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USING KWL (KNOW-WANT-LEARNED) STRATEGY TO
IMPROVE STUDENTS’ READING COMPREHENSION
OF DESCRIPTIVE TEXT
(A Quasi-Experimental Study at Tenth-Grade Students of SMA PGRI 56 Ciputat
in Academic Year 2019/2020)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of
Requirements for the Degree of S.Pd. (Strata-1) in English Education Department
By:
Wiwi Rhamadina
NIM. 11160140000018
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2020
i
ii
ABSTRACT
Wiwi Rhamadina, 1116014000018. “Using KWL (Know-Want-Learned)
Strategy to Improve Students’ Reading Comprehension of Descriptive Text” (A
Quasi-Experimental Study at Tenth-Grade Students of SMA PGRI 56 Ciputat in
Academic Year 2019/2020). A skripsi, Department of English of Education,
Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University
Jakarta, 2020.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
This report was intended to achieve empirical efficacy on the impact of KWL
(Know-Want-Learned) strategy on students‟ reading comprehension of
descriptive text at the Tenth-Grade of SMA PGRI 56 Ciputat in the academic
year 2019-2020. The writer used a quantitative method and a quasi experimental
research design for this study. The population of this research is the Tenth-Grade
students of SMA PGRI 56 Ciputat.The sampling technique used was total
sampling which consists of 62 students. The researchers have been distributed in
two groups to collect information: X1 for the experimental class taught by the
technique ofKWL and X2 for the control class which consist of 31 students for
each class.Furthermore, a multi-choice test like pre-test and post-test was the
instrument for this study, which consist of 30 questions for each test.Thus, the
data was obtained from measuring by usingT-Test formulation on SPSS v.22
program for windows with a significance level (α) = 0.05.The experimental
gained score (14.29) is higher than controlled class (6.16). In addition, t-
observation (to) was higher than t-table (tt), 3.22 > 2.00, and the degree of freedom
is 60. In other words, the alternatives Hypothesis (Ha) is accepted, and the Null
Hypothesis is rejected. In conclusion, KWL (Know-Want-Learned) strategy is
effective toward students‟ reading comprehension of descriptive text.
Keywords: KWL (Know-Want-Learned) Strategy, Reading Comprehension,
Descriptive Text.
iii
ABSTRAK
Wiwi Rhamadina, 1116014000018. “Using KWL (Know-Want-Learned)
Strategy to Improve Students’ Reading Comprehension of Descriptive Text” (A
Quasi Experimental Study at Tenth-Grade Students of SMA PGRI 56 Ciputat in
Academic Year 2019/2020)”. Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta 2020.
Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd.
Dosen Pembimbing II : Zaharil Anasy, M.Hum.
Penelitian ini bertujuan mendpatkan bukti empiris tentang efek dari penggunaan
strategi KWL (Know-Want-Learned) pada pemahaman dalam membaca teks
deskriptif siswa di Kelas X PGRI 56 SMA Ciputat tahun akademik 2019-2020.
Penulis menggunakan metode kuantitatif dan desain penelitian quasi-
eksperimental untuk penelitian ini. Populasi penelitian ini adalah siswa kelas X
PGRI 56 Ciputat. Teknik sampel yang digunakan adalah sampling technique yang
terdiri dari 62 siswa. Guna mengumpulkan data, penulis mengelompokkan siswa
menjadi dua kelas yaitu kelas eksperimen diajarkan dengan teknik KWL (X1) dan
kelas kontrol (X2) yang tidak diajarkan dengan teknik tersebut yang terdiri dari 31
siswa untuk setiap kelas. Selanjutnya, penelitian ini menggunakan instrumen
berupa tes soal berganda yang mana setiap tes terdapat 30 soal. Jadi, data
diperoleh dari pengukuran data dengan menggunakan rumus T-Test pada program
SPSS v.22 untuk windows dengan tingkat signifikansi (α) = 0.05. Hasil gained
score kelas eksperimen (14.29) yaitu lebih tinggi dibandingkan dengan kelas
kontrol (6.16). Hasil pengukuran statistik diperoleh bahwa t-observasi (ke) lebih
tinggi daripada t-tabel (tt), 3.22> 2.00 dan degree of freedom adalah 60. Dapat
dianalisis bahwa Ha diterima, dan H0 ditolak. Kesimpulannya, strategi KWL
(Know-Want-Learned) efektif terhadap pemahaman dalam membaca teks
deskriptif siswa.
Keywords: Strategi KWL (Know-Want-Learned), Pemahaman Membaca, Teks
Deskriptif.
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ACKNOWLEDGEMENT
Praise be to Allah, the Lord of the universe who gave His grace and
mercy to the author to carry out the skripsi. The peace and salutation may
be adressed to the Prophet Muhammad, may peace be upon him, his family
and his companion and his followers.
This study entitle “Using KWL (Know-Want-Learned) Strategy to
Improve Students‟ Reading Comprehension of Descriptive Text (A Quasi-
Experimental study at the Tenth-Grade Students of SMA PGRI 56 Ciputat
in Academic Year 2019-2020)” is presented to the Department of English
Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University Jakarta 2020 in one of fulfilling the requirements for
the degree of “S.Pd” in this college. It is also very happy and glad that this
paper can be finished by the writer. The writer faces many difficulties in
concluding this paper. In reality, it could not be resolved without the
assistance of many parties, such as God, lectures, families, dear friends,
the school institution.
First, the writer sincerely thanks to her beloved parents, Mr
Yupendi and Ms Eka Yuniarti, who have always given countless supports,
advice, encouragement, prayers and motivation throughout the study to
achieve the best results, and also to her beloved sister Wiwi Rhamadona,
who always supports this skripsi.
Moreover, the writer would like to express her greatest honour and
plenty of gratitude to the advisors, Mrs Ratna Sari Dewi, M.Pd. And Mr
Zaharil Anasy, M.Hum. for their time, patience in guiding, giving advices,
suggestions, corrections, support from the beginning of this study until it
completely finish.
Besides that, the writer also would like to express her gratitude to :
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1. Dr.Sururin, M.Ag., the Dean of Faculty of Educational Sciences.
2. Dr.Didin Nuriddin Hidayat, M.A.TESOL,Ph.D., the Head of
Department of English Education.
3. Zaharil An„asy, M.Hum., the Secretary of Department of English
Education.
4. All lecturers in the Department of English Education for teaching
precious knowledge, giving motivation, and for sharing wonderful
study experience.
5. M. Zaenudin, HZ, S.Pd., the Headmaster of SMA PGRI 56 Ciputat,
who had given permission to the writer to do observation andresearch.
6. Novia Roza, M.Pd., as my teachers‟ advisor and all teachers and staff
of SMA PGRI 56 Ciputat for her guidance, advices, and supports
during thisresearch.
7. All students of X1 and X2 who gave their effort to be the participants
in thisresearch.
8. Her best friends “Yundadari” , Khairunnisa Fitri, Fezih Fakhrunnisa,
Niswah Istiqoomah, and Ma‟wah Shofwah Assaidah who always give
motivations to the writer in finishing her skripsi.
9. All of her friends of Department of English Education 2016,
especially students in A class “Alpha Squad” for their kindness and
friendship.
10. Everyone, whose name cannot be mentioned, thank you for helping
and giving big contribution in completing this research.
Finally, the writer admits that this skripsi is still far from being
perfect. Therefore, she hopes some suggestions and criticism from the
reader for this skripsi. Hopefully, this paper will have some values for her
and the reader.
Jakarta, 2020
Wiwi Rhamadina
vi
TABLE OF CONTENTS
ENDORSEMENT SHEET........................................................................................i
ABSTRACT ............................................................................................................. ii
ABSTRAK .............................................................................................................. iii
ACKNOWLEDGEMENT ...................................................................................... iv
TABLE OF CONTENTS ........................................................................................ vi
LIST OF TABLE .................................................................................................... ix
LIST OF FIGURES.................................................................................................. x
LIST OF APPENDICES ......................................................................................... xi
CHAPTER I ............................................................................................................ 1
INTRODUCTION................................................................................................... 1
A. Background of the Study .............................................................................. 1
B. Identification of the Problem ....................................................................... 3
C. Limitation of the Problem ............................................................................ 4
D. The Formulation of the Problem .................................................................. 4
E. The Aim of the Study ................................................................................... 4
F. The Significant of the Study ........................................................................ 5
CHAPTER II ........................................................................................................... 6
LITERATURE REVIEW........................................................................................ 6
A. Reading ........................................................................................................ 6
1. The Definition of Reading ........................................................................ 6
2. The Purpose of Reading ........................................................................... 7
3. Models of Reading ................................................................................... 8
4. The kinds of Reading................................................................................ 9
c. Teaching Reading ................................................................................... 10
B. Reading Comprehension ............................................................................ 10
1. The Definition of Reading Comprehension .......................................... 10
2. Characteristics of Good ReadingComprehension .................................. 11
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3. The Factors Influence Reading Comprehension .................................... 12
C. Descriptive Text ......................................................................................... 13
1. The Definition of Descriptive Text ........................................................ 13
2. The Purpose of Descriptive Text ............................................................ 14
3. The Generic Structure of Descriptive Text ............................................ 14
4. The Language Features of Descriptive Text .......................................... 14
5. The Example of Descriptive Text........................................................... 15
D. KWL (Know-Want-Learned) Strategy ...................................................... 17
1. The Definition of KWL (Know- Want- Learned) Strategy ................... 17
2. The Purpose of KWL (Know-Want-Learned) Strategy ......................... 18
3. The Advantages and Disadvantages of KWL (Know- Want- Learned)
strategy ........................................................................................................... 19
4. The Procedures of Using KWL (Know- Want- Leaned) in Teaching
Reading Comprehension ................................................................................ 20
5. Teaching Reading Comprehension of Descriptive Text by Using
Conventional Teaching .................................................................................. 21
E. Previous Study ........................................................................................... 21
F. Thinking of Framework ............................................................................. 23
G. Theoretical Hypothesis............................................................................... 23
CHAPTER III........................................................................................................ 24
RESEARCH METHODOLOGY .......................................................................... 24
A. Place and Time of Research ....................................................................... 24
B. Method and Design of Research ................................................................ 24
C. The Population and Sample of the Research.............................................. 25
D. The Instrument of the Research ................................................................. 25
E. The Data Collection Technique ................................................................. 26
F. The Data Analysis Technique .................................................................... 27
CHAPTER IV ....................................................................................................... 31
RESEARCH FINDINGS AND INTERPRETATION.......................................... 31
A. Finding ....................................................................................................... 31
viii
1. The Description of Data ............................................................................. 31
2. The Analysis of Data .................................................................................. 38
B. Interpretation .............................................................................................. 47
CHAPTER V ......................................................................................................... 50
CONCLUSION AND SUGGESTION ................................................................. 50
A. Conclusion.................................................................................................. 50
B. Suggestion .................................................................................................. 50
References ............................................................................................................. 52
ix
LIST OF TABLES
Table 1The Generic Structure and Language Features of Descriptive Text ......... 14
Table 2Descriptive Text ........................................................................................ 15
Table 3KWL (Know- Want Learned) Chart ......................................................... 18
Table 4The Diagram of Quasi-Experimental Design............................................ 24
Table 5The Students‟ Pre-test Scores ................................................................... 31
Table 6The Students‟ Post-Test Scores................................................................. 33
Table 7The Gained Scores of Experimental Class and Controlled Class ............. 35
Table 8Data Description of Pre-test Result of Experiment Class ......................... 38
Table 9Data Description of Pre-test Result ........................................................... 39
Table 10Table of Data Description of Post-test Result ......................................... 39
Table 11Data Description Result of Post-test of ................................................... 40
Table 12Normality Test of Pre-test ....................................................................... 41
Table 13Normality Test of Post-test ..................................................................... 42
Table 14Homogeneity Test of Pre-test ................................................................. 42
Table 15Homogeneity Test of Post-test ................................................................ 43
Table 16The Comparison of Students‟ Scores in Experimental and Controlled
Class ...................................................................................................................... 44
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LIST OF FIGURES
Figure 1 Histogram of Pre-test, Post-test and Gained Scores ............................... 37
xi
LIST OF APPENDICES
Appendix 1 Instrument of Pre-test ........................................................................ 56
Appendix 2 Instrument of Post-test....................................................................... 68
Appendix 3 Kisi-kisi Penulisan Soal-soal ............................................................. 79
Appendix 4 RPP Experimental and Controlled Class ........................................... 81
Appendix 5 Students‟ Worksheet........................................................................ 117
Appendix 6 Documentation ................................................................................ 133
Appendix 7 Surat Pengesahan Proposal Skripsi ................................................. 135
Appendix 8 Surat Bimbingan Skripsi ................................................................. 136
Appendix 9 Surat Izin Penelitian ........................................................................ 138
Appendix 10 Surat Keterangan Penelitian .......................................................... 139
Appendix 11 References Examination Paper ...................................................... 140
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of essential skill that students should master and
acquire, especially in English. It is in line with McDonough and Christopher
Shawwho states that reading is the most important language skill
(McDonough J. &., 2013). Reading is not used only for teaching and
learning. Nevertheless, it is typically used in daily activities. For example,
they are reading textbooks, newspapers, magazines, articles, journals etc. In
other words, reading is one way of obtaining all of the information from the
text you read. Reading is what happens when the text is viewed and the signs
in that text give meaning (Thanh, 2015). Through reading, students will
receive manypieces of information in their learning process. Reading is
beneficial for any purposes. First, reading helps students to obtain
information which supports their classroom learning process. Regarding the
statement above, Hirai states that “ the more you read, the better you get it,
the more you like it, the more you do it” (Hirai, 2010). Second, reading will
improve our ability to translate the author's meaning so readers can grasp
what they have read more easily. Regarding the statement above, Harmer
states that reading are very helpful for language acquisition (Harmer, How to
teach English, 2007). Actually, there are severaltypes of text usually used to
teach students such as narrative, descriptive, recount, report and procedure
text.Nevertheless, in this study, the researcher only focusses on descriptive
text.According to Dewi Eka J, descriptive text is such a text which illustrate
and exposesspecificpeople, location, events, situation, thought and
feelings(Juriati, 2018).
Besides, reading is not only about how to pronounce words well, but it
is also about how the readers comprehend the written form. It means that it is
an activity which may help them in finding a piece of information and create
2
meaning. Nunan supports it, which notes that reading is an eloquent process
where readers combine text with previous experience to create
meaning(Nunan, Practical English Language Teaching, 2003). Reading
becomes one of essential skill in order to build the readers‟ knowledge and
comprehension. Therefore, reading is also one of the necessary skills to learn,
as it helps students to get or receive new information and improve their
knowledge. In addition, concerning the value of reading skills, in the
Indonesian education system, reading has taught in the school as part of the
English subject from the middle schooluntil the higher grade for college.
In line with the importance of reading, curriculum 2013 has regulated
about reading skill for senior high school students. The curriculum divided
into three necessary competencies which students should be achieved. First,
the students can read the meaning of a functional text and short essay in a
descriptive text by spelling and emphasizing it. Second, the students may
respond correctly, fluently and comfortably in their nearest environments
such as one person, place or thing to the meaning of practical texts and short
essays. Third, the students may respond accurately, fluently, and also
understandably in their daily life, especially in a short attempt of descriptive
text.
Moreover, There are still so many students who can not even
comprehend the text in the reality. The meaning of the text is still difficult to
grasp. It is compatible with the researchers' preliminary work during the
Integrated Teaching Program for Tenth-grade students of SMA PGRI 56
Ciputat.The researcher discovered that almost all the Tenth-Grade students of
SMA PGRI 56 Ciputat, who had trouble in comprehending reading
descriptive text. Sometimes, they are purely only read the text word by word
without catching the meaning well. Students can have issues in deciding the
main idea and some supporting details text information. Besides that, other
problems in reading are lack of vocabularies mastery. It can cause the
students to have difficulties to create meaning and comprehend the text well,
especially when they find some unfamiliar words. Consequently, The
3
students may therefore have difficulties in defining the common descriptive
text structures. Then, Students are unable to know because they feel bored
and not interested in reading class. So, from all those problems explained
above, it could make the students become passive and lazy to read a book.
