a graduating papere-repository.perpus.iainsalatiga.ac.id/1493/1/siti aisah...vi dedication this...

IMPROVING STUDENTS’ READING COMPREHENSION USING (KWL) STRATEGY FOR THE SECOND GRADE STUDENTS OF SMP NU SURUH IN ACADEMIC

Submitted to the Board of Examiners as a Partial Fulfillment of

the Requirement for Degree of

English Education

State Institute

SITI AISAH PUTRI JAMINA

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES

IMPROVING STUDENTS’ READING COMPREHENSION USING KNOW WANT LEARN

STRATEGY FOR THE SECOND GRADE STUDENTS OF SMP NU SURUH IN ACADEMIC

YEAR 2015/2016

A GRADUATING PAPER


the Requirement for Degree of Sarjana Pendididkan Islam

Education Department of Teacher Training and

Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

SITI AISAH PUTRI JAMINA

113 11 026

ENGLISH EDUCATION DEPARTMENT


STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

KNOW WANT LEARN STRATEGY FOR THE SECOND GRADE

STUDENTS OF SMP NU SURUH IN ACADEMIC


Sarjana Pendididkan Islam (S.Pd.I)

Teacher Training and

Salatiga


(IAIN)

ii

DECLARATION

In the Name of Allah, the Most Gracious, the Most Merciful.

Hereby the researcher distinctly declares that this graduating paper is made

by the researcher and it does not contain materials have been written or published

by other people, except the information is from some references. In addition, the

researcher is able to account to her graduating paper if in the future it can be proved

of containing others’ idea, in fact, the researcher imitates others’ graduating paper.

Thus, this declaration is made by the researcher to be understood.

v

Motto

“The Best Way to Predict Your

Future is to Create it”

vi

DEDICATION

This graduating paper is whole-heartedly dedicated to:

1. My Allah, the Most Gracious and Most Merciful

2. My beloved parents; Mr. Risman and Mrs. Siti Zulaikha, thanks a bunch for

everything you gave to me, for your affection, education, pray, and hard work.

3. My lovely brother; Arthun Zulman Habibie and Muhammad Khoirul Anwar.

Thanks for your kindness, support, and guidance.

4. The English teachers of SMP NU Suruh who give chance for the researcher

to interviewed them.

5. All my dearest friends Dyah Koes Windarti, Nur Alita Lisnawati, Niken Arina

Kamalia and others.

vii

ACKNOWLEDGEMENT

Alhamdulillahirabbil‘alamin, thanks to the Almighty Allah. Because of

Him, the researcher can complete this research as one of the requirements for

getting the degree of Educational Islamic Studies (S,Pd.I) in English Education

Department of Teacher Training and Education Faculty of State Institute for

Islamic Studies (IAIN) Salatiga in 2016.Secondly, peace and salutation are always

given to our prophet Muhammad SAW who has guided us from the darkness to

the lightness.

However, this success will not be achieved without support, guidance,

advice, help, and encouragement from individual and institution, and the

researchersomehow realize that it is an appropriate moment to give my deepest

gratitude for:

1. Dr. RahmatHariyadi, M.Pd., as the Rector of State Institute for Islamic Studies

(IAIN)Salatiga

2. Suwardi, M. Pd, S. Pd, Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph.D., as the Head of English Education Department

4. RifqiAuliaErlangga, S.Fil. M.Hum, as the research consultant who has

educated, supported, directed and given the researcher advices, suggestions,

and recommendations for this research from beginning until the end

5. All of the lecturers in English Education Department, who taught patiently,

advised, motivated, and shared their experiences

viii

6. All of the staffs who helped the researcher in processing of graduating paper

administration

Finally this graduating paper is expected to be able to provide useful

knowledge and information to the readers. Moreover, the researcher is pleased to

accept more suggestion and contribution from the reader for the improvement of

the graduating paper.

Salatiga, 12thMarch 2016

The Researcher

Siti Aisah Putri Jamina

113 11 026

ix

ABSTRACT

Jamina, Siti Aisah Putri. 2016. Improving Students’ Reading

Comprehension Using Know Want Learn (KWL) Strategy For the Second Grade Students of SMP NU Suruh in Academic Year 2015/2016. A Graduating Paper.Teacher Training and Education Faculty.English Education Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Rr. Rifqi Aulia Erlangga S.Fil. M.hum. Keywords :KWL Strategy, Reading Comprehension

This study is intended to improve the students’ reading comprehension using KWL Strategy. The research answered these main questions (1)How is the implementation of using Know, Want learn (KWL) strategy to improve students’ reading comprehension for the Second Grade students of SMP NU Suruh in the academic year 2015/2016? (2) How is the result of using Know, Want learn (KWL) strategy to improve students’ reading comprehesion for the Second Grade students of SMP NU Suruh in the academic year 2015/2016? The methodology of this research used Classroom Action Research (CAR). There were two cycles. Each cycle consisted of planing, action, observation, and reflection. From the result, the researcher found several findings on it. The result of this research is there is an improvement of students’ reading comprehension by using KWL Strategy. It can be seen from: (1) the students show active students’ participation, students pay attention to the material and shows enthusiastic in the reading activity. (2) the precentage of students’ mean score of pretest I is 33.33 %, posttest I is 64.1 %, pretest II is 79.49 % and posttest II is 100 %. (3) the mean of pretest I is 58.46 and posttest I is 68.97%, pretest II is 73.85% and posttest II is 87.44. Thus, it can be concluded that there is significant improvement of students’ reading comprehension bu using KWL Strategy.

