THE EFFECTIVENESS OF KNOW WANT LEARN PLUS AND
JIGSAW TECHNIQUES IN THE TEACHING OF
EXPOSITORY READING TEXTS TO THE ELEVENTH
GRADE STUDENTS OF SMAN 8 TANGERANG SELATAN IN
THE 2014-2015 ACADEMIC YEAR
By SITI HADIJAH
NIM: 1110014000071
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’TRAINING
SYARIFHIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2014
KEMENTERIAN AGAMA
FORM (FR) No. Dokumen : FITK-FR-AKD-089
UIN JAKARTA Tgl. Terbit : 5 Januari 2009 FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama : Siti Hadijah
Tempat/Tgl.Lahir : Jakarta, 5 Maret 1992
NIM : 1110014000071
Jurusan/Prodi : Pendidikan Bahsa Inggris
Judul Skripsi : THE EFFECTIVENESS OF KNOW WANT LEARN PLUS AND
JIGSAW TECHNIQUES IN THE TEACHING OF EXPOSITORY
READING TEXTS TO THE ELEVENTH GRADE STUDENTS OF
SMAN 8 TANGERANG SELATAN IN THE 2014-2015
ACADEMIC YEAR
Dosen Pembimbing : 1. Dr. H. Atiq Susilo, MA.
2. Neneng Sunengsih, M. Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggung jawab seara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 30 November 2014
Mahasiswa Ybs.
____________________
NIM. 1110014000071
iii
ACKNOWLEDGEMENT
حیم حمن الر بسم هللا الر
In the name of Allah, The Beneficent and The Merciful
All praise be to Allah the Lord of the worlds for the blessing, the strength,
and the guidance to the writer in completion of this research. Peace and blessing
from Allah SWT be upon to the Prophet Muhammad SAW, his families, his
companions, and his followers.
It is a valuable thing that the writer finally accomplishes her “skripsi”
entitled “The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in
the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8
Tangerang Selatan in the 2014-2015 Academic Year”. It is presented to the
Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the
Requirements for the Degree of Strata 1 (Bachelor of Art) in English Language
Education.
First, the writer would like to express the greatest gratitude to her beloved
parents, Hadim and Nurseha, the best part of writer’s life. Moreover, her brothers,
Agus Haeruddin, Dani, and Nuryadi,. I thank for love, support, and contributions
both moral and material to the writer.
Furthermore, the writer would like to give the deepest gratitude and the
greatest honor to:
1. All lecturers in Department of English Education for the knowledge, the
motivation, and patience to the writer during her study at State Islamic
Syarif Hidayatullah Jakarta University.
2. Drs. Syauki, M. Pd., the Head of Department of English Education.
3. Mr. Zaharil Anasy, M. Hum., the Secretary of Department of English
Education and the researcher’s academic advisor.
iv
4. Nurlena Rifa’i, M. A., Ph. D., the Dean of Faculty of Tarbiyah and
Teachers’ Training.
5. Dr. H. Atiq Susilo, MA. and Neneng Sunengsih, M. Pd., the advisors who
have given guidance, advice, motivation and patience to the writer in
accomplishment of this “skripsi”.
6. Imam Supingi, S. Pd, MM. as the headmaster of SMAN 8 Tangerang
Selatan. He had gave permission to do her research.
7. Tri Aji Anugroho, S. Pd. as the English teacher of the eleventh grade
students at SMAN 8 Tangerang Selatan, Cirendeu. He gave permission to
the writer to do her research in his class. Moreover, He helped, advised
and supported the writer during the research.
8. All of students at eleventh grade at SMAN 8 tangerang Selatan, Cirendeu,
participated in this research.
9. All of beloved friends of The Class of PBI B in Department of English
Education. In addition, specially thanks to Yusri, Alfi, Iyang, Tami,
Uswah, Tia, and Fyan.
10. To any other persons who give contribution to the researcher and cannot
be mentioned one by one.
Finally the researcher truly realizes that this “skripsi” cannot be considered as
a perfect masterpiece. Therefore, it is a very precious thing for her to get
suggestion and criticism which can make this better.
Jakarta, 8 December 2014
The writer
v
ABSTRACT
Siti Hadijah (NIM: 1110014000071). The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif Hidayatullah Jakarta University, 2014. Advisor I : Dr. H. Atiq Susilo, MA. Advisor II : Neneng Sunengsih, M. Pd.
Key Words: Know Want Learn Plus, jigsaw, reading, expository text.
The objective of this research was to find empirical evidence whether the use of Know Want Learn Plus is more effective in teaching analytical exposition text than the use of jigsaw technique. The population was the eleventh grade of SMAN 8 Tangerang Selatan, Cirendeu. The sample were class XI MIA 2 as the experimental class who taught by using Know Want Learn Plus and XI MIA 3 as the controlled class who taught by using jigsaw technique. For the sampling, the researcher used purposive sampling. This research used quantitative approach with experimental method and quasi-experimental design. The instrument of this research was a test. In analyzing the data, the writer used t-test to analyze the students’ achievement test, by holding a pre-test to know whether or not the two different classes are relatively at the same level, and post-test to know whether or not that the use of Know Want Learn Plus technique is more effective in teaching analytical exposition text than the use of jigsaw technique. The findings of this research shows that the students’ pre-test mean score ( ��𝑥 ) of the experimental class was 53.71 while the students’ post-test mean score ( ��𝑥 ) was 71.89. In contrary, the students’ pre-test mean score ( ��𝑥 ) of the controlled class was 55.09 and the post-test mean score ( ��𝑥 ) was 69.66. The significant effect was shown by the students’ post-test mean score ( ��𝑥 ) of the experimental class which was treated by using Know Want Learn Plus technique was greater than the post-test of the controlled class which was treated by using Jigsaw. The result of statistical hypothesis test found that on significance level 1 - ½α, t-value was 3.05 while t-table with df = 68 was 1.995 or t-value > t-table. Thus, the Ho (Null Hypothesis) was rejected and the Ha (alternative hypothesis) was accepted. It proved that the application of Know Want Learn Plus technique is more effective in teaching analytical exposition text than the use of jigsaw at the eleventh grade students of SMAN 8 South Tangerang.
vi
ABSTRAK
Siti Hadijah (NIM: 1110014000071). The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year. Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Pembimbing I : Dr. H. Atiq Susilo, MA. Pembimbing II : Neneng Sunengsih, M. Pd.
Kata Kunci: Know Want Learn Plus, Jigsaw, membaca, teks eksposisi,
Tujuan dari penelitian ini adalah untuk mendapatkan bukti yang empiris apakah penggunaan teknih Know Want Learn (KWL) Plus lebih effektif dalam pengajaran teks eksposisi analisis daripada teknik jigsaw. Populasi dalam penelitian ini adalah siswa kelas 11 SMAN 8 Tangerang Selatan. Sempel yang diambil adalah siswa kelas sebelas (XI) MIA 2 sebagai kelas eksperiment yang diajarkan dengan menggunakan teknik KWL Plus dan XI MIA 3 sebagai kelas kontrol yang diajarkan menggunakan teknik jigsaw. Untuk teknik pengambilan sampel, penulis menggunakan purposive sampling. Metode yang dipakai dalam penelitian ini adalah kuantitatif. Sementara, instrument yang digunakan adalah tes. Untuk menganalisa data, peneliti menggunakan perhitungan t-test. Untuk menentukan sample yang akan dijadikan penelitian, peneliti menggunakan pre-test dan melihat hasilnya apakan dua kelas yang berbeda memiliki level yang relative sama. Sementara, post-test digunakan untuk melihat apakah penggnaan teknik KWL Plus lebih efektif dalam pengajaran analytical exposition text daripada penggunaan teknik jigsaw. Hasil dari penelitian ini menunjukan bahwa rata-rata skor pre-test kelas eksperimen adalah 53.71, sementara post-test yang didapat adalah 71.89. Berbeda dengan kelas eksperimen, skor rata-rata kelas control yang didapat adalah 55.09 dan skor rata-rata post-test adalah 69.66. Efek yang signifikan dapat dilihat dari skor rata-rata post-test dari kelas eksperimen yang diajarkan menggunakan teknik KWL Plus lebih besar dari skor post-test kelas control yang diajarkan menggunakan teknik jigsaw. Hasil uji hipotesis statistic menunjukan bahwa dengan taraf signifikansi 1 - ½α, α = 0,05/5%, didapatkan t hitung sebesar 3.05 sementera t table dengan df = 68 yaitu 1.995 atau disebut t hitung > t table. Berdasarkan pertihungan statistic, maka Ho ditolak dan Ha diterima. Hasilnya menunjukan bahwa penggunaan KWL Plus teknik lebih efektif dalam pengajaran teks eksposisi daripada penggunaan teknik jigsaw di kelas sebelas SMAN 8 Tangerang Selatan.
vii
TABLE OF CONTENTS
Page
TITLE
SURAT PERNYATAAN KARYA SENDIRI
APPROVAL ................................................................................................... i
ENDORSEMENT .......................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
ABSTRACT .................................................................................................... v
TABLE OF CONTENTS ............................................................................... vii
LIST OF TABLES ......................................................................................... x
LIST OF APPENDICES ............................................................................... xi
LIST OF FIGURE ......................................................................................... xii
CHAPTER I: INTRODUCTION
A. The Background of the Research ........................................................ 1
B. The Formulation of the Problem ........................................................ 4
C. The Limitation of the Problem ........................................................... 5
D. The Objectives of the Research .......................................................... 5
E. The Significance of the Research........................................................ 5
CHAPTER II: THEORETICAL FRAMEWORK
A. Reading and Reading comprehension ................................................. 7
a. The Understanding of Reading ..................................................... 7
b. The Understanding of Reading Comprehension ........................... 8
viii
c. The Purpose of Reading ................................................................ 9
d. The Types of Reading ................................................................... 11
e. The Components of Reading ......................................................... 13
f. Reading Texts ................................................................................ 14
1. The Understanding of Analytical Exposition Text ................. 14
2. The Purpose of Analytical Exposition Text ........................... 15
3. The Schematics Structure of Analytical Exposition Text ....... 15
4. The Language Features of Analytical Exposition Text .......... 16
g. Affecting Factors in Reading ........................................................ 17
B. Know Want Learn Plus Technique ..................................................... 17
1. The Understanding of Know Want Learn Plus Technique ........... 17
2. The Procedures of Know Want Learn Plus Technique ................. 18
C. Jigsaw .................................................................................................. 22
1. The Understanding of Jigsaw Technique ...................................... 22
2. The Stages of Jigsaw Technique .................................................. 23
D. Previous Relevant Studies ................................................................... 25
E. Conceptual Framework ....................................................................... 27
F. Hypotheses of the Research ................................................................ 28
CHAPTER III: RESEARCH METHODOLOG
A. The Method of the Research ............................................................... 29
B. The Place and Time of the Research .................................................. 29
C. The Population and Sample ................................................................ 29
D. The Technique of Data Collecting ...................................................... 30
E. The Technique of Data Analyzing ...................................................... 30
F. The Procedures of the Research ......................................................... 33
CHAPTER IV: RESEARCH FINDINGS
A. The Data Description ......................................................................... 35
a. The Data of Experiment Class ...................................................... 35
b. The Data of Control Class ............................................................. 35
ix
B. The Analysis of The Data and Hypotheses Testing ............................ 36
1. Item Test Analysis ......................................................................... 36
2. Analysis of Pre-test and Post-Test ................................................ 36
3. Analysis of Data ............................................................................ 41
4. Hypotheses Testing ....................................................................... 42
C. Interpretation ....................................................................................... 43
CHAPTER V: CONCLUSION AND SUGGESTION
A. The Conclusion .................................................................................. 46
B. The Suggestion .................................................................................... 46
BIBLIOGRAPHY .......................................................................................... 48
APPENDICES ................................................................................................ 51
x
LIST OF TABLE
Page
Table 4.1 Normality of Pre-Test Using One-Sample Komogorov-Smirnov 37
Table 4.2 Normality of Pre-Test Using Lilliefors .......................................... 38
Table 4.3 Normality of Post-Test Using One-Sample Kolmogorov-Smirnov 38
Table 4.4 Normality of Post-Test Using Lilliefors ........................................ 39
Table 4.5 Homogeneity of Pre-Test ............................................................... 40
Table 4.6 Homogeneity of Post-Test .............................................................. 40
xi
LIST OF APPENDICES
Page
Appendix 1 The Score of Pre-Test and Post-Test from Experiment Class .... 51
Appendix 2 The Score of Pre-Test and Post-Test from Control Class .......... 53
Appendix 3 Table of Interval Class ............................................................... 55
Appendix 4 Table of Comparison score of Gained Score ............................. 57
Appendix 5 The Result of Validity Test of Pre-Test ..................................... 59
Appendix 6 The Result of Validity Test of Post Test .................................... 67
Appendix 7 Instrument of Pre-Test ................................................................ 75
Appendix 8 Instrument of Post-Test .............................................................. 84
Appendix 9 Kisi-Kisi Pre-Test ....................................................................... 93
Appendix 10 Kisi-Kisi Post-Test ................................................................... 95
Appendix 11 Answer Key of Pre-Test and Post-Test .................................... 97
Appendix 12 RPP of Experiment Class ......................................................... 98
Appendix 13 Know Want Learn Plus Chart .................................................. 130
Appendix 14 RPP of Control Class ................................................................ 132
Appendix 15 Surat Pernyataan telah Malakukan Penelitian .......................... 168
xii
LIST OF FIGURES
Page
Figure 2.1 Example of Know Want Learn Chart ........................................... 20
Figure 2.2 Example of Mapping .................................................................... 21
Figure 2.3 Example of Jigsaw Technique ...................................................... 25
CHAPTER I
INTRODUCTION
A. The Background of the Research
Reading is source of learning and a source of enjoyment. It can be a goal in its
own right and a way of reaching other goals.1 In learning a language, reading skill has
important role because it helps us to comprehend the English articles, books,
magazine, and nonfiction books. Moreover, for some people it may be the way to use
and to practice English. Furthermore besides printed materials, nowadays information
that is found in the internet and computer technology uses English language.
We are able to get a lot of information, pleasure, and problem solution by
reading various printed materials as mentioned in paragraph before. Hence, the ability
to read those printed materials in any form will contribute a great deal of advantages
in our life such as gaining success at school and have a lot of information.
Reading is an active process. It has to be done with conscientiously with a
questioning and curious mind. Do not just accept what someone else writes. Do not
just ignore what at first you do not understand. Reading is struggle, but it will make
the reader thinker and writer .2
Based on Kurikulum 2013, the forth core competence is students should
“analyzing, comprehending, and presenting developments of concrete and abstract
domains of the learned material; being able to apply various methods according to
scientific principle”.
1 I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 49.
2 Santi V. Buscemi, A Reader for Developing Writers (Fifth Edition), (New York: McGraw-Hill, 2002), pp. 2-3.
1
2
Furthermore, one of the standard competence in Kurikulum 2013 is “students
is to be able to get the main idea of analytical exposition text and provide or present
the solution to solve the problems that related to the natural environment in form of
exposition text”.
As it has been mentioned in the paragraph above, analytical exposition text is
one of the texts that should be learned by students. It is a text that presents one side of
an issue to be discussed and solved so can give advantages to the reader. Actually,
there are two kinds of exposition text.3 There are hortatory exposition and analytical
exposition text. Both types are alike, but the difference located on the generic
structure and function of each text. Hortatory exposition is to give recommendation to
the reader about an issue discussed. It is influence the reader to follow what the
writer’s point of view. Meanwhile, in analytical exposition text, it is only give the
exposure of an issue, just to let the reader know and convince the rightness about the
issue.
However, reading is one of skills which have to be learned by the students. In
Senior High School, students are expected to be able to comprehend a kind of
functional texts and essay in a form of narrative, procedure, recount, and exposition
text. Reading lesson may the difficult one to the students. Most students argue that
reading an English text is very difficult. Hence, the writer found a technique in
reading that has low of attention from the teachers. Know Want Learn Plus is one of
the pre-reading activities that concerned to students metacognitive ability.
Based on the interview on August 5th, the writer interviewed the English
teacher in SMAN 8 Tangerang Selatan about the teaching and learning process in
reading skill. The teacher stated that the students get bored when they get reading
text. The teacher said that one of the techniques that worked in the class that he used
3 Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012, p. 117.
3
is jigsaw. He stated that when he used jigsaw, some of the students too dominant in
their group and some are not. Moreover, while the writer doing observation in the
class, the teacher only give the reading text then asked the students to read, translate
and asking the main idea, after that he gave explanation of grammar and topic from
the text. In addition, according the data from UNESCO states that among countries in
worldwide ASEAN has the lowest interest in reading, especially Indonesia. It can be
counted, Indonesia has comparison among 1000 inhabitants only one person who has
high interest in reading.4 For such this condition, teachers as the important role holder
in students’ learning success are expected to be able to build students’ interest in
reading whether in or outside the school. Teacher should have a creative way in
teaching and learning process to boost students’ interest in the class.
Considering the facts above, there is an urgent need to implement a technique
that can help to solve these problems and involve the teachers and students in
cooperative and interesting activities. In addition, a teacher need a technique or a way
in teaching reading in the classroom that can motivate students in learning reading, or
they can apply the strategy independently outside of class at least to increase their
interest in reading or to build their reading habit.
In English language teaching there are many kinds of techniques that can be
used by the teacher in teaching and learning reading skills. Therefore the writer is
interested in investigating the teaching reading of analytical exposition texts with the
alternative techniques. There are Know Want Learn Plus and Jigsaw technique.
Know Want Learn (KWL) Plus and Jigsaw are two different type of reading
techniques that can be used in the process of teaching and learning. KWL Plus is
4 Maulana, Akses Buku Sulitm Minat Baca di Indonesia Masih Rendah, 2013, http://www.unpad.ac.id/2013/04/akses-buku-sulit-minat-baca-di-indonesia-masih-rendah/. Retrieved October 2nd, 2014.
4
firstly conducted by Ogle in 1987.5 The KWL Plus technique is designed to activate
students’ metacognitive skill before they read a text. Students’ metacognitive skill is
activated by calling attention to prior knowledge. This KWL Plus is one of the newest
techniques used in teaching and learning reading. Although KWL Plus is firstly
conducted in 1987, its use in reading lesson is still rarely in a class. So, the writer is
interested in applying this technique in her research to see the effectiveness of its
technique in class.
Meanwhile, there is also jigsaw that can be useful in the classroom reading
learning. Jigsaw is one of the techniques used in cooperative learning. This technique
is more frequently used by teachers in learning process, in which, cooperative
learning is used as a variety in teaching learning activity in class that focuses
particularly to students. With cooperative learning, students work together in group
where usual size is two to four members in a group. In cooperative learning, students
can interactive with other students in a group and share about the material which is
taught.
Based on the thinking above, the writer is interested in doing an experimental
study to compare the effectiveness of KWL Plus with Jigsaw technique in the title of
Skripsi is: “The Effectiveness of Using Know Want Learn Plus and Jigsaw
Techniques toward Students Learning Achievement in Reading Exposition
Text” (A Quasi-Experimental Study at The Eleventh Grade of SMAN 8 Tangerang
Selatan). The writer used KWL Plus in the first class and Jigsaw technique in the
second class to develop students’ skill in reading analytical exposition text.
B. The Formulation of The Problem The formulation of the problem in this research mentioned bellow:
5 Donna M. Ogle, K-W-L: A Teaching Model that Develops Active Reading of Expository Text, International Reading Association, 39, 1986, pp. 564-570.
5
“Is the use of Know Want Learn Plus more effective in teaching analytical
exposition text than the use of Jigsaw technique?”
C. The Limitation of The Problem
It is important to set some limitation of the problem to avoid
misunderstanding and to clarify the problem. The writer limits the extend of the
research only in the implementation of Know Want Learn Plus compared with Jigsaw
technique in teaching reading of analytical exposition at the eleventh grade students
of SMAN 8 Tangerang Selatan.
D. The Objective of The Research
In line with the formulation of the problem above, the objective of this
research is to find the empirical evidence whether the use of Know Want Learn Plus
is more effective in teaching analytical exposition text than the use of Jigsaw
technique.
E. The Significance of The Research
The results of this research are expected to give some benefits not only
theoretically, but also practically in English language teaching and learning. These
benefits can be conveyed to:
First, for the writer is to fulfill the one of the requirements of graduation. And
also it is intended to know about factual condition in which the KWL Plus and Jigsaw
technique are applied as a part of method in English teaching and learning activity.
This study also gives more understanding about the implementation of KWL Plus and
Jigsaw in the frame of cooperative learning in the future to different students’ level.
6
Second, for the teacher. It gives an alternative method in teaching reading
skill and it can improve the teacher’s quality of his/her strategies to make students
ease in learning English.
Third, for the students. It helps them to solve their problem in reading
expository text and also helps them to improve their reading skills.
The last for the institution. It can be beneficial regarding to improve education
quality.
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading and Reading Comprehension a. The Understanding of Reading
As a skill, reading is one of important skill for English learner as a second
or a foreign language. Reading the English text for learner as a foreign language
meets very complex process. Constructing meaning from text or spoken language
is not a separate literacy skill, but a merging of all acquired prior knowledge,
personal experience, and vocabulary with the strategy of deductive and inductive
reasoning and making connections.1
Mc Donough and Shaw argue that reading is the most important foreign
language skill, particularly in cases where students have to read English material
for their own specialist subject but may never have to speak the language, such
cases are often referred to as ‘English as a library language’.2
From the statements above, reading is an active and complex process that
constructs meaning from the text. While constructing the meaning, the readers use
their prior knowledge and personal experience to connect the text. By reading a
lot of printed materials, the students become familiar with the words. In addition,
to complete the understanding of reading, here some experts propose the
definition of reading.
Reading consists of two related process. First is word recognition that
refers to the process of perceiving how written symbols correspond to one’s
1 Judy Willis, M. D., Teaching the Brain to Read, (Virginia: ASCD, 2008), p. 127. 2 Jo Mc Donough and Christoper Shaw, “Materials and Method in ELT”: A Teacher’s
Guide (Oxford: Blackwell Publishing, 2003), p. 89.
7
8
spoken language and second is comprehension, the process of making sense and
connect to the text.3
Other definition comes from Daniels and Bizar in their book. They stated
that reading is an interaction between the reader and the author that construct the
understanding of the text, in which the reader use a strategy to connect with the
texts.4
In Teaching Readers of English Students, Texts, and Contexts, Wolf stated
“Reading is neuronally and intellectually circuitous act, enriched as much by the
unpredictable indirections of a reader’s inferences and thoughts, as by the direct
message to the eye from the text”.5
Based on the experts’ statements above, reading is an active process that
consists of two important processes: recognition and comprehension. While the
reader is reading, a reader’s brain actively is processing recognition of the written
symbols, they try to making a sense symbols in order to connect to the text.
b. The Understanding of Reading Comprehension
Lems, Miller and Soro defined reading comprehension is the ability to
construct meaning from a given written text. Reading comprehension is not a
static competency; it varies according to the purposes for reading and the text that
is involved.6
The NEAP Reading Framework Committee defined reading
comprehension as “an active and complex process that involves understanding
3 Elizabeth S. Pang and friends, Teaching Reading, (Chicago: IAE Educational Practice Series, 2003), p. 6.
4 Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Method that Matter, K-12, (Portland: Stenhouse Publishers, 2005), pp. 38-39.
5 John S. Hedgcock and Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009). p.15.
6 Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English Language Learners: Insights from Linguistics, (New York: The Guilford Press, 2010), p. 170.
9
written text, developing and interpreting meaning, and using meaning as
appropriate to the type of text, purpose, and situation”.7
Furthermore, in Reading Instruction Competence Assessment by Wynne,
Cooper defined comprehension as a strategic process by which readers construct
or assign meaning to a text by using the clues in the text and their own prior
knowledge.8
RAND Reading Study Group defined reading comprehension as the
process of simultaneously extracting and constructing meaning through
interaction and involvement with written language. They also stated three
elements of comprehension: the reader who is doing the comprehending, the text
that is to be comprehended and the activity in which comprehending is a part.9
Based on all the statements above, the writer can take a conclusion that
reading comprehension is a dynamic and active process of the reader’s brain, to
connect with the text and interpreting the messages that given in the text. In order
to get connection with the text, the reader uses their prior knowledge and the clues
in the text by using a reading strategy. Comprehension process is also a brain
process to construct meaning from the text, in order to get the message that given
in the text. Moreover, like Lems, Miller and Soro’s statement, comprehension also
the process that depends on the reader’s purpose of reading.
c. The Purposes of Reading
There have been some experts proposing the purpose of reading. Some of
them have similar ideas on the purposes of reading, some do not. Some of experts
propose them specially, but some generally.
7 Susan E. Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension, (New York: Routledge, 2009).p. 32.
8 Sharon Wynne, Reading Instruction Competence Assessment: Teacher Certification Exam, (Boston: XAMonline, Inc., 2008), p. 68.