To Solve the students‟ difficulties above, it needs an appropriate
strategy as a solution for the students‟ problems. Through using an
appropriate strategy, hopefully,this can increase productivity and participation
for students in the teaching and learning processes.A strategic action plan
intended to accomplish a particular aims. The students can have several
difficulties without a suitable plan during the learning process, especially in
reading comprehension context. It is supported by Jack C.Richards and Willy
A Reynandya. They said that “reading strategies can be taught to students,
and when taught, strategies help improve student performance on tests
comprehension and recall”(Richards, 2002).
There are many strategies used in reading to improve the students‟
comprehension of a text. One of them is using the KWL (Know-Want-
Learned) strategy. Donna Ogle discovered the KWL technique into three
sections to admit what I know, what I want to learn, and what I learned about
a topic(Rakhmawati, 2015). Thus, according to Jo Anne L.Vacca et al, they
state that the strategy allows the students think about their prior knowledge or
think they know about a topic, what they need to learn, what they learned,
and what they need to know from other sources through the reading(Vacca J.
A., 2015). Furthermore, the primary objective of the KWL strategy would be
to help students learn about their skills and further details.Based on the
statement above, the researcher would like to implement a research entitled
“Using KWL (Know-Want-Learned) Strategy to Improve Students’ Reading
Comprehension of Descriptive Text”.
B. Identification of the Problem
Responding to the statement above, it can be summed up that students
have trouble in identifying the problem of this study to get the main insight
and supporting textual details.Moreover, students also have difficulty to
4
understand the text due to a lack of vocabulary mastery, particularly in the
absence of familiar text words. This problem is in line with “In general, the
difficulties of students reading comprehension are primarily the deficiency of
the students in gaining information from a text”(Usman, 2018). This case will
give the students the worst implication, mainly in the determination of the
generic structures of the descriptive text. Furthermore, Another problem is the
students have low reading motivation. It may cause they will become passive
and lazy to read exactly a reading text material.
C. Limitation of the Problem
Actually, there are some kinds of strategies used to improve students‟
reading comprehension. However, this research focused on the using of
KWL (Know-Want-Learned) in teaching-learning reading process. Students
in high school will be expected to read five text types: narrative, procedure,
descriptive, report and recount text. Nevertheless, descriptive text is the type
of text used for this study.Furthermore, The object of this research is also
limited to SMA PGRI 56 Ciputat Tenth-Grade Students.
D. The Formulation of the Problem
In line with the context of this study, the researcher is required to
formulate the study problem: "Is there substantial differences in the Tenth-
Grade students of SMA PGRI 56 Ciputat before and after the implementation
of KWL (Know-Want-Learned) strategy?”
E. The Aim of the Study
On the basis of the analysis above, the researcher notes that this study
aims to detect empirical studies of the major differences between the Tenth-
Grade SMA students PGRI 56 Ciputat before and after the implementation of
the KWL (Know-Want-Learned) Strategy.
5
F. The Significant of the Study
This study expected to bring advantages for the learners of English,
particularly by using KWL (Know-Want-Learned) strategy in the teaching-
learning process, to improve their understanding of descriptive text.In
addition, the English teachers will profit from presenting information about
how students can develop their approaches through a KWL (Know-Would-
Learn) teaching-learning cycle. Moreover, this study expected can give some
benefits for those who are exciting and also motivated in applying KWL
(Know-Want-Learned) strategy to improve students‟ reading comprehension
of descriptive text. In addition, this research hopefully can give additional
sources for them.
6
CHAPTER II
LITERATURE REVIEW
A. Reading
1. The Definition of Reading
Reading may be one of four skills that need tolerant by the students
in addition to other competences, including listening, speaking and writing.
It is in line with David N.Rapp and Paul Van Der Broek statement, who said
that “reading is one of the most complex and uniquely human of cognitive
activities” (Rapp, 2005). Reading can not be removed from our life because
it provides many benefits to readers. Reading can help the readers
understand a text, learn a great deal of information and ideas from any text
such as journals, magazines, textbooks, newspapers, articles etc. Regarding
the statement above, the students will get a lot of information and awareness
through their reading, which will constantly add to their knowledge.
In addition, there are some definitions of reading by experts. M F.
Patel said that “ reading means to understand the meaning of printed words
i.e. printed words. Reading is an active process which consist of recognition
and comprehension skill. Reading also is an important activity in life with
which one can update his/her knowledge”. So, that is why reading can not
be separated from students‟ life. The students must read a lot from various
sources, which are very influential and useful for them (Patel, 2008).
Grabe and Stoller said reading is the ability of the printed page to
make meaning and to interpret the information accurately (Grabe, 2002). In
other terms, reading transfers meaning from one mind to another or transfers
a message from a writer to a reader. Learning is not an easy thing to learn.
The process requires some effort to interpret what a message says. It is like
communicating between the reader and the text and then passing the
meaning of the content to the mind. Readers should also grasp the text by
reading it to reconstruct the authors‟ meaning. Like the explanation above,
7
reading not only gets the meaning, but also interprets it correctly to know
what the writer means.
Reading is a constant process of guessing according to Francoise
Grellet, and what you carry to the text is often more important than what
you find in it(Grellet, Developing Reading Skills, 1981). Based on the
Grellet argument, readers need to guess and expect what the text is about,
and Understanding what the text holds from the readers is important.
Nancy Gomez T and Jhon Avila C defined reading as a process of
identification, interpretation, and perception of written or printed material
(Torrez, 2009). The reader incorporates anything that relates to the subject,
either from the knowledge of the reader or from the text when the reader
readsit. According to Daniels and Bizar, Reading is an activity between the
reader and the writer when prior knowledge plays a key role in
comprehension(Daniels, 2005). Prior knowledge refers to readers'
comprehension of text-related material, structure, and vocabulary. It will be
easier for readers to understand what the book is about if the authors have
learned or understood this, at least the basic insight is necessary if the
readers' guide is to understand what the writer would like to tell. If the
author knew or understood this, it is easier for readers to understand what it
is all about. In order to understand what the writer wants to say, it is at least
the underlying understanding that is essential.
2. The Purpose of Reading
Every reader has their own intention to read a text. They should
know what they need from reading. For instance, the reader may read a
textbook, a journal, a newspaper or an article if they want to get information
about something. Also, when the reader wants to get pleasure, they may
read the magazine, a novel or a comic. The purpose of their reading is
needed and very important to comprehend. What the reader needs from a
reading text depend on their needs.
8
Besides,as quoted by Rivers and Temperley, second language
students are interested in learning the following things, for example, to
acquire information for different aims or because we are interested in
specific subjects,to get instruction on how doing some task in work or
everyday life(e.g. knowledge of how the device functions), play a game, do
a puzzle, communicate by mail with friends or understand a business letter,
to learn what is happen or has taken place (such as things reported in
newspapers and magazines) and for enjoyment (as reported in newspapers,
magazines,reports), and for pleasure(Nunan, 1989).
The reasons why people want to read are definitely different,
depending on their desires and goals. There are many reasons people want
to read. For example, if you would like to know the latest news about what
is happening about the flood or social issues these days, you can read a
newspaper; if you want to indulge in some of your knowledge of a subject,
you can read textbooks, encyclopedia articles, magazines, etc.In short, it can
found that people are reading because they have their own purpose based on
their needs, and the text they want to read depends on their aim. The various
purposes also affect how reading the text is read.
3. Models of Reading
Reading models also represent the reading act as an occurrence in
which a sender (reader) and a receiver interact. Reading models can be
divided into three classes: bottom-up models and top-down models. The
explanations are(Vacca J. A., 2015, p. 26):
a. Bottom-up reading models believe that printing begins with the
printing process. The cycle starts when graphic symbols are decoded
into sounds. The reader recognises letter features, links letters,
combines letters for spelling, connects spelling forms to word
recognition, and afterwards continues to the sentences, paragraphs
andalso thetext stage to identify letters.
b. Top-down readers conclude that the print-to-sense cycle begins with
9
the previous understanding of the reader.The process begins by making
guesses about the meaning of some print device.
c. Interactive reading models presume that the translation process
involves the use of both previous knowledge and printing. The cycle
begins with the prediction and/or interpretation of graphic symbols. In
order to build knowledge exchange theories, the reader uses
semanticize, syntactic and graphical information sources.
4. The kinds of Reading
According to Jeremy Harmer(Harmer, 2007, p. 99), he classifies
kinds of reading into two:
a. Extensive reading
The extensive reading involves a broad context. It means that the
reader usually needs to deal with the longer text, which requires reading for
pleasure and joyful to find a general understanding of the text. Examples:
reading a newspaper, a magazine, a novel or a comic.
b. Intensive Reading
The intensive reading covers narrower areas than extensive readings
and allows the reader to read a short text, which is provided by the author.
In addition they may not allow choosing the subject they want to read. For
example: reading a dosage of medicines‟ instruction.
While, according to Francoise Grellet (Grellet, 1981, p. 4), the kinds
of reading classifies into :
a. Skimming
Skimming is a technique for quick reading material through the eyes
and finding the principal idea. For example: looking at the foods‟ menu,
looking for an actual report about what is happening in the world through
reading a newspaper, etc.
b. Scanning
In contrast to skimming, scanning is described as a technique to scan
data that we know before we start. The students should scan the information
10
that they are searching for. For example: looking for words mean in a
dictionary, looking for a telephone number, search information quickly in an
article and other details.
c. Teaching Reading
Teaching demonstrates or helps somebody know how to do
something, teaches, guides the study of something, gives them knowledge,
makes them understand or know. So, It can be inferred that teaching is an
activity which provides information that we do not know to be known.
Moreover, teaching is a complex cognitive skill to teach. It means that in
fact, none of us can effectively teach how to read and not divide intoseveral
steps the teacher can use to teach in a classroom. The intention of teaching
reading is to boost students ' understanding of their teacher's reading
materials. Every people have their own problem in reading. They may have
difficulty in reading caused by having a lack of many vocabularies. It can
lead students to misinterpret the significance of the reading material they
have read. It may be a difficult thing because we can not relate what our
reading‟s material means if it used unfamiliar words that we did not know
before. According to the researcher, there are few strategies to comprehend
the messages of the author. First, we can continue reading and realize that
every single word will not prevent the understanding of the general
meaning. Secondly, we can use some contextual indicators by looking at
terms and grammar structures that inform the reader about the unknown
words. Furthermore, we may also use our English dictionary to get to know
the proper meaning of the words.
B. Reading Comprehension
1. The Definition of Reading Comprehension
Comprehension is the result of reading process which the key of
reading success. Comprehension also means knowing the details in the text is
the whole objective of reading. Reading comprehension has been defined a
11
particular logical process requiring several capabilities. For sorting,
translating, arranging, reflecting and creating links to newly acquired
information, readers should use the data already acquired. It is in line with
Kasim Yildirim, et al which said “ reading comprehension, in any language,
is the cognitive process of stimultaneously extracting meaning through
interaction and involvement with written text” (Yildirim, 2020). Besides for
the text to be understood, the reader has to rapidly identify words, understand
the context of virtually every word, and incorporate meaning units into a
coherent message.
The goal of reading is to understand the text we read. Reading
Comprehension is a method in which creating text meanings. The target is not
to get meaning from the individual words or phrases but to understand more
what is represented in the text. It is in line with Gary Wooleys‟ statement. He
said that reading comprehension is a mechanism that makes sense of the text.
The goal is therefore to understand what is defined as a whole instead of
acquiring meaning from single sentences or words(Wooley, 2011).
Furthermore, reading comprehension requires the connection between the
basic knowledge and the new knowledge provided in written texts. This refers
to the argument of Catherine Snows. She said that the phases of reading
comprehension is the mechanism by which meaning is simultaneously
derived from and developed by experience and participation in written
language(Snow, 2002). Reading comprehension is a dynamic, multi-
component mechanism involving a large number of interactions between
readers and what it brings to the texts (previous information, strategy) as well
as text-related variables (interest in the text, comprehension of text types.
2. Characteristics of Good Reading Comprehension
The characteristics of successful students able to achieve reading
comprehension standards show a great reading understanding. Good readers‟
characteristics are based on their language ability, ability to process, cognitive
skills and metacognitive skill. The language knowledge and skills attribute
12
that varies between good readers and poor readers, including the word
recognition, syntactic processes and semantic processes.Good readers
understand word faster and are generally stronger for fast and certain
syntactical process. The poor readers are low on an ambiguous sentence, as
they do not use syntactic language. Moreover, another good reader function
for strategic use is to use meaning-based indicators to assess what they
understand. Poor readers almost always misuse their previous knowledge to
compensate for English shortcomings. Comprehension monitoring
competencies are included in metacognitive skills that are particularly
important in the context of English. In their reading cycles, good readers
exercise more monitoring ability than bad readers. Good readers tend to keep
track of their reading experiences and address words not decoded before.
They also seemed more susceptible than the poor reader in the study to
inappropriate text.
In summary, good readers are those with some comprehension and
regulation of their cognitive reading. The poor or less skilled readers are
unaware of how to alter reading targets or texts using various techniques.
Good readers use structural and material awareness to increase reading
performance in order to achieve readability standards.
3. The Factors Influence Reading Comprehension
Comprehension as process means that thereaders use their
motivations, knowledge, cognitive skills and experience to filter
understanding.Good readers use their knowledge and experiences for
reading and for interpreting the text. The following four key factors
described by Karen Tankersley in Wandi Syahfutra which affect the
comprehension of reading are (Syahfutra, 2019) :
a. Command of the linguistic structure of thetext.
Readers must be able to quickly and easily decipher text so that
cognitive capacity is unable to remove meaning from the texts. If the reader
is familiar with the style and genre of the language, they can comprehend
the text better. The reader can anticipate what will come next in the text if
13
such properties become known.
b. Adequate vocabulary in the contentarea.
A strong vocabulary helps readers to automatically process words
while reading. Because we can keep only seven items at any one time in our
short-term memory, readers have to quickly decipher the words. When a
reader stops often to determine the significance of a word, or how it fits the
passage, the comprehension of the reader suffers.
c. Degree of metacognitive control of thetext.
Readers need to learn how to track themselves and to focus on their
comprehension during the reading process. They have to be able to "listen
to" what the words say when they read, to track their comprehension and
when it is lost and, if possible, to have fixation the strategies ready to use.
When the readers have no strategies, they are simply giving up because they
do not understand about the text that they read.
d. Adequate domainknowledge
The prior knowledge of the readers makes differences on how they
understand the written text. Those who have extensive knowledge of a
subject before reading it can understand and rely more on important
information than those who are less familiar with it. In the absence of an
adequate background, teachers must take time to provide the experience or
to help create background information before asking them to process a text.
C. Descriptive Text
1. The Definition of Descriptive Text
Some forms of text exist, such as narrative, descriptive, recount,
report, and procedure texts. For this study, the researcher used descriptive
text. According to Wardiman et al., descriptive texts are a sort of text that
explains the characteristics of things such as someone, something or a
certain place (Wardiman et.al, 2008). It is consists of the descriptions of
things that make this more straightforward for the reader to visualize what
the writer describes.
14
2. The Purpose of Descriptive Text
The descriptive text is designed to explicitly describe a person , object
or location. Regarding to Wishon and Burks.C in Isrina Fitri, et al., the
purpose of descriptive text is to help the readers “see” the presented object,
person, and sensation(Fitri, 2017). In addition, according to Lailatul Husna
et, al, descriptive text is to describes things which the reader or listener are
able to get the same sense as what their experienced such as: smells, feels,
acts, tastes and sounds (Husna, 2013).
3. The Generic Structure of Descriptive Text
Each text has a generic structure of its own, including a descriptive
text with generic structures like identification and description(Kirana, 2018).
The identification is to introduce a particular person, item, or location. While
the description is explaining physical appearance, consistency, behavior, etc.
4. The Language Features of Descriptive Text
The linguistic features of the descriptive text used attributive and
identifying processes, use nominal group adjectives, classifiers, and simple
present tense. According to Knapp and Watkins in Siti Maisaroh and Dasep
S, they divided the descriptive text 's language characteristics into present
tense, action verbs, adjective, and adverb, relational verb, and mental verb
(Maisaroh, 2015).