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TABLE OF CONTENTS

TITLE ................................................................................................ i

DECLARATION ............................................................................... ii

ATTENTIVE COUNSELOR’S NOTE ............................................. iii

STATEMENT OF SERTIFICATION .............................................. iv

MOTTO ............................................................................................. v

DEDICATION ................................................................................... vi

ACKNOWLEDGMENT ................................................................... vii

ABSTRACT ....................................................................................... ix

TABLE OF CONTENTS ................................................................... x

LIST OF TABLES AND FIGURE ................................................... xiii

CHAPTER I

INTRODUCTION

A. Background of the Study ......................................................... 1

B. Statement of the Problems ........................................................ 5

C. Objectives of the Study ............................................................ 5

D. Significance of the Study.......................................................... 6

E. Limitation of the Study............................................................. 6

F. Definition of the Key Terms ..................................................... 7

G. Review of Related Research ..................................................... 9

xi

H. Research Organization ............................................................. 10

CHAPTER II

LITERATURE REVIEW

A. Reading .................................................................................... 11

1. Definition of Reading ................................................... 11

2. Purposes of Reading ..................................................... 13

3. Types of Reading .......................................................... 15

4. Techniques of Reading ................................................. 18

5. Principles for Teaching Reading ................................... 20

B. Reading Comprehension .......................................................... 21

1. Definition of Reading Comprehension .......................... 21

2. Reading Comprehension Skill ....................................... 22

3. Levels for Reading Comprehension .............................. 22

C. KWL Strategy (KWL)

1. Definition of KWL Strategy .......................................... 23

2. Procedures of KWL Strategy ......................................... 25

3. Use of KWL Strategy in Teaching ............................... 26

CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting ...................................................................... 30

1. General Description of Location ......................................... 30

xii

2. Subject of the Study ........................................................... 31

3. Research Schedule .............................................................. 31

B. Research Methodology ............................................................. 32

1. Definition of Classroom Action Research ........................... 32

2. Procedures of CAR ............................................................. 33

3. Techniques of Collecting Data ............................................ 37

C. Analysis Data ........................................................................... 39

1. Descriptive Qualitative Technique ...................................... 39

2. Statistical technique (Quantitative) ..................................... 39

CHAPTER IV

RESEARCH FINDING

A. Research Finding ................................................................ 42

1. Implementation of Using KWL Strategy ...................... 42

2. Result of Using KWL Strategy .................................... 56

CHAPTER VCLOSURE

A. Conclusions ........................................................................ 62

B. Suggestions ........................................................................ 63

REFERENCES

APPENDICES

xiii

LIST OF TABLES AND FIGURE

Table 2.1 : KWL Instructional Scheme ........................................................... 27

Table 3.1 : Research Schedule ............................................................................ 31

Table 4.1 : The result of pretest and posttest cycle 1 ...................................... 47

Table 4.2 : The result of pretest and posttest cycle 2 ...................................... 52

Table 4.3 : The result of pretest I, posttest I, pretest II and postest II ........... 57

Table 4.4 : The Mean of Students’ Scores ........................................................ 59

Figure 3.1 : Model of Action Research ....................................................... 34

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is avery important thinginour life. Bylanguage,

wecancommunicate with others. In the era of globalization, almost all done

with instant, indirectly we will go in the modern world. So that we do not

fall behind, we have to master the language used. English is the universal

language that is used by almost all countries as a first language or the

second, you could say this is a global language or Englishhas

beenchosenas an international language. English is an important language

that should be understood by everybody in the world. Learn English is as

preparation when we will move toward globalization life. As a means of

global communication, English must be actively controlled both oral and

written.

English is one of the subjects in school. It has become one of

subject in curriculum. Every school can develop it, especially in formal

education. . According to Catherine (1996: 11) quote by Purniati (2014:

1)There are four language skills in English, namely speaking, listening,

writing and reading.The fourthskillsare veryinfluentialin

learninglanguages, especially English. One of the ways to improve English

ability is reading. Reading is one of the language skills that should be

mastered by students.

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According to Moreillon (2007:10), reading is alanguage skillthat

aimsto understand theideas,and feelingsin the text. In the process ofreading

thestudents will experiencethe process ofthinking tounderstandhis

ideaswidely. Theprocess of readingis relatedto do

withfactorsdevelopmentthinking, based ontheexperience. The

experiencecan beobtained throughlistening,observationanddiscussion.

Brown as quoted Somadayo (2011 : 2) explained that, reading is an

appropriate means to promote a lifelong learning (life long learner). By

teaching children how to read, means giving the child a future, that gave a

technique, how to explore the world wherever he chose and gave the

opportunity to achieve his goal.