9 RAND Reading Study Group, Reading for Understanding; Toward and R&D Program in Reading Comprehension, (Santa Monica: RAND, 2002), p. 11.
10
In general, Harmer divided purposes or reasons for reading, as receptive
skill, in two general categories. They are instrumental and pleasurable
categories.10
1. Instrumental Category
It means that reading and listening as receptive skill take place because the
readers want to achieve a particular objective. For example, someone read a road
sign to know where to go or read an instruction in a machine to know how to
operate it. For students, reading is useful for language acquisition, the more they
read the more they get at it. It gives the students positive effect on their
vocabulary knowledge on spelling and on their writing.11
Furthermore, Grabe and Stoller proposed some purpose of reading: to
search for simple information, skim quickly, learn from texts, to get general
information, and to integrate information, write and critique texts.12
2. Pleasurable Category
Another reason why people read is for pleasure. They want to entertain
themselves by reading a novel or short story. Hence, some people read magazine
or newspaper to spend their time. Others read poetry or a comic to get relaxed.
It can be concluded that the general purposes of reading are for
instrumental and pleasurable categories. Some people read because they want to
get information or to learn something from the texts and some other want to
entertain themselves by reading such as reading a novel, comic or newspaper.
10 Jeremy Harmer, The Practice of English Language Teaching, (Third Edition, Harlow: Pearson Education Limited, 2001), p. 200.
11 Jeremy Harmer, How to Teach English New Addition, (Harlow: Pearson Education, 2007), p. 99.
12 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Edinburgh: Pearson Education, 2002), p. 13.
11
d. The Types of Reading
According to Harmer, the reader reads a text generally for pleasure and
general understanding improvement. Based on the purpose above, there are two
types of reading as intensive reading and extensive reading.13
1. Intensive Reading
Intensive reading is reading of shorter texts to get specific information.
Intensive study of reading texts can be a means of increasing learners’ knowledge
of language features and their control of reading strategies that can improve their
comprehension skill.14 The term intensive reading, on the other hand, refers to the
detailed focus on the construction of reading texts which take place usually in
classroom.15
In order to get students reading in the class, intensive reading needs
teacher’s role in the class. The teacher chooses the genre and topic of the text may
be determined by the specific purpose that the students are studying for such as
for business or science.16 There are the roles when the teacher asking the students
to read intensively: organize purpose of reading by giving clear instructions how
to read, observe the students’ progress of reading, giving feedback organizer to
check whether they have completed the task successfully, and prompt students to
notice the language features in the text.17
From the explanation above, intensive reading is reading activities that
take place in the classroom. The genre of the text is chose by the teacher based on
the learning purpose.
13 Harmer, op. cit., 2001, p. 210. 14 I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge,
2009), p. 25. 15 Harmer, op. cit., 2007, pp. 99-100. 16 Ibid. 17 Harmer, op. cit., 2001, p. 213.
12
2. Extensive Reading
Beside of intensive reading that proposes the students to read in the
classroom in their learning activity. There is also extensive reading, a wider scope
of reading. Extensive reading is reading of longer texts to get general information
for pleasure.18 The term extensive reading refers to reading which students do
often away from the classroom, they may read novels, web pages, newspaper or
magazine.19 Extensive reading fits into the meaning-focused input and fluency
development strands of a course, depending on the level of the books that the
learner read.20
In addition, Nuttal also states that in improving students’ reading skill, the
most effective way to do it is getting the students to read extensively. She also
illustrated of extensive reading that it is assumed that in order to understand the
whole (e.g. book), we must first understand the parts (sentences, paragraph,
chapters) of which it is made up. However, we can in fact understand a text
adequately without grasping every part of it; students have to be encouraged to
develop this facility.21
From the statement above, extensive reading is a way to improve reading
skill in which students have to read a longer text that they choose their books
freely and read a part of the book that they are interested in.
To sum up, the types of reading skill are generally divided into two types.
First, intensive reading that require the students to read in the class in order to
follow teacher’s instruction and extensive reading that the students read for their
pleasure outside the class, for example reading novels.
18 Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), pp. 4.
19 Harmer, op. cit., 2007, p. 99. 20 I. S. P. Nation, op. cit., 2009, p. 49. 21 Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford:
Heinemann, 1996), p. 38.
13
e. The Components of Reading
There are some components of reading that the reader achieved while
reading a text. Grabe and Stoller divided the explanation of reading’s components
into two parts. The lower-level processes that represent the more automatic
linguistic processes and are typically viewed as more skills oriented. Then, the
higher-level processes generally represent comprehension processes that make
much more use of the reader’s background knowledge and inferencing skills.22
Furthermore, Munby in Assessing Reading distinguishes the reading
‘microskills’ as the component of reading. It is focus on the product of reading as
follow:23
1. Recognizing the script of a language
2. Deducing the meaning and use an unfamiliar lexical items
3. Understanding explicitly stated information
4. Understanding implicitly information
5. Understanding conceptual meaning
6. Understanding the communicative value of sentence
7. Understanding relation within the sentence
8. Understanding relations between parts of a text through lexical cohesion
devices
9. Understanding cohesion between parts of a text through grammatical cohesion
devices
10. Interpreting text by going outside it
11. Recognizing indicators in discourse
12. Identifying the main point or important information in discourse
13. Distinguishing the main idea from supporting details
14. Extracting salient details to summarize (the text, an idea)
15. Extracting relevant points from a text selectively
22 Grabe and Stoller, op. cit., 2002, pp. 19-20. 23 J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press,
2000), pp. 10-11.
14
16. Using basic reference skills
17. Skimming
18. Scanning to locate specifically required information
19. Transcoding information to diagrammatic display
f. The Reading Texts
There are many kinds of reading text that used in the senior high school to
be learnt by students or printed materials that found in our daily life. Based on the
curriculum available, there are procedure, narrative, and exposition text that
should be learn by students on the second grade senior high school. For this
research, the writer focuses in the materials on analytical exposition texts of
second grade of senior high school students.
1. The Understanding of Analytical Exposition Text
The writer only discussed one of the text types that will be used for her
research that is analytical expository text. Analytical exposition is a text that
elaborates the writer’s idea about the phenomenon surrounding.24 Analytical
Exposition text has social purpose to persuade the reader or listener that
something is the case.25
Based on that definition, analytical exposition text is one of the texts
should be learned by students to improve their reading comprehension, the text
that expose one side of an issue that is correct according to the writer and
persuade the reader to agree with the opinion. Analytical exposition text itself to
persuade the reader that there is something that, certainly need to get attention. It
is to analyze a topic and persuade the reader that an opinion is correct and
supported by arguments.
24 Shirin Amarain and friends, Text Form and Features: A Resource for International Teaching, (Jakarta: Umbrella Corporation, 2009), p. 10.
25 Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012, p. 117.
15
2. The Purpose of Analytical Exposition
People read text might be basically they want to get some factual
information from the text. For example, people read a newspaper, might be they
want to read updated information from the newspaper or want to get job
information. Then, from the information that they got, a response will appeared as
influence of the text. It means they have something to be known, and the
information is available in the text. This is in line with Musafak’s statement “the
purpose of analytical exposition text is to persuade the reader or listener by
presenting one side of an argument that is case the case for of the case against.”26
To sum up, the purpose of analytical exposition text is to influence the reader to
do or belief something that is the writer’s point of view.
3. The Schematics Structure of Exposition Text
An effective expository text has several steps which a reader may use as
standard to guide his reading by author. In traditional expository text usually have
three sections. The first section introduced the author’s point of view and can
preview arguments that may follow in the text. The next is a series of arguments
that aim to convince the audience. The final section is a conclusion to sum up the
arguments and reinforce the author’s point of view.27
a. An introductory statement
An introductory paragraph is in the first paragraph. It consists of the
author’s point of view as the thesis of the argument and the introduction that
include a preview of the arguments. The thesis introduces a topic and indicates the
writer’s position and the outline of the main paragraph to be presented.28
26 Ibid. 27 Amarain and friends. Op. cit., 2009. p. 10. 28 Ibid.
16
b. A series of arguments to convince the audience
This is the main part of the analytical exposition paragraph. It is the
content of the paragraph that exposes the argument to support the thesis statement.
A new paragraph is used for each new argument with each topic sentence that
introduces the argument. The thesis statement is followed by the supporting
details.
c. A conclusion summing up the arguments
This past is the last section. Here, the author restates his or her thesis
(point of view) and give a summary of what has been stated in the section above
may include here.
d. The Language Features of Analytical Exposition
The language features usually found in expository text are:29
1. Using relational process, e.g. don’t interfere, etc.
2. Using internal and causal conjunction, e.g. therefore, etc.
3. Using general and abstract nouns, e.g. car, policy, etc.
4. Using technical verb, e.g. species.
5. Using relating verbs, e.g. that is important, etc.
6. Using actions and thinking verbs, e.g. I believe, etc.
7. Using modal verbs and modal adverbs, e.g. we must preserve, etc.
8. Using connectives, e.g. firstly, secondly, etc.
9. Using evaluating language, e.g. important, valuable, etc.
10. Using passive voice and simple present tense.
29 Amarain and Friends, Op.cit., 2009. p. 10.
17
g. The Affecting Factors in Reading
When reading a text, the readers will use their reading skill to comprehend
the text. There are also the factors that affect in comprehending a text. Here some
factors that can affect in reading.
David divides the factors which affect reading comprehension into two categories; inside and outside of mind. The inside factors are linguistic competence that the readers have, interest about various topics, motivation (how much the reader care about the reading task), and the reader’s reading ability. The outside factors fall into two categories – the element on the page and the qualities of the reading environment. The elements on the page –textual characteristics- include factors like text readability and text organization. The qualities of reading environment include factors like the things the teacher does before, during, or after reading to help students understand what is the text; the ways peers react to the task; and the general atmosphere in which the task is to be completed.30
From the explanation above, the factors that affect reading are divided into
two. The inside of mind, what the readers have in their mind and their feeling to
the text. Then, the outside factors related to the text itself and the environment or
reading situation.
B. Know Want Learn Plus Technique a. The Understanding of Know Want Learn Plus Technique
Know Want Learn originally was conducted by Donna M. Ogle in 1986.
She assumed that this easy procedure helps teacher become more responsive to
students’ knowledge and interest when reading expository material, and it models
for students the active thinking involved in reading for information.31
Then in 1987, Ogle and Carr completed the K-W-L by adding two
sections: mapping and summarizing. They stated “we have developed a reading-
thinking strategy called K-W-L Plus which focuses on the student as learner. The
30 Pearson P. David, Teaching Reading Comprehension, (New York: Hollt, Rinehart and Winston, 1978), p. 9.
31 Donna M. Ogle, K-W-L: Teaching Model That Develops Active Reading of Expository Text, The Reading Teacher, Vol. 39, No. 6 (Feb., 1986), p. 564.
18
title derives from the three principal components of K-W-L recalling what is
known; determining what students want to learn, and identifying what is learned-
plus mapping text and summarizing information.”32
The K-W-L is a process in which the teacher models and guides the
students in active engagement with informational text. 33 Taught in this K-W-L
strategy make the students to self-regulated what they want to learn from the text,
it can act as self-controlled curriculum differentiator in the ability that individual
determine what they want to discover about a topic, and it provides relatively
direct feedback concerning what students actually did learn.34 In addition mapping
and summarizing are added to K-W-L because reorganizing and writing of the
text are strength tools in helping student process information from the text.35
From the paragraphs above, K-W-L Plus is included in pre-reading
activity that motivate students by recalling their metacognitive skill. K-W-L Plus
is an easy process in learning reading that helps the learner to comprehend the
text. It is also powerful device to stimulate students mind to critically think about
a topic.
b. The Procedures of Know Want Learn Plus Technique
Ogle as the first developer has stated the steps in this K-W-L as a logical
three-step procedure. She has named this three-step procedure the K-W-L for the
three basic cognitive steps required: accessing what I Know, determining what I
Want to learn, and recalling what I did learn as a result of reading.36 For the
further explanation, the following paragraphs provide the explanation of each
step.
32 Eileen Carr and Donna Ogle, K-W-L Plus: A Strategy for Comprehension and Summarization, Journal of Reading, 1987, p. 626.
33 Camille Blachowicz, Reading Comprehension: Strategies for Independent Learners, (New York: Guilford Press, 2008), p. 113.
34 Raymond Philippot and Michael F. Graves, Fostering Comprehension in English Classes, (New York: The Guilford Press, 2009), p. 123.
35 Carr and Ogle, loc. cit. 36 Ogle, op.cit., 1986, p. 565.
19
The teacher and students begin the process by doing brainstorming
together what they know about the topic given. Here, the teacher has an important
role to motivate and guide the students to investigate their prior knowledge in
order to stimulate so that they can explore everything that they have already know
about the topic.37 After brainstorming and discussing, students note on their
individual worksheet what they know about the topic in the column K (what I
know).38 Then, the students have to categorize the information that they have
already know. That will be useful to students in reading to involve them in
thinking of the more general categories of information.39 For example, from the
figure 1 the students categorize what they know about “killer whales” as
description, food and location.
The second step of the logical procedure is exploring students’ curiosity.
Using the list of information and categories generated, students identify areas
about which they want to uncover more information. This activity develops the
students’ own reason for reading-reading to find answers to questions that will
increase their source of knowledge on the topic.40 The students should note again
the question that they have on the worksheet column W (what I Want to know).
After brainstorming and questioning the topic, moreover the students have
finished their reading. The last step is “what I did Learned”, here the teacher ask
the students to describe, usually in written form, what they learned from the
completion of reading. This will take much time for students to describe what the
important information from the reading text.41
To make the explanation clear, the example of K-W-L chart activity is given as follow:
37 Blachowicz, op.cit., 2008, p. 114. 38 Carr and Ogle, op. cit. 1987, p. 627. 39 Ogle, 1986, loc. cit. 40 Ibid, p. 566. 41 Philippot and Graves, op. cit., 2009, p. 123.
20
A 9th grade disable reader’s K-W-L worksheet on killer whales42
K (Know) W (Want) L (Learned)
They live in oceans. They are Vicious. They eat each other. They are mammals. Description Food Location
Why do they attack people? How fast can they swim? What kind of fish do they eat? What is their description? How long do they live? How do they breathe?
D – They are the biggest member of the dolphin family. D – their weigh 10,000 pounds and get 30 feet long. F – they eat squids, seals, and other dolphins. A – they have good vision underwater. F – They are carnivorous (meat eaters) A – they are the second smartest animal on earth. D – they breathe through blow holes. A – they do not attack unless they are hungry. D – warm blooded. A – they have echo-location (sonar). L – they are found in the oceans.
Final category designations developed for column L, information Learned about killer whales: A = abilities, D = description, F = food, L = location.
Figure 2.1
The last in K-W-L plus strategy explains how far students can learn from
their reading. A written component which features concept mapping and
summarizing increases students’ independent learning to think critically. A map
is a graphic outline to organize text information. Otherwise, making summary can
help students improve comprehension.43 The following are the example of
mapping and summarizing.
42 Carr and Ogle, op. cit., 1987. p. 628. 43 Carr and Ogle, op. cit., 1987, pp. 628- 629.
21
The 9th grade’s concept map44
Abilities (2) Description (1) Kill for food Warm blooded Detect pebble sized aspirin Dolphin family tablet in 30 feet of water Second smartest animal Find food in cloudy water next to man Echo-location Born alive
10,000 lbs 30 feet long Blow holes
Location (4) Food (3) All oceans small dolphins Sea worlds carnivorous 400 lbs. salmon daily (1) Through (4) indicate the order of categories the student chooses later for writing summary.
Figure 2.2
The summarization looked like this:45
Killer whales are warm blooded mammals and part of the dolphin family. They are the second smartest animal next to man. Killer whales are born alive. They are 30 feet long and weigh 10,000 pounds. They breathe through their blow holes.
They are able to kill for food. They can detect a pebble the size of an aspirin in a 30 foot tank. Killer whales also can feed in very cloudy water using echo-location. They eat as much as 400 pounds of salmon a day.
They are located in all oceans.
From the explanation above, K-W-L Plus is a useful strategy that can be
applied in the classroom by students in group or individually. This strategy helps
teacher to organize the learning activity sequentially by following the steps. Then
for the students, they can evaluate their reading ability.
44 Carr and Ogle, op. cit., 1987, p. 629. 45 Carr and Ogle, op. cit., 1987, p. 630.
Killer whales
22
C. Jigsaw Technique a. The understanding of Jigsaw Technique
In cooperative learning method, there are many kinds of techniques used
in teaching and learning process. Those are used as a tool of learning of education
and various subjects. One of the cooperative learning techniques is jigsaw. Jigsaw
was developed by Elliot Aronson and his colleagues at the University of Texas.
In applying jigsaw technique, each group consists of five to six
heterogeneous members in which the materials are given to the students and each
student has to understand the material. Student, who have the same part of the
text, gather with the other students. After they got deeper comprehension, they
come back to their jigsaw and explain it to the other members of the jigsaw
group.46 Jigsaw requires learners to communicate with each other in order to fill
in missing information and integrate it with other information.47
In this technique the teacher is not the provider of knowledge but the
teacher asks students get the material in other resources. Jigsaw technique is
efficient way to learn students are active participants in the learning process.
Meanwhile, according to Sholomo, Jigsaw is widely technique that is
similar to group-to-group exchange with one important difference; every single
student teaches something. Each student learns something which when combined
with the material learned by others forming a coherent body of knowledge or
skill.48
Based on the theory above, students have more opportunities to express
their thought, and manage information obtained and can improve communication
skills, each member of the group responsible for the success of the group and
completeness of the material being studied, and can deliver to home group.
46 http://jigsaw_Reading_Rockets.htm (retrieved on September, 12th 2014). 47 Mahnaz Kazemi, “The Effect of Jigsaw Technique on the Learners’ reading
Achievement: The Case of English as L2”, MJAL Journal, 4:3, (Iran: Autumn 2012), p. 173. 48 Shlomo Sharan (editor), Handbook of Cooperative Learning Methods, (London:
Praiger Publisher, 1999), pp. 202.
23
From the statement above, it can be concluded that jigsaw technique is a
technique of cooperative learning that emphasizes the establishment of expert
groups and these groups presenting the results of their discussion on each group
member. Thus, in jigsaw technique, students are required to be experts in a
particular matter and were able to present its expertise in the group. Jigsaw
technique differs from other techniques in cooperative learning. It is because in
jigsaw technique, the materials are divided into segments and each student in
home group has different segments.
b. The Stages of Jigsaw Technique
According to Clark in Shlomo’s book, she conducted four generic stages
in the process of Jigsaw approach.49
a. Stage 1: Introduction
In this stage, the teacher organizes the class into heterogeneous “home”
group. Then, the teacher introduces the topic, text information or the material to
be learnt. The teacher should explain how students learning will be assessed
through learning experience.
b. Stage 2: Focused Exploration
In this stage, students recognize to form focus group. During this stage
students need encouragement to think out loud in order to clarify their ideas and
build understanding together.
c. Reporting and Reshaping
In this stage, student returns to their hoe group to take turns describing the
ideas generated their focus groups. Meanwhile, during the reporting stage the
member of groups should pose a question.
49 Ibid., p. 35.
24
d. Integration and evaluation
The last stage is integration and evaluation. In this stage, the teacher ask
the students to help the students reflect on how they worked together and about
the materials they have learnt.
According to Aronson, there are ten steps in implementation of the jigsaw
in the classroom:
1. Students are divided into a 5 or 6 person jigsaw group. The group should be
distinct in terms of ethnicity, gender, ability, and race.
2. One student should be appointed as the group leader. This person should
initially be the most mature student in the group.
3. The day’s lesson is divided into 5-6 segments (one for each member)
4. Each student is assigned one segment to learn. Each student should only have
direct access to their own segment.
5. Students should be given time to read over their segment at least twice to
become familiar with it. Students do not need to memorize it.
6. Temporary experts group should be formed in which one student from each
jigsaw group joins other students assigned to the same segment. Students in
this expert group should be given time to discuss the main points of their
segment and rehearse the presentation they are going to make to their jigsaw
group.
7. Students come back to their jigsaw group.
8. Students present their segment to the group. Other members are encouraged to
ask question for clarification.
9. The teacher needs to float from group to group in order to observe the process.
Intervene if any group is having trouble such as a member being dominating
or disruptive. There will come a point that the group leader should handle this
task. Teachers can whisper to the group leader as to how to intervene until the
group leader can effectively do it themselves.
25
10. At the end of the session, a quiz on the material should be given so students
realize that the sessions are not just for fun and games, but that they really
count. 50
In the following is the simple description of jigsaw technique:51
Home Teams
(Five or six members grouped heterogeneously)
Expert Teams
(Each expert team has one member from each of the home teams)
Figure 2.3
D. Previous Relevant Studies 1. A journal entitled “Evaluating KWL Charts Strategy in Relation to Iranian
EFL Learners’ Comprehension of Culturally Unfamiliar Texts” written by
Mona Roozkhoon, Mohammad Sadegh Bagheri, and Mortaza Yamini, an
active journal of Islamic Azad University, which was published on April 30,
2013, Volume 2, Number 1.
The objective of the research was to examine the effects of using KWL
charts strategy on EFL learners’ comprehension of culturally unfamiliar texts.
The researcher conducted this research to forty two intermediate EFL learners
50 Elliot Aronson, Jigsaw Classroom. http://www.broward.k12.fl.us/ci/strategies-and-such/strategies/jigsaw.html. Retrieved on October 1 2014.
51 Richard I. Arends, Learning to Teach, (Ninth Edition, New York: McGraw Hill, 2007), p. 353.
X X X X X
X X X X X
X X X X X
X X X X X
X X X X X
X X X X X
26
with all the participants were female and native speakers of Persian in Bahar
Language School in Shiraz. The participants were divided into two group,
experimental group and control group.
The method used was a quantitative research and the design used was an
experimental. The instrument used was a test. The pre-test was given in order
to check their reading comprehension before treatment. Then, the post-test
was given to the participants to see whether the application of KWL charts
had any effects on EFL learners’ comprehension.
The result of this research showed that there was no significance
improvement on EFL learners’ performance on reading quizzes while using
KWL charts and KWL charts did not have any positive effect on Iranian EFL
learners’ comprehension.52
2. A journal entitled “The Integration of The Know-Want-Learn (KWL) Strategy
into English Language Teaching for Non-English Majors” written by Zhang
Fengjuan from Soochow University, Chinese Journal of Applied Linguistics,
Published on August 2010, Volume 33, Number 4.
The objective of the study is to address the integration of the KWL
strategy into English courses in ELT for non-majors. The questions considered
included: 1) how can we integrate the KWL instructional schema into ELT for
non-major? 2) what are response will learners make to this integration?.53
The method that used in this study was experimental. The instrument used
was test and questionnaire. Questionnaire was about students’ evaluation of
the KWL schema. As to written work, the mean score of the experimental
group was 12.2470 and that of the control class was 11.8677. The result
showed that there is a significance difference with the calculation of t-test
result is 2.161 and p = 0.034 (<0.05). It is showed that the KWL strategy had
brought improvement in comprehension and writing performance. The
52 Mona Roozkhoon and friends, Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts, English Linguistic Research, Vol. 2, No. 1, 2013, p. 72.
53 Zhang Fengjuan, The Integration of The Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors, Chinese Journal of Applied Linguistic, Vol. 33, No. 4, 2010, p. 78.
27
questionnaire survey showed about 75% of the participants circled “4” and
“5”, indicating that they were in favor or strongly favor of KWL strategy.
Based on the previous relevant study, the first study result that there is no
effect in teaching reading by using K-W-L technique toward EFL learners.
Meanwhile, from the second study result that there is an improvement in both
students’ reading comprehension and writing by using K-W-L technique.
Hence, the researcher is going to conduct K-W-L Plus technique with design
of experimental study in teaching analytical exposition text compare with the
use of jigsaw technique.
E. Conceptual Framework
In reading a text, students meet many difficulties. For example, sometimes
they tried hard to get the main idea especially in reading analytical exposition text.
Teacher to facilitate students’ learning activity use some strategy to support their
learning, one of the techniques in cooperative learning is jigsaw.
In this study, the writer previously assumed that Jigsaw as one of
cooperative learning techniques is better than KWL Plus in teaching reading
analytical exposition text. It is because jigsaw techniques can motivate students
learning in social group. They can interact with other students in a group and
share their knowledge. Meanwhile, KWL Plus uses students’ schemata or their
metacognition skill to comprehend a text. In applying KWL Plus students’ prior
knowledge is important to make a connection to the text given.
First Class is taught by using KWL Plus
Second Class is taught by Jigsaw
The score from both classes are compared
Post-Test Pre-Test
28
F. Hypotheses of The Research
Based on the theory in conceptual framework above, the writer concludes
the hypotheses could be formulated as follow:
1. Formulating alternative hypothesis (Ha):
The use of Know Want Learn Plus is more effective in teaching reading of
analytical exposition text than the use of jigsaw in teaching reading of
analytical exposition text.
