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THEEFFECTIVENESSOFCIRC AND PQ4R
METHODS TOIMPROVE STUDENTS’ READING
COMPREHENSION IN THE 10TH GRADEOF SMK N 3
SALATIGAIN THE ACADEMIC YEAROF 2014/2015
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Educational Islamic Studies (S.Pd.I)
in the English Education Department of Teacher Training and Education Faculty
Written By:
FITRI ARIYANI
11311029
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (IAIN)
SALATIGA
2015
ii
DECLARATION
In the Name of Allah, the Most Gracious, the Most Merciful.
Hereby the writer distinctly declares that this graduating paper is made by
the writer and it does not contain materials have been written or published by
other people, except the information is from some references. In addition, the
writer is able to account to her graduating paper if in the future it can be proved of
containing others’ idea, in fact, the writer imitates others’ graduating paper.
Thus, this declaration is made by the writer to be understood.
Salatiga, August 10th, 2015
The Writer
Fitri Ariyani
NIM. 113 11 029
iii
Hanung Triyoko, M.Hum. M.Ed Salatiga, August 10th, 2015
The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case : Fitri Ariyani’s Graduating Paper
Dear
Dean of Teacher Training and
Education Faculty
Assalamu’alaikum Wr. Wb
After reading and correcting Fitri Ariyani’s graduating paper entitled
“THE EFFECTIVENESS OF CIRC AND PQ4R METHOD TO IMPROVE
STUDENTS’ READING COMPREHENSION IN THE 10TH GRADE OF
SMK N 3 SALATIGA IN THE ACADEMIC YEAR OF 2014/2015”, I have
decided and would like to propose that it could be accepted in the Education
Faculty and I hope this graduating paper can be examined as soon as possible.
Wassalamu’alaikum Wr. Wb
Counselor,
Hanung Triyoko, M.Hum., M.Ed.
NIP. 19730815 199903 1003
iv
v
MOTTO
ءامنوا لذینٱإلا ٢لفي خسر لإنسنٱإن ١ لعصرٱو ٣ لصبرٱوتواصوا ب لحقٱوتواصوا ب لصلحتٱوعملوا
“I swear by the time. Most surely man is in loss.Except those who believe and do good, and enjoin on each other truth, and enjoin on each other patience.”
(Al ‘Ashr: 1-3)
“Live as if you were to die tomorrow. Learn as if you were to live forever.”
(Mahatma Gandhi)
“Don’t let the fear of losing be greater than the excitement of winning.”
(Robert Kiyosaki)
vi
DEDICATION
This graduating paper is whole-heartedly dedicated to:
1. My dearest Father and Mother; Mr. Sutarno and Mrs. Mukiyah, thanks a
billion for your great affection, kindness, encouragement, education, and
everything you have given to me.
2. My beloved little ‘fussy’ Sister; Wulan Aktamiati, thanks a bunch! You
always amuse me. Without you, our home is quiet.
3. My big family of Granpa Karman and Granpa Karjo (Deceased), thanks for
always praying, motivating, and supporting.
4. My ‘Someone’ who cherishes me, thanks for always being in my side.
vii
ACKNOWLEDGEMENT
Alhamdulillahirabbil‘alamin, thanks to the Almighty Allah. Because of
Him, the writer can complete this research as one of the requirements for getting
the degree of Educational Islamic Studies (S,Pd.I) in English Education
Department of Teacher Training and Education Faculty of State Institute for
Islamic Studies (IAIN) Salatiga in 2015.
Secondly, peace and salutation are always given to our prophet
Muhammad SAW who has guided us from the darkness to the lightness.
However, this success will not be achieved without support, guidance,
advice, help, and encouragement from individual and institution, and I somehow
realize that it is an appropriate moment to give my deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D., as the Head of English Education Department.
4. Drs. Kastolani, M.Ag., as the Academic Counselor.
5. Hanung Triyoko, M.Hum., M.Ed., as the research consultant who has
educated, supported, directed and given the writer advices, suggestions, and
recommendations for this research from beginning until the end.
6. Rr. Dewi Wahyu Mustikasari, M.Pd. who supported the writer in finding the
title of this graduating paper.
7. My beloved father and mother.
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8. All of the lecturers in English Education Department.
9. Angga Arga Wastu, S.Pd., as the English teacher in SMK N 3 Salatiga who
gave chance to teach.
10. All of the staffs who helped the writer in processing of graduating paper
administration.
11. My beloved family.
12. My indeed friends; Nida Annisa, Dyah Koes Windarti, and Yuanita
Rahmawati. Keep our friendship!
13. My big family of “Racana Kusuma Dilaga-Woro Srikandhi”; Kak Iis, Kak Ida,
Kak Nidaul, Ndan Sofa, Kak Laily, Kak Amik, Kak Ulbi, Kak Misbah, Ndan
Anshori, Kak Muhaimin, Ndan Jhon, etc. Please keep the unity and be sincere
in devoting! Salam Pramuka!
14. All of my friends; especially in TBI ’11, KKN Posko 25, TPQ “Baitul
Muttaqien”, BP-SPAMS “Telomoyo”, and Karang Taruna “Tunas Muda”.
Finally this graduating paper is expected to be able to provide useful
knowledge and information to the readers. Moreover, the writer is pleased to
accept more suggestion and contribution from the reader for the improvement of
the graduating paper.
Salatiga, 12th August 2015
The Researcher
Fitri Ariyani
113 11 029
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ABSTRACT
Ariyani, Fitri. 2015. The Effectiveness of CIRC and PQ4R Method to Improve Students’ Reading Comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015. A Graduating Paper.Teacher Training and Education Faculty.English Education Department.State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Hanung Triyoko, M.Hum., M.Ed.
Keywords: CIRC Method, PQ4R Method, Reading Comprehension This research aimed at finding out the difference between CIRC and PQ4R methods to improve students’ reading comprehension. In addition, it intended for finding out the significant difference between CIRC and PQ4R methods to improve students’ reading comprehension. The research was an experimental research by implementing the extension of Randomized Control-Group Pretest-Posttest Design; without control group. The population was the whole tenth grade students (± 450 students) of SMK N 3 Salatiga in the academic year 2014/2015. The sample was taken from two classes (71 students) which were assigned into the first experimental group (36 students) and the second experimental group (35 students) by Cluster Sampling Technique. The data was collected through documentation, observation, and test. After collecting the data, then it was analyzed by quantitative analysis. The writer used T-test formula to investigate the significant difference of students’ reading comprehension taught by those methods. The level of significance was set equal or less than 5%. The result from CIRC method pointed out that T-test 8,525 was higher than t-table 2,030 with the degree of freedom (df) of 35. Whereas, the result from PQ4R method designated that T-test 6,203 was also higher than t-table 2,032 with the degree of freedom (df) of 34. It was assumed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. Therefore, there is significant difference of students’ reading comprehension taught by CIRC and PQ4R methods in the tenth grade of SMK N 3 Salatiga in the academic year of 2014/2015.
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TABLE OF CONTENTS
TITLE .................................................................................................................. i
DECLARATION ................................................................................................. ii
ATTENTIVE COUNSELOR NOTES ................................................................ iii
CERTIFICATION PAGE ................................................................................... iv
MOTTO .............................................................................................................. v
DEDICATION ................................................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
ABSTRACT ....................................................................................................... ix
TABLE OF CONTENTS ..................................................................................... x
LIST OF FIGURE ........................................................................................... xiv
LIST OF TABLE .............................................................................................. xv
CHAPTER I : INTRODUCTION
A. Background of the Research ....................................................................... 1
B. Questions of Problem ................................................................................ 5
C. Objectives of the Research.......................................................................... 6
D. Hypothesis ................................................................................................. 6
E. Benefits of the Research ............................................................................. 7
F. Definition of Key Terms ............................................................................ 8
G. Review of Previous Researches ................................................................ 11
H. Graduating Paper Organization ................................................................ 12
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CHAPTER II : LITERATURE REVIEW
A. Reading ................................................................................................... 14
1. The Definition of Reading ................................................................. 14
2. The Process of Reading ..................................................................... 16
3. The Aspects of Reading ..................................................................... 18
4. The Purposes of Reading ................................................................... 23
B. Teaching Reading Comprehension ........................................................... 24
1. The Teacher’s Role in Teaching Reading Comprehension .................. 24
2. General Procedures for Improving Comprehension ............................. 25
C. CIRC and PQ4R for Teaching Reading Comprehension ........................... 27
1. Cooperative Learning ......................................................................... 27
a. The Definition of Cooperative Learning ........................................ 27
b. The Components of Cooperative Learning .................................... 28
c. The Purposes of Cooperative Learning .......................................... 29
d. The Characteristics of Cooperative Learning ................................. 29
e. The Steps to Do Cooperative Learning .......................................... 30
2. CIRC (Cooperative Integrated Reading and Composition) .................. 31
a. The Definition of CIRC ................................................................ 31
b. The Components of CIRC ............................................................. 31
c. The Objectives of CIRC ................................................................ 33
d. The Strength of CIRC ................................................................... 34
e. The Weakness of CIRC ................................................................. 34
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f. The Steps to Do CIRC .................................................................. 35
3. PQ4R (Preview, Question, Read, Reflect, Recite, Review).................. 35
a. The Definition of PQ4R ................................................................ 35
b. The Steps to Do PQ4R .................................................................. 36
CHAPTER III : RESEARCH METHODOLOGY
A. Place and Time of the Research ............................................................... 40
1. Place of the Research ......................................................................... 40
2. Time of the Research .......................................................................... 47
B. The Method of Research .......................................................................... 48
C. The Subject of Research .......................................................................... 50
1. Population .......................................................................................... 50
2. Sample................................................................................................ 51
3. Sampling Technique ........................................................................... 51
D. The Techniques of Collecting Data .......................................................... 55
1. Documentation ................................................................................... 56
2. Observation ........................................................................................ 56
3. Test .................................................................................................... 59
E. The Research Instrument .......................................................................... 59
F. The Technique of Analyzing Data ............................................................ 60
G. The Statistical Hypothesis ........................................................................ 63
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CHAPTER IV : ANALYSIS AND DISCUSSION
A. Data Presentation ..................................................................................... 64
1. Pre-Test ............................................................................................. 64
2. Post-Test ............................................................................................ 68
B. Distribution of Rank ................................................................................ 71
1. The First Experimental Class ............................................................. 71
2. The Second Experimental Class ......................................................... 76
C. Data Analysis .......................................................................................... 81
1. Mean ................................................................................................. 84
2. Standard Deviation ............................................................................ 86
3. Standard Error of Mean Difference .................................................... 87
4. T-Test ................................................................................................ 88
5. T-Table .............................................................................................. 90
D. Discussion ............................................................................................... 91
CHAPTER V : CLOSURE
A. Conclusion .............................................................................................. 94
B. Suggestion ............................................................................................... 96
REFERENCES
APPENDICES
xiv
LISTS OF FIGURE
Figure 3.1The Randomized Control-Group Pretest-Posttest Design
(Extented) ......................................................................................................... 49
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LISTS OF TABLE
Table 2.1 Processes that Define Reading ................................................................. 16
Table 2.2 Examples of the Comprehension Levels .................................................. 21
Table 2.3 The Steps to Do Cooperative Learning ................................................... 30
Table 2.4 The Steps to Implement PQ4R in Classroom ........................................... 38
Table 3.1 The Data of School’s Accreditation and Curriculum Implementation ....... 43
Table 3.2 The Profile of Students of SMK Negeri 3 Salatiga ................................... 44
Table 3.3 The Profile of Teachers and Staffs of SMK Negeri 3 Salatiga ................. 45
Table 3.4 The Profile of Education Facilities of SMK Negeri 3 Salatiga ................. 46
Table 3.5 The Phases of the Research ..................................................................... 47
Table 3.6 The Different Procedures in Treating the Two Experimental Groups ........ 49
Table 3.7 The List of Students in the First Experimental Class (R1) ......................... 52
Table 3.8 The List of Students in the Second Experimental Class (R2) ..................... 54
Table 3.9 The Time Schedule of the Meeting .......................................................... 56
Table 3.10 The Criterions of the Observation .......................................................... 57
Table 3.11 Evaluation Criteria ................................................................................ 60
Table 4.1 The Pre-test Scores of the First Experimental Class ................................. 64
Table 4.2 The Pre-test Scores of the Second Experimental Class ............................ 66
Table 4.3 The Post-test Scores of the First Experimental Class .............................. 68
Table 4.4 The Post-test Scores of the Second Experimental Class ........................... 70
Table 4.5 Distribution of Pre-test Rank in the First Experimental Class ................... 71
xvi
Table 4.6 Classification of Respondents’ Reading Comprehension in Pre-test ......... 73
Table 4.7 Distribution of Post-test Rank in the First Experimental Class ................. 74
Table 4.8 Classification of Respondents’ Reading Comprehension in Post-Test.. ..... 76
Table 4.9 Distribution of Pre-test Rank in the Second Experimental Class .............. 76
Table 4.10 Classification of Respondents’ Reading Comprehension in Pre-Test ..... 78
Table 4.11 Distribution of Post-test Rank in the Second Experimental Class ........... 79
Table 4.12 Classification of Respondents’ Reading Comprehension in Post-Test .... 80
Table 4.13 Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test
(The First Experimental Class) ............................................................................... 81
Table 4.14 Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test
(The Second Experimental Class) ........................................................................... 83
Table 4.15 The Result of the Research .................................................................... 91
1
CHAPTER I
INTRODUCTION
Chapter one concentrates on introductory explanation of the research. It
serves background of the research that discusses students’ less comprehension of
reading, afterwards, solving the problem by using certain learning methods. The
purpose of the methods is to help the students to comprehend the text easily when
reading.
A. Background of the Research
Language is a system of communication in speech and writing used by
people of a particular country (Oxford University, 2008: 247). Discussing
about language, Risdianto (2013: 1) asserts that language is produced as a
vital means to deliver or communicate messages by the use of speech (the act
of sound production) or written symbols. Language is very important in
human beings’ life since by the use of language they are able to deliver
messages and make interaction with others; particularly in their position as the
members of society. Consequently, humans cannot interact without language
because it is as a source to create the interaction among the humans.
English is very crucial to be learnt in this globalization era in which
people are obligated to struggle for advancement and enhance their
competence in order to be able to encounter the challenges. It has significant
roles to develop intellectual, social, and work aspects.In the intellectual aspect,
2
people will succeed in learning because the incredible amounts of information
are in English. In addition, people will have greater cultural understanding
when they contact with ones who speak English so that they easily socialize
with them. Last aspect but not least, in the work aspect, people who have the
ability to speak English will get a proper job and even get a higher position in
their job because it is the most language used in the global workforce.In the
upcoming years, Indonesia will be predicted as the country which majority of
the investors are foreigners. Thus, many business entities will require people
who master English to be the employees.
Learning a language especially English, there are four skills to
complete communication namely listening, reading, speaking, and writing.
They can be divided into two parts; input skills and output skills. The input
skills include listening and reading, whereas, the output skills consist of
speaking and writing. The input skills can be simply achieved instead of the
output skills because they are passive and the others are active. Furthermore,
among the skills relate each other which must be passed sequentially. People
are capable to speak and write because they listen and read first.
One of the language skills that must be mastered is reading. According
to Spencer (1946) in Dechant (1982), reading is the process of interpreting
sense stimuli and performed whenever one experiences sensory stimulation.
Other point of view, Bond and Tinker (1967: 22) via Dechant (1982) point out
that reading involves the recognition of printed or written symbols which
serve as stimuli for the recall of meanings built up through the reader’s past
3
experience. Moreover, Dechant (1970: 19) defines reading as the process of
giving the significance intended by the writer to the graphic symbols by
relating them to one’s own fund of experience. It can be inferred that reading
is perceived as twofold process such as (1) identification of the symbols; and
(2) association of appropriate meanings with them.
Reading necessarily requires comprehension. Comprehension includes
the correct association of meanings with word symbols, the selection of the
correct meaning suggested by the context, the organization and retention of
meanings, the ability to reason one’s way through smaller ideas segments, and
the ability to grasp the meaning of a larger unitary idea (Dechant, 1982: 311).
Smith (1982) describes that it is an active process that meaning does not reside
in surface structure but it is always relative to what the readers already know
and to what they want to know. Otherwise, Davis (1972) notes that
comprehension is two general mental abilities. They are (1) the ability to
remember word meanings and (2) the ability to reason with verbal concepts,
and hence with words. Thus, it can be deduced that comprehension in reading
is as a matter of making sense of text.
Every aspect of life included education involves reading. Students
need to read because reading is the foundation for most of the successful
future academic endeavors. It is also known that in the learning process, there
is a high correlation between reading comprehension and academic
achievement. By reading, the students are able to gain some knowledge and
4
information easily. The sources may come from the internet, magazine,
newspaper, journal, advertisement, and other printed texts.
However, the fact of the students in SMK Negeri 3 Salatiga
experienced by the writer when having a teaching practice there shows that
they are not fond of reading. The students prefer to watch a video rather than
read such kind of text. Besides that, they don’t like searching the difficult
words in the dictionary. When the teachers give an assignment contains
reading practice, they only read the text without understand the meaning.
Sometimes they are lazy and sleepy during the lesson. Consequently, they get
low scores for reading comprehension. It points out that the goal of learning
has not been accomplished yet.
Since, learning a language is a process of experiencing how to use the
language, therefore, the language cannot be transferred but it must be felt,
done and practiced (Sriadi, 2012: 5). The teachers’ role is demanded to reach
the goal of language learning. It concerns for the proper learning methods that
must be equipped by the teachers. The methods must give opportunity for the
students to use the language. Moreover, it must facilitate them to participate
actively during the lesson. The teachers also have to consider about the use of
learning media and strategies which are appropriate for the students’ condition
and the class situation. By designing an effective learning situation will
contribute to increase the students’ motivation and scores as well.
Hanze and Berger (2007) in Durukan (2011) elucidate that cooperative
learning can be defined as a learning approach in which small and mixed
5
student groups form both in-the-class and out-of-the-class environments to
ensure students help each other in learning an academic subject in the scope of
a common goal; where their self-esteem increases and their communication,
problem-solving and critical thinking skills develop; and where they actively
participate in the teaching-learning process.Roger and Johnson in Suprijono
(2011: 58) explain that there are five elements in cooperative learning namely
(1) positive interdependence, (2) personal responsibility, (3) face to face
promotive interaction, (4) interpersonal skill, and (5) group processing. It may
be one of good ideas to solve the problem above and to support in attaining
the goal of language learning.
By recognizing the obvious condition about the students’ weaknesses
as appeared above, the teacher may implement the right methods to teach
reading. The purpose is to help the students to comprehend the texts that they
read. Based on the explanation above, the writer is interested in conducting a
research entitled “The Effectiveness of CIRC and PQ4R Method to Improve
Students’ Reading Comprehension in the 10th Grade of SMK N 3 Salatiga in
the Academic Year of 2014/2015”.
B. Questions of the Problem
Based on the background of the research, there are many problems that
arise. The problems that are discussed in this research can be questioned as
follows:
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1. How is the difference between CIRC and PQ4R methods to improve
students’ reading comprehension in the 10th Grade of SMK N 3 Salatiga in
the Academic Year of 2014/2015?
2. How is the significance difference between CIRC and PQ4R methods to
improve students’ reading comprehension in the 10th Grade of SMK N 3
Salatiga in the Academic Year of 2014/2015?
C. Objectives of the Reseacrh
Based on the problems mentioned above, the objectives of the research
are described as follows:
1. To find out the difference between CIRC and PQ4R methods to improve
students’ reading comprehension in the 10th Grade of SMK N 3 Salatiga in
the Academic Year of 2014/2015.
2. To find out the significance difference between CIRC and PQ4R methods
to improve students’ reading comprehension in the 10th Grade of SMK N 3
Salatiga in the Academic Year of 2014/2015.
D. Hypothesis
Sugiyono (2010: 96) contends that hypothesis is a theoretic answer
toward the statement of research problem instead of an empiric answer by
using data.The hypothesis used in this research is comparative
hypothesis.Based on problem statements presented by the writer, the research
hypotheses are stated as follows:
7
1. There is significance difference of students’ reading comprehension
between those taught by CIRC (Cooperative Integrated Reading and
Composition) and PQ4R (Preview, Question, Read, Reflect, Recite, and
Review) methods.
2. There is no significance difference of students’ reading comprehension
between those taught by CIRC (Cooperative Integrated Reading and
Composition) and PQ4R (Preview, Question, Read, Reflect, Recite, and
Review) methods.
E. Benefits of the Research
This research is expected to give benefits in language education field
and enhance knowledge either directly or indirectly, therefore the benefits of
the research can be described in theoretical and practical benefits as follows:
1. Theoretical Benefits
The result of the research is expected to improve knowledge or
develop insight of the readers in teaching English particularly reading
comprehension in high schools by using CIRC or PQ4R. In addition, it can
be a guide for the same type of study.
2. Practical Benefits
a. The Students
By using CIRC or PQ4R in learning English, it will create an
active and cooperative situation so that the students are able to
8
comprehend the reading text. Moreover, it can motivate the students
and increase the result of language learning.
b. The Teachers
The teachers can get information and alternative choice to carry
out an effective language teaching which suggests to engage the
students actively in the class and gives knowledge about the
effectiveness of CIRC and PQ4R method to improve students’ reading
comprehension.
c. The School
The result of the research is expected to be a reference for the
school to develop the learning quality specifically in reading skill in
order to improve the students’ achievement in the reading
comprehension.