Table 1 The Generic Structure and Language Features of Descriptive Text
Structure of
Text
Generic
Structure
Language Features
1. Introductory Identification 1. Using simple presenttense
2. Using actionverb 2. Body/content Description
15
3. Conclusion Not needed 3. Using Adjective
4. Usingadverb
5. Using relational verb
6. Using mental verbs
5. The Example of Descriptive Text
Table 2 Descriptive Text
Title Gua Tabuhan Is a Lively Unique Cave
Identification
In the cave, Nyi (Mrs) Kamiyem and Ki (Mr)
Padmo sit on a big stone. Nyi Kamiyem will sing a
song and Ki Padmo will beat the drum. Joining them
are people called wiyogo which are drummers and
other gamelan musicians.
What makes this unique is that they mix
gamelan with the sounds of nature. The visitors
dance, forgetting all problems.
Description
Built on the hill 46 m (150 m) high and
consisting of eight step-like stone terraces, each one
above the other, inspired by the Gupta architecture
of India. Five square terraces, each of which is
surrounded by a circle of buddhist stupas (Buddhist
Many tourists go to this cave. Maybe you are
interested in going there too but you don't know
where it is. Gua Tabuhan is located near Pacitan in
East Java.
It is situated in a lime hill called Tapan, in
16
Tabuhan,Wareng village. The route is easy. Along
the road there is beautiful tropical scenery to enjoy
rice fields, coconutpalms and birds.
East of the cave peddlers sell souvenirs. The
drink and food pedders are on the north side. People
sell agates on the cave terraces. Somehow, it is like a
fair.
It is said that the cave is the only place where
natureproduces sounds like the music of gamelan.
Nyi Kamiyem,a well-known pesinden (traditional
Javanese singer) from the village of Gabuhan, who
often sings in the cave, does not doubt anything.
Gua Tabuhan did not use to welcome visitors.
According to Kartowiryo (90), village elder, Gua
Tabuhan used to be a hiding place for robbers. It was
believed to be a sacred place. No one dared go
inside. However, Wedana (chief of a district)
Kertodiprojo, went to the cave to find out what was
wrong. He found out that the cave was inhabited by
the annoying evil spirits. The people chased the
spirits away.
The cave is dark, so people need lights, and a
localguide will lead the way. Sometimes visitors
bump their heads against the sharp rocks on the
ceiling.
Inside the cave there is a plain big stone which
isbelieved to be the prayer mat of Pangeran
Diponegoro, one of the Indonesian heroes who
fought against the Dutch. It is said that Pangeran
Diponegoro used to seclude himself in the cave.
Some people now use the place for meditation.
17
There is a stream in the cave, in the east corner,
which can only be seen outside. However, it can be
heard from inside.
Besides the cave, Watukarang, a beach nearby,
is good to visit. By the way, do you want different
souvenirs? You can find them in Donorodjo village
where agate craftsman work. So, have a nice
journey.
Source: (Doddy, 2008)
D. KWL (Know-Want-Learned) Strategy
1. The Definition of KWL (Know- Want- Learned) Strategy
Strategy has been one of the main elements that could supervise by the
teacher throughout the learning process. A mental action plan to accomplish a
certain goal can be described as a Strategy(Westwood, 2001).
KWL is an acronym for Know-Want-Learned which promoted by
Donna Ogle in 1986 era. KWL (Know-Want-Learned) is a strategy that used
a special chart about what I know, what I want to know and what I learned
about a topic. It is supported by Jo Anne L. Vacca et al. which states that the
strategy allows the students think about what they know or believe about a
topic, what they need to find out by reading the text, what they learned by
reading, and what they still need and want to learn about the topic(Vacca J.
A., 2015). The KWL approach has positive implications for students‟ reading
ability. KWL has been shown to be an effective strategy for encouraging
students become more active learners and to help them remember better
communicate the active nature of reading in group setting(Sinambale E. S.,
2015).
18
Table 3 KWL (Know-Want-Learned) Chart
KWL CHART
Topic :
Students background
knowledge. The things that
students have already
learned.
What else the students
want to know about
the topic; some
questions of the
students to get the
purpose for reading.
What the
students‟ learned
from the reading
class; some new
ideas that they
had not
considered
previously.
KWL (Know-Want-Learned) chart divided into three columns.”They
are K for the thing I want to know, W for the information I want to know and
L for the things I have learned. The KWL (Know-Want-Learned) chart was a
very popular way for teachers to help students effectively relate background
information, intent and resume. It can be excellent for beginning study units
where students collect information over a time period of multiple courses.
The inference can be drawn that the KWL technique is indeed one of
the methods used to teach reading by presenting the students with a KWL
(Know-Would-Learned) chart. The KWL approach is also can generate
previous information, develop predictional skills and enhance student reading
skills.It is hopefully can help the students in catching before, during and after
a component of reading a text selection by the teacher.
2. The Purpose of KWL (Know-Want-Learned) Strategy
KWL Strategy provides the readers with an active role before, during
and after their reading. This strategy allows them to learn new knowledge.
This approach can also improve the ability of students to discuss various
topics. The results of their course can also be measured by students. KWL
19
provides a learning framework to enable students to become active builders of
meaning throughout the content. This strategy is developed by Ogle to help
teachers know and understand the background and student interest in a
subject. K-W-L technique has certain purposes, namely:
a. Students should connect their previous bits of knowledge or diagrams to
new information they regard as requested facts, and use it to synthesize
their level of critical thinking and potential synthesis in the future.
b. The small group environment used in brainstorming provides a safer, less
dangerous environment for the interaction of students as effective
brainstorming takes place.
c. The creation of graphical organisers, including the K-W-L board, gives
students valuable experience in an activity that enhances them in the
organizing of materials that are more concrete and easier to remember.
d. KWL (Know-Want-Learned) strategy enables students to address a
metacognitive process of learning.
3. The Advantages and Disadvantages of KWL (Know- Want-
Learned) strategy
The KWL (Know- Want-Leaned) strategy obviously have some
advantages. KWL (Know-Want- Learned) advantages have been identified
as it is suitable for all levels of education, from start to finish, it may be
used for all skills, but is best suited for teaching, it helps students monitor
their understanding and understanding, it encourages critical thinking
among students, this makes teachers and students involved in the process of
education and learning, it defines a readability function. So, from the
advantages mentioned above, we can infer that before you read the whole
text, readers have some suggestions and concentrate on key points during
the reading process.
Meanwhile, the disadvantages of the KWL (Know- Want-Learned)
strategy are students without previous knowledge find it difficult to achieve,
20
to complete it takes much time,the read of fictional materials is not accurate,
the readers who are not active thinkers are not suitable, the students are
going to give up, and easily bored.
4. The Procedures of Using KWL (Know- Want- Leaned) in
Teaching Reading Comprehension
There are three phases of KWL strategy according to Jo Anne L.
Vacca, et al.The KWL strategy are defined as follows:
a. Pre-reading activities are the first step. The teacher involves a group of
students to concentrate on their current subject awareness. The questions
of the teacher will lead children to think about and respond to the topic in
particular. Teachers of multicultural students need to learn the cultures
and schemes of the student to "press" their previous knowledge on a
subject. This brainstorming process aims to help children to understand
what they are going to read in the text. Then, The answers of the children
are entered on the worksheets and on the chart in column K.
b. The second step is to determine the outcomes of the brainstorming and
categorization exercises naturally. When children recognize contentious
areas and/or main categories containing little or no details, a reading
intent is created. Although this phase is mainly done as a group activity,
in column W each student writes the questions for which he or she is most
interested in learning. The personal interests of the students may guide
and promote their reading.
c. The students report their results on their worksheets during the final step
of the KWL process. The students have the option of writing details while
they read it or as soon as they finish reading it. With the instruction and
assistance from the teachers, the students determine whether they have
answered their questions and concerns satisfactorily by reading the text.
Furthermore, If students need or want more information on a subject, they
should be guided to other information sources in column L.
21
5. Teaching Reading Comprehension of Descriptive Text by
Using Conventional Teaching
The following points the conventional teaching used by the teacher to teach
the control class about reading comprehension of descriptive text:
First : The teacher gives students a descriptivetext.
Second : Teacher asked a pupil to read the text aloud.
Third : The students have to find some hard words, then the
teacher write the vocabularies in the whiteboard.
Fourth : Teacher asked the students to find the meaning of the
words.
Fifth : Teacher gives the assessment and some feedback of the
lesson.
E. Previous Study
There are several previous studies conducted to improve the students‟
reading comprehension of descriptive text by using KWL (Know- Want-
Learned) strategy. The details explained as follows:
The research entitled “ The Effect of Using Know-Want-Learned
(KWL) Strategy on Students‟ Reading Comprehension to the Eighth Grade
Students of MTS Ma‟Arif Balong in Academic year 2016/2017”. The
research was conducted by Sri Wulandari. Then, the statement of this
research: Is there any essential differences on students‟ reading
comprehension before and after using Know-Want-Learned (KWL) strategy
to the Eighth-Grade students of MTs Ma‟arif Balong in academic year
2016/2017? Furthermore, the design of this research is quantitative
research.”The researcher used pre-experimental research which employed one
group as pre-test and post-test design. In addition, the result of this research
showed that there is a significant difference on the students‟ reading
comprehension before and after using Know-Want-Learned (KWL) strategy
to the Eighth-Grade students of MTs Maarif Balong in academic year
2016/2017.”
22
Second research which related to this study is a thesis by Riswanto
with the title “ The Effect of Using KWL (Know, Want, Learned) Strategy on
EFL Students‟ Reading Comprehension Achievement “.”The main purpose of
this research was to see whether the use of the KWL (Know, Want, Learned)
strategy was successful in enhancing students‟ reading comprehension of
learning English as a foreign language. This research is a quasi-experimental
design of non-equivalent classes of pretest-posttest models. In the academic
year of 2011/2012, the population was Eighth-Grade students of SMPN 4
Palembang.”The population of the study are 40 students taken as a sample in
which there were two groups consisted of 20 students for each group.
Furthermore, The data was obtained through the use of multiple read checks.
The collected data were analyzed with a formulation t-test. The result showed
that KWL's plan enhances students' perception of reading efficiency.
Third research relevant of this study conducted by Ummul Khaira in
her thesis entitled “The Use of Know, Want and Learnt (KWL) Strategy to
Improve Reading Comprehension.” This research is Classroom Action
Research (CAR). In addition, the main goal of this research was to find out
how the KWL (Know- Want- Learned) strategy is implemented in the
English reading class and how students respond to it. It was carried out in two
stages, in which each cycle consisted of the preparation of the action, the
execution of the action, the analysis of the action and the reflection. The
methods used to collect the data are assessments, investigator and student
assessment sheets and student questionnaires. The results showed that KWL's
approach strengthened students' reading comprehension skills in identifying
the main idea, detailed information, word sense, and references.
From the previous studies above, the researcher decided to apply the
different way of conducting this study. This study used an experimental
method in which design with quasi-experimental research. The researcher
conducts this study for the Tent-Grade students of SMA PGRI 56 Ciputat.
Moreover, the sample was divided into two groups, experimental group and
control group. The experimental group teaches by using the KWL (Know-
23
Want- Learned) strategy. Meanwhile, the control group taught not using
KWL (Know- Want- Learned) strategy.
F. Thinking of Framework
Reading comprehension is have an important role for many people in
catching a great meaning. To comprehend a text, it requires the background
knowlegde of the reader, which can help them easier to get the meaning of the
text. Furthermore, the students have low motivation in reading class. It makes
the students become passive and lazy to read exactly a reading text. To solve
the problems, the teacher should use an appropriate strategy. In this study, the
KWL approach was developed to resolve the problems of students reading
comprehension of descriptive text in senior high school. The KWL technique
(Know-Want-to-Learn) helps students understand a text quickly by describing
the items they know and want to learn before reading a text. KWL (Know-
Want-Learned) also allows students to sum up information they have learned
from a text read by themselves.
G. Theoretical Hypothesis
The hypothesis can be used to learn and respond to research, as well
as to infer the research findings. The hypotheses of this research can be
analyzed as there is a significant difference on the students‟ reading
comprehension of descriptive text before and after using Know-Want -
Learned (KWL) strategy to the Tenth-Grade students of SMA PGRI 56
Ciputat.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Research
The research was held in SMA PGRI 56 Ciputat, which is located in
Jl. Pendidikan No. 30, Ciputat, Kec. Ciputat, Kota Tangerang Selatan,
Banten 15411. The research conducted for the Tenth-Grade Students of
SMA PGRI 56 Ciputat on Februari-Maret 2020 through using aquasi-
experimental design, in 2019/2020 of the academic year.
B. Method and Design of Research
The writer was conducted this study by using quantitative research
and aquasi-experimental design. Quantitative research is one form of
education research in which the researcher chooses what to test, asks
precisely the particular topic, collects quantifiable data from the participants,
uses statistical analysis to interpret the numbers and carries out the survey
objectively. It is concentrates on the explanation why the problem occurs and
tries to find the different responses of a large group (Creswell, 2012).
Moreover, quantitative analysis is used to understand and describe
phenomena through mathematical techniques. The aim of experimental
research is to test theories in order to determine relationships between cause
and effect.
The phase of this research can be described by using the following
illustration:
Table 4 The Diagram of Quasi-Experimental Design
Group Pre-test Treatment Post-test
Experimental Group T1 √
T2
Control Group T1 X T2
25
Explanation:
T1 : Pre-Test for experimental group and control group
T2 : Post-Test for experimental group and control
group
√ : Receiving a particular treatment
X : Without a particular treatment
C. The Population and Sample of the Research
The writer conducted this research at SMA PGRI 56 Ciputat. The
population was SMA PGRI 56 Ciputat's Tenth-Grade students. There are
two classes, which are experimental and controlled class. The researcher
used total sampling in this study because there are under 100 students in the
overall population. So, the studys‟ sample is 62 students. Therefore, X1 as
group of experiments and X2 as group of controlled class.
D. The Instrument of the Research
To collect data of the research, the researcher usually used a tool
named an instrument. The instrument for this study is a test. Tests are an
important instrument for the evaluation of work in education. The function of
the test is therefore essential for data collection. The writer used reading
comprehension assessments in this research in the form of many options or
multiple choices. The method was developed by Douglas Brown 's language
evaluation book. He discussed several questions , for example: main idea
(topic), expressions / idiom/phrase in context, inference (implied
information), grammatical features, information (scanning for a clearly
specified description), excluding facts not written (unstated details),
supporting idea(s), vocabulary in context. Many indicators of this research
have been taken from the above questions (Brown, 2004). The researcher
translated the questions into five indicators: identification of main idea,
relevant details, acommunicative purpose of the text, grammatical structure of
the text, and identification of vocabulary sense. There were 30 items in this
research. The test questions were taken from the experts, such as National
26
examination in Indonesia(Ujian Nasional) and TOEFL which they are
appropriate for measuring the reading comprehension of descriptive text by
the students. This method is used for pre-test and post-test.
S= R/N X 100
In which, S : Score of each students
R : The right answers‟ total number
N : Items‟ total number
E. The Data Collection Technique
The data conducted by giving a pre-test first before treatment. This is
useful for students to assess the students' context information about the
descriptive text. The pretest gave both the class of experiment and the class
of power. In addition, the experimental class obtained treatment such as
teaching descriptive text using KWL strategy after providing the pre-test,
while the control class taught as an experimental class without any
treatment.
Moreover, the class got a treatment like teaching descriptive text
using KWL (Know-Want-Learned) strategy after got the pre-test. Then, to
measure the students‟ understanding of descriptive text, the class gave a
post-test by the teacher.
Hence, several methods have been used in collecting data:
1. Pre-test
For this study, before seeking treatment, the writer checks certain
properties for the experiment participant. For both classes, Experimental
and Control class, the pretest is given. The type of questions that were used
was multiple choices consisting of 30 items.
2. Treatment
After the pre-test the researcher began providing experimental and
control class treatment. The KWL (Know-Want-Learned) technique was
used by the experiment class, while the control class used conventional
teaching, which was explained in the previous chapter.
27
3. Post-test
The post-test was performed differently with pretest question. In
addition, post-testing means a calculation of any attribute or trait that is
measured after the treatment for all participants in an experiment. Moreover,
the questions used for this test is 30 items with multiple choices type.