2. Formulating null hypothesis (Ho):
The use of Know Want Learn Plus is not more effective in teaching reading of
analytical exposition text than the use of Jigsaw in teaching reading of
analytical exposition text.
CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Research
For this research, the writer used experimental method in quantitative
study since it requires numerical data. She conducted experiment in two different
classes with two different techniques. The writer used Know Want Learn Plus in
experiment class and Jigsaw in controlled class, in teaching analytical exposition
text.
In analyzing the data, the writer used t-test to analyze the students’
achievement test, by holding a pre-test to know whether or not the two different
classes are relatively at the same level, and post-test to know whether or not there
is any significant different achievement of using Know Want Learn Plus and
Jigsaw techniques.
B. Place and Time of the Research
The research was conducted at SMAN 8 Tangerang Selatan. It was carried
out from September to November, 2014 for six meetings which consisted of
giving pre-test, presenting materials and giving post-test in the last meeting.
C. Population and sample of the research
The population of this research was the eleventh grade of SMAN 8
Tangerang Selatan. The eleventh grade of this school consisted of four classes
with 35 students in XI MIA 1, 35 students in XI MIA 2, 35 students in XI MIA 3,
and 38 students in XI MIA 4. So, the total numbers of the students in eleventh
grade were 143 students.
The writer took the sample only two classes taken from class XI MIA 2
(35 Students) and XI MIA 3 (35 students). The sample was taken by using
purposive sampling technique. All the class were given the pre-test and two closer
29
30
Mean was become the sample, XI MIA 2 and XI MIA 3. In which mean score of
XI MIA 2 was 53.71 and mean score of XI MIA 3 was 55.09. So, XI MIA 2 was
an experiment class using Know Want Learn Plus Strategy and XI MIA 3 was an
controlled class using Jigsaw in teaching analytical exposition.
The strategy used in this quantitative research was purposive sampling.
Purposive sampling permitted the researcher to assume that she can used their
knowledge of the population to judge whether or not a particular sample will be
representative.
D. Technique of Data Collecting
The technique of data collecting in this research was quantitative. Design
of this research is quasi-experimental research. Meanwhile, the design of this
research was experiment. The instrument was test. The test consisted of pre-test
and post-test. The pre-test provided a measure on some attribute or characteristic
that assess for participant in an experiment before they received a treatment.1 The
pre-test consisted of 25 question items in two different classes, an experiment and
controlled class. Meanwhile, the post-test was a measure on some attribute or
characteristic that is assessed for participants in an experiment after a treatment.2
The post-test consisted of 25 question items was given either in experiment class or
controlled class. From these data the writer analyzed and obtained the result of the
research.
E. Technique of Data Analysis
To compare the differences between students score in using Know Want
Learn Plus in teaching reading of exposition texts and using Jigsaw in teaching
reading of exposition texts, the writer used t-test.
1 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (Third Edition, New Jersey: Pearson Education, 2008), p. 301.
2 Ibid.
31
The formula of t-test is expressed as follow:3
M1 : Mean of difference of Variable X (Experiment Class)
M2 : Mean of difference of Variable Y (Controlled Class)
SEM1 : Standard Error of Variable X (Experiment Class)
SEM2 : Standard Error of Variable Y (Controlled Class)
Before doing the calculation of t-test, there are several steps to be taken,
the steps are:4
a. Determining Mean of Variable X (Variable 1)
𝑀𝑀𝑥𝑥 =∑𝑥𝑥𝑁𝑁1
b. Determining Mean of Variable Y (Variable 2)
𝑀𝑀𝑦𝑦 =∑𝑦𝑦𝑁𝑁2
c. Determining Standard Deviation of Variable X score
𝑠𝑠𝑠𝑠𝑥𝑥 = �∑𝑥𝑥2
𝑁𝑁1
d. Determining Standard of Deviation of Variable Y score
3 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2011), pp. 346-348.
4 Ibid.
𝑡𝑡0 =𝑀𝑀1 −𝑀𝑀2
𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼−𝑀𝑀2
32
𝑠𝑠𝑠𝑠𝑦𝑦 = �∑𝑦𝑦2
𝑁𝑁2
e. Determining Errors Standard of Mean Variable X
𝑠𝑠𝑠𝑠𝑀𝑀𝑥𝑥 =𝑠𝑠𝑠𝑠1
�𝑁𝑁1 − 1
f. Determining Error Standard of Mean Variable Y
𝑠𝑠𝑠𝑠𝑀𝑀𝑦𝑦 =𝑠𝑠𝑠𝑠2
�𝑁𝑁2 − 1
g. Determining Error Standard of the Difference between Mean Variable X and
Mean Variable Y
𝑠𝑠𝐸𝐸𝑀𝑀1 −𝑀𝑀2 = �𝑠𝑠𝐸𝐸𝑀𝑀12 + 𝑠𝑠𝐸𝐸𝑀𝑀22
h. Determining to
𝑡𝑡0 =𝑀𝑀1 −𝑀𝑀2
𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼−𝑀𝑀2
i. Determining Degree of Freedom
𝑑𝑑𝑓𝑓 = [𝑁𝑁1 + 𝑁𝑁2] − 2
For that purpose the writer proposed the alternative Hypothesis (𝐻𝐻𝑎𝑎) and
Null Hypothesis (𝐻𝐻0) as bellow:
𝐻𝐻𝑎𝑎 = “The use of Know Want Learn Plus is more effective in teaching reading
of analytical exposition text than the use of jigsaw in teaching reading of
analytical exposition text.”
𝐻𝐻0 = “The use of Know Want Learn Plus is not more effective in teaching
reading of analytical exposition text than the use of jigsaw in teaching reading
of analytical exposition text.”
33
With note that: If 𝑡𝑡0>t-table, it means that 𝐻𝐻𝑎𝑎 is accepted and 𝐻𝐻0 is
rejected; but If 𝑡𝑡0<t-table, it means that 𝐻𝐻𝑎𝑎 is rejected and 𝐻𝐻0 is accepted.
F. Procedure of the Research
In conducting the research, the writer did some procedures in order to gain
the result of the research. The procedures consisted of some steps as mentioned
bellow:
First, the writer began the research by doing observation in the class to see
the condition and population of SMAN 8 Tangerang Selatan in the eleventh grade.
She also took some supporting data for the research. The writer observed the
teaching and learning reading skill in the class.
Second, the writer made a test instrument (pre and post-test). Then, she did
the test validity in the school and arranged the pre-test and post-test to be given to
the sample of the research.
Third, the writer began to give pre-test to see the students’ reading score
before they get the materials of reading analytical exposition by using Know Want
Learn Plus and Jigsaw technique.
Forth, the writer took the sample from the population of the eleventh grade
students of SMAN 8 Tangerang Selatan. The sample was took by giving the pre-
test to the groups of class, then two of them that has closer mean were took as the
sample. The samples were XI MIA2 (with mean score 53.71) and XI MIA 3 (with
mean score 55.09). The first class was experiment class and another class was the
controlled class.
Fifth, it was the treatment. In this treatment the writer conducted the
teaching learning process in class by herself. She conducted the same materials
which was analytical exposition text to the two classes, but treated them in two
different techniques. The experiment class was taught by using Know Want Learn
Plus, and the controlled class was taught by using Jigsaw technique.
34
Sixth, after the treatment that consisted of four meetings finish, the writer
administered post-test to students in both two classes (the experimental class and
the controlled class) by using the different format from pre-test but has same level
of difficulty. So, the meetings were held in six times.
Finally the data that have been collected from the pre-test and post-test
were calculated using statistical calculation of t-test to figure out the result or
conclusion of the research. The writer also calculated the normality and
homogeneity test by using SPSS Statistic 18 calculation.
Table 3.1
RESEARCH SCHEDULE
Activities
Month September October November
1 2 3 4 1 2 3 4 1 2 3 4 Observation √ Test Validity √ Experiment Class Pre-Test √ Treatment 1 √ Treatment 2 √ Treatment 3 √ Treatment 4 √ Post-Test Controlled Class Pre-Test √ Treatment 1 √ Treatment 2 √ Treatment 3 √ Treatment 4 √ Post-Test Data Analyzing √ √ √
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
1. The Data of Experiment Class
Based on the statistical calculation, the mean score of pre-test is 53.71
with the maximum score was 76 and minimum score was 36 (see appendix 1). It
can be classified by using Sturgess formula, the interval class is 6 and the length
of interval class is 7. It showed that there are 4 students got score between 71 to
77, 4 students got score between 64 to 70, 7 students got score between 57 to 63, 6
students got score between 50 to 56, 7 students got score between 43 to 49, and 7
students got score between 36 to 42 (see appendix 3).
Furthermore, the mean score of post-test is 71.89, with the maximum score
is 88 and minimum score is 52 (see appendix 1). The interval class is 6 and the
length of interval class is 6, too. It showed that there are 4 students got score
between 85 to 91, 7 students got score between 78 to 84, 8 students got score
between 72 to 77, 6 students got score between 65 to 71, 7 students got score
between 58 to 64, and 3 students got score between 52 to 57 (see appendix 3).
Meanwhile, the calculation showed that the mean of gained score of pre-
test and post-test in experiment class is 18.34, with the maximum score is 28 and
minimum score is 4.
2. The Data of Control Class
The result showed that the mean score of pre-test was 55.09 with the
maximum score was 76 and minimum score was 20 (see appendix 2). The length
of interval class of the data is 10. It can be drawn that 4 students got score
between 70 to 79, 9 students got score between 60 to 69, 11 students got score
35
36
between 50 to 59, 8 students got score between 40 to 49, 2 students got score
between 30 to 39, and only 1 student got score between 20 to 29 (see appendix 3).
Otherwise, the mean score of post-test was 69.66 with the maximum score
was 84 and minimum score was 44 (see appendix 2). The length of interval class
is 7. The score can be grouped as 9 students got score between 79 to 85, 8 students
got score between 72 to 78, 2 students got score between 65 to 71, 9 students got
score between 58 to 64, 5 students got score between 51 to 57, and the last 2
students got score between 44 to 50 (see appendix 3).
Meanwhile, the mean of gained score of pre-test and post-test from control
class is 13.6, with the maximum score is 24 and minimum score is 4.
B. The Analysis of The Data and Hypotheses Testing
1. Item Test Analysis
Before giving pre-test to the sample of research, the writer did the item test
validity first. The test divided into two times. First, test validity of instrument I for
pre-test items and test validity of instrument II for post-test items. The test validity
of instrument I shown that there are 15 items is significant and 15 items is low of
significant with the test reliability is 0.77 (high). Meanwhile, the test validity of
instrument II shown that there are 13 items is significant and 17 items is low of
significant with the test reliability is 0.52 (medium). Then, the writer modified the
quality of distractor of the items that low of significant to be the instrument pre-
test and post-test.
2. Analysis of Pre-Test and Post-Test
In calculating the normality and homogeneity of pre-test and post-test, the
writer use One-Sample Kolmogorov-Smirnov Test and Lillifors test.
a. Normality
Before calculating the t-test value to find out the hypothesis of the
research, a test of normality and homogeneity are needed to know whether the
37
data has been normality distributed or not; the data are homogeneous or
heterogeneous.
The writer used SPSS Statistic 18 to count the normality of each test. The
test would be normal distribution if the result of calculation from SPSS Statistic
18, the number showed less than the result in Kolmogorov-Smirnov table with the
number of sample (n) is 35.
These tests are valued using SPSS Statistic 18. The normality Using One-
Sample Kolmogorov-Smirnov Test results can be seen as bellow:
Table 4.1
Normality of Pre-test Using One-Sample Kolmogorov-Smirnov Test
One-Sample Kolmogorov-Smirnov Test
KWL Plus Jigsaw
N 35 35 Normal Parametersa,b Mean 53.7143 55.0857
Std. Deviation 11.53147 12.12040 Most Extreme Differences
Absolute .136 .130 Positive .090 .099 Negative -.136 -.130
Kolmogorov-Smirnov Z .803 .769 Asymp. Sig. (2-tailed) .539 .595 a. Test distribution is Normal. b. Calculated from data.
The normality calculation above used One-Sample Kolmogorov-Smirnov
Test. From the table above, it is shown that the absolute difference (D) of KWL
Plus (Experiment) Class data is 0.136. It is much less that absolute difference in
Kolmogorov-Smirnov table with the closest Kolmogorov-Smirnov critical points of
35 = 0.224. It means that the pre-test of experiment class data is normal.
Meanwhile, the absolute difference of Jigsaw (Controlled) Class data is 0.130. I is
also much less than D-table with the closest Kolmogorov-Smirnov critical points
38
of 35 = 0.224. It can be conclude that the pre-test of controlled class is normal,
too.
Table 4.2
Normality of Pre-test Using Lilliefors
kelompok Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Nilai KWL
Plus .136 35 .102 .948 35 .096
Jigsaw .130 35 .142 .965 35 .315 a. Lilliefors Significance Correction
Besides using the normality test calculation of One-Sample Kolmogorov-
Smirnov Test the writer also using Lilliefors test. It shows that the normality is
significant too. It is shown the absolute difference (D) in Lilliefors table of KWL
Plus (Experiment) Class data is 0.136 and the absolute different (D) in Lilliefors
table of Jigsaw (Controlled) Class data is 0.130. Both absolute different (D) of
Experiment class data and the absolute different (D) of Controlled Class data are
much less than the calculation Kolmogorov-Smirnov table with critical points of
35 = 0.224.
Table 4.3
Normality of Post-test Using One-Sample Kolmogorov-Smirnov Test
KWL Plus Jigsaw
N 35 35 Normal Parametersa,b Mean 72.1714 68.6857
Std. Deviation 9.99260 10.78062 Most Extreme Differences
Absolute .106 .132 Positive .090 .125 Negative -.106 -.132
Kolmogorov-Smirnov Z .629 .780 Asymp. Sig. (2-tailed) .824 .576 a. Test distribution is Normal. b. Calculated from data.
39
As in the pre-test, the normality calculation of post-test above used One-
Sample Kolmogorov-Smirnov Test too. From the table above, it is shown the
absolute difference (D) of KWL Plus (Experiment) Class is 0.106. It is much less
than the calculation in Kolmogorov-Smirnov table with the closest Kolmogorov-
Smirnov critical points of 35 = 0.224. It is means the post-test of experiment class
is normal. While the absolute difference (D) of Jigsaw (Controlled) Class data is
0.132. It is also much less than Kolmogorov-Smirnov table with the closest
Kolmogorov-Smirnov critical points of 35 = 0.224. It is also means that the post-
test of controlled class is normal distribution.
Table 4.4
Normality of Post-test Using Lilliefors
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
KWL Plus
Class
(Experiment)
.155 35 .033 .949 35 .103
Jigsaw Class
(Controlled)
.140 35 .081 .931 35 .029
a. Lilliefors Significance Correction
The writer using the Lillifors test for normality of post-test, it shows that
the normality is significant too. It is shown the absolute (D) in the Lillifors table
of KWL Plus (Experiment) class data is 0.155 and the absolute difference (D) of
Jigsaw (Controlled) Class data is 0.140. Both absolute difference (D) of
experiment and controlled class are much less than the calculation in Kolmogorov-
Smirnov table with critical points of 35 at degrees significance 0.05% = 0.224.
Hence, it can be conclude that the data is normal distribution.
40
b. Homogeneity
The calculation of homogeneity of pre-test and post-test was counted by
using SPSS Statistic 18, too. The test would be homogenous if the calculation of
test result is higher than the Kolmogorov-Smirnov table with the critical points of
35 = 0.224.
Table 4.5
Pre-Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Nilai Based on Mean .062 1 68 .804
Based on Median .098 1 68 .755
Based on Median and
with adjusted df
.098 1 63.937 .755
Based on trimmed
mean
.095 1 68 .758
From the calculation table of homogeneity test of pre-test above, it can be
conclude that all of degrees of significance are 0.804, 0.755, 0.755, and 0.758.
These are higher than 0.05. So, it shows that both of the groups are homogenous.
Table 4.6
Post-test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Nilai Based on Mean 1.161 1 68 .285
Based on Median .900 1 68 .346
Based on Median and
with adjusted df
.900 1 67.973 .346
Based on trimmed
mean
1.166 1 68 .284
41
From the calculation table of homogeneity test of pre-test above, it can be
conclude that all of degrees of significance are 0.285, 0,346, 0.346, and 0.284.
These are higher than 0.05. So, it shows that both of the groups are homogenous.
3. Analysis of Data
Hypothesis testing is the last step to find out the answer of hypothesis.
From the hypothesis test, it will be found whether Know Want Learn Plus more
effective to students than jigsaw. To analyze the hypothesis the writer used T-test
formula as bellow:
𝑡𝑡0 =𝑀𝑀1 −𝑀𝑀2
𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼−𝑀𝑀2
And the statistic calculation can be seen as follows:
a. Determining Mean of Variable X (Variable 1)
𝑀𝑀𝑥𝑥 = ∑𝑥𝑥𝑁𝑁1
= 18.34
b. Determining Mean of Variable Y (Variable 2)
𝑀𝑀𝑦𝑦 = ∑𝑦𝑦𝑁𝑁2
= 13.6
c. Determining Standard Deviation of Variable X score
𝑠𝑠𝑠𝑠𝑠𝑠 = �∑𝑠𝑠2
𝑁𝑁1= �
1683.88635
= √48.1110286 = 6.9362114
d. Determining Standard of Deviation of Variable Y score
𝑠𝑠𝑠𝑠𝑠𝑠 = �∑𝑦𝑦2
𝑁𝑁2 = �1190.4
35 = √34.0114286 = 5.83193181
e. Determining Errors Standard of Mean Variable X
42
𝑠𝑠𝐸𝐸𝑀𝑀𝑠𝑠 = 𝑠𝑠𝐷𝐷𝑥𝑥 �𝑁𝑁1−1
= 6.9362114√35−1
= 1.18955044
f. Determining Error Standard of Mean Variable Y
𝑠𝑠𝐸𝐸𝑀𝑀𝑦𝑦 = 𝑠𝑠𝐷𝐷𝑦𝑦�𝑁𝑁2−1
= 5.83193181√35−1
= 1.00016805
g. Determining Error Standard of the Difference between Mean Variable X and
Mean Variable Y
𝑠𝑠𝐸𝐸𝑀𝑀1 −𝑀𝑀2 = �𝑠𝑠𝐸𝐸𝑀𝑀12 + 𝑠𝑠𝐸𝐸𝑀𝑀22
= √1.189550442 + 1.000168052
= 1.5541449
h. Determining to
𝑡𝑡0 = 𝑀𝑀1−𝑀𝑀2𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼−𝑀𝑀2
= 18.34−13.61.5541449
= 3.04990867
i. Determining Degree of Freedom
𝑑𝑑𝑓𝑓 = [𝑁𝑁1 + 𝑁𝑁2] − 2
= [35 + 35] − 2
= 70 – 2
= 68
4. Hypotheses Testing
The research was held to answer the question whether Know Want Learn
Plus technique more effective than jigsaw technique on students’ ability in reading
analytical exposition text on eleventh grade students of SMAN 8 Tangerang
Selatan. In order to provide answer for the question above, the Alternative
Hypothesis (𝐻𝐻𝑎𝑎) and Null Hypothesis (𝐻𝐻0) were proposed as follows:
a. 𝐻𝐻𝑎𝑎 (Alternative Hypothesis): “The use of Know Want Learn Plus is more
effective in teaching reading of analytical exposition text than the use of
jigsaw in teaching reading of analytical exposition text.”
43
b. 𝐻𝐻0 (Null Hypothesis): “The use of Know Want Learn Plus is not more
effective in teaching reading of analytical exposition text than the use of
jigsaw in teaching reading of analytical exposition text.”
To prove the hypothesis, the obtained data from experiment class and
controlled class were calculated by using t-test formula with assumption as
follows:
If 𝑡𝑡0 ≥ t-table in significant difference of (1 - ½ α), the Alternative Hypothesis
(𝐻𝐻𝑎𝑎) is accepted and Null Hypothesis (𝐻𝐻0) is rejected. It means that the use of
Know Want Learn Plus is more effective in teaching reading of analytical
exposition text than the use of jigsaw in teaching reading of analytical exposition
text.
If 𝑡𝑡0 ≤ t-table in significant difference of (1 - ½ α), the Alternative Hypothesis
(𝐻𝐻𝑎𝑎) is rejected and Null Hypothesis (𝐻𝐻0) is accepted. It means that the use of
Know Want Learn Plus is not more effective in teaching reading of analytical
exposition text than the use of jigsaw in teaching reading of analytical exposition
text.
Based on the calculation above, the value of 𝑡𝑡0 is 3.05 and the degree of
freedoms is 68 with 1 - ½ α degree of significance is used by the writer. The
writer used 1 - ½ α because she did a social research. Based on the significance, it
can be seen that on degree of freedom of 68, and 1 - ½ α (α = 0.05) in degree of
significance the value of t-table is 1.995. By comparing the result of t-table to, in
the degree of significance of 5%, it can be seen that 𝑡𝑡0 > t-table (3.05 > 1.995).
According to the results, it can be conclude that the Null Hypothesis (𝐻𝐻0) is
rejected, meanwhile the Alternative Hypothesis (𝐻𝐻𝑎𝑎) is accepted.
5. Interpretation
From the research findings above, it can be shown that in the post-test,
students from experiment class perform better than students from controlled class.
It can be seen from the result of the average score of post-test of experiment class
44
and controlled class. The average score of post-test in experiment class is 71.89.
Meanwhile, the average score of post-test in controlled class is 69.66. So the
average score of post-test of experiment class is higher than average score of post-
test of controlled class or 71.89 > 69.66.
Afterward, the experiment and controlled class students’ gain score
illustrates that the average gain score for experiment class students is higher than
the average gain score for controlled class students. The average gain score of
experiment class is 18.34. Then, the average gain score of controlled class is 13.6.
In addition, from the data testing we can interpret that both pre-test and
post-test have normal distribution as shown by the normality test that was count
by the use of SPSS calculation.
The result of normality of pre-test shown the absolute difference (D) of
experiment class (KWL Plus) data is 0.136. It is much less that D-table with the
critical points of 35 = 0.224. Moreover, the absolute difference (D) of controlled
class (Jigsaw) data is 0.133. It is also much less than D-table with critical points of
35 = 0.224. It means the pre-test of both experiment and controlled class is
normal.
In the other side, the result of normality of post-test shows the absolute
difference (D) of experiment class is 0.155. Then, the absolute difference (D) of
controlled class is 0.140. Both of the absolute difference (D) data are much less
than Kolmogorov-Smirnov table with critical points of 35 = 0.224. It can be
concluded that the post-test of both experiment and controlled class is normal.
Moreover, it is also confirmed that both experiment and controlled class
are classified as homogenous group according to the SPSS calculation. From the
result of homogeneity test of pre-test, it can be seen that the degrees of
significance are 0.804, 0.755, 0.755, and 0.758. It is higher than 0.01. And from
the result of homogeneity test of post-test, it can be seen that the degrees of
45
significance are 0.285, 0.346, 0.346, and 0.284. It is also higher than 0.01. So, it
can be concluded that both of the groups are homogenous.
Last of all, based on the result of analysis data, the value of t-table in the
degree of significance of 1 - ½ α with α = 0.05 was 1.995, while, the value of 𝑡𝑡0
was 3.05. It means that the Null Hypothesis (𝐻𝐻0) was rejected and the Alternative
Hypothesis (𝐻𝐻𝑎𝑎) was accepted. Therefore, it can be inferred that Know Want
Learn Plus is more effective in teaching analytical exposition text than the use of
Jigsaw. The t-observation (𝑡𝑡0= 3.05) which is higher than t-table (t-table = -1.995)
shows that the effectiveness of Know Want Learn Plus Technique is significant in
teaching reading analytical exposition text compared to the use of Jigsaw
technique on SMAN 8 Tangerang Selatan.
CHAPTER V
CONCLUSION
A. Conclusion
Teaching reading of analytical exposition by using Know Want Learn Plus
has given a positive influence, shown from mean score of post-test. The mean
score of first class which used Know Want Learn Plus is bigger than the mean of
second class which used Jigsaw technique.
According to the result of the analysis of the research shown that the value
of 𝑡𝑡0 is bigger than the value of t-table. Therefore, the alternative hypothesis (𝐻𝐻𝑎𝑎)
is accepted and Null Hypothesis (𝐻𝐻0) is rejected, or it can be said that teaching
reading of analytical exposition by using Know Want Learn Plus is more effective
than teaching reading of analytical exposition by using Jigsaw technique at the
eleventh grade of SMAN 8 Tangerang Selatan, Cirendeu.