F. Definition of Key Terms
Avoiding some incorrect interpretations in the title of research, the
writer would like to clarify and explain the terms used.
1. Effectiveness
Effectiveness is producing the result that is wanted or intended
(Oxford University, 2008: 143). In addition, Hornby (1974: 277) states
that effectiveness is having an effect and able to bring about the result
intended. Whereas according to Scheerens (1992: 11), effectiveness is to
9
the degree to which educational means processes result in the attainment
of educational goals. In this study context, it can be inferred that
effectiveness is reaching the goal of reading (comprehension) by
implementing such a learning method.
2. CIRC
CIRC is abbreviated from Cooperative Integrated Reading and
Composition. Gupta and Ahuja (2014: 3) note that it is a comprehensive
approach to instruction in reading, composition, and spelling for upper
grades of elementary level. In CIRC, students are taught in reading groups
and then return to mixed ability teams to work on a series of cooperative
activities, including partner reading, making predictions, identification of
characters, settings, problems and problem solutions, summarization,
vocabulary, spelling and reading comprehension exercises. In addition, it
provides a structure to help teachers and students succeed in helping all
students become effective reader. According to Suprijono (2011: 130),
there are six steps to do CIRC such as (1) teacher divides students
heterogeneously into groups in which each group consists of four people,
(2) the teacher gives the students a discourse deals with the topic, (3) the
students work together to find the main idea, respond the discourse, and
then write it down, (4) the students present the result of group work, (5)
the teacher concludes the lesson, and (6) closing.
3. PQ4R
10
PQ4R is abbreviated from Preview, Question, Read, Reflect,
Recite, and Review. Thomas and Robinson (1972) in Sriadi (2012: 5)
explain that PQ4R is one of the strategies proposed to be good strategy in
improving the students’ reading comprehension. Based on Slavin’s (1994)
opinion in Sriadi (2012), PQ4R can help the students focus in organizing
information and making it meaningful. Fox, Radloff, and Hermann (1994)
in Sriadi (2012) add that PQ4R also provides a series of steps aims to help
the readers understand and remember what they have already read.
4. Method
Method generally refers to the path in study. Method is
aparticularprocedure for accomplishing or approaching something,
especially a systematic or established one (Oxford University Press, 2008:
277). Talking about method, Richards and Rodgers (2001) state that
method is an overall plan for the orderly presentation of language material,
no part of which contradicts, and all of which is based upon, the selected
approach. A method is procedural.
5. Improve
The word “improve” means to make something better, or to
become better (Pearson Education Limited, 2003: 957). Other definition,
improve means to enhance in value or quality; make better
(http://www.merriam-webster.com).
6. Reading Comprehension
11
Reading comprehension is as a matter of making sense of text.
Snow (2002) and Baker & Brown (1984) in Blachowicz and Ogle (2008:
33)explain that good comprehenders actively construct meaning as they
read, and they also direct their own comprehending by using basic
strategies and by monitoring their own understanding.
G. Review of Previous Researches
In this study, the writer reviews some research papers from the
previous researches. Zulaekah (2012) conducts a research on“Penerapan
Model Pembelajaran Cooperative Integrated Reading and Composition
(CIRC) untuk Meningkatkan Minat dan Kemampuan Menulis Paragraf
Deskriptif Mata Pelajaran Bahasa Indonesia: Studi Kasus pada Siswa
KelasIV MI Ma’arif Klangon, Kalibawang, Kulon Progo”.She uses Classroom
Action Research. The findings are the students taught by CIRC method are
motivated to follow the learning process and able to cooperate with others. As
a result, they understand the lesson has been learned and make it more
meaningful.
In addition, Sriadi (2012) undertakes a research on “The Effect of
PQ4R Strategy and Linguistic Intelligence on Reading Comprehension of the
Tenth Grade Students of SMA N 1 Sukasada in the Academic Year
2011/2012”. He uses Experimental Research. The findings point out that the
students who have high linguistic intelligence taught by using PQ4R strategy
have the highest mean score compared to the other groups.
12
Finally, Durukan (2011)carries out a research on “Effects of
Cooperative Integrated Reading and Composition (CIRC) Technique on
Reading-Writing Skills”. He uses Experimental Research. The findings
showthat mean score of experimental group taught by CIRC increases that is
found to achieve 49% of the target in the pre-test and 90% of the target in the
posttest compared to mean score of control group taught by traditional
teaching method.
By considering the three previous researches, the writer would like to
conduct research entitled “The Effectiveness of CIRC and PQ4R Method to
Improve Students’ Reading Comprehension in the 10th Grade of SMK N 3
Salatiga in the Academic Year of 2014/2015”. Unlike the three which only
focus on one method either CIRC or PQ4R, the researcher tries to analyze the
effectiveness of CIRC and PQ4R to improve students’ reading comprehension
and then compares them which one is more effective.
H. Graduating Paper Organization
In this section, the writer would like to discuss some terms in chapter
one into chapter five. Chapter one is introduction consists of background of
the research, statements of the problem, objectives of the research, hypothesis,
benefits of the research, definition of key terms, review of previous
researches, methodology of research, and graduating paper organization.
Chapter two is literature review discusses about reading, teaching reading
comprehension, and CIRC (Cooperative Integrated Reading and Composition)
13
and PQ4R (Preview, Question, Read, Reflect, Recite, and Review) for
teaching reading comprehension. Chapter three is research methodology
consists of place and time of the research, the method of research, the subject
of research, the techniques of collecting data, the research instrument, the
technique of analyzing data, and the statistical hypothesis. Chapter four is
analysis and discussion consist of data presentation, distribution of rank, data
analysis, and discussion. Chapter five is closure consists of conclusion and
suggestion. The last part is references and appendices.
14
CHAPTER II
LITERATURE REVIEW
In this chapter, the theoretical books and other relevant information will be
discussed. They are very important to be the basic theory of teaching reading.
Hence, the writer wants to deliberate about literature review of reading, teaching
reading comprehension, and CIRC (Cooperative Integrated Reading and
Composition) and PQ4R (Previewing, Questioning, Reading, Reflecting, Reciting,
and Reviewing) for teaching reading comprehension.
A. Reading
1. The Definition of Reading
Dechant (1982) in “Improving the Teaching of Reading” states the
definitions of reading are divided into two major types, namely (a) reading
as interpretation of experience and (b) reading as interpretation of graphics
symbols. Similarly, Spencer (1946)in Dechant (1982: 4) declares that
reading is the process of interpreting sense stimuli and performed
whenever someone experiences sensory stimulation. DeBoer and
Dallmann (1960) in Dechant (1982: 4) also add that reading involves the
comprehension and interpretation of ideas symbolized by the written or
printed page.
15
On the other hand, Hittlemen in Dallmann etal., (1982: 22-23)
clearly claims other definition of reading.
Reading is a verbal process interrelated with thinking and with all other communication abilities – listening, speaking, and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page the ideas and information intended by the author.
He implies that in the oral process of reading, people importantly need to
think and use the other language skills such as listening, speaking, and
writing in order to grasp the gist from the author. Hence, they may
reconstitute ideas and information from the text.
Conversely, Nunan (1999: 248) declares that reading is sometimes
viewed as a passive skill. He also states that although it is passive but it
includes lot of things. The reason is it involves processing ideas generated
by others that are transmitted through language. Since reading implicates
the processing of written language, there is an interaction between the
reader and the writer. Moreover, it concerns highly complex cognitive
processing operations which are complicated to define. More specifically,
it relates with the process how the reader comprehends the text.
Nevertheless, Arthur I. Gates (1977) in Dallmann et al. (1982:
22)argues “Reading is not a simple mechanical skill; nor is it a narrow
scholastic tool. Properly cultivated, it is essentially a thoughtful process. ...
It should be developed as a complex organization of patterns of higher
mental processes”. According to him, reading is more than knowing what
each letter of the alphabet stands for. It involves not only word recognition
16
but also comprehension. Comprehension is an essential of reading; that in
reading the reader reacts to what is recorded in writing; that what the
reader brings to the page is at times as significant to reading as what is
actually written on it.
2. The Process of Reading
The process of reading is extremely complex. When the readers
look at the text on a book, there may only appear marks made from ink.
There is seemingly no meaning on the marks. However, the marks can
bring about such mental and physical experiences to the readers. It
potentially make them laugh, smile, excited, even cry. It indicates that the
marks arouse some concept that is already in the readers’ mind. Then, the
new meaning is gained from the context called forth and the relations
among the concepts. Thus, the meaning is actually in the readers’ mind
(Dallmann et al., 1982: 23-24).
In addition, Grabe (2009: 14) points out that there is no single
statement is going to capture the complexity of reading if it is linked with
the different purposes of reading and the varying processes that are called
into play. He also emphasizes that reading is understood as a complex
combination of processes. The processes are explained in the table below:
Table 2.1 Process that Define Reading
No Process Explanation
1. A Rapid Process It is rapid in the sense that the reader reads most
17
materials at about 250-300 wpm.
2. An Efficient Process The reader coordinates rapid and automatic word
recognition, syntactic parsing, meaning formation,
text-comprehension building, inferencing, critical
evaluation, and linkages to prior knowledge
resources.
3. A Comprehending Process The reader reads to understand what the writer
intended to convey in writing, though he also does
more.
4. An Interactive Process There is an interaction between the reader and the
writer.
5. A Strategic Process A number of the skills and processes used in reading
call for effort on the part of the reader to organize
and mentally summarize information, monitor
comprehension, match comprehension output to
reader goals, etc.
6. A Flexible Process As reader purpose shifts, as comprehension is
impeded, or as interest varies, the readers adjusts
reading processes and goals.
7. A Purposeful Process There is an alignment between processes and
purposes of reading.
8. An Evaluative Process The reader evaluates how well he is reading
9. A Learning Process The reader makes decisions about how to respond to
18
the text.
10. A Linguistic Process The readers read with making graphemic- phonemic
connections, recognizing the words, and having
linguistic knowledge of the language of the text.
Similarly, Dechant (1982: 17) asserts that there are two process in
reading called a sensory and a perceptual process. Foremostly, reading
begins as the sensory process in which the eyes bring stimuli to the
readers. The eyes process the printed words and allow the readers to
identify the words and to then recognize the words. Hereinafter, it
continues to the perceptual process that reading is more than simply
recognizing the printed words, yet, it is a perceptual, conceptual, and
thinking process. In this process, the readers have to be aware of the
word’s meaning and relate the word to its context. So, the processes
happen in a sequentially occasion.
Grounded on Dallmann et al. (1982: 24), the successful process of
reading depends on four reasons, such as:
a. What the readers bring to the printed page
b. The readers’ purpose for reading
c. The readers’ ability to recognize the words
d. The concepts that the readers have formed
3. The Aspects of Reading
Dallman et al. (1982: 25) clarify that there are three aspects that
must be developed in learning to read that are word recognition,
19
comprehension, and reflection. The aspects are the teacher’s guidance to
reach the goal of reading. More detailed explanation of the aspects above
is given below:
a. Word Recognition
Dechant (1982: 174) elaborates “Word recognition is the
perception and recollection of a previously identified word”. It
certainly pertains to word identification which refers to the ability to
develop a visual memory for a word not previously encountered or
learned. Students who are immediately able to identify the word,
eventually, they can recall the spoken word that the text represents.
According to Dallmann et al. (1982: 25), the ability to recognize and
pronounce words determines the degree of excellence in reading.
Therefore, it should be initially developed in the process of teaching
reading.
Dallmann et al. (1982: 111) point out that there are four major
ways to improve the students’ ability in recognizing words. The ways
are as follows:
1) Learning words by means of the sight method
2) Using context clues
3) Using phonic analysis and synthesis
4) Studying words structurally
In this initial stage, the students are taught the code of letter,
the sounds of each letter of the alphabet, and the combination of sound.
20
It firmly deals with the term of decoding which signifies as
discovering the correspondence between the grapheme (the written or
printed symbol) and the phoneme (the speech sound). Furthermore, the
teacher may apply oral reading as a practice to reach the objective of
mastering word recognition. In addition, as the fundamental aspect of
reading, hence, the teacher should pay more attention in teaching it for
the sake of continuing to comprehension aspect.
b. Comprehension
The second aspect of reading is comprehension. Dechant
(1982: 311) affirms the description of comprehension although it is
actually difficult to describe,
Comprehension includes the correct association of meanings with word symbols, the selection of the correct meaning suggested by the context, the organization and retention of meanings, the ability to reason one’s way through smaller idea segments, and the ability to grasp the meaning of a larger unitary idea.
It is probably true that to define comprehension is complex. On the
basis of Dechant’s explanation, comprehension occurs in the readers’
mind. It can be a thinking process in which reader have to combine
their basic intellectual skills, their experience, even crucially their
language skills to comprehend the printed materials.
Otherwise, Davis (1972)in Dechant(1982: 312) asserts that
there are two general mental abilities take place during the process of
comprehension. They are the ability to remember word meanings
(word knowledge) and the ability to reason with verbal concepts. As
21
explained before, it is really possible to teach and develop the two
basic comprehension skills which deal with the word recognition.
Anyhow, mastering the skills depends on the students to sequentially
sharpen their abilities.
Based on which comprehension takes place, Dallman et
al.,(1982: 159-160) classify it into three levels. Firstly, reading on
factual level refers to understanding what is actually written on the
page. Secondly, reading on interpretative level points at
comprehending the meaning that is not expressed in many words, but
can be implied. Lastly, reading on evaluative level means the readers
evaluate what they read through mental activities. The table below
gives more clarification about the skills required for each
comprehension level:
Table 2.2
Examples of the Comprehension Levels
No Comprehension Levels Skills Required
1. The Factual Level
a. Knowing the meaning of words
b. Finding the main idea
c. Selecting significant details
d. Following directions
2. The Interpretative Level
a. Summarizing and organizing
b. Arriving at generalizations
c. Predicting outcomes
3. The Evaluative Level a. Judging the authenticity of the material
b. Predicting outcomes
22
c. Determining the correctness of the
conclusions
d. Associating what is read with
experiences, past or contemplated
Likewise, Lanier and Davis (1972)via Dechant(1982:
313)explicitly categorize comprehension skills into four levels.
Primarily, literal skills comprise recognizing and recalling facts,
details, sequence, main idea, directions, organization, and the like.
Next, interpretative skills include inferring, drawing conclusions,
generalizing, deriving meaning from figurative language, predicting,
anticipating, and summarizing. Then, critical skills consist of judging,
detecting propaganda, analyzing, checking validity, checking the
author’s biases and purposes. Finally, creative skills concern applying
information and responding emotionally.
It is very beneficial for the teachers to understand the factors
that affect the students’ comprehension. As a result, they are able to
help the students to overcome their shortcomings in comprehending
what they read. Additionally, it helps the teachers to prevent the
occurrence of serious deficiencies. The factors are difficulty of
material, intelligence, environment, emphasis on word recognition,
emphasis on oral reading, background for reading a selection,
adjustment of reading techniques to purpose and type of material, and
rate of reading(Dallmann et al., 1982: 165-167).
23
c. Reflection
Reflection is also one of the aspects of reading. Readers are
necessarily able to hold ideas and conceptualize meaningful
interpretation from the printed page through reflection. It involves the
act of comparing the written stimuli with the reader’s experiences.
Consequently, comprehension occurs which will evoke the reader’s
reaction. The reaction consists of concurrence of thought, comparison
of thought, disagreement with the idea, association, or non-
comprehension. Anyway, the teacher should give students time to
think in order to encourage reflection (Dallmann et al., 1982: 26-27).
4. The Purposes of Reading
The readers who have certain purposes in reading will determine
what is important in the text, what is remembered, and what
comprehension strategy they use to enhance meaning. Rivers and
Temperly (1978) via Nunan (1999: 251) suggest that there are seven main
purposes for reading:
a. To obtain information for some purpose or because the readers are
curious about some topic
b. To obtain instructions on how to perform some task for our work or
daily life
c. To act in a play, play a game, do a puzzle
d. To keep in touch with friends by correspondence or to understand
business letters
24
e. To know when or where something will take place or what is available
f. To know what is happening or has happened
g. For enjoyment or excitement
However, according to Grabe (2009: 8) the academic purposes for
reading can be classified as follows:
a. Reading to search for information
b. Reading for quick understanding
c. Reading to learn
d. Reading to integrate information
e. Reading to evaluate, critique, and use information
f. Reading for general comprehension
B. Teaching Reading Comprehension
1. The Teacher’s Role in Teaching Reading Comprehension
Smith (1982: 181) argues that teachers have a critical role in
helping students learn to read. The primary roles are to ensure that the
students have adequate demonstration of reading being used for evident
meaningful purposes, and to help them to fulfill such purposes. For
instance, the teachers must provide a model when the students see little
relevance in reading. Otherwise, they must create more interesting
situation when the students find little interest in reading. When the
25
students have difficulty in reading, they must also help the students to read
what they would like to read.
According to Grellet (2011: 3), it is not enough to understand the
gist of the text but necessarily to have more detailed comprehension. In
this case, Astika (2007: 228) determines that in order to fully comprehend
a text, the teachers necessarily should develop reading skills. The first
reading skill is the ability to recognize and infer meanings of unfamiliar
words that can be developed through vocabulary exercise. The second
reading skill is the ability to understand the text structure that is a
schematic representation examined by students in the process of
comprehending the texts. The third reading skill is the ability to recognize
relations of meanings through the use of cohesive devices such as co-
reference and pronouns.
Smith (1982: 182) elucidates that teaching reading comprehension
is a bit difficult. The teachers should strive to ensure the students that
reading is comprehensible. However, the thing that should be considered
by the teachers is to understand the factors that make reading difficult
including materials or activities used in the teaching process. It frequently
happens that unsuitable material is given to the students, consequently,
they will not understand. Thus, the teachers can give any material as long
as the students are expected to read because they can never learn to read
by not reading.
2. General Procedures for Improving Comprehension
26
Dallmann et al. (1982: 174) connote that activities used to improve
reading comprehension are not always independently carried out. It can be
implemented in the same manner as almost all other reading abilities.
Basically, the comprehension can be attained during the reading activities
which may be through reading in context and practice exercises. Besides
that, activities other than reading can serve an important endeavor in
improving reading comprehension. There are four general procedures
suggested to develop comprehension, as follows:
a. Improvement through Incidental Means
Reading comprehension can be improved through incidental
means that includes all types of reading situations. A creative teacher
probably creates many ways to develop comprehension during the
regular reading period. Most common means is giving the students
questions deal with a story. In order to answer the questions, they will
read the story that indirectly it helps them to develop their
comprehension. In addition, asking the students to make a drama,
puppet show, or movies based on books also encourages them to read
with more comprehension.
b. Improvement through Practice Exercises
Giving the students direct practice in the form of exercises is
greatly profitable to improve their reading comprehension. However,
the teachers must determine which students need special practice by
diagnosing them. It is because every student has different reading
27
ability. Otherwise, the teachers must consider about the basic
principles in the use of practice exercise, such as: 1) having a clearly
defined goal to be accomplished with each of the practice materials; 2)
explaining the students about the purpose of each practice exercise; 3)
helping the students to see the importance of the skill to be developed
by means of a given exercise; and 4) with the students knowing what,
if any, progress is being made.
c. Questioning as a Technique for Improving Comprehension
Questions can serve as one of the most effective means of
improving comprehension which is commonly employed during the
school day. In fact, questioning has been over-used as a teaching tool,
rather that under-used. However, the teacher must know that questions
should be on all levels of comprehension. Besides that, questions
should interest people in reading a selection, increase comprehension,
and check the comprehension. Moreover, questions should be within
the learner’s capability to answer and adapted to individual differences
within a group.
d. Use of Cloze Procedure
In cloze procedure, the readers are confronted with the need of
supplying words that have been omitted. The words should fit the
meaning of the passage. Thus, they have to put meanings together in
the process of reading.
28
C. CIRC and PQ4R for Teaching Reading Comprehension
1. Cooperative Learning
a. The Definition of Cooperative Learning
Cooperative learning is a learning model which prioritizes the
cooperation to attain the learning goals. In cooperative learning, the
students are divided into teams which each team consists of four to six
students. In addition, the team structure is heterogeneous. They will
learn and work together in the team. Hayati (2002: 25) adds that in this
learning model, the students are involved to participate and interact
each other in the team. Thus, it will create an environment in which the
students not only learn from the teacher but also from the other
students.
Jacobs and Hallin Cambridge University Press (2009:
52)obviously describe the implementation of cooperative learning.
With cooperative learning, students work together in groups whose usual size is two or four members. However, cooperative learning is more than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members.
They imply that cooperative learning not only increases learning
effectiveness but also provides the students with the skill of
communicating, problem solving, critical thinking, collaborating,
sharing and socializing.
b. The Components of Cooperative Learning
29
Roger and Johnson (1994) via Suprijono (2011: 58-61) state
that to achieve a maximal result in implementing cooperative learning,
there are five components that must be carried out:
1) Positive interdependence
2) Personal responsibility
3) Face to face promotive interaction
4) Interpersonal skill
5) Group processing
c. The Purposes of Cooperative Learning
According to Majid (2014), there are three purposes of
implementing cooperative learning such as:
1) It increases students’ performance in accomplishing academic
assignments. Besides that, it helps the students to understand
complex concepts.