F. The Data Analysis Technique
In this case, the researcher used quantitative research and analyze the
data by using a statistical method. This technique was used to find out the
students significant different on the students‟ achievement before and after
using Know-Want-Learned (KWL) strategy. To evaluate whether students
understand descriptive text before and after using Know-Want-Learned
(KWL) strategy, the researcher used statistic calculation through t-test
formula at SPSS v.22 program for windows.
1. Normality Test
Test of normality provides the assessment of two classes,
experimental and control class. The normality test is used to check
whether or not the normal population distribution from the two sample
groups are present. For Windows a normality check is completed with
SPSS v.22 which includes (Asyim sig 2 tailed > 0.05 meaning) that the
data comes from a normal population but (Asyim sig 2, tailed) < 0.05
means that the data does not originate from a normal population.
2. Homogeneity Test
After the data shows normally distributed, the further step is to
determine the homogeneity testing. Homogeneity test is used in order to
decided whether or not data from each field of analysis in normal
population distribution are analyzed. SPSS v.22, where normality tests
are performed: if (Asyim sig 2 tailed) > 0.005 is the normal population
value, the data are provided on the normal population but (Asyim sig 2
tailed) on the usual basis of < 0.05.
28
3. T-test
To verify the hypothesis, the researchers used T-test formulas to
determine if the two variables in this study different. In this case, the
researcher used T-test to prove his hypothesis. The T-test format is:
In which:
Mx : Mean score of post-test of Experiment class
My : Mean score of post-test of controlled class
SEMx : Standard error score of experiment class
SEMy : Standard error score of controlclass
X : Applying KWL technique in experimentclass
Y : Applying Conventional technique in control class
The procedures of calculation were asfollow:
a. Determining mean of variable X the formulationis:
Mx= ∑X
N1
b. Determining mean of variable Y the formulationis:
My= ∑y
N2
c. Determining Standard Deviation X (SDx), withformula:
√
∑X²
29
d. Determining Standard Deviation Y (SDy), withformula
√
∑Y²
e. Determining standard Errors Mean Variable X (SEmx) withformula:
√
f. Determining Standard Errors Mean Variable Y (SEmy), withformula:
√
g. Determining the difficulties of Mean Variable X and Mean
Variable Y, with formula:
SEMx- My = √ + √
h. Determining t0:
t0 =
i. The final step is to evaluate df (degree of freedom) with significant
level 5% after all the data are determined with the formula:
df= (N1+N2) -2
In which:
Specification :
Mx : The mean of gain score of experimental class.
Mx : The mean of gain score of controlled class
∑X : The total score of experimental class‟ gain score
∑Y : The total score of controlled class‟ gain score
∑X² : The total of experimental class‟ gain score minus M¹
∑Y² : The total of controlled class‟ gain score minus M¹
SDx : The standard deviation of gain score of experimental class
Sdy : The standard deviation of gain score of controlled class
SEMx : The standard error mean of experimental class
30
SEMy : The standard error mean of controlled class
N1 : The total number of students in experimental class.
N2 : The total number of students in controlled class
4. The Effect of Size
d = (Mean of Group A-Mean of Group B)
Pooled Standard Deviation
Pooled Standard Deviation =
( 𝑡d 𝑜𝑓𝑔𝑟𝑜𝑢𝑝1 + 𝑡d 𝑜𝑓𝑔𝑟𝑜𝑢𝑝2)
2
After acquiring the results, it could be analyzed based on the criteria:
0-0.20 = weak effect,
0.21-0.50 = a modest effect,
0.51-1.00 = a moderate effect,
> 1.00 = a strong effect
5. Statistical Hypotheses
When got the T-value, then the writer compares T-value with T-table.
If t-value < t-table, Ho is approved.
If t-value > t-table, Ho is dismissed, or Ha is approved.
Ha:There is significant differences between before and after using the
KWL (know-Want-Learned) strategy in improving students‟ reading
comprehension of descriptive text.
Ho :There is no significant differences between before and after using the
KWL (know-Want-Learned) strategy in improving students‟ reading
comprehension of descriptive text.
31
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Finding
1. The Description of Data
The researcher gathered two types of data from the experimental
and control groups, pre-test and post-test tests. The data were displayed
in two tables. Table 5 showed pretest students„ scores of experimental
and control class andtable 6 showed post-test students„ scores of
experimental and control class.The researcher performed experimental
treatment using KWL technique during the research, whereas the
traditional method has been performed in the control class. The
researchers asked pre-test and post-test in a multi-choice form before and
after the treatment.The test questions have been taken from the
Indonesian national examination (Ujian Nasional) and TOEFL by some
experts to help measure the students ' understanding of the descriptive
text. The writer took 30 itemsof multiple choices about the descriptive
text for experimental class and 30 items for the control class.This section
shows the general description scores from the experimental class and
control class.
a. The Pre-testScores
Table 5 reports pre-test scores of students from both class,
experimental class and controlled class. There are 31 students of each
class.
Table 5 The Students’ Pre-test Scores
No The Pre-test of
Experimental Class
The Pre-test of
Controlled Class
Student 1 50 37
32
No The Pre-test of
Experimental Class
The Pre-test of
Controlled Class
Student 2 50 43
Student 3 60 40
Student 4 60 47
Student 5 63 40
Student 6 73 53
Student 7 40 47
Student 8 53 53
Student 9 60 33
Student 10 60 47
Student 11 40 63
Student 12 53 50
Student 13 57 47
Student 14 53 53
Student 15 47 63
Student 16 50 53
Student 17 40 60
Student 18 50 47
Student 19 43 37
Student 20 43 57
Student 21 57 60
Student 22 50 43
Student 23 53 63
Student 24 47 67
Student 25 53 60
Student 26 67 40
Student 27 43 47
Student 28 60 53
Student 29 63 47
33
Student 30 57 57
Student 31 50 63
∑ 1645 1570
Mean 53,06 50,64
The following table 5 describes the pre-test findings for the
experimental and controlled groups. The pre-test was done in the first
meeting until both courses were handled by the researcher. In the table,
the lowest score of the experimental class is 40, and the controlled
groups‟ score was 33. 73 as the highest pretest score of the experimental
class and 67 as the highest test score of the controlled class. The pre-test
results of controlled classes may be concluded that they are less than the
experimental class.
b. The Post-test Scores
Table 6 reports the students‟ post-test scores of experiment and
controlled class. Each class is consist of 31 students.
Table 6 The Students’ Post-test Scores
No The Post-test of
Experimental Class
The Post-test of
Controlled Class
Student 1 70 40
Student 2 60 43
Student 3 60 57
Student 4 53 50
Student 5 77 50
Student 6 80 40
Student 7 60 70
Student 8 77 67
Student 9 80 40
34
No The Post-test of
Experimental Class
The Post-test of
Controlled Class
Student 10 77 60
Student 11 60 77
Student 12 63 50
Student 13 63 67
Student 14 77 57
Student 15 67 77
Student 16 70 27
Student 17 60 70
Student 18 63 73
Student 19 67 57
Student 20 53 53
Student 21 60 53
Student 22 70 47
Student 23 67 80
Student 24 70 73
Student 25 60 60
Student 26 80 40
Student 27 37 60
Student 28 87 53
Student 29 70 60
Student 30 73 43
Student 31 77 67
∑ 2088 1761
Mean 67,35 56,80
The table 6 shows the students post-test scores of experiment and
controlled class. The post-test was given in the last meeting or after the
researcher giving the treatment for both classes. The lowest post-test
score of experiment class is 37, while the lowest post-test score of
35
controlled class is 27. Besides, the highest post-test score of experiment
class is 87, and the controlled class has 80 as the highest post-test score.
It means that the post-test scores of experiment class was higher than the
controlled class.
c. The Gained Scores
Table 7 below shows the data of the gained scores from both
classes, experiment and controlled class. And each class have 31
students.
Table 7 The Gained Scores of Experimental Class and Controlled Class
Students The Gained Scores of
Experimental Class
The Gained Scores of
Controlled Class
Student 1 20 3
Student 2 10 0
Student 3 0 17
Student 4 -7 3
Student 5 14 10
Student 6 7 -13
Student 7 20 23
Student 8 24 14
Student 9 20 7
Student 10 17 13
Student 11 20 14
Student 12 10 0
36
Students The Gained Scores of
Experimental Class
The Gained Scores of
Controlled Class
Student 13 6 20
Student 14 24 4
Student 15 20 14
Student 16 20 -26
Student 17 20 10
Student 18 13 26
Student 19 24 20
Student 20 10 -4
Student 21 3 -7
Student 22 20 4
Student 23 14 17
Student 24 23 6
Student 25 7 0
Student 26 13 0
Student 27 -6 13
Student 28 27 0
Student 29 7 13
Student 30 16 -14
37
Student 31 27 4
∑ 443 191
Mean 14,29 6,16
The table describes the data of gained scores from experiment
class and controlled class. The lowest gained score of experiment class is
-6, while the controlled class is -6. The highest gained score of the
experiment class is 27, and the controlled class is 26. Moreover, the mean
of the gained score of the experiment class is 14,29, and 6,16 from the
controlled class.From the table, we can show that the experiment class is
higher than the controlled class.
Figure 1 Histogram of Pre-test, Post-test and Gained Scores
The figure 1 above illustrates the results of the pre-test, post-test
and gain score scores between the experimental and controlled class. The
controlled class has the lower scores of pre-test than the experimental
class. Then, the post-test scores of experimental class is higher than
0
10
20
30
40
50
60
70
80
Pre-Test Post-Test N Gain Score
Experiment
Controlled
38
controlled class. And the gained scores of experimental is also higher
than the controlled class. It means that there are significant improvement
scores both pre-test and post-test scores.
2. The Analysis of Data
This part is to examine the writer's question as to whether the
KWL (Know-Want-Learned) strategy works with students reading
comprehension of descriptive text in the Tent-Grade of the SMA PGRI
56 Ciputat. To answer the question,the writer used the Test of Normality,
test Homogeneity, and T-test for both classes.
a. Results of Pre-test of Experimental Class and ControlClass
The result of the pre-test data of experiment class and control
class measured by using SPSS programs for windows v.22. In the
table below are shown the results of pre-test in the experimental
class of this research:
Table 8 Data Description of Pre-test Result of Experiment Class
Valid 31
N
Mean 53.06
Median 53.00
Std.Deviation 8.209
Range 33
Minimum 40
Maximum 73
Sum 1645
The table 8 above shows the pre-test result of experiment
class before treatment. The class are consist of 31 students. The
lowest pre-test scores of the experiment class is 40, and the
39
highest score is 73. The mean score is 53.06, the median score is
53.00, the standard deviation is 8.029, and the sum of the data is
1645. Sum score gained from the total students‟ score.The table
below are shown the results of pre-test in control class of this
research:
Table 9 Data Description of Pre-test Result
Valid 31
N
Mean 50.65
Median 50.00
Std.Deviation 9.098
Range 34
Minimum 33
Maximum 67
Sum 1570
From the table 9 above, it could be seen from 31 students,
and the sum gained 1570. The lowest pre-test score of the class is
33 and the highest score is 67. Then, the median score is 50.00.
The mean score is 50.65. Furthermore, the standard deviation is
9.098.
b. Results of Post-Test of Experimental Class and ControlClass
The result of the post-test both the experiment and controlled
class measured by using SPSS v.22 program for windows.The result
from post-test in experiment class are shown in the table below:
Table 10 Table of Data Description of Post-test Result
Valid 31
N
40
Mean 67.35
Median 67.00
Std.Deviation 10.275
Range 50
Minimum 37
Maximum 87
Sum 2088
The table 10 shows the description data of post-test of the
experimental of this study. The data gained after the last meeting of
the class. The students of the class is 31 students. It could be seen
that the mean score is 67.35, median score is 67.00, standard
deviation is 10.275, the lowest score of post test is, the highest score
is 87, and the total score of the data is 2088. From the table, it could
be concluded that there is a significant score after students got the
treatment.
Table 11 Data Description Result of Post-test of
Valid 31
N
Mean 56.81
Median 57.00
Std.Deviation 13.237
Range 53
Minimum 27
Maximum 80
Sum 1761
The table is describes the post-test score result of the control
class in this research. The table shows the sum score of 31 students
41
from the post-test is 1761. The lowest score is 27, while the highest
score is 80. Moreover, the mean score is 56.81, median score is
57.00, and the standard deviation is 13.237. It means that the
students‟ score of the controlled class increased slightly.
c. Normality Test
The authors calculate the data using normality tests to
determine whether the data were normally distributed. The following
results:
1) Pre-Test Normality Test
Table 12 Normality Test of Pre-test
Tests of Normality
Group
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Pre-test Experiment
Class ,116 31
,200
*
,964 31 ,368
Controlled
Class ,140 31 ,129 ,960 31 ,287
From the table 12 above, the result shows that p > α in which
the significance of the experimental class was (0.368 > 0.05), while
the controlled class was (0.287 > 0.05). The significances of two
classes were above 0.05. So, it means that the pre-test data of this
research normally distributed.
42
2) Post-Test Normality Test
Table 13 Normality Test of Post-test
Tests of Normality
Group
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig.
Statisti
c Df Sig.
Post-test Experime
nt Class ,140 31 ,124 ,947 31 ,125
Controlled
Class ,102 31 ,200
* ,971 31 ,552
.
The normality test of post-test shows that the significance of
the experiment class was 0.125, or in other words, it was (0.125 >
0.05), while the controlled class was (0.552 > 0.05). From the result,
it can conclude that the post-test data is normally distributed.
d. Homogeneity Test
The homogeneity test was spesifically obtained by using
Levene from SPSS v.22 program for windows.
1) Pre-Test Homogeneity Test
Table 14 Homogeneity Test of Pre-test
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Pre-
Test
Based on Mean ,904 1 60 ,346
Based on Median ,876 1 60 ,353
Based on Median and with
adjusted df ,876 1 59,969 ,353
Based on trimmed mean ,901 1 60 ,346
43
The significance used for the pre-test data is 0.05. The table
describe that the significance of the pre-test was 0.346, or in other
words,(0.346 > 0.05). So, it can be concluded that the pre-test data
were homogeneous.
Post-Test Homogeneity Test
Table 15 Homogeneity Test of Post-test
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Post-Test Based on Mean 2,352 1 60 ,130
Based on Median 2,320 1 60 ,133
Based on Median and with
adjusted df 2,320 1
58,01
6 ,133
Based on trimmed mean 2,291 1 60 ,135
The writer analyzed the homogeneity test of post-test with
significant level 0.05. Table 4.11 shows that the significance of post
test was 0,130 is higher than the signifcant level, or in other words
(0.130 > 0.05). It means that the post-test data were homogeneous.
e. Hypothesis Test
The final measurement is hypothesis test. The hypothesis test
is used to assess whether the students‟ comprehension of the reading
achievement in the experimental and control class varies
significantly. To get the answer, the author used a T-test formula.