Based on the result in the calculation of 𝑡𝑡0 it is shown that the 𝑡𝑡0 = 3.05
and df = 70 (there is no df = 68). The writer took only the degree of significance
in level 1 - ½ α with α = 5% to give interpretation of the result of this research.
With df = 70 the degree of significance in level 1 - ½ α = 1.995. Then the writer
compares the 𝑡𝑡0 with the value of t-table, the result is 𝑡𝑡0 : t-table = 3.04 > 1.995. It
can be conclude that the used of Know Want learn Plus in teaching reading of
analytical exposition is more effective than the use of Jigsaw to the students of
SMAN 8 Tangerang Selatan, Cirendeu.
B. Suggestion
Dealing with the conclusion, the writer would like to give suggestion as
follow:
1. For students:
46
47
Students do not have to feel that reading is difficult because there are
many techniques that can be applied to make reading process easy to do. That is
Know Want Learn Plus can be applied easily and attractively in or outside the
classroom by themselves.
2. For teachers:
Teacher should teach any kind of materials by using appropriate
techniques and make variation in every meeting in order to motivate students in
learning. Moreover, in using a technique, teacher should make sure that she or he
has organized it well and be ready for some possibilities that can be happened in
students’ learning activities. In addition, teacher should keep trying to find out the
suitable method and technique in the class condition.
3. For the experts, researchers, and academicians:
Based on the data, it can be concluded that Know Want Learn Plus would
be helpful to teaching reading in the classroom. Moreover, Know Want Learn Plus
gives positive effects to the process of students’ reading comprehension
development.
48
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Buscemi, Santi V. A Reader for Developing Writers. New York: McGraw-Hill Companies, 2003.
Carr, Eileen and Ogle, Donna M. K-W-L Plus: A Strategy for Comprehension and Summarization, Journal of Reading, 1987.
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49
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50
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http://jigsaw_Reading_Rockets.htm
http://www.broward.k12.fl.us/ci/strategies-and-such/strategies/jigsaw.html
51
Appendix 1
The score of Pre-Test and Post-Test of Experiment Class (XI MIA 2)
Students Pre Test Score Post Test Score Gained Score
1 60 64 4
2 48 60 12
3 60 88* 28
4 36 64 28
5 72 88* 16
6 60 84* 24
7 36 64 28
8 48 64 16
9 56 84* 28
10 64 88* 20
11 44 56 12
12 40 70 30
13 36 60 24
14 64 80* 16
15 72 88* 28
16 60 80* 8
17 36 56 20
18 48 72 24
19 56 72 16
20 60 80* 20
21 56 76* 20
22 72 76* 4
23 48 68 20
24 76 80* 4
25 40 60 20
26 36 52 16
52
27 52 68 16
28 64 76* 12
29 60 76* 16
30 48 72 24
31 44 68 24
32 52 68 16
33 52 68 16
34 64 80* 16
35 60 76* 16
∑𝑥𝑥1 = 1880
𝑀𝑀𝑥𝑥1 = 53.71
MAX = 76
MIN = 36
∑𝑥𝑥1 = 2516
𝑀𝑀𝑥𝑥1 = 71.89
MAX = 88
MIN = 52
∑𝑥𝑥1 = 642
𝑀𝑀𝑥𝑥1 = 18.34
MAX = 30
MIN = 4
*mencapai KKM (75)
Mpre-Test = ∑𝑥𝑥0𝑁𝑁
= 53.71
Mpost-tets = ∑𝑥𝑥1𝑁𝑁
= 71.89
Mgain = ∑𝑥𝑥2𝑁𝑁
= 18.34
53
Appendix 2
The score of Pre-Test and Post-Test of Control Class (XI MIA 3)
Students Pre-Test Post-Test Gained Score
1 72 80* 8
2 48 64 16
3 56 72 16
4 48 64 16
5 68 80* 12
6 44 68 24
7 36 56 20
8 72 84* 12
9 64 80* 16
10 56 76* 20
11 56 64 8
12 36 44 8
13 56 68 12
14 56 72 16
15 64 84* 20
16 76 76* 0
17 76 84* 8
18 68 80* 12
19 44 56 12
20 52 64 12
21 56 80* 24
22 56 64 8
23 40 56 16
24 52 64 12
25 20 44 24
26 60 76* 16
54
27 44 64 20
28 56 64 8
29 52 76* 24
30 48 56 8
31 68 80* 12
32 60 72 12
33 48 56 8
34 60 64 4
35 60 72 12
∑𝑥𝑥1 = 1928
𝑀𝑀𝑥𝑥1 = 55.09
MAX = 76
MIN = 20
∑𝑥𝑥1 = 2438
𝑀𝑀𝑥𝑥1 = 69.66
MAX = 84
MIN = 44
∑𝑥𝑥1 = 476
𝑀𝑀𝑥𝑥1 = 13.6
MAX = 24
MIN = 4
*mencapai KKM (75)
Mpre-Test = ∑𝑥𝑥0𝑁𝑁
= 55.09
Mpost-tets = ∑𝑥𝑥1𝑁𝑁
= 69.66
Mgain = ∑𝑥𝑥2𝑁𝑁
= 13.6
55
Appendix 3
INTERVAL
Perhitungan distribusi frekuensi kelompok, menentukan banyaknya kelas interval dengan menggunakan rumus Strugess: k = 1 + 3,322 log n, dimana n (jumlah seluruh data adalah 35).
(𝑖𝑖) =𝑅𝑅𝑘𝑘
=76 − 36
6= 7
Group Distribution Pre-Test of Experiment Class
Interval Class Tally Frequency 36 – 42 IIIII II 7 43 – 49 IIIII II 7 50 – 56 IIIII I 6 57 – 63 IIIII II 7 64 – 70 IIII 4 71 – 77 IIII 4
(𝑖𝑖) =𝑅𝑅𝑘𝑘
=88 − 52
6= 6
Group Distribution Post-Test of Experiment Class
Interval Class Tally Frequency 52 - 57 III 3 58 - 64 IIIII II 7 65 - 71 IIIII I 6 72 - 77 IIIII III 8 78 - 84 IIIII II 7 85 - 91 IIII 4
56
(𝑖𝑖) =𝑅𝑅𝑘𝑘
=76 − 20
6= 10
Group Distribution Pre-Test of Controlled Class
Interval Class Tally Frequency 20 - 29 I 1 30 - 39 II 2 40 - 49 IIIII III 8 50 - 59 IIIII IIIII I 11 60 - 69 IIIII IIII 9 70 - 79 IIII 4
(𝑖𝑖) =𝑅𝑅𝑘𝑘
=84 − 44
6= 7
Group Distribution Post-Test of Controlled Class
Interval Class Tally Frequency 44 - 50 II 2 51 - 57 IIIII 5 58 - 64 IIIII IIII 9 65 - 71 II 2 72 - 78 IIIII III 8 79 - 85 IIIII IIII 9
57
Appendix 4
The Comparison of Scores of Each Student of the Experiment and Controlled Class
Students X Y x y x2 y2
1 4 8 -14.34 -5.6 205.6356 31.36
2 12 16 -6.34 2.4 40.1956 5.76
3 28 16 9.66 2.4 93.3156 5.76
4 28 16 9.66 2.4 93.3156 5.76
5 16 12 -2.34 -1.6 5.4756 2.56
6 24 24 5.66 10.4 32.0356 108.16
7 28 20 9.66 6.4 93.3156 40.96
8 16 12 -2.34 -1.6 5.4756 2.56
9 28 16 9.66 2.4 93.3156 5.76
10 20 20 1.66 6.4 2.7556 40.96
11 12 8 -6.34 -5.6 40.1956 31.36
12 30 8 11.66 -5.6 135.9556 31.36
13 24 12 5.66 -1.6 32.0356 2.56
14 16 16 -2.34 2.4 5.4756 5.76
15 28 20 9.66 6.4 93.3156 40.96
16 8 0 -10.34 -13.6 106.9156 184.96
17 20 8 1.66 -5.6 2.7556 31.36
18 24 12 5.66 -1.6 32.0356 2.56
19 16 12 -2.34 -1.6 5.4756 2.56
20 20 12 1.66 -1.6 2.7556 2.56
21 20 24 1.66 10.4 2.7556 108.16
22 4 8 -14.34 -5.6 205.6356 31.36
23 20 16 1.66 2.4 2.7556 5.76
24 4 12 -14.34 -1.6 205.6356 2.56
25 20 24 1.66 10.4 2.7556 108.16
26 16 16 -2.34 2.4 5.4756 5.76
27 16 20 -2.34 6.4 5.4756 40.96
58
28 12 8 -6.34 -5.6 40.1956 31.36
29 16 24 -2.34 10.4 5.4756 108.16
30 24 8 5.66 -5.6 32.0356 31.36
31 24 12 5.66 -1.6 32.0356 2.56
32 16 12 -2.34 -1.6 5.4756 2.56
33 16 8 -2.34 -5.6 5.4756 31.36
34 16 4 -2.34 -9.6 5.4756 92.16
35 16 12 -2.34 -1.6 5.4756 2.56
N1 = 35 N2 = 35
642
476
∑𝑥𝑥2
1683.886
∑𝑦𝑦2
1190.4
Mean 18.34 13.6 48.11 34.01
Appendix 5
SKOR DATA DIBOBOT=================
Jumlah Subyek = 35Butir soal = 30Bobot utk jwban benar = 1Bobot utk jwban salah = 0Keterangan: data terurut berdasarkan skor (tinggi ke rendah)Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 17 Rizma ... 25 5 0 25 25 2 19 Shadow... 23 7 0 23 23 3 13 Dinda ... 22 8 0 22 22 4 25 M Syaf... 22 8 0 22 22 5 15 Hana I... 21 9 0 21 21 6 18 Bayu M... 21 8 1 21 21 7 9 Suci I... 20 10 0 20 20 8 10 Shuma ... 20 10 0 20 20 9 14 Ratu C... 20 10 0 20 20 10 21 Widya ... 20 10 0 20 20 11 22 Arsya ... 20 10 0 20 20 12 27 Verel ... 20 10 0 20 20 13 28 Rissa ... 20 10 0 20 20 14 29 Putri ... 20 10 0 20 20 15 32 Donny ... 20 10 0 20 20 16 6 Zalfa ... 19 11 0 19 19 17 7 Cherun... 19 11 0 19 19 18 16 Dwi Fi... 19 11 0 19 19 19 23 Ram Da... 19 11 0 19 19 20 24 Shandi 19 11 0 19 19 21 5 Fajar ... 18 11 1 18 18 22 30 Safriz... 18 12 0 18 18 23 3 Meidya... 17 13 0 17 17 24 11 Vicky ... 17 13 0 17 17 25 20 Belmir... 17 13 0 17 17 26 26 Jihan ... 17 13 0 17 17 27 2 Siti S... 16 14 0 16 16 28 4 Rafly ... 16 14 0 16 16 29 33 Nezar ... 16 14 0 16 16 30 8 Bahar ... 15 14 1 15 15 31 34 Adhyas... 14 16 0 14 14 32 31 Fadly 13 17 0 13 13 33 12 Yonabilah 11 19 0 11 11 34 35 Muhamm... 11 17 2 11 11 35 1 Gustia... 7 22 1 7 7
RELIABILITAS TES
================
Rata2= 18.06Simpang Baku= 3.64KorelasiXY= 0.62Reliabilitas Tes= 0.77Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Gustian Rizaldi 3 4 7 2 2 Siti Silma Mu... 7 9 16 3 3 Meidyana Savitri 7 10 17 4 4 Rafly Nur Sap... 7 9 16 5 5 Fajar Januar 9 9 18 6 6 Zalfa Adelia ... 8 11 19 7 7 Cherunnisa Ad... 10 9 19 8 8 Bahar Nur Haidy 6 9 15 9 9 Suci Indah Sari 10 10 20 10 10 Shuma Widyatami 10 10 20 11 11 Vicky Carin S 6 11 17 12 12 Yonabilah 5 6 11 13 13 Dinda Arfiani 11 11 22 14 14 Ratu Chita A 9 11 20 15 15 Hana Ika Okta... 8 13 21 16 16 Dwi Fitria 8 11 19 17 17 Rizma Rahmala... 12 13 25 18 18 Bayu Mertayasa 9 12 21 19 19 Shadow Haq W 10 13 23 20 20 Belmiro Dava ... 7 10 17 21 21 Widya Ananta 9 11 20 22 22 Arsya Putri M... 10 10 20 23 23 Ram Darius W 7 12 19 24 24 Shandi 9 10 19 25 25 M Syafri Hidayat 10 12 22 26 26 Jihan Sarah Dewi 7 10 17 27 27 Verel Antares 9 11 20 28 28 Rissa Pratama... 9 11 20 29 29 Putri Selly N 9 11 20 30 30 Safrizal Rahm... 8 10 18 31 31 Fadly 4 9 13 32 32 Donny Hikmawan 10 10 20 33 33 Nezar Patria L 7 9 16 34 34 Adhyasta Dirg... 6 8 14 35 35 Muhammad Firn... 7 4 11
KELOMPOK UNGGUL & ASOR======================
Kelompok UnggulNama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 17 Rizma Rahmala... 25 1 1 1 1 1 1 - 2 19 Shadow Haq W 23 - 1 1 1 1 1 1 3 13 Dinda Arfiani 22 - 1 1 1 1 1 - 4 25 M Syafri Hidayat 22 - 1 1 1 1 1 1 5 15 Hana Ika Okta... 21 - 1 1 1 1 1 - 6 18 Bayu Mertayasa 21 - 1 1 1 1 1 - 7 9 Suci Indah Sari 20 1 - 1 1 1 1 - 8 10 Shuma Widyatami 20 1 1 - 1 1 1 1 9 14 Ratu Chita A 20 - 1 1 1 1 1 - Jml Jwb Benar 3 8 8 9 9 9 3
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 17 Rizma Rahmala... 25 1 1 1 1 1 1 1 2 19 Shadow Haq W 23 1 1 1 1 1 1 1 3 13 Dinda Arfiani 22 1 - 1 1 - 1 - 4 25 M Syafri Hidayat 22 1 1 1 1 1 1 1 5 15 Hana Ika Okta... 21 1 - 1 1 1 1 1 6 18 Bayu Mertayasa 21 1 * 1 1 1 1 1 7 9 Suci Indah Sari 20 1 - 1 - 1 1 1 8 10 Shuma Widyatami 20 - - 1 1 1 1 - 9 14 Ratu Chita A 20 1 - 1 1 1 1 1 Jml Jwb Benar 8 3 9 8 8 9 7
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 17 Rizma Rahmala... 25 1 1 1 - 1 1 - 2 19 Shadow Haq W 23 1 1 1 - - 1 - 3 13 Dinda Arfiani 22 1 1 1 - 1 1 - 4 25 M Syafri Hidayat 22 - 1 1 - - 1 - 5 15 Hana Ika Okta... 21 1 1 - 1 1 1 - 6 18 Bayu Mertayasa 21 1 - - 1 1 1 - 7 9 Suci Indah Sari 20 1 - - 1 1 1 1 8 10 Shuma Widyatami 20 - 1 1 1 - - - 9 14 Ratu Chita A 20 1 - - 1 1 1 - Jml Jwb Benar 7 6 5 5 6 8 1
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 17 Rizma Rahmala... 25 1 1 1 - 1 1 - 2 19 Shadow Haq W 23 1 1 1 - 1 - - 3 13 Dinda Arfiani 22 1 1 1 1 1 1 - 4 25 M Syafri Hidayat 22 1 1 1 - - 1 - 5 15 Hana Ika Okta... 21 1 1 - - 1 - - 6 18 Bayu Mertayasa 21 - 1 1 - 1 1 - 7 9 Suci Indah Sari 20 - 1 - - 1 1 - 8 10 Shuma Widyatami 20 1 1 - 1 1 1 1 9 14 Ratu Chita A 20 - 1 - - 1 1 -
Jml Jwb Benar 6 9 5 2 8 7 1
29 30 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 17 Rizma Rahmala... 25 1 1 2 19 Shadow Haq W 23 1 1 3 13 Dinda Arfiani 22 1 1 4 25 M Syafri Hidayat 22 1 1 5 15 Hana Ika Okta... 21 1 1 6 18 Bayu Mertayasa 21 1 1 7 9 Suci Indah Sari 20 1 1 8 10 Shuma Widyatami 20 1 - 9 14 Ratu Chita A 20 1 1 Jml Jwb Benar 9 8
Kelompok AsorNama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 2 Siti Silma Mu... 16 - 1 - - 1 - - 2 4 Rafly Nur Sap... 16 1 1 1 1 - - - 3 33 Nezar Patria L 16 1 - - 1 - - - 4 8 Bahar Nur Haidy 15 1 1 - 1 1 - - 5 34 Adhyasta Dirg... 14 - 1 1 - - - - 6 31 Fadly 13 - 1 1 1 1 1 - 7 12 Yonabilah 11 - 1 1 - - - - 8 35 Muhammad Firn... 11 1 - 1 - 1 * - 9 1 Gustian Rizaldi 7 1 - - 1 1 - * Jml Jwb Benar 5 6 5 5 5 1 0
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 2 Siti Silma Mu... 16 1 1 - 1 1 1 - 2 4 Rafly Nur Sap... 16 1 - 1 1 - 1 - 3 33 Nezar Patria L 16 1 1 1 1 1 1 - 4 8 Bahar Nur Haidy 15 1 - 1 1 1 1 - 5 34 Adhyasta Dirg... 14 1 - 1 - 1 1 1 6 31 Fadly 13 1 - 1 - 1 1 - 7 12 Yonabilah 11 1 - 1 - - 1 - 8 35 Muhammad Firn... 11 1 - - 1 1 1 - 9 1 Gustian Rizaldi 7 - - - - 1 1 - Jml Jwb Benar 8 2 6 5 7 9 1
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 2 Siti Silma Mu... 16 - 1 - 1 1 1 - 2 4 Rafly Nur Sap... 16 - 1 - 1 1 - -
3 33 Nezar Patria L 16 1 1 - - - - - 4 8 Bahar Nur Haidy 15 1 1 - - - * - 5 34 Adhyasta Dirg... 14 1 - - - 1 1 - 6 31 Fadly 13 - - - - - - - 7 12 Yonabilah 11 1 - - 1 - - 1 8 35 Muhammad Firn... 11 - - - - - - * 9 1 Gustian Rizaldi 7 - 1 - - - 1 - Jml Jwb Benar 4 5 0 3 3 3 1
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 2 Siti Silma Mu... 16 1 1 - - 1 - - 2 4 Rafly Nur Sap... 16 1 - 1 - 1 1 - 3 33 Nezar Patria L 16 1 1 1 - 1 1 - 4 8 Bahar Nur Haidy 15 1 - 1 - 1 1 - 5 34 Adhyasta Dirg... 14 1 1 - - 1 1 - 6 31 Fadly 13 1 - 1 - 1 1 - 7 12 Yonabilah 11 1 1 - - 1 - - 8 35 Muhammad Firn... 11 1 1 1 - - - - 9 1 Gustian Rizaldi 7 - - - - - - - Jml Jwb Benar 8 5 5 0 7 5 0
29 30 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 2 Siti Silma Mu... 16 1 1 2 4 Rafly Nur Sap... 16 1 - 3 33 Nezar Patria L 16 - 1 4 8 Bahar Nur Haidy 15 - - 5 34 Adhyasta Dirg... 14 - - 6 31 Fadly 13 - - 7 12 Yonabilah 11 - - 8 35 Muhammad Firn... 11 1 - 9 1 Gustian Rizaldi 7 - - Jml Jwb Benar 3 2
DAYA PEMBEDA============
Jumlah Subyek= 35Klp atas/bawah(n)= 9Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 3 5 -2 -22.22 2 2 8 6 2 22.22 3 3 8 5 3 33.33 4 4 9 5 4 44.44 5 5 9 5 4 44.44
6 6 9 1 8 88.89 7 7 3 0 3 33.33 8 8 8 8 0 0.00 9 9 3 2 1 11.11 10 10 9 6 3 33.33 11 11 8 5 3 33.33 12 12 8 7 1 11.11 13 13 9 9 0 0.00 14 14 7 1 6 66.67 15 15 7 4 3 33.33 16 16 6 5 1 11.11 17 17 5 0 5 55.56 18 18 5 3 2 22.22 19 19 6 3 3 33.33 20 20 8 3 5 55.56 21 21 1 1 0 0.00 22 22 6 8 -2 -22.22 23 23 9 5 4 44.44 24 24 5 5 0 0.00 25 25 2 0 2 22.22 26 26 8 7 1 11.11 27 27 7 5 2 22.22 28 28 1 0 1 11.11 29 29 9 3 6 66.67 30 30 8 2 6 66.67
TINGKAT KESUKARAN=================
Jumlah Subyek= 35Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 15 42.86 Sedang 2 2 29 82.86 Mudah 3 3 26 74.29 Mudah 4 4 26 74.29 Mudah 5 5 30 85.71 Sangat Mudah 6 6 22 62.86 Sedang 7 7 8 22.86 Sukar 8 8 33 94.29 Sangat Mudah 9 9 8 22.86 Sukar 10 10 31 88.57 Sangat Mudah 11 11 29 82.86 Mudah 12 12 31 88.57 Sangat Mudah 13 13 35 100.00 Sangat Mudah 14 14 15 42.86 Sedang 15 15 18 51.43 Sedang 16 16 20 57.14 Sedang 17 17 6 17.14 Sukar
18 18 23 65.71 Sedang 19 19 22 62.86 Sedang 20 20 25 71.43 Mudah 21 21 2 5.71 Sangat Sukar 22 22 24 68.57 Sedang 23 23 29 82.86 Mudah 24 24 12 34.29 Sedang 25 25 6 17.14 Sukar 26 26 32 91.43 Sangat Mudah 27 27 22 62.86 Sedang 28 28 3 8.57 Sangat Sukar 29 29 27 77.14 Mudah 30 30 23 65.71 Sedang
KORELASI SKOR BUTIR DG SKOR TOTAL=================================
Jumlah Subyek= 35Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 -0.127 - 2 2 0.388 Signifikan 3 3 0.301 - 4 4 0.411 Signifikan 5 5 0.371 Signifikan 6 6 0.606 Sangat Signifikan 7 7 0.200 - 8 8 0.313 - 9 9 0.181 - 10 10 0.532 Sangat Signifikan 11 11 0.557 Sangat Signifikan 12 12 0.156 - 13 13 NAN NAN 14 14 0.518 Sangat Signifikan 15 15 0.350 Signifikan 16 16 0.078 - 17 17 0.500 Sangat Signifikan 18 18 0.196 - 19 19 0.392 Signifikan 20 20 0.433 Signifikan 21 21 -0.176 - 22 22 -0.144 - 23 23 0.472 Sangat Signifikan 24 24 0.022 - 25 25 0.183 - 26 26 0.403 Signifikan 27 27 0.276 - 28 28 0.052 - 29 29 0.635 Sangat Signifikan
30 30 0.616 Sangat Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
KUALITAS PENGECOH=================
Jumlah Subyek= 35Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
No Butir Baru No Butir Asli a b c d * 1 1 20--- 15** 0-- 0-- 0 2 2 2++ 4-- 29** 0-- 0 3 3 4+ 5- 26** 0-- 0 4 4 3++ 26** 5- 1- 0 5 5 30** 2++ 3-- 0-- 0 6 6 1-- 22** 10--- 1-- 0 7 7 8++ 8** 9++ 9++ 0 8 8 2--- 33** 0-- 0-- 0 9 9 8** 15- 4- 7++ 0 10 10 31** 2+ 2+ 0-- 0 11 11 1- 29** 1- 4-- 0 12 12 3--- 31** 1+ 0-- 0 13 13 0 0 35** 0 0 14 14 15** 4+ 12-- 4+ 0 15 15 17--- 18** 0-- 0-- 0 16 16 2- 1-- 20** 12--- 0 17 17 29--- 6** 0-- 0-- 0 18 18 5++ 23** 4++ 3+ 0 19 19 22** 0-- 4++ 9--- 0 20 20 25** 0-- 4++ 5+ 0 21 21 7+ 7+ 18- 2** 0 22 22 0-- 11--- 0-- 24** 0 23 23 0-- 3+ 2++ 29** 0 24 24 22--- 12** 0-- 1-- 0 25 25 1-- 0-- 28--- 6** 0 26 26 3--- 0-- 32** 0-- 0 27 27 2- 22** 3+ 8-- 0
28 28 3** 4- 24--- 4- 0 29 29 27** 4+ 1- 3++ 0 30 30 2- 9--- 1-- 23** 0
Keterangan: ** : Kunci Jawaban++ : Sangat Baik+ : Baik- : Kurang Baik-- : Buruk---: Sangat Buruk
REKAP ANALISIS BUTIR=====================
Rata2= 18.06Simpang Baku= 3.64KorelasiXY= 0.62Reliabilitas Tes= 0.77Butir Soal= 30Jumlah Subyek= 35Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 -22.22 Sedang -0.127 - 2 2 22.22 Mudah 0.388 Signifikan 3 3 33.33 Mudah 0.301 - 4 4 44.44 Mudah 0.411 Signifikan 5 5 44.44 Sangat Mudah 0.371 Signifikan 6 6 88.89 Sedang 0.606 Sangat Signifikan 7 7 33.33 Sukar 0.200 - 8 8 0.00 Sangat Mudah 0.313 - 9 9 11.11 Sukar 0.181 - 10 10 33.33 Sangat Mudah 0.532 Sangat Signifikan 11 11 33.33 Mudah 0.557 Sangat Signifikan 12 12 11.11 Sangat Mudah 0.156 - 13 13 0.00 Sangat Mudah NAN NAN 14 14 66.67 Sedang 0.518 Sangat Signifikan 15 15 33.33 Sedang 0.350 Signifikan 16 16 11.11 Sedang 0.078 - 17 17 55.56 Sukar 0.500 Sangat Signifikan 18 18 22.22 Sedang 0.196 - 19 19 33.33 Sedang 0.392 Signifikan 20 20 55.56 Mudah 0.433 Signifikan 21 21 0.00 Sangat Sukar -0.176 - 22 22 -22.22 Sedang -0.144 - 23 23 44.44 Mudah 0.472 Sangat Signifikan 24 24 0.00 Sedang 0.022 - 25 25 22.22 Sukar 0.183 - 26 26 11.11 Sangat Mudah 0.403 Signifikan 27 27 22.22 Sedang 0.276 -
28 28 11.11 Sangat Sukar 0.052 - 29 29 66.67 Mudah 0.635 Sangat Signifikan 30 30 66.67 Sedang 0.616 Sangat Signifikan
Appendix 4
SKOR DATA DIBOBOT=================
Jumlah Subyek = 35Butir soal = 30Bobot utk jwban benar = 1Bobot utk jwban salah = 0Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 Gustia... 19 11 0 19 19 2 2 Siti S... 12 14 4 12 12 3 3 Meidya... 13 17 0 13 13 4 4 Rafly ... 12 18 0 12 12 5 5 Fajar ... 13 17 0 13 13 6 6 Zalfaa... 15 14 1 15 15 7 7 Chaeru... 15 15 0 15 15 8 8 Bahar ... 15 15 0 15 15 9 9 Suci I... 12 18 0 12 12 10 10 Shuma ... 11 19 0 11 11 11 11 Vicky ... 17 13 0 17 17 12 12 Yonabila 11 19 0 11 11 13 13 Dinda ... 13 17 0 13 13 14 14 Ratu C... 13 17 0 13 13 15 15 Hana I... 15 9 6 15 15 16 16 Dwi Fi... 14 15 1 14 14 17 17 Rizma ... 12 18 0 12 12 18 18 Bayu H... 18 12 0 18 18 19 19 Shadow... 18 12 0 18 18 20 20 Belmir... 12 18 0 12 12 21 21 Widya ... 17 12 1 17 17 22 22 Arsya ... 10 12 8 10 10 23 23 Ram Da... 14 15 1 14 14 24 24 Shandi 13 13 4 13 13 25 25 M Syaf... 8 22 0 8 8 26 26 Jihan ... 15 13 2 15 15 27 27 Verel ... 14 16 0 14 14 28 28 Rissa ... 17 13 0 17 17 29 29 Putri ... 19 11 0 19 19 30 30 Safriz... 10 20 0 10 10 31 31 Fadly 13 16 1 13 13 32 32 Donni ... 12 18 0 12 12 33 33 Nezar ... 4 26 0 4 4 34 34 Adhyas... 18 12 0 18 18 35 35 Muhamm... 18 12 0 18 18
RELIABILITAS TES================
Rata2= 13.77Simpang Baku= 3.25KorelasiXY= 0.35Reliabilitas Tes= 0.52Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Gustian Rizaldy 8 11 19 2 2 Siti Silma Mu... 4 8 12 3 3 Meidyana Savitri 5 8 13 4 4 Rafly Nur sap... 6 6 12 5 5 Fajar januar R 6 7 13 6 6 Zalfaa Adelia... 7 8 15 7 7 Chaerunnisa A... 6 9 15 8 8 Bahar Nur Haidy 8 7 15 9 9 Suci Indah Sari 6 6 12 10 10 Shuma Widyatami 5 6 11 11 11 Vicky Carin S 7 10 17 12 12 Yonabila 5 6 11 13 13 Dinda Arfiani 6 7 13 14 14 Ratu Chita A 6 7 13 15 15 Hana Ika Octa... 6 9 15 16 16 Dwi Fitriana 7 7 14 17 17 Rizma Rahmala... 5 7 12 18 18 Bayu Hertayasa 6 12 18 19 19 Shadow Har W 5 13 18 20 20 Belmiro Dava ... 6 6 12 21 21 Widya Ananta 7 10 17 22 22 Arsya Putri M... 4 6 10 23 23 Ram Darius W 5 9 14 24 24 Shandi 3 10 13 25 25 M Syafri Hidayat 6 2 8 26 26 Jihan Sarah Dewi 5 10 15 27 27 Verel Antares 6 8 14 28 28 Rissa Pratama... 7 10 17 29 29 Putri Selly N 8 11 19 30 30 Safrizal Rahm... 4 6 10 31 31 Fadly 5 8 13 32 32 Donni Hikmawan 3 9 12 33 33 Nezar Patrial 2 2 4 34 34 Adhyasta Dirg... 7 11 18 35 35 Muhammad Firn... 7 11 18
KELOMPOK UNGGUL & ASOR======================
Kelompok UnggulNama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 1 Gustian Rizaldy 19 - 1 1 1 - 1 1
2 29 Putri Selly N 19 - 1 1 1 1 1 1 3 18 Bayu Hertayasa 18 - 1 1 1 1 1 1 4 19 Shadow Har W 18 - 1 1 1 - 1 1 5 34 Adhyasta Dirg... 18 - 1 1 1 - 1 1 6 35 Muhammad Firn... 18 - 1 1 1 - 1 1 7 11 Vicky Carin S 17 - 1 1 1 1 1 1 8 21 Widya Ananta 17 - 1 1 1 1 1 1 9 28 Rissa Pratama... 17 - - 1 1 1 1 1 Jml Jwb Benar 0 8 9 9 5 9 9
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 1 Gustian Rizaldy 19 - 1 1 1 - - 1 2 29 Putri Selly N 19 - 1 1 1 - - 1 3 18 Bayu Hertayasa 18 - - 1 1 - - 1 4 19 Shadow Har W 18 - 1 1 - - - 1 5 34 Adhyasta Dirg... 18 - - 1 1 - - - 6 35 Muhammad Firn... 18 - - 1 1 - - - 7 11 Vicky Carin S 17 - 1 1 1 - - 1 8 21 Widya Ananta 17 - 1 1 1 - * 1 9 28 Rissa Pratama... 17 - 1 1 1 - - 1 Jml Jwb Benar 0 6 9 8 0 0 7
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 1 Gustian Rizaldy 19 1 1 1 1 1 1 - 2 29 Putri Selly N 19 1 1 1 1 - 1 - 3 18 Bayu Hertayasa 18 1 1 1 1 - 1 - 4 19 Shadow Har W 18 1 1 1 1 - 1 - 5 34 Adhyasta Dirg... 18 1 1 1 1 - 1 - 6 35 Muhammad Firn... 18 1 1 1 1 - 1 - 7 11 Vicky Carin S 17 - - - 1 1 1 - 8 21 Widya Ananta 17 - 1 - 1 1 1 - 9 28 Rissa Pratama... 17 1 1 - 1 - 1 - Jml Jwb Benar 7 8 6 9 3 9 0
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 1 Gustian Rizaldy 19 - 1 - - 1 - 1 2 29 Putri Selly N 19 - 1 - - 1 - 1 3 18 Bayu Hertayasa 18 - - 1 - 1 - 1 4 19 Shadow Har W 18 1 - 1 - 1 - 1 5 34 Adhyasta Dirg... 18 1 - 1 1 1 1 - 6 35 Muhammad Firn... 18 1 - 1 1 1 1 - 7 11 Vicky Carin S 17 1 1 1 - - - - 8 21 Widya Ananta 17 1 1 1 - - - - 9 28 Rissa Pratama... 17 - 1 - - 1 - 1 Jml Jwb Benar 5 5 6 2 7 2 5
29 30
No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 1 Gustian Rizaldy 19 - 1 2 29 Putri Selly N 19 - 1 3 18 Bayu Hertayasa 18 - 1 4 19 Shadow Har W 18 - 1 5 34 Adhyasta Dirg... 18 - 1 6 35 Muhammad Firn... 18 - 1 7 11 Vicky Carin S 17 - 1 8 21 Widya Ananta 17 - - 9 28 Rissa Pratama... 17 - 1 Jml Jwb Benar 0 8
Kelompok AsorNama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 17 Rizma Rahmala... 12 1 1 - 1 1 - - 2 20 Belmiro Dava ... 12 1 1 - 1 - - - 3 32 Donni Hikmawan 12 1 1 - - - - - 4 10 Shuma Widyatami 11 1 1 - 1 - - - 5 12 Yonabila 11 1 1 - 1 - - - 6 22 Arsya Putri M... 10 - 1 1 1 1 * * 7 30 Safrizal Rahm... 10 1 1 - 1 - - - 8 25 M Syafri Hidayat 8 1 - 1 - - - - 9 33 Nezar Patrial 4 1 1 - - - - - Jml Jwb Benar 8 8 2 6 2 0 0
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 17 Rizma Rahmala... 12 - 1 1 - - - 1 2 20 Belmiro Dava ... 12 - 1 1 - - - - 3 32 Donni Hikmawan 12 - - - - 1 - 1 4 10 Shuma Widyatami 11 - 1 1 - - - 1 5 12 Yonabila 11 - 1 1 - - 1 - 6 22 Arsya Putri M... 10 - 1 1 - * * - 7 30 Safrizal Rahm... 10 - 1 1 - - - - 8 25 M Syafri Hidayat 8 - 1 1 - - - - 9 33 Nezar Patrial 4 - - - - 1 - - Jml Jwb Benar 0 7 7 0 2 1 3
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 17 Rizma Rahmala... 12 - - - 1 1 - 1 2 20 Belmiro Dava ... 12 - - 1 - - - 1 3 32 Donni Hikmawan 12 1 1 1 1 - - - 4 10 Shuma Widyatami 11 1 - 1 - 1 - - 5 12 Yonabila 11 - 1 1 1 - - - 6 22 Arsya Putri M... 10 - * * 1 - - * 7 30 Safrizal Rahm... 10 - 1 1 1 - 1 -
8 25 M Syafri Hidayat 8 - - - 1 1 - - 9 33 Nezar Patrial 4 - - 1 - - - - Jml Jwb Benar 2 3 6 6 3 1 2
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 17 Rizma Rahmala... 12 - - - - - - 1 2 20 Belmiro Dava ... 12 1 1 1 - - 1 1 3 32 Donni Hikmawan 12 - - 1 - 1 - 1 4 10 Shuma Widyatami 11 - - - - - - 1 5 12 Yonabila 11 1 1 - - - - - 6 22 Arsya Putri M... 10 - - - * 1 - - 7 30 Safrizal Rahm... 10 - - - - - - - 8 25 M Syafri Hidayat 8 - 1 - 1 - - - 9 33 Nezar Patrial 4 - - - - - - - Jml Jwb Benar 2 3 2 1 2 1 4
29 30 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 17 Rizma Rahmala... 12 - 1 2 20 Belmiro Dava ... 12 - - 3 32 Donni Hikmawan 12 - 1 4 10 Shuma Widyatami 11 - 1 5 12 Yonabila 11 - - 6 22 Arsya Putri M... 10 1 1 7 30 Safrizal Rahm... 10 1 - 8 25 M Syafri Hidayat 8 - - 9 33 Nezar Patrial 4 - - Jml Jwb Benar 2 4
DAYA PEMBEDA============
Jumlah Subyek= 35Klp atas/bawah(n)= 9Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 0 8 -8 -88.89 2 2 8 8 0 0.00 3 3 9 2 7 77.78 4 4 9 6 3 33.33 5 5 5 2 3 33.33 6 6 9 0 9 100.00 7 7 9 0 9 100.00 8 8 0 0 0 0.00 9 9 6 7 -1 -11.11 10 10 9 7 2 22.22 11 11 8 0 8 88.89
12 12 0 2 -2 -22.22 13 13 0 1 -1 -11.11 14 14 7 3 4 44.44 15 15 7 2 5 55.56 16 16 8 3 5 55.56 17 17 6 6 0 0.00 18 18 9 6 3 33.33 19 19 3 3 0 0.00 20 20 9 1 8 88.89 21 21 0 2 -2 -22.22 22 22 5 2 3 33.33 23 23 5 3 2 22.22 24 24 6 2 4 44.44 25 25 2 1 1 11.11 26 26 7 2 5 55.56 27 27 2 1 1 11.11 28 28 5 4 1 11.11 29 29 0 2 -2 -22.22 30 30 8 4 4 44.44
TINGKAT KESUKARAN=================
Jumlah Subyek= 35Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 14 40.00 Sedang 2 2 31 88.57 Sangat Mudah 3 3 21 60.00 Sedang 4 4 32 91.43 Sangat Mudah 5 5 21 60.00 Sedang 6 6 18 51.43 Sedang 7 7 14 40.00 Sedang 8 8 2 5.71 Sangat Sukar 9 9 26 74.29 Mudah 10 10 33 94.29 Sangat Mudah 11 11 16 45.71 Sedang 12 12 4 11.43 Sangat Sukar 13 13 4 11.43 Sangat Sukar 14 14 23 65.71 Sedang 15 15 19 54.29 Sedang 16 16 20 57.14 Sedang 17 17 23 65.71 Sedang 18 18 29 82.86 Mudah 19 19 16 45.71 Sedang 20 20 20 57.14 Sedang 21 21 4 11.43 Sangat Sukar 22 22 8 22.86 Sukar 23 23 10 28.57 Sukar 24 24 10 28.57 Sukar
25 25 5 14.29 Sangat Sukar 26 26 11 31.43 Sedang 27 27 3 8.57 Sangat Sukar 28 28 18 51.43 Sedang 29 29 3 8.57 Sangat Sukar 30 30 24 68.57 Sedang
KORELASI SKOR BUTIR DG SKOR TOTAL=================================
Jumlah Subyek= 35Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 -0.651 - 2 2 0.058 - 3 3 0.542 Sangat Signifikan 4 4 0.551 Sangat Signifikan 5 5 0.215 - 6 6 0.733 Sangat Signifikan 7 7 0.713 Sangat Signifikan 8 8 -0.021 - 9 9 -0.001 - 10 10 0.443 Signifikan 11 11 0.691 Sangat Signifikan 12 12 -0.254 - 13 13 -0.198 - 14 14 0.399 Signifikan 15 15 0.435 Signifikan 16 16 0.514 Sangat Signifikan 17 17 0.024 - 18 18 0.417 Signifikan 19 19 -0.024 - 20 20 0.658 Sangat Signifikan 21 21 -0.142 - 22 22 0.293 - 23 23 0.242 - 24 24 0.400 Signifikan 25 25 0.080 - 26 26 0.470 Sangat Signifikan 27 27 0.213 - 28 28 0.145 - 29 29 -0.201 - 30 30 0.297 -
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01
10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
KUALITAS PENGECOH=================
Jumlah Subyek= 35Butir Soal= 30Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
No Butir Baru No Butir Asli a b c d * 1 1 16--- 14** 4+ 1-- 0 2 2 1+ 2+ 31** 1+ 0 3 3 6+ 7+ 21** 1-- 0 4 4 32** 0-- 0-- 3--- 0 5 5 5++ 4++ 5++ 21** 0 6 6 15--- 0-- 1-- 18** 0 7 7 14** 2- 4+ 11- 0 8 8 5- 8+ 2** 20-- 0 9 9 7--- 0-- 26** 1- 0 10 10 33** 0-- 2--- 0-- 0 11 11 4+ 13--- 16** 2- 0 12 12 24--- 5- 1-- 4** 0 13 13 4** 9++ 9++ 8++ 0 14 14 2- 7- 3+ 23** 0 15 15 19** 1-- 6++ 9- 0 16 16 20** 2- 1-- 9-- 0 17 17 0-- 5++ 4++ 23** 0 18 18 2++ 2++ 29** 0-- 0 19 19 16** 2- 2- 15--- 0 20 20 2- 20** 11--- 2- 0 21 21 8++ 18- 4** 3- 0 22 22 11++ 8** 6+ 10++ 0 23 23 10** 5+ 2-- 16-- 0 24 24 1-- 9++ 13- 10** 0 25 25 5** 6+ 2-- 21--- 0 26 26 12+ 5+ 6+ 11** 0 27 27 7+ 10++ 3** 14+ 0 28 28 18** 3+ 2- 12--- 0 29 29 12++ 3** 10++ 10++ 0 30 30 5+ 24** 4++ 2+ 0
Keterangan: ** : Kunci Jawaban++ : Sangat Baik
+ : Baik- : Kurang Baik-- : Buruk---: Sangat Buruk
REKAP ANALISIS BUTIR=====================
Rata2= 13.77Simpang Baku= 3.25KorelasiXY= 0.35Reliabilitas Tes= 0.52Butir Soal= 30Jumlah Subyek= 35Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 -88.89 Sedang -0.651 - 2 2 0.00 Sangat Mudah 0.058 - 3 3 77.78 Sedang 0.542 Sangat Signifikan 4 4 33.33 Sangat Mudah 0.551 Sangat Signifikan 5 5 33.33 Sedang 0.215 - 6 6 100.00 Sedang 0.733 Sangat Signifikan 7 7 100.00 Sedang 0.713 Sangat Signifikan 8 8 0.00 Sangat Sukar -0.021 - 9 9 -11.11 Mudah -0.001 - 10 10 22.22 Sangat Mudah 0.443 Signifikan 11 11 88.89 Sedang 0.691 Sangat Signifikan 12 12 -22.22 Sangat Sukar -0.254 - 13 13 -11.11 Sangat Sukar -0.198 - 14 14 44.44 Sedang 0.399 Signifikan 15 15 55.56 Sedang 0.435 Signifikan 16 16 55.56 Sedang 0.514 Sangat Signifikan 17 17 0.00 Sedang 0.024 - 18 18 33.33 Mudah 0.417 Signifikan 19 19 0.00 Sedang -0.024 - 20 20 88.89 Sedang 0.658 Sangat Signifikan 21 21 -22.22 Sangat Sukar -0.142 - 22 22 33.33 Sukar 0.293 - 23 23 22.22 Sukar 0.242 - 24 24 44.44 Sukar 0.400 Signifikan 25 25 11.11 Sangat Sukar 0.080 - 26 26 55.56 Sedang 0.470 Sangat Signifikan 27 27 11.11 Sangat Sukar 0.213 - 28 28 11.11 Sedang 0.145 - 29 29 -22.22 Sangat Sukar -0.201 - 30 30 44.44 Sedang 0.297 -
75
Appendix 7
INSTRUMENT I (Pre Test)
Text 1
The Trial of Lindy Chamberlain
In 1982 Lindy Chamberlain was convicted of murdering her baby Azaria
while camping at Anyer’s Rock. In my opinion, Lindy should not have been
convicted for Azaria’s murder however there is too much conflicting evidence.
Firstly, there is the question of the blood found in the car. It was claimed
that it was the baby’s blood. On the other hand, the tests used to identify the blood
were later found to be unreliable and the blood could have come from an adult.
Another piece of conflicting evidence concerns a dingo. Lindy claimed
that Azaria was taken by a stray dingo. Some of the campers said that they saw no
dingo, whereas there were several who confirmed Lindy’s story, and who stated
that they heard a dingo’s cry just before Azaria went missing.
And finally there is the matter of the baby’s jumpsuit which was later
found with holes in it. The prosecution maintained that those holes could only
have been made by a pair of nail scissors the ones the claimed Lindy used to kill
her baby. The defiance as demonstrated that the holes could just as easily have
been made by a dingo’s teeth.
In the light of such conflicting evidence, I believe that it was wrong to
convict Lindy Chamberlain without finding more definite proof of her guilt.
(Adapted from: How Texts Works, Beverly Derewianka)
1. Which of the following sentences is implied based on the text?
a. The baby Azaria was killed by a Big Dingo.
b. The writer believes that the murderer of baby Azaria is not her mother,
Lindy Chamberlain.
76
c. Lindy Chamberlain killed her baby by using scissor.
d. The Dingo killed baby Azaria by using scissor.
2. The word “prosecution” in line 12 has similar meaning with….
a. Execution
b. Nonfulfillment
c. Judgment
d. Reward
3. According to the writer, which of the following is NOT true based on the text?
a. Blood that found in the car could from an adult’s blood
b. Lindy Chamberlain killed her baby by using a scissor
c. The holes in the baby’s jumpsuit have been made by bingo’s teeth
d. One of the camper hear bingo’s cries before the missing of Azaria
Text 2
Do you know if you are too fat, you may have serious problems with your
health? A group of doctors wrote a report about some of the effects of too much
fat.
One important effect is on the heart. If you are fat, your heart has to work
harder. This may lead to a heart attack; or it may lead to other heart problem.
In addition, extra fat can also change the amount of sugar in your blood.
This can cause serious disease such as diabetes.
Furthermore high blood pressure is another possible result of being fat.
More studies are needed about all these problems. But one thing is clear,
extra fat may make your life shorter.
(Adapted From: Let’s Write English)
4. What is the reiteration of all the facts of being fat?
a. By all the problems of being fat, it reduce our age easily
b. By all the problems of being fat, it increases our sugar composition
77
c. By all the problems of being fat, it can reduce our blood pressure
d. By all the problems of being fat, it can destroy our heart
5. What is the purpose of the text above?
a. To inform the reader that being fat is so many risks
b. To inform the reader that obesity is one of the cause blood pressures
c. To describe how people can get obesity
d. To describe how to avoid obesity
6. What is the thesis of the text above?
a. The important of being fat
b. The serious problems of being fat
c. The advantages of being fat
d. The effect of being fat to our blood
Text 3
The Important of English Language
I personally think that English is the world’s most important language.
Why do I say that?
Firstly, English is an international language. It is spoken by many people
all over the world, either as a first or second language.
Secondly, English is also the key which opens doors to scientific and
technical knowledge, which is needed for the economic and political development
of many countries in the world.
Thirdly, English is a top requirement of those seeking jobs. Applicants
who master either active or passive English are more favorable that those who
don’t.
From the fact above, it is obvious that everybody needs to learn English to
greet the global era.
(Adapted from: Student Book For SMA, BalaiPustaka)
78
7. The word “those” in the last lines of paragraph 4 refers to….
a. Job applicants c. Requirements
b. Jobs d. English
8. The word “favorable” according to the text above means . . . .
a. Famous
b. Acceptable
c. Familiar
d. Disapproving
9. What is the reiteration of the text above?
a. English is needed to learn economics and politics development
b. Study English can open our worldwide knowledge
c. People need to learn English in this modern era
d. People need to learn English to get a better job
Text 4
The Power of Music in Our Life
Do you agree that music is important in our life? Yes I do, music has
certain role completing our day to activities. Here are some reasons why music is
heard everywhere and anywhere.
Music is a way to express feelings. When we fall in love, the kind of music
we’d listen to would be all about love. When we’re sad, we would go for music
that is melancholic in nature and immerse ourselves in the sadness. When we’re
happy, we’d choose songs with happy tunes too.
Song can help to memorize the last experience. A favorite song is a
powerful documentary. People with Alzheimer which are impaired the brain
would remember details about songs they were familiar with. For example, an
elderly woman who couldn’t even remember her husband’s name would
remember the details of her favorite song; when it was played, how it made her
feel and things about the song that made it especially memorable for her.
79
Further, music can unite people for a cause and changes the world. A song
with good lyric and striking deep chord can stimulate the universal feeling of all
people. We can see it in the case of the famous and legendary Michael Jackson’s
Heal the World. It can arouse humanism of lot people in this world.
So what would the world be like without music? It would be lonely.
10. What is the topic of the paragraphs?
a. Music as a media to express feeling
b. Role of music in human life
c. Role of music for Alzheimer disease
d. Variation of music in world
11. The word “arouse” in line 16 has similar meaning with . . . .
a. Reach
b. Build
c. Raise
d. Increase
12. What is the purpose of the text above?
a. To persuade the reader that music has energy in human life
b. To persuade the reader that music can help people to solve their mind
problem
c. To inform the reader that music is a source of feeling formation
d. To describe how music can music influence people’s feeling
13. According to the text, which statement is NOT discussed in the passage?
a. Music can help children to memorize their learning experience
b. Music is used as a media to express people’s feeling
c. Music can influence people to be united
d. Music can stimulus to Alzheimer to remind their family’s name or past
experience
80
Text 5
The Importance of Reading
I personally think that reading is a very important activity in our life. Why
do I say so?