2) It encourages students to admit their friends whose the background
of life is different.
3) It develops students’ social skill including sharing assignments,
being active in asking questions, appreciating others’ opinion,
inviting other students to ask, explaining ideas, and working in
groups.
d. The Characteristics of Cooperative Learning
Ibrahim et al. (2000: 6) definitely mention four characteristics
of cooperative learning such as:
30
1) Students learn in a team to completely go over the learning
material.
2) Teams are formed heterogeneously.
3) Members of team possibly come from different race, culture,
ethnic group, and gender.
4) Appreciation is more oriented to the teams instead of the
individuals.
e. The Steps to Do Cooperative Learning
Ibrahim et al. (2000: 10) explain the steps to do cooperative
learning in a classroom consist of six phases. The table below is the
explanation of each step.
Table 2.3 The Steps to Do Cooperative Learning
Phase Indicators Teachers’ Activities
1 Present goals and
condition students
Teachers deliver all of the learning purposes
which will be attained in the end of learning
process and motivate them to learn persistently.
2 Present Information Teachers present information to students through
demonstrating or reading a text.
3 Organize students
into learning teams
Teachers explain students how to form learning
teams and help each team to do transition
efficiently.
4 Assist team work
and study
Teachers assist leaning teams when they are
performing tasks.
31
5 Test on the materials Teachers evaluate students about learning result
of the materials have been learnt or how each
team presents work result.
6 Provide recognition Teachers search for ways to recognize
individuals or teams learning result.
2. CIRC (Cooperative Integrated Reading and Composition)
a. The Definition of CIRC
Slavin (2010: 200) alleges that Cooperative Integrated Reading
and Composition (CIRC) is one of the cooperative learning models
which consists of an integrated learning between reading and writing.
Students are conditioned in cooperative groups and then organized to
learn reading in the groups. Because the main focus of CIRC activities
is to make the utilizing of time more effective, consequently, the
students should have a reading comprehension, sufficient vocabularies,
and good spelling to fulfill goals. As a result, they will be motivated to
have cooperation in the groups.
Other than that, Yaman (1999) in Durukan (2011: 103) has
another sight related with the definition of CIRC.
Cooperative Integrated Reading and Composition (CIRC) technique, one of the learning techniques based on cooperation, is designed to develop reading, writing and other language skills in the upper grades of primary education. CIRC technique presents a structure that increases not only opportunities for direct teaching in reading and writing but also applicability of composition writing techniques.
32
He implicitly elucidates that CIRC is very beneficial to be applied in
the language teaching. It not only develops the students’ writing and
reading skills but also other language skills.
b. The Components of CIRC
According to Slavin (2010: 205-212), there are eight
components of CIRC. They are teams, placement test, student
creativity, team study, team scorer and team appreciation, teaching
group, facts test, and whole-class units.
1) Teams
Teams can be established heterogeneously that consist of four or
five students.
2) Placement Test
Placement test can be obtained according to the previous daily test
scores have been averaged or the report scores. It is used by
teachers in order to know the student’s strength and weakness in
certain skills.
3) Student Creativity
By performing a task in the team, the students will be aware that
individual success is influenced by the group success.
4) Team Study
Team study is the phase where a learning act must be carried out
by the teams. In this phase, the teachers must help the teams who
have any difficulties.
33
5) Team Scorer and Team Appreciation
Team scorer is the act of scoring the achievement of team’s work.
Afterwards, the team also gives some criteria to appreciate the
team who succeeds and the team who fails in accomplishing the
task.
6) Teaching Group
Teaching group is the teachers explain a particular material briefly
before give the teams a task.
7) Facts Test
Facts test is the teachers implement a test based on the students’
facts.
8) Whole-Class Units
In whole-class units, the teachers present the material summary in
the end of learning process by using problem solving strategy.
c. The Objectives of CIRC
By implementing CIRC, it is expected to reach the objectives.
Slavin (2010: 202-204) alludes to three objectives of CIRC. They are
oral reading, ability to comprehend texts, then writing and language
skills.
1) Oral Reading
CIRC can increase the students’ opportunity to read loudly and
receive a feedback from the reading activity. In a team, the
34
students will read to other students, as a result, they will respond
each other about their reading activity.
2) Ability to Comprehend Texts
The cooperative teams will help the students to develop their
ability in comprehending texts which can be applied extensively.
3) Writing and Language Skills
CIRC can be used to design, implement, and evaluate the writing
process and language skills by taking advantages of the teams.
d. The Strength of CIRC
According to Slavin (2010), the use of CIRC has some strength
as follows:
1) It can increase the students’ comprehension toward the learning
material.
2) The learning process is more centered to the students.
3) By working in a team, the students will be more motivated to
accomplish the task accurately.
4) The students are able to comprehend the meaning of questions
easily and check the answer reciprocally.
5) It helps the students who have low comprehension in the given
task.
6) It improves the learning result especially in accomplishing the
given task.
35
e. The Weakness of CIRC
There is one thing that should be contemplated by teachers in
applying CIRC in the classroom. When the teachers are teaching a
team to read, in the other side, they must give other students any
activity which only needs little guidance. So, the students will not
make noisy. However, the teachers who have the ability in managing
time and classroom well can avoid the problem.
f. The Steps to Do CIRC
Here are the steps to do CIRC which can be guidance for the
teachers:
1) Group students heterogeneously; each group consists of four
people.
2) Each group is given some articles based on the certain topics.
3) Students in a group work together to read reciprocally, find the
main idea, give any reaction and then write it down.
4) A representation of each group presents the result of group
discussion.
5) Together, students and teacher make a conclusion.
6) Closing.
3. PQ4R
a. The Definition of PQ4R
A method that can be implemented in teaching an effective
reading is PQ4R (Previewing, Questioning, Reading, Reflecting,
36
Reciting and Reviewing). Grounded on Thomas and Robinson
(1972)in Sriadi (2012: 5), PQ4R is one of the strategies proposed to be
a good strategy in improving the students’ reading comprehension
which consists of a six-step process. Moreover, Fox et al. (1994) in
Sriadi (2012) also state that PQ4R provides a series of steps aims to help
the readers understand and remember what they have already read.
There are some advantages of implementing PQ4R. PQ4R
enables the students to be more active in reading. They are given
chance to develop their reading ability. In addition, the implementation
of PQ4R can encourage the students to solve their problem
independently. Besides that, through the questions made by the
students will improve their comprehension toward the text because
they will invent some detail information.
b. The Steps to Do PQ4R
Suprijono (2011: 103-104) clarifies that there are six steps that
must be done in PQ4R. Based on the name, they are preview, question,
read, reflect, recite, and review.
1) Preview
Preview is described to be shown or to describe something
before it officially begins (Cambridge University Press, 2008). The
focus of previewing is to allow the students in discovering main
ideas developed from reading material. The main ideas can be
quickly encountered by accustoming the students to read the
37
reading material at a glance but rapidly. The parts can be read in
that ways are introduction, table of contents, topic or sub-topic,
title or sub-title, and summary. Otherwise, the students can read
one or two sentences rapidly in every page to find the main idea. In
brief, the students will have reflection regarding with the thing that
will be learnt through previewing.
2) Question
Question means matter that needs to be discussed or dealt
with (Oxford University Press, 2008: 360). In this phase, the
students are allowed to formulate any questions. The questions can
be started from the simple ones to the complex ones including
what, who, where, when, why, and how. It is developed to forming
declarative, structural, and procedural knowledge.
3) Read
After the questions are formulated, then the students read
the reading material in detail. Reading is the main phase which
tremendously influences the successful process in reaching the goal
of reading. In this phase, they are guided to look for the answers of
the questions.
4) Reflect
During the reading process, the students must reflect what
they have read. Instead of only recalling or memorizing, it is
important to think what they read. Subsequently, they have to
38
comprehend it. The ways to comprehend a text such as connecting
what have been read with the thing has been known before, relating
sub-topics of the text with the concepts, and associating what have
been read with the experience has been met.
5) Recite
In this phase, the students are asked to reflect the
information has been learnt again. However, the most important
things are the students are able to formulate the concepts, explain
the relationship among the concepts, and speak clearly the main
ideas by their own manners of writing. It is better if they not only
deliver it in oral language but also in written language.
6) Review
The last phase is reviewing. The students make a summary
from the reading material has been read. Moreover, it is important
to them in being able to sum up which hereinafter the conclusion
will be the answers from the question has been proposed before.
Table 2.4
The Steps to Implement PQ4R in Classroom
Steps Teachers’ Activities Students’ Activities
Preview
a. Give students a reading
material to be read.
b. Inform students how to easily
find main idea or purposes of
learning that will be reached.
Read quickly to find main idea
or purposes of learning that
will be reached.
39
Question
a. Inform students to pay
attention toward meaning of
the reading material.
b. Give students an assignment to
create questions dealing with
the main idea that has been
found using 5W 1H.
Pay attention to teachers’
explanation and make
questions related with the
material.
Read
a. Give students an assignment to
read.
b. Respond the questions that
have been arranged before.
Read actively while give any
response toward what has
been read and answer the
questions that have been
made.
Reflect
Simulate learning material
contained in the reading material.
Not only memorize and recall
the learning material but try to
solve problems from the
information given by teachers
and the knowledge known
from the reading material.
Recite
Ask students to summarize the
whole learning discussion learnt in
that day.
a. Ask and answer
questions.
b. Look back any note
made before.
c. Summarize the whole
learning discussion.
Review a. Ask students to read the
summary
a. Read the summary.
b. Reread the reading
40
b. Ask students to reread the
reading material if they doubt
with the answers.
material if they doubt
with their answers.
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
1. Place of the Research
The research was held at SMK Negeri 3 Salatiga. The school is
located at St. Ja’far Shodiq, Kalibening, Tingkir, Salatiga, Central Java.
a. The History of SMK Negeri 3 Salatiga
SMK Negeri 3 Salatiga officially began on May 2, 2007
presented by Operational Circulating Letter of Skill Program
Organizer No: 420.5/1510 Education Government Chief of Salatiga.
The school had been expected by the society especially who live in
Salatiga to answer demands of education.
The location was selected in Kalibening Sub-district because of
the consideration of society’s want toward the existence of state high
school. In addition, it was judged by Salatiga government’s want in
order to develop the region’s potencies. Thus, the school was expected
to actualize the development of region’s potencies that would have
41
positive influences for the improvement of surrounding society
prosperity.
In the educational year 2008/2009, Establishing Directorate of
Vocational High School pointed out SMK Negeri 3 Salatiga as an
alliance school from SMK Negeri 2 Salatiga in the development
program of SMK SBI INVEST. However, there are six skill programs
in SMK Negeri 3 Salatiga such as Mechanics and Electronics
Engineering, Welding Engineering, Automotive and Electronics
Engineering, Motorcycle Engineering, and Food Plant Agribusiness
and Holticulture.
b. The General Information of the School
1) School Name
2) Circulating Letter of Building
3) NPSN
4) Statistic School Number (NSS)
5) Status
6) Accreditation
7) School Adress
8) Postal Code
: SMK NEGERI 3 SALATIGA
: No. 420s.5/1510 on May 30, 2007
: 20338571
: 321036202008
: State
: A
: Jl. Ja’far Shodiq RT 01 RW 03
: (Village) Kalibening
: (Sub-district) Tingkir
:(City) Salatiga
: (Province)Central Java
: 50744
42
9) Number Phone/ Fax
10) Website/ E-mail
11) ISO 9001: 2000 Certification
: (0298) 7103119/ 3418850
:www.smkn3salatiga.sch.id/
: 9001: 2008 in 2011
c. The Vision of SMK Negeri 3 Salatiga
Vision is the school’s wisdom in planning the future. The
vision of the school focuses on organizing a SMART (Sejahtera,
Mandiri, Bermartabat/ Prosperous, Independent, Prestigious)
education to result in graduates who have the honorable ethics and
environmental conception prepared to compete with the global era.
d. The Missions of SMK Negeri 3 Salatiga
Missions are the important official jobs that the members of
school are given to do. There are four missions of SMK Negeri 3
Salatiga, as follows:
1) To organize a school based on religious values in order to develop
the honorable ethics and reverence to the Almighty Allah SWT.
2) To create a beautiful, clean, arranged, and comfortable school
environment.
3) To prepare graduates who propose soft skills and hard skills in
order to compete with the global era.
4) To organize a disciplined, opened, and accountable education.
e. The Curriculum of SMK Negeri 3 Salatiga
43
1) The Core Program
SMK Negeri 3 Salatiga implements Curriculum 2013 (K
13) for the tenth and eleventh grade as the core curriculum recently
recommended by the Minister of National Education. On the other
hand, the Educational Unit Level Curriculum (KTSP) is still
applied for the twelfth grade.
Table 3.1 The Data of School’s Accreditation and Curriculum Implementation
Skill Competences Accre-
ditation
Years being
Accredited
Curriculum being
Implemented
10th 11th 12th
Mechatronics Engineering A 2010 K 13 K 13 KTSP
Welding Engineering A 2010 K 13 K 13 KTSP
Ototronics Engineering B 2011 K 13 K 13 KTSP
Motorcycle Engineering B 2012 K 13 K 13 KTSP
Food Plant Agribusiness
and Holticulture
B 2011 K 13 K 13 KTSP
Source :Data Pokok SMK Negeri 3 Salatiga
2) The Specific Program
SMK Negeri 3 Salatiga introduces five specific programs
namely Mechanics and Electronics Engineering, Welding
Engineering, Automotive and Electronics Engineering, Motorcycle
Engineering, and Food Plant Agribusiness and Holticulture.
3) Extensive Program
SMK Negeri 3 Salatiga carries out some extensive
programs namely extracurricular activities. The activities
44
includeStudents Council (OSIS), boy scouts (Pramuka), School
Aid Organization (PMR), School Islamic Organization (SKI),
Flying of Flags Troops (Paskibra), sports, art, nature lovers, karate
and music.
f. The Profile of Students
Students are one of the important elements of education. They
are the major part in teaching learning process. The total number of
students in SMK Negeri 3 Salatiga is 1232 that consists of three grades
and five skill programs. Most of the students are male instead of
female. The detailed profile of students is demonstrated in the table
below:
Table 3.2 The Profile of Students of SMK Negeri 3 Salatiga
Academic Year of 2014/2015
N
O
CLA-
SS
SKILL PROGRAMS TOT-
AL MT WD OT MC FPAH
M F M F M F M F M F
1 X 56 22 77 1 106 2 106 2 42 36 450
2 XI 55 28 69 0 76 2 111 5 32 48 426
3 XII 55 10 63 0 166 6 - - 27 29 356
TOTAL 166 60 209 1 348 10 217 7 101 113 1232
The explanation of some acronyms in the table:
MT : Mechatronics (Mechanics and Electronics) Engineering
WD : Welding Engineering
OT : Autotronics (Automotives and Electronics) Engineering
45
MC : Motorcycle Engineering
FPAH : Food Plants Agribusiness and Horticultures
M : Male
F : Female
g. The Profile of Teachers and Staffs
A formal education requires qualified people to execute the
educational process well. It is not only in teaching learning process but
also in managing the other processes at school. They are teachers and
staffs. There are 82 teachers and 20 staffs in SMK Negeri 3 Salatiga.
The detailed profile of teachers and staffs is designated in the
following table:
Table 3.3 The Profile of Teachers and Staffs of SMK Negeri 3 Salatiga
Academic Year of 2014/2015
N
O STATUS
NORM ADAPT PROD BK TOTAL TOTAL
M F M F M F M F M F
1 PNS
Teachers 7 3 - 11 18 5 1 2 26 21 47
2 Non-PNS
Teachers 3 8 5 7 10 1 0 1 18 17 35
3 PNS Staffs - - - - - - - - 2 1 3
4 Non-PNS
Staffs - - - - - - - - 17 - 17
TOTAL 10 11 5 18 28 6 1 3 63 39 102
The explanation of some acronyms in the table:
46
NORM : Normative subjects such as Indonesian Language, Sport,
Art, Religion, Civics, and History.
ADAPT : Adaptive subjects such as Mathematics, English
Language, Computer, Entrepreneurship, Physics, Biology,
and Chemistry.
PROD : Productive subjects, includes all subjects of the skill
competences.
BK : Counseling Guide
PNS : Government Employee/ Civil Servant
h. The Profile of Education Facilities
A school needs facilities in order to support the educational
process. There are 24 rooms in SMK Negeri 3 Salatiga. Due to the
school is categorized as new school; therefore, most of the rooms are
in a good condition. The detailed profile of education facilities is
shown in the table below:
Table 3.4 The Profile of Education Facilities of SMK Negeri 3 Salatiga
Academic Year of 2014/2015
NO FACILITIES TOTAL EXTENT CONDITION
1 Headmaster & Vice Office 2 Rooms 24 m2 Good
2 Teacher Office 1 Room 108 m2 Good
3 Administration Office 1 Room 40 m2 Good
4 Library 1 Room 64 m2 Good
5 Production Unit 1 Room 120 m2 Good
6 Mushola (School Praying Hall) 1 Room 45 m2 Good
47
7 Canteen 1 Room 51 m2 Good
8 Toilet 10 Rooms 60 m2 Good
9 Storage Room 1 Room 8 m2 Good
10 Boarding House 1 Room 120 m2 Good
11 Counselor Office 1 Room 12 m2 Good
12 Students Council Room (OSIS) 1 Room - Good
13 School Aid Organization (PMR) Room 1 Room - Good
14 Scout Room 1 Room - Good
15 School Guard Room 1 Room 8 m2 Good
16 Classroom 23 Rooms 1323 m2 Good
17 Physics Laboratory 1 Room 63 m2 Good
18 Language Laboratory 1 Room 100 m2 Good
19 Computer Laboratory 1 Room 100 m2 Good
20 Welding Engineering Room 2 Rooms 200 m2 Good
21 Ototronics Engineering Room 2 Rooms 200 m2 Good
22 Mechatronics Engineering Room 2 Rooms 200 m2 Good
23 FPAH Room 1 Room 150 m2 Good
24 Motorcycle Engineering Room 1 Room 200 m2 Good
2. Time of the Research
This research was carried out gradually in the even semester; the
academic year of 2014/ 2015. The phases of the research included
planning, implementing, analyzing data, and composing report phases.
They were described briefly in the following table:
Table 3.5 The Phases of the Research
48
NO PHASES MONTHS
2014 2015
XII I II III IV V VI
1 PLANNING
a. Finding Problem
b. Selecting Title
c. Composing Proposal, Chapter
I, and Chapter II
d. Surveying Place
e. Composing Instruments
2 IMPLEMENTING
a. Asking Permission to
Conduct Research
b. Collecting Data
3 ANALYZING DATA
4 COMPOSING REPORT
B. The Method of Research
This research is an experimental research. It aims to investigate
possible cause and effect relationships by exposing one or more experimental
groups to one or more treatment conditions and comparing the results to one
or more control groups not receiving the treatment (Isaac and Michael, 1984:
52). Specifically, the researcher wants to find out the effectiveness of CIRC
(Cooperative Integrated Reading and Composition) and PQ4R (Previewing,
Questioning, Reading, Reflecting, Reciting and Reviewing) method to
49
improve students’ reading comprehension in the tenth grade of SMK Negeri 3
Salatiga.
The researcher opted for the type of true-experimental research. The
type is often used in educational research because it ascertains equivalence of
experimental and control groups by random assignment of subjects to these
groups, and thus, controls the effects of extraneous variables. The design
implemented was the extension of Randomized Control-Group Pretest-
Posttest Design. The design was explained in the figure below:
Figure 3.1 The Randomized Control-Group Pretest-Posttest Design (Extended)
First Experimental Group (R1)
Second Experimental Group (R2)
Control Group (R3)
Source :Isaac, Stephen, and William B. Michael. 1984. Handbook in Research and Evaluation. California: EdITS Publishers.
The two experimental groups were divergent. The first group was
taught by CIRC method. Moreover, the second group was taught by PQ4R
method. Both of the methods hadnot been applied yet by the English teacher.
So, it was new methods to teach reading comprehension. The different
procedures in treating the two experimental groups were elaborated in the
table below:
Table 3.6 The Different Procedures in Treating the Two Experimental Groups
NO FIRST EXPERIMENTAL GROUP SECOND EXPERIMENTAL GROUP
1. Giving pre-test Giving pre-test
T1 Xa (Method a) T2
T1 Xb (Method b) T2
T1 T2
50
2. Calculation of the pre-test Calculation of the pre-test
3. Analysis of the pre-test Analysis of the pre-test
4. Treatment by CIRC method Treatment by PQ4R method
5. Giving post-test Giving post-test
6. Calculation of the post-test Calculation of the post-test
7. Analysis of the post-test Analysis of the post-test
8. Concluding the result of the finding Concluding the result of the finding
However, Isaac and Michael (1984: 66) explain that in this design,
conclusions can be reached about the differential effects of CIRC (method
a)and PQ4R (method b)without the control group. Therefore, the writer
decided not to use the control group which the two classes as experimental
groupsbecause of some reasons. The reasons were the limitation of time,
teaching opportunity, and available classes.