Here is the T-test rule calculation:
44
Table 16 The Comparison of Students’ Scores in Experimental and
Controlled Class
Students Experiment
Class (X)
Control
Class (Y)
X-Mx Y-My (X-Mx)2
(Y-My)2
Student 1 20 3 5,71 -3,16 32,6041 9,9856
Student 2 10 0 -4,29 -6,16 18,4041 37,9456
Student 3 0 17 -14,29 10,84 204,2041 117,5056
Student 4 -7 3 -21,29 -3,16 453,2641 9,9856
Student 5 14 10 -0,29 3,84 0,0841 14,7456
Student 6 7 -13 -7,29 -19,16 53,1441 367,1056
Student 7 20 23 5,71 16,84 32,6041 283,5856
Student 8 24 14 9,71 7,84 94,2841 61,4656
Student 9 20 7 5,71 0,84 32,6041 0,7056
Student 10 17 13 2,71 6,84 7,3441 46,7856
Student 11 20 14 5,71 7,84 32,6041 61,4656
Student 12 10 0 -4,29 -6,16 18,4041 37,9456
Student 13 6 20 -8,29 13,84 68,7241 191,5456
Student 14 24 4 9,71 -2,16 94,2841 4,6656
Student 15 20 14 5,71 7,84 32,6041 61,4656
Student 16 20 -26 5,71 -32,16 32,6041 1034,266
Student 17 20 10 5,71 3,84 32,6041 14,7456
45
Students Experiment
Class (X)
Control
Class (Y) X-Mx Y-My (X-Mx)
2 (Y-My)2
Student 18 13 26 -1,29 19,84 1,6641 393,6256
Student 19 24 20 9,71 13,84 94,2841 191,5456
Student 20 10 -4 -4,29 -10,16 18,4041 103,2256
Student 21 3 -7 -11,29 -13,16 127,4641 173,1856
Student 22 20 4 5,71 -2,16 32,6041 4,6656
Student 23 14 17 -0,29 10,84 0,0841 117,5056
Student 24 23 6 8,71 -0,16 75,8641 0,0256
Student 25 7 0 -7,29 -6,16 53,1441 37,9456
Student 26 13 0 -1,29 -6,16 1,6641 37,9456
Student 27 -6 13 -20,29 6,84 411,6841 46,7856
Student 28 27 0 12,71 -6,16 161,5441 37,9456
Student 29 7 13 -7,29 6,84 53,1441 46,7856
Student 30 16 -14 1,71 -20,16 2,9241 406,4256
Student 31 27 4 12,71 -2,16 161,5441 4,6656
∑X=443 ∑Y= 191 ∑x=
0,01
∑y=
0,04
∑x2=
2436,387
∑y2=
3958,194
Mean 14,29 6,16 78,593 127.683
46
1) Determining mean of variable X the formulationis:
Mx=
= 14.29
2) Determining mean of variable Y the formulationis:
My=
= 6.16
3) Determining Standard Deviation X (SDx), withformula
√
= 8.86
4) Determining Standard Deviation Y (SDy), withformula:
√
= 10.7
5) Determining standard Errors Mean Variable X (SEmx) withformula:
= 1.61
6) Determining Standard Errors Mean Variable Y (SEmy), withformula:
= 1.95
7) Determining the difficulties of Mean Variable X and Mean
Variable Y, with formula:
SEMx- SEMy = √ + √
= 2.52
47
8) Determining t0:
t0 =
= 3.22
9) Determining ttablein significance level 5% and 1% with
degrees of freedom (df):
df= (N1+N2) -2
df= (31+31) -2 = 60
from the calculation above, it can be shown that the post-test
score of experimental class is higher than the controlled class. The result
of the tobserve and t.table relation is 3.22 > 2.00 or in other words was
tobserve > t.table with significance level 5%. Furthermore, the alternative
hypothesis (Ha) is accepted and null hypotheses (Ho) are rejected, so that
KWL (Know-Want-Learned) strategy effective in improving students‟
reading comprehension of descriptive text.
f. The Effect of Size
d = (𝑚𝑒𝑎𝑛 𝑜𝑓𝑔𝑟𝑜𝑢𝑝𝐴−𝑚𝑒𝑎𝑛 𝑜𝑓𝑔𝑟𝑜𝑢p𝐵)
𝑝𝑜𝑜𝑙𝑒𝑑 𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
d =
d = 0.83
It could be sum up that the size effect of this study is 0.83. It
means that the size effect is a moderate effect.
B. Interpretation
The K-W-L (Know-Want-Learned) strategy has an effect on the
students‟ reading understanding according to the analysis of the results. The
48
class differences were taught with and were not taught by the K-W-L
(Know-Want-Learned) strategy.
The findings of this quasi-experimental analysis shows that KWL
(Know-Want-Learned) strategy is successful in interpreting students‟
reading comprehension of descriptive text at the Tent-Grade students of
SMA PGRI 56 Ciputat. The processed data have therefore finally responded
to the research question raised at the beginning of the research. Furthermore,
the results of the research are consistent with the previous studies, which
showed KWL (Know-Want-Learned) strategy to be an effective reading
strategy which improves the student's reading comprehension of descriptive
text. The following paragraphs describes the interpretation of the overall
results.
In the descriptive statistics, it is indicates the general output of the
divided samples through the implementation of pre-test and post-test in their
reading comprehension. The pre-test results showed the students in both
experimental and control class before treatment. The collected pre-test data
reported on average 53,06 in the experimental class, and 50,64 in the control
class that only a slight difference between the classes of 2,42 is tracked.
The treatment cycle was accompanied by implementing KWL
(Know-Want-Learned) strategy in experimental class. The reading test
between the classes then results in a comparison. The experimental class,
which was treated, was observed to make a fascinating change in its
understanding. It is illustrated by major improvements in the post-test
average score of 14.29 in contrast with the control class of the pre-test score
of 6.16. This means that students in the experimental class have made
changes after treatment of theKWL (Know-Want-Learned) strategy in
comparison to the control lesson who have not been educated in the same
procedure.
In general, the findings verified KWL (Know-Want-Learned), which
has studied the strategy for improved reading comprehension of descriptive
text, as well as in the growth of active learners . The results validate the
49
previous research. Like these results , students have improved their
comprehension and emphasis on the concise text. the differences between
the previous study are in the samples, place, and degree of education. While
many students are still not read, the results somehow show that the KWL
(Know-Want-Learned) approach succeeds in reading comprehension of
descriptive text.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was done using quasi experimental design, in order to
provide empirical evidence of the effect of the KWL Strategy on students'
reading comprehension of descriptive text at the Tenth-Grade of SMA PGRI
56 Ciputat. The data analyzed by using an SPSS v.22 in order to obtain
concise statistics measurements, and the hypotheses test which mentioned in
the previous chapter. The findings show that the p-value (0.001) is lower than
sig (0.050). And also T-test obtained that t0 was higher than ttable, 3.22 > 2.00
and that the alternatives (Ha) is accepted. This implies that in the post-test
outcome, the students' understanding of the descriptive text in the
experimental and control class differs significantly. In short, the use of KWL
(Know-Want-Learned) Strategy has a significant effect on the students‟
reading comprehension of descriptive text at Tenth-Grade of SMA PGRI 56
Ciputat in academic year 2019/2020.
B. Suggestion
On the basis of the findings and the discussion in the previous chapter,
participants who have a strong link with this research obtain some
suggestions. The following are presented:
1. For Teacher
The teacher must use KWL (Know-Want-Learned) strategy as
one way in teaching reading in the classroom because the benefit has
been demonstrated that it increases student comprehension of reading.
And also, the teacher should understand the KWL technique in every
steps.
2. For Students
Students should beactive learners who do not merely receive
materials of the teacher. It ensures that students play a significant role in
51
the learning process. In addition, to develop their knowledge, students
can read more reading text.
3. For Future Researcher
The outcome of this study can be used for further research into
KWL strategies that can help the students in improving their reading
comprehension of descriptive text. The other researchers are required to
establish more successful practices as a recommendation, apart from
work already presented. Innovation in the use of the intense lecture in
another population, sample, kind of text or skills found in this research.
.
52
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APPENDICES
56
Appendix 1 Instrument of Pre-test
Name :
Class :
Instruction : Read the text carefully, and answer the following questions by
crossing the correct answer between a,b,c,d or e!
The following text is for questions number 1 to 3
A Kangaroo is an animal found only in an Australia. It has a smaller
relative, called a wallaby, which lives on the Australian island of Tasmania and in
new Guinea.
Kangaroo eat grass and plant. They have short front legs. But very long
and and strong back legs and a tail. These are used for sitting up and for jumping.
Kangaroos have been known to make forward jumps of over eight metres high,
and leap across fences more than three metres high. They can also run at speeds of
over 45 kilometres per hour.
The largest kangaroos are the great grey kangaroo and the Red Kangaroo.
Adult grows to a length of 160 metres and weighs over 90 kilos. Kangaroos are
marsupials. This means that the female kangaroo has an external pouch on the
front of her body. A baby kangaroo is very tiny when it is born, and it crawls at
once into this pouch where it spends its first five months of life.
1. According to the text, the kangaroo...
a. Can grow as tall as man
b. Can run faster than a car
c. Can walk as soon as it is born
d. Can jump over a 3 metres high fence
e. Can live in a pouch during its life
2. ...are used for sitting up and for jumping.
a. Long tails
b. Short legs
c. Body pouch
57
d. Short front legs
e. Strong back legs
3. We know from the text that Kangaroo...
a. In smaller in size to human
b. Is an omnivorous animal
c. Has habitat in Tasmania
d. Can be called Wallaby in New Guinea
e. Has another name called Wallaby
This text is for questions 4 to 6
Ant eaters are perhaps the most curious looking animal. Their long head
and snout look like tubes, and they have no teeth at all. Their front legs are very
strong and armed with heavy curved laws with which they break open the neats of
ants and termites, and then when the insects rush out, used their long, sticky
tongues to lick them up at great speed.
True ant-eaters are found in the swamps and forests of central and South
America. Scaly ant-eaters , or Pangolins, are found in Africa and tropical Asia.
Various other insect eating-animals are sometimes called ant-eaters,
although they really belong to other groups of animals. One of them is the ant-
bear, which lives on the plains of South and Central Africa. This has long, erect
ears but short blunt claws, an almost hairless tail, yellow brown in color. Unlike
the true ant-eaters, it has small teeth.
4. The text tells us...
a. The story of ant-eaters
b. The report of ant-eaters
c. The discussions of ant-eaters
d. The description of ant-eaters
e. The explanation of ant-eater‟s body
5. What is the ant-bear?
a. The animal has long, erect ears and smll teeth
b. The animal looks like a Pangolin
c. The animal has no sticky tongue
58
d. The animal does not eat ants
e. The animal belongs to ants‟ group
6. From the passage above, we can conclude that...
a. All ant are friends of other insects
b. Ants lives in the disgusted places
c. Ants are classified as predators
d. Ants belong to the insect group
e. Ant usually eat death animals
The following text is for qustestions 7 to 9
SNAKES
Snakes are reptiles (Cold-blooded creatures). They belong to the group as
lizards (The scaled group as Squamata) but a form a sub-group of their own
(Serpentes).
Snakes has two legs but a long time ago they had claws to help them
slither along. Snakes are not slimy. They are covereed in scales which are just
bumps on the skin. Their skin is hard and glossy to reduce friction as the snakes
slithers along the ground.
Snakes often sun bathe on rocks in the warm weather. This is because
snakes are cold-blooded, they need the sun‟s warmth to heat their bodies up.
A snake‟s diet usually consist of frogs, lizards, and mice, and other snakes.
The anaconda can eat small crocodiles and even bears. Many snakes protect
themselves with their fangs. Some snakes are protected by scaring their enemies
away like the cobra. The flying snakes glide away from danger. Their ribs spread
apart and the skin stretches out. Its techniques is just like the sugar gliders.
7. Since the snakes are cold-blooded, they...
a. Like sucking the cold blood
b. Avoid sun-bathing to their skins
c. Never sun bathe in the warmth weather
d. Live in the groundwith deserted burrows
e. Require the sun‟s warmth to heat their bodies
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8. We know from the text that snakes...
a. Do not have claws
b. Do not like sunlight
c. Have two legs and claws
d. Use their legs two climb the tree
e. Use their claws to slither along the ground
9. How do flying snakes protect themselves?
a. They fly away
b. They use their fangs
c. They scare their enemies
d. They stretch ot their skin
e. They eat the other animals
This text is for questions 10-13
Skateboards
Skateboards are sports equipment used for the activity of skateboarding.
A skatebooard is consist of a specially designed maple wood board combined with
a polyurethane coarting in order to have smoother slides and stronger durability.
Most skateboards are made with 7 plies of this wood.
Many skateboards exist with exotic or alternative constructions.
Traditional complete skateboards consist of the deck (often with grip tape applied
on top to enhance traction), trcuks (with urethane bushing), wheels (with sealed
bearings), nuts, and bolts to fasten the truck and wheel assembly to the bottom of
the deck. Recently, electric skateboards have appeared. These no require the
propelling of the skateboard by means of the feet; rather an electric motor propels
the board, fed by an electric battery.
The boards depends largely uponits desired function. The two common
types of skateboards are the longboard and the shortboard. Longboards are the
type of skateboards with longer wheelbases (over 33 inches long) and larger,
softer wheels. Shortboards are the type of skateboards which commonly have a
rectangular shape kick tail at the back and a rounded nose in the front. They are
usually less than 34 inches long. Besides, longboards are usually faster and are
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mostly used for cruising and racing, while shortboards are mostly used for doing
tricks.
10. The writer‟s purpose of the text is...
a. To describe to the readers about skateboards in general
b. To inform the readers about skateboarding equipment
c. To explain how skateboards are classified
d. To entertain the readers by describing skateboards
e. To persuade the readers to try skateboarding
11. What can we conclude about a longboard?
a. It‟s a good tool for pleasure
b. It‟s easy to use
c. It‟s flexible to modify
d. It‟s perfect for speed competition
e. It‟s usually for maneuver
12. How do you compare paragraph 2 and 3 in terms of the aim?
a. Paragraph 2 describes the part of skateboards, paragraph 3 the types of
skateboards
b. Paragraph 2 describes the skateboard construction, paragraph 3 the
types of skateboards
c. Paragraph 2 describes the skateboards construction, paragraph 3 the
size of skateboards
d. Paragraph 2 describes the parts of skateboards, paragraph 3 the size of
skateboards
e. Paragraph 2 describes the skateboards measurement, paragraph 3 the
types of skateboards
13. The underlined word in..”combined with plyurethae coating in order to
have smoother slides and stronger durability. In paragraph 1 means...
a. Staility
b. Ability
c. Flagrancy
d. Enormity
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e. Permanency
The text is for questions 14-18
Chromium Compounds
Most chromium compounds have brightly colored hues, and as a result
they are widely used as coloring agents, or pigments,in paints. In addition to
having a pleasing color, a paint must protect the surface to which it is appliedand
be easy to apply in a thin, uniform coat.
All paints consist of two parts. One is a powder of solid particles thatis the
source of the color and the opaqueness and is known as the pigment. The other,
called the binder, is the liquid into which the pigment is blended. The binder used
in some paints is made from oily solvents such as those derived from petroleum
resources. When applied, these solvents evaporate, leaving deposits of pigment on
the surface.
14. The word “they” in paragraph 1 refers to...
a. Chromium compounds
b. Brightly colored hues
c. Coloring agents
d. Pigments
e. Liquid
15. The word it in paragraph 1 refers to...
a. A pleasing color
b. A paint
c. The surface
d. A thin, uniform coat
e. A chromium
16. The word that in paragraph 2 refers to...
a. A powder
b. A solid particles
c. The source
d. The color
e. The coat
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17. The word which in paragraph 2 refers to...
a. Powder
b. Paint
c. Liquid
d. Pigment
e. Surface
18. The word those in paragraph 2 refers to...
a. Some paints
b. Oily solvents
c. Petroleum resources
d. Deposits of pigment
e. The binder
The text is for question
Parasitic Plants
Parasitic plants are plants that survive by using food produced by host
plants rather than by using their own food from the sun‟s energy. Because they do
not need sunlight to survive, parasitic plants are generally found in umbrageous
areas rather than in areas exposed to direct sunlight. Parasitic plants attach
themselves to host plants, often to the stems or roots, by means of haustoria,
which the parasite uses to make its way into the food channels of the host plant
and absorb the nutrients that it needs to survive from the host plant.
The world‟s heaviest flower, a species of Rafflessia, is a parasite that
flourishes among, and lives off of, the roots of jungle vines. Each of these
ponderous blooms can weigh up to 15 pounds (7 kg) and can measure up to 3 feet
(1 m) accross.
19. The word umbrageous in paragraph 1 is closest in meaning to...
a. Moist
b. Well lit
c. Shaded
d. Buried
e. Weird
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20. Haustoria in paragraph 1 are most likely...
a. Offshoots from the parasite
b. Seeeds of the host plant
c. Fruits of the host plant
d. Food for the parasite
e. Food for the host plant
21. The phrase make its way into in paragraph 1 is closest in meaning to...
a. Develop
b. Penetrate
c. Outline
d. Eat
e. Drink
22. The word ponderous in pargraph 2 is closest in meaning to...
a. Smelly
b. Hidden
c. Mature
d. Heavy
e. Worst
23. The word accross in paragraph 2 could best be replaced by...
a. In diameter
b. On the other side
c. At a distance
d. Inside and out
e. Near
The text is for questions 24 to 25
Natural Bridge National Park
Natural Bridge National park is luscious tropical rainforest. It‟s located
110 km from South of Brisbane and is reached by following the pacific highway
to Nerang and then by travelling through the Numinbah Valley. This scenic
roadway lies in the shadow of Lamington National Park.
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Thep henomenon of the rock formed into a natural „arch‟ and the cave
through which a waterfall cascades is a short one-kilometer wal below a dense
rainforest canopy from the main picnic area. Swimmig is permitted in the rock
pools. Night-time visitors to the cave will discover the unique feature of the glow
worms. Picnic areas offers toilets, barbeques, shelter sheds, water, and fireplaces;
however, overnight camping is not permitted.
24. What is the function of paragraph 1?
a. As an identification
b. As a description
c. As a thesis
d. As a classification
e. As an abstract
25. The text above is in form of..
a. Hortatory exposition
b. Narrative
c. Description
d. Report
e. Explanation
The text is for questions no. 26-28
Victoria C. Beckham
Victoria Caroline Beckham is an English singer – songwriter, dancer,
model, actress, fashion designer and business woman. She was born on April 17,
1974, in Essex, England. She became famous in the 1990's with the pop group
"The Spice Girl" and was known as Posh Spice. In 1999, she married the
Manchester United and England footballer, David Beckham. They have four
children, three sons and a daughter.
After The Spice Girl split up, she pursued a solo singer career, but also
started her own fashion range called dVb Style. Since this initial foray into
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fashion Victoria Beckham has brought out her own range of sunglasses and
fragrance, entitled "Intimately Beckham"and a range of handbags andjewelry.
In addition she had written two best-selling books: one her autobiography and the
other, a fashion guide.
26. We found in the text that....
a. Victoria named her fragrance by dVbstyle
b. Beckham is Victoria'sautobiography
c. Beckham is Victoria's brand for herfragrance
d. Posh Spice is the title of her newalbum
e. Spice Girls is Victoria's label for herwardrobe
27. What did Victoria do before being a solo singer?
a. Married to David Beckham
b. Worked as fashion designer
c. Join the spice girls
d. Posh spice is the title of her new album
e. Spice girls is Victorias‟ of her wardrobe
28. Based on the text, what do we know about Victoria?
a. She is an ordinary woman
b. She is multitalennted woman
c. She designed the spice girls
d. She married to an ordinary person
e. She arranged many songs for the Spice Girls
The text is for questions no. 29-30
Negeri Sembilan is a unique among Malaysian states for its Adat Pepatih,
a matrilineal social system which came together with the Minangkabau people
from the Indonesian island of Sumatra who settled in the state.
The cultural heart of Minangkabau culture in Negeri Sembilan is the pretty
royal town of Seri Menanti, about 50 km from the state capital, Seremban. Here,
66
you will find a traditional timber palace. It was the residence of Negeri
Sembilan‟s ruler until 1992 when it was turned into the Royal Museum. It is a
showcase of Minangkabau architecture and design, and it was built by two local
crafts men in 1908. No screws or nails were used in its construction. Many houses
in the vicinity of Seri Menanti adopt the distict feature of Minangkabau
architecture-the curved roof which resembles the horns of the buffalo.
For more of the state‟s history, you can head to the State Museum in
Seremban which is also housed in a former palace, the Istana Ampang Tinggi.
The Adat Museum in Rembau, 25km south of Seremban, contains a fascinating
array of cultural artefacts from handcrafted antiques to community heirlooms.
Further to the south is the Pangkalan Kempas Historical Complex. Its most
fascinating feature is a group of stone megaliths which are referred to as batu
hidup (living rocks). Villagers believe the rocks can grow and move on their own.
29. The second paragraph is about...
a. Seri Menanti
b. Negeri Sembilan
c. Traditional Culture in Sumatera
d. Architectural building in Negeri Sembilan
e. Minangkabau palace in Negeri Sembilan
30. Where can visitors find Batu Hidup?
a. In State Museum
b. In Pangkalan Kempas
c. In the adat museum
d. In Rembau
e. In the Istana
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ANSWER KEY OF PRE-TEST
No. Answer Key No. Answer Key
1. A 16. A
2. B 17. C
3. C 18. B
4. B 19. C
5. A 20. A
6. C 21. B
7. E 22. D
8. E 23. A
9. A 24. A
10. A 25. C
11. D 26. A
12. A 27. C
13. E 28. B
14. A 29. A
15. B 30. B
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Appendix 2 Instrument of Post-test
Name :
Class :
Read the text carefully, and answer the following questions by crossing the
correct answer between a,b,c,d or e!
The text is for question 1-10
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked to
do.
Peter is interested in sports very much, and at school, he plays football and
tennis.He is the best badminton player in our family.
1. How old is Peter ? He is...years old.
a. Four
b. Fourteen
c. Forty
d. Ten
e. Sixteen
2. The writer is...years old.
a. Sixteen
b. Eighteen
c. Nineteen
d. Fourteen
e. Seventeen
3. Which of the following statement is not true about Peter?
a. He has long and straight hair
b. He has bright eyes
c. He is interested in sports
d. He plays football and tennis
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e. He has strong leg
4. According to the passage, we know that Peter is...
a. The writer‟s youngest brother
b. The writer‟s elder brother
c. A naughty boy
d. A friendly boy
e. A honest boy
5. It is implied in the passage that...
a. Peter is naughty
b. Peter is lazy
c. Peter is unfriendly
d. Peter is diligent
e. Peter is grumpy
6. From the text, we may conclude that...
a. Many people do not like Peter
b. People is older than the writer
c. Peter is a welcoming person
d. Peter is not diligent at al
e. Peter is a lazy person
7. What is the text mostly about?
a. Peter
b. Peter‟s hobby
c. Peter‟s family
d. Peter‟s elder brother
e. Peter‟s house
8. “He is fourteen years old...than me”. The underlined word refers to ….
a. Peter
b. The writer
c. The writer‟s brother
d. The writer‟s family
e. The writer‟s friend
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9. “Peter is interested in sports very much, and at school he plays football and
tennis.” The underlined phrase can be replaced by...
a. Dislike sport
b. Really like sport
c. Hates sport very much
d. Finds sport not really entertaining
e. Can not enjoy the sport
10. “ But he usually does what he is asked to do”
The underlined phrase means...
a. He does anything he wants
b. He always asks
c. He is lazy
d. He is diligent
e. He is grumpy
The text is for questions 11- 13
My uncle martin is my mother's elder brother. He is my favorite among
my mother's brothers. He is a very interesting man. He lives quite near us with my
aunt angela and my cousins anne and bob. I often go to his house.
He is about 45 with grey hair. He is still quit good-looking. He is tall and well-
built. He has blue eyes and strong face. He wears glasses. He is short sighted. He
takes them off when he doesn't work.
Uncle Martin is a textile engineer. He works for a big firm in the city. He
travels widely in his job. He is an expert in solving problems with machines. At
present, he is in the United States. He is visiting the firm‟s customers there.
He is very fond of the sea. He has a boat at seaside. He goes there every
weekend in summer to sail it. I sometimes stay with my cousins at their house on
the coast. When Uncle Martin is at home, he usually takes us out in the boat.
11. Who is Uncle Martin?
a. Bob‟s father.
b. Anne‟s uncle.
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c. My mother‟s uncle.
d. Aunt Angela‟s neighbour.
e. Bob‟s friend
12. Which paragraph talks about the physical description of Uncle Martin?
a. 1
b. 2
c. 3
d. 4
e. 5
13. How many children does Uncle Martin have?
a. One
b. Two
c. Three
d. Four
e. Five
The text is for question 14-18
Orchard Road
Orchard Road is a Boulevard which becomes business and entertainment
center in Singapore. Orchard Road is surrounded by a lush tropical and flower
gardens which are beautiful. At first, Orchard Road is just a suburban street lined
with orchards, plantations nutmeg, and pepper farming. However, in the 1970s, it
turned into a shopping center in Singapore. In 1960 and 1970 entertainment
industries began to enter this road. Shopping centers such as mall and Plaza was
built in 1974.
Orchard Road runs along about 2.2 km. This road is one-way street
flanked by a variety of shopping malls, hotels and restaurants. The shopping area
which is nearly 800,000 square meters provides a wide range of Things, food, and
entertainment. In this area there are many options that can satisfy visitors from all
walks of life starting from the luxury branded things to the Popular branded, from
exclusive restaurants to fastfood.
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There are so many ways that can be accessed to get to Orchard road such
as: by taxi, bus or drive your own car. For those who are driving to Orchard Road
can be entered from the west through the Napier Road. Vehicles from Dunearn
Road can turn to left at the intersection of the Marriott Hotel junction. Vehicles
that come from Paterson can turn right onto Orchard Road. Orchard is always
crowded so you have to be careful in order not to get lost.
14. The text mainly focuses on
a. Singapore
b. Orchard plantation
c. Plaza and mall
d. Orchard road as business and entertainment center
e. Shopping center
15. Which statement is true?
a. At first orchard road is a crowded settlement
b. Orchard road became as business and entertainment center since 1974
c. Vehicles from Dunrean road turn to the left at intersection of the
Marriott Hotel junction
d. Orchard road is infamousplace at Singapore
e. Orchar is not surrounded by flower garden
16. Word it in line 4 refers to...
a. The plantation
b. Luxury branded things
c. The plaza
d. Singapore
e. Suburban street
17. The word satisfy in line 10 has a closest meaning with...
a. Pleased
b. Free
c. Frighten
d. Threat
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e. Love
18. In the 3rd paragraph the writers describes about...
a. The location of Orchard road
b. The things that we can see at Orchard road
c. The direction to get to Orchard road
d. The history of Orchard road
e. The distance of Orchard road
The text is for questions no. 19-22
Jellyfish are not really fish. They are invertebrate animals. This means that
unlike fish or people, they have no backbones. In fact, they have no bones at all.
Jellyfish have stomachs and mouths, but no heads. They have nervous
systems for sensing the world around them, but no brains. They are made almost
entirely of water, which is why you can look through them.
Some jellyfish can glow in darkness by making their own light. The light is
made by achemical reaction inside the jellyfish. Scientists believe jellyfish glow
for several reasons. For example, they may glow to scare away predators or to
attract animals they like to eat.
Most jellyfish live in salt water, apart from a few types that live in fresh
water. Jellyfish are found in oceans and seas all over the world. They live in
warm, tropical seas and in icy waters near the North and South poles.
19. Which one creates Jellyfish‟s light
a. White blood.
b. Nervous system.
c. Chemical reaction.
d. Salt water.
e. Sweet water
20. Which one is TRUE about the jellyfish based on the text?
a. They belong to invertebrate animals
b. They have heads like other animals.
c. Their brain helps them find the food.
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d. They cannot live in freshwater.
e. They cannot live in saltwater
21. What is the text about?
a. Jellyfish
b. Kinds of all fish.
c. All invertebrate animal.
d. Some kinds of sea animals.
e. Fresh fish in the sea
22. “Some jellyfish can glow in darkness by making their own light.”
(paragraph 3)
The word “glow” in the sentence means …
a. Move
b. Produce
c. Appear
d. Shine
e. Lost
The text is for question 23- 26
TajMahal
TajMahal is regarded as one of the eight wonders of the world. It was built
by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra.
TajMahal is a Mausoleum that houses the grave of queenMumtazMahal. The
mausoleum is a part of a vast complex comprising of a main gateway, an
elaborate garden, a mosque (to the left), a guest house (to the right), and several
other palatial buildings.
The Taj is at the farthest end of this complex, with the river Jamuna
behind it. With the main structure. It uses the principles of self-replicating
geometry and a symmetry of architectural elements.Its central dome is fifty-eight
feet in diameter and rises to a height of 213 feet. It is flanked by four subsidiary
domed chambers. The four graceful, slender minarets are 162.5 feet each. The
central domed chamber and four adjoining chambers include many walls and
panels of Islamic decoration.
75
TajMahal is built entirely of white marble. Its stunning architectural beauty is
beyond adequate description, particularly at dawn and sunset. The Taj seems to
glow in the light of the full moon. On a foggy morning, the visitors experience the
Taj as if suspended when viewed from across theJamunariver.
23. What is the main topic of the text above?
a. The faithfulness of a king for his belovedwife
b. Some parts of TajMahal‟s architecturalbuilding
c. The beautiful architectural building ofTajMahal
d. The chambers ofTajMahal
e. The beautiful view of TajMahal seen from JamunaRiver
24. “The Taj is at the farthest end of this complex, with the river Jamuna
behind it‟ (1st sentence paragraph 2). The word “it” refers to:
a. TajMahal
b. Jamuna River
c. The beauty of Islamicarchitecture
d. the eight wonders
e. MumtazMahal
25. ‟The mausoleum is a part of a vast complex comprising of a main gateway,
an elaborate garden, a mosque (to the left), a guest house (to the right), and
several other palatial buildings” (the first paragraph, the last sentence). The
underlined word has similar meaning to ….
a. great
b. huge
c. extensive
d. big
e. enormous
26. There are some main buildings in TajMahal, except…
a. Mosque
b. Gateway
c. Garden
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d. a guest house
e. hot bathingplace
The text is for question 27-30
Yogyakarta
Yogyakarta is one of the foremost cultural centers of Java, the seat of the
mighty Javanese empire of Mataram from which present day Yogyakarta has the
best inherited of traditions. The city itself has a special charm, which seldom fails
to captivate the visitor. Gamelan, classical and contemporary Javanese dances,
leather puppet, theater and other expressions of traditional art will keep the visitor
spellbound. Local craftsmen excel in arts such batiks, silver and leather works.
Next to the traditional, contemporary art has found fertile soil in Yogya‟s culture
oriented society.
Yogyakarta is often called the main gateway to the Central Java as where
it is geographically located. It stretches from Mount Merapi to the Indian Ocean.
There is daily air service to Yogya from Jakarta, Surabaya and Bali as well as
regular train service and easy accessibility by road. Yogyakarta is commonly
considered as the modern cultural of Central Java. It is a very lively city and a
shopper's delight. The main road, Malioboro Street, is always crowded and
famous for its night street food-culture and street vendors. Many tourist shops and
cheap hotels are concentrated along this street or in the adjoining tourist area such
SosrowijayanStreet.
The key attraction of Yogyakarta is 'Kraton' (the Sultan's Palace), the centre of
Yogya's traditional life and despite the advance of modernity; it still emanates the
spirit of refinement, which has been the hallmark of Yogya's art for centuries.
This vast complex of decaying buildings was built in the 18th century, and is
actually a walled city within the city with luxurious pavilions and in which the
current Sultan still resides. Yogyakarta is also the only major city, which still has
traditional 'Becak' (rickshaw-style) transport.
27. What is the purpose of the text?
77
a. To amuse the readers withYogyakarta
b. To describe the location ofYogyakarta
c. To persuade the readers to go toYogyakarta
d. To promote Yogyakarta as touristdestination
e. To tell the readers the history ofYogyakarta
28. We know from the second paragraph that....
a. Plane is the most convenient access to reachYogyakarta
b. Many local tourists prefer staying in SosrowijayanStreet
c. Sosrowijayan is also known as shopping and culinarydelight
d. There are many convenient stores in the streets ofYogyakarta
e. Malioboro Street is a crowded main road which is alive 24hours
29. " ... spirit of refinement, which has been the hallmark of Yogya's artfor
centuries. (Paragraph 3) The underlined word is closest in meaning....
a. Settlement
b. Development
c. Improvement
d. Involvement
e. Engagement
30. What is the function of paragraph 1?
a. As an identification
b. As an orientation
c. As a thesis
d. As a classification
e. As an abstrac
78
ANSWER KEY OF POST-TEST
No. Answer Key No. Answer Key
1. B 16. E
2. B 17. A
3. E 18. C
4. A 19. C
5. D 20. A
6. C 21. A
7. A 22. D
8. B 23. C
9. B 24. A
10. D 25. E
11. A 26. E
12. B 27. B
13. B 28. D
14. E 29. C
15. C 30. A
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Appendix 3 Kisi-kisi Penulisan Soal-soal
KISI-KISI PENULISAN SOAL PRE-TEST
Nama Sekolah: SMA PGRI 56 Ciputat
Kelas : X (Sepuluh)
Mata Pelajaran : Bahasa Inggris
Standar Inti : 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.