Firstly, by reading we can get a lot of knowledge about many things in the
world such as Science, technology, Sports, arts, culture, etc. written either in
books, magazine, newspaper, or etc.
Secondly, by reading we can get a lot of news and information about
something happening in any parts of the world which can we see directly.
Another reason, reading can give us pleasure too. When we are tired, we
read books, newspaper or magazine on the entertainment column such as comedy,
short story, quiz, etc. To make us relaxed.
The last, reading can also take us to other parts of the world. By reading a
book about Irian Jaya we may feel we are really sitting in the jungles not at home
in our rooms.
From the facts above, it’s obvious that everyone needs to read to get
knowledge, information and also entertainment. Or in summary we can say
reading is truly important in our life.
14. What does the text tells about?
a. The function of reading
b. The important of reading
c. The disadvantages of reading
d. The purpose of reading
15. Why is reading very important in our life? Because…..
a. By reading, we can get a lot of friends, relatives, and experience.
b. By reading, we can get little knowledge but a lot of entertainment.
c. By reading, we can get relaxation.
d. By reading, we can get a lot of knowledge, news, information and
entertainment.
81
16. If we want to get knowledge, what should we do?
a. Borrow a lot of books
b. Look for newspaper and magazine
c. Sell and buy many expensive books
d. Read a lot of books and other printed materials.
17. Based on the text, what kind of reading text that will be read if you want to
relax?
a. Textbook, comic, and newspaper
b. Agenda, textbook, and magazine
c. Magazine, comic and short story
d. Yellow pages, comic, and newspaper
Text 6
In Australia there are three levels of governments, the federal government,
state governments and local governments. All of these levels of government are
necessary. This is so for number of reasons.
First, the federal government is necessary for the big things. They keep the
economy in order and look after like defense.
Similarly, the state governments look after the middle sized things. For
example they look after law and order, preventing things like vandalism in school.
Finally, local government looks after the small things. They look after
things like collecting rubbish, otherwise everyone would have disease.
Thus for the reason above, we can conclude that the three levels of the
government are necessary.
18. What is the thesis of the text?
a. The important of three levels of governmentss
b. The three levels of Australia’s government
82
c. The function of governments of Australia
d. The duties of Australia’s government
19. The three levels governments are necessary. This statement is included into
schematic structure of. . . .
a. Reiteration
b. Supporting details
c. Topic sentence
d. Thesis
20. Who is responsible for defense based on the text?
a. Federal government
b. Federal and State Government
c. Federal and Local Government
d. Local Government
21. The litter management is the responsibility of....
a. Australians
b. Federal government
c. State government
d. Local government
Text 7
Smoking in Restaurant
Smoking in restaurants is just not on. It must not be allowed because it is
rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects
all people and can turn them off their food. People pay to taste good food and
not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it
can do to others. Passive smoking that is breathing in smoke made by a smoker
can lead to asthma attacks and even cancer.
83
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes
cause heart and lung disease and people should not smoke anywhere, not just in
restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a
health risk to the smokers and should not be allowed in any restaurants.
22. We have many reasons to say that smoking must be avoided. The word
reasons mean…..
a. Argument
b. Reinforcement
c. Conclusion
d. Statement
23. Which statement is TRUE based on the text?
a. Smog from the smoker is not dangerous to other people.
b. Passive smoker has risks as same as the active smoker.
c. Restaurant is the right place to people that want to smoke.
d. Smog from the active smoker has not influence to other in the restaurant.
24. The synonym of the word dangerous in the text is……
a. Harmful
b. Impolite
c. Rude
d. Risk
25. Smoking in restaurants is just not on. It must not be allowed because it is
rude, harmful to others and dangerous for the smokers.
The sentence above characterize as….. of the text.
a. Arguments
b. Thesis
c. Topic sentence
d. Supporting details
84
Appendix 8
INSTRUMENT 2 (Post Test)
Text 1
Reading
People read for different reasons and purposes. Newsreader, for example,
read for a living and students read for learning. Others read for knowledge and
some read for enjoyment and pleasure.
Newsreaders are specially trained to read the news accurately, carefully,
and distinctively. Students have to read textbooks in order to absorb the contents
in their memories for examination. Businessmen, politicians, scientist, and
lecturers read for knowledge, others read to kill time, or for enjoyment and
pleasure.
Nevertheless, good books are not cheap. One way to minimize the cost is
by exchanging books with friends. The other way is by going to book rentals or
borrowing books from libraries.
Sometimes, there are many book exhibitions held in big cities. Some
publishers take these kinds of event as an opportunity to offer huge discounts.
Books lovers can take this opportunity to get many books at a low cost.
1. What is the topic discussed in the text above?
a. The ways people read
b. The purpose of people read
c. Types of the materials people read
d. The reasons to be a reader
2. According to paragraph 2, who reads for knowledge?
a. Students
b. Housewives and daughters
c. Businessmen and politicians
d. Newsreaders
85
3. Based on the text, why do people read?
a. Some people read to practice their fluency in reading
b. Some people want to get entertainment, amusement, and for living
c. Some people read for a living, learning something, knowledge, and
pleasure
d. Some people read because they want to increase their reading habit
4. Good books are sometimes expensive. According to the text, what can people
do to minimize the cost?
a. Borrow books from libraries
b. Read the books at the bookstore
c. Make a copy of the books
d. Wait patiently until sale season
5. What is the advice that the writer gives to the readers?
a. To buy more book
b. To meet publishers
c. To buy expensive books
d. To borrow books from libraries
6. “Books lovers can take this opportunity” (last sentence of paragraph 4), the
bold words refers to . . . .
a. A chance to borrow many books at book exhibitions.
b. A chance to buy many second good books at book exhibitions.
c. A chance to sell our second book at book exhibitions.
d. A chance to get many books in a low cost at book exhibitions.
7. The word absorb in the passage has similar meaning with. . . .
a. To learn
b. To get
c. To put
d. To share
86
Text 2
The Trial of Lindy Chamberlain
In 1982 Lindy Chamberlain was convicted of murdering her baby Azaria
while camping at Anyer’s Rock. In my opinion, Lindy should not have been
convicted for Azaria’s murder however there is too much conflicting evidence.
Firstly, there is the question of the blood found in the car. It was claimed
that it was the baby’s blood. On the other hand, the tests used to identify the blood
were later found to be unreliable and the blood could have come from an adult.
Another piece of conflicting evidence concerns a dingo. Lindy claimed
that Azaria was taken by a stray dingo. Some of the campers said that they saw no
dingo, whereas there were several who confirmed Lindy’s story, and who stated
that they heard a dingo’s cry just before Azaria went missing.
And finally there is the matter of the baby’s jumpsuit which was later
found with holes in it. The prosecution maintained that those holes could only
have been made by a pair of nail scissors the ones the claimed Lindy used to kill
her baby. The defiance as demonstrated that the holes could just as easily have
been made by a dingo’s teeth.
In the light of such conflicting evidence, I believe that it was wrong to
convict Lindy Chamberlain without finding more definite proof of her guilt.
(Adapted from: How Texts Works, Beverly Derewianka)
8. According to the text, who is baby Azaria?
a. Other camper’s baby
b. Lindy Chamberlain’s maid
c. Lindy Chamberlain’s child
d. The Dingo’s name
9. Whose blood that found in the car after the murdering?
a. Suspected as Dingo’s blood
b. Suspected as Lindy’s Blood
87
c. Suspected as Azaria’s blood
d. The blood of Dingo’s victim
10. The word “it” in line 12 refers to ….
a. Dingo
b. Baby’s Jumpsuit
c. Holes
d. The Car
Text 3
Dust Bins
To improve comfort and cleanliness at our school, a number of dust bins
should be increased.
When we look at classrooms, school corridors and school yard, there are
paper mineral water cups, straws, and napkins here and there. The condition of
uncleanliness and discomfort really hinders learning and teaching environment.
Litters thrown are carelessly cause disease, especially empty plastic cup or
glasses. They can be filled out with water coming from the rain. This can be
placed for dengue mosquitoes to spread out.
Besides, this rubbish can deteriorate the scene. Well painted wall and
green school yard do not mean anything litters are scattered everywhere.
Anyway I notice that most of the students in our school have
responsibilities for the school environment. They put their litters on the proper
places. But some are not diligent enough to find the dust bins.
The numbers of dust binds in our schools are not enough. More dust bins
should be put beside each of steps, outside of the classrooms, and some more also
the corridors. Probably one dust bin should be in every ten meters. So when
students want to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, we do not have
problems of freak and discomfort any more. Our school will be very clean and
become a nice place to study.
88
11. According to the writer, more dust bins….. in every ten meters.
a. Should be placed
b. Should be painted
c. Should be decorated
d. Are unnecessary
12. What is the writer’s argument on a sufficient number of dust bins?
a. They can serve janitor’s energy
b. They make school environment neat
c. Students can throw garbage away easily
d. They can prevent litters
13. Besides, these rubbish can deteriorate the scene.(Paragraph 2).
What is the synonym of underlined word….
a. Destroy
b. Improve
c. Minimize
d. Reduce
Text 4
There is no best way to deal with pests in agriculture. Pesticides which are
commonly used may cause many problems. I think combining different
management operations is the most effective way to control pests.
Firstly, the chemicals in the pesticides may build up as residues in the
environment and in the soil which absorbs the chemicals. This reduces the quality
of farm product.
Secondly, pests can gradually become resistant to pesticides. This means
that newer and stronger ones have to be developed.
Lastly, some pesticides affect non target plants and animals such as fish
and bees. This affects the ecology and environment as well.
So, understanding of ecology of an area helps a lot in pest control.
Pesticides should be chosen and applied carefully so that they don't affect the
ecological balance and environment.
89
Therefore, integrated pest management is a safe and more effective option
to fight pest in agriculture and livestock.
14. Which of the following is not directly affected by pesticides used?
a. Ecology
b. Animals
c. Environment
d. Human Beings
15. What can you say about paragraph two and four?
a. Both paragraphs tell about the disadvantages of using pesticides
b. The statement in paragraph is contrary to the statement in paragraph four
c. Both paragraphs tell about how pesticides affect the quality of farm
products
d. The second paragraph tells about the effects of using pesticides on animals
mentioned in paragraph four
16. One of the disadvantages of using chemical pesticides is …
a. Killing fish and bees
b. Creating balanced ecosystem
c. Increasing crops productivity
d. Helping reduce pollutants in the environment
17. Why the use of pesticides should be managed, chosen, and applied carefully?
a. In order to saving the pesticides
b. Because pesticides is very expensive
c. In order they don’t affect to the ecology balance and environment
d. In order to keep chemicals of soil
18. Secondly, pets can gradually become resistant to pesticides. (paragraph 3)
The word resistant in the sentence above means . . . .
a. Fragile
b. Change
c. Influenced
d. Unaffected
90
Text 5
The majority of us claim that we do not have time for exercise. We feel
too busy to do that. However, many experts said that exercise has great role in
making our body healthy. Being physically active offers many advantages.
In physical reword, exercise can reduce weight then our body will become
fitter. Exercise is also believed to reduce stress levels, improve sleep patterns, and
reduce the risk of heart disease, diabetes and some forms of cancer.
Beside physical advantage, exercise also brings good effects mentally. Due
to the fitter body, exercise can make us feel refreshed and happy then we can
increase our life quality and expectancy.
How can we do exercise while we are busy? Such question is commonly
found among us. Actually exercise can be done in simple ways. We can go
walking while shopping. In the office we can take stair rather than lift to run up
and down. Or we can go cycling while enjoy the leisure time.
Over all, doing exercise is little bit difficult in busy life but the little bit of
exercise will help better.
19. For such a busy people, they can do the simple exercise by . . . .
a. Jogging in the morning while go to office
b. Choose stairs rather than lift to run up and down
c. Cycling in the evening after work
d. Sitting up after wake up in the morning
20. What is the reiteration of the text above?
a. We can do exercise everywhere and every time
b. More exercise is better than never
c. A little bit exercise is better than never
d. It is better to exercise at the fitness center
21. “Many experts said that exercise has great role in making our body healthy.”
What part of schematic structure do we call this sentence?
a. Reiteration
b. Argumentation
91
c. Introduction
d. Thesis
Text 6
Smoking in Restaurant
Smoking in restaurants is just not on. It must not be allowed because it is
rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects
all people and can turn them off their food. People pay to taste good food and
not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it
can do to others. Passive smoking that is breathing in smoke made by a smoker
can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes
cause heart and lung disease and people should not smoke anywhere, not just in
restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a
health risk to the smokers and should not be allowed in any restaurants.
22. What is the purpose of the text?
a. To tell a story to the readers
b. To inform the readers to the readers
c. To persuade to the readers
d. To argue about smoking to the readers
23. Smoking in the restaurants must be avoided because……
a. It is harmful to others
b. It can cause heart and lung disease
c. It’s dangerous to the food
d. It’s can make the restaurant looks dirty
24. “The smell of the smoke affects all people and can turn them off their food”
The idiom “turn off” in the sentence above means. . . .
a. Having good interest
92
b. Take on the food
c. Having smell of smoke
d. Lose interest
25. Since we can find a thesis, arguments and reiteration in the text, so we can
conclude that this text belongs to…..
a. Hortatory Exposition
b. Anecdote
c. Procedure
d. Analytical exposition
93
Appendix 9
KISI-KISI PENULISAN SOAL PRE TEST
TAHUN PELAJARAN 2014/2015
Kompetensi Inti Kompetensi Dasar Indikator Jenis Soal
Nomor Soal Jumlah
3. memahami, menerapkan, dan menganalisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dn kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. mengolah, menalar, dan menyaji dalam ranah
3.10. menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunannya.
Menagkap makna teks berbentuk eksposisi analitis (dengan cara): 1. Menemukan makna
gagasan dalam teks • Gagasan Pokok • Gagasan Pendukung • Informasi factual • Informasi spesifik
2. Menentukan langkah
retorika (Schematic Structure) dalam teks seperti: • Orientation • Argument • Reiteration
3. Menentukan makna tersirat
dalam teks
MC
10,5,14 13,9,6 17,23
7,12,16,20,21
18,19, 22,25
4
1,3
25
94
konkret dan ranah abstrak terkait dengan pengembangan dari apa yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
4.14. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan umum.
4. Kosa Kata (vocabulary)
5. Making inferences
2,8,11,24
15
95
Appendix 10
KISI-KISI PENULISAN SOAL POST TEST
TAHUN PELAJARAN 2014/2015
Kompetensi Inti Kompetensi Dasar Indikator Jenis Soal
Nomor Soal Jumlah
3. memahami, menerapkan, dan menganalisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dn kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. mengolah, menalar, dan menyaji dalam ranah
3.10. menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunannya.
Menagkap makna teks berbentuk eksposisi analitis (dengan cara): 1. Menemukan makna
gagasan dalam teks • Gagasan Pokok • Gagasan Pendukung • Informasi factual • Informasi spesifik
2. Menentukan langkah
retorika (Schematic Structure) dalam teks seperti: • Orientation • Argument • Reiteration
3. Menentukan makna tersirat
dalam teks
MC
1,22 2,4,19
3,8,14,16 5,9,10,11,17
23 12,21
20
24
25
96
konkret dan ranah abstrak terkait dengan pengembangan dari apa yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
4.14. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan umum.
4. Kosa Kata (vocabulary)
5. Making inferences
7,13,18
6,15,25
97
Appendix 11
ANSWER KEY
Pre Test
1. C 11. A 21. C
2. C 12. B 22. B
3. B 13. C 23. A
4. A 14. B 24. A
5. B 15. B 25. D
6. B 16. A
7. A 17.A
8. A 18. D
9. B 19. D
10. B 20. D
ANSWER KEY
Post Test
1. B 11. D 21. D
2. C 12. A 22. C
3. A 13. A 23. A
4. D 14. C 24. B
5. D 15. B 25. B
6. A 16. C
7. A 17. B
8. C 18. A
9. D 19. D
10. A 20. A
98
Appendix 12
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Experiment Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : Ke-1 (Kesatu) G. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar
1.1. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
3. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
99
4. 15. Menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
I. Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa:
1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
5. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran a. Materi Fakta
Gambar model Facebook dan contoh-contoh efek negatifnya.
100
b. Materi Konsep
The Negative Effects of Facebook
Do you have Facebook account? I think you do. Do you see that Facebook as the most popular social networking websites on the internet bring negative effect to the users? It is not only available on your computer but through mobile device like call phones and I-Phone. Here are some negative effects of using Facebook.
First, Facebook is quite addictive. Once you get started you will find yourself absorbed. You will quickly hook on reading all your friends updated status messages and trying to come up with the interesting one to post for yourself. Every time Facebook gives you notification for any message or you see who are online. You’ll be attracted to replay your friend status, see pictures, or chat with your school friends or former sweetheart from the past time.
Second, Facebook offers you game on line which will ask you to invite friends and started playing together, once you play it, and you will find that time runs very fast just for the games. You will spend hours upon hours instead of doing your main duty as student to do the homework and do the school project. The thing that is worse, it’s that you will look so serious with your own illusion world than the real world, as you have no time to have a gathering with your families or to have dinner or picnic.
Third, Facebook will own you. Once you sign up for Facebook account, you’ll have Facebook expose you to the world. All your secret things such as identity or personal pictures, family, or your school friends and all will be accessed by anyone easily without asking your permission. Foreigners, or anyone who wants to find out anything about you, or people in your life who wants to stalk you or intimidate you, they will have easy access to you.
To sum up my speech, although you may say that Facebook give you more friends, and chance to meet anyone anywhere and anytime, but I should conclude that Facebook still gives negative effects to the users if they aren’t careful and smart when they get in touch with foreigners.
c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
d. Materi Prosedur:
- Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir)
101
M. Media, Alat, dan Sumber Belajar 1. Media:
- LCD - Laptop - Papan Tulis
2. Alat: - Gambar - Video
3. Sumber Belajar - Buku ajar siswa - Internet
N. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi waktu
Pendahuluan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar
c. Menjelaskan tujuan
pembelajaran atau kompetensi dasar yang akan dicapai; dan
d. Menyampaikan cakupan
materi analytical exposition text dan penjelasan uraian kegiatan sesuai silabus.
a. menyimak, mendengar, dan menghayati informasi yang disampaikan oleh guru
b. mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran
c. memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan
10 Menit
Kegiatan inti Kegiatan guru Kegiatan Siswa/i Mengamati Pre- Reading
a. Guru menunjukan gambar berupa lambang Facebook.
b. Guru memberikan pertanyaan yang membangun pemahaman siswa:
1. What do you know about
• Mengamati gambar yang ditunjukkan guru.
• Siswa menyebutkan apa yang mereka tahu tentang tema.
• Memberikan jawaban yang
20 Menit
102
facebook? 2. what do we get from facebook? 3. What are the effects of Facebook? c. Guru memberi siswa
worksheet 1. d. Guru menuliskan di
papan tulis apa yang siswa ketahui tentang topic.
e. Guru meminta sswa menjelaskan kembali apa yang mereka tahu tentang tema dengan cara memanggil secara random.
f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic.
relevan dengan pertanyaan.
• Masing-masing siswa
mengisi worksheet yang
diberikan guru, mengisi di
kolom K (what I know)
tentang apa saja yang mereka
tahu tentang tema teks yang
akan diberikan.
• siswa menyebutkan dan
memjelaskan apa yang
mereka tahu dengan
menggunakan Bahasa inggris
yang baik, sementara siswa
yang lain menyimak.
Menanya a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.
b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan.
c. Guru bertanya kepada
siswa (random) tetang apa yang ingin mereka tahu dari tema. (meminta siswa menjelaskan pertanyaan yang mereka
• Siswa menuliskan
pertanyaan yang mereka
kembangkan dari
pengetahuan yang telah
mereka tulis di kolom K lalu
menuliskannya di kolom W
(Want to Know) di
worksheet 1.
• Siswa menyebutkan
peprtanyaan-pertanyaan
yang sudah mereka eksplor.
10 menit
103
buat di kolom W)
d. Mempersiapkan teks
untuk dibaca oleh siswa dan menandai struktur teks dan unsur kebahasaannya.
Mencoba While Reading a. Guru meminta siswa
memulai membaca teks
yang telah diberikan.
b. Meminta siswa
menjawab pertanyaan
yang sudah mereka buat
di kolom W.
• Siswa membaca teks secara
seksama.
• Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .
25 Menit
Menalar a. Menugaskan siswa
untuk menganalisis teks
eksposisi analitis tentang
topic yang sedang
hangat dibicarakan.
b. Memberi feedback
kepada siswa tentang
fungsi social dan unsur
kebahasaan teks yang
diberikan.
c. Mengamati (sikap, pengetahuan , ke terampilan)
a. Menganalisis struktur teks
dan unsur kebahasaan dalam
teks eksposisi analitis, serta
mendiskusikan makna yang
terdapat dari teks.
d. memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan
5 Menit
Mengkomunikasikan/membentuk jaringan
Post Reading a. Kembali menanyakan
a. Siswa mempresentasikan
apa yang telah mereka
15 Menit
104
apa yang mereka pelajari
dari teks yang telah
diberikan.
b. Mengamati (sikap,
pengetahuan,
ketrampilan)
c. Memfasilitasi siswa
untuk mendiskusikan ide
pokok dari teks yang
diberikan, fungsi dan
unsur kebahsaan sesauai
dengan tema.
d. Meminta siswa untuk
mengisi worksheet 2
yaitu membuat mapping
dari worksheet 1 tantang
apa yang sudah pelajari
dan membuat summary
dengan menggunakan
Bahasa mereka sendiri.
e. Memberikan kesempatan
untuk menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menganalisis teks eksposisi analitis.
pelajari dari teks setelah
mereka selesai membaca
(sesuai dengan kolom L
yang telah mereka isi).
b. Siswa mengkomunikasikan
pengetahuan mereka tentang
ide pokok teks, unsur
kebahsaan serta bersama-
sama menyimpulkan fungsi
sosial dari teks sesuai tema.
c. Siswa memuat mapping dan
summary.
d. menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk menganalisis
teks eksposisi analitis.
Penutup a. Mendeskripsikan
keseluruhan rangkaian
aktivitas pembelajaran
a. Refleksi diri
b. Mencatat hal-hal penting
yang berkaitan dengan
5 Menit
105
dan hasil-hasil yang
diperoleh untuk
selanjutnya secara
langsung maupun tidak
langsung dari hasil
pembelajaran yang telah
berlangsung
b. Memberikan umpan
balik terhadap proses
dan hasil pembelajaran
c. Melakukan kegiatan
tindak lanjut dalam
bentuk pemberian tugas,
baik tugas individual
maupun kelompok; dan
b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
pembelajaran berikutnya
c. Memahami dan
mempersiapkan tugas
pembelajaran berikutnya
106
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Experiment Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-2 (kedua) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar
1.2. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
5. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
6. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
I. Indikator Pencapaian Kompetensi
107
5. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
6. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
7. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
8. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa:
6. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
7. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
8. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
9. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
10. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran a. Materi Fakta
Gambar model uang, celengan, dan gambar anak yang sedang menabung.
b. Materi Konsep
108
Save Your Money Now!
You may be asking yourself why it is compulsory to save money. If you have enough to pay for everything you need, why should you worry about putting some money aside each month? There are a variety of reasons to begin saving money. Different people save for different reasons. Here are some reasons that you may consider saving your money.
One reason is for emergency funds. It is important to have an emergency fund set aside to cover unexpected expense. This could cover an unexpected car repair, improvements on your house, an illness or a sudden job loss. Ideally your emergency fund should be about three to six months of your expenses. In addition, you need to make sure you have a plan and good insurance in place to help you survive the unexpected financial events in your life.
Another important reason to save money is for your retirement. The sooner you start saving for retirement, the less you will have to save in the future. You can put your money to work for you. As you continue to contribute overtime you will be earning more interest on the money you have.
A third reason to save money is for vacation or secondary items. Your buying and negotiating power goes a lot farther when you have a significant saving. You can save up for your tour to Bali or Europe. Your negotiating power is stronger if you have cash in hand on binger purchases. You can also negotiate the price of the car much lower if you are willing to pay cash at the dealership.
Last but not least, the reason to begin saving money is for your future education. Each year more people return to school to earn their master or doctoral degrees. You may also consider saving for your child’s education when the time comes. Better educations usually demand expensive costs.
From the reasons mentioned above, it is unquestionable that saving money is a good habit and it is a compulsory, like an old proverb saying “forewarned, forearmed.”