C. The Subject of Research
1. Population
Population is the entire objects or subjects in a region and fulfilling
certain requirements related with the research problems (Martono, 2011:
74). In addition, Sugiyono (2010: 117) describes population is the
generalization of area consisted of objects and subjects with certain quality
and characteristic which are determined by the researcher in order to be
learned and then deduced. Thus, it is not merely the total number of
51
objects or subjects but also the characteristic possessed by the objects or
subjects.
The population of this research was the whole tenth grade students
of SMK Negeri 3 Salatiga in the academic year of 2014/2015. They were
classified into five different skill programs; Mechatronics Engineering,
Welding Engineering, Autotronics Engineering, Motorcycle Engineering,
and Food Plant Agribusiness and Holticulture. Moreover, each skill
program was divided about three classes that each class consists of
approximately 36 students. The total population was 450 students.
2. Sample
Sample is the part of the quantity and characteristic owned by the
population. Researcher may doesn’t study all the population because of
inadequacy of fund, energy, and time. Therefore, sample can be used to
overcome the problems. However, it must be representative in order to
draw a conclusion generalized to the population (Sugiyono, 2010: 118).
There are four parameters to determine the representativeness of sample
such as (a) variability of population, (b) large of sample, (c) sampling
technique, and (d) accuracy in inserting the characteristics of population in
a sample (Suryabrata, 2003: 37).
The total sample in this research was 71 students. They came from
two classes of the tenth grade of SMK Negeri 3 Salatiga in the academic
year of 2014/ 2015. They were from middle and lower economic families.
Generally they had high motivation in studying English; particularly in
52
reading. However, they still had less reading comprehension. They had
lack of vocabulary and didn’t know appropriate methods in reading so
they had difficulty when comprehended a text. In this research, the
researcher would be the teacher.
3. Sampling Technique
Sampling technique is the technique to take a sample (Sugiyono,
2010: 118). Suryabrata (2003: 35) elucidates that sampling technique has
exceedingly important role to diminish the incorrectness of generalization
from sample to population in the research. The sample was taken in term
of cluster sampling technique. According to Suryabrata (2003: 36), cluster
sampling technique is very suitable to be used in a research relates with
students because the clusters are available as units in a population.
Otherwise, each individual in the population has equal chance of being
included in a sample so it can be used to produce representative samples.
In this case, a classroom is a cluster because it is a collective unit
composed of many single units (students). The researcher selected
randomly 2 clusters (2 classes) from the larger set of all clusters (15
clusters or 15 classes) in the population and included all the elements in
the selected clusters as the sample of this research. The first class as the
first experimental group was X MC (Motorcycle Engineering) 2 that
consisted of 36 students. The second class as the second experimental
group was X OT (Ototronics Engineering) 3 that consisted of 35 students.
53
The lists of students in the experimental classes were served in the
table below:
Table 3.7 The List of Students in the First Experimental Class (R1)
NO REG. NUMBER NAME GENDER
1 852311 Aditya Isha Mahendra Male
2 852312 Ahmad Adi Wijayanto Male
3 852314 Aldian Frista Yuniarta Male
4 852315 Aldy Arun Bahtiar Male
5 852316 Arif Budiman Male
6 852317 David Ariyanto Male
7 852318 David Maulana Male
8 852319 Deva Anggi Sofyan Male
9 852320 Elang Nusa Aji Shopan Male
10 852321 Fadtakur Rohman Male
11 852322 Fiyan Yulianto Male
12 852323 Joko Suseno Male
13 852324 Lilik Adi Saputra Male
14 852325 M. Irfan Rakha Ashari Male
15 852326 M. Andi Sulistyo Male
16 852327 Miftakhul Ma’arif Male
17 852328 Muhamad Mas'ud Shidiq Male
18 852329 Muhamad Rizqi Bayu A Male
19 852330 Muhamad Sub'hi Male
20 852331 Muhammad Afisal Male
21 852332 Muhammad Agung Nugroho Male
22 852333 Muhammad Alfarizi Male
54
Table 3.8 The List
of Students of the Second Experimental Class (R2)
23 852334 Muhammad Ari Setiaji Male
24 852335 Muhammad Arifin Male
25 852336 Muhammad Diki Muqrobi Male
26 852337 Muhammad Dwi Saputro Male
27 852338 Muhammad Miftahul Firdaus B. Male
28 852339 Nasech Hidayatullah Male
29 852340 Nino Arif Pratama Male
30 852341 Reni Adi Aji Prakoso Male
31 852342 Reno Susanto Male
32 852343 Septian Indianto Male
33 852344 Tangkas Trio Dewantara Male
34 852345 Wahyudi Male
35 852346 Wildan Agung Nugroho Male
36 852347 Zolatara Dika Wijaya Male
NO REG. NUMBER NAME GENDER
1 832160 Abdul Hakim Male
2 832161 Adi Saputro Male
3 832162 Andre Tio Fabia Male
4 832163 Andrian Dwi Nugroho Male
5 832164 Andryyas Hermawan Male
6 832165 Annas Nazarudin Male
7 832166 Ardi Maulana Saputra Male
8 832167 Bagas Supriyanto Male
9 832168 Dede Rizky P. Male
10 832169 Dimas Setyo Purnomo Male
55
D. T
h
e
T
e
c
h
niques of Collecting Data
1. Documentation
11 832170 Dimas Wicaksono Male
12 832171 Edi Hendrawan Male
13 832172 Eksan Susanto Male
14 832174 Galih Dio Putra Sani Male
15 832175 Ihsano Adi Pratama Male
16 832176 Irvan Joe Kristian Nenotek Male
17 832177 Ivaldo Toni Dirgantara Male
18 832178 Khoirul Iman Male
19 832179 M. Islah Sarik Male
20 832180 Milennia Elsya Fitri Female
21 832181 Mochamad Fajar Nur Arifianto Male
22 832182 Muhamad Mahbub Male
23 832183 Muhammad Alvine Choirul Umam Male
24 832184 Muhammad Faizal F. Male
25 832185 Muhammad Fikri Alfian Male
26 832186 Muhammad Haris Fuad Male
27 832187 Mukhamad Eko Cahyono Male
28 832188 Okto Galuh Andrian Male
29 832189 Randi Rahmawanto Male
30 832190 Ria Ratnasari Female
31 832191 Riawan Male
32 832193 Rizqi Arif Musyaddat Male
33 832194 Septa Abdi Nugroho Male
34 832195 Stefanus Adi Kurnia Male
35 832197 Zeva Septian Male
56
One of the methods of collecting data is documentation. Suharsimi
(2010: 274) proclaims that it is looking for data regarding with matters or
variables. Irawan through Sukandarrumidi (2004: 101) adds that document
is divided into two namely primary and secondary documents. It can be
record, transcript, book, newspaper, magazine, historic inscription,
meeting notation, agenda, video, photo etc. The method was used to know
SMK Negeri 3 Salatiga’s description, identity, vision, missions, and
curriculum. Besides that, it was applied to find out the profile of students,
teachers, staffs, and education facilities.
2. Observation
Sukandarumidi (2004: 69) states that observation is monitoring and
recording an object by means of the examined systematic phenomenon.
According to Sugiyono (2010: 203), it is applied if the research concerns
about humans behavior, activity process, nature condition, and if the
respondents observed are not too large. In addition, Marshall (1995) states
that through observation, the researcher learns about behavior and the
meaning attached to the behavior. It was fulfilled before and during the
research. The researcher observed the location, population, calendar
academic, and learning programs before doing the research. It was done
from February 16 up to February 18, 2015. In addition, the researcher
monitored during the learning process carried out from May 11 until May
31, 2015.In fact, the researcher was given three times meeting for two
57
classes. The time schedule of the meeting could be drawn in the following
table:
Table 3.9 The Time Schedule of the Meeting
NO Date (2015) Activities Place
1 May 11 Pretest for the 1st Experimental Group X MC2
2 May 13 Pretest for the 2nd Experimental Group X OT 3
3 May 18 Treatment for the 1st Experimental Group X MC 2
4 May 20 Treatment for the 2nd Experimental Group X OT 3
5 May 25 Posttest for the 1st Experimental Group X MC 2
6 May 27 Posttest for the 2nd Experimental Group X OT 3
The observation undertaken during the learning process was done
precisely when the methods; CIRC (Cooperative Integrated Reading and
Composition) and PQ4R (Previewing, Questioning, Reading, Reflecting,
Reciting and Reviewing) were implementing. The researcher taught the
students by herself in order to get more achievement from the methods.
Thus, she asked her partner as the observer while she was teaching. She
used a check list sheet contained some criterions about how the CIRC and
PQ4R methods were implemented. The following table described the
criterions of the observation:
Table 3.10 The Criterions of the Observation
NO CRITERIONS YES NO
1 Conducting a pre-test
2 Teaching learning process
58
a. Teacher prepares the material well
b. Teacher manages the students well
c. Teacher uses the time effectively
d. Teacher implements CIRC/ PQ4R method clearly
e. Teacher gives an evaluation after the lesson
f. Teacher asks and solves students’ difficulties
g. Students pay attention and understand to the
teacher’s explanation
h. Students are active during the learning process
i. Students apply the method well
j. Students follow the evaluation well
3 Conducting a post-test
The explanations of the teaching learning process in the table:
a. Teacher uses certain material recommended by the English teacher and
based on Curriculum 2013. Moreover, it is arranged structurally in the
Lesson Plan.
b. Teacher manages the students and the classroom condition well during
the teaching learning process.
c. Teacher maintain the time effectively during the lesson.
d. Teacher understands about the procedures to conduct CIRC or PQ4R
method. Consequently,the implementation of the method can be
understood by the students easily and clearly.
e. Teacher gives an evaluation to measure the students’ improvement.
59
f. Teacher asksthe students whether any difficulty or not. If any, she
solvestheir difficulty.
g. Students give some response such as proposing question, feedback or
comment after the teacher explains the material. In addition, they
answer questions in the exercise correctly.
h. Students are brave to present their idea in front of class.
i. Students carry out CIRC or PQ4R method effectively in groups.
j. Students finish the exercise by collaborating in groups. Besides that,
the result of doing the exercise improves.
3. Test
Aiken (1991) clarifies that test is an instrument to measure
students’behavior or performance. There were two kinds of test namely:
a. Pre-Test
Pre-test was used to evaluate the preparedness of students before CIRC
or PQ4R method implemented. The format of pre-test was multiple
choices that responded to the questions of given text.
b. Post-Test
Post-test was a test given to the students after CIRC or PQ4R method
implemented and often used in conjunction with the pretest. Besides
that, it was applied to measure the students’ achievement and the
effectiveness of method.The format of post-test was also multiple
choices that responded to the questions of given text similar to the pre-
test.
60
E. The Research Instrument
The instrument used in this research was written production test. The
items of the test were 25 questions of multiple choices. The texts were about
Song Review Text that adjusted to the topic of Learning through Songs.
Students had to comprehend the texts carefully then answer the questions
correctly. Maximum score for the test was 100 obtained from the following
formula:
S = × 100
Explanations:
S : Score
B : The Right Answers
N : The Total Items
The evaluation criteria were presented as follows:
Table 3.11 Evaluation Criteria
Classification Score Rating Category
Excellent 90 – 100 4 If the students answer almost the questions correctly
Good 70 – 89 3 If the students answer the questions with less errors
Good Enough 50 – 69 2 If the students answer the questions with enough errors
Poor ≥ 49 1 If the students answer almost the questions wrongly
F. The Technique of Analyzing Data
61
Data analysis is the activity realized after collecting data from all
respondents (Sugiyono, 2010: 207). Besides that, Lexy J. Moleong (2000) via
Hasan (2006: 29) states that data analysis is the process of arranging and
sequencing data into pattern, category, and base description unit so that can be
discovered a topic and formulated a hypothesis suggested by the data.
Grounded on Hasan (2006: 30), the purposes of data analysis are (1) to solve
the research problems, (2) to show a relationship among phenomena in the
research, (3) to give an answer toward hypothesis presented in the research,
and (4) to be an element in order to make conclusion as well as implication
and suggestion used to the further research policy.
In this research, the data was obtained from the result of pre-test and
post-test. They would be compared to enable the researcher analyzing the
significant differences between students’ reading comprehension taught by
CIRC and PQ4R methods. The type of data analysis used in this experimental
research was quantitative analysis. Hasan (2006: 30) defines quantitative
analysis is the analysis which uses quantitative analysis tools such as
mathematic, statistic, and econometric model. The result of analysis is served
into numeral form that will be explained and interpreted in a description.
The following steps are used in testing the hypothesis by T-test
technique:
1. Count the Mean by using the formula:
a. Pre-test of the first experimental group
X1 =∑
62
b. Pre-test of the second experimental group
X2 = ∑
c. Post-test of the first experimental group
Y1 = ∑
d. Post-test of the second experimental group
Y2 = ∑
Explanations:
X1 = Mean of students’ pre-test score in the first experimental group
X2 = Mean of students’ pre-test score in the second experimental group
Y1 = Mean of students’ post-test score in the first experimental group
Y2 = Mean of students’ post-test score in the second experimental group
∑X1 = Sum of students’ pre-test score in the first experimental group
∑X2 = Sum of students’ pre-test score in the second experimental group
∑Y1 = Sum of students’ post-test score in the first experimental group
∑Y2 = Sum of students’ post-test score in the second experimental group
N = Total number of students
2. Calculate the Standard Deviation by using the formula:
SD =∑ − ∑ 2
63
Explanations:
SD = Standard Deviation
∑d = Total differences between pre-test and post-test
N = Total number of students
3. Compute the Standard Error of Mean Difference by using the formula:
SEME =√
Explanations:
SEME = Standard Error of Mean Difference
SD = Standard Deviation
N = Total number of students
4. Figure out the T-test by using the formula:
to =
∑
√
Explanations:
to = T-Test
∑d = Total differences between pre-test and post-test
SD = Standard Deviation
N = Total number of students
64
G. The Statistical Hypothesis
Sugiyono (2010: 97) asserts that statistical hypothesis exists if the
research works with a sample. Therefore, if the research does not use sample,
there is no statistical hypothesis. In this research, the statistical hypothesis
states that “There is significance difference of students’ reading
comprehension between those taught by CIRC and PQ4R methods in the 10th
Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015”.
CHAPTER IV
ANALYSIS AND DISCUSSION
A. Data Presentation
1. Pre-Test
The researcher employed two kinds of test. They were Pre-test and
Post-test. Pre-test was applied before the treatment. It was used to evaluate
the preparedness of students dealt with reading comprehension for
particular textbefore CIRC or PQ4R methods implemented. The scores
obtained from the Pre-test were as follows:
Table 4.1 The Pre-test Scores of the First Experimental Class
NO NAME PRE-TEST SCORE
1 ADITYA ISHA MAHENDRA 76
65
2 AHMAD ADI WIJAYANTO 48
3 ALDIAN FRISTA YUNIARTA 72
4 ALDY ARUN BAHTIAR 52
5 ARIF BUDIMAN 48
6 DAVID ARIYANTO 76
7 DAVID MAULANA 52
8 DEVA ANGGI SOFYAN 80
9 ELANG NUSA AJI SHOPAN 64
10 FADTAKUR ROHMAN 80
11 FIYAN YULIANTO 58
12 JOKO SUSENO 68
13 LILIK ADI SAPUTRA 60
14 M. IRFAN RAKHA ASHARI 52
15 M. ANDI SULISTYO 80
16 MIFTAKHUL MA’ARIF 44
17 MUHAMAD MAS'UD SHIDIQ 28
18 MUHAMAD RIZQI BAYU A 68
19 MUHAMAD SUB'HI 68
20 MUHAMMAD AFISAL 60
21 MUHAMMAD AGUNG NUGROHO 64
22 MUHAMMAD ALFARIZI 60
23 MUHAMMAD ARI SETIAJI 68
24 MUHAMMAD ARIFIN 68
25 MUHAMMAD DIKI MUQROBI 76
26 MUHAMMAD DWI SAPUTRO 76
27 MUHAMMAD MIFTAHUL FIRDAUS B. 56
28 NASECH HIDAYATULLAH 44
66
29 NINO ARIF PRATAMA 60
30 RENI ADI AJI PRAKOSO 72
31 RENO SUSANTO 64
32 SEPTIAN INDIANTO 60
33 TANGKAS TRIO DEWANTARA 76
34 WAHYUDI 60
35 WILDAN AGUNG NUGROHO 52
36 ZOLATARA DIKA WIJAYA 80
TOTAL 2270
AVERAGE 63.06
The table 4.1 demonstrated the pre-test scores of students’ reading
comprehension in the first experimental group. The test was pursued by 36
respondents. The average of the scores was 63.06. According to the
evaluation criteria, the average was classified as good enough that the
highest score was 80 and the lowest score was 28.
Table 4.2 The Pre-test Scores of the Second Experimental Class
NO NAME PRE-TEST SCORE
1 ABDUL HAKIM 80
2 ADI SAPUTRO 56
3 ANDRE TIO FABIA 68
4 ANDRIAN DWI NUGROHO 68
5 ANDRYYAS HERMAWAN 64
6 ANNAS NAZARUDIN 44
7 ARDI MAULANA SAPUTRA 68
67
8 BAGAS SUPRIYANTO 76
9 DEDE RIZKY P. 52
10 DIMAS SETYO PURNOMO 44
11 DIMAS WICAKSONO 76
12 EDI HENDRAWAN 68
13 EKSAN SUSANTO 28
14 GALIH DIO PUTRA SANI 52
15 IHSANO ADI PRATAMA 72
16 IRVAN JOE KRISTIAN NENOTEK 60
17 IVALDO TONI DIRGANTARA 88
18 KHOIRUL IMAN 88
19 M. ISLAH SARIK 60
20 MILENNIA ELSYA FITRI 72
21 MOCHAMAD FAJAR NUR ARIFIANTO 76
22 MUHAMAD MAHBUB 48
23 MUHAMMAD ALVINE CHOIRUL UMAM 76
24 MUHAMMAD FAIZAL F. 52
25 MUHAMMAD FIKRI ALFIAN 40
26 MUHAMMAD HARIS FUAD 68
27 MUKHAMAD EKO CAHYONO 60
28 OKTO GALUH ANDRIAN 60
29 RANDI RAHMAWANTO 56
30 RIA RATNASARI 68
31 RIAWAN 64
32 RIZQI ARIF MUSYADDAT 68
33 SEPTA ABDI NUGROHO 72
34 STEFANUS ADI KURNIA 52
68
35 ZEVA SEPTIAN 44
TOTAL 2188
AVERAGE 62,51
The table 4.2 designated the pre-test scores of students’ reading
comprehension in the second experimental group. The test was pursued by
35 respondents. The average of the scores was 62.51. According to the
evaluation criteria, the average was classified as good enough that the
highest score was 88 and the lowest score was 28.
2. Post-Test
Post-test was a test given to the students after CIRC or PQ4R
method implemented and often used in conjunction with the pretest.