Materi Kompetensi
Dasar
Indikator Jenis
Butir
Soal
NomorSoal Jumlah
Descriptive
Text
Menangkap
makna dan
Menyusun teks
deskriptif lisan
dan tulis, dengan
menggunakan
struktur teks
secara urut dan
runtut serta
unsure
kebahasaan secara
akurat, berterima,
dan lancar.
1. Mengidentifikasikan
makna gagasan utama
dalam teks berbentuk
deskriptif.
2. Mengidentifikasi
informasi dalam sebuah
teks berbentuk deskriptif.
3. Mengidentifikasi tujuan
komunikatif dalam teks
berbentuk deskriptif.
4. Mengidentifikasi generic
structure yang ada dalam
teks.
5. Memahami makna
kosakata sulit dalam teks
berbentuk deskriptif.
PG
4
1,2,3,5,6,7,8,9,
11,12,15,16,17,
18,20,
26,27,28, 29,
30
24,25,
10,
14,19,21,22,23
30
80
KISI- KISI PENULISAN SOAL POST-TEST
Nama Sekolah: SMA PGRI 56 Ciputat
Kelas : X (Sepuluh)
Mata Pelajaran : Bahasa Inggris
Standar Inti : 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.
Materi Kompetensi
Dasar Indikator
Jenis
Butir
Soal
NomorSoal Jumlah
Descriptive Menangkap 1. Mengidentifikasikan
makna gagasan utama
dalam teks berbentuk
deskriptif.
2. Mengidentifikasi
informasi dalam sebuah
teks berbentuk
deskriptif.
3. Mengidentifikasi tujuan
komunikatif dalam teks
berbentuk deskriptif.
4. Mengidentifikasi
generic structure yang
ada dalam teks.
5. Memahami makna kosa
kata sulit dalam teks
berbentuk deskriptif.
5, 7, 14, 21, 23,
Text makna dan
Menyusun teks
Deskriptif lisan
dan tulis, dengan
menggunakan
struktur teks
secara urut dan
PG
1,2,3,4,6,8,
11,13, 15, 16,
18, 19, 20, 24,
25, 28,
30
runtutsertaunsur
kebahasaansecara
akurat, berterima,
dan lancar.
27,
12, 30
9, 10, 17, 22, 25,
29
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Appendix 4 RPP Experimental and Controlled Class
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Eksperimen (pertemuan ke-1)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X1
Standar Kompetensi : Memiliki kemampuan pikir dan
tindakan yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
dipelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsure
kebahasaan dari teks deskriptif
sederhana tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks
penggunaannya.
Jenis teks : Descriptive
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 45 menit
1. Indikator Pencapaian :
a. Siswa dapat mengemukakan gagasan utama dalam teks deskriptif
b. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
c. Siswa dapat menjelaskan langkah-langkah retorika teks deskriptif
d. Siswa dapat menentukan makna dalam teks deskriptif
82
2. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah
teks deskriptif
b. Menemukan informasi-informasi detail dalam sebuah teks
deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar dan mengajar di
kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. MateriPembelajaran
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the
world's flattest and smallest continent, Australia. It does not rise up out of the
surrounding countryside as do many of Indonesia's spectacular mountains.
Elevation gain is minimal and the wide open terrain is scenic.
In the winter there is deep snow on the upper parts of the mountain. The
mountain is within a national park so no cars are allowed and the vegetation and
wildlife is protected. Mt. Kosciusko was namedby Polish explorer Paul Strzelecki
in 1840. Actually, Australia does have some interesting moun tainous terrain,
including areas of the Blue Mountains, the crags of Tasmania, and even Mt.
Townshend, a craggier peak about one kilometre north of Kosciusko.
4. Metode Pembelajaran: KWL technique
83
5. Langkah-langkah kegiatan
Kegiatan Deskripsi kegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menanyakan tentang artis idola favorit
dan ciri- cirinya
Motivasi :
Guru menjelaskan tentang pentingnya materi
yang akan dipelajari beserta dengan
kompetensi yang harus dikuasai oleh siswa
5 menit
INTI 1. Guru menjelaskan teknik KWL dengan
teks yg berjudul“Mount Kosciusko”
2. Guru membagi kelompok, satu
kelompok terdiri dari 4 siswa dan tiap
kelompok tersebut akan mendapatkan
chart KWL
3. Ketika semua siap, guru pun siap
mengaplikasikan KWL technique.
Tahap 1 “What do you know”
4. Guru memberikan judul “Mount
Kosciusko” lalu menanyakan “what do
you know about Gua Tabuhan?”, “where
Mount Kosciusko Located is?
3. Setelah itu guru meminta siswa
menuliskan apa yang mereka ketahui
tentang Mount Kosciusko ke dalam
kolom“K”.
Tahap 2 “What do you want to know?
4. Guru mulai menanyakan lagi
75menit
84
tentang “what do you want to know
about Mount Kosciusko?
5. Lalu guru meminta siswa menuliskan
apa yang mereka ingin ketahui lebih
tentang Mount Kosciusko dan
menuliskannnya di kolom“W”
6. Setelah kolom“K” dan “W” terisi guru
meminta siswa membaca teks tentang
Mount Kosciusko secara keseluruhan.
Tahap 3 “What have you learnt?
7. Setelah para siswa membaca teks
tersebut secara keseluruhan, guru
meminta siswa menuliskan jawaban
dari pertanyaan yang mereka buat pada
kolom “W”
8. Setelah itu guru meminta siswa
menuliskan informasi tambahan yang
mereka dapat.
PENUTUP Guru menanyakan hal sulit apa yang
siswa alami pada pertemuan kali ini.
Guru dan siswa bersama-sama
membuat rangkuman dan juga
memberikan umpan balik terhadap
proses belajar mengajar pada
pertemuan kali ini.
10 meni
t
6. Sumber belajar
85
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
3. Instrumen:terlampir
8. Pedoman Penilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawaban benar dengan kalimat sempurna 2
Jawaban benar dengan kalimat kurang sempurna 1
Jawaban salah 0
Jakarta,............2020
Mengetahui,
Guru Pamong Mata Pelajaran Guru Praktikan
( Novia Roza, M.Pd) ( Wiwi Rhamadina)
86
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Eksperimen (pertemuan ke-2)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X1
Standar Kompetensi : Memiliki kemampuan pikir dan
tindakan yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
dipelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsur
kebahasaan dari teks deskriptif
sederhana tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks
penggunaannya.
Jenis teks : Descriptive
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 45menit
1. Indikator Pencapaian :
a. Siswa dapat mengemukakan gagasan utama dalam teks deskriptif
b. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
c. Siswa dapat menjelaskan langkah-langkah retorika teks deskriptif
d. Siswa dapat menentukan makna dalam teks deskriptif
87
2. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah teks
deskriptif
b. Menemukan informasi-informasi detail dalam sebuah teks deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar dan mengajar di
kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. MateriPembelajaran
Niagara Falls
Niagara Falls is a famous area of waterfalls. It is one of the mostbeautiful
natural wonders of NorthAmerica. It is on the Niagara River,about halfway
between Lake Erieand Lake Ontario. The Niagara River forms part of the border
betweenCanada and the United States. At Niagara Falls, Ontario, Canada is on
one side of the river, and the U.S. state of New York is on the other side.Niagara
Falls really has two waterfalls. The Horseshoe Falls are in Canada, and the
American Falls are in the United States.
The Niagara River drops into asteep gorge or canyon, at the falls. Most of
the water flows over the Horseshoe Falls. They are not as high as the American
Falls, but they are 2,600 feet (792 metres) wide–about 0.5 mile (0.8 kilometre).
The American Falls are about 1,000 feet (305 metres) wide. Beyond the falls are
the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out
of the rock.
At night, coloured lights shine on the thundering falls. About 10 million
people visit Niagara Falls each year.
88
4. Metode Pembelajaran: KWL technique
5. Langkah-langkahkegiatan
Kegiatan Deskripsi kegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menanyakan tentang materi teks
deskriptif pertemuan sebelumnya.
Motivasi :
Guru menjelaskan tentang pentingnya materi
yang akan dipelajari beserta dengan
kompetensi yang harus dikuasai oleh siswa
5 menit
INTI 11. Guru meminta siswa untuk duduk
berdasarkan kelompoknya (3 orang
bertugas mengisi chart dan 1 orang
bertugas sebagai time keeper. Setiap siswa
akan bertukar tugas).
12. Ketika semua siap, guru pun siap
mengaplikasikan KWL technique.
Tahap 1 “What do you know”
13. Guru memberikan judul “Niagara Falls ”
lalu menanyakan “what do you know
about Gua Tabuhan?”, “where Niagara
Falls Located is?
14. Setelah itu guru meminta siswa
menuliskan apa yang mereka ketahui
tentang Niagara Falls ke dalam
kolom “K”.
Tahap 2 “What do you want to know?
75menit
89
15. Guru mulai menanyakan lagi tentang
“what do you want to know about
Niagara Falls?
16. Lalu guru meminta siswa menuliskan
apa yang mereka ingin ketahui lebih
tentang Niagara Falls dan
menuliskannnya di kolom“W”
17. Setelah kolom“K” dan “W” terisi guru
meminta siswa membaca teks tentang
Niagara Falls secara keseluruhan.
Tahap 3 “What have you learnt?
18. Setelah para siswa membaca teks
tersebut secara keseluruhan, guru
meminta siswa menuliskan jawaban
dari pertanyaan yang mereka buat pada
kolom“W”
19. Setelah itu guru meminta siswa
menuliskan informasi tambahan yang
mereka dapat.
20. Setiap perwakilan siswa dari setiap
kelompok diminta untuk mengisi KWL
chart di papan tulis
PENUTUP Guru menanyakan hal sulit apa yang
siswa alami pada pertemuan kali ini.
Guru dan siswa bersama-sama
membuat rangkuman dan juga
memberikan umpan balik terhadap
10 menit
90
proses belajar mengajar pada
pertemuan kali ini.
6. Sumber belajar
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
3. Instrumen:terlampir
8. Pedoman Penilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawaban benar dengan kalimat sempurna 2
Jawaban benar dengan kalimat kurang sempurna 1
Jawaban salah 0
Jakarta, ..............2020
Mengetahui,
Guru Pamong Mata Pelajaran Guru Praktikan
( Novia Roza, M.Pd ) ( Wiwi Rhamadina)
91
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Eksperimen (pertemuan ke-3)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X1
Standar Kompetensi : Memiliki kemampuan pikir dan
tindak yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
di pelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsure
kebahasaan dari teks deskriptif
sederhana tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks
penggunaannya.
Jenis teks : Descriptive
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 45menit
1. Indikator Pencapaian :
a. Siswa dapat mengemukakan gagasan utama dalam teks deskriptif
b. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
c. Siswa dapat menjelaskan langkah-langkah retorika teks deskriptif
d. Siswa dapat menentukan makna dalam teks deskriptif
2. TujuanPembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah teks
deskriptif
92
b. Menemukan informasi-informasi detail dalam sebuah teks deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar dan mengajar di
kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. Materi Pembelajaran
Pueblo Bonito
One thousand years ago, in the desert of the Chaco Canyon, theAnasazi
people built nine multi-storey buildings called „Great Houses'. They used stone for
the walls and wood for the floors, doors and roofs. They transported more than
200,000 treesfrom forests almost 80 kilometres away. How did they move the
trees? We don't know.
In some buildings there are huge circular rooms called „kivas'—the biggest
one is under ground and it is about 16 metres wide. Why did the Anasazi build
circular rooms? We don't know. Perhaps they used them for religious ceremonies
or for storing crops. We know the Anasazi people abandoned the Great Houses.
Why did they leave? Hunger? War? We really
4. Metode Pembelajaran: KWLtechnique
5. Langkah-langkahkegiatan
Kegiatan Deskripsi kegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menanyakan tentang materi teks
deskriptif pertemuan sebelumnya.
Motivasi :
5 menit
93
Guru menjelaskan tentang pentingnya materi
yang akan dipelajari beserta dengan
kompetensi yang harus dikuasai oleh siswa
INTI 21. Guru meminta siswa untuk duduk
berdasarkan kelompoknya (3 orang
bertugas mengisi chart dan 1 orang
bertugas sebagai time keeper. Setiap siswa
akan bertukar tugas).
22. Ketika semua siap, guru pun siap
mengaplikasikan KWL technique.
Tahap 1 “What do you know”
23. Guru memberikan judul “Pueblo Bonito ”
lalu menanyakan “what do you know
about Gua Tabuhan?”, “where Pueblo
Bonito Located is?
24. Setelah itu guru meminta siswa
menuliskan apa yang mereka ketahui
tentang Pueblo Bonito ke dalam
kolom“K”.
Tahap 2 “What do you want to know?
25. Guru mulai menanyakan lagi tentang
“what do you want to know about
Pueblo Bonito?
26. Lalu guru meminta siswa menuliskan
apa yang mereka ingin ketahui lebih
tentang Niagara Falls dan
menuliskannnya di kolom“W”
27. Setelah kolom“K” dan “W” terisi guru
75menit
94
meminta siswa membaca teks tentang
Pueblo Bonito secara keseluruhan.
Tahap 3 “What have you learnt?
28. Setelah para siswamembacatekstersebut
secara keseluruhan, guru meminta
siswa menuliskan jawaban dari
pertanyaan yang mereka buat pada
kolom“W”
29. Setelah itu guru meminta siswa
menuliskan informasi tambahan yang
mereka dapat.
30. Setiap perwakilan siswa dari setiap
kelompok diminta untuk mengisi KWL
chart di papan tulis
PENUTUP Guru menanyakan hal sulit apa yang
siswa alami pada pertemuan kali ini.
10menit
6. Sumber belajar
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
3. Instrumen:terlampir
95
8. PedomanPenilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawaban benar dengan kalimat sempurna 2
Jawaban benar dengan kalimat kurang sempurna 1
Jawaban salah 0
Jakarta, .............2020
Mengetahui,
Guru Pamong Mata Pelajaran Guru Praktikan
( Novia Roza, M.Pd ) ( Wiwi Rhamadina)
96
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Eksperimen (pertemuan ke-4)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X1
Standar Kompetensi : Memiliki kemampuan pikir dan
tindak yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
dipelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsure
kebahasaan dari teks deskriptif
sederhana tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks
penggunaannya.
Jenis teks : Descriptive
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 45menit
1. Indikator Pencapaian :
a. Siswa dapat mengemukakan gagasan utama dalam teks deskriptif
b. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
c. Siswa dapat menjelaskan langkah-langkah retorika teks deskriptif
d. Siswa dapat menentukan makna dalam teks deskriptif
2. TujuanPembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah
teks deskriptif
97
b. Menemukan informasi-informasi detail dalam sebuah teks
deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar dan mengajar di
kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. Materi sPembelajaran
Bali Action
The amazing choice of differen activities available in Bali means that there
is indeed something for everyone. Whether you want to throw yourself from high
attitudes, hurtle down frothing rapids, explore the wonders of the deep or just lie
back and take it easy.
Bali has perfected the art of keeping its guests happy. The beach is a major
factor in anyisland holiday and Bali has a coastline which offers every possible
water activity including surfing some of the best waves in the world, swimming
with dolphins, cruises, snorkelling, diving, sailing and parasailing. For snorkelling
and diving, the closest spots to Kutaare Benoa and Sanur beaches where all the
relevant equipment can be hired. Further afield, good destinations include Pulau
Serangan, Nusa Penida and Nusa Lembongan in the south, Padang Bai,
Candidasa, Tulamben and Amed in the east, Lovina, in the north and the amazing
Pulau Menjangan in the northwest. Bali's waves are world famous and range from
safe beach breaks for beginners like Kuta to the awesome swells at Padang
Padang, Uluwatu and Nusa Lembongan, which regularly attract the pros.
Beginners should respect the sea and stay within depth to start with as the current
can be very strong. Apart from Kuta and Legian beaches, Medewi is also good for
beginners. For the more experienced, Nusa Dua has a number of breaks as does
98
Sanur; Canggu, Ketewel and the area around the airport are also popular with
experienced surfers.
4. Metode Pembelajaran: KWL technique
5. Langkah-langkah kegiatan
Kegiatan Deskripsi kegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menanyakan tentang materi teks
deskriptif pertemuan sebelumnya.
Motivasi :
Guru menjelaskan tentang pentingnya materi
yang akan dipelarjari beserta dengan
kompetensi yang harus dikuasai oleh siswa
5 menit
INTI 31. Guru meminta siswa untuk duduk
berdasarkan kelompoknya (3 orang
bertugas mengisi chart dan 1 orang
bertugas sebagai time keeper. Setiap siswa
akan bertukar tugas).
32. Ketika semua siap, guru pun siap
mengaplikasikan KWL technique.
Tahap 1 “What do you know”
33. Guru memberikan judul “Bali Action
” lalu menanyakan “what do you
know about Bali Action text?”
34. Setelah itu guru meminta siswa
menuliskan apa yang mereka ketahui
tentang Bali Action ke dalam
kolom“K”.
75menit
99
Tahap 2 “What do you want to know?
35. Guru mulai menanyakan lagi tentang
“what do you want to know about
Bali Action?
36. Lalu guru meminta siswa menuliskan
apa yang mereka ingin ketahui lebih
tentang Bali Action dan
menuliskannnya di kolom“W”
37. Setelah kolom“K” dan “W” terisi guru
meminta siswa membaca teks tentang
Bali Action secara keseluruhan.
Tahap 3 “What have you learnt?
38. Setelah para siswa membaca teks
tersebut secara keseluruhan, guru
meminta siswa menuliskan jawaban
dari pertanyaan yang mereka buat pada
kolom “W”
39. Setelah itu guru meminta siswa
menuliskan informasi tambahan yang
mereka dapat.
40. Setiap perwakilan siswa dari setiap
kelompok diminta untuk mengisi KWL
chart di papan tulis
PENUTUP Guru menanyakan hal sulit apa yang
siswa alami pada pertemuan kali ini.
Guru dan siswa bersama-sama
membuat rangkuman dan juga
memberikan umpan balik terhadap
10menit
100
proses belajar mengajar pada
pertemuan kali ini.
6. Sumberbelajar
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
3. Instrumen:terlampir
8. PedomanPenilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawabanbenardengankalimatsempurna 2
Jawabanbenardengankalimatkurangsempurna 1
Jawaban salah 0
Jakarta,............2020
Mengetahui,
Guru Pamong Mata PelajaranGuru Praktikan
( Novia Roza, M.Pd ) ( Wiwi Rhamadina)
101
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Kontrol (pertemuan ke-1)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X2
Standar Kompetensi : Memiliki kemampuan pikir dan
tindak yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
dipelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsure
kebahasaan dari teks deskriptif
sederhana tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks
penggunaannya.
Jenis teks : Descriptive
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 45menit
1. Indikator Pencapaian :
a. Siswa dapat mengemukakan gagasan utama dalam teks
deskriptif
b. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
c. Siswa dapat menjelaskan langkah-langkah retorika teks
deskriptif
d. Siswa dapat menentukan makna dalam teks deskriptif
102
2. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah
teks deskriptif
b. Menemukan informasi-informasi detail dalam sebuah teks
deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar dan mengajar di
kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. Materi Pembelajaran
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the
world's flattest and smallest continent, Australia. It does not rise up out of the
surrounding countryside as do many of Indonesia's spectacular mountains.
Elevation gain is minimal and the wide open terrain is scenic.
In the winter there is deep snow on the upper parts of the mountain. The
mountain is within a national park so no cars are allowed and the vegetation and
wildlife is protected. Mt. Kosciusko was namedby Polish explorer Paul Strzelecki
in 1840. Actually, Australia does have some interesting moun tainous terrain,
including areas of the Blue Mountains, the crags of Tasmania, and even Mt.
Townshend, a craggier peak about one kilometre north of Kosciusko.
4. Metode Pembelajaran: Three Phase technique
103
5. Langkah-langkah kegiatan
Kegiatan Deskripsi kegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menyapa dan menanyakan “what‟s going
on today?”
Motivasi :
Guru menjelaskan tentang pentingnya materi yang akan dipelajari beserta dengan
kompetensi yang harus dikuasai oleh siswa
5 menit
INTI Eksplorasi
Guru memberikan penjelasan mengenai teks berbentuk descriptive
Elaborasi
Guru meminta siswa untuk membaca
teks yang diberikan
Guru meminta siswa menuliskan vocabulary yang sulit mereka pahami
dalam teks tersebut
Guru meminta siswa untuk menjawab pertanyaan yang diberikan
Konfirmasi
Guru beserta siswa membahas
jawaban
75menit
PENUTUP Guru menanyakanhal sulit apa yang siswa alami pada pertemuan kali ini.
Guru dan siswa bersama-sama membuat rangkuman dan juga
memberikan umpan balik terhadap
proses belajar mengajar pada
pertemuan kali ini.
11 menit
6. Sumber belajar
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
104
3. Instrumen:terlampir
8. Pedoman Penilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawaban benar dengan kalimat sempurna 2
Jawaban benar dengan kalimat kurang sempurna 1
Jawaban salah 0
Jakarta, .............2020
Mengetahui,
Guru Pamong Mata Pelajaran Guru Praktikan
( Novia Roza, M.Pd ) ( Wiwi Rhamadina)
105
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Kontrol (pertemuan ke-2)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X2
Standar Kompetensi : Memiliki kemampuan pikir dan
tindak yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
dipelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsure
kebahasaan dari teks deskriptif
sederhana tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks
penggunaannya.
Jenis teks : Descriptive
Aspek/Skill : Membaca
AlokasiWaktu : 2 x 45menit
1. Indikator Pencapaian :
a. Siswa dapat mengemukakan gagasan utama dalam teks deskriptif
b. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
c. Siswa dapat menjelaskan langkah-langkah retorika teks deskriptif
d. Siswa dapat menentukan makna dalam teks deskriptif
2. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah teks
deskriptif
106
b. Menemukan informasi-informasi detail dalam sebuah teks deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar danmengajar di kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. Materi Pembelajaran
Niagara Falls
Niagara Falls is a famous area of waterfalls. It is one of the mostbeautiful
natural wonders of NorthAmerica. It is on the Niagara River,about halfway
between Lake Erieand Lake Ontario. The Niagara River forms part of the border
between Canada and the United States. At Niagara Falls, Ontario, Canada is on
one side of the river, and the U.S. state of New York is on the other side.Niagara
Falls really has two waterfalls. The Horseshoe Falls are in Canada, and the
American Falls are in the United States.
The Niagara River drops into asteep gorge or canyon, at the falls. Most of
the water flows over the Horseshoe Falls. They are not as high as the American
Falls, but they are 2,600 feet (792 metres) wide–about 0.5 mile (0.8 kilometre).
The American Falls are about 1,000 feet (305 metres) wide. Beyond the falls are
the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out
of the rock.
At night, coloured lights shine on the thundering falls. About 10 million
people visit Niagara Falls each year.
4. Metode Pembelajaran: Three Phase technique
107
5. Langka- langkah kegiatan
Kegiatan Deskripsikegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menyapa dan menanyakan “what‟s going
on today?”
Motivasi :
Guru menjelaskan tentang pentingnya materi
yang akan dipelarjari beserta dengan
kompetensi yang harus dikuasai oleh siswa
5 menit
INTI Eksplorasi
Guru memberikan penjelasan mengenai
teks berbentuk descriptive
Elaborasi
Guru meminta siswa untuk membaca teks yang diberikan
Guru meminta siswa menuliskan vocabulary yang sulit mereka pahami
dalam teks tersebut
Guru meminta siswa untuk menjawab
pertanyaan yang diberikan
Konfirmasi
Guru beserta siswa membahas jawaban
75menit
PENUTUP Guru menanyakan hal sulit apa yang siswa alami pada pertemuan kali ini.
Guru dan siswa bersama-sama
membuat rangkuman dan juga
memberikan umpan balik terhadap
proses belajar mengajar pada
pertemuan kali ini.
12 meni
t
6. Sumber belajar
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
3. Instrumen:terlampir
108
8. Pedoman Penilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawaban benar dengan kalimat sempurna 2
Jawaban benar dengan kalimat kurang sempurna 1
Jawaban salah 0
Jakarta, .............2020
Mengetahui,
Guru Pamong Mata Pelajaran Guru Praktikan
( Novia Roza, M.Pd ) ( Wiwi Rhamadina)
109
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Kontrol (pertemuan ke-3)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X2
Standar Kompetensi : Memiliki kemampuan pikir dan
tindak yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
dipelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsure
kebahasaan dari teks deskriptif
sederhana tentang orang, tempat
wisata, dan bangunan bersejarah
Siswa dapat mengemukakan
gagasan utama dalam teks
deskriptif
Jenis teks : Descriptive
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 45menit
1. Tujuan Pembelajaran
a. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
b. Siswa dapat menjelaskan langkah-langkah retorika teks deskriptif
c. Siswa dapat menentukan makna dalam teks deskriptif terkenal, sesuai
dengan konteks penggunaannya.
2. Indikator Pencapaian :
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah teks
110
deskriptif
b. Menemukan informasi-informasi detail dalam sebuah teks deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar danmengajar di kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. Materi Pembelajaran
Pueblo Bonito
One thousand years ago, in the desert of the Chaco Canyon, theAnasazi
people built nine multi-storey buildings called „Great Houses'. They used stone for
the walls and wood for the floors, doors and roofs. They transported more than
200,000 treesfrom forests almost 80 kilometres away. How did they move the
trees? We don't know.
In some buildings there are huge circular rooms called „kivas'—the biggest
one is under ground and it is about 16 metres wide. Why did the Anasazi build
circular rooms? We don't know. Perhaps they used them for religious ceremonies
or for storing crops. We know the Anasazi people abandoned the Great Houses.
Why did they leave? Hunger? War? We really
4. Metode Pembelajaran: Three Phase Technique
111
5. Langkah-langkah kegiatan
Kegiatan Deskripsi kegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menyapa dan menanyakan “what‟s going
on today?”
Motivasi :
Guru menjelaskan tentang pentingnya materi
yang akan dipelarjari beserta dengan
kompetensi yang harus dikuasai oleh siswa
5 menit
INTI Eksplorasi
Guru memberikan penjelasan mengenai
teks berbentuk descriptive
Elaborasi
Guru meminta siswa untuk membaca
teks yang diberikan
Guru meminta siswa menuliskan
vocabulary yang sulit mereka pahami
dalam teks tersebut
Guru meminta siswa untuk menjawab
pertanyaan yang diberikan
Konfirmasi
Guru beserta siswa membahas jawaban
75menit
PENUTUP Guru menanyakan hal sulit apa yang
siswa alami pada pertemuan kali ini.
Guru dan siswa bersama-sama
membuat rangkuman dan juga
memberikan umpan balik terhadap
proses belajar mengajar pada
13 meni
t
112
pertemuan kali ini.
6. Sumber belajar
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
3. Instrumen:terlampir
8. Pedoman Penilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawaban benar dengan kalimat sempurna 2
Jawaban benar dengan kalimat kurang sempurna 1
Jawaban salah 0
Jakarta, .............2020
Mengetahui,
Guru Pamong Mata Pelajaran Guru Praktikan
( Novia Roza, M.Pd ) ( Wiwi Rhamadina)
113
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas Kontrol (pertemuan ke-4)
Sekolah : SMA PGRI 56 Ciputat
Kelas/Semester : X2
Standar Kompetensi : Memiliki kemampuan pikir dan
tindak yang efektif dan kreatif
dalam ranah abstrak dan konkret
sebagai pengembangan dari yang
dipelajari di sekolah secara
mandiri.
Kompetensi Dasar :Menganalisis fungsisosial,
struktur teks, dan unsure
kebahasaan dari teks deskripti f
sederhana tentang orang, tempat
wisata, dan
bangunanbersejarahterkenal,
sesuai dengan konteks
penggunaannya.
Jenis teks : Descriptive
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 45menit
1. Indikator Pencapaian :
a. Siswa dapat mengemukakan gagasan utama dalam teks deskriptif
b. Siswa dapat menemukan informasi detail dalam teks berbentuk
deskriptif
c. Siswa dapat menjelaskan langkah-langkah retorika teks deskriptif
d. Siswa dapat menentukan makna dalam teks deskriptif
2. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menganalisis dan juga menentukan gagasan utama dalam sebuah
114
teks deskriptif
b. Menemukan informasi-informasi detail dalam sebuah teks
deskriptif
c. Memahami makna yang terkandung dalam teks yang berbentuk
deskriptif
d. Berpartisipasi aktif dalam proses kegiatan belajar danmengajar di
kelas
Karakter siswa yang diharapkan :
Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3. MateriPembelajaran
Bali Action
The amazing choice of differen activities available in Bali means that there
is indeed something for everyone. Whether you want to throw yourself from high
attitudes, hurtle down frothing rapids, explore the wonders of the deep or just lie
back and take it easy.
Bali has perfected the art of keeping its guests happy. The beach is a major
factor in anyisland holiday and Bali has a coastline which offers every possible
water activity including surfing some of the best waves in the world, swimming
with dolphins, cruises, snorkelling, diving, sailing and parasailing. For snorkelling
and diving, the closest spots to Kutaare Benoa and Sanur beaches where all the
relevant equipment can be hired. Further afield, good destinations include Pulau
Serangan, Nusa Penida and Nusa Lembongan in the south, Padang Bai,
Candidasa, Tulamben and Amed in the east, Lovina, in the north and the amazing
Pulau Menjangan in the northwest. Bali's waves are world famous and range from
safe beach breaks for beginners like Kuta to the awesome swells at Padang
Padang, Uluwatu and Nusa Lembongan, which regularly attract the pros.
Beginners should respect the sea and stay within depth to start with as the current
can be very strong. Apart from Kuta and Legian beaches, Medewi is also good for
115
beginners. For the more experienced, Nusa Dua has a number of breaks as does
Sanur; Canggu, Ketewel and the area around the airport are also popular with
experienced surfers.
4. Metode Pembelajaran: Three Phase technique
5. Langkah-langkah kegiatan
Kegiatan Deskripsi kegiatan Alokasi
waktu
PENDAHULUAN Apersepsi :
Guru menyapa dan menanyakan “what‟s going
on today?”
Motivasi :
Guru menjelaskan tentangpentingnyamateri yang akan dipelarjari beserta dengan
kompetensi yang harus dikuasai oleh siswa
5 menit
INTI Eksplorasi
Guru memberikan penjelasan mengenai teks berbentuk descriptive
Elaborasi
Guru meminta siswa untuk membaca
teks yang diberikan
Guru meminta siswa menuliskan
vocabulary yang sulit mereka pahami
dalam teks tersebut
Guru meminta siswa untuk menjawab pertanyaan yang diberikan
Konfirmasi
Guru beserta siswa membahas jawaban
75menit
PENUTUP Guru menanyakan halsulit apa yang siswa alami pada pertemuan kali ini.
Guru dan siswa bersama-sama
membuat rangkuman dan juga
memberikan umpan balik terhadap
proses belajar mengajar pada
pertemuan kali ini.
14 meni
t
6. Sumberbelajar
Doddy, Achmad, Ahmad Sugeng, Effendi, 2008. Developing English
Competencies 1 (for Senior High School). Jakarta : Pusat Perbukuan
Departemen Pendidikan Nasional.
116
7. Penilaian
1. Teknik: tes tulisan danlisan
2. Bentuk:tertulis
3. Instrumen:terlampir
8. PedomanPenilaian
Nilai Siswa = Skor Perolehan x10
Skor Maksimal
Uraian Skor
Jawaban benar dengan kalimat sempurna 2
Jawaban benar dengan kalimat kurang sempurna 1
Jawaban salah 0
Jakarta, .................2020
Mengetahui,
Guru Pamong Mata Pelajaran Guru Praktikan
( Novia Roza, M.Pd ) ( Wiwi Rhamadina)
117
Appendix 5 Students’ Worksheet
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
Appendix 6 Documentation
134
135
Appendix 7 Surat Pengesahan Proposal Skripsi
136
Appendix 8 Surat Bimbingan Skripsi
137
138
Appendix 9 Surat Izin Penelitian
139
Appendix 10 Surat Keterangan Penelitian
140
Appendix 11 References Examination Paper
141
142
143