In reading, the students need comprehension skill. According to

Chaterine (2002:11), readingcomprehension is defined as the level of

understanding of a written language. Itis the process of simultaneously

extracting and constructing meaning throughinteraction and involvement

with a written language. Reading comprehensionis called as the result

from an interactive process between the reader and thetext. the students

should have well understanding and comprehending thecommunication

through the reading. In general, the aim of teaching reading isto develop

the students’ ability in reading the material, getting information

andunderstanding the text.The students who does not master enough

English vocabulary tends to facedifficulties when comprehending new

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reading materials.It means that readingcomprehension is very important

and many students get problem in readingcomprehension.

In teaching reading, teacher must be patient and have to write a

note in teaching learning process. The teacher should make a good

technique to make students easier to understand in reading English. In

this way teacher has an important role because teacher is a key of teacher

in teaching learning process. According to Robb (2013),to improve

students’ ability in comprehending texts, the teacher must help thestudents

change their inefficient reading habits as reading word by word,

focusingtoo much attention on the form and relying heavily on dictionary.

Therefore, theactivity that the teacher applies in the class takes an

important role. English teacher has to know the strategies in order to get

better result in learning. Besides, the teachers have to know about the

strategies or models which must be used to guide the students. Strategies

are ways for learners to solve problems encountered in constructing

meaning in any context. The teacher who has important role must guide

the students to have creativity in classroom. If the strategy is not suitable

with situation in the class,the teaching and learning will not be successful.

From the discussion above, to improve students’ comprehensionin

the reading text needs an appropriate strategy for helping them as a

solutionfor their problems. In this case, the researcher wants to apply a

strategy that canhelp the students for better understanding in reading. The

strategy is calledKnow, Want, and Learn (KWL) Plus Strategy.

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According to Ogle (1986:565), there are 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. The KWL (Know, Want and Learned) technique can

help the teachers engage their students from beginning of a reading lesson

by activating prior knowledge and keep students interested, which is very

important as they think about what they have learned.

According to Johnson (2011) ,compare to traditional method which

is usually monotone, the students only read and review the entire text but

that been improve in KWL strategy because KWL strategy divided the

main point of the text into three part; K, W and L. It makes the students

more clear about the information and elaborate with their own knowledge.

Traditional method also make the students have a less motivation to be

active questioners, read for specific purpose and reflect following reading

about whether the purpose was met. But KWL strategy can help the

students to increase their motivation, access what they know, decide what

they want to learn and whether it is likely to be in the passage, and decide

what yet needs to be done after reading.

Related to the background above, the researcher thinks that the

existenceKnow Want Learn (KWL) strategy in that school can be one of

the ways indeveloping students’ reading comprehension. Therefore, the

researcher is interested in carrying out theresearch entitled:

“IMPROVING STUDENT’S READING COMPREHENSION USING

18

KNOW WANT LEARN (KWL) STRATEGY FOR SECOND

GRADE OF SMP NU SURUH IN THE ACADEMIC YEAR

2015/2016”

B. Statement of the Problems

Based on the background of the study above, this research is aimed

to giving answer of the following problems:

1. How is the implementation of using Know, Want learn (KWL)

strategy to improve students’ reading comprehension for the Second

Grade students of SMP NU Suruh in the academic year 2015/2016?

2. How is the resultof using Know, Want learn (KWL) strategy to

improve students’ reading comprehesion for the Second Grade

students of SMP NU Suruh in the academic year 2015/2016?

C. Objectives of the Study

Based on the statements of the problems above, the intentions of

the research are as follow:

1. To find out the implementation of using Know, Want learn (KWL)

strategy to improve students’ reading comprehension for the Second

Grade students of SMP NU Suruh in the academic year 2015/2016?

2. To find out the resultof using Know, Want learn (KWL) strategy to

improve students’ reading comprehension for the Second Grade

students of SMP NU Suruh in the academic year 2015/2016?

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D. Significance of the Study

This research is concerned with improving reading comprehension

using KWL strategy. The researcher hopes that the reasearch will be

useful. Related to the target of this research, research have two significant,

such as theoretically and practically.

Theoretically, the result of this study is expected to be able the skill

of teachers by using KWL strategy to improve student’s reading

comprehension. As reference to other researchers who want to study think

aloud strategy more intensively in teaching reading.

Practically, the result of this study is suggested to apply the KWL

strategy to improve the students’ competence in reading comprehension.

The use of KWL strategy to learn reading comprehension can make the

students are easier to understand in doing their tasks associated with the

reading materials.

E. Limitation of the Study

In this research restricted of using Know Want Learn (KWL) to

improve student’s reading comprehension for the second grade students of

SMP NU Suruh in the Academic Year of 2015/2016 at the first semester.In

order to make a focus in this research, especially in the explanation, the

researcher limits the study as follows:

1. The research is limited in using KWL Strategy.

2. The research is limited in improving reading comprehension.

20

3. The research is carried out to the second grade students in SMP NU

Suruh.

F. Definition of the Key Terms

The terms in this investigation is used to avoid the

misunderstanding among the readers. To make it quite clear in

comprehension the study therefore there are some key terms such

Improve, student, reading comprehension, using, Know Wont Learn

(KWL) Stategy, and SMP NUSuruh.

1. Improve

Improve is the process of becoming or making something better

(Oxford University Press, 2008 : 222).

According to Homby(1995:586) as quote by Ratminah (2014: 6)

Improving is the way to make something better.

2. Student

Student is a person who studying at a college or university or

any person interested in a particular subject (Oxford University Press,

2008 : 440).

Student is a person engaged in study; one who is devoted to

learning; a learner; a pupil; a scholar; especially, one who attends a

school, or who seeks knowledge from professional teachers or from

books; as, the students of an academy, a college, or a university; a

medical student; a hard student. (http://www.brainyquote.com)

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3. Reading Comprehension

Reading comprehension is widely agreed to be not one, but

many things. At the least, it is agreed to entail cognitive processes that

operate on many different kinds of knowledge to achieve many

different kinds of reading tasks. Emerging from the apparent

complexity, however, is a central idea: Comprehension occurs as the

reader builds one or more mental representations of a text message.

(Kintsch & Rawson, 2005)

We define reading comprehension as the process of

simultaneously extractingand constructing meaning through interaction

and involvement with writtenlanguage. We use the words extracting

and constructing to emphasize both theimportance and the insufficiency

of the text as a determinant of reading comprehension.

4. Know Want Learn (KWL) Strategy

The KWL strategy represents what students know about a given

topic, what they want to know about the topic, and what they have

learned about the topic. KWL strategy was created to enhance reading

comprehension in content areas. All three parts of the technique focus

on a different aspect of student’s individual learning style. KWL

strategy is also used as an organizational tool because it allows student

to identify known information about a given subject. (Jared and Jared,

1997)

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KWL strategy is one method of teaching reading that

emphasizes the importance of background knowledge of the reader.

Where most of the educators in the field of knowledge ignore

background and interests of readers. KWL method consists of three

steps, namely the step K What I Know (what I know), step W- What I

Want to Learn (what I want to learn), and step L What I Learned (what

I have learned ). KWL is developed to know the framework teachers to

determine students' abilities

G. Review of Related Research

In this thesis, the researcher review several research papers from

the previous researches. The first was conducted by Ulil Hidayah in title

“The Use of Paired Story Telling Technique to Improve Students’ Reading

Comprehension (A classroom action research of second grade students of

SMPN 9 SALATIGA in the academic year of 2012/2013)”. In this Thesis

Ulil Hidayahexplained about the using of Paired Story Telling Technique

in SMPN 9Salatiga. She draws the conclusionthat using paired story

telling technique, the students can comprehend the text and reconstruct the

story after listen and read the text in pair then they reveal it in front the

class. In addition, the students’ cognitive skill can grow by reconstruct

what they have read in the passage into their own sentence.

In the other side, Dedy Khisbullah in his thesis “Improving the

Students‟ Reading Comprehension through Retelling Technique

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(Classroom Action Research at the Third Year Students of MA Mir‟atul

Muslimien Grobogan 2012)”. The result of this study isthe improvement

of the students‟ reading comprehension is significant after the students got

reading instruction by retelling technique.

H. Research Organization

In this section, the researcher will discuss some parts of research

organization. The research consists of five chapter. Chapter I present

background of the study, statement of the study, the objective of the study,

significance of the study, the limitation of the study, the definition of

terms, and Research Organization. Chapter II is the theoretical review of

the research. Chapter III discuss about the research methodology, it

consists of research method, research schedule, the collecting data,

technique of analysis data, and the profile of the school. Chapter IV is the

result and the analysis of the research. It consists of the data presentation,

discussion, the analysis of the data, and the summary of the research.

Chapter V is closure that consists of the conclusion and suggestion. The

last part of the research is the bibliography and appendix.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Reading

1. Definition of reading

Reading is an activity that gives more information to the reader.

Reading is not passive activity but an active process in which readers

relate information in the text to what they already know. According

Linda (2005:6), Reading is a complex process involving a network of

cognitive actions that work together to construct meaning. Reading is an

interactive process that goes on between the reader and the text, A reader

in reading term will use his knowledge, skills, and strategies to determine

what the texts is. It means, the reader tries to recognize the words he

meets in print and finds the meaning of the written text. So, reading

brings a maximum of understanding to the author’s massage.

According to Mukhroji (2011:57) readingisthe process of

translatingthewordsspokenwhenbeginningto learn to read. Reading refers

to theprocess ofreadingwordsprintedintoa statement similar tospoken

languageeithersilentlyor out loud. Readas a translatorwho hasthe

meaningassymbolsprintedverbalwritten. This meansthat thereadingis the

resultofthe interactionbetween theperceptionof graphic symbolsandthe

ability ofthe readertounderstand theknowledge ofthe world. In this

processthe readertryingtocreate meaningintended by the author.

25

Rumelhart as quoted by Mukhroji (2011:57) states "reading is

the process of understanding written language. Since reading is a process,

from seeing the surface linguistic representation and end up with certain

ideas or meaning of the message intended by the author". Reading

involves the interaction between the mind and language. This means that

the reader obtains some information and ideas, attitudes and confidence

in the results read.

In addition, Heilman, Blair, & Rupley (1981: 2) argue that the

reading can be defined as a thinking process and it can be a

communicative skill. They also define the reading is an interacting

process with the language in the printed page. This printed page should

be understood and the reader should be able to express in oral form. In

the short sentence, they defines that reading is a language process.

However, basically the nature of reading is difficult to be defined as in

the process of reading exactly. This can be pointed out in many views.

Based on explanation above, can be concludes that reading is a

process to convey the message or information. By reading, the reader will

know what they read and challenged to response the ideas of the

researcher. In order to make the messages or information that comes

from the researcher can be understood and comprehended easily by the

reader.

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2. Purposes of Reading

The purposes of reading described by Grabe (2009:7-10) names

six academic purposes for reading. He said, “When we read for different

purposes, we engage in many types of reading, particularly in academic

settings”. All these purpose require necessary skills in order to be

accomplished efficiently. These purposes include:

a. Reading for information

To seek information can combine scanning (identifying a

specific graphic form in the text) and skimming (to search

information the reader has to build a simple quick understanding in

the text)

b. Reading for quick information (skimming)

Skimming is used the readers when they need to read many

texts. Then, they want to determine what a text about and choose

one text to focus more attention. They don’t need to read all the

materials. They just want to know some material in details.

c. Reading to learn

Reading to learn is happened in campus and professional

settings. The readers not only seek information but also keep in the

main information. The expectation of reading to learn is put the

ideas into long-term memory.

d. Reading to integrate information

27

The type of reading to integrate information is the readers

need to synthesize and identify the different parts of long texts.

They are expected to keep the ideas into long-term memory and

create their own understanding about information.

e. Reading to evaluate, critique, and use information

In the academic setting, readers need to read many texts

and give critique or suggestion. It is more complex than reading to

integrate information.

f. Reading for general comprehension

Reading for general comprehension is the most common

purpose for reading among fluent readers and it is the default

assumption for the term reading comprehension.

3. Types of Reading

According to Harmer (2001: 210-213), reading consist of two

kinds. These are:

a. Extensive Reading

The importance of extensive reading is the development of

students’ word and their improvement as readers overall. It is not

enough to tell students to read much, teacher should offer some of

programs such as appropriate material, guidance, tasks and facilities

such as portable libraries of book. The types of extensive reading

involve:

1) Extensive reading materials

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One of major conditions of successful extensive reading

programmer is the students should be reading material which

they can understand. If they understand every word, they find

hard information in reading.

2) Setting up library

In order to set up an extensive reading programmer,

librarian should create library with suitable books. Although it is

look expensive to spend money but students will get good

information through various suitable books. Thus, the school

and institution have to provide fund or raise money through

other sources.

3) The role of the teacher in extensive reading programmer

Most of students will not do a lot extensive reading by

themselves unless they are encouraged to do by their teachers.

Teacher persuades the students about the advantage of extensive

reading. Teacher can organize reading programmer where they

indicate students of how many books teacher expect them to

read over a given period.

4) Extensive reading task

Students should be allowed to choose their own reading

texts by following their own likes and interesting, they will not

reading the same texts at once, because teacher want to prompt

29

students to keep reading and encourage them to revise on their

reading.

b. Intensive Reading

In order to get students to read enthusiastically in class,

teacher should be create interest in the topic and tasks. There are

many ways for teacher when asking students to read intensively

include:

1) Organizer

In the organizer, teacher should tell students exactly

what their reading purpose or goal and give them clear

instruction about how to achieve it and how long they have

to do this in the classroom.

2) Observer

Teacher asks students to read on their own and give

them space to do. It is means restraining from interrupting

that reading, although it may need more information or

instruction. When students read, teacher can observe their

progress to know about how they do individually and

actively.

3) Feedback organizer

After students have finished the task, teacher can

provide feedback session to check how far they have

completed the task by having them compare their answer in

30

pairs and ask them to answer in pairs. By sharing their

knowledge, they share responsibility for their answer.

4) Prompter

When students have read a text, teacher can prompt

them, to notice language features in the text. Teacher as

controllers, direct them to pay attention about features of

text construction and clarifying ambiguities.

c. Aloud Reading

Readingaloudis alsoimportantin

teachingEnglish.Teachersshouldknowthat thetrainingof reading

aloudshould begiven to thestudentsa basic levelbecause it is

abasicword pronunciation. Whatcanteachersdo

toteachbetterandeffectively readas follows:

1) The materialpresent beforethe studentteachershould be in

accordancewith theprior knowledge ofstudentsor relatedto their

own experience.

2) Teachersshould emphasize onstresslearners.

3) Teachersshould be carefulwhenreading processis going

on.Ifany errorsmadeby learners, will correcta friendly manner.

4) Teachersshould be concernedaboutall studentsandalso pay

attentionto thedirection ofweakreaders.

5) The materialin accordancewith the level ofthe reader, so

thatthe readercanunderstandit very well andsayverygood.

31

d. Silent Reading

Silentreadingisan important skillin

teachingEnglish.Teachersshouldmake them readsilentlyandwhenthey

areable to readwithoutdifficulty. Itwillbe thehabitof studentsto be

active insilentreading. Teachingreadingis a skillthat isvery important

because thisisthe beginningstageof students' knowledge.

Howcanteachersmaketeachingreadingquietlyeffective reading:

1) The teacher has to tell aboutthe first topicto students,

shouldmotivate learners.

2) Teachersshould not allowstudents tomutterwhen reading.

3) The subjectshould be interested inreading material.

4. Technique of Reading

According to a Wright (1999:159) there are some techniques of

reading, such as:

a. Skimming

Skimming is building a simple quick understanding of the

text allows a reader to search for information. Skimming also used

for a variety of other reasons. We skim when we want to determine

what a text is about and whether or not we want to spend more time

reading it. We skim when we are expected to read a more difficult

text so that we have a sense of where the text will lead us and what

we may need to know to understand it. We skim when we need to

32

work through many texts and want to make decisions about which

texts to focus more attention.

b. Scanning

Scanning is a technique of reading to get the information

without reading the others so directly to problems are looking,

namely the specific facts and specific information. During the eyes

move quickly to see the whole material of reading, the reader does

not absorb the meaning but just to recognize that things are looking,

it clearly seems as if in bold. In daily life, reading scanning is

performed to find a phone number, look for the word in a dictionary,

look for an entry in the index, look for statistics, and see the schedule

of television broadcasts. Thus, scanning is a technique to read

quickly to get the information without reading the others.

c. Extensive Reading

Extensivereadingis a processthatwas widelyread, that

readingvariousand diverseandtime usedquickly

andsimply.Extensivereadinggoalisto understand

theessentialcontentofthe reading materialata time of rapidand brief.

For example, reading novel, newspaper, and short story.

d. Intensive Reading

Intensive reading is to read with comprehension to find the

main ideas in each paragraph, understanding the ideas manuscript of

the main ideas to the ideas of descriptors. The benefits of intensive

33

reading, that are readers master the content of the text, written for

readers to know the background of the text, and the reader can have

a longer memory related to the content of the text.

5. Principles for Teaching reading

According to Harmer (2001: 70)the principle of reading instruction

includes:

a. Reading is not a passive skill. It is means that an active activity. To

be successful in reading, students have to understand what the

words mean, see the picture the words are painting, understand the

arguments and work out if we agree with them.

b. Students should to be engaged with what they are reading. In

lessons students who are not engaged with the reading text and

they are not actively interested in what they are doing. Which it is

not useful for them

c. Students need to be encouraged to respond the content of a reading

text not only in language. It is significant to study reading text for

the way they use language, the number of paragraphs they contain

and how many times they use relative clauses.

d. Teacher should match the task with the topic. By deciding about

what reading text the students are going to read. Moreover teacher

needs to choose good reading tasks, the right kind of questions,

engaging and useful puzzle etc.

34

e. As good teacher, they should exploit reading text completed. They

integrate the reading text into interesting class sequences, using the

topic for discussion, further tasks, using the language for study and

later activation

B. Reading comprehension

1. Definition of reading Comprehension

Dechant (1982:311) said that comprehension includes the

correct association of meanings with word symbols, the selection of the

correct meaning suggested by the context, the organization and retention

of meanings, the ability to reason one’s way through smaller idea

segments, and the ability to grasp the meaning of a larger unitary idea.

It is very important to talk about reading comprehension.

Reading comprehension is very importance for everyone who wants to

enlarge their knowledge and information. Sometimes some learners feel

difficult to comprehend the text that they have read, so they get nothing

from the text. So the teachers have to be more concern about the

problem.According to Chaterine (2002:11) reading comprehension

defined as a process of simultaneously extracting and constructing

meaning through interaction and involvement with written language. We

use the words extracting and constructing to emphasize both the

importance and the insufficiency of the text as a determinant of reading

comprehension.

35

In conclusion reading comprehension is a complex activity

where the reader can get knowledge from the text both of information or

message and new vocabularies; furthermore, to understand text the reader

need to find out the meaning or the correlation between the sentences that

establish in the whole text. They can retell again the information that they

have read depend on their knowledge, culture and background.

Finally, there are a lot of benefits that the reader can get from

reading. If we read a lot of books, magazines, articles, and many things

you can get a lot of knowledge and information from it.

2. Reading Comprehension Skill

According to Khoiriyah (2010:2) to make it easy to understand

the text or materials of reading, you need some reading skills. There are

various of reading skills. These skills can help you understand and

remember what you read. They are:

a. Recognizing the letters of alphabet

b. Reading group of letters as words

c. Understanding the meaning of punctuation

d. Understanding the meaning of vocabulary items

e. Understanding the grammar of a sentence

3. Levels for Reading Comprehension

According to Heilman, Blair and Rupley (1961: 246), there are

three levels of comprehension. They are:

a. Literal Comprehension

36

Literal comprehension is an understanding the ideas and

information explicitly. The abilities of literal comprehension

consist of knowledge of word meaning, understanding of

grammatical clues and understanding of grammatical clues.

b. Interpretative comprehension

Interpretative comprehension is an understanding of ideas

and information not explicitly. The abilities in interpretative

comprehension involve inferring factual information,

summarization of story content and understanding the author’s

purpose and attitude.

c. Critical Comprehension

Critical comprehension is process analyzing, evaluating,

and personally reacting to information. The abilities can be

presented below:

1) Personal reacting to information in a passage indicating its

meaning to the reader.

2) Analyzing and evaluating the quality of written information in

terms of some standards.

C. KWL Strategy (Know, Want, and learned)

It will described about the definition of KWL strategy, the procedures

KWL strategy, and The Use of KWL Strategy in Teaching Reading.

1. The Definiton of KWL Strategy

37

According to Ogle (1986:565), K-W-L forthreebasic

cognitivemeasuresneeded: access towhat Iknow, decide whatIwantto

learn, and remember whatI Learnas a result ofreading. To performthese

steps, teachers shouldteachstudentsclearly, andteachersprovide

aworksheet for eachstudentduringthis process.

There aresomeexperts explainthe definition ofKWLstrategy.

According toMcKenna(2002: 90), KWLis a strategyin

whichstudentssettheir own goalsfor thereadnonfiction. Students aremore

activein the learning processas theydeterminetheirownlearning goals. It

also confirmsfor studentsthatreadingis athinking processandthere are

stepstotakewhen trying to understandsomething new.

Moreover, Hassard (2011:77), KWL strategy is an active

reading strategy prepares students to make predictions about what

theywill be reading, as well as engaging them withother students in a

discussion of the content ofthe topic. It means students asked to

predicttheir knowledge about the topic that given by teacher and share or

discuss it with their friends.

Based on experts’ explanation above can be concluded that

KWL is a strategy used to encourage students to be more active. This

strategy is done by preparing students to make predictions about what

they read, so the teachers can also predict their knowledge about the

topic given. Students start to write everything they know about the

topic of the text. This is done in order to make students think about

38

what they know and what they do not know, so that they can explore

what they have learned. Students asked to predict their knowledge about

the topic that given by teacher and share or discuss it with their friends.

2. Procedures of KWL Strategy

There are some procedures KWL strategies that can be

implied in the teaching of reading. According to Crawford et al (2005:

23) says KWL steps are:

a. Begin by naming the topic, and ask students to think about what they

already know about it.

b. Chart K-W-L on the board or on paper charts.

c. Ask students to call out what they know about the topic. Wrote their

ideas on the fields marked KNOW.

d. Ask students to think about questions they have about the topic.

They might start by reviewing what they know, and find areas where

their knowledge is incomplete. Wrote their questions on the chart in

the column marked WANT.

e. Students have to read the text. They are reminded to seek answers to

their questions.

f. Students write the things they learned from the text. First they write

their answers to these questions, and then they write the important

ideas that they find interesting. Teachers noted these in the chart in

the column labeled LEARN.

39

According to Ogle (1986: 565-566), KWL reading procedure

can be described as follows: Step K-what I know. The first step students

to write what they know about the topic that will be read. During this step

the teacher's role is to record every student knows about the topic. Step

W-What I want to learn? As students take the time to think about what

they already know about the topic and the general category of

information that should be known. Because not all students agree on the

same information; some conflicting information; some categories do not

have specific information available. All pre-reading activities to develop

students' own reasons to read, read to find answers to questions that will

increase their knowledge on this topic. Step L-What I have learned. After

completing the text, students are asked to write down what they learned

from reading. Students are asked to check their questions to determine

whether there is an answer to that text. Otherwise, students advised to

read more to increase their sense of curiosity.

3. Use of KWL Strategy in Teaching Reading

According to Ogle (1987: 570), KWL is a growing

instructional scheme to determine the ability of students in reading. It

gives structure to remember what learners know about the topic, note

what they want to know, and finally a list of what you have learned and

have not been studied. Learners will think about everything they know

about the topic. The relevant information recorded in the column K of the

KWL scheme (Table 1). Learners then produce a list of questions about

40

what they want to know about the topic. These questions are listed in

column W. During or after reading, students answer these questions.

What they have learned is recorded in column L.

The purpose of The KWL (Know, Want, Learn) strategy provides a

structure to enable and build knowledge, establish a goal to read and to

summarize what has been learned. This strategy can help students reflect

and evaluate their learning experience, and serves as a useful assessment

tool for teachers.

Table 2.1

KWL instructional scheme

K (What I Know) W (What I Want to learn) L (What I Learned)

Students list everything

they think they know

about the topic of study.

.

Students tell what they want

to know about the topic.

After students have

finished reading or

studying a topic, they list

what they have learned.

They can also check the

W column to see which

questions were answered

and which were left

answered.

According toBurke(2005: 16) KWLguide studentsthrough

thetext. Althoughthe process startsbefore readingactivity, the ultimate

goal istodevelopa framework thatcan beused by studentsas theyread. The

41

procedure of theKWLstrategyinvolves threesteps.First, itprovides

studentswith the opportunity toexchange thoughts andideas ina list

ofitemsKanddetailthattheyalreadyknowaboutthe topic. Secondly,

theyreview thetopicagainandconsider whattheystillwant to knowandbe

written on theWof thechartin the formof questions.Thirdly,

whentheyreadorafterthey read, studentsadd detailsthey have learnedwhile

reading. TheywroteinpartLgraph.

KWL strategic activities:

1. K (what I know)

Teachers prepare questions in advance to help students put

their ideas. Teachers might ask them what they think of it.

2. W (What I Want to Learn)

The teacher asked a question asking for an alternative to

student responses. Questions could include: what the students

want to learn about the topic. The teacher asks the students what

they want students to learn about the topic.

3. L (What I Learned)

Teacher reminded the students that they should try to

answer their questions by filling in the L. Encourage students to

write new and exciting information they learned. Teachers advise

students to look into other sources for answers to unanswered

questions in the text.

42

Learners who successfully use prior knowledge to new

information received, and can determine the meaning and learn on their

own. KWL strategy helps students to do this; it provides a framework that

can be used by students to understand the significance of the new material.