(adapted from: http//moneyfor20s.about.com)
c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
d. Materi Prosedur:
- Definisi teks eksposisi analitis
109
- Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir)
M. Media, Alat, dan Sumber Belajar 4. Media:
- LCD - Laptop - Papan Tulis
5. Alat: - Gambar - Video
6. Sumber Belajar - Buku ajar siswa - Internet
N. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi waktu
Pendahuluan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar
c. Menjelaskan tujuan
pembelajaran atau kompetensi dasar yang akan dicapai; dan
• menyimak, mendengar, dan menghayati informasi yang disampaikan oleh guru
• mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran
• memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan
10 Menit
Kegiatan inti Kegiatan guru Kegiatan Siswa/i Mengamati Pre- Reading
a. Guru menunjukan gambar berupa gambar seorang yang sedang menabung dan gambar uang.
b. Guru memberikan
• Mengamati gambar yang ditunjukkan guru.
• Siswa menyebutkan apa yang mereka tahu tentang tema.
20 Menit
110
pertanyaan yang membangun pemahaman siswa:
1. What do you know about saving money?
2. What are the advantages of saving money?
3. Why we have to save our money?
c. Guru memberi siswa
worksheet 1.
d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic.s
e. Guru meminta sswa menjelaskan kembali apa yang mereka tahu tentang tema dengan cara memanggil secara random.
f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic.
• Memberikan jawaban yang relevan dengan pertanyaan.
• Masing-masing siswa
mengisi worksheet yang
diberikan guru, mengisi di
kolom K (what I know)
tentang apa saja yang mereka
tahu tentang tema teks yang
akan diberikan.
• siswa menyebutkan dan
memjelaskan apa yang
mereka tahu dengan
menggunakan Bahasa inggris
yang baik, sementara siswa
yang lain menyimak.
Menanya a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.
b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan.
c. Guru bertanya kepada siswa (random) tetang apa yang ingin mereka tahu dari tema.
• Siswa menuliskan
pertanyaan yang mereka
kembangkan dari
pengetahuan yang telah
mereka tulis di kolom K lalu
menuliskannya di kolom W
(Want to Know) di
worksheet 1.
• Siswa menyebutkan
peprtanyaan-pertanyaan
yang sudah mereka eksplor.
10 menit
111
(meminta siswa menjelaskan pertanyaan yang mereka buat di kolom W)
d. Mempersiapkan teks
untuk dibaca oleh siswa dan menandai struktur teks dan unsur kebahasaannya.
Mencoba While Reading a. Guru meminta siswa
memulai membaca teks
yang telah diberikan.
b. Meminta siswa
menjawab pertanyaan
yang sudah mereka buat
di kolom W.
• Siswa membaca teks secara
seksama.
• Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .
25 Menit
Menalar a. Menugaskan siswa
untuk menganalisis teks
eksposisi analitis tentang
topic yang sedang
hangat dibicarakan.
b. Memberi feedback
kepada siswa tentang
fungsi social dan unsur
kebahasaan teks yang
diberikan.
c. Mengamati (sikap, pengetahuan , ke terampilan)
• Menganalisis struktur teks
dan unsur kebahasaan dalam
teks eksposisi analitis, serta
mendiskusikan makna yang
terdapat dari teks.
• memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan
5 Menit
Mengkomunikasikan/membentuk jaringan
Post Reading a. Kembali menanyakan
apa yang mereka pelajari
dari teks yang telah
• Siswa mempresentasikan
apa yang telah mereka
pelajari dari teks setelah
mereka selesai membaca
15 Menit
112
diberikan.
b. Mengamati (sikap,
pengetahuan,
ketrampilan)
c. Memfasilitasi siswa
untuk mendiskusikan ide
pokok dari teks yang
diberikan, fungsi dan
unsur kebahsaan sesauai
dengan tema.
d. Meminta siswa untuk
mengisi worksheet 2
yaitu membuat mapping
dari worksheet 1 tantang
apa yang sudah pelajari
dan membuat summary
dengan menggunakan
Bahasa mereka sendiri.
e. Memberikan kesempatan
untuk menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menganalisis teks eksposisi analitis.
(sesuai dengan kolom L
yang telah mereka isi).
• Siswa mengkomunikasikan
pengetahuan mereka tentang
ide pokok teks, unsur
kebahsaan serta bersama-
sama menyimpulkan fungsi
sosial dari teks sesuai tema.
• Siswa memuat mapping dan
summary.
• menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk menganalisis
teks eksposisi analitis.
Penutup a. Mendeskripsikan
keseluruhan rangkaian
aktivitas pembelajaran
dan hasil-hasil yang
diperoleh untuk
• Refleksi diri
• Mencatat hal-hal penting
yang berkaitan dengan
pembelajaran berikutnya
• Memahami dan
5 Menit
113
selanjutnya secara
langsung maupun tidak
langsung dari hasil
pembelajaran yang telah
berlangsung
b. Memberikan umpan
balik terhadap proses
dan hasil pembelajaran
c. Melakukan kegiatan
tindak lanjut dalam
bentuk pemberian tugas,
baik tugas individual
maupun kelompok; dan
b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
mempersiapkan tugas
pembelajaran berikutnya
114
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Experiment Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-3 (ketiga) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar
1.3. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
7. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
8. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
I. Indikator Pencapaian Kompetensi
115
1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
J. Tujuan Pembelajaran
Setelah mempelajari materi “Teks Eksposisi Analitis” siswa:
1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
5. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran a. Materi Fakta
Gambar model buku-buku dan gambar siswa yang sedang membaca.
b. Materi Konsep
116
Why Books are Important for Us?
A wise man once said, “Learning without books mean nothing.” In my opinion this statement is true. Why do I say that? This is for several reasons.
Firstly, books are important because they develop the minds of people who read them. Even if you don’t agree with what an author has done in a book, you can at least have formed your own ideas on what would have been better. This leads to critical thinking skills. These critical thinking skills are a necessarily for the development of cultures.
Secondly, books contain so much more than just the story. They record facts. They review history. Books are the documentations of themes that relate to everyone. You can even learn about a period in history just looking at what books were popular and published during that time. For instance, the Classic Tales of Two Cities by Charles dickens is set in the French Revolution era.
The last thing I’ll say is that books are essential to life because they do not only carry knowledge, but they also entertain us. They entertain us with stories ranging from mystery and drama to comedy, adventures and autobiographies. In other words, you can read a book about anything. The possibilities are limitless and that is one of the many lessons you can learn from reading books.
Based on the reasons listed above, it is obvious that books have a great influence in our lives. Without books we may learn nothing.
(retrieved from Pathway to English)
c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
d. Materi Prosedur:
- Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir)
M. Media, Alat, dan Sumber Belajar Media:
- LCD - Laptop
117
- Papan Tulis
Alat:
- Gambar - Video
Sumber Belajar
- Buku ajar siswa - Internet
N. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi waktu
Pendahuluan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar
c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan.
• menyimak, mendengar, dan menghayati informasi yang disampaikan oleh guru
• mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran
• memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan
10 Menit
Kegiatan inti Kegiatan guru Kegiatan Siswa/i Mengamati Pre- Reading
a. Guru menunjukan gambar berupa seorang yang sedang membaca dan tumpukan buku.
b. Guru memberikan pertanyaan yang membangun pemahaman siswa:
1. What do you know about book or reading book? 2. what do we get from reading a book? 3. What are the advantages of reading books?
• Mengamati gambar yang ditunjukkan guru.
• Siswa menyebutkan apa yang mereka tahu tentang tema.
• Memberikan jawaban yang relevan dengan pertanyaan.
• Masing-masing siswa
20 Menit
118
c. Guru memberi siswa
worksheet 1.
d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic.
e. Guru meminta sswa
menjelaskan kembali apa yang mereka tahu tentang tema dengan cara memanggil secara random.
f. Guru menuliskan
beberapa, di papan tulis apa yang siswa ketahui tentang topic.
mengisi worksheet yang
diberikan guru, mengisi di
kolom K (what I know)
tentang apa saja yang mereka
tahu tentang tema teks yang
akan diberikan.
• siswa menyebutkan dan
memjelaskan apa yang
mereka tahu dengan
menggunakan Bahasa inggris
yang baik, sementara siswa
yang lain menyimak.
Menanya a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.
b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan.
c. Guru bertanya kepada
siswa (random) tetang apa yang ingin mereka tahu dari tema. (meminta siswa menjelaskan pertanyaan yang mereka buat di kolom W)
d. Mempersiapkan teks untuk dibaca oleh siswa dan menandai struktur teks dan unsur
• Siswa menuliskan
pertanyaan yang mereka
kembangkan dari
pengetahuan yang telah
mereka tulis di kolom K lalu
menuliskannya di kolom W
(Want to Know) di
worksheet 1.
• Siswa menyebutkan
peprtanyaan-pertanyaan
yang sudah mereka eksplor.
10 menit
119
kebahasaannya. Mencoba While Reading
a. Guru meminta siswa
memulai membaca teks
yang telah diberikan.
b. Meminta siswa
menjawab pertanyaan
yang sudah mereka buat
di kolom W.
• Siswa membaca teks secara
seksama.
• Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .
25 Menit
Menalar a. Menugaskan siswa
untuk menganalisis teks
eksposisi analitis tentang
topic yang sedang
hangat dibicarakan.
b. Memberi feedback
kepada siswa tentang
fungsi social dan unsur
kebahasaan teks yang
diberikan.
c. Mengamati (sikap, pengetahuan , ke terampilan)
a. Menganalisis struktur teks
dan unsur kebahasaan dalam
teks eksposisi analitis, serta
mendiskusikan makna yang
terdapat dari teks.
e. memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan
5 Menit
Mengkomunikasikan/membentuk jaringan
Post Reading a. Kembali menanyakan
apa yang mereka pelajari
dari teks yang telah
diberikan.
b. Mengamati (sikap,
pengetahuan,
• Siswa mempresentasikan
apa yang telah mereka
pelajari dari teks setelah
mereka selesai membaca
(sesuai dengan kolom L
yang telah mereka isi).
15 Menit
120
ketrampilan)
c. Memfasilitasi siswa
untuk mendiskusikan ide
pokok dari teks yang
diberikan, fungsi dan
unsur kebahsaan sesauai
dengan tema.
d. Meminta siswa untuk
mengisi worksheet 2
yaitu membuat mapping
dari worksheet 1 tantang
apa yang sudah pelajari
dan membuat summary
dengan menggunakan
Bahasa mereka sendiri.
e. Memberikan kesempatan
untuk menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menganalisis teks eksposisi analitis.
• Siswa mengkomunikasikan
pengetahuan mereka tentang
ide pokok teks, unsur
kebahsaan serta bersama-
sama menyimpulkan fungsi
sosial dari teks sesuai tema.
• Siswa memuat mapping dan
summary.
• menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk menganalisis
teks eksposisi analitis.
Penutup a. Mendeskripsikan
keseluruhan rangkaian
aktivitas pembelajaran
dan hasil-hasil yang
diperoleh untuk
selanjutnya secara
langsung maupun tidak
langsung dari hasil
pembelajaran yang telah
• Refleksi diri
• Mencatat hal-hal penting
yang berkaitan dengan
pembelajaran berikutnya
• Memahami dan
mempersiapkan tugas
pembelajaran berikutnya
5 Menit
121
berlangsung
b. Memberikan umpan
balik terhadap proses
dan hasil pembelajaran
c. Melakukan kegiatan
tindak lanjut dalam
bentuk pemberian tugas,
baik tugas individual
maupun kelompok; dan
b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
122
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Experiment Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggri C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-4 (keempat) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar
1.4. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.4. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
9. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
10. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
123
I. Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa
Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks
eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks
eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran
a. Materi Fakta Gambar model siswa yang sedang mencontek ketika ulangan.
b. Materi Konsep
Cheating on the test doesn’t take any benefit at all
Some social observers say that corruption practices in a country may begin with the smallest dishonesty done in a daily life, especially at schools when students are
124
doing their test papers or examinations. Small practices of dishonesty and cheating are neglected but have a great impact on the future. Indeed, cheating on tests doesn’t have any benefit at all to students for several reasons.
In the first place, students have no idea about their actual ability and competency in each school subject. By cheating at the tests, students don’t use their own brain to think. It makes students bury their potential ability without knowing how far they have understood the lesson and mastered the skills.
Moreover, cheating at the tests causes students to depend upon others. Students who are accustomed to cheating during the tests will get into trouble when others cannot help them. Students will have no idea what to do in such a situation as they don’t prepare well for the tests.
Lastly, the worst of all cheating habit could create a corruption culture. When students cheat at the tests, they are actually fooling themselves. They are lying to themselves to get good marks and take the benefit for themselves. This bad habit will teach students from time to time to do everything and to get everything in a way to get what they want, even by practicing corruption. In corruption practices, people commonly lie and do anything for their own benefits. So, it is no doubt that cheating is a “small form” of corruption.
Based on the reason we talk above, we can draw a conclusion that cheating is a bad habit and doesn’t have any benefit at all of students.
(adapted from: Pathway To English)
c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
d. Materi Prosedur:
- Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir)
M. Media, Alat, dan Sumber Belajar
Media:
- LCD - Laptop
125
- Papan Tulis
Alat:
- Gambar - Video
Sumber Belajar
- Buku ajar siswa - Internet
n. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi waktu
Pendahuluan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar
c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan.
• menyimak, mendengar, dan menghayati informasi yang disampaikan oleh guru
• mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran
• memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan
10 Menit
Kegiatan inti Kegiatan guru Kegiatan Siswa/i Mengamati Pre- Reading
a. Guru menunjukan gambar berupa seorang siswa yang sedang mencontek temannya saat ujian.
b. Guru memberikan pertanyaan yang membangun pemahaman siswa:
1. what do the man do? 2. is that good or bad attitude? 3. What are the effects of cheating on your friends when taking examination?
• Mengamati gambar yang ditunjukkan guru.
• Siswa menyebutkan apa yang mereka tahu tentang tema.
• Memberikan jawaban yang relevan dengan pertanyaan.
• Masing-masing siswa
20 Menit
126
c. Guru memberi siswa
worksheet 1.
d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic.
e. Guru meminta sswa menjelaskan kembali apa yang mereka tahu tentang tema dengan cara memanggil secara random.
f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic.
mengisi worksheet yang
diberikan guru, mengisi di
kolom K (what I know)
tentang apa saja yang mereka
tahu tentang tema teks yang
akan diberikan.
• siswa menyebutkan dan
memjelaskan apa yang
mereka tahu dengan
menggunakan Bahasa inggris
yang baik, sementara siswa
yang lain menyimak.
Menanya a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.
b. Membantu siswa untuk
mengeksplor kemampuan mengkritisi tema atau judul yang diberikan.
c. Guru bertanya kepada
siswa (random) tetang apa yang ingin mereka tahu dari tema. (meminta siswa menjelaskan pertanyaan yang mereka buat di kolom W)
d. Mempersiapkan teks untuk dibaca oleh siswa dan menandai struktur teks dan unsur
• Siswa menuliskan
pertanyaan yang mereka
kembangkan dari
pengetahuan yang telah
mereka tulis di kolom K lalu
menuliskannya di kolom W
(Want to Know) di
worksheet 1.
• Siswa menyebutkan
peprtanyaan-pertanyaan
yang sudah mereka eksplor.
10 menit
127
kebahasaannya. Mencoba While Reading
a. Guru meminta siswa
memulai membaca teks
yang telah diberikan.
b. Meminta siswa
menjawab pertanyaan
yang sudah mereka buat
di kolom W.
• Siswa membaca teks secara
seksama.
• Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .
25 Menit
Menalar a. Menugaskan siswa
untuk menganalisis teks
eksposisi analitis tentang
topic yang sedang
hangat dibicarakan.
b. Memberi feedback
kepada siswa tentang
fungsi social dan unsur
kebahasaan teks yang
diberikan.
c. Mengamati (sikap, pengetahuan , ke terampilan)
a. Menganalisis struktur teks
dan unsur kebahasaan dalam
teks eksposisi analitis, serta
mendiskusikan makna yang
terdapat dari teks.
f. memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan
5 Menit
Mengkomunikasikan/membentuk jaringan
Post Reading a. Kembali menanyakan
apa yang mereka pelajari
dari teks yang telah
diberikan.
b. Mengamati (sikap,
pengetahuan,
• Siswa mempresentasikan
apa yang telah mereka
pelajari dari teks setelah
mereka selesai membaca
(sesuai dengan kolom L
yang telah mereka isi).
15 Menit
128
ketrampilan)
c. Memfasilitasi siswa
untuk mendiskusikan ide
pokok dari teks yang
diberikan, fungsi dan
unsur kebahsaan sesauai
dengan tema.
d. Meminta siswa untuk
mengisi worksheet 2
yaitu membuat mapping
dari worksheet 1 tantang
apa yang sudah pelajari
dan membuat summary
dengan menggunakan
Bahasa mereka sendiri.
e. Memberikan kesempatan
untuk menuliskan
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
• Siswa mengkomunikasikan
pengetahuan mereka tentang
ide pokok teks, unsur
kebahsaan serta bersama-
sama menyimpulkan fungsi
sosial dari teks sesuai tema.
• Siswa memuat mapping dan
summary.
• menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk menganalisis
teks eksposisi analitis.
Penutup a. Mendeskripsikan
keseluruhan rangkaian
aktivitas pembelajaran
dan hasil-hasil yang
diperoleh untuk
selanjutnya secara
langsung maupun tidak
langsung dari hasil
• Refleksi diri
• Mencatat hal-hal penting
yang berkaitan dengan
pembelajaran berikutnya
• Memahami dan
mempersiapkan tugas
pembelajaran berikutnya
5 Menit
129
pembelajaran yang telah
berlangsung
b. Memberikan umpan
balik terhadap proses
dan hasil pembelajaran
c. Melakukan kegiatan
tindak lanjut dalam
bentuk pemberian tugas,
baik tugas individual
maupun kelompok; dan
b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
Rig
hts
Res
erve
d.
What I Know What I Want to Know What I Learned
Topic
Name _______________________________________________ Date ______________________
KWL Chart
Before you begin your research, list details in the first two columns. Fill in the last columnafter completing your research.
131
Mapping
Summarizing
132
Appendix 14
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Controlled Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : Ke-1 (kesatu) G. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar 1.1. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
3. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
4. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
133
I. Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa:
1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
5. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran a. Materi Fakta
Gambar model Facebook dan contoh-contoh efek negatifnya.
b. Materi Konsep
The Negative Effect of Facebook
A
Do you have Facebook account? I think you do. Do you see that Facebook as the most popular social networking websites on the internet bring negative effect to the
134
users? It is not only available on your computer but through mobile device like call phones and I-Phone. Here are some negative effects of using Facebook.
First, Facebook is quite addictive. Once you get started you will find yourself absorbed. You will quickly hook on reading all your friends updated status messages and trying to come up with the interesting one to post for yourself. Every time Facebook gives you notification for any message or you see who are online. You’ll be attracted to replay your friend status, see pictures, or chat with your school friends or former sweetheart from the past time.
-----------------------------------------------------------------------------------------------------
B
Second, Facebook offers you game on line which will ask you to invite friends and started playing together, once you play it, and you will find that time runs very fast just for the games. You will spend hours upon hours instead of doing your main duty as student to do the homework and do the school project. The thing that is worse, it’s that you will look so serious with your own illusion world than the real world, as you have no time to have a gathering with your families or to have dinner or picnic.
-----------------------------------------------------------------------------------------------------
C
Third, Facebook will own you. Once you sign up for Facebook account, you’ll have Facebook expose you to the world. All your secret things such as identity or personal pictures, family, or your school friends and all will be accessed by anyone easily without asking your permission. Foreigners, or anyone who wants to find out anything about you, or people in your life who wants to stalk you or intimidate you, they will have easy access to you.
-----------------------------------------------------------------------------------------------------
D
To sum up my speech, although you may say that Facebook give you more friends, and chance to meet anyone anywhere and anytime, but I should conclude that Facebook still gives negative effects to the users if they aren’t careful and smart when they get in touch with foreigners.
135
c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
d. Materi Prosedur:
- Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Groupwork
M. Media, Alat, dan Sumber Belajar 1. Media:
- LCD - Laptop - Papan Tulis
2. Alat: - Gambar - Video
3. Sumber Belajar - Buku ajar siswa - Internet
N. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi
waktu
Pendahuluan a. Menyiapkan peserta didik
secara psikis dan fisik
untuk mengikuti proses
pembelajaran
b. Memberi motivasi belajar
siswa secara kontekstual
sesuai manfaat dan
aplikasi materi ajar
• menyimak, mendengar,
dan menghayati
informasi yang
disampaikan oleh guru
• mencatat hal-hal
penting, yang berkaitan
dengan makna
pembelajaran
10 Menit
136
c. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai; dan
d. Menyampaikan cakupan
materi analytical
exposition text dan
penjelasan uraian
kegiatan sesuai silabus.
• memahami makna, dan
manfaat dari tujuan
pembelajaran yang akan
dilaksanakan
Kegiatan inti Kegiatan guru Kegiatan Siswa/i
Mengamati Pre- Reading
a. Guru menunjukan
gambar berupa lambang
Facebook dan beberapa
contoh efek negative
bermain Facebook.
b. Guru memberikan
pertanyaan yang
membangun pemahaman
siswa:
1. What do you know about facebook? 2. what do we get from facebook? 3. What are the effects of
Facebook?
• Siswa mengamati
gambar tersebut serta
menarik kesimpulan dari
gambar.
• Siswa memberikan
jawaban yang relevan
dengan pertanyaan.
10 Menit
Menanya a. Membimbing dan
mengarahkan siswa untuk
bertanya berdasarkan
tema.
b. Mempersiapkan teks
untuk dibaca oleh siswa
dan menandai struktur
• Siswa mengajukan
pertanyaan yang sesuai
dengan tema.
• Siswa mengggali rasa
ingin tahu mereka
mengenai tema atau
judul teks yang
5 Menit
137
teks dan unsur
kebahasaannya.
diberikan.
Mencoba a. Guru menugaskan siswa
untuk membentuk ke
dalam 6 kelompok, setiap
kelompok berjumlah 5-6
siswa.
b. Guru membagikan teks
eksposisi analitis. Serta
guru memberikan kartu
berisikan pertanyaan2
tentang teks tersebut. Guru
memberikan huruf pada
kartu-kartu tersebut yaitu
A, B, C, D, dan E.
c. Selanjutnya guru meminta
setiap anggota kelompok
untuk berhitung dari A
sampai E kemudian guru
membagikan kartu kepada
setiap anggota kelompok
sesuai dengan huruf yang
telah mereka hitung.
d. Guru meminta siswa
untuk berkumpul sesuai
dengan bagian huruf yang
mereka dapat.
e. Guru meminta siswa
membentuk kembali home
group selesai siswa
berdiskusi dalam expert
group.
• Siswa membentuk
kelompok Home Group.
• Siswa mempersiapkan
diri untuk
mendiskusikan teks
yang diberikan.
• Siswa membentuk
expert group dengan
berkumpul sesuai
dengan bagian huruf
yang mereka dapat.
30 Menit
138
While Reading
a. Guru menunjuk dua orang
siswa dalam setiap
kelompok untuk menjadi
pemimpin diskusi dan
notulen. Pemimpin diskusi
bertugas untuk memimpin
diskusi dengan cara
menanyakan petunjuk
yang dimiliki siswa
sedangkan notulen
bertugas untuk menuliskan
jawaban pada lembar
jawaban.
b. Setiap anggota kelompok
memberitahukan petunjuk
secara lisan tanpa
menukar atau
memperlihatkan isi dari
petunjuk tersebut pada
anggota lain dalam
kelompoknya.
c. Siswa dalam home group
diminta untuk membuat
pertanyaan yang berkaitan
dengan teks untuk
ditukarkan dengan
kelompok lain.
d. Setelah selesai, guru
menukarkan hasil kerja
kelompok dengan
kelompok lain dan guru
• Siswa berdiskusi dengan
dipimpin oleh satu orang
moderator dan satu
orang notulen.
• Siswa mendiskusikan
bagian teks yang mereka
dapatkan. Siswa
mendiskusikan:
a. Main Idea
b. Supporting details
c. Difficult vovabularies
• Siswa berdiskusi
bersama home group
mereka.
139
menunjuk satu orang
siswa secara acak untuk
menuliskan jawaban di
papan tulis dan melakukan
pembahasan secara
bersama-sama.
e. Guru mengumpulkan hasil
kerja kelompok dan
memberikan reward pada
kelompok yang
mendapatkan nilai paling
besar.
Menalar a. Menugaskan siswa untuk
menganalisis teks
eksposisi analitis tentang
topic yang sedang hangat
dibicarakan.
b. Memberi feedback kepada
siswa tentang fungsi social
dan unsur kebahasaan
c. Mengamati (sikap,
pengetahuan , ke
terampilan)
• Menganalisis struktur
teks dan unsur
kebahasaan dalam teks
eksposisi analitis
• memperoleh balikan
(feedback) dari guru dan
teman tentang fungsi
sosial dan unsur
kebahasaan
10 Menit
Mengkomunikasi
kan/membentuk
jaringan
Post Reading
a. Memfasilitasi presentasi
hasil diskusi / proses
penemuan konsep tentang
contoh eksposisi analitis
tentang topic yang sedang
hangat dibicarakan secara
lisan dan tertulis di kelas.
• Mempresentasikan
hasil analisis teks
naratif tentang
legenda berdasarkan
struktur teks dan
unsur kebahasaan
yang benar dan sesuai
dengan konteks
• menuliskan
20 Menit
140
b. Mengamati (sikap,
pengetahuan, ketrampilan)
c. Memberikan kesempatan
untuk menuliskan
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
Penutup a. guru memberikan
kesimpulan umum tentang
materi.
b. guru memberikan
kesempatan kepada siswa
untuk bertanya seputar
materi dan metode jigsaw.
• Refleksi diri
• Mencatat hal-hal penting
yang berkaitan dengan
pembelajaran berikutnya
• Memahami dan
mempersiapkan tugas
pembelajaran
berikutnya.
141
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Controlled Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-2 (kedua) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar
1.2. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
5. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
6. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
I. Indikator Pencapaian Kompetensi
142
1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
J. Tujuan Pembelajaran
Setelah mempelajari materi “Teks Eksposisi Analitis” siswa:
1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
5. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran a. Materi Fakta
Gambar model uang, celengan, dan anak sedang menabung.
b. Materi Konsep
Save Your Money Now!
A
You may be asking yourself why it is compulsory to save money. If you have enough to pay for everything you need, why should you worry about putting some
143
money aside each month? There are a variety of reasons to begin saving money. Different people save for different reasons. Here are some reasons that you may consider saving your money.
-----------------------------------------------------------------------------------------------------
B
One reason is for emergency funds. It is important to have an emergency fund set aside to cover unexpected expense. This could cover an unexpected car repair, improvements on your house, an illness or a sudden job loss. Ideally your emergency fund should be about three to six months of your expenses. In addition, you need to make sure you have a plan and good insurance in place to help you survive the unexpected financial events in your life.
-----------------------------------------------------------------------------------------------------
C
Another important reason to save money is for your retirement. The sooner you start saving for retirement, the less you will have to save in the future. You can put your money to work for you. As you continue to contribute overtime you will be earning more interest on the money you have.
-----------------------------------------------------------------------------------------------------
D
A third reason to save money is for vacation or secondary items. Your buying and negotiating power goes a lot farther when you have a significant saving. You can save up for your tour to Bali or Europe. Your negotiating power is stronger if you have cash in hand on binger purchases. You can also negotiate the price of the car much lower if you are willing to pay cash at the dealership.
-----------------------------------------------------------------------------------------------------
E
Last but not least, the reason to begin saving money is for your future education. Each year more people return to school to earn their master or doctoral degrees. You may also consider saving for your child’s education when the time comes. Better educations usually demand expensive costs.
From the reasons mentioned above, it is unquestionable that saving money is a good habit and it is a compulsory, like an old proverb saying “forewarned, forearmed.”
144
(adapted from: http//moneyfor20s.about.com)
c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
d. Materi Prosedur:
- Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Groupwork
M. Media, Alat, dan Sumber Belajar Media:
- LCD - Laptop - Papan Tulis
Alat:
- Gambar - Video
Sumber Belajar
- Buku ajar siswa - Internet
N. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi
waktu
Pendahuluan a. Menyiapkan peserta didik
secara psikis dan fisik
untuk mengikuti proses
pembelajaran
b. Memberi motivasi belajar
siswa secara kontekstual
• menyimak, mendengar,
dan menghayati
informasi yang
disampaikan oleh guru
• mencatat hal-hal
penting, yang berkaitan
10 Menit
145
sesuai manfaat dan
aplikasi materi ajar
c. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai;
dengan makna
pembelajaran
• memahami makna, dan
manfaat dari tujuan
pembelajaran yang akan
dilaksanakan
Kegiatan inti Kegiatan guru Kegiatan Siswa/i
Mengamati Pre- Reading
a. Guru menunjukan gambar
berupa orang yang sedang
menabung serta gambar
mata uang.
b. Guru memberikan
pertanyaan yang
membangun pemahaman
siswa:
1. What do you know about saving money?
2. What are the advantages of saving money?
3. Why we have to save our money?
• Siswa mengamati
gambar tersebut serta
menarik kesimpulan dari
gambar.
• Siswa memberikan
jawaban yang relevan
dengan pertanyaan.
10 Menit
Menanya a. Membimbing dan
mengarahkan siswa untuk
bertanya berdasarkan
tema.
b. Mempersiapkan teks
untuk dibaca oleh siswa
dan menandai struktur
teks dan unsur
• Siswa mengajukan
pertanyaan yang sesuai
dengan tema.
• Siswa mengggali rasa
ingin tahu mereka
mengenai tema atau
judul teks yang
5 Menit
146
kebahasaannya. diberikan.
Mencoba a. Guru menugaskan siswa
untuk membentuk ke
dalam 6 kelompok, setiap
kelompok berjumlah 5-6
siswa.
b. Guru membagikan teks
eksposisi analitis. Serta
guru memberikan kartu
berisikan pertanyaan2
tentang teks tersebut.
Guru memberikan huruf
pada kartu-kartu tersebut
yaitu A, B, C, D, dan E.
c. Selanjutnya guru
meminta setiap anggota
kelompok untuk
berhitung dari A sampai
E kemudian guru
membagikan kartu
kepada setiap anggota
kelompok sesuai dengan
huruf yang telah mereka
hitung.
d. Guru meminta siswa
untuk berkumpul sesuai
dengan bagian huruf yang
mereka dapat.
e. Guru meminta siswa
membentuk kembali
home group selesai siswa
berdiskusi dalam expert
• Siswa membentuk
kelompok Home Group.
• Siswa mempersiapkan
diri untuk
mendiskusikan teks
yang diberikan.
• Siswa membentuk
expert group dengan
berkumpul sesuai
dengan bagian huruf
yang mereka dapat.
30 Menit
147
group.
While Reading
f. Guru menunjuk dua
orang siswa dalam setiap
kelompok untuk menjadi
pemimpin diskusi dan
notulen. Pemimpin
diskusi bertugas untuk
memimpin diskusi
dengan cara menanyakan
petunjuk yang dimiliki
siswa sedangkan notulen
bertugas untuk
menuliskan jawaban pada
lembar jawaban.
g. Setiap anggota kelompok
memberitahukan
petunjuk secara lisan
tanpa menukar atau
memperlihatkan isi dari
petunjuk tersebut pada
anggota lain dalam
kelompoknya.
h. Siswa dalam home group
diminta untuk membuat
pertanyaan yang
berkaitan dengan teks
untuk ditukarkan dengan
kelompok lain.
i. Setelah selesai, guru
menukarkan hasil kerja
kelompok dengan
• Siswa berdiskusi dengan
dipimpin oleh satu orang
moderator dan satu
orang notulen.
• Siswa mendiskusikan
bagian teks yang mereka
dapatkan. Siswa
mendiskusikan:
d. Main Idea
e. Supporting details
f. Difficult vovabularies
• Siswa berdiskusi
bersama home group
mereka.
148
kelompok lain dan guru
menunjuk satu orang
siswa secara acak untuk
menuliskan jawaban di
papan tulis dan
melakukan pembahasan
secara bersama-sama.
j. Guru mengumpulkan
hasil kerja kelompok dan
memberikan reward pada
kelompok yang
mendapatkan nilai paling
besar.
Menalar a. Menugaskan siswa
untuk menganalisis
teks eksposisi analitis
tentang topic yang
sedang hangat
dibicarakan.
b. Memberi feedback
kepada siswa tentang
fungsi social dan
unsur kebahasaan
c. Mengamati (sikap,
pengetahuan , ke
terampilan)
• Menganalisis struktur
teks dan unsur
kebahasaan dalam teks
eksposisi analitis
• memperoleh balikan
(feedback) dari guru dan
teman tentang fungsi
sosial dan unsur
kebahasaan
10 Menit
Mengkomunikasi
kan/membentuk
jaringan
Post Reading
a. Memfasilitasi presentasi
hasil diskusi / proses
penemuan konsep tentang
contoh eksposisi analitis
tentang topic yang sedang
• Mempresentasikan
hasil analisis teks
naratif tentang
legenda berdasarkan
struktur teks dan
unsur kebahasaan
20 Menit
149
hangat dibicarakan secara
lisan dan tertulis di kelas.
b. Mengamati (sikap,
pengetahuan,
ketrampilan)
c. Memberikan kesempatan
untuk menuliskan
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
yang benar dan sesuai
dengan konteks
• menuliskan
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
Penutup a. guru memberikan
kesimpulan umum
tentang materi.
b. guru memberikan
kesempatan kepada siswa
untuk bertanya seputar
materi dan metode
jigsaw.
• Refleksi diri
• Mencatat hal-hal penting
yang berkaitan dengan
pembelajaran berikutnya
• Memahami dan
mempersiapkan tugas
pembelajaran berikutnya
150
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Controlled Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : Ke-3 (Ketiga) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar
1.3. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
7. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
8. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
I. Indikator Pencapaian Kompetensi
151
1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari
jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari
jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang
sedang hangat dibicarakan.
J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa:
1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
5. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran c. Materi Fakta
Gambar model buku-buka dan sesorang sedang membaca.
d. Materi Konsep
Why Books are Important for Us?
A
A wise man once said, “Learning without books mean nothing.” In my opinion this statement is true. Why do I say that? This is for several reasons.
152
Firstly, books are important because they develop the minds of people who read them. Even if you don’t agree with what an author has done in a book, you can at least have formed your own ideas on what would have been better. This leads to critical thinking skills. These critical thinking skills are a necessarily for the development of cultures.
-----------------------------------------------------------------------------------------------------
B
Secondly, books contain so much more than just the story. They record facts. They review history. Books are the documentations of themes that relate to everyone. You can even learn about a period in history just looking at what books were popular and published during that time. For instance, the Classic Tales of Two Cities by Charles dickens is set in the French Revolution era.
-----------------------------------------------------------------------------------------------------
C
The last thing I’ll say is that books are essential to life because they do not only carry knowledge, but they also entertain us. They entertain us with stories ranging from mystery and drama to comedy, adventures and autobiographies. In other words, you can read a book about anything. The possibilities are limitless and that is one of the many lessons you can learn from reading books.
Based on the reasons listed above, it is obvious that books have a great influence in our lives. Without books we may learn nothing.
(retrieved from Pathway to English)
e. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
f. Materi Prosedur:
- Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Groupwork
153
M. Media, Alat, dan Sumber Belajar
Media:
- LCD - Laptop - Papan Tulis
Alat:
- Gambar - Video
Sumber Belajar
- Buku ajar siswa - Internet
a. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi
waktu
Pendahuluan a. Menyiapkan peserta didik
secara psikis dan fisik
untuk mengikuti proses
pembelajaran
b. Memberi motivasi belajar
siswa secara kontekstual
sesuai manfaat dan
aplikasi materi ajar
c. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai;
• menyimak, mendengar,
dan menghayati
informasi yang
disampaikan oleh guru
• mencatat hal-hal
penting, yang berkaitan
dengan makna
pembelajaran
• memahami makna, dan
manfaat dari tujuan
pembelajaran yang akan
dilaksanakan
10 Menit
Kegiatan inti Kegiatan guru Kegiatan Siswa/i
Mengamati Pre- Reading
a. Guru menunjukan
gambar berupa gambar
• Siswa mengamati
gambar tersebut serta
menarik kesimpulan dari
10 Menit
154
buku dan gambar orang
yang sedang membaca.
b. Guru memberikan
pertanyaan yang
membangun pemahaman
siswa:
1. What do you know about book or reading book? 2. what do we get from reading a book? 3. What are the advantages of reading books?
gambar.
• Siswa memberikan
jawaban yang relevan
dengan pertanyaan.
Menanya a. Membimbing dan
mengarahkan siswa untuk
bertanya berdasarkan
tema.
b. Mempersiapkan teks
untuk dibaca oleh siswa
dan menandai struktur
teks dan unsur
kebahasaannya.
• Siswa mengajukan
pertanyaan yang sesuai
dengan tema.
• Siswa mengggali rasa
ingin tahu mereka
mengenai tema atau
judul teks yang
diberikan.
5 Menit
Mencoba a. Guru menugaskan siswa
untuk membentuk ke
dalam 6 kelompok, setiap
kelompok berjumlah 5-6
siswa.
b. Guru membagikan teks
eksposisi analitis. Serta
guru memberikan kartu
berisikan pertanyaan2
tentang teks tersebut.
Guru memberikan huruf
pada kartu-kartu tersebut
• Siswa membentuk
kelompok Home Group.
• Siswa mempersiapkan
diri untuk
mendiskusikan teks
yang diberikan.
30 Menit
155
yaitu A, B, C, D, dan E.
c. Selanjutnya guru
meminta setiap anggota
kelompok untuk
berhitung dari A sampai
E kemudian guru
membagikan kartu
kepada setiap anggota
kelompok sesuai dengan
huruf yang telah mereka
hitung.
d. Guru meminta siswa
untuk berkumpul sesuai
dengan bagian huruf yang
mereka dapat.
e. Guru meminta siswa
membentuk kembali
home group selesai siswa
berdiskusi dalam expert
group.
While Reading
f. Guru menunjuk dua
orang siswa dalam setiap
kelompok untuk menjadi
pemimpin diskusi dan
notulen. Pemimpin
diskusi bertugas untuk
memimpin diskusi
dengan cara menanyakan
petunjuk yang dimiliki
siswa sedangkan notulen
bertugas untuk
• Siswa membentuk
expert group dengan
berkumpul sesuai
dengan bagian huruf
yang mereka dapat.
• Siswa berdiskusi dengan
dipimpin oleh satu orang
moderator dan satu
orang notulen.
• Siswa mendiskusikan
bagian teks yang mereka
dapatkan. Siswa
mendiskusikan:
g. Main Idea
h. Supporting details
i. Difficult vovabularies
• Siswa berdiskusi
156
menuliskan jawaban pada
lembar jawaban.
g. Setiap anggota kelompok
memberitahukan
petunjuk secara lisan
tanpa menukar atau
memperlihatkan isi dari
petunjuk tersebut pada
anggota lain dalam
kelompoknya.
h. Siswa dalam home group
diminta untuk membuat
pertanyaan yang
berkaitan dengan teks
untuk ditukarkan dengan
kelompok lain.
i. Setelah selesai, guru
menukarkan hasil kerja
kelompok dengan
kelompok lain dan guru
menunjuk satu orang
siswa secara acak untuk
menuliskan jawaban di
papan tulis dan
melakukan pembahasan
secara bersama-sama.
j. Guru mengumpulkan
hasil kerja kelompok dan
memberikan reward pada
kelompok yang
mendapatkan nilai paling
besar.
bersama home group
mereka.
157
Menalar a. Menugaskan siswa untuk
menganalisis teks
eksposisi analitis tentang
topic yang sedang hangat
dibicarakan.
b. Memberi feedback
kepada siswa tentang
fungsi social dan unsur
kebahasaan
c. Mengamati (sikap,
pengetahuan , ke
terampilan)
• Menganalisis struktur
teks dan unsur
kebahasaan dalam teks
eksposisi analitis
• memperoleh balikan
(feedback) dari guru dan
teman tentang fungsi
sosial dan unsur
kebahasaan
10 Menit
Mengkomunikasi
kan/membentuk
jaringan
Post Reading
a. Memfasilitasi presentasi
hasil diskusi / proses
penemuan konsep tentang
contoh eksposisi analitis
tentang topic yang sedang
hangat dibicarakan secara
lisan dan tertulis di kelas.
b. Mengamati (sikap,
pengetahuan,
ketrampilan)
c. Memberikan kesempatan
untuk menuliskan
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
• Mempresentasikan
hasil analisis teks
naratif tentang
legenda berdasarkan
struktur teks dan
unsur kebahasaan
yang benar dan sesuai
dengan konteks
• menuliskan
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
20 Menit
Penutup a. guru memberikan
kesimpulan umum
• Refleksi diri
158
tentang materi.
b. guru memberikan
kesempatan kepada siswa
untuk bertanya seputar
materi dan metode
jigsaw.
• Mencatat hal-hal penting
yang berkaitan dengan
pembelajaran berikutnya
• Memahami dan
mempersiapkan tugas
pembelajaran berikutnya
159
RENCANA PELAKSANAAN PEMBELAJARAN READING
(Controlled Class)
A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) MIA 3 D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : Ke-4 (Keempat) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
H. Kompetensi Dasar
1.4. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.4. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
9. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.
10. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.
160
I. Indikator Pencapaian Kompetensi
1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.
J. Tujuan Pembelajaran
Setelah mempelajari materi “Teks Eksposisi Analitis” siswa:
1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis.
5. Dapat memahami teks eksposisi analitis secara baik dan benar.
K. Materi Pembelajaran a. Materi Fakta
Gambar model seorang murid yang sedang mencontek ketika ulangan.
b. Materi Konsep
Cheating on the test doesn’t take any benefit at all
A
161
Some social observers say that corruption practices in a country may begin with the smallest dishonesty done in a daily life, especially at schools when students are doing their test papers or examinations. Small practices of dishonesty and cheating are neglected but have a great impact on the future. Indeed, cheating on tests doesn’t have any benefit at all to students for several reasons.
-----------------------------------------------------------------------------------------------------
B
In the first place, students have no idea about their actual ability and competency in each school subject. By cheating at the tests, students don’t use their own brain to think. It makes students bury their potential ability without knowing how far they have understood the lesson and mastered the skills.
-----------------------------------------------------------------------------------------------------
C
Moreover, cheating at the tests causes students to depend upon others. Students who are accustomed to cheating during the tests will get into trouble when others cannot help them. Students will have no idea what to do in such a situation as they don’t prepare well for the tests.
-----------------------------------------------------------------------------------------------------
D
Lastly, the worst of all cheating habit could create a corruption culture. When students cheat at the tests, they are actually fooling themselves. They are lying to themselves to get good marks and take the benefit for themselves. This bad habit will teach students from time to time to do everything and to get everything in a way to get what they want, even by practicing corruption. In corruption practices, people commonly lie and do anything for their own benefits. So, it is no doubt that cheating is a “small form” of corruption.
Based on the reason we talk above, we can draw a conclusion that cheating is a bad habit and doesn’t have any benefit at all of students.
(adapted from: Pathway To English)
c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna
162
d. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis
L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Group work
M. Media, Alat, dan Sumber Belajar 4. Media:
- LCD - Laptop - Papan Tulis
5. Alat: - Gambar - Video
6. Sumber Belajar - Buku ajar siswa - Internet
N. Langkah Pembelajaran
Komponen Kegiatan guru Kegiatan Siswa/i Alokasi
waktu
Pendahuluan a. Menyiapkan peserta didik
secara psikis dan fisik
untuk mengikuti proses
pembelajaran
b. Memberi motivasi belajar
siswa secara kontekstual
sesuai manfaat dan
aplikasi materi ajar
c. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai.
• menyimak, mendengar,
dan menghayati
informasi yang
disampaikan oleh guru
• mencatat hal-hal
penting, yang berkaitan
dengan makna
pembelajaran
• memahami makna, dan
manfaat dari tujuan
pembelajaran yang akan
dilaksanakan
10 Menit
163
Kegiatan inti Kegiatan guru Kegiatan Siswa/i
Mengamati Pre- Reading
a. Guru menunjukan
gambar berupa lambang
Facebook dan beberapa
contoh efek negative
bermain Facebook.
b. Guru memberikan
pertanyaan yang
membangun pemahaman
siswa:
1. what do the man do? 2. is that good or bad attitude? 3. What are the effects of cheating on your friends when taking examination?
• Siswa mengamati
gambar tersebut serta
menarik kesimpulan dari
gambar.
• Siswa memberikan
jawaban yang relevan
dengan pertanyaan.
10 Menit
Menanya a. Membimbing dan
mengarahkan siswa untuk
bertanya berdasarkan
tema.
b. Mempersiapkan teks
untuk dibaca oleh siswa
dan menandai struktur
teks dan unsur
kebahasaannya.
• Siswa mengajukan
pertanyaan yang sesuai
dengan tema.
• Siswa mengggali rasa
ingin tahu mereka
mengenai tema atau
judul teks yang
diberikan.
5 Menit
Mencoba a. Guru menugaskan siswa
untuk membentuk ke
dalam 6 kelompok, setiap
kelompok berjumlah 5-6
siswa.
b. Guru membagikan teks
eksposisi analitis. Serta
guru memberikan kartu
• Siswa membentuk
kelompok Home Group.
• Siswa mempersiapkan
diri untuk
mendiskusikan teks
yang diberikan.
30 Menit
164
berisikan pertanyaan2
tentang teks tersebut.
Guru memberikan huruf
pada kartu-kartu tersebut
yaitu A, B, C, D, dan E.
c. Selanjutnya guru
meminta setiap anggota
kelompok untuk
berhitung dari A sampai
E kemudian guru
membagikan kartu
kepada setiap anggota
kelompok sesuai dengan
huruf yang telah mereka
hitung.
d. Guru meminta siswa
untuk berkumpul sesuai
dengan bagian huruf yang
mereka dapat.
e. Guru meminta siswa
membentuk kembali
home group selesai siswa
berdiskusi dalam expert
group.
While Reading
f. Guru menunjuk dua
orang siswa dalam setiap
kelompok untuk menjadi
pemimpin diskusi dan
notulen. Pemimpin
• Siswa membentuk
expert group dengan
berkumpul sesuai
dengan bagian huruf
yang mereka dapat.
• Siswa berdiskusi dengan
dipimpin oleh satu orang
moderator dan satu
orang notulen.
• Siswa mendiskusikan
bagian teks yang mereka
dapatkan. Siswa
mendiskusikan:
165
diskusi bertugas untuk
memimpin diskusi
dengan cara menanyakan
petunjuk yang dimiliki
siswa sedangkan notulen
bertugas untuk
menuliskan jawaban pada
lembar jawaban.
g. Setiap anggota kelompok
memberitahukan
petunjuk secara lisan
tanpa menukar atau
memperlihatkan isi dari
petunjuk tersebut pada
anggota lain dalam
kelompoknya.
h. Siswa dalam home group
diminta untuk membuat
pertanyaan yang
berkaitan dengan teks
untuk ditukarkan dengan
kelompok lain.
i. Setelah selesai, guru
menukarkan hasil kerja
kelompok dengan
kelompok lain dan guru
menunjuk satu orang
siswa secara acak untuk
menuliskan jawaban di
papan tulis dan
melakukan pembahasan
secara bersama-sama.
j. Main Idea
k. Supporting details
l. Difficult vovabularies
• Siswa berdiskusi
bersama home group
mereka.
166
j. Guru mengumpulkan
hasil kerja kelompok dan
memberikan reward pada
kelompok yang
mendapatkan nilai paling
besar.
Menalar a. Menugaskan siswa untuk
menganalisis teks
eksposisi analitis tentang
topic yang sedang hangat
dibicarakan.
b. Memberi feedback
kepada siswa tentang
fungsi social dan unsur
kebahasaan
c. Mengamati (sikap,
pengetahuan , ke
terampilan)
• Menganalisis struktur
teks dan unsur
kebahasaan dalam teks
eksposisi analitis
• memperoleh balikan
(feedback) dari guru dan
teman tentang fungsi
sosial dan unsur
kebahasaan
10 Menit
Mengkomunikasi
kan/membentuk
jaringan
Post Reading
a. Memfasilitasi presentasi
hasil diskusi / proses
penemuan konsep tentang
contoh eksposisi analitis
tentang topic yang sedang
hangat dibicarakan secara
lisan dan tertulis di kelas.
b. Mengamati (sikap,
pengetahuan,
ketrampilan)
c. Memberikan kesempatan
untuk menuliskan
permasalahan dalam
• Mempresentasikan
hasil analisis teks
naratif tentang
legenda berdasarkan
struktur teks dan
unsur kebahasaan
yang benar dan sesuai
dengan konteks
• menuliskan
permasalahan dalam
menggunakan bahasa
Inggris untuk
menganalisis teks
20 Menit
167
menggunakan bahasa
Inggris untuk
menganalisis teks
eksposisi analitis.
eksposisi analitis.
Penutup a. guru memberikan
kesimpulan umum
tentang materi.
b. guru memberikan
kesempatan kepada siswa
untuk bertanya seputar
materi dan metode
jigsaw.
• Refleksi diri
• Mencatat hal-hal penting
yang berkaitan dengan
pembelajaran berikutnya
• Memahami dan
mempersiapkan tugas
pembelajaran berikutnya
JIGSAW CLASS ACTIVITIES
Home Group
Expert Group