Besides that, it was applied to measure the students’ achievement and the
effectiveness of method. The scores acquired from the Post-test were as
follows:
Table 4.3 The Post-test Scores of the First Experimental Class
NO NAME POST-TEST SCORE
1 ADITYA ISHA MAHENDRA 84
2 AHMAD ADI WIJAYANTO 72
3 ALDIAN FRISTA YUNIARTA 64
4 ALDY ARUN BAHTIAR 88
5 ARIF BUDIMAN 84
69
6 DAVID ARIYANTO 80
7 DAVID MAULANA 84
8 DEVA ANGGI SOFYAN 92
9 ELANG NUSA AJI SHOPAN 92
10 FADTAKUR ROHMAN 68
11 FIYAN YULIANTO 78
12 JOKO SUSENO 88
13 LILIK ADI SAPUTRA 80
14 M. IRFAN RAKHA ASHARI 76
15 M. ANDI SULISTYO 92
16 MIFTAKHUL MA’ARIF 84
17 MUHAMAD MAS'UD SHIDIQ 56
18 MUHAMAD RIZQI BAYU A 80
19 MUHAMAD SUB'HI 76
20 MUHAMMAD AFISAL 84
21 MUHAMMAD AGUNG NUGROHO 80
22 MUHAMMAD ALFARIZI 80
23 MUHAMMAD ARI SETIAJI 80
24 MUHAMMAD ARIFIN 88
25 MUHAMMAD DIKI MUQROBI 96
26 MUHAMMAD DWI SAPUTRO 68
27 MUHAMMAD MIFTAHUL FIRDAUS B. 88
28 NASECH HIDAYATULLAH 84
29 NINO ARIF PRATAMA 92
30 RENI ADI AJI PRAKOSO 88
31 RENO SUSANTO 80
32 SEPTIAN INDIANTO 80
70
33 TANGKAS TRIO DEWANTARA 72
34 WAHYUDI 84
35 WILDAN AGUNG NUGROHO 84
36 ZOLATARA DIKA WIJAYA 96
TOTAL 2942
AVERAGE 81.72
The table 4.3 pointed out the post-test scores of students’ reading
comprehension in the first experimental group. The test was pursued by 36
respondents. The average of the scores increased that was from 63.06 to
81.72. Based on the evaluation criteria, the average was classified as good.
Table 4.4
The Post-test Scores of the Second Experimental Class
NO NAME POST-TEST SCORE
1 ABDUL HAKIM 68
2 ADI SAPUTRO 76
3 ANDRE TIO FABIA 72
4 ANDRIAN DWI NUGROHO 72
5 ANDRYYAS HERMAWAN 72
6 ANNAS NAZARUDIN 88
7 ARDI MAULANA SAPUTRA 84
8 BAGAS SUPRIYANTO 84
9 DEDE RIZKY P. 72
10 DIMAS SETYO PURNOMO 72
11 DIMAS WICAKSONO 84
12 EDI HENDRAWAN 72
71
13 EKSAN SUSANTO 32
14 GALIH DIO PUTRA SANI 64
15 IHSANO ADI PRATAMA 76
16 IRVAN JOE KRISTIAN NENOTEK 64
17 IVALDO TONI DIRGANTARA 100
18 KHOIRUL IMAN 96
19 M. ISLAH SARIK 72
20 MILENNIA ELSYA FITRI 68
21 MOCHAMAD FAJAR NUR ARIFIANTO 80
22 MUHAMAD MAHBUB 78
23 MUHAMMAD ALVINE CHOIRUL UMAM 84
24 MUHAMMAD FAIZAL F. 72
25 MUHAMMAD FIKRI ALFIAN 68
26 MUHAMMAD HARIS FUAD 72
27 MUKHAMAD EKO CAHYONO 68
28 OKTO GALUH ANDRIAN 72
29 RANDI RAHMAWANTO 72
30 RIA RATNASARI 92
31 RIAWAN 76
32 RIZQI ARIF MUSYADDAT 76
33 SEPTA ABDI NUGROHO 64
34 STEFANUS ADI KURNIA 68
35 ZEVA SEPTIAN 64
TOTAL 2594
AVERAGE 74.11
72
The table 4.4 showed the post-test scores of students’ reading
comprehension in the second experimental group. The test was pursued by
35 respondents. The average of the scores raised that was from 62.51 to
74.11. Based on the evaluation criteria, the average was classified as good.
B. Distribution of Rank
1. The First Experimental Class
Table 4.5 Distribution of Pre-test Rank in the First Experimental Class
NO NAME SCORE 4 3 2 1
1 ADITYA ISHA MAHENDRA 76 √
2 AHMAD ADI WIJAYANTO 48 √
3 ALDIAN FRISTA YUNIARTA 72 √
4 ALDY ARUN BAHTIAR 52 √
5 ARIF BUDIMAN 48 √
6 DAVID ARIYANTO 76 √
7 DAVID MAULANA 52 √
8 DEVA ANGGI SOFYAN 80 √
9 ELANG NUSA AJI SHOPAN 64 √
10 FADTAKUR ROHMAN 80 √
11 FIYAN YULIANTO 58 √
12 JOKO SUSENO 68 √
13 LILIK ADI SAPUTRA 60 √
14 M. IRFAN RAKHA ASHARI 52 √
15 M. ANDI SULISTYO 80 √
16 MIFTAKHUL MA’ARIF 44 √
73
17 MUHAMAD MAS'UD SHIDIQ 28 √
18 MUHAMAD RIZQI BAYU A 68 √
19 MUHAMAD SUB'HI 68 √
20 MUHAMMAD AFISAL 60 √
21 MUHAMMAD AGUNG NUGROHO 64 √
22 MUHAMMAD ALFARIZI 60 √
23 MUHAMMAD ARI SETIAJI 68 √
24 MUHAMMAD ARIFIN 68 √
25 MUHAMMAD DIKI MUQROBI 76 √
26 MUHAMMAD DWI SAPUTRO 76 √
27 MUHAMMAD MIFTAHUL FIRDAUS B. 56 √
28 NASECH HIDAYATULLAH 44 √
29 NINO ARIF PRATAMA 60 √
30 RENI ADI AJI PRAKOSO 72 √
31 RENO SUSANTO 64 √
32 SEPTIAN INDIANTO 60 √
33 TANGKAS TRIO DEWANTARA 76 √
34 WAHYUDI 60 √
35 WILDAN AGUNG NUGROHO 52 √
36 ZOLATARA DIKA WIJAYA 80 √
Notes :
4 : Excellent 2 : Good Enough
3 : Good 1 : Poor
74
The table 4.5 demonstrated distribution of pre-test rank in the first
experimental class. There were 36 respondents pursued the test before
accepted the treatment. Most of them got good enough scores.
Table 4.6 Classification of Respondents’ Reading Comprehension in Pre-Test
Classification Score Rating Frequency Percentages
Excellent 90 – 100 4 0 0 %
Good 70 – 89 3 11 30 %
Good Enough 50 – 69 2 20 56 %
Poor ≥ 49 1 5 14 %
TOTAL 36 100 %
The table 4.6 pointed out classification of respondents’ reading
comprehension in pre-test of the first experimental class. From 36
respondents, there were 5 respondents (14 %) got poor scores, 20
respondents (56 %) obtained good enough scores, and 11 respondents (30
%) gained good score.
Table 4.7 Distribution of Post-test Rank in the First Experimental Class
NO NAME SCORE 4 3 2 1
1 ADITYA ISHA MAHENDRA 84 √
2 AHMAD ADI WIJAYANTO 72 √
3 ALDIAN FRISTA YUNIARTA 64 √
4 ALDY ARUN BAHTIAR 88 √
5 ARIF BUDIMAN 84 √
6 DAVID ARIYANTO 80 √
75
7 DAVID MAULANA 84 √
8 DEVA ANGGI SOFYAN 92 √
9 ELANG NUSA AJI SHOPAN 92 √
10 FADTAKUR ROHMAN 68 √
11 FIYAN YULIANTO 78 √
12 JOKO SUSENO 88 √
13 LILIK ADI SAPUTRA 80 √
14 M. IRFAN RAKHA ASHARI 76 √
15 M. ANDI SULISTYO 92 √
16 MIFTAKHUL MA’ARIF 84 √
17 MUHAMAD MAS'UD SHIDIQ 56 √
18 MUHAMAD RIZQI BAYU A 80 √
19 MUHAMAD SUB'HI 76 √
20 MUHAMMAD AFISAL 84 √
21 MUHAMMAD AGUNG NUGROHO 80 √
22 MUHAMMAD ALFARIZI 80 √
23 MUHAMMAD ARI SETIAJI 80 √
24 MUHAMMAD ARIFIN 88 √
25 MUHAMMAD DIKI MUQROBI 96 √
26 MUHAMMAD DWI SAPUTRO 68 √
27 MUHAMMAD MIFTAHUL FIRDAUS B. 88 √
28 NASECH HIDAYATULLAH 84 √
29 NINO ARIF PRATAMA 92 √
30 RENI ADI AJI PRAKOSO 88 √
31 RENO SUSANTO 80 √
32 SEPTIAN INDIANTO 80 √
33 TANGKAS TRIO DEWANTARA 72 √
76
34 WAHYUDI 84 √
35 WILDAN AGUNG NUGROHO 84 √
36 ZOLATARA DIKA WIJAYA 96 √
The table 4.7 pointed out distribution of post-test rank in the first
experimental class. The score surprisingly develops. There are some
students got excellent scores in the post-test that weren’t attained in the
pre-test. Most of them attained good scores. Moreover, there is no student
who achieved poor score.
Table 4.8
Classification of Respondents’ Reading Comprehension in Post-Test
Classification Score Rating Frequency Percentages
Excellent 90 – 100 4 6 17 %
Good 70 – 89 3 26 72 %
Good Enough 50 – 69 2 4 11 %
Poor ≥ 49 1 0 0 %
TOTAL 36 100 %
The table 4.8 designated classification of respondents’ reading
comprehension in post-test of the first experimental class. From 36
respondents, there were no respondent (0 %) achieved poor score, 4
Notes :
4 : Excellent 2 : Good Enough
3 : Good 1 : Poor
77
respondents (11 %) obtained good enough scores, 26 respondents (72 %)
gained good scores, and 6 respondents (17 %) got excellent scores.
2. The Second Experimental Class
Table 4.9 Distribution of Pre-Test Rank in the Second Experimental Class
NO NAME SCORE 4 3 2 1
1 ABDUL HAKIM 80 √
2 ADI SAPUTRO 56 √
3 ANDRE TIO FABIA 68 √
4 ANDRIAN DWI NUGROHO 68 √
5 ANDRYYAS HERMAWAN 64 √
6 ANNAS NAZARUDIN 44 √
7 ARDI MAULANA SAPUTRA 68 √
8 BAGAS SUPRIYANTO 76 √
9 DEDE RIZKY P. 52 √
10 DIMAS SETYO PURNOMO 44 √
11 DIMAS WICAKSONO 76 √
12 EDI HENDRAWAN 68 √
13 EKSAN SUSANTO 28 √
14 GALIH DIO PUTRA SANI 52 √
15 IHSANO ADI PRATAMA 72 √
16 IRVAN JOE KRISTIAN NENOTEK 60 √
17 IVALDO TONI DIRGANTARA 88 √
18 KHOIRUL IMAN 88 √
19 M. ISLAH SARIK 60 √
20 MILENNIA ELSYA FITRI 72 √
21 MOCHAMAD FAJAR NUR ARIFIANTO 76 √
78
22 MUHAMAD MAHBUB 48 √
23 MUHAMMAD ALVINE CHOIRUL UMAM 76 √
24 MUHAMMAD FAIZAL F. 52 √
25 MUHAMMAD FIKRI ALFIAN 40 √
26 MUHAMMAD HARIS FUAD 68 √
27 MUKHAMAD EKO CAHYONO 60 √
28 OKTO GALUH ANDRIAN 60 √
29 RANDI RAHMAWANTO 56 √
30 RIA RATNASARI 68 √
31 RIAWAN 64 √
32 RIZQI ARIF MUSYADDAT 68 √
33 SEPTA ABDI NUGROHO 72 √
34 STEFANUS ADI KURNIA 52 √
35 ZEVA SEPTIAN 44 √
The table 4.9 showed distribution of pre-test rank in the second
experimental class. There were 35 respondents who pursued the test. They
carried out the test before accepted the treatment. The result was most of
them achieved good enough scores.
Table 4.10 Classification of Respondents’ Reading Comprehension in Pre-Test
Notes :
4 : Excellent 2 : Good Enough
3 : Good 1 : Poor
79
Classification Score Rating Frequency Percentages
Excellent 90 – 100 4 0 0 %
Good 70 – 89 3 10 29 %
Good Enough 50 – 69 2 19 54 %
Poor ≥ 49 1 6 17 %
TOTAL 35 100 %
The table 4.10 showed classification of respondents’ reading
comprehension in pre-test of the second experimental class. From all
respondents, there were 6 respondents (17%) got poor scores, 19
respondents (54 %) got good enough scores, and 10 respondents (29 %)
got good scores.
Table 4.11 Distribution of Post-Test Rank in the Second Experimental Class
NO NAME SCORE 4 3 2 1
1 ABDUL HAKIM 68 √
2 ADI SAPUTRO 76 √
3 ANDRE TIO FABIA 72 √
4 ANDRIAN DWI NUGROHO 72 √
5 ANDRYYAS HERMAWAN 72 √
6 ANNAS NAZARUDIN 88 √
7 ARDI MAULANA SAPUTRA 84 √
8 BAGAS SUPRIYANTO 84 √
80
9 DEDE RIZKY P. 72 √
10 DIMAS SETYO PURNOMO 72 √
11 DIMAS WICAKSONO 84 √
12 EDI HENDRAWAN 72 √
13 EKSAN SUSANTO 32 √
14 GALIH DIO PUTRA SANI 64 √
15 IHSANO ADI PRATAMA 76 √
16 IRVAN JOE KRISTIAN NENOTEK 64 √
17 IVALDO TONI DIRGANTARA 100 √
18 KHOIRUL IMAN 96 √
19 M. ISLAH SARIK 72 √
20 MILENNIA ELSYA FITRI 68 √
21 MOCHAMAD FAJAR NUR ARIFIANTO 80 √
22 MUHAMAD MAHBUB 78 √
23 MUHAMMAD ALVINE CHOIRUL UMAM 84 √
24 MUHAMMAD FAIZAL F. 72 √
25 MUHAMMAD FIKRI ALFIAN 68 √
26 MUHAMMAD HARIS FUAD 72 √
27 MUKHAMAD EKO CAHYONO 68 √
28 OKTO GALUH ANDRIAN 72 √
29 RANDI RAHMAWANTO 72 √
30 RIA RATNASARI 92 √
31 RIAWAN 76 √
32 RIZQI ARIF MUSYADDAT 76 √
33 SEPTA ABDI NUGROHO 64 √
34 STEFANUS ADI KURNIA 68 √
35 ZEVA SEPTIAN 64 √
81
The table 4.11 showed distribution of post-test rank of reading
comprehension in the second experimental class. There were 35
respondents pursued the test. The result was most of them got good scores.
Table 4.12 Classification of Respondents’ Reading Comprehension in Post-Test
Classification Score Rating Frequency Percentages
Excellent 90 – 100 4 3 8 %
Good 70 – 89 3 22 63 %
Good Enough 50 – 69 2 9 26 %
Poor ≥ 49 1 1 3 %
TOTAL 35 100 %
The table 4.12 showed classification of respondents’ reading
comprehension in post-test of the second experimental class. From all
respondents, there were 1 respondent (3 %) got poor scores, 9 respondents
(26 %) got good enough scores, 22 respondents (63 %) got good scores,
and 3 respondents (8 %) got excellent scores.
C. Data Analysis
The writer had made table of respondents’ pre-test and post-test.
The writer also calculated mean of pre-test and post-test and significant
Notes :
4 : Excellent 2 : Good Enough
3 : Good 1 : Poor
82
standard 5%. The writer did this calculation to know respondents’
significant improvement in reading comprehension. It was shown in the
table below:
Table 4.13 Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test
(The First Experimental Class)
No Respondent Variable X1
(Pre-Test)
Variable Y1
(Post-Test) D1=(Y1-X1) D1 =( Y1-X1)2
1 R1 76 84 8 64
2 R2 48 72 24 576
3 R3 72 64 -8 64
4 R4 52 88 36 1296
5 R5 48 84 36 1296
6 R6 76 80 4 16
7 R7 52 84 32 1024
8 R8 80 92 12 144
9 R9 64 92 28 784
10 R10 80 68 -12 144
11 R11 58 78 20 400
12 R12 68 88 20 400
13 R13 60 80 20 400
14 R14 52 76 24 576
15 R15 80 92 12 144
16 R16 44 84 40 1600
17 R17 28 56 28 784
18 R18 68 80 12 144
19 R19 68 76 8 64
83
20 R20 60 84 24 576
21 R21 64 80 16 256
22 R22 60 80 20 400
23 R23 68 80 12 144
24 R24 68 88 20 400
25 R25 76 96 20 400
26 R26 76 68 -8 64
27 R27 56 88 32 1024
28 R28 44 84 40 1600
29 R29 60 92 32 1024
30 R30 72 88 16 256
31 R31 64 80 16 256
32 R32 60 80 20 400
33 R33 76 72 -4 16
34 R34 60 84 24 576
35 R35 52 84 32 1024
36 R36 80 96 16 256
N =36 D = 672 D = 18592
Table 4.14
Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test (The Second Experimental Class)
No Respondent Variable X2
(Pre-Test)
Variable Y2
(Post-Test) D = (Y2-X2) D2 = ( Y2-X2)2
1 R1 80 68 -12 144
2 R2 56 76 20 400
3 R3 68 72 4 16
4 R4 68 72 4 16
84
5 R5 64 72 8 64
6 R6 44 88 44 1936
7 R7 68 84 16 256
8 R8 76 84 8 64
9 R9 52 72 20 400
10 R10 44 72 28 784
11 R11 76 84 8 64
12 R12 68 72 4 16
13 R13 28 32 4 16
14 R14 52 64 12 144
15 R15 72 76 4 16
16 R16 60 64 4 16
17 R17 88 100 12 144
18 R18 88 96 8 64
19 R19 60 72 12 144
20 R20 72 68 -4 16
21 R21 76 80 4 16
22 R22 48 78 30 900
23 R23 76 84 8 64
24 R24 52 72 20 400
25 R25 40 68 28 784
26 R26 68 72 4 16
27 R27 60 68 8 64
28 R28 60 72 12 144
29 R29 56 72 16 256
30 R30 68 92 24 576
31 R31 64 76 12 144
85
32 R32 68 76 8 64
33 R33 72 64 -8 64
34 R34 52 68 16 256
35 R35 44 64 20 400
N = 35 D = 406 D = 8868
1. Mean
a. The First Experimental Class
Based on the data from table 4.13, the writer calculated pre-
test and post-test Meanof the first experimentalclass as follows:
1) Pre-test Mean
X1 =∑
X1 =
X1 = 63.06
2) Post-test Mean
Y1 = ∑
Y1 =
Y1 = 81.72
b. The Second Experimental Class
86
Based on the data from table 4.14, the writer calculated pre-
test and post-test Meanof the second experimentalclass as follows:
1) Pre-test Mean
X2 = ∑
X2 =
X2 = 62.51
2) Post-test Mean
Y2 = ∑
Y2 =
Y2 = 74.11
After given different treatments, the two classes carried out a
post-test. The mean of post-test score in the first experimental class
was 81.72, whereas, the mean of post-test score in the second
experimental class was 74.11. Based on the result, the writer inferred
that the post-test mean of the first class was higher than the second
class. It meant that teaching reading by CIRC method was proved
having better result in reading comprehension than teaching reading by
PQ4R method.
2. Standard Deviation
a. The First Experimental Class
87
Based on the data from table 4.13, the writer calculated pre-
test and post-test Standard Deviation of the first experimentalclass
as follows:
SD1 = ∑ − ∑ 2
= − 2
= 516.44− [18.67]2
= √516.44− 348.57
= √167.87
= 12.96
b. The Second Experimental Class
Based on the data from table 4.14, the writer calculated pre-
test and post-test Standard Deviation of the second experimental
class as follows:
SD2 = ∑ − ∑ 2
= − 2
= 253.37− [11.6]2
= √253.37− 134.56
88
= √118.81
= 10.9
3. Standard Error of Mean Difference
After calculated Standard Deviation, the writer computed
Standard Error of Mean Difference as follows:
a. The First Experimental Class
SEME = √
SEME = .
√
SEME = .
√
SEME = .
,
SEME = 2.19
b. The Second Experimental Class
SEME = √
SEME = .
√
SEME = .
√
SEME = .
.
89
SEME = 1.87
4. T-test
After calculated Standard Error of Mean Difference, the writer
computed T-test as follows:
a. The First Experimental Class
to1 =
∑
√
to1 = .√
to1 = ..
√
to1 = ..
.
to1 = .
.
to1 = 8.525
b. The Second Experimental Class
to2 =
∑
√
90
to2 = .√
to2 = .,
√
to2 = ..
.
to2 = .
.
to2 = 6.203
Based on the t-test calculations above, the writer obtained a t-
test for the first experimental class was 8.525 and for the second
experimental class was 6.203. It meant that t-test of the first
experimental class was higher than t-test of the second experimental
class. Briefly, the improvement of reading comprehension through
CIRC method was higher than PQ4R method.
5. T-table
After calculated T-test, the writer compared the T-table
(significant level 5 %) and T-test as follows:
a. The First Experimental Class
Df = n – 1
Df = 36 – 1
91
Df = 35
T-table vs. T-test
2.030 ≤ 8.525
b. The Second Experimental Class
Df = n – 1
Df = 35 – 1
Df = 34
T-table vs. T-test
2.032 ≤ 6.203
Based on the t-table and t-test comparisons above, the first
experimental class showed that tt was 2.030 and to was 8.525. The
significance difference between tt and to was 6.495. In the other hand,
the second experimental class pointed out that tt was 2.032 and to was
6.203. The significance difference between tt and to was 4.171. The
writer assumed that null hypothesis (Ho) was rejected and alternative
hypothesis (Ha) was accepted. Therefore, the conclusion is “There is
significance difference of students’ reading comprehension between
those taught by CIRC and PQ4R methods in the 10th Grade of SMK N
3 Salatiga in the Academic Year of 2014/2015”.
D. Discussion
Based on the data analysis, the writer was able to clarify that there was
an improvement of students’ reading comprehension in the tenth grade of
92
SMK N 3 Salatiga. It was clearly shown on the result of the research that was
summarized in the following table:
Table 4.15 The Result of the Research
No Result First Experimental Class
(CIRC)
Second Experimental Class
(PQ4R)
1 Mean of:
a. Pre-test
b. Post-test
63.06
81.72
62.51
74.11
2 Standard Deviation 12.96 10.9
3 Standard Error of Mean
Difference
2.19 1.87
4 T-table vs. T-test 2.030 ≤ 8.525 2.032 ≤ 6.203
The writer discovered some differences of the students’
condition when implementing CIRC and PQ4R methods. One of them
was students’ motivation. Students taught by CIRC were more
enthusiastic when carried out a reading comprehension exercise
instead of them taught by PQ4R. It was because the students had group
interaction and discussion that greatly enhanced their motivation. The
fact was in line with Slavin (2010: 200) opinion about CIRC that the
students would be more motivated by working in a team.
The second difference was students’ activeness. CIRC method
could make the students more active in the reading class than PQ4R
method. The active cooperation and exploration aroused their
involvement in the series activities to improve their reading
93
comprehension. The fact was in line with Gupta & Pasrija (2011) via
Gupta & Ahuja (2014: 39), cooperative learning was an efficient
technique to convert students into active learners in classrooms and it
made teaching-learning more satisfying, momentous, enjoyable, and
effective. It was also supported by the reading exercise that
encouraged them to be active in finding the best answers. Besides that,
they cooperatively prepared the group’s presentation.
The third difference was students’ achievement. CIRC method
was found more effective than PQ4R method in improving the
students’ reading comprehension achievement. Gupta & Ahuja (2014:
39) elucidated that in CIRC, students were taught in reading groups,
then worked on a series of cooperative activities included partner
reading, making predictions, identification of characters, settings,
problems and problem solutions, summarization, vocabulary, spelling
and reading comprehension exercises. In addition, it helped the
students who weren’t able to understand what teacher was explaining
or they who hesitated to ask again. In groups, they could get
explanation in simple words from the team members.
In the other hand, students had to solve their problem
independently when they followed the PQ4R steps (Preview, Question,
Read, Reflect, Recite, and Review). The problems arose were they
hadn’t been prepared to follow the steps, didn’t know the meaning of
difficult words, and felt difficult to formulate questions or summarize
94
what they had read. After compared between CIRC and PQ4R
methods, it could be inferred that students would have better
achievement when they worked in the teams.
The writer found that the result of the experimental research
was significant with the theory of CIRC (Cooperative Integrated
Reading and Composition). The facts verified the theory used in the
research. It was true that CIRC was able to improve the students’
reading comprehension.
CHAPTER V
CLOSURE
A. Conclusion
The writer presents the conclusion of this research which is entitled
“The Effectiveness of CIRC and PQ4R Methods to Improve Students’ Reading
Comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year
of 2014/2015”, after conducting the research, presenting the data, analyzing
the data and discussing the result in the previouschapter. Based on the data
analysis, it can be concluded as follows:
95
1. The difference between CIRC and PQ4R methods to improve
students’ reading comprehension in the 10th grade of SMK N 3
Salatiga in the Academic Year of 2014/2015
Chapter IV showed the calculation of means between pre-test and
post-test of the first experimental class taught by CIRC (Cooperative
Integrated Reading and Composition) method. The mean of the students’
pre-test was 63.06, whereas,the mean of the students’ post-test was 81.72.
The mean of post-test was higher than the mean of pre-test. The difference
between the students’ pre-test and post-test means taught by CIRC method
was 18.66.
Chapter IV also pointed out the calculation of means between pre-
test and post-test of the second experimental class taught by PQ4R
(Preview, Question, Read, Reflect, Recite, and Review) method. The mean
of the students’ pre-test was 62.51, while, the mean of the students’ post-
test was 74.11. The mean of post-test was also higher than the mean of
pre-test. The difference between the students’ pre-test and post-test means
taught by PQ4R method was 11.6.
Therefore, CIRC and PQ4R methods are different because the
mean of CIRC method is higher than the mean of PQ4R method.
2. The significant difference between CIRC and PQ4R methods to improve
students’ reading comprehension in the 10th grade of SMK N 3
Salatiga in the Academic Year of 2014/2015
96
Chapter IV indicated the calculation of t-test in the first
experimental class taught by CIRC method. The hypothesis was tested by
using t-test formula that was comparing the scores between pre-test and
post-test. The result of t-test was 8.525. Meanwhile, the critical value for
rejecting the null hypothesis at level of significance 5% with degree of
freedom (df) 35 was 2.030. The significant difference between t-test and t-
table was 6.495. It meant that t-value was higher than critical value (8.525
≥ 2.030). The result showed that there was very significant difference of
the students’ t-testtaught by CIRC method.
Chapter IV designated the calculation of t-test in the second
experimental class taught by PQ4R method. The hypothesis was tested by
using t-test formula that was comparing the scores of pre-test and post-test.
The result of t-test was 6.203. Meanwhile, the critical value for rejecting
the null hypothesis at level of significance 5% with degree of freedom (df)
34 was 2.032. The significant difference between t-test and t-table was
4.171. It meant that t-value was higher than critical value (6.203 ≥ 2.032).
The result showed that there was significant difference of the students’ t-
testtaught by PQ4R method.
Thus, CIRC method is very significant than PQ4R method because
the significant difference between t-test and t-table of CIRC method is
higher than PQ4R method.
B. Suggestions
97
Based on the research findings, there are some suggestions which are
addressed to teachers, students, and other researchers.
1. For Teachers
a. In order to improve the students’ reading comprehension in the school,
English teachers are suggested to apply CIRC method in the class.
b. Teachers are suggested to be more creative and innovative in carrying
out an effective language teaching which engages the students actively
in the class, so they don’t get difficulty; especially in reading
comprehension.
2. For Students
a. Students are suggested to implementCIRC method in reading.
b. Students are suggested to cooperate and be active in implementing the
method, so their comprehension will improve.
3. For other researchers
a. The result of the study only confirms the hypothesis, but it does not
prove that something is absolutely true at all the time. Moreover, the
research needs improvement of thought for further studies.
b. The findings of the study hopefully will be employed as starting point
of the future studies on similar topics.
98
REFERENCES Arikunto, Suharsimi. 2005. Manajemen Penelitian. Jakarta: Rineka Cipta. Astika, Gusti. 2007. Readings in Language Teaching and Research. Salatiga:
Widya Sari Press. Blachowicz, Camille, and Donna Ogle. 2008. Reading Comprehension: Strategies
for Independent Learners. New York: The Guilford Press. Bull, Victoria (Ed.). 2008. Oxford Learner‘s Pocket Dictionary. New York:
Oxford University Press. Daiek, Deborah, and Nancy Anter. 2004. Critical Reading for College and
Beyond. New York: McGraw-Hill. Dallmann, Martha, et al. 1982. The Teaching of Reading.Canada: CBS College
Publishing. Dechant, Emerald V. 1982. Improving the Teaching of Reading: Third
Edition.New Jersey: Prentice-Hall, Inc. Direktorat Jendral Pendidikan Menengah. 2013. Data Pokok PSMK 2013. Jakarta:
Kementerian Pendidikan dan Kebudayaan. Durukan, Erhan. 2011. Effects of Cooperative Integrated Reading and
Composition (CIRC) Technique on Reading-Writing Skills. Educational Research and Reviews, (Online), Vol. 6(1), pp. 102-109, (http://www.academicjournals.org, accessed November 18, 2014).
99
Emzir. 2010. Metodologi Penelitian Pendidikan: Kuantitatif & Kualitatif. Jakarta:
Rajawali Pers. Grabe, William. 2009. Reading in a Second Language: Moving from Theory to
Practice. Cambridge: Cambridge University Press. Grellet, Francoise. 2011. Developing Reading Skills. Cambridge: Cambridge
University Press. Gupta, Madhu, and Jyoti Ahuja. 2014. Cooperative Integrated Reading
Composition (CIRC): Impact on Reading Comprehension Achievement in English among Seven Graders. International Journal of Research in Humanities, Arts and Literature, (Online), Vol. 2, Issue 5, (http://www.impactjournals.us, accessed November 18, 2014).
Hasan, Iqbal. 2006. Analisis Data Penelitian dengan Statistik. Jakarta: PT. Bumi
Aksara. Isaac, Stephen, and William B. Michael. 1984. Handbook in Research and
Evaluation. California: EdITS Publishers. Lodico, Marguerite G., et al. 2006. Methods in Educational Research: from
Theory to Practice. San Francisso: Jossey-Bass. Maslikhah. 2013. Melejitkan Kemahiran Menulis Karya Ilmiah Bagi Mahasiswa.
Yogyakarta: Trustmedia Publishing. Nunan, David. 1999. Second Language Teaching & Learning. Boston: Heinle &
Heinle Publishers. Richards, Jack C., and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching: Second Edition. Cambridge: Cambridge University Press.
Richards, Jack C., and Willy A. Renandya. 2009. Methodology in Language
Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Risdianto, Faizal. 2012. Effective and Efficient Reading: A Handbook of Reading
Better and Faster. Solo: Rustam Publishing.
100
Rizky, Muhammad. 2014. Contoh Review Teks Lagu Bruno Mars - Grenade.(Online),(http://hellojefi.wordpress.com, accessed March 02, 2015).
Slavin, Robert E. 2010.Cooperative Learning: Teori, Riset dan Praktik. Bandung: Nusa Media. Smith, Frank. 1982. Understanding Reading: a Psycholinguistic Analysis of
Reading and Learning to Read. Canada: CBS College Publishing. Sriadi, I Nyoman Yarmada. 2012. The Effect of PQ4R Strategy and Linguistic
Inteligence on Reading Comprehension of the Tenth Grade Students of SMAN 1 Sukasada in the Academic Year 2011/ 2012. A Graduating Paper. Bali: Post Graduate Program, Ganesha University of Education.
STAIN Salatiga. 2008. Pedoman Penulisan Skripsi dan Tugas Akhir.Salatiga:
STAIN Salatiga Press. Sugiyono. 2010. Metode Penelitian Pendidikan: Pendekatan Kuantitatif,
Kualitatif, dan R&D. Bandung: Alfabeta. Sukandarrumidi. 2004. Metodologi Penelitian: Petunjuk Praktis untuk Peneliti
Pemula. Yogyakarta: Gadjah Mada University Press. Suprijono, Agus. 2011. Cooperative Learning: Teori dan Aplikasi PAIKEM.
Yogyakarta: Pustaka Pelajar. Suryabrata, Sumadi. 2003. Metodologi Penelitian. Jakarta: PT. RajaGrafindo
Persada. Zulaekah, Siti. 2012. Penerapan Model Pembelajaran Cooperative Integrated
Reading and Composition (CIRC) untuk Meningkatkan Minat dan Kemampuan Menulis Paragraf Deskriptif Mata Pelajaran Bahasa Indonesia: Studi Kasus pada Siswa Kelas IV MI Ma’arif Klangon, Kalibawang, Kulon Progo. A Graduating Paper. Yogyakarta: Teacher Training and Education Faculty, State Islamic University of Sunan Kalijaga.
http://www.merriam-webster.com: Definition of Improve : Definition of Pretest : Definition of Posttest
101
http://www.belajarbahasainggrisku.com: Try – Song Review. http://www.carabelajarbahasainggrisoke.com: One Direction -Steal My Girl Song
review. http://en.wikipedia.org: A Thousand Years
: One Big Family : Hero.
http://lyrics.songonlyrics.net: Christina Perri – A Thousand Years Words
Meanings – Review.
102
CURRICULUM VITAE
Name : Fitri Ariyani
Place, Date of Birth : Magelang, March 14, 1994 Address : Dsn. Pandean Kidul RT 02/ RW 01, Ds. Pandean,
Kec. Ngablak, Kab. Magelang Email Address : [email protected]
Phone Number : +6285 727 914 907
Educational Background :
1. SD Negeri Pandean 2 Ijazah STTB. No. DN-03 Dd 0158108 Graduated Year: 2005
2. SMP Negeri 1 Ngablak Ijazah STTB. No. DN-03 DI 0702809 Graduated Year: 2008
3. SMK Negeri 1 Salatiga Ijazah STTB. No. DN-03 Mk 0000808 Graduated Year: 2011
Experiences :
103
1. Research and Development Council at Racana Kusuma Dilaga-Woro Srikandhi(2013-2014)
2. Active Operating Council at Racana Kusuma Dilaga-Woro Srikandhi (2014-2015)
3. The Secretary at Lembaga Pemberdayaan Pemuda (LPP) Desa Pandean (2013-2014)
4. The Teacher at TPQ Baitul Muttaqien Dsn. Pandean Kidul (2014-present) 5. The Treasurer at Badan Pengelola Sarana Penyediaan Air Minum dan
Sanitasi (BP-SPAMS) “Telomoyo”Desa Pandean (present)
Salatiga, August 14, 2015
Fitri Ariyani
DAFTAR NILAI SKK
Nama : Fitri Ariyani PA : Drs. Kastolani, M.Ag.
NIM : 11311029 Progdi : TBI
NO JENIS
KEGIATAN
WAKTU KEGIATAN
STATUS NILAI
1. Orientasi Pengenalan Akademik dan Kemahasiswaan oleh Dewan Mahasiswa (DEMA) STAIN Salatiga
20-22 Agustus 2011
Peserta 2
2. Achievement Motivation Training (AMT) “Membangun Mahasiswa Cerdas Emosi, Spiritual, dan Intelektual”
23 Agustus 2011 Peserta 2
3. Orientasi Dasar Keislaman (ODK) “Menemukan Muara sebagai Mahasiswa Rahmatan Lil Alamin”
24 Agustus 2011 Peserta 2
104
4. Seminar Entrepreneurship dan Koperasi oleh Koperasi Mahasiswa (KOPMA) & Kajian Study Ekonomi Islam (KSEI)
25 Agustus 2011 Peserta 2
5. User Education (Pendidikan Pemakai) oleh UPT Perpustakaan STAIN Salatiga
19 September 2011
Peserta 2
6. Pendidikan dan Latihan Calon Pramuka Pandega ke-21 (PLCPP XXI) di Bumi Perkemahan Indra Prasta, Pantaran, Ampel, Kab. Boyolali
30 September-03 Oktober 2011
Peserta 2
7. Seminar Regional Kejurnalistikan oleh Lembaga Pers Mahasiswa (LPM) DinamikA STAIN Salatiga
06 Oktober 2011 Peserta 4
8. Seminar Nasional “Rahasia Kaya Ilmu, Kaya Hati, Sehat, dan Kaya Raya” dan Penguasaan Bahasa Inggris (50 Grammar) Tanpa Menulis dan Menghafal oleh K-RIMA Institute
30 Oktober 2011 Peserta 8
9. English Public Speaking Training (EPST) oleh Communicative English Club (CEC) STAIN Salatiga
17 Maret 2012 Peserta 2
10. Comparison of English and Arabic oleh CEC & ITTAQO
13 April 2012 Peserta 2
11. Sertifikat Praktikum “English Education Study Program”
28 April 2012 Peserta 2
12. Seminar Regional “Peran Mahasiswa dalam Mengawal BLSM (BLT) Tepat Sasaran”
03 Mei 2012 Peserta 4
105
oleh DEMA STAIN Salatiga
13. Pelatihan Jurnalistik oleh Unit Pers dan Bahasa (UPB) Pondok Pesantren Edi Mancoro
27 Mei 2012 Peserta 2
14. Fun English Talk“Fun English Talks and Social Works Indigenous Blood Youths Vs. French Youths” oleh CEC
10 Juni 2012 Peserta 2
15. Bimbingan Belajar Menghadapi UAS SIBA Bhs. Inggris dan Bhs. Arab oleh CEC & ITTAQO
29 Juni 2012 Peserta 2
16. Amalan Ramadhan Racana ke-14 (ARR XIV) Racana Kusuma Dilaga-Woro Srikandhi STAIN Salatiga
03-07 Agustus 2012
Reka Kerja 3
17. Sertifikat Praktikum “English Education Study Program”
24 September 2012
Peserta 2
18. Pendidikan dan Latihan Calon Pramuka Pandega ke-22 (PLCPP XXII) di Bumi Perkemahan Senjoyo, Tegalwaton, Tengaran, Kab. Semarang
12-15 Oktober 2012
Reka Kerja 3
19. Surat Keputusan Ketua STAIN Salatiga tentang Pengangkatan Pengurus Racana Kusuma Dilaga-Woro Srikandhi Gudep Kota Salatiga 02.237-02.238 Masa
31 Januari 2013 Litbang 4
106
Bakti 2013
20. Kursus Pembina Pramuka Mahir Tingkat Dasar (KMD) di STAIN Salatiga
27 Maret-01 April 2013
Peserta 2
21. Pendidikan Jurnalistik Tingkat Lanjut (PJTL) oleh LPM DinamikA STAIN Salatiga
06-07 April 2013 Peserta 2
22. Temu Tegak Racana Ki/Nyi Ahmad Dahlan di Universitas Muhammadiyah Surakarta
25-28 April 2013 Juri 5K 3
23. Seminar “EPST, It’s Your Chance to Express and Show Up Your Skill” oleh CEC STAIN Salatiga
11 Mei 2013 Peserta 2
24. Keputusan Kepala Ds. Pandean, Kec. Ngablak, Kab. Magelang tentang Penunjukan Pengurus Lembaga Pemberdayaan Pemuda (LPP)
15 Mei 2013 Sekretaris 4
25. Amalan Ramadhan Racana (ARR) XV oleh Racana Kusuma Dilaga-Woro Srikandhi STAIN Salatiga
25-28 Juli 2013 Reka Kerja 3
26. Pendidikan dan Latihan Calon Pramuka Pandega ke-23 (PLCPP XXIII) di Bumi Perkemahan Tlogo, Tlogo, Tuntang, Kab. Semarang
23 September 2013
Reka Kerja 3
27. Temu Pramuka Penggalang Penegak (TPPP) ke-2 oleh Racana Kusuma Dilaga-Woro Srikandhi STAIN Salatiga
06 Oktober 2013 Reka Kerja 3
28. Surat Keputusan Ketua STAIN Salatiga tentang
17 Februari 2014 Giat 4
107
Pengangkatan Pengurus Racana Kusuma Dilaga-Woro Srikandhi Gudep Kota Salatiga 02.237-02.238 Masa Bakti 2014
Operasional
29. Gladian Pimpinan Pandega (GPP) “GPP Menumbuhkan Pemimpin Pemuda yang Berkarakter menuju Pandega Berkualitas”
29-30 Maret 2014 Peserta 2
30. Perkemahan Wirakarya Nasional Perguruan Tinggi Agama Islam (PWN-PTAI) XII di Bumi Perkemahan Suryadharma Ali IAIN Bengkulu
14-20 Mei 2014 Peserta 8
31. Three-hour Teacher Training Workshop “Classroom Management: How to Engage Students in the Classroom” oleh I/A/L/F Education for Development di Bali
18 Juni 2014 Peserta 2
32. Amalan Ramadhan Racana (ARR) oleh Racana Kusuma Dilaga-Woro Srikandhi STAIN Salatiga
11-15 Juli 2014 Reka Kerja 3
33. Pendidikan dan Latihan Calon Pramuka Pandega (PLCPP) XXIV di UPTD Barukan, Tengaran, Kab. Semarang
26-29 September 2014
Reka Kerja 3
34. Certivicate of Achievement “TOEFL Prediction” oleh Easy Language Education
12 Oktober 2014 Peserta 2
35. Seminar Nasional “Berkontribusi untuk Negeri melalui Televisi/TV” oleh Komunikasi dan Penyiaran
05 November 2014
Peserta 8
108
Islam (KPI) STAIN Salatiga
36. Diklat Microteaching oleh Himpunan Mahasiswa Program Study (HMPS) Pandidikan Agama Islam (PAI) STAIN Salatiga
08 November 2014
Peserta 2
37. Seminar Nasional “Perbaikan Mutu Pendidikan melalui Profesionalitas Pendidikan” oleh Himpunan Mahasiswa Jurusan (HMJ) Tarbiyah
13 November 2014
Peserta 8
38. Seminar Nasional Entrepreneurship oleh Racana Kusuma Dilaga-Woro Srikandhi Gudep Kota Salatiga 02.237-02.238
16 November 2014
Peserta 8
39. Seminar Nasional “Perlindungan Hukum terhadap Usaha Mikro Menghadapi Pasar Bebas ASEAN” oleh HMPS Ahwal Al-Syakhsiyyah (AS)
Desember 2014 Peserta 8
40. Piagam Penghargaan Dewan Racana Kusuma Dilaga-Woro Srikandhi Gudep Kota Salatiga 02.237-02.238
26 Desember 2014
Giat Operasional
4
41. Lomba Festival Anak Sholeh Indonesia (FASI) Tingkat Desa Bondowoso, Kec. Mertoyudan, Kab. Magelang
4 April 2015 Panitia 3
42. Keputusan Kepala Ds. Pandean, Kec. Ngablak, Kab. Magelang tentang Pembentukan Pengurus Badan Pengelola Sarana Penyediaan Air Minum dan Sanitasi (BP-SPAMS)
20 April 2015 Bendahara 4
109
43. Gladian Pimpinan Pandega (GPP) oleh Racana Kusuma Dilaga-Woro Srikandhi IAIN Slatiga
30-31 Mei 2015 Reka Kerja 3
44. Workshop Terapi Hati Session 2 oleh Biro Konsultasi Psikologi TAZKIA
25 Juni 2015 Peserta 2
JUMLAH 148
Salatiga, 08 Agustus 2015 Wakil Dekan Bidang Kemahasiswaan & Kerjasama
Achmad Maimun, M.Ag. NIP. 19700510 199803 1003
110
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK NEGERI 3 SALATIGA
Mata pelajaran : Bahasa Inggris
Kelas/ Semester : X TSM 2/ Genap
Paket Keahlian : Tehnik Sepeda Motor
Materi Pokok : Learning Through Songs
Alokasi Waktu : 2 x 45 menit
A. KOMPETENSI INTI
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI2 :Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
111
B. KOMPETENSI DASAR
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
inter-personal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.11Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
4.16Menangkap makna lagu sederhana.
C. INDIKATOR PENCAPAIAN KOMPETENSI
1. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), kesungguhan belajar bahasa Inggris melalui
pemahaman lagu ditunjukkan.
2. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), perilaku cinta damai, percaya diri, dan tanggung
jawab dalam melaksanakan komunikasi tentang makna lagu ditunjukkan.
3. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), fungsi sosial dan unsur kebahasaan dalam lagu
disebutkan.
4. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), makna lagu sederhana direspon.
D. TUJUAN PEMBELAJARAN
1. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik menunjukkan kesungguhan belajar
bahasa Inggris melalui pemahaman lagu.
2. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik menunjukkan perilaku cinta damai,
percaya diri, dan tanggung jawab dalam melaksanakan komunikasi tentang
makna lagu.
112
3. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik menyebutkan fungsi sosial dan unsur
kebahasaan dalam lagu. 4. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik merespon makna lagu sederhana.
E. MATERI PEMBELAJARAN 1. Definisi Lagu (The Definition of Song)
Lagu adalah umumnya bagian pendek dari musik dengan kata-kata yang
dinyanyikan(Song is a usually short piece of music with words which are sung).
2. Fungsi Sosial Lagu (The Social Functions of Song)
Fungsi sosial dari lagu adalah untuk menghibur, mengungkapkan
perasaan, dan mengajarkan pesan moral (The social functions of song are to
entertain, express feeling, and teach moral value).
3. Unsur Kebahasaan Lagu (The Language Features of Song)
Unsur kebahasaan dari lagu adalah sebagai berikut (The language
features of song are as follows):
a. Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu (Word,
expression, and grammar in the work of art; song).
b. Ejaan dan tulisan tangan atau cetak yang jelas dan rapi (Spelling and clear
and orderly hand or printed writing).
c. Ucapan, tekanan kata, intonasi, ketika dipresentasikan secara lisan
(Utterance, word stress, intonation, when presented orally).
4. Topik Lagu (The Topic of Song)
Topik lagu adalah keteladanan tentang perilaku yang menginspirasi (The
topic of song is the model of an inspired behavior).
5. METODE PEMBELAJARAN 1. Model Pembelajaran : Cooperative Learning
2. Metode Pembelajaran : Cooperative Integrated Reading & Comprehension
(CIRC)
113
3. Teknik : Tugas Kelompok dan Diskusi
6. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN:
1. Media : Lagu, Lirik Lagu, Teks “Song Review”, Lembar Jawab Siswa
2. Alat : Speaker, Papan Tulis, Spidol, Penghapus.
3. Sumber:
http://www.belajarbahasainggrisku.com, https://hellojefi.wordpress.com,
http://www.carabelajarbahasainggrisoke.com, http://en.wikipedia.org,
http://lyrics.songonlyrics.net dan Kamus Inggris-Indonesia
7. LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 1. Menyiapkan peserta didik untuk mengikuti proses
pembelajaran;
2. Memotivasi peserta didik;
3. Mengajukan pertanyaan-pertanyaan tentang lagu dan
penyanyinya terkait dengan materi yang akan dipelajari;
4. Menjelaskan tujuan pembelajaran atau kompetensi dasar
yang akan dicapai; dan menyampaikan cakupan materi
serta penjelasan uraian kegiatan sesuai silabus.
10’
Kegiatan Inti Mengamati (20’)
1. Siswa secara individu mendengarkan sebuah lagu
berbahasa Inggris dan mengisi bagian lirik yang
rumpang;
2. Siswa secara individu menirukan pengucapan dengan
menyanyikan sesuai dengan lagu yang didengar;
Menanya (10’)
1. Dengan pertanyaan pengarah dari guru, siswa terpancing
untuk mempertanyakan pesan pada lagu yang didengar
atau dibaca;
2. Siswa mempertanyakan cara menemukan informasi rinci
75’
114
dan kesimpulan dalam lagu.
Mengeksplorasi (20’)
1. Sesuai dengan metode CIRC, siswa bergantian membaca
teks song review secara berkelompok;
2. Siswa belajar menemukan ide pokok, kata-kata sulit,
sinonim, serta antonim dari teks song review;
3. Siswa berdiskusi dalam kelompoktentang perasaan
penyanyi serta pesan yang terdapat dalam teks song
review yang dibaca.
Mengasosiasi (10’)
1. Siswa dalam kelompok menganalisis perasaan penyanyi
serta pesan dari teks song review yang dibaca.
Mengkomunikasikan (15’)
1. Siswa secara berkelompok menulis hasil temuan dan
diskusi tersebut dalam lembar jawab;
2. Siswa mempresentasikan hasil kerja kelompok di depan
kelas.
Penutup 1. Guru bersama-sama dengan siswa membuat kesimpulan
dari tugas yang telah dikerjakan.
2. Memberikan umpan balik terhadap hasil pembelajaran.
5’
8. PENILAIAN
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
1. Memahami fungsi
sosial dan unsur
kebahasaan dalam
lagu.
2. Menangkap pesan
dalam lagu.
Tes
Tertulis
Uraian Read the text carefully.
1. Find the main idea of
each paragraph.
2. Find 5 (five) difficult
words and translate it.
3. Find 3 (three) words,
then find the
115
synonyms and
antonyms.
4. Describe the feeling
of the singer based on
the song.
5. Find the moral value
of the song.
1. Instrumen/ Soal
Colbie Caillat – Try
Try is a song from an American singer-songwriter, Colbie Caillat, in her fifth album entitled “Gypsy Heart”. This song was written by Caillat, Babyface, and Jason Reeves. It was released in June 2014.
This song is a pop song with a ballad mid tempo. The instruments used are full of gently acoustic guitar, and minimal piano. It is a nice combination with Caillat’s soft vocal. The music video of this song involves female fans and artists, such as Sara Bareilles, Jessie J, Christina Perri, Sheryl Crow, and others, without any makeup on. From the lyric, Caillat wants to promote about the real and natural beauty.
In the lyric “Put your makeup on/ Get you nails done/ Curl your hair/ Run the extra mile/ Keep it slim, so they like you, do they like you?” It explains how women try to beautify themselves to make other people happy and love them. Then, in the chorus she sings “You don’t have to try so hard/ You don’t have to give all away/ You just have to get up, get up, get up/ You don’t have to change a single thing.” In that point, Caillat tries to persuade women not to push themselves to be beautiful. They don’t have to change themselves into someone else because they already have their natural beauty. They just need to be confident and proud of themselves.
This song is really cool with its very positive message to all of women in this world.
Source: http://www.belajarbahasainggrisku.com
Bruno Mars – Grenade
116
Grenade is a song sung by Bruno Mars. Bruno Mars is a Latin. It’s been one of top song in 2011.This song becomes famous when one of talent competition’s contestants sings it. Her name is Fatin Shidqia Lubis. This song is categorized as a sad song.
The song tells a man who loves his girlfriend very much. He wants to do anything for the girl like “Jump to in front of the train/Shoot his head/ Throw his hand to a blade/evenCatch a grenade for her.”However, the girl betrays him. When the man goes to his girlfriend’s house with a piano that he wants to play for the girl, he finds his girlfriend with other man.
Bruno Mars's voice is so great. It touches our heart and shakes our soul. The story of this song is very good because it can describe what we feel when we are betrayed. The lyrics use very cool sentences like “I will take a bullet straight to my brain, for you.”Besides that, the video clip is so unique because there is a man who brings a very big piano just to entertain his girfriend.
Source: https://hellojefi.wordpress.com
One Direction – Steal My Girl
Steal My Girl is one of the latest songs from U.K’s boy band, One Direction. It was released on September 29th. In this song, they show that they are a boy band with classic rock taste. They are different with their ancestors like N’SYNC and Backstreet Boys. They have more colorful music with pop-rock genre.
The lyric in Steal My Girl is about a boy who has found his best girl. His girl is too beautiful and perfect so everybody wants to steal her. However, the boy will never let anyone steal his girl. In the lyric “Couple billion in the world find another one because she belongs to me” explains even though there are many people who like his girl, he still has that girl because she belongs to him. Moreover, in the lyric “Every jaws drop when she is in thosejeans” describes how beautiful the girl is. In the next lyric “I don’t exist if I don’t have her” tells that the girl is surely the boy’s destiny.
This song is deliriously fun single from One Direction.
117
Source: http://www.carabelajarbahasainggrisoke.com
Christina Perri - A Thousand Years
A Thousand Years is a song by American singer-songwriter Christina Perri and David Hodges. It is taken from the album The Twilight Saga: Breaking Dawn — Part 1: Original Motion Picture Soundtrack. The song serves as the second single from the album. The song was released as a digital download on October 18, 2011 worldwide.
The song narrates about someone who hopes to find a true love in her life. The lyric “How can I love when I’m afraid to fall” motivates people not to be afraid to love. Moreover, the chorus is so wonderful. “I have died everyday waiting for you/ Darling don’t be afraid I have loved you/ For a thousand years/ I’ll love you for a thousand more explains that at times loving someone is not easy. It can be downright painful, but through it all we must endure. In the end, it clarifies that love is endless and will never die.
The song is full of meaning especially for people who haven’t found their special love. It encourages them to believe that the love will come and happen.
Source: http://en.wikipedia.org and http://lyrics.songonlyrics.net
Maher Zain – One Big Family
“One Big Family” is a song by a MuslimSwedishR&B singer, songwriter and music producer of Lebanese origin, Maher Zain. He is one of the biggest stars in modern Islamic music. He is famous by his songs with peaceful theme and universal things. One of his Hits is One Big Family that is seemingly addressed to all of Muslim who have conflict in the past time.
118
In the lyrics, We're one big family/ You bleed I bleed/ Sometimes we're sad, sometimes we're happy point out that Muslim are one big family when ones are sad, the others are also sad. In the favorite lyrics, No matter how far you are/ And even if we don’t know each other/ Oh, you and me, me and you, we are one show that distance and recognizing each other cannot separate a family.
The main point of the song is to encourage people especially Muslim not to fight each other.
Source: http://en.wikipedia.org
2. Pedoman Penilaian :
a. Jumlah skor maksimal keseluruhan 100
b. Skor untuk setiap nomor maksimal 20
c. Nilai : Skor untuk setiap nomor X 5 (Jumlah Soal)
3. Rubrik Penilaian
Classification Score Rating Category
Excellent 90 – 100 4 If the students answer almost the questions correctly
Good 70 – 89 3 If the students answer the questions with less errors
Good Enough 50 – 69 2 If the students answer the questions with enough errors
Poor ≥ 49 1 If the students answer almost the questions wrongly
Salatiga,18 Mei 2015
Mengetahui,
Gur Guru Mata Pelajaran Mahasiswa
119
Angga Arga Wastu, S.Pd
NIP.
Fitri Ariyani
NIM. 113 11 029
120
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK NEGERI 3 SALATIGA
Mata pelajaran : Bahasa Inggris
Kelas/ Semester : X OTO 3/ Genap
Paket Keahlian : Ototronik
Materi Pokok : Learning Through Songs
Alokasi Waktu : 2 x 45 menit
F. KOMPETENSI INTI
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI2 :Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
G. KOMPETENSI DASAR
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1.2 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
inter-personal dengan guru dan teman.
2.4 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.12Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
4.17Menangkap makna lagu sederhana.
H. INDIKATOR PENCAPAIAN KOMPETENSI
5. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), kesungguhan belajar bahasa Inggris melalui
pemahaman lagu ditunjukkan.
6. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), perilaku cinta damai, percaya diri, dan tanggung
jawab dalam melaksanakan komunikasi tentang makna lagu ditunjukkan.
7. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), fungsi sosial dan unsur kebahasaan dalam lagu
disebutkan.
8. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), makna lagu sederhana direspon.
I. TUJUAN PEMBELAJARAN
5. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik menunjukkan kesungguhan belajar
bahasa Inggris melalui pemahaman lagu.
6. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik menunjukkan perilaku cinta damai,
percaya diri, dan tanggung jawab dalam melaksanakan komunikasi tentang
makna lagu.
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7. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik menyebutkan fungsi sosial dan unsur
kebahasaan dalam lagu. 8. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik merespon makna lagu sederhana.
J. MATERI PEMBELAJARAN 9. Definisi Lagu (The Definition of Song)
Lagu adalah umumnya bagian pendek dari musik dengan kata-kata yang
dinyanyikan(Song is a usually short piece of music with words which are sung).
10. Fungsi Sosial Lagu (The Social Functions of Song)
Fungsi sosial dari lagu adalah untuk menghibur, mengungkapkan
perasaan, dan mengajarkan pesan moral (The social functions of song are to
entertain, express feeling, and teach moral value).
11. Unsur Kebahasaan Lagu (The Language Features of Song)
Unsur kebahasaan dari lagu adalah sebagai berikut (The language
features of song are as follows):
d. Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu (Word,
expression, and grammar in the work of art; song).
e. Ejaan dan tulisan tangan atau cetak yang jelas dan rapi (Spelling and clear
and orderly hand or printed writing).
f. Ucapan, tekanan kata, intonasi, ketika dipresentasikan secara lisan
(Utterance, word stress, intonation, when presented orally).
12. Topik Lagu (The Topic of Song)
Topik lagu adalah keteladanan tentang perilaku yang menginspirasi (The
topic of song is the model of an inspired behavior).
13. METODE PEMBELAJARAN 4. Model Pembelajaran : Cooperative Learning
5. Metode Pembelajaran : Preview, Question, Read, Reflect, Recite, and Review
(PQ4R)
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6. Teknik : Tugas Berpasangan dan Diskusi
14. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN:
4. Media : Lagu, Lirik Lagu, Teks “Song Review”, Lembar Jawab Siswa
5. Alat : Speaker, Papan Tulis, Spidol, Penghapus.
6. Sumber:
http://www.belajarbahasainggrisku.com, https://hellojefi.wordpress.com,
http://www.carabelajarbahasainggrisoke.com, http://en.wikipedia.org,
http://lyrics.songonlyrics.net dan Kamus Inggris-Indonesia
15. LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan 5. Menyiapkan peserta didik untuk mengikuti proses
pembelajaran;
6. Memotivasi peserta didik;
7. Mengajukan pertanyaan-pertanyaan tentang lagu dan
penyanyinya terkait dengan materi yang akan dipelajari;
8. Menjelaskan tujuan pembelajaran atau kompetensi dasar
yang akan dicapai; dan menyampaikan cakupan materi
serta penjelasan uraian kegiatan sesuai silabus.
10’
Kegiatan Inti Mengamati (20’)
3. Siswa secara individu mendengarkan sebuah lagu
berbahasa Inggris dan mengisi bagian lirik yang
rumpang;
4. Siswa secara individu menirukan pengucapan dengan
menyanyikan sesuai dengan lagu yang didengar;
Menanya (10’)
3. Dengan pertanyaan pengarah dari guru, siswa terpancing
untuk mempertanyakan pesan dari lagu yang didengar
atau dibaca;
4. Siswa mempertanyakan cara menemukan informasi rinci
75’
124
dan kesimpulan dalam lagu.
Mengeksplorasi (20’)
4. Sesuai dengan metode PQ4R, siswa berpasangan
membaca cepat teks song review;
5. Siswa belajar menemukan ide pokok dari teks song
review;
6. Siswa berdiskusi dengan teman sebangkuuntuk membuat
beberapa pertanyaan berdasarkan teks song review yang
dibaca.
Mengasosiasi (10’)
2. Siswa membaca secara aktif, sambil merespon apa yang
telah dibaca kemudian mencari jawaban dari pertanyaan
yang telah dibuat;
3. Siswa merefleksikan informasi yang ada dalam teks
dengan pengalaman (apa yang siswa telah ketahui
sebelumnya).
Mengkomunikasikan (15’)
3. Siswa secara berpasangan menulis jawaban dari
pertanyaan tersebut dalam lembar jawab;
4. Siswa berpasangan menulis kesimpulan dari teks yang
telah dibaca;
5. Siswa membacakan kesimpulan yang telah dibuat di
depan kelas.
Penutup 3. Guru bersama-sama dengan siswa membuat kesimpulan
dari tugas yang telah dikerjakan.
4. Memberikan umpan balik terhadap hasil pembelajaran.
5’
16. PENILAIAN
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
125
1. Memahami fungsi
sosial dan unsur
kebahasaan dalam
lagu.
2. Menangkap pesan
dalam lagu.
Tes
Tertulis
Uraian Read the text carefully.
6. Find the main idea of
each paragraph.
7. Create minimal 3
(three) questions and
answer the questions
correctly based on the
text.
8. Summarize the text
into written form.
1. Instrumen/ Soal
Colbie Caillat – Try
Try is a song from an American singer-songwriter, Colbie Caillat, in her fifth album entitled “Gypsy Heart”. This song was written by Caillat, Babyface, and Jason Reeves. It was released in June 2014.
This song is a pop song with a ballad mid tempo. The instruments used are full of gently acoustic guitar, and minimal piano. It is a nice combination with Caillat’s soft vocal. The music video of this song involves female fans and artists, such as Sara Bareilles, Jessie J, Christina Perri, Sheryl Crow, and others, without any makeup on. From the lyric, Caillat wants to promote about the real and natural beauty.
In the lyric “Put your makeup on/ Get you nails done/ Curl your hair/ Run the extra mile/ Keep it slim, so they like you, do they like you?” It explains how women try to beautify themselves to make other people happy and love them. Then, in the chorus she sings “You don’t have to try so hard/ You don’t have to give all away/ You just have to get up, get up, get up/ You don’t have to change a single thing.” In that point, Caillat tries to persuade women not to push themselves to be beautiful. They don’t have to change themselves into someone else because they already have their natural beauty. They just need to be confident and proud of themselves.
This song is really cool with its very positive message to all of women in this world.
Source: http://www.belajarbahasainggrisku.com
126
Bruno Mars – Grenade
Grenade is a song sung by Bruno Mars. Bruno Mars is a Latin. It’s been one of top song in 2011.This song becomes famous when one of talent competition’s contestants sings it. Her name is Fatin Shidqia Lubis. This song is categorized as a sad song.
The song tells a man who loves his girlfriend very much. He wants to do anything for the girl like “Jump to in front of the train/Shoot his head/ Throw his hand to a blade/evenCatch a grenade for her.”However, the girl betrays him. When the man goes to his girlfriend’s house with a piano that he wants to play for the girl, he finds his girlfriend with other man.
Bruno Mars's voice is so great. It touches our heart and shakes our soul. The story of this song is very good because it can describe what we feel when we are betrayed. The lyrics use very cool sentences like “I will take a bullet straight to my brain, for you.”Besides that, the video clip is so unique because there is a man who brings a very big piano just to entertain his girfriend.
Source: https://hellojefi.wordpress.com
One Direction – Steal My Girl
Steal My Girl is one of the latest songs from U.K’s boy band, One Direction. It was released on September 29th. In this song, they show that they are a boy band with classic rock taste. They are different with their ancestors like N’SYNC and Backstreet Boys. They have more colorful music with pop-rock genre.
The lyric in Steal My Girl is about a boy who has found his best girl. His girl is too beautiful and perfect so everybody wants to steal her. However, the boy will never let anyone steal his girl. In the lyric “Couple billion in the world find another one because she belongs to me” explains even though there are many people who like his girl, he still has that girl because she belongs to him. Moreover, in the lyric “Every jaws drop when she is in
127
thosejeans”describes how beautiful the girl is. In the next lyric “I don’t exist if I don’t have her” tells that the girl is surely the boy’s destiny.
This song is deliriously fun single from One Direction.
Source: http://www.carabelajarbahasainggrisoke.com
Christina Perri - A Thousand Years
A Thousand Years is a song by American singer-songwriter Christina Perri and David Hodges. It is taken from the album The Twilight Saga: Breaking Dawn — Part 1: Original Motion Picture Soundtrack. The song serves as the second single from the album. The song was released as a digital download on October 18, 2011 worldwide.
The song narrates about someone who hopes to find a true love in her life. The lyric “How can I love when I’m afraid to fall” motivates people not to be afraid to love. Moreover, the chorus is so wonderful. “I have died everyday waiting for you/ Darling don’t be afraid I have loved you/ For a thousand years/ I’ll love you for a thousand more explains that at times loving someone is not easy. It can be downright painful, but through it all we must endure. In the end, it clarifies that love is endless and will never die.
The song is full of meaning especially for people who haven’t found their special love. It encourages them to believe that the love will come and happen.
Source: http://en.wikipedia.org and http://lyrics.songonlyrics.net
Maher Zain – One Big Family
“One Big Family” is a song by a MuslimSwedishR&B singer, songwriter and music producer of Lebanese origin, Maher Zain. He is one of
128
the biggest stars in modern Islamic music. He is famous by his songs with peaceful theme and universal things. One of his Hits is One Big Family that is seemingly addressed to all of Muslim who have conflict in the past time.
In the lyrics, We're one big family/ You bleed I bleed/ Sometimes we're sad, sometimes we're happy point out that Muslim are one big family when ones are sad, the others are also sad. In the favorite lyrics, No matter how far you are/ And even if we don’t know each other/ Oh, you and me, me and you, we are one show that distance and recognizing each other cannot separate a family.
The main point of the song is to encourage people especially Muslim not to fight each other.
Source: http://en.wikipedia.org
2. Pedoman Penilaian :
d. Jumlah skor maksimal keseluruhan 100
e. Skor untuk nomor 1 maksimal 20, nomor 2 maksimal 30, dan nomor 3
maksimal 50.
4. Rubrik Penilaian
Classification Score Rating Category
Excellent 90 – 100 4 If the students answer almost the questions correctly
Good 70 – 89 3 If the students answer the questions with less errors
Good Enough 50 – 69 2 If the students answer the questions with enough errors
Poor ≥ 49 1 If the students answer almost the questions wrongly
Salatiga,20 Mei 2015
129
Mengetahui,
Gur Guru Mata Pelajaran
Angga Arga Wastu, S.Pd
NIP.
Mahasiswa
Fitri Ariyani
NIM. 113 11 029
130
131
PRE-TEST
A. Read and comprehend the text carefully. Then, answer the questions correctly by crossing (X) a, b, c, or d.
Colbie Caillat – Try
Try is a song from an American singer-songwriter, Colbie Caillat, in her fifth album entitled “Gypsy Heart”. This song was written by Caillat, Babyface, and Jason Reeves. It was released in June 2014.
This song is a pop song with a ballad midtempo. The instruments used are full of gently acoustic guitar, and minimal piano. It is a nice combination with Caillat’s soft vocal. The music video of this song involves female fans and artists, such as Sara Bareilles, Jessie J, Christina Perri, Sheryl Crow, and others, without any makeup on. From the lyric, Caillat wants to promote about the real and natural beauty.
In the lyric “Put your makeup on/ Get you nails done/ Curl your hair/ Run the extra mile/ Keep it slim, so they like you, do they like you?” It explains how women try to beautify themselves to make other people happy and love them. Then, in the chorus she sings “You don’t have to try so hard/ You don’t have to give all away/ You just have to get up, get up, get up/ You don’t have to change a single thing.” In that point, Caillat tries to persuade women not to push themselves to be beautiful. They don’t have to change themselves into someone else because they already have their natural beauty. They just need to be confident and proud of themselves.
This song is really cool with its very positive message to all of women in this world.
Source: http://www.belajarbahasainggrisku.com
1. What type of song is the song “Try”?
a. A pop song with a ballad mid-tempo b. A jazz song with a ballad up-tempo c. A pop song with mid-tempo d. A jazz song with up-tempo
2. What kinds of instrument are used in the song “Try”?
a. The instruments used are lack of gently acoustic guitar, and minimal piano.
132
b. The instruments applied are inadequate of gently acoustic guitar, and minimal piano.
c. The instruments utilized areinsufficient of gently acoustic guitar, and minimal piano.
d. The instruments employed are full of gently acoustic guitar, and minimal piano.
3. These are the reasons why Colbie Caillat composes the song “Try”.
EXCEPT ... a. To persuade women not to push themselves to be beautiful b. To assure women to push themselves to be beautiful c. To influence women to be confident d. To prompt women to be proud of themselves
4. What is the moral value of the song “Try”? a. Women should change themselves to be beautiful people b. Womenmust keep their natural beauty c. Womenought to put their makeup on d. Womenneed to be proud of being someone else
5. What is the antonym of the underlined word in the lyric “You don’t have to
try so hard”? a. Struggle b. Attempt c. Give up d. Strive
Bruno Mars – Grenade
Grenade is a song sung by Bruno Mars. Bruno Mars is a Latin. It’s been
one of top song in 2011.This song becomes famous when one of talent competition’s contestants sings it. Her name is Fatin Shidqia Lubis. This song is categorized as a sad song.
The song tells a man who loves his girlfriend very much. He wants to do anything for the girl like “Jump to in front of the train/Shoot his head/ Throw his hand to a blade/evenCatch a grenade for her.”However, the girl betrays him. When the man goes to his girlfriend’s house with a piano that he wants to play for the girl, he finds his girlfriend with other man.
Bruno Mars's voice is so great. It touches our heart and shakes our soul. The story of this song is very good because it can describe what we feel when we are betrayed. The lyrics use very cool sentences like “I will take a bullet straight to my brain, for you.”Besides that, the video clip is so unique because there is a man who brings a very big piano just to entertain his girfriend.
133
Source: https://hellojefi.wordpress.com
6. When does the song “Grenade” become famous? a. When it is sung by Bruno Mars b. When this song issung by a Latin c. When it’s been one of top song in 2011 d. When one of talent competition’s contestants sings it
7. Who is the name of talent competition’s contestant who sings the song
“Grenade”? a. Mikha Angelo b. Fatin Shidqia c. Novita Dewi d. Nu Dimension
8. What does the lyric of the song “Grenade” describe about? a. It describes about a man who is betrayed by his girlfriend b. It tells about a man who brings a very big piano just to entertain his
girfriend c. It describes about a man who wants to jump to in front of the train d. It tells about a man who is hopeless in dreaming
9. “Ittouches our heart and shakes our soul.” (Paragraph 3, Line 1)
The word itrefers to ... a. Bruno Mars’ Voice b. Bruno Mars c. The song d. The lyrics
10. The word “betray” has the same meaning with ...
a. Fulfill b. Deceive c. Grant d. Love
One Direction – Steal My Girl
134
Steal My Girl is one of the latest songs from U.K’s boy band, One Direction. It was released on September 29th. In this song, they show that they are a boy band with classic rock taste. They are different with their ancestors like N’SYNC and Backstreet Boys. They have more colorful music with pop-rock genre.
The lyric in Steal My Girl is about a boy who has found his best girl. His girl is too beautiful and perfect so everybody wants to steal her. However, the boy will never let anyone steal his girl. In the lyric “Couple billion in the world find another one because she belongs to me” explains even though there are many people who like his girl, he still has that girl because she belongs to him. Moreover, in the lyric“Every jaws drop when she is in thosejeans”describes how beautiful the girl is. In the next lyric “I don’t exist if I don’t have her” tells that the girl is surely the boy’s destiny.
This song is deliriously fun single from One Direction. Source: http://www.carabelajarbahasainggrisoke.com
11. When was the song “Steal My Girl” released?
a. On September 29th b. On October 30th c. On November 29th d. On December 30th
12. Where does boy band “One Direction” come from? a. United States of America b. United Kingdom c. South Africa d. New Zealand
13. What genre of music does “One Direction” have?
a. Jazz genre b. Rap genre c. Pop-rock genre d. Hip-hop genre
14. Which lyric is the prettiness of the girl pointed out?
a. Every jaws drop when she is in thosejeans b. I don’t exist if I don’t have her c. Find another one cause she belongs to me
135
d. Everybody wanna take her heart away
15. The synonyms of the word “steal” are ... EXCEPT a. Kidnap b. Protect c. Grasp d. Pilfer
Christina Perri- A Thousand Years A Thousand Yearsis a song by American singer-songwriter Christina
Perri and David Hodges. It is taken from the album The Twilight Saga: Breaking Dawn — Part 1: Original Motion Picture Soundtrack. The song serves as the second single from the album. The song was released as a digital download on October 18, 2011 worldwide.
The song narrates about someone who hopes to find a true love in her life. The lyric “How can I love when I’m afraid to fall” motivates people not to be afraid to love. Moreover, the chorus is so wonderful. “I have died everyday waiting for you/ Darling don’t be afraid I have loved you/ For a thousand years/ I’ll love you for a thousand more explains that at times loving someone is not easy.It can be downright painful, but through it all we must endure. In the end, it clarifies that love is endless and will never die.
The song is full of meaning especially for people who haven’t found their special love. It encourages them to believe that the love will come and happen.
Source: http://en.wikipedia.org and http://lyrics.songonlyrics.net
16. Does Christina Perri sing the song “A Thousand Years” by herself? a. No, she is not b. Yes, she is c. No, she does not d. Yes, she does
17. Which movie does the song “A Thousand Years” become a soundtrack?
a. The Twilight Saga: Breaking Dawn – Part 1
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b. The Twilight Saga: New Moon c. The Twilight Saga: Eclipse d. The Twilight Saga: Breaking Dawn – Part 2
18. What is the main point of the song “A Thousand Years” about? a. It is about someone who is hopeful to find a true love in her life b. It is about someone who is hopeless to find a true love in her life c. It is about someone who is pessimistic to find a true love in her life d. It is about someone who gives up to find a true love in her life
19. “It encourages them to believe that the love will come and happen.”
(Paragraph 3, Line 2) The word them refers to ... a. The song that is full of meaning b. The love that will come and happen c. The times loving someone d. People who haven’t found their special love
20. The word which has opposite meaning to the word “painful” is ...
a. Hurtful b. Wonderful c. Unpleasant d. Awful
Maher Zain – One Big Family
“One Big Family” is a song by a MuslimSwedishR&B singer, songwriter
and music producer of Lebanese origin, Maher Zain. He is one of the biggest stars in modern Islamic music. He is famous by his songs with peaceful theme and universal things. One of his Hits is One Big Family that is seemingly addressed to all of Muslim who have conflict in the past time.
In the lyrics, We're one big family/ You bleed I bleed/ Sometimes we're sad, sometimes we're happy point out that Muslim are one big family when ones are sad, the others are also sad. In the favorite lyrics, No matter how far you are/ And even if we don’t know each other/ Oh, you and me, me and you, we are one show that distance and recognizing each other cannot separate a family.
The main point of the song is to encourage people especially Muslim not to fight each other.
Source: http://en.wikipedia.org
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21. Who is Maher Zain? EXCEPT a. He is a Muslim Swedish R&B singer b. He is a songwriter and music producer of Lebanese origin c. He is one of the biggest stars in modern Islamic music d. He is famous by his songs with unsafe theme and narrow things
22. To whom is the song “One Big Family” directed?
a. All of Muslim who have conflict in the past time b. All of Muslim who live in peaceful place c. Muslim who don’t know each other d. Muslim who are separated by space
23. What is the purpose of the song “One Big Family”?
a. To suggest Muslim not to fight each other b. To encourage Muslim to fight each other c. To solve any conflict among Muslim d. To overcome any conflict among Muslim
24. According to the song “One Big Family”, does distance become a problem to
unify Muslim? a. Yes, it does b. No, it does not c. Yes, it does not d. No, it does
25. The word “fight” has the same meaning with ...
a. Quarrel b. Make peace c. Fraternize d. Associate
Good Luck
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POST-TEST
A. Read and comprehend the text carefully. Then, answer the questions by crossing (X) a, b, c, or d.
Mariah Carey – Hero "Hero" is a song by American singer-songwriterMariah Carey. It was
released on October 19, 1993 by Columbia Records as the second single from Carey's third studio album, Music Box (1993). Originally intended for Gloria Estefan, the song was written and produced by Carey and Walter Afanasieff. The song derives its hook and sound from several musical instruments such as the guitar, piano and organ.
Mariah Carey personalizes the song, giving it a more pop and R&B melody, as well as changing some of the lyrics to more precisely fit her personality. Lyrically, the song is regarded as one of Carey's most inspirational and personal ballads. Its protagonist declares that even though people may feel discouraged or down at times, in reality they are "heroes" if they look inside their selves and see their own inner strength; in time, it will help them "find the way."
In conclusion, the song is basically inspirational, championing the fact that there is a hero in each person. Moreover, the words of the song are so meaningful; it is so easy to remember. People often catch their selves singing it in moments of despair.
Source: http://en.wikipedia.org
1. What is the main idea of the second paragraph?
a. Mariah Carey personalizes the song b. Mariah Carey is the singer of “Hero” c. The song is often sung in moments of despair d. The song is basically inspirational
2. How is the feeling of the “Hero” singer?
a. Happy b. Motivated c. Sad d. Disappointed
3. What is the opposite word of protagonist?
a. Antagonist
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b. Proponent c. Supporter d. Advocate
4. The following musical instruments are utilized in the song“Hero”.
EXCEPT ... a. Violin b. Guitar c. Piano d. Organ
5. What is the gist can be taken from the song “Hero”?
a. Some people are heroes b. Every problem has no solution c. People should sing the song in moments of despair d. People will find the way by seeing their inner strength
Taylor Swift – Love Story
"Love Story" is a song performed by American singer-songwriter Taylor Swift. The song was written by Swift and produced by Nathan Chapman, alongside Swift. It was released on September 12, 2008 by Big Machine Records, as the lead single from Swift's second studio album Fearless (2008). It is a mid-tempo song with a dreamy tenor, while the melody continually builds.
The lyrics are from the perspective of Juliet. The song is about a love interest of Swift who is not popular among Swift's family and friends. Because of the scenario, Swift relates to the plot of William Shakespeare's Romeo and Juliet (1597) and uses it as a source of inspiration to compose the song. However, she replaces Romeo and Juliet 's original tragic conclusion with a happy ending.
This song is really cool and worthy to be listened with its wonderful modern fairytale romance; the endearing “Love Story”.
Source: http://en.wikipedia.org
6. What plot did Tailor Swift relate with her song “Love Story”?
a. Beauty and the Beast b. Romeo and Juliet c. Cinderella d. Snow White
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7. Is the ending used in the song “Love Story” same as Romeo and Juliet’s
story? a. Yes, it is b. No, it doesn’t c. Yes, it isn’t d. No, it isn’t
8. How is the song “Love Story”? a. It is a mid-tempo song with a dreamy tenor b. It is a pop song with a ballad mid tempo c. The song uses several musical instruments d. It is a pop rock song
9. She replaces Romeo and Juliet 's original tragic conclusion with a happy
ending. (Paragraph 2 last sentence) She in sentence refers to ... a. Taylor Swift b. Nathan Chapman c. William Shakespeare d. Romeo and Juliet
10. What does the song “Love Story” tell about?
a. The song tells about the tragic ending of Romeo and Juliet b. The song explains about Swift’s family and friends c. The song describes about a love interest of Swift d. The song narrates about Swift’s life
Demi Lovato – Heart Attack
"Heart Attack" is a song by American artist Demi Lovato. The song was released on February 24, 2013, as the first single from her fourth studio album, Demi (2013). The song was produced by Mitch Allan and Jason Evigan of "The Suspex", who co-wrote the song along with Lovato, Sean Douglas, Nikki Williams, and Aaron Phillips.
"Heart Attack" is an electro-pop song that employs cardiac motifs to represent the fear of falling in love. It conveys the emotions connected with finally meeting someone who breaks through stoic defenses and exposes the human being hiding beneath the facade. Demi sings, "When I don't care, I can play him like a Ken doll." However, those days are gone and instead, "When you come around I get paralyzed." The subject matter may not be new, but the frank words are refreshing in a pop song.
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By all the refreshment, the song also receives critical acclaim from music critics, who compliment the lyrical content and Lovato's vocal range.
Source: http://en.wikipedia.org
11. What is the main idea of the last paragraph? a. The refreshment of the song b. The critical acclaim to the song c. The lyrical content of the song d. The way Demi Lovato sings
12. Why is the song “Heart Attack” by Demi Lovato said as a refreshing
song? a. Because of the frank words used in the lyrics b. Because the subject matter is new c. Because the song is electro-pop song d. Because it employs cardiac motifs
13. What is the close meaning of fear?
a. Brave b. Unafraid c. Dread d. Daring
14. What do the cardiac motifs represent?
a. It represents the condition when someone has heart attack b. It represents the anxiousness of falling in love c. It represents the anger of someone d. It represents the condition in a hospital
15. The following are the right statements based above text. EXCEPT ...
a. The song accepts critical acclaim from the fans b. “When you come around I get paralyzed” is refreshing in a pop song c. The song was released in the second month in 2013 d. Lovato’s vocal range is one of the compliments
R. Kelly – I Believe I Can Fly
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"I Believe I Can Fly" is a 1996 song written, produced and performed by R&B singer R. Kelly. It becomes the soundtrack of the 1996 film Space Jam, which was a kid's movie starring Michael Jordan in a world of cartoons. It was originally released on November 26, 1996, but later appeared in Kelly's 1998 album R.. Kelly's songs always reach number one, however, "I Believe I Can Fly" remains the biggest hit of R.
The first line of the first verse “I used to think that I could not go on” shows that the singer used to feel that he could not go on. In the other hand, the third line of the same verse “But now I know the meaning of true love” points out that the singer understands true love. Nevertheless, most of the lyrics urge people to be optimistic in life. In the lyrics “I believe I can fly/ I believe I can touch the sky/ Spread my wings and fly away”, the singer invites people to believe that they can do what they want to do.
The song is much popular and becomes an inspirational anthem often played at weddings and used in video tributes.
Source: http://en.wikipedia.org
16. Which lyric does R. Kelly invite people to believe that they can? a. I used to think that I could not go on b. Spread my wings and fly away c. But now I know the meaning of true love d. And life was nothing but an awful song
17. What is space jam?
a. A kid's movie starring Michael Jordan b. A cartoon film produced by R. Kelly c. A crowded condition in the road d. A soundtrack of the film I Believe I can Fly
18. Does the song “I Believe I Can Fly” remain the biggest hit of R?
a. Yes, it does b. No, it does c. Yes, it doesn’t d. No, it doesn’t
19. Nevertheless, most of the lyrics urge people to be optimistic in life.
(Paragraph 2 Line 4) The underlined word has antonym namely... a. Sanguine
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b. Downbeat c. Confident d. Hopeful
20. In what moment is the song “I Believe I Can Fly” usually performed?
EXCEPT a. Wedding party b. Video tributes c. Inspirational moment d. Birthday party
Bon Jovi – It’s My Life
"It's My Life" is Bon Jovi's first single from the album Crush. It is a driving rock anthem celebrating human autonomy. It was released on May 23, 2000. It was written by Jon Bon Jovi, Richie Sambora, and Max Martin. The song charted in the top 10 across several countries. Besides that, it became the most well known post-1980s hit single and it has been performed live at almost all shows since its release.
In the music video, there is a teenager escapes from his parents’ house and obligations. He wants to live his life so he runs towards the Bon Jovi concert to join with the fans. He feels that he has the chance to sing the song of self-autonomy. The desire to live his life comes from the realization with Bon Jovi, that he “ain’t gonna live forever” shown in the lyric. It explains that if people aren’t going to live forever, it really is now or never. The singer encourages them to do what they want to do right now because it’s their life to live.
The song becomes an anthem appealed to many fans and everyone feels the song contents from time to time.
Source: http://en.wikipedia.org
21. What is the main idea of the first paragraph? a. The biography of the singer b. The plot of the music video c. The description of the song d. The meanings of the lyrics
22. Did Bon Jovi take part in writing the song “It’s My Life”?
a. Yes, he does b. Yes, he did c. No, she doesn’t
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d. No, she didn’t
23. What does the teenager do to get self-autonomy? EXCEPT a. He escapes from his parents’ house and obligations b. He goes somewhere people don’t know c. He runs towards the Bon Jovi concert d. He sings the song of self-autonomy
24. What is the moral value of the song “It’s My Life”?
a. Chances may come twice so do everything later b. We should sing the song when we want to be free c. Everybody have no right so just stay at the place d. We live only once so do what we want right now
25. It was released on May 23, 2000. (Paragraph 1 Line 2)
The underlined word has the same meaning with ... a. Launched b. Kept c. Saved d. Maintained
Good Luck
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PRE – TEST KEY WORDS
1. A 6. D 11. A 16. C 21. D
2. D 7. B 12. B 17. A 22. A
3. B 8. A 13. C 18. A 23. A
4. B 9. A 14. A 19. D 24. B
5. C 10. B 15. B 20. B 25. A
POST – TEST KEY WORDS
1. A 6. B 11. B 16. B 21. C
2. B 7. D 12. A 17. A 22. B
3. A 8. A 13. C 18. A 23. B
4. A 9. A 14. B 19. B 24. D
5. D 10. C 15. A 20. D 25. A
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The Teaching Learning Process Observation Sheet “CIRC Method”
Date :
Filling Direction :
Give mark (√) in the criterions columns “Yes” atau “No” based on the
observation while the teaching learning process.
NO CRITERIONS YES NO
1 Conducting a pre-test
2 Teaching learning process
a. Teacher prepares the material well
b. Teacher manages the students well
c. Teacher uses the time effectively
d. Teacher implements CIRC/ PQ4R method clearly
e. Teacher gives an evaluation after the lesson
f. Teacher asks and solves students’ difficulties
g. Students pay attention and understand to the teacher’s
explanation
h. Students are active during the learning process
i. Students apply the method well
j. Students follow the evaluation well
3 Conducting a post-test
Salatiga, 2015
Observer
(........................................)
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RESEARCH DOCUMENTATION
X MC 2 as the First Experimental Class
X OT 3 as the Second Experimental Class
Pre-test in the First Experimental Class
Pre-test in the Second Experimental Class
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Lesson Explanation in the First Experimental Class
Lesson Explanation in the Second Experimental Class
Giving Instruction about the Exercise in the First Experimental Class
Giving Instruction about the Exercise in the Second Experimental Class
Doing the Exercise in the First Experimental Class by CIRC Method
Doing the Exercise in the Second Experimental Class by PQ4R Method
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Classroom Condition during Doing the Exercise in the First Experimental
Class
Classroom Condition during Doing the Exercise in the Second Experimental
Class
Students’ Presentation about the Result of Doing Exercise in the First
Experimental Class
Students’ Presentation about the Result of Doing Exercise in the Second
Experimental Class
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Evaluation in the First Experimental Class
Evaluation in the Second Experimental Class