It is a strategy that teachers can easily modify to meet the needs of students

at any level and in the field of learning content.

43

CHAPTER III

RESEACRH METHODHOLOGY

A. Research Setting

1. General Description of Location

SMP NU Suruh is one of the Islamic junior high school in

Suruh, Semarang Regency. The location of this school is very

strategic. SMP NU Suruh is located at Jl. Karanggede Suruh Km.2,

Suruh, Semarang regency, Central Java. Thisschoolwas

foundedandbegan operating(learning and teaching) inthe academic

year1979/1980. It was built on a land area of 2,345 m2 with a building

area of 1,074 m2.

SMP NU Suruh has the vision and mission. SMP NU

Suruhvisionis"Sturdy in theFaithandPiety" andto improve the skills,

innovationandpreparing forindependentgeneration ofMuslims. And

The missions of SMP NU Suruh are developing and implementing of

learning approach PAIKEM, promoting the academic achievement and

the average value of the national exam, preparing skillful Moslem

Generation, be able to develop creativity and innovation, form

students’ bahaviour become “Akhlaqul Kharimah”

2. Subject of the Study

Subject of the research is the subject that becomes the target

of researcher (Arikunto: 2010, 188). This classroom action research

was carried out in the Second grade of SMP NU Suruh. It consists of

44

39 students, 24 female and 15 male who are still in first semester in the

academic year of 2015/2016. The researcher chooses the Second grade

of SMP NU Suruh because the researcher finds the students’ problem

in reading comprehension. The researcher wants to apply the KWL

strategy in order to improve students’ reading comprehension. The

position of the researcher in this research is as a teacher. Moreover, the

observer of this research is the researcher’s partner. She is Nur Alita

Lisnawati, she is also students of English Department of STAIN

Salatiga.

3. Research Schedule

There is the sequences of research are done by researcher, it can

see on the table below:

Table 3.1 Research Schedule

No Activities Time

1 Preparing the research proposal

January,

7th2015

10.30 am

2

Propose to the Headmaster of SMP Al-

Uswah’s permission to take the research in

there

September, 8th

2015

09.00 am

3

Observe the teaching-learning process

between English teacher and eighth grade

students

September, 10th

2015

08.00 am

4 Interview to the English teacher and take data

questionnare for eight grade students

September, 14th

2015

45

09.45 am

A Cycle 1 implementation

September, 18th

2015

07.00 am

a Cycle 2 implementation

September, 22th

2015

07.00 am

7 Data analysis October 2015

8 Concluding the research October 2015

B. Research Methodology

1. Definition of Classroom Action Research

In this research methodology, the researcher uses Classroom

Action Research (CAR). According to Kemmis as quoted by Hopkins

(1993: 44), Classroom Action Research is a form of self-reflective

enquiry undertaken by participants in social (including educational)

situations in order to improve the rationality and justice of (a) their

own social or educational practices, (b) their understanding of these

practices, and (c) the situations in which the practices are carried out.

Besides, Arikunto (2006:2-3) informs that CAR consists of

three words, so there are three definitions, which can be explained:

a. Research-indicate an activity to observe the object by using of

ways and methodologies to get the useful data or information to

improve the quality of thing and that is necessary for researcher.

46

b. Action is a movement activity, which is done deliberately with a

certain purpose.

c. Classroom- in this case is not bound by the terms of the classroom,

but it has a more specific meaning. The word of class means groups

of students who are in the same time receive the same lesson from

the same teacher.

From the definitions above, the reseracher can conclude that

CAR is educational research that undertaken by teacher (researcher) in

order to improve quality of learning, social practice, and other aspect

of education in the class. Through CAR, the researcher can know

students’ ability: what they are needed, how far they understand about

the material, and what the way of their study. In Classroom Action

Research, the researcher focuses attention on a problem or question

about classroom.

2. Procedures of CAR

This study applying Classroom Action Research as a

method, according to Kemmis as quoted by Hopkins(1985) the major

steps are planning, action, observation, and reflection. The researcher

spends two cycles in this research, and started with pre cycle. The

model which is used in implementation of this research as follow:

47

Figure 3.1 Model of Action Research ( Kemmis & McTaggert:

1988)

a. Cycle 1

1) Planning

Researcher prepared some instruments which’s support

in teaching learning process, they are:

a) Interview to their English teacher.

b) Observe the school especially class to know how to teach

the eighth grade students and how much the capability of

students.

c) Adjusting and determining the material will be teach

based on the syllaby from the English teacher, it is

descriptive text.

d) Make cycle 1 lesson plan with English teacher guidance.

48

e) Prepare teaching instrument.

2) Action

The researcher implemented the Classroom Action

Research with the activities bellow:

a) Giving pre-test.

b) Explain the material.

c) Explain the material using KWL Strategy.

d) Giving the opportunity for students to ask question.

e) Giving post-test 1.

3) Observation

The reseracher invited an observer to observe

activities of teacher and students, it was wrote in observation

sheet that explain about steps of teaching-learning activity

which suitable of the lesson plan, the inhibit factors, support

factors, and the solution. It also explain the students’

responses to the teacher or the opposite. The lists of

observation sheet are:

a) Greeting students before start the lesson.

b) