Muhammadiyah 2 Sawangan in the academic year
2015/2016. There are 96 students, consist of 51 female students and 45
male students.
2. Sample and Sampling Technique
The population of the study was 96 students from the second
year students of SMP Muhammadiyah 2 Sawangan, which consist of
three classes. The sample was taken in term of purposive sampling
technique. In purposive sampling technique, who will take as a sample
selected with particular consideration based on the purpose of the
research (Sukandarrumidi, 2004:65)
The writer used purposive sampling technique because it is in
line with the method of the research. The writer chose a sample by
selecting people who well known with the research topic. With using
55
purposive sampling, the researcher choose the sample according to the
English teacher‟s recommendation.
The writer took two classes of SMP Muhammadiyah 2
Sawangan. There were VIII A as the control class and VIII B as the
experimental class. Mrs. Zumanah, the English teacher, said that both
of classes considered as appropriate classes to be researched. Mrs.
Zumanah recommended VIII B CLASS as the experimental group
because some of students in that class have difficulties in
comprehending their understanding in English text. The teacher
recommended using that class as the experimental group with hope
that Background Knowledge Strategy can help the students to improve
student‟s reading comprehension. Besides, the teacher recommended
VIII A as the control group because some of students have same
reading comprehension with VIII B.
Furthermore, the samples of this research were VIII B as the
experimental group and VIII A as the control group. There were 30
students in VIII B class and 30 in VIII A Class. The experimental class
was given treatment using Background Knowledge Strategy and the
control class was given treatment using traditional strategy.
The detail data of students in this research presented on the
tables 3.3 and table 3.4 below:
56
Table 3.1
List of VIII B Class as EXPERIMENTAL CLASS
NO NAME
1. Adi Agus Yunanto
2. Ahnaf Gibran P.
3. Alfan
4. Anis Hartatik
5. Arif Mufthi
6. Asta Erlina
7. Aulia Rahmawati Dewi
8. Daru Aji
9. Dea Ustatik
10. Dimas Riki R.
11. Erlita
12. Esti Nailurrohma Febriani
13. Fajar Assodiq
14. Hana Irfanti
15. Hana Yudha D. P.
16. Heru Stiawan
17. Imawati Rosyidah
18. Kurniawati
19. Luky Wisnu Pratikno
20. M. Ferri Fadli
21. Mahfudin
22. Mia Putriyandari
23. Miftahurrahmah
24. Nina Nur Annisa
25. Ninin
26. Toni Nur Arifin
57
27. Wahyu Nur R.
28. Graciela Veronika D.
29. Ihsan Abdurrozaq
30. Widya Ega Rahayu
Table 3.2
List of VIIIA as CONTROL CLASS
NO NAME
1. Ahmad Rizki
2. Alfin Dwi Safri
3. Andi Yusuf
4. Anik Sugiyarti
5. Aris Yunanti
6. Bagas Kuncoro Willy I.
7. Dhifa Kurniawan
8. Dini Setyawati
9. Dodi
10. Erwanto
11. Liya Maesarotul Hasanah
12. Nifa Istiningsih
13. Nova Ella S.
14. Nur Indah Sari
15. Paryanto
16. Rudi Prabowo Risdiyanto
17. Setiyana Wulandari
18. Sidiq Dwi Purnomo
19. Sodiq Asnawi
20. Sri Rohani
21. Syahril
58
22. Tanti Sugiyanti
23. Vita Agustiningrum
24. Wahyu Putri Setyorini
25. Watini
26. Winarni
27. Ichsan Rodzikin
28. Renfila Ningsih
29. Isti Hasanah
30. Alviani
C. Research Design
Table 3.3
The Differences between Experimental and Control Group
No
Experimental Group
Control Group
1
Teacher gave the students pre-test
Teacher gave the students pre-test
2 Calculation of the pre-test
Calculation of the pre-test
3 Analysis
Analysis
4 Treatment by background
knowledge strategy
Treatment by traditional strategy
5 The teacher gave students post-
test to evaluate them
The teacher gave students post-
test to evaluate them
59
6 Calculation of the post test
Calculation of the post test
7 Analysis
Analysis
8
Concluding the result of the
finding
Concluding the result of the
finding
D. Instrument
The instrument used in this research is a test. There was a written test
to measure the student‟s reading comprehension. In the written test the writer
use rubric to evaluate the student‟s reading comprehension. The rubric is:
Table 3.4
Reading Comprehension Evaluation Rubric
Criterion Excellent
4
Good
3
Average
2
Poor
1
Recalling
Word
Meaning
understand
all
vocabulary
Understand 3
vocabulary
Understand 2
vocabulary
Do not
understand
any
vocabulary
Drawing
Inferences
Can make a
conclusion
that relate to
the content
Make a
conclusion but
something
missing
Make a
conclusion
but not relate
to the content
Can‟t make
a conclusion
Finding
Answer to
Question
Finding all
the answer of
question
Finding 3
answers of
question
Finding 2
answers of
question
Finding 1
answer of
question
Recognizing
the writer
purpose
Understand
the purpose
of the text
Knowing the
purpose but
something
Guessing the
purpose
without
Do not
understand
the purpose
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missing understandin
g
of the text
Following
the Structure
of a Passage
Understand
the structure
of the text
Knowing the
structure of
the text but
something
missing
Guessing the
structure of
the text
Do not
understand
the structure
of the text
Employs two kind of data collection namely pre-test and post-test is used
to know the student prior ability of the two groups by using the different material
and the same level of difficulty, and post-test is given after giving different
treatment to know the result of the different treatments for the calculation of the
score total is by using formula:
S =
Where is:
S = score
R = number of right answer
3 = consonant number
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E. Research Methodology
Method of the research used in this study are:
1. The setting of Research
The research was submitted at SMP Muhammadiyah 2 Sawangan.
SMP Muhammadiyah 2 Sawangan is located in Krogowanan village. Sub-
district of Sawangan.
2. Subject of the Study
The subjects of the research were the students of class VIII A and
VIII B of SMP Muhammadiyah 2 Sawangan. Class of VIII A consisted of
30 students. Class of VIII B consisted of 33 students. The researcher
selected 30 students from VIII B to measure with VIII A. They were
selected as the subjects of the research based on the discussion with the
English teacher. There were some considerations of choosing the students
of class VIII A and VIII B of SMP Muhammadiyah 2 Sawangan. First, it
was related to the student‟s reading ability. According to the English
teacher, both of class have some same ability in reading comprehension.
Second, during the learning process, the students interaction and
motivation not optimal in the teaching activities. Therefore, based on the
problems, the researcher decided to choose class VIII A and VIII B of
SMP Muhammadiyah 2 Sawangan as the subjects of this research. The
62
students were from various areas with various cultural background
families.
3. Data Source
Data source is subject where the data acquired (Arikunto,
1998:114). In order to know whether there are significant differences
between students who taught using building background knowledge
strategy and those who not taught without building background knowledge
strategy. Sukandarrumidi (2004:44) also states that data source means all
information whether is real thing, abstract things, phenomenon or
indication with quantitative and qualitative.
In order to know whether there are significant differences between
students who were taught using Background Knowledge Strategy and
those who were not. The writer used the data sources both from primary
and secondary data that described as follows:
a. Primary
The primary data sources of this research were taken during pre-
test and post-test both from experimental and control class students test.
b. Secondary
The secondary data of this research was taken while the research
was conducted from the writer‟s observation in the class.
63
4. Research Type
b. Experimental Research
In this research, the writer conducted experimental research
method. According to Gay in Emzir (2008:63) that is an experimental
research method is one of the precise methods to examine correctly the
hypothesis concern with the cause and effect because of the fact,
instruction toward a group and experimental sample. In experimental
study, the researcher manipulate at least one variable, control other
relevant variable, and observe the effect or influence toward one or
more related variable.
Experimental and control group were investigated. The first is
experimental group and the second group is as control group.
Experimental group consist of student teach by background knowledge
strategy and the second group that consist of student teach without
background knowledge strategy.
Both of groups given different treatment that might related with
the performance of the dependent variable. Each group given treatment
for some periods of time then the writer administers a test to dependent
variable. After the processes, the writer determines whether yes or not
there is a significant difference between two groups.
64
c. Characteristics of Experimental Research
According to Emzir (2008:68) there are three essential
characteristics of experimental research as follow:
1) Manipulation
Direct manipulation from the researcher toward at least one
independent variable is one of characteristics that make experimental
research different with other research methodology.
2) Control
Control refers to removing or minimizing the influence of such
variables by several methods. According to Gay in Emzir (2008:67)
that control refers to research‟s effort to remove the influences of
such variables (except independent variable) which can give affect
on dependent variable. In other word, the researcher propose same
group condition, therefore the main difference among them put on
independent variable. It is the difference that caused by the
researcher.
3) Observation
Observation necessary to know whether there is an effect of
manipulation on independent variable toward dependent variable in
experimental research. The researcher did observation on the
characteristic of the research subject. In doing this observation, the
researcher administer the measurement by using instrument.
65
d. The Procedure of the Research
Basically, procedure in experimental study has same procedures
with other research. In this research the writer uses some ways, as
Emzir (2008:69) state. There are six steps as follow:
1) choose and formulate the problems
2) choose the subject and instrument measurement
3) choose the research design
4) performing the procedure
5) analysis the data
6) formulate the conclusion
e. Data Collection Techniques
There are three methods of collecting data in this study as follow:
1) Observation
The writer observed the location and the population before
doing the research. The research was done by interviewed the
English teacher to know the problems in teaching English,
expecially in student‟s reading comprehension. Observation on the
research site was done at Monday, July 6 , 2015.
Observation is one of instrument in collecting the research
data. Besides doing the test, the writer did class observation.
Observation is monitoring and recording an object with systematic
66
phenomenon on the research. It also applied to know the condition
and situation in learning process (Sukandarrumidi, 2004:69).
Observations were conducted to know what happens in the
classroom when the strategy is implemented. The researcher
observed the learning process of reading to obtain the information
about the success of the strategies and the problems that occurred
during the implementation of the strategy.
2) Test
A test is a series of questions or other instruments, which is
used measure individual or group skills, knowledge, intelligence,
capability, or talent (Arikunto, 1998:139). The writer used test to
find out the effectiveness of using building background knowledge
to improve student‟s reading comprehension.
Tests (including pre-test and post-test) were used to compare
the student‟s reading comprehension before and after taught by
using building background knowledge strategy. It showed whether
there will be improvement of student‟s reading comprehension or
not by the implementation of the strategies.
The pre-test and post-test in this research were in the form of
multiple choice consisting of 5 items, essay consist of 5 items, and
recalling word meaning (vocabulary knowledge) consist of 5
vocabularies. The test materials were adapted from textbook and
internet access.
67
There are two tests which are used in this research, they are
pre-test and post-test.
a) Pre-test
Before the writer teach the students with new material
by using building background knowledge strategy, the writer
give a test to the students. Pre-test was conducted to know
student‟s reading comprehension before getting treatment.
The purpose of giving pre-test is to know the student‟s
early reading comprehension before they are given different
treatments. Afterward, the two groups were taught by different
strategies in certain period.
b) Post-test
There searcher given post-test after conducting the
treatment. The researcher give post-test to the students after
teaching by using building background knowledge strategy.
Then the writer calculates the result of the test to understand
the difference score of the two groups.
The theme of the reading material was descriptive text.
The pre-test and post-test in this research were in the form of
multiple choices consist of 5 items, 5 essay questions that
related to the reading text and 5 matching questions of
recalling word meaning that included new vocabulary in the
68
reading text. The students have to answer the test in 20
minutes.
3) Study Documentation
According to Irawan in Sukandarrumidi (2004:100) state that
study documentation is technique in collecting data toward subject
of the research. Documentation is needed to know about the data or
variable such as note, transcript, book, news, magazines, etc. It also
made the researcher know about the situation of the teachers,
students, and school profiles.
In Arikunto (1998:149) state documentation, from the origin
word „document‟ that means written things. In doing documentation
method, the researcher investigate the written object such as books,
magazine, document, the rule, meeting note daily note, and others.
There are book, transcript, photos, and history book of SMP
Muhammadiyah 2 Sawangan in study documentation. To know the
condition of students and teachers, school, organization, profile, the
location of school, the researcher used this method to collect the
data.
By using document, the researcher completed the research to
explain about the school and the data that is needed in this research.
Furthermore, the research can produce result because the researcher
asked with the school to give complete data
69
f. Technique for Analyzing Data
The research conducts the experimental research in teaching
reading by using background knowledge strategy. The purpose of the
data is to know the influence of background knowledge strategy on
student‟s reading comprehension, and the significance differences on
student‟s reading comprehension who taught with background
knowledge strategy on the eighth year students of SMP Muhammadiyah
2 Sawangan.
The researcher will conduct five meetings in teaching process to
collect the data. The researcher give pre-test to experimental and
control class. Then, the researcher gives treatment to experimental
class. For the last, the researcher gives post-test to experimental and
control class to find out the result of both classes.
The first step, the researcher give the pre-test and calculate the
score to know students recent skill before they are taught by using
different strategy. Second steps, the researcher give treatment in
teaching process in experimental class. In (Hadi, 1982:428) explain that
treatment means as all treatment variation or given condition which is
will be assessed the effect to the experiments. Then the researcher give
post-test to all of the students to show the significant different score
between two classes.
The writer used the test t- simple randomizes design test to
calculate two tests (Hadi, 1982:442).
70
The writer used two formulas to analyze the data of this
research, they are:
a. Mean Score
M = ∑X
N
In which: M =mean score
∑X = sum of test
N = number of group
b. T-test
The mean score that was obtained through the above formula
was analyzed and interpreted. Finally, the present writer computed the
hypothesis was significant, to know whether was accepted or not.
For the sake of computation, the formula was as follows:
| |
√(∑
∑
) (
)
= t-value
= Mean of Experimental Class
= Mean of Control Class
= Deviation of the individual score from Ma
= Deviation of the individual score from Mb
N = Total Respondent
71
CHAPTER IV
FINDING AND DISCUSSION
A. Finding
This part discussed about the result of pre-test and post test of the
experimental and control class.
1. Experimental Group
a. The pre-test score of Experimental Group
Table 4.1
Pre-test Score Distribution of Experimental Group
NO
NAME
A
B
C
D
E
SCORE
1. Adi Agus Yunanto 4 2 2 1 2 5.5
2. Ahnaf Gibran P 4 3 2 2 3 7.0
3. Alfan 4 3 2 2 2 6.5
4. Anis Hartatik 4 2 2 2 3 6.5
5. Arif Mufthi 4 2 2 2 1 5.5
6. Asta Erlina 4 2 2 1 1 5.0
7. Aulia Rahmawati D 4 2 1 1 1 4.5
8. Daru Aji 4 3 3 3 2 7.5
9. Dea Ustatik 4 3 2 2 3 7.0
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10. Dimas Riki R 2 3 3 3 2 6.5
11. Erlita Febriyani 4 2 2 2 2 6.0
12. Esti Nailurrohma F 4 3 3 2 2 7.0
13. Fajar Assodiq 4 2 3 2 3 7.0
14. Graciela Veronika D 4 2 1 1 2 5.0
15. Hana Irfanti 4 2 2 2 3 6.5
16. Hana Yudha D P 4 3 2 2 2 6.5
17. Heru Stiawan 4 2 2 2 2 6.0
18. Ihsan Abdurrozaq 4 2 2 1 1 5.0
19. Imawati Rosyidah 4 4 3 3 4 9.0
20. Kurniawati 4 2 2 2 2 6.0
21. Luky Wisnu P. 2 3 3 3 2 6.5
22. M. Ferri Fadli 4 3 3 3 2 7.5
23. Mahfudin 4 3 2 3 3 7.5
24. Mia Putriyandari 3 2 2 1 2 5.0
25. Miftahurrahmah 4 4 4 4 4 10.0
26. Nina Nur Annisa 4 2 2 1 1 5.0
27. Ninin 3 2 2 2 2 5.5
28. Toni Nur Arifin 4 2 2 2 2 6.0
29. Wahyu Nur R. 4 2 1 2 2 5.5
30. Widya Ega Rahayu 4 3 3 2 2 7.0
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A = Recalling Word Meaning
B = Drawing Inferences
C = Finding Answer to Question
D = Recognizing a Writer‟s Purpose
E = Following the Structure of the Passage
The table above shown that the lowest score in the experimental
class was score 5, there were five students who got the lowest score. The
highest score for the experimental class was 10, there were one student
who got the higher score. The total score of the experimental class is
191.5. Furthermore, the English‟s Completeness Minimal Criterion
(KKM) in SMP Muhammadiyah 2 Sawangan is 7.5. Based on the pre-test
score data above there were 5 students who got score upon the KKM.
b. The post-test score of Experimental Group
Table 4.2
The Post-test Score Distribution of Experimental Group
NO NAME A B C D E SCORE
1. Adi Agus Yunanto 4 3 3 3 4 8.5
2. Ahnaf Gibran P 4 4 4 4 3 9.5
3. Alfan 4 4 3 3 3 8.5
4. Anis Hartatik 3 3 3 2 3 7.0
5. Arif Mufthi 4 3 3 3 3 8.0
6. Asta Erlina 3 2 3 2 2 6.0
7. Aulia Rahmawati D 4 3 3 2 3 7.5
8. Daru Aji 4 4 4 4 3 9.5
9. Dea Ustatik 2 3 3 2 2 6.0
10. Dimas Riki R 2 3 3 2 2 6.0
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11. Erlita Febriyani 4 3 3 4 3 8.5
12. Esti Nailurrohma F 3 4 4 3 2 8.0
13. Fajar Assodiq 4 4 4 4 3 9.5
14. Graciela Veronika D 4 3 2 2 3 7.0
15. Hana Irfanti 4 3 3 3 3 8.0
16. Hana Yudha D P 4 3 2 2 3 7.0
17. Heru Stiawan 4 3 3 3 3 8.0
18. Ihsan Abdurrozaq 4 3 3 2 2 7.0
19. Imawati Rosyidah 4 3 3 3 3 8.0
20. Kurniawati 4 3 3 2 3 7.5
21. Luky Wisnu P. 4 3 3 2 3 7.5
22. M. Ferri Fadli 3 3 3 2 2 6.5
23. Mahfudin 4 3 3 3 3 8.0
24. Mia Putriyandari 3 3 3 3 2 7.0
25. Miftahurrahmah 4 4 4 4 3 9.5
26. Nina Nur Annisa 4 3 3 3 4 8.5
27. Ninin 3 3 3 3 3 7.5
28. Toni Nur Arifin 4 3 4 2 4 8.5
29. Wahyu Nur R. 4 3 3 3 2 7.5
30. Widya Ega Rahayu 4 3 3 2 3 7.5
The table above shown that the lowest score in the experimental class
6 students, there were four students who got the lowest score. The highest
score for the experimental class is 9.5, there were four students who got the
highest score. The total score of the experimental class is 2330. There were 21
students got score upon the KKM.
Furthermore, before giving treatment by building background
knowledge strategy, the writer made score of student‟s reading comprehension
75
that classified based on component of comprehension by David. There are
recalling word meaning, drawing inferences, finding answer to question,
recognizing a writer‟s purpose, and following the structure of the passage. The
score of student‟s reading comprehension elaborated into five scales through
the table distribution frequency and the percentage were presented as follows:
1) Recalling Word Meaning
The student‟s recalling word meaning in experimental group presented as
follows:
Table 4.3
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Recalling Word Meaning
Classification Score Frequency Percentage
Before After Before After
Excellent 4 26 22 90% 75%
Good 3 2 5 5% 15%
Average 2 2 3 5% 10%
Poor 1 - - - -
Total N = 30 100%
The table above shown about the student‟s reading comprehension
of the experimental class in recalling word meaning before and after
giving treatment. Based on the table, there were 26 students (90%) got the
score 4, 2 students (5%) got score 3, and 2 students (5%) got score 2.
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According to the table shown that the student‟s reading skill in
recalling word meaning is good before giving treatment. There are some
students who get average and poor score after giving treatment. The
students have to improve more their vocabulary in order to help them
comprehend the reading text.
The student‟s reading comprehension after giving treatment (post-
test) in recalling word meaning is good enough. Based on the table above,
there are 22 students (75%) who got score 4, 5 students (15%) who got
score 3, and 3 students (10%) who got score 3. There are four students
who not got score 4 after giving treatment.
2) Drawing Inferences
The student‟s skill in drawing inferences in experimental group presented
as follows:
Table 4.4
Frequency Distribution and Percentage of the Student’s
Reading Comprehension in Drawing Inferences
Classification Score Frequency Percentage
Before After Before After
Excellent 4 2 4 10% 15%
Good 3 11 22 35% 75%
Average 2 17 2 55% 10%
Poor 1 - - - -
Total N = 30 100%
The table above shown about the student‟s reading comprehension
in drawing inferences before and after giving treatment. Based on the table
77
above, there were 2 students ( 10%) who got score 4, 11 students (35%)
who got score 3, and 17 students (55%) who got score 2.
According to the table above, it can be concluded that most of the
student‟s skill in drawing inferences before given treatment average with
score 3. It meant that errors in making conclusion is quite more.
After giving treatment, the student‟s skill in drawing inferences
shown the improvement. It meant that their skill in making conclusion was
comprehensible enough and generally they can make conclusion although
something missing.
3) Finding Answer of Question
The student‟s skill in finding answer of question in
experimental group presented as follows:
Table 4.5
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Finding Answer of Question
Classification Score Frequency Percentage
Before After Before After
Excellent 4 1 6 5% 20%
Good 3 8 23 25% 75%
Average 2 18 1 60% 5%
Poor 1 3 - 10% -
Total N = 30 100%
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The table above shown the student‟s comprehension in answering
the question before and after giving treatment. Based on the table above,
there were 1 student (5%) got score 4, 8 students (25%) got score 3, 18
students (60%) got score 2, and 3 students (10%) got score 1 before giving
treatment. After giving treatment (post-test), there were 6 students (20%)
got score 4, 23 students (75%) got score 3, and 1 student (5%) got score 1.
According to the table above, it can be concluded that most of the
student‟s comprehension before giving treatment is average with score 2.
There were 60% of students in experimental group had difficulties in
finding answer of question. Furthermore, after giving treatment the
student‟s score was excellent with score 3 and 4. There were more than
50% of the students in experimental group were not have difficulties in
finding answer of questions.
4) Recognizing a Writer Purpose
The student‟s skill in recognizing the writer‟s purpose in
experimental group presenter as follows:
Table 4.6
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Recognizing a Writer Purpose
Classification Score Frequency Percentage
Before After Before After
Excellent 4 1 5 5% 15%
Good 3 6 13 20% 45%
79
Average 2 16 12 50% 40%
Poor 1 7 - 25% -
Total N = 30 100%
The table above shown about the student‟s reading comprehension
before and after giving treatment in recognizing a writer‟s purpose. Based
on the table above, before giving treatment, there was 1 student (5%) got
the score 4. There were 6 students (20%) got score 3, 16 students (50%)
got score 2, and 7 students (25%) got score 1.
Furthermore, after giving treatment (post-test), there were 5
students (15%) got the score 4, 13 students (45%) got score 3, and 12
students (40%) who got score 2.
According to the table, it can be concluded that most of student‟s
comprehension in recognizing a writer purpose before giving treatment is
average. More than 50% of the students got score 2. After giving
treatment, the student‟s reading comprehension in recognizing a writer
purpose was good with score 3 and 4. More than 50% of the students show
their improvement that they had good comprehension.
5) Following a Structure of a Passage
The student‟s skill in following the structure of a passage in
experimental group presented as follows:
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Table 4.7
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Following a Structure of a Passage
Classification Score Frequency Percentage
Before After Before After
Excellent 4 2 3 10% 10%
Good 3 6 19 20% 65%
Average 2 17 8 55% 25%
Poor 1 5 - 15% -
Total N = 30 100%
The table above shown about the student‟s reading comprehension
before and after giving treatment in following the structure of a passage.
Based on the table, before giving treatment there were 2 students (10%)
got the score 4. There were 6 students (20%) got the score 3, 17 students
(55%) got the score 2, and 5 students (15%) got the score 1. After giving
treatment, there were 3 students (10%) got score 4, 19 students (65%) got
score 3, and 8 students (25%) got score 2, and none student who got score
1.
According to the table, it can be concluded that most of the
student‟s skill in comprehending the structure of the text before giving
treatment is average. There are more than 50% of the students in
experimental group do not understand the right structure of the text.
Furthermore, after giving treatment, the student‟s reading comprehension
in following the structure of a passage shown the improvement. There are
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more than 50% of the students in experimental group have a good
classification in comprehending the structure of the text.
2. Control Group
a. The Pre-Test Score of Control Group
Table 4.8
Pre-test Score Distribution of Control Group
NO NAME A B C D E SCORE
1. Ahmad Rizki 4 2 4 2 2 7.0
2. Alfin Dwi Safri 2 2 2 2 2 5.0
3. Andi Yusuf 4 2 1 2 2 5.5
4. Anik Sugiyarti 4 2 2 3 2 6.5
5. Aris Yunanti 4 2 2 1 2 5.5
6. Bagas Kuncoro Willy I. 4 3 3 3 2 7.5
7. Dhifa Kurniawan 4 3 4 3 4 9.0
8. Dini Setyawati 3 2 2 2 2 5.5
9. Dodi 3 1 2 2 1 4.5
10. Erwanto 4 2 3 2 2 6.5
11. Ichsan Rodzikin 4 2 2 2 2 6.0
12. Isti Hasanah 4 1 3 3 1 6.0
13. Liya Maesarotul H. 4 2 2 2 2 6.0
14. Nifa Istiningsih 4 2 2 2 2 6.0
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15. Nova Ella S. 4 2 2 2 2 6.0
16. Nur Indah Sari 4 3 3 3 3 8.0
17. Paryanto 4 3 3 4 2 8.0
18. Rudi Prabowo R. 4 2 2 2 2 6.0
19. Setiyana Wulandari 4 2 1 2 1 5.0
20. Renfila Ningsih 4 4 3 3 2 8.0
21. Sidiq Dwi Purnomo 4 3 3 3 3 8.0
22. Sodiq Asnawi 4 3 2 2 2 6.5
23. Sri Rohani 4 3 2 3 3 7.5
24. Syahril 3 3 2 2 2 6.0
25. Tanti Sugiyanti 1 2 3 2 2 5.0
26. Vita Agustiningrum 4 3 3 2 2 7.0
27. Wahyu Putri Setyorini 4 2 2 2 2 6.0
28. Watini 1 3 2 2 2 5.0
29. Winarni 4 2 1 1 1 4.5
30. Alviani 2 3 3 3 2 6.5
A = Recalling Word Meaning
B = Drawing Inferences
C = Finding Answer to Question
D = Recognizing a Writer‟s Purpose
E = Following the Structure of the Passage
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The table above shown the lowest score in the control class was 4.5. There
were 2 students who got the lowest score. The highest score for the control class
was 9; there were one student who got the higher score. The total score of the
control class is 1905. Furthermore, based on the pre-test score data above there
were 7 students who got score upon the KKM.
b. The Post-test of Control Group
Table 4.9
The Post-test Score Distribution of Control Group
NO NAME A B C D E SCORE
1. Ahmad Rizki 4 3 3 3 2 7.5
2. Alfin Dwi Safri 4 2 1 2 1 5.0
3. Andi Yusuf 4 3 3 2 2 7.0
4. Anik Sugiyarti 4 3 3 3 3 8.0
5. Aris Yunanti 4 3 3 2 2 7.0
6. Bagas Kuncoro Willy I. 4 3 3 4 4 9.0
7. Dhifa Kurniawan 2 3 3 3 3 7.0
8. Dini Setyawati 4 2 3 2 3 7.0
9. Dodi 4 3 2 2 2 6.5
10. Erwanto 4 3 3 2 2 7.0
11 Ichsan Rodzikin 4 3 2 2 3 7.0
12 Isti Hasanah 4 3 3 2 2 7.0
13 Liya Maesarotul 4 3 3 3 4 8.5
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Hasanah
14 Nifa Istiningsih 4 3 3 2 2 7.0
15 Nova Ella S. 4 3 3 2 2 7.0
16 Nur Indah Sari 4 2 2 2 3 6.5
17 Paryanto 4 2 3 3 2 7.0
18 Renfila Ningsih 4 2 1 1 2 5.0
19 Rudi Prabowo R. 2 3 3 3 2 6.5
20 Setiyana Wulandari 2 2 2 2 2 5.0
21 Sidiq Dwi Purnomo 2 4 4 4 3 8.5
22 Sodiq Asnawi 4 4 4 3 3 9.0
23 Sri Rohani 4 3 3 3 4 8.5
24 Syahril 4 3 3 3 3 8.0
25 Tanti Sugiyanti 3 3 2 2 2 6.0
26 Vita Agustiningrum 3 2 3 2 2 6.0
27 Wahyu Putri Setyorini 4 3 2 3 3 7.5
28 Watini 4 2 2 2 2 6.0
29 Winarni 4 3 3 2 3 7.5
30 Alviani 4 3 3 3 2 7.5
Based on the table above shown that the lowest score in the control
class is 5; there were three students who got the lowest score. The highest
score for the control class is 9; there were two students who got the higher
score. The total score of the control class is 2120. There were 11 students
got score upon the KKM.
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For the control class, the writer also made score of the student‟s
reading comprehension in the pre-test assessment. The detail information
of the student‟s reading comprehension presented as bellows:
1) Recalling Word Meaning
The student‟s recalling word meaning or vocabulary
knowledge in control group presented as follows:
Table 4.10
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Recalling Word Meaning
Classification Score Frequency Percentage
Before After Before After
Excellent 4 23 24 80% 80%
Good 3 3 2 10% 5%
Average 2 2 4 5% 15%
Poor 1 2 - 5% -
Total N = 30 100%
The table above shown about the student‟s reading comprehension
of the control class in recalling word meaning. Based on the table, there
were 23 students (80%) got the score 4, 3 students (10%) got score 3, 2
students (5%) got score 2, and 2 students (5%) got score 1 before giving
treatment.
According to the table above shown that the student‟s reading skill
in recalling word meaning is good before giving treatment. There are four
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students who get average and none students who get poor score after
giving treatment. The students have to improve more their vocabulary in
order to help them comprehend the reading text.
The student‟s reading comprehension after giving treatment (post-
test) in recalling word meaning is good. Based on the table above, there
are 24 students (80%) who got score 4, 2 students (15%) who got score 3,
and 4 students (15%) who got score 3, and none student who got score 1.
2) Drawing Inferences
The student‟s skill in drawing inferences in control group
presented as follows:
Table 4.11
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Drawing Inferences
Classification Score Frequency Percentage
Before After Before After
Excellent 4 1 2 5% 5%
Good 3 11 20 35% 70%
Average 2 16 8 55% 25%
Poor 1 2 - 5% -
Total N = 30 100%
Based on the table above, before giving treatment, there was 1
student (5%) who got the score 4, 11 students (35%) who got the score 3,
16 students (55%) who got the score 2, and 2 students (5%) who got the
score 1. After giving treatment, there were 2 students (5%) who got the
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score 4, 20 students (70%) who got the score 3, and 8 students (25%) who
got the score 2.
According to the table above it can be concluded that most of the
students‟ skill in drawing inference is good, it meant that they can make
conclusion well.
3) Finding Answer of Question
The student‟s comprehension in finding answer of question in
control group presented as follows:
Table 4.12
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Finding Answer of Question
Classification Score Frequency Percentage
Before After Before After
Excellent 4 2 2 5% 5%
Good 3 10 19 35% 65%
Average 2 15 7 50% 25%
Poor 1 3 2 10% 5%
Total N = 30 100%
The table above shown about the student‟s reading comprehension
in finding the answer of question in the control class. Before giving
treatment, there were 2 students (5%) got score 4, 10 students (35%) got
score 3, 15 students (50%) got score 2, and 3 students (10%) got score 1.
After giving treatment, there were 2 students (5%) got score 4, 19 students
88
(65%) got score 3, 7 students (25%) got score 2, and 2 students (5%) got
score 1.
Furthermore, based on the table, it can be concluded that the most
of student‟s reading comprehension in finding answer of question that
relate to the text is good with score 3.
4) Recognizing a Writer Purpose
The student‟s skill in recognizing the writer‟s purpose in
control group presented as follows:
Table 4.13
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Recognizing a Writer Purpose
Classification Score Frequency Percentage
Before After Before After
Excellent 4 1 2 5% 5%
Good 3 9 11 30% 35%
Average 2 18 16 60% 55%
Poor 1 2 1 5% 5%
Total N = 30 100%
The table above shown about the student‟s reading comprehension of
the control class in recognizing a writer‟s purpose. Based on the above table,
before giving treatment, there were 1 student (5%) got the score 4, 9 students
(30%) got the score 3, 18 students (60%) got the score 2, and 2 students (5%)
got the score 1. After giving treatment, there were 2 students (5%) got the
89
score 4, 11 students (35%) got the score 3, 16 students (55%) got the score 2,
and 1 student (5%) got the score 1.
According to the table, it can be concluded that more than
50% of students in recognizing the writer purpose is average with score 2.
5) Following a Structure of a Passage
The student‟s skill in following the structure of a passage in
control group presented as follows:
Table 4.14
Frequency Distribution and Percentage of the Student’s Reading
Comprehension in Following a Structure of a Passage
Classification Score Frequency Percentage
Before After Before After
Excellent 4 1 3 5% 10%
Good 3 3 10 10% 35%
Average 2 22 16 70% 50%
Poor 1 4 1 15% 5%
Total N = 30 100%
The table above shown about the student‟s reading comprehension
of control group in following the structure of a passage. Based on the
table, before giving treatment, there was 1 student (5%) got the score 4, 3
students (10%) got the score 3, 22 students (70%) got the score 2, and 4
students (15%) got the score 1. After giving treatment, there were 3
90
students (10%) got the score 4, 10 students (35%) got the score 3, 16
students (50%) got the score 2, and 1 student (5%) got the score 1.
According to the table above, it can be concluded that the student‟s
skill in comprehending the structure of the text is average. There are 50%
of the students in control group do not understand well about the structure
of the text.
B. Discussion
1. To find out the influence of background knowledge strategy
implementation on the eighth grade student’s reading comprehension.
In order to know the effectiveness of background knowledge
strategy to improve student‟s reading comprehension, the writer compared
the mean from experimental and control group from pre-test and post-test.
It can be assumed if the mean of pre-test and post-test increased, than the
student‟s reading comprehension also improve. The mean of pre-test and
post-test counted using the formula as follow:
∑X = Total score
Mean = ∑
N = Total Respondent
91
Table 4.15
Mean Assessment of Experimental Class and Control Class
No Classification Experimental
Group Control Group
1. Pre-test 6.38 6.31
2. Post-test 7.7 7.0
The result of the research in this study is the mean score of the
post-test from the experimental group is higher (7.7) than post-test from
control group (7.0). Furthermore, before giving treatment, in the
experimental group there were 5 students got score upon the KKM. Then,
after giving treatment, there were 21 students got score upon the KKM.
Based on the mean assessment on the table, the writer concluded that
experimental group is more successful than the control group.
2. To find out the significant differences between the students taught
with background knowledge strategy and taught without background
knowledge strategy.
a. The Pre-test Data Analysis
Table 4.16
The Score of Student‟s Reading Comprehension in Pre –test
(Experimental Group)
No Name Score - =
1. Adi Agus Yunanto 5.5 5.5 – 6.38 = 0.77 –0.88 0.77
2. Ahnaf Gibran P 7.0 7.0 – 6.38 = 0.38 0.62 0.38
92
3. Alfan 6.5 6.5 – 6.38 = 0.12 0.12 0.01
4. Anis Hartatik 6.5 6.5 – 6.38 = 0.12 0.12 0.01
5. Arif Mufthi 5.5 5.5 – 6.38 = 0.88 0.88 0.77
6. Asta Erlina 5.0 5.0 – 6.38 = –1.38 –1.38 1.90
7. Aulia Rahmawati D. 4.5 4.5 – 6.38 = –1.88 –1.88 3.53
8. Daru Aji 7.5 7.5 – 6.38 = 1.12 1.12 1.25
9. Dea Ustatik 7.0 7.0 – 6.38 = 0.62 0.62 0.38
10. Dimas Riki R 6.5 6.5 – 6.38 = 0.12 0.12 0.01
11. Erlita Febriyani 6.0 6.0 – 6.38 = –0.38 –0.38 0.14
12. Esti Nailurrohma F 7.0 7.0 – 6.38 = 0.62 0.62 0.38
13. Fajar Assodiq 7.0 7.0 – 6.38 = 0.62 0.62 0.38
14. Graciela Veronika D 5.0 5.0 – 6.38 = –1.38 –1.38 1.90
15. Hana Irfanti 6.5 6.5 – 6.38 = 0.12 0.12 0.01
16. Hana Yudha D P 6.5 6.5 – 6.38 = 0.12 0.12 0.01
17. Heru Stiawan 6.0 6.0 – 6.38 = –0.38 –0.38 0.14
18. Ihsan Abdurrozaq 5.0 5.0 – 6.38 = –1.38 –1.38 1.90
19. Imawati Rosyidah 9.0 9.0 – 6.38 = 2.62 2.62 6.86
20. Kurniawati 6.0 6.0 – 6.38 = –0.38 –0.38 0.14
21. Luky Wisnu P. 6.5 6.5 – 6.38 = 0.12 0.12 0.01
22. M. Ferri Fadli 7.5 7.5 – 6.38 = 1.12 1.12 1.25
23. Mahfudin 7.5 7.5 – 6.38 = 1.12 1.12 1.25
24. Mia Putriyandari 5.5 5.5 – 6.38 = –0.88 –0.88 0.77
25. Miftahurrahmah 10.0 10.0 – 6.38 = 3.62 3.62 13.10
26. Nina Nur Annisa 5.0 5.0 – 6.38 = –1.38 –1.38 1.90
93
27. Ninin 5.5 5.5 – 6.38 = 0.88 0.88 0.77
28. Toni Nur Arifin 6.0 6.0 – 6.38 = –0.38 –0.38 0.14
29. Wahyu Nur R. 5.5 5.5 – 6.38 = 0.88 0.88 0.77
30. Widya Ega Rahayu 7.0 7.0 – 6.38 = 0.62 0.62 0.38
Total 191.5 0.0 41.21
Mean 6.38
= 30
= 191.5
= ∑
=
= 6.38
∑ = 0.0
∑ = 41.21
Table 4.17
The Score of Student’s Reading Comprehension in Pre –test
(Control Group)
No Name Score - =
1. Ahmad Rizki 7.0 7.0 – 6.35 = 0.65 0.65 0.42
2. Alfin Dwi Safri 5.0 5.0 – 6.35 = –1.35 –1.35 1.82
3. Andi Yusuf 5.5 5.5 – 6.35 = –0.85 –0.85 0.72
4. Anik Sugiyarti 6.5 6.5 – 6.35 = 0.15 0.15 0.02
94
5. Aris Yunanti 5.5 5.5 – 6.35 = –0.85 –0.85 0.72
6. Bagas Kuncoro Willy I. 7.5 7.5 – 6.35 = 1.15 1.15 1.32
7. Dhifa Kurniawan 9.0 9 – 6.35 = 2.65 2.65 7.02
8. Dini Setyawati 5.5 5.5 – 6.35 = 0.85 0.85 0.72
9. Dodi 4.5 4.5 – 6.35 = –1.85 –1.85 3.42
10. Erwanto 6.5 6.5 – 6.35 = 0.15 0.15 0.02
11. Ichsan Rodzikin 6.0 6.0 – 6.35 = –0.35 –0.35 0.12
12. Isti Hasanah 6.0 6.0 – 6.35 = –0.35 –0.35 0.12
13. Liya Maesarotul H. 6.0 6.0 – 6.35 = –0.35 –0.35 0.12
14. Nifa Istiningsih 6.0 6.0 – 6.35 = –0.35 –0.35 0.12
15. Nova Ella S. 6.0 6.0 – 6.35 = –0.35 –0.35 0.12
16. Nur Indah Sari 8.0 8.0 – 6.35 = 1.65 1.65 2.72
17. Paryanto 8.0 8.0 – 6.35 = 1.65 1.65 2.72
18. Rudi Prabowo R. 6.0 6.0 – 6.35 = 0.35 0.35 0.12
19. Setiyana Wulandari 5.0 5.0 – 6.35 = –1.35 –1.35 1.82
20. Renfila Ningsih 8.0 8.0 – 6.35 = 1.65 1.65 2.72
21. Sidiq Dwi Purnomo 8.0 8.0 – 6.35 = 1.65 1.65 2.72
22. Sodiq Asnawi 6.5 6.5 – 6.35 = 0.15 0.15 0.02
23. Sri Rohani 7.5 7.5 – 6.35 = 1.15 1.15 1.32
24. Syahril 6.0 6.0 – 6.35 = –0.35 –0.35 0.12
25. Tanti Sugiyanti 5.0 5.0 – 6.35 = –1.35 –1.35 1.82
26. Vita Agustiningrum 7.0 7.0 – 6.35 = 0.65 0.65 0.42
95
27. Wahyu Putri Setyorini 6.0 6.0 – 6.35 = –0.35 –0.35 0.12
28. Watini 5.0 5.0 – 6.35 = –1.35 –1.35 1.82
29. Winarni 4.5 4.5 – 6.35 = –1.85 –1.85 3.42
30. Alviani 6.5 6.5 – 6.35 = 0.15 0.15 0.02
Total 189.5 0.0 38.7
Mean 6.31
= 30
= 189.5
= ∑
=
= 6.31
∑ = 0.0
∑ = 38.7
The table above shows the student‟s score of experiment class ( )
and control class ( ) and mean from both classes. The writer calculated the
significant difference after calculating the difference of mean scores between
experimental and control class by using t-test formula as below:
| |
√(∑
∑
) (
)
= t-value
96
= Mean of Experimental Class
= Mean of Control Class
= Deviation of the individual score from
= Deviation of the individual score from
N = Total Respondent
The t-value of experimental group counted as follows:
| |
√(∑
∑
) (
)
| |
√(( ) ) (
)
√(
) ( )
√( )
√
After finding final result of calculating above, then looking for
degree of freedom (df) = Na+Nb-2=58. The level of significance was set
equal or less than ɑ = 5% in this study. If the ≥ t-table 5%, it meant that
97
null hypothesis (Ho) was accepted and alternative hypothesis (Ha)
rejected. T-table for standard significant with df 58 show 2.000. According
to the result above, it can be concluded that as below:
Based on schema above, it was assumed that null hypothesis (Ho)
was accepted and alternative hypothesis (Ha) rejected. Furthermore, it can
be concluded that “There is no significant different on student’s reading
comprehension scores taught before giving treatment.” It happened
because the experimental and control class have same ability and
background in reading comprehension.
b. The Post-Test Data Analysis
Table 4.18
The Score of Student’s Reading Comprehension in Post –test
(Experimental Group)
No Name Score - =
1. Adi Agus Yunanto 8.5 8.5 – 7.7 = 0.8 0.8 0.64
2. Ahnaf Gibran P 9.5 9.5 – 7.7 = 1.8 1.8 3.24
3. Alfan 8.5 8.5 – 7.7 = 0.8 0.8 0.64
4. Anis Hartatik 7.0 7.0 – 7.7 = –0.7 –0.7 0.49
5. Arif Mufthi 8.0 8.0 – 7.7 = 0.3 0.3 0.09
6. Asta Erlina 6.0 6.0 – 7.7 = –1.7 –1.7 2.89
7. Aulia Rahmawati D 7.5 7.5 – 7.7 = –0.2 –0.2 0.04
98
8. Daru Aji 9.5 9.5 – 7.7 = 1.8 1.8 3.24
9. Dea Ustatik 6.0 6.0 – 7.7 = –1.7 –1.7 2.89
10. Dimas Riki R 6.0 6.0 – 7.7 = –1.7 –1.7 2.89
11. Erlita Febriyani 8.5 8.5 – 7.7 = 0.8 0.8 0.64
12. Esti Nailurrohma F 8.0 8.0 – 7.7 = 0.3 0.3 0.09
13. Fajar Assodiq 9.5 9.5 – 7.7 = 1.8 1.8 3.24
14. Graciela Veronika D 7.0 7.0 – 7.7 = –0.7 –0.7 0.49
15. Hana Irfanti 8.0 8.0 – 7.7 = 0.3 0.3 0.09
16. Hana Yudha D P 7.0 7.0 – 7.7 = –0.7 –0.7 0.49
17. Heru Stiawan 8.0 8.0 – 7.7 = 0.3 0.3 0.09
18. Ihsan Abdurrozaq 7.0 7.0 – 7.7 = –0.7 –0.7 0.49
19. Imawati Rosyidah 8.0 8.0 – 7.7 = 0.3 0.3 0.09
20. Kurniawati 7.5 7.5 – 7.7 = –0.2 –0.2 0.04
21. Luky Wisnu P. 7.5 7.5 – 7.7 = –0.2 –0.2 0.04
22. M. Ferri Fadli 6.5 6.5 – 7.7 = –1.2 –1.2 1.44
23. Mahfudin 8.0 8.0 – 7.7 = 0.3 0.3 0.09
24. Mia Putriyandari 7.0 7.0 – 7.7 = –0.7 –0.7 0.49
25. Miftahurrahmah 9.5 9.5 – 7.7 = 1.8 1.8 3.24
26. Nina Nur Annisa 8.5 8.5 – 7.7 = 0.8 0.8 0.64
27. Ninin 7.5 7.5 – 7.7 = –0.2 –0.2 0.04
28. Toni Nur Arifin 8.5 8.5 – 7.7 = 0.8 0.8 0.64
29. Wahyu Nur R. 7.5 7.5 – 7.7 = –0.2 –02 0.04
99
30. Widya Ega Rahayu 7.5 7.5 – 7.7 = –0.2 –02 0.04
Total 233.0 0.0 29.5
Mean 7.7
= 30
= 233.0
= ∑
=
= 7.7
∑ = 0.0
∑ = 29.5
Table 4.19
The Score of Student’s Reading Comprehension in Post –test
(Control Group)
No Name Score - =
1. Ahmad Rizki 7.5 7.5 – 7.0 = 0.5 0.5 0.25
2. Alfin Dwi Safri 5.0 5.0 – 7.0 = –2.0 –2.0 4.00
3. Andi Yusuf 7.0 7.0 – 7.0 = 0 0 0
4. Anik Sugiyarti 8.0 8.0 – 7.0 = 1.0 1.0 1.00
5. Aris Yunanti 7.0 7.0 – 7.0 = 0 0 0
6. Bagas Kuncoro Willy I. 9.0 9.0 – 7.0 = 2.0 2.0 2.00
7. Dhifa Kurniawan 7.0 7.0 – 7.0 = 0 0 0
8. Dini Setyawati 7.0 7.0 – 7.0 = 0 0 0
100
9. Dodi 6.5 6.5 – 7.0 = –0.5 –0.5 0.25
10. Erwanto 7.0 7.0 – 7.0 = 0 0 0
11. Ichsan Rodzikin 7.0 7.0 – 7.0 = 0 0 0
12. Isti Hasanah 7.0 7.0 – 7.0 = 0 0 0
13. Liya Maesarotul H. 8.5 8.5 – 7.0 = 1.5 1.5 2.25
14. Nifa Istiningsih 7.0 7.0 – 7.0 = 0 0 0
15. Nova Ella S. 7.0 7.0 – 7.0 = 0 0 0
16. Nur Indah Sari 6.5 6.5 – 7.0 = –0.5 –0.5 0.25
17. Paryanto 7.0 7.0 – 7.0 = 0 0 0
18. Rudi Prabowo R. 5.0 5.0 – 7.0 = –2.0 –2.0 4.00
19. Setiyana Wulandari 6.5 6.5 – 7.0 = –0.5 –0.5 0.25
20. Renfila Ningsih 5.0 5.0 – 7.0 = –2.0 –2.0 4.00
21. Sidiq Dwi Purnomo 8.5 8.5 – 7.0 = 1.5 1.5 2.25
22. Sodiq Asnawi 9.0 9.0 – 7.0 = 2.0 2.0 4.00
23. Sri Rohani 8.5 8.5 – 7.0 = 1.5 1.5 2.25
24. Syahril 8.0 8.0 – 7.0 = 1.0 1.0 1.00
25. Tanti Sugiyanti 6.0 6.0 – 7.0 = -1.0 –1.0 1.00
26. Vita Agustiningrum 6.0 6.0 – 7.0 = -1.0 –1.0 1.00
27. Wahyu Putri Setyorini 7.5 7.5 – 7.0 = 0.5 0.5 0.25
28. Watini 6.0 6 – 7.0 = -1.0 –1.0 1.00
29. Winarni 7.5 7.5 – 7.0 = 0.5 0.5 0.25
30. Alviani 7.5 7.5 – 7.0 = 0.5 0.5 0.25
101
Total 212.0 0.0 31.5
Mean 7.0
= 30
= 212.0
= ∑
=
= 7.0
∑ = 0.0
∑ = 31.5
Based on the table above, it can be showed about the student‟s score of
experiment class ( ) and control class ( ) and mean from both classes. is
mean of experimental group and is mean of the control group. The t-value
calculated as follows:
| |
√(∑
∑
) (
)
| |
√( ) (
)
√( ) (
)
102
√
√
= ± 3.743
After finding the result of calculating above, then looking for degree of
freedom (df) = Na+Nb-2=58. The level of significance was set equal or less than
ɑ = 5% in this study. If the ≥ t-table 5%, it meant that null hypothesis (Ho) was
rejected and alternative hypothesis (Ha) accepted. T-table for standard significant
with df 58 show 2.000. According to the result above, it can be concluded as
below:
Based on schema above, it was assumed that null hypothesis (Ho) was
rejected and alternative hypothesis (Ha) accepted. Furthermore, it can be
concluded that “There is significant different on student’s reading comprehension
scores taught using background knowledge strategy rather than taught without
background knowledge strategy.”
103
C. The Weakness of Background Knowledge Strategy
Based on the researchers‟ experience in applying Background Knowledge
Strategy in SMP Muhammadiyah 2 Sawangan Magelang, the writer found some
weakness of the strategy as follow:
1. Need more time and power in the class for the teacher. The teacher has
to keep in mind to create good reading condition before applying the
strategy. If the teacher does not mastering the class, it can make the
strategy useless in teaching reading process.
2. Need more attention to the students‟ vocabulary knowledge. The
students must be asked whether their vocabulary knowledge are good
or poor. The teacher also can check the students‟ vocabulary
knowledge based on their KWL Strategy. The students‟ vocabulary
knowledge will influence the students‟ ability to comprehend the text
in reading event.
3. Need more creativity. The teacher has to prepare early about the
concept and various activities to build students‟ background
knowledge.
104
CHAPTER V
CLOSURE
This chapter deals with two points. They are conclusions and suggestions.
These points are presented as follows:
A. Conclusion
In this research, Background Knowledge Strategy implemented in two
classes namely experimental and control group. Background Knowledge Strategy
aimed to help the students to understand, comprehend, and learn how to provide
the students with new background knowledge before they read in reading
activities.
Based on the data analysis on the previous chapter, the writer concluded
the result of those analyses. The two points of conclusions will be presented
based on the two problems of the research. The first concern with the influence of
background knowledge strategy and the second concerns with the significance
differences between the students taught with background knowledge strategy and
the students taught without background knowledge strategy.
After conducted the research of teaching reading about descriptive text by
applying Background Knowledge Strategy, the researcher draws some
conclusions based on the result of the study as follows:
1. The influence of background knowledge strategy
a. The table of experimental class shown that the lowest score in the
experimental class was score 5, there were five students who got the
105
lowest score. The highest score for the experimental class was 10,
there were one student who got the higher score. The total score of the
experimental class is 191.5. Furthermore, the English‟s Completeness
Minimal Criterion (KKM) in SMP Muhammadiyah 2 Sawangan is
7.5. Based on the pre-test score data, there were 5 students who got
score upon the KKM.
After the treatment, the table of experimental class shown that
the lowest score in the experimental class is the score 6, there were
four students who got the lowest score. The highest score for the
experimental class is 9.5, there were four students who got the highest
score. The total score of the experimental class is 2330. There were
21 students who got score upon the KKM.
b. The table of control class shown that the lowest score in the control
class was 4.5. There were 2 students who got the lowest score. The
highest score for the control class was 9; there were one student who
got the higher score. The total score of the control class is 1905.
Furthermore, based on the pre-test score data above there were 7
students who got score upon the KKM.
Based on the post-test table of control class shown that the
lowest score in the control class was 5; there were three students who
got the lowest score. The highest score for the control class is 9; there
were two students who got the higher score. The total score of the
106
control class is 2120. There were 11 students who got score upon the
KKM
From the result of the both analysis above, the writer conclude
that the use of background knowledge strategy on VIII B class have
good level generally.
2. The significance differences between the students taught with background
knowledge strategy and the students taught without background knowledge
strategy.
a. Teaching reading comprehension by using Background Knowledge
Strategy is effective to apply in learning process, especially in
reading event. It can be seen from the result of computation. Based
on the data from the result of tests and observation that have been
done and analyzed in the previous chapter, it indicated that the
average score of the post-test of experimental group is 7.7. It is higher
than post-test from control group 7.0. Furthermore, the experimental
group which using Background Knowledge Strategy is better in
improving reading comprehension than the control group which not
using background knowledge strategy. The data from the calculation
indicated the experimental group was more successful than the control
group.
b. According to the result of analysis of the research, it shown that the
score of t-test in post-test of experimental group is 3.743 and the score
of t-table from the degree of freedom on degree of significant of 5% =
107
Na+Nb-2=58 are 2,000. It means that the score of t-test is higher than
score of t-table. Therefore, it can be concluded that there is significant
difference on student‟s reading comprehension scores taught by
Background Knowledge Strategy.
B. Suggestions
In reference to the conclusions of the study, some suggestions are directed
to English Education Department, English teachers and future researchers which
hopefully would be useful.
1. For English Education Department
The result of this research is hoped to be very useful for the educators
in English Education Department to be success in teaching process with
applying some strategies to build students‟ background knowledge. The
writer also expects that the research will give contribution to the development
of English education in the institute as well as for the educators and the
students how to know and comprehend reading comprehension by using
background knowledge strategy.
2. For the teacher
a. It is essential for teachers, especially for English teachers to improve the
quality of the teaching reading by employing various activities which are
enjoyable and motivating to improve student‟s reading comprehension.
The teachers can use some activities such as discussion and game
practices to build student‟s background knowledge. Therefore, the
English teachers should pay attention to the class condition because in
applying background knowledge strategy students conduct many kinds of
108
activities that need teacher‟s guidance. Besides, the English teachers
should choose the texts and tasks that are appropriate to student‟s
proficiency level.
b. The teacher should give some more attention to student‟s progress by
giving the guidance as well as possible. The teacher also should be a
partner for their students in learning process with the high responsible as a
teacher.
c. The teacher should give attention to the student‟s vocabulary knowledge
more. Then, they should be creative in making the class interesting and
alive.
d. Teacher should build a conductive condition in teaching process, because
a conductive condition in teaching would become the access to carry the
success of material to be taught.
3. For future researchers
The focus of this study only deal with student‟s reading
comprehension by using background knowledge strategy especially
descriptive texts. Therefore, other researchers may conduct research on
other text genres or other language skills.
For the other researchers, there are some issues that can be interesting
topics to be investigated. For example, other researchers can further
explore some other strategies or techniques to improve student‟s reading
comprehension. In addition, they can conduct other research from different
angles of reading comprehension.
109
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Grellet, Francoise. 1981. Developing Reading Skill. Cambridge: Cambridge
University Press.
Hadi, Sutrisno. 1977. Statistik Jilid II. Yogyakarta: Andi Offset.
-----------. 1982. Metodologi Research Jilid IV. Yogyakarta: Yayasan Penerbitan
Fakultas Psikologi Universitas Gadjah Mada.
Johnson, Andrew P. 2008. A Guidebook for Tutoring and Remediating Students:
Teaching Reading and Writing. UK: Rowman and Little Field Education.
Mikulecky, B.S. 2008. Teaching Reading in a Second Language. Retrieved from
http://www.longmanhomeusa.com/content/FINAL-LO%20RES-
Mikulecky-Reading%20Monograph%20.pdf on May 1st, 2013.
Moreillon, Judi. 2007. Collaborative Strategies for Teaching Reading
Comprehension “Maximing Your Impact”. Chicago: American Library
Association.
Murcia, Marianne Celce., and Elite Olshtain. 2002. Discourse and Context in
Language Teaching: A Guide for Language Teachers. Cambridge:
Cambridge Univesity Press.
Nation, I.S.P. 2009. Teaching ESL/EFL Reading and Writing. New York and
London: Rouledge Tailor and Francis Group
Oxford Learner Pocket Dictionary. UK: Oxford University Press.
Snow, Catherine. 2002. Reading for Understanding Toward an Research and
Development Program in Reading Comprehension. Arlington: Rand.
Spratt, Mary., Alan Pulverness and Melanie Williams. 2005. The Teaching
Knowledge Test. Cambridge: Cambridge University Press.
Sukandarrumidi. 2004. Metodologi Penelitian Petunjuk Praktis Untuk Peneliti
Pemula. Yogyakarta: Gadjah Mada University Press.
111
Westwood, Peter. 2008. What Teachers Need to Know About Reading and
Writing difficulties. Australia: ACER Press.
Eileen, Lee. 2008. The Significance of Building and Activating Background
Knowledge in the Teaching of Shakespeare in the ESL Classroom.
Downloaded on May 2015 at 10.11 A.M.
Fengjuan, Zhang. 2010. The Integration of the Know-Want-Learn (KWL)
Strategy into English Language Teaching for Non-English Majors.
Jiangsu Province: Soochow University. Downloaded on August, 2015
at 05.30 P.M.
Salmi, Mahfood Al. 2011. Schemata (Background Knowledge) and Reading
Comprehension for EFL Students. Faculty of Specific Education:
Mansoura University. Downloaded on October 2015 at 03.43 P.M.
Woolley, G. 2011. Reading Comprehension: Assisting Children with Learning
Difficulties. DOI 10.1007/978-94-007-1174-7_2, © Springer Science
+Business Media B.V. 2011
http://www.springer.com/978-94-007-1173-0. Downloaded on May,
2015 at 09.49 P.M.
112
APPENDICES
113
TEACHING LEARNING PROCESS DOCUMENTATIONS
1. SMP Muhammadiyah 2 Sawangan Magelang
2. The teacher was explaining about “descriptive text”
114
3. The teacher was asking the students about descriptive text
4. The teacher explained how to fill KWL Charts to the students
5. The teacher explained to the students‟ difficulties
115
6. The students were active in question/answer game
7. The teacher was presenting a model of descriptive text to the students
8. The students were try to describe about the picture “doll”
116
9. The teacher was giving opportunity for the students to ask questions.
10. The students were try to explain about the materials
11. The teacher was checking the student‟s work
117
12. The teacher and the students were discussing the answer of the task
13. The students were active to try to report the answer of the tasks.
118
14. The students were practice to describe about thing (cat).
15. The teacher was checking the student‟s question
119
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
(MEETING1)
SMP/MTs : SMP Muhammadiyah 2 Sawangan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan)/2 (Dua)
Jenis Teks : Genre
Aspek/Skill : Reading (Membaca)
Alokasi Waktu : 2 x 40 menit
A. KOMPETENSI INTI
1) Menghargai dan menghayati ajaran agama yang dianutnya
2) Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya
3) Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasaingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
4) Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori
B. KOMPETENSI DASAR
5.1 Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk
descriptive dan recount pendek dan sederhana dengan ucapan, tekanan
dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
120
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
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.
C. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Menemukan berbagai informasi dalam teks fungsional pendek
berbentuk descriptive text
2. Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk
descriptive text
3. Mengidentifikasi struktur teks fungsional pendek berbentuk descriptive
text
D. Materi Pembelajaran
Genre (Descriptive Text)
a. Genre berbentuk descriptive text
Descriptive text is a text that describes a specific or
particular person, place, or thing. A descriptive text focuses on the
characteristic features of a particular thing, for example person, an
animal, and a thing.
b. Goal or purpose of descriptive text is to describe a particular
phenomenon of people, thing and landscape.
c. Generic structure of text:
Identification: it‟s an introduction to the subject of the
description.
Description
Part : size, volume, body
Quality : standard, superiority
Character : attitude, behavior, act
121
d. Language Feature of Text:
1. Pronouns : I, you, they, we, he
2. Nouns : book, shirt, table
3. Noun Phrase : white house, green house, global warming
4. Adjectives : hot, blue, lazy, beautiful
5. Preposition : in, at, on, under, in front of
6. Adverbs : happily, now
7. Linking verbs : I, am, are
8. Present tense : come, visit, get
9. Attribute : has, have
E. METODE DAN STRATEGI PEMBELAJARAN
Metode pembelajaran yang digunakan adalah Three Phase Tecnique dan
strategi pembelajaran yang digunakan adalah Background Knowledge
Strategy.
F. Langkah-Langkah Pembelajaran
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Guru masuk ke kelas dan
menyapa menggunakan
bahasa Inggris agar tercipta
English Environment.
2. Guru membuka pelajaran
dengan mengucap salam dan
berdoa.
3. Guru memeriksa kehadiran
peserta didik sebagai sikap
disiplin
4. Menyampaikan model dan
tujuan pembelajaran
5. Guru melakukan
brainstorming dengan
mengajukan pertanyaan untuk
mengarahkan siswa
menemukan konsep tentang
10 Menit
122
descriptive text
Kegiatan Inti
Eksplorasi Pelaksanaan Background
Knowledge Strategy
1.Guru memperkenalkan metode
background knowledge strategy
dan menjelaskan bagaimana
proses BKS tersebut.
2.Guru membagikan lembar KWL
Charts (attachment 1) dan
memandu siswa tentang
prosedur pengisian KWL Charts
dengan pertanyaan:
- What do you already know
about descriptive text?
- What do you want to know
about the topic of
descriptive text?
- What did you learn from
descriptive text?
3.Guru memberikan materi
tentang descriptive text.
4.Siswa dengan bimbingan guru
mendiskusikan dan memahami
materi mengenai descriptive text
40 Menit
Elaborasi Pelaksanaan Background
Knowledge Strategy:
1.Siswa menyebutkan atau
menebak nama benda/hewan
sesuai dengan deskripsi yang
disampaikan oleh guru.
(attachment 2)
2.Guru memandu siswa untuk
menebak deskripsi
yangdisampaikan oleh guru
kemudian bersama-sama
mengidentifikasi struktur, fungsi
sosial, informasi tertentu, dan
makna kata-kata tertentu dengan
mengaplikasikan types of
connection untuk membangun
background knowledge siswa.
- Text-to-Self
(Have you heard this
20 Menit
123
information?)
- Text-to-Text
(Have you heard other
information in which the
writer used same text
structure with this
information?
- Text-to-World
(What do you think about
the author‟s purpose in
writing this information?)
3.Siswa menebak tentang
descriptive text yang dibahas
bersama
Konfirmasi 1.Guru menanyakan kesulitan
pada siswa selama kegiatan
belajar berlangsung
2.Guru memberi motivasi siswa
untuk lebih aktif dalam
pembelajaran berikutnya.
5 Menit
Penutup 1.Siswa dengan bimbingan guru
membuat kesimpulan dan
refleksi tentang descriptive text
yang telah dipelajari bersama.
2.Siswa dipersilakan untuk
mempelajari kembali materi
yang telah diterima untuk
persiapan materi selanjutnya.
5 Menit
G. MEDIA DAN SUMBER BAHAN PELAJARAN
1. Media
a. Kertas Manila
b. White Board&Marker
c. Laptop
2. Sumber Bahan Pelajaran
a. Teks bacaan dalam bentuk descriptive text
b. Buku Siswa kurikulum 2006
c. http://adf.ly/1477046/banner/http://www.sekolahoke.com/2013/01/
Pets.Descriptive.Text.Tentang.Hewan.Peliharaan.Hamster.html
d. Gambar
124
H. INSTRUMEN PENILAIAN
Penilaian Tingkah Laku
Kriteria Skor Indikator
Kerja sama 5 Selalu bekerja sama
4 Sering bekerja sama
3 beberapa kali melakukan kerja sama
2 Pernah bekerja sama
1 Tidak pernah bekerja sama
Keaktifan
berkomunikasi
5 Selalu melakukan kegiatan komunikasi yang
tepat
4 Sering melakukan kegiatan komunikasi yang
tepat
3 beberapa kali melakukan kegiatan komunikasi
yang tepat
2 Pernah melakukan kegiatan komunikasi yang
tepat
1 Tidak pernah melakukan kegiatan komunikasi
yang tepat
No Nama Siswa
Skor Jumlah
Skor Nilai Kerja
Sama
Keaktifan
Komunikasi
1. Adi Agus Yunanto
2. Ahnaf Gibran P
3. Alfan
4. Anis Hartatik
5. Arif Mufthi
6. Asta Erlina
7. Aulia Rahmawati D
8. Daru Aji
9. Dea Ustatik
10. Dimas Riki R
11. Erlita Febriyani
12. Esti Nailurrohma F
125
13. Fajar Assodiq
14. Graciela Veronika D
15. Hana Irfanti
16. Hana Yudha D P
17. Heru Stiawan
18. Ihsan Abdurrozaq
19. Imawati Rosyidah
20. Kurniawati
21. Luky Wisnu P.
22. M. Ferri Fadli
23. Mahfudin
24. Mia Putriyandari
25. Miftahurrahmah
26. Nina Nur Annisa
27. Ninin
28. Toni Nur Arifin
29. Wahyu Nur R.
30. Widya Ega Rahayu
Sawangan, 30 November 2015
Guru Pamong
Zumanah, S. Pd.
Praktikan
Gunarti Yulfani
Mengetahui,
Kepala Sekolah
Arnas Ikhwan P., S. Pd.
126
Attachment 1
KWL Charts
K
(What I Know)
W
(What I Want to learn)
L
(What I Learned)
The experience
expected to use:
A
……………………….
.......................................
..
………………………
….
B.
………………………
………………………
…
………………………
…
C.
………………………
………………………
….
………………………
….
The things I want to
Know:
A
………………………
………………………
…
………………………
…
B
………………………
………………………
…
………………………
…
C
………………………
………………………
…
………………………
…
A
………………………….
…………………………
….
…………………………
….
B
………………………….
…………………………
….
…………………………
….
C
………………………….
…………………………
…
…………………………
…
127
Attachment 2
My Hamster
I have a hamster. It is small and cute. I give
him a name, Dion. I bought him last month when I
visited Jogjakarta. I really love him.
Dion has 3 different colours, white, orange and
black. His eyes and ears are small. He always squeaks
in the time I come close to his cage.
Every morning I feed him. Dion likes to eat
some grass and leaves. I takes the grass from the field
near my house. Dion looks happy to eat it.
128
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
(MEETING 2)
SMP/MTs : SMP Muhammadiyah 2 Sawangan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan)/2 (Dua)
Jenis Teks : Genre
Aspek/Skill : Reading (Membaca)
Alokasi Waktu : 2 x 40 menit
A. KOMPETENSI INTI
1) Menghargai dan menghayati ajaran agama yang dianutnya
2) Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya
3) Memahami dan menerapkan pengetahuan (factual, konseptual, dan
prosedural) berdasarkan rasaingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
4) Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori
B. KOMPETENSI DASAR
5.1 Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk
descriptive dan recount pendek dan sederhana dengan ucapan, tekanan
dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
129
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
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
C. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Menemukan berbagai informasi dalam teks fungsional pendek
berbentuk descriptive text
2. Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk
descriptive text
3. Mengidentifikasi struktur teks fungsional pendek berbentuk descriptive
text
D. Materi Pembelajaran
Genre (Descriptive Text)
a. Genre berbentuk descriptive text
Descriptive text is a text that describes a specific or
particular person, place, or thing. A descriptive text focuses on the
characteristic features of a particular thing, for example person, an
animal, and a thing.
b. Goal or purpose of descriptive text is to describe a particular
phenomenon of people, thing and landscape.
c. Generic structure of text:
Identification: it‟s an introduction to the subject of the
description.
Description
Part : size, volume, body
Quality : standard, superiority
Character : attitude, behavior, act
d. Language Feature of Text:
130
1. Pronouns : I, you, they, we, he
2. Nouns : book, shirt, table
3. Noun Phrase : white house, green house, global warming
4. Adjectives : hot, blue, lazy, beautiful
5. Preposition : in, at, on, under, in front of
6. Adverbs : happily, now
7. Linking verbs : I, am, are
8. Present tense : come, visit, get
9. Attribute : has, have
E. METODE DAN STRATEGI PEMBELAJARAN
Metode pembelajaran yang digunakan adalah Three Phase Tecnique dan
strategi pembelajaran yang digunakan adalah Background Knowledge
Strategy.
F. Langkah-Langkah Pembelajaran
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1.Guru masuk ke kelas dan
menyapa menggunakan bahasa
Inggris agar tercipta English
Environment.
2.Guru membuka pelajaran
dengan mengucap salam dan
berdoa.
3.Guru memeriksa kehadiran
peserta didik sebagai sikap
disiplin
4.Menyampaikan model dan
tujuan pembelajaran
5.Guru melakukan brainstorming
dengan mengajukan pertanyaan
untuk mengarahkan siswa
menemukan konsep tentang
descriptive text
10 Menit
Kegiatan Inti
131
Eksplorasi Pelaksanaan Background
Knowledge Strategy
1.Guru memperkenalkan kembali
metode background knowledge
strategy.
2.Guru memandu kembali siswa
tentang penggunaan KWL Charts
untuk memudahkan mereka
menemukan konsep dan membangun
background knowledge mereka
masing-masing dengan pertanyaan:
- What do you already know
about descriptive text?
- What do you want to know
about the topic of
descriptive text?
- What did you learn from
descriptive text?
20 Menit
Elaborasi Pelaksanaan Background
Knowledge Strategy:
1.Guru mengenalkan model belajar
dengan menggunakan „family tree‟
sebagai cara mudah untuk
memahami teks tentang urutan
nama-nama dalam keluarga dan
bersama-sama mengidentifikasi teks
yang menggunakan family tree.
(attachment 1)
2. Guru membagikan latihan soal
tentang descriptive text kepada
masing-masing siswa. (attachment 2)
3. Guru memandu siswa
mengerjakan soal untuk
mengidentifikasi struktur, fungsi
sosial, informasi tertentu, dan makna
kata-kata tertentu dengan
mengaplikasikan types of
connection untuk membangun
background knowledge siswa.
- Text-to-Self
(Have you read this
information?)
- Text-to-Text
(Have you read another
information in which the
writer used same text
40 Menit
132
structure with this text?
- Text-to-World
(What do you think about
the author‟s purpose in
writing this information?)
3.Siswa menjawab soal-soal tentang
descriptive text dan membahas
bersama-sama.
Konfirmasi 1.Guru menanyakan kesulitan pada
siswa selama kegiatan belajar
berlangsung
2.Guru memberi motivasi siswa
untuk lebih aktif dalam pembelajaran
berikutnya.
5 Menit
Penutup 1.Siswa dengan bimbingan guru,
membuat kesimpulan dan refleksi
tentang descriptive text yang telah
dipelajari bersama.
2.Siswa dipersilakan untuk
mempelajari kembali materi yang
telah diterima untuk persiapan materi
selanjutnya.
5 Menit
G. MEDIA DAN SUMBER BAHAN PELAJARAN
1. Media
a. Kertas Manila
b. White Board&Marker
c. Laptop
2. Sumber Bahan Pelajaran
a. Teks bacaan dalam bentuk descriptive text
b. Buku Siswa kurikulum 2006
c. http://adf.ly/1477046/banner/http://www.sekolahoke.com/2011/11/
descriptive-text-my-uncle-contoh-soal.html
d. Gambar
133
H. INSTRUMEN PENILAIAN HASIL BELAJAR
No Scoring Scheme Score
1. Complete information, appropriate information, and
understandable
2
2. Limited information, no appropriate information, and
difficult to be understood
1
3. No answer 0
No Nama Siswa Skor Jumlah
Skor Nilai
1 2 3 4 5
1. Adi Agus Yunanto
2. Ahnaf Gibran P
3. Alfan
4. Anis Hartatik
5. Arif Mufthi
6. Asta Erlina
7. Aulia Rahmawati D
8. Daru Aji
9. Dea Ustatik
10. Dimas Riki R
11. Erlita Febriyani
12. Esti Nailurrohma F
13. Fajar Assodiq
14. Graciela Veronika D
15. Hana Irfanti
16. Hana Yudha D P
17. Heru Stiawan
18. Ihsan Abdurrozaq
19. Imawati Rosyidah
20. Kurniawati
21. Luky Wisnu P.
134
22. M. Ferri Fadli
23. Mahfudin
24. Mia Putriyandari
25. Miftahurrahmah
26. Nina Nur Annisa
27. Ninin
28. Toni Nur Arifin
29. Wahyu Nur R.
30. Widya Ega Rahayu
Sawangan, 01 Desember 2016
Guru Pamong
Zumanah, S. Pd.
Praktikan
Gunarti Yulfani
Mengetahui,
Kepala Sekolah
Arnas Ikhwan P., S. Pd.
135
Attachment 1
THE FAMILY TREE
My Uncle
My Uncle Martin is my mother's elder brother. He is my favorite
among my mother's brothers. He is a very interesting man. He lives quite
near us with my Aunt Angela and my cousins Anne and Bob. I often go to
his house.
He is about 45 with grey hair. He is still quite good-looking. He is
tall and well-built. He has blue eyes and a strong face. He wears glasses.
He is short sighted. He takes them off when he doesn't work.
Uncle Martin is a textile engineer. He works for a big firm in the
city. He travels widely in his job. He is an expert in solving problems with
machines. At present, he is in the United States. He is visiting the firm's
customers there.
He is very fond of the sea. He has a boat at seaside. He goes there
every weekend in summer to sail it. I sometimes stay with my cousins at
their house on the coast. When Uncle Martin is at home, he usually takes
us out in the boat.
Vocabularies: elder:lebih tua, lives:tinggal, near:dekat, aunt:bibi,
cousin:sepupu, often:sering, well-built:berpostur bagus,
wear:memakai, engineer:insinyur, expert:ahli, solving:menyelesaikan,
visiting:mendatangi, fond:suka, seaside:tepi laut, sail:berlayar.
Answer the questions correctly!
1. Who is Uncle Martin?
2. How many children does Uncle Martin have?
3. What is Uncle Martin job?
4. “When Uncle Martin is at home, he usually takes us out in the
boat.” (Par. 2) The word “he” in the text refers to?
5. The purpose of writing the text is to?
136
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
(MEETING 3)
SMP/MTs : SMP Muhammadiyah 2 Sawangan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan)/2 (Dua)
Jenis Teks : Genre
Aspek/Skill : Reading (Membaca)
Alokasi Waktu : 2 x 40 menit
A. KOMPETENSI INTI
1) Menghargai dan menghayati ajaran agama yang dianutnya
2) Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya
3) Memahami dan menerapkan pengetahuan (factual, konseptual, dan
prosedural) berdasarkan rasaingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
4) Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori
B. KOMPETENSI DASAR
5.1 Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk
descriptive dan recount pendek dan sederhana dengan ucapan, tekanan
dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
137
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
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
C. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Menemukan berbagai informasi dalam teks fungsional pendek
berbentuk descriptive text
2. Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk
descriptive text
3. Mengidentifikasi struktur teks fungsional pendek berbentuk descriptive
text
D. Materi Pembelajaran
Genre (Descriptive Text)
a. Genre berbentuk descriptive text
Descriptive text is a text that describes a specific or
particular person, place, or thing. A descriptive text focuses on the
characteristic features of a particular thing, for example person, an
animal, and a thing.
b. Goal or purpose of descriptive text is to describe a particular
phenomenon of people, thing and landscape.
c. Generic structure of text:
Identification: it‟s an introduction to the subject of the
description.
Description
Part : size, volume, body
Quality : standard, superiority
Character : attitude, behavior, act
138
d. Language Feature of Text:
1. Pronouns : I, you, they, we, he
2. Nouns : book, shirt, table
3. Noun Phrase : white house, green house, global warming
4. Adjectives : hot, blue, lazy, beautiful
5. Preposition : in, at, on, under, in front of
6. Adverbs : happily, now
7. Linking verbs : I, am, are
8. Present tense : come, visit, get
9. Attribute : has, have
E. METODE DAN STRATEGI PEMBELAJARAN
Metode pembelajaran yang digunakan adalah Three Phase Tecnique dan
strategi pembelajaran yang digunakan adalah Background Knowledge
Strategy.
F. Langkah-Langkah Pembelajaran
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1.Guru masuk ke kelas dan menyapa
menggunakan bahasa Inggris agar
tercipta English Environment.
2.Guru membuka pelajaran dengan
mengucap salam dan berdoa.
3.Guru memeriksa kehadiran peserta
didik sebagai sikap disiplin
4.Menyampaikan model dan tujuan
pembelajaran
5.Guru melakukan brainstorming
dengan mengajukan pertanyaan
untuk mengarahkan siswa
menemukan konsep tentang
descriptive text
10 Menit
Kegiatan Inti
Eksplorasi Pelaksanaan Background
Knowledge Strategy
1.Guru membagikan lembar KWL
25 Menit
139
Charts (attachment 1) dan memandu
siswa tentang prosedur pengisian
KWL Charts dengan pertanyaan:
- What do you already know
about descriptive text?
- What do you want to know
about the topic of
descriptive text?
- What did you learn from
descriptive text?
2. Guru membawa beberapa boneka
dan siswa belajar untuk
mendeskripsikan boneka yang
mereka pilih.
3.Guru review beberapa poin dalam
materi tentang descriptive text.
4.Siswa dengan bimbingan guru
memahami kembali materi tentang
descriptive text
Elaborasi Pelaksanaan Background
Knowledge Strategy:
1.Guru memberikan game „Who Am
I?‟ kepada siswa. Ketentuannya ialah
semua siswa harus mendeskripsikan
diri mereka masing-masing dalam
selembar kertas kemudian guru
memberikan ketentuan waktu 5
menit untuk menulis deskripsi dari
masing-masing siswa dan
menempelkan hasil deskripsi siswa
di white board.
2.Guru memandu siswa dengan
mengaplikasikan types of
connection untuk membangun
background knowledge siswa
tentang manfaat dan fungsi yang
terdapat dalam permainan „Who Am
I‟.
- Text-to-Self
(Have you ever get this
game?)
- Text-to-Text
(Have you get another game
in which the teacher used
same rule with this game?
- Text-to-World
25 Menit
140
(What do you think about
the teacher‟s purpose in
giving this game?)
3.Guru membagikan kertas origami
untuk menulis deskripsi diri dari
masing-masing siswa.
4.Siswa dengan bimbingan guru
bersama-sama mengecek hasil
deskripsi dari semua siswa.
Konfirmasi 1. Siswa menyebutkan atau menebak
nama benda/hewan sesuai dengan
deskripsi yang disampaikan oleh
guru untuk membangun background
knowledge siswa. (attachment 2)
2.Guru memberi motivasi siswa
untuk mempelajari pelajaran untuk
pertemuan berikutnya.
15 Menit
Penutup 1.Siswa dengan bimbingan guru,
membuat kesimpulan dan refleksi
tentang descriptive text yang telah
dipelajari bersama.
2.Siswa dipersilakan untuk
mempelajari kembali materi yang
telah diterima untuk persiapan materi
selanjutnya.
5 Menit
G. MEDIA DAN SUMBER BAHAN PELAJARAN
1. Media
a. Kertas Manila
b. White Board&Marker
c. Laptop
d. Kertas origami
2. Sumber Bahan Pelajaran
a. Teks bacaan dalam bentuk descriptive text
b. Buku Siswa kurikulum 2006
c. Gambar
141
H. INSTRUMEN PENILAIAN
Penilaian Tingkah Laku
Kriteria Skor Indikator
Kerja sama 5 Selalu bekerja sama
4 Sering bekerja sama
3 beberapa kali melakukan kerja sama
2 Pernah bekerja sama
1 Tidak pernah bekerja sama
Keaktifan
berkomunikas
i
5 Selalu melakukan kegiatan komunikasi yang tepat
4 Sering melakukan kegiatan komunikasi yang tepat
3 beberapa kali melakukan kegiatan komunikasi yang
tepat
2 Pernah melakukan kegiatan komunikasi yang tepat
1 Tidak pernah melakukan kegiatan komunikasi yang
tepat
No Nama Siswa
Skor Jumlah
Skor Nilai Kerja
Sama
Keaktifan
Komunikasi
1. Adi Agus Yunanto
2. Ahnaf Gibran P
3. Alfan
4. Anis Hartatik
5. Arif Mufthi
6. Asta Erlina
7. Aulia Rahmawati D
8. Daru Aji
9. Dea Ustatik
10. Dimas Riki R
11. Erlita Febriyani
12. Esti Nailurrohma F
13. Fajar Assodiq
142
14. Graciela Veronika D
15. Hana Irfanti
16. Hana Yudha D P
17. Heru Stiawan
18. Ihsan Abdurrozaq
19. Imawati Rosyidah
20. Kurniawati
21. Luky Wisnu P.
22. M. Ferri Fadli
23. Mahfudin
24. Mia Putriyandari
25. Miftahurrahmah
26. Nina Nur Annisa
27. Ninin
28. Toni Nur Arifin
29. Wahyu Nur R.
30. Widya Ega Rahayu
Sawangan, 02 Desember 2016
Guru Pamong
Zumanah, S. Pd.
Praktikan
Gunarti Yulfani
Mengetahui,
Kepala Sekolah
Arnas Ikhwan P., S. Pd.
143
Attachment 1
KWL Charts
K
(What I Know)
W
(What I Want to learn)
L
(What I Learned)
The experience
expected to use:
A
……………………….
.......................................
..
………………………
….
B.
………………………
………………………
…
………………………
…
C.
………………………
………………………
….
………………………
….
The things I want to
Know:
A
………………………
………………………
…
………………………
…
B
………………………
………………………
…
………………………
…
C
………………………
………………………
…
………………………
…
A
………………………….
…………………………
….
…………………………
….
B
………………………….
…………………………
….
…………………………
….
C
………………………….
…………………………
…
…………………………
…
144
Attachment 2
My Favorite Toy
My favorite toy is a doll. I named my doll Becky. I got in my 12th birthday.
My dad bought it for me when he was in England.
Becky is 16 cm tall doll with plastic head, arms, and legs and a white cloth
stuffed body. Her body is covered with yellow, orange, and green flower bud
prints. She has a long hair and green eyes. There are freckles on her cheek. There
are also two dimples near her mouth on the left and on the right. They make her
more beautiful. I put her at my side when I sleep at night. I like my doll very much.
I sometimes ask my friends to come to my house and play with Becky. They like
Becky too.
145
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
(MEETING 4)
SMP/MTs : SMP Muhammadiyah 2 Sawangan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan)/2 (Dua)
Jenis Teks : Genre
Aspek/Skill : Reading (Membaca)
Alokasi Waktu : 2 x 40 menit
I. KOMPETENSI INTI
1) Menghargai dan menghayati ajaran agama yang dianutnya
2) Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya
3) Memahami dan menerapkan pengetahuan (factual, konseptual, dan
prosedural) berdasarkan rasaingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
4) Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori
II. KOMPETENSI DASAR
5.1 Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk
descriptive dan recount pendek dan sederhana dengan ucapan, tekanan
dan intonasi yang berterima 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
146
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
III. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Menemukan berbagai informasi dalam teks fungsional pendek
berbentuk descriptive text
2. Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk
descriptive text
3. Mengidentifikasi struktur teks fungsional pendek berbentuk descriptive
text
IV. Materi Pembelajaran
Genre (Descriptive Text)
a. Genre berbentuk descriptive text
Descriptive text is a text that describes a specific or
particular person, place, or thing. A descriptive text focuses on the
characteristic features of a particular thing, for example person, an
animal, and a thing.
b. Goal or purpose of descriptive text is to describe a particular
phenomenon of people, thing and landscape.
c. Generic structure of text:
Identification: it‟s an introduction to the subject of the
description.
Description
Part : size, volume, body
Quality : standard, superiority
Character : attitude, behavior, act
d. Language Feature of Text:
1. Pronouns : I, you, they, we, he
147
2. Nouns : book, shirt, table
3. Noun Phrase : white house, green house, global warming
4. Adjectives : hot, blue, lazy, beautiful
5. Preposition : in, at, on, under, in front of
6. Adverbs : happily, now
7. Linking verbs : I, am, are
8. Present tense : come, visit, get
9. Attribute : has, have
V. METODE DAN STRATEGI PEMBELAJARAN
Metode pembelajaran yang digunakan adalah Three Phase
Tecnique dan strategi pembelajaran yang digunakan adalah Background
Knowledge Strategy.
VI. LANGKAH-LANGKAH PEMBELAJARAN
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1.Guru masuk ke kelas dan menyapa
menggunakan bahasa Inggris agar
tercipta English Environment.
2.Guru membuka pelajaran dengan
mengucap salam dan berdoa.
3.Guru memeriksa kehadiran peserta
didik sebagai sikap disiplin
4.Menyampaikan model dan tujuan
pembelajaran
5.Guru melakukan brainstorming
dengan mengajukan pertanyaan
untuk mengarahkan siswa
menemukan konsep tentang
descriptive text
5 Menit
Kegiatan Inti 60 Menit
Eksplorasi Pelaksanaan Background
Knowledge Strategy
1.Guru me-review kembali
penggunaan background knowledge
strategy dalam kegiatan belajar
20 Menit
148
mengajar yang akan dilaksanakan
2.Guru membagikan lembar KWL
Charts (attachment 1) dan memandu
untuk mengingatkan siswa tentang
prosedur pengisian KWL Charts
dengan pertanyaan:
- What do you already know
about descriptive text?
- What do you want to know
about the topic of descriptive
text?
- What did you learn from
descriptive text?
3.Guru memberikan beberapa
pertanyaan materi tentang descriptive
text untuk mengetahui student’s
activating background knowledge.
Elaborasi Pelaksanaan Background
Knowledge Strategy:
1.Guru membagikan latihan soal
tentang descriptive text kepada
masing-masing siswa. (attachment 2)
2.Guru memandu siswa mengerjakan
tugas untuk mengidentifikasi
struktur, fungsi sosial, informasi
tertentu, dan makna kata-kata
tertentu dengan mengaplikasikan
types of connection untuk
membangun background knowledge
siswa.
- Text-to-Self
(Have you read this
information?)
- Text-to-Text
(Have you read another
information in which the
writer used same text
structure with this text?
- Text-to-World
(What do you think about
the author‟s purpose in
writing this information?)
3. Siswa menjawab soal-soal tentang
descriptive text yang dibahas
25 Menit
Konfirmasi 1.Guru menanyakan kesulitan pada
siswa selama kegiatan belajar 25 Menit
149
berlangsung
2.Guru memberikan post-test kepada
seluruh siswa
Penutup Siswa dengan bimbingan guru,
membuat kesimpulan dan refleksi
tentang descriptive text yang telah
dipelajari bersama.
5 Menit
VII. MEDIA DAN SUMBER BAHAN PELAJARAN
1. Media
a. Kertas Buffalo
b. White Board&Marker
c. Laptop
2. Sumber Bahan Pelajaran
a. Teks bacaan dalam bentuk descriptive text
b. Buku Siswa kurikulum 2006
c. http://englishahkam.blogspot.co.id/2012/07/contoh-descriptive-
text-beserta-soal_774.html
d. Gambar
VIII. INSTRUMEN PENILAIAN HASIL BELAJAR
No Scoring Scheme Score
1. Complete information, appropriate information, and
understandable
2
2. Limited information, no appropriate information, and
difficult to be understood
1
3. No answer 0
150
No Nama Siswa Skor Jumlah
Skor Nilai
1 2 3 4 5
1. Adi Agus Yunanto
2. Ahnaf Gibran P
3. Alfan
4. Anis Hartatik
5. Arif Mufthi
6. Asta Erlina
7. Aulia Rahmawati D
8. Daru Aji
9. Dea Ustatik
10. Dimas Riki R
11. Erlita Febriyani
12. Esti Nailurrohma F
13. Fajar Assodiq
14. Graciela Veronika D
15. Hana Irfanti
16. Hana Yudha D P
17. Heru Stiawan
18. Ihsan Abdurrozaq
19. Imawati Rosyidah
20. Kurniawati
21. Luky Wisnu P.
22. M. Ferri Fadli
23. Mahfudin
24. Mia Putriyandari
25. Miftahurrahmah
26. Nina Nur Annisa
27. Ninin
28. Toni Nur Arifin
151
29. Wahyu Nur R.
30. Widya Ega Rahayu
Sawangan, 03 Desember 2016
Guru Pamong
Zumanah, S. Pd.
Praktikan
Gunarti Yulfani
Mengetahui,
Kepala Sekolah
Arnas Ikhwan P., S. Pd.
152
Attachment 1
KWL Charts
K
(What I Know)
W
(What I Want to learn)
L
(What I Learned)
The experience
expected to use:
A
……………………….
.......................................
..
………………………
….
B.
………………………
………………………
…
………………………
…
C.
………………………
………………………
….
………………………
….
The things I want to
Know:
A
………………………
………………………
…
………………………
…
B
………………………
………………………
…
………………………
…
C
………………………
………………………
…
………………………
…
A
………………………….
…………………………
….
…………………………
….
B
………………………….
…………………………
….
…………………………
….
C
………………………….
…………………………
…
…………………………
…
153
PETER
Peter is the youngest in our family. He is fourteen years old and four
years younger than me.
He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is
asked to do. Peter is interested in sports very much, and at school, he plays
football and tennis. He is the best badminton player in our family.
(sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT
Intan Pariwara)
Vocabularies: Young: muda, long: panjang, straight: lurus, hair: rambut,
bright: cerah, friendly: ramah, rather: agak, naughty: nakal, interested:
tertarik, player: pemain.
Attachment 2
Answer the questions correctly!
1. How old is Peter? He is … years old.
2. The writer is … years old.
3. How about Peter‟s characteristics?
4. What is the text mostly about?
5. How are the generic structures of the text above?
154
INSTRUMENT PRE-TEST
Nama : ………………………………. Waktu : 20 menit
No. Absen : ……………………………….
Kelas : ………………………………
Petunjuk Umum.
1. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang
tersedia.
2. Bacalah dengan teliti petunjuk mengerjakan soal.
3. Kerjakan soal pada lembar jawaban.
4. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan
A. Choose the correct answer by crossing (X) the letter A, B, C, or D.
Read the text carefully and answer questions 1 to 5.
The Jackson Family
Mr. Jackson is an American teacher, but he lives and works in Denpasar. He teaches
English at SMP 8. He is a very good teacher. His students like him.
His wife is an Indonesian. She comes from Medan. They have one son and one daughter.
The children go to a primary school.
Mr. Jackson‟s house is made of wood. It has five rooms: a kitchen, a bathroom, a living
room and two bedrooms. The Jacksons have a house maid to help Mrs. Jackson to do the
house work. The maid comes from
Bantul.
Taken from Ujian Nasional Bahasa Inggris, 2002–2003
1. What does Mr. Jackson do?
He is ….
a. A father c. a student
b. A teacher d. a house maid
2. Where do the Jacksons stay?
a. In Denpasar c. In Medan
b. In Bantul d. In America
3. “She comes from Medan.” (line 3)
155
The underlined word refers to Mr. Jackson‟s.
a. Teacher c. student
b. Daughter d. wife
4. Mr. Jackson’s house is made of wood.
The sentence means …
a. Mr. Jackson is a carpenter
b. Mr. Jackson likes to collect wood
c. The materials of Mr. Jackson‟s house are from wood
d. There are a lot of woods in Mr. Jackson‟s house.
5. Mr. Jackson‟s house has …
a. a kitchen and a private room
b. a living room and a garage room
c. a living room and a bathroom
d. a bedroom and a prayer room
B. The following text is for questions number 6 to 10.
Soal UN SMP/MTS 2011/2012
I live in a village called Amed in Bali, about a two‐hour drive from
Kuta. It is a beach village and one of the best places for scuba diving in
Bali. To reach my village, you will need a lot of energy because it is an
exhausting trip. The road is curved and there are many ups and downs too.
But as soon as you arrive in Amed, your efforts will be paid by the beauty
of my village.
Unlike other places in Bali, Amed is a calm and peaceful place.
The bay, some sandy, others rocky appears to be lined with traditional
fishing boats called jukung. From the top of the hill, people can enjoy the
beautiful scenery. There are no factories or industries in Amed, so the
water and the soil in my village are still clean and unpolluted. This is
needed to produce salt by the people in the village.
1. What makes Amed different from other places in Bali?
2. Where can people enjoy beautiful scenery in Amed?
3. What is the purpose of the text?
156
4. What is the generic structure of the text?
5. Why so the water and the soil in my village are still clean and unpolluted
based on the text above?
C. Find the meaning of the words bellow in the right box!
1. Daughter : ………………………………………..
2. Village : ……………………………………….
3. Unpolluted : ………………………………………..
4. Scenery : ………………………………………
5. Peaceful : ……………………………………….
a. Desa
b. Pemandangan
c. Damai
d. Tidak berpolusi
e. Anak perempuan
157
Answer Key of Pre-Test
A. Multiple Choice
1. B
2. A
3. D
4. C
5. C
B. Essay Questions
6. Amed is a calm and peaceful place
7. From the top of the hill
8. To describe about a village called Amed in Bali
9. Identification:
I live in a village called Amed in Bali, about a two‐hour drive from
Kuta. It is a beach village and one of the best places for scuba diving in
Bali. To reach my village, you will need a lot of energy because it is
an exhausting trip. The road is curved and there are many ups and
downs too. But as soon as you arrive in Amed, your efforts will be
paid by the beauty of my village.
Description:
Unlike other places in Bali, Amed is a calm and peaceful place. The
bay, some sandy, others rocky appears to be lined with traditional
fishing boats called jukung. From the top of the hill, people can enjoy
the beautiful scenery. There are no factories or industries in Amed, so
the water and the soil in my village are still clean and unpolluted. This
is needed to produce salt by the people in the village.
10. Because there are no factories or industries in Amed
C. Matchs Questions
11. Daughter : anak perempuan
12. Village : desa
13. Unpolluted : tidak berpolusi
14. Scenery : pemandangan
15. Peaceful : damai
158
INSTRUMENT POST-TEST
Nama : ………………………………. Waktu : 20 menit
No. Absen : ……………………………….
Kelas : ………………………………
Petunjuk Umum.
1. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang tersedia.
2. Bacalah dengan teliti petunjuk mengerjakan soal.
3. Kerjakan soal pada lembar jawaban.
4. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan
A. Choose the correct answer by crossing (X) the letter A, B, C, or D.
Read the text carefully. Questions 1 to 5
My name is Randi. I am an SMP student. I live on Jalan Suryakanta. My father‟s
name is Mr. Rahman. He works in a hospital. He is a doctor. My mother is a teacher.
My parents have three children. Ely, the eldest, works as a programmer in a
private company. Wulan is my sister. We are students. She goes to SMA 3.
1. Who is Randi?
a. He is an SMA student c. He is a doctor
b. He is a teacher d. He is an SMP student
3. How many people are there in Mr. Rahman‟s family?
a. Five c. Three
b. Four d. Two
4. What is Randi‟s mother?
a. She is a programmer c. She is a student
b. She is a teacher d. She is a doctor
2. How many children does Mr. Rahman have?
a. Two c. Four
b. Three d. Five
5. The main idea of the second paragraph is about?
a. The children in the family c. The parents job
b. The jobs in the family d. The education
159
B. The following text is for questions number 6 to 10.
BOYOLALI
Boyolali regency is located in north of Solo and east of Merapi and Merbabu
Mountains. This regency has been known for its production of fresh milk for a long
time. No wonder, the cow statues adorn Boyolali town.
There are six main cow statues in Boyolali. They are displayed in different places. The
statues are made of concrete. The color and shape are made in such a way to resemble
the real cows. However, the size is made bigger to catch the eye.
Besides decorating the town, the statues also turn out to be helpful for people from out
of town to find places they are seeking in Boyolali. By mentioning the position of the
statue, people can get their way easily.
1. " ... they are seeking in Boyolali" (paragraph 3)
What does the underlined word refer to?
2. Where is Boyolali regency located?
3. The text mainly describes us about?
4. How many cow statues in Boyolali?
5. How are the generic structures of the text above?
C. Find the meaning of the words bellow in the right box!
1. Work : …………………….
2. Fresh : …………………….
3. Statue : ……………………
4. Helpful : ……………………
5. Town : ……………………
A. Bermanfaat
B. Patung
C. Bekerja
D. Kota
E. Segar
160
Answer Key of Post-Test
A. Multiple Choice
1. D
2. A
3. B
4. B
5. A
B. Essay Questions
6. People from out of town
7. Boyolali regency is located in north of Solo and east of Merapi and
Merbabu Mountains
8. Cow statues in Boyolali
9. Six cow statues
10. Identification:
Boyolali regency is located in north of Solo and east of Merapi and
Merbabu Mountains. This regency has been known for its production
of fresh milk for a long time. No wonder, the cow statues adorn
Boyolali town.
Description:
There are six main cow statues in Boyolali. They are displayed in
different places. The statues are made of concrete. The color and shape
are made in such a way to resemble the real cows. However, the size is
made bigger to catch the eye.
Besides decorating the town, the statues also turn out to be helpful for
people from out of town to find places they are seeking in Boyolali. By
mentioning the position of the statue, people can get their way easily.
C. Matchs Questions
11. Work : bekerja
12. Fresh : segar
13. Statue : patung
14. Helpful : bermanfaat
15. Town : kota
161
DAFTAR NILAI SKK
Nama : Gunarti Yulfani Jurusan : Tarbiyah
NIM : 11311146 Progdi : TBI
P. A. : Rifqi Aulia Erlangga, S. Fil., M. Hum.
NO JENIS KEGIATAN PELAKSANAAN
JABATAN
NILAI
1. Orientasi Pengenalan Akademik dan
Kemahasiswaan (OPAK) oleh Dewan
Mahasiswa (DEMA) STAIN Salatiga
20-22 Agustus
2011
Peserta 3
2. Achievement Motivation Training (AMT
) oleh Ittaqo dan CEC STAIN Salatiga
23 Agustus 2011 Peserta 2
3. Orientasi Dasar Keislaman (ODK)
STAIN Salatiga
24 Agustus 2011 Peserta 2
4. Seminar Entrepreneurship dan Koperasi
oleh Koperasi Mahasiswa (KOPMA) dan
Kajian Study Ekonomi Islam (KSEI)
STAIN Salatiga
25 Agustus 2011 Peserta 2
5. User Education oleh UPT Perpustakaan
STAIN Salatiga
19 September 2011 Peserta 2
6. Bedah Buku “Super Teens Super
Leader” oleh KAMMI Komisariat
Salatiga
8 Oktober 2011 Peserta 2
7. Kegiatan Ibtida‟dengan tema “Catatan
Harian Mahasiswa Rabbani” oleh LDK
Darul Amal STAIN Salatiga
8-9 Oktober 2011 Peserta 2
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CURRICULUM VITAE
Name : Gunarti Yulfani
Place of Birth : Magelang
Date of Birth : July, 1993
Sex : Female
Religion : Islam
Address : Pelem, Wonolelo, Sawangan, Magelang
Phone Number : 085 643 678 915
Education : 1. 1999-2005: SDN Wonolelo 1 Sawangan
2. 2005-2008: SMP Muhammadiyah 2 Sawangan
3. 2008-2011: SMK Muhammadiyah Magelang
4. 2011-2016: IAIN Salatiga
Salatiga, March 2016
The Writer
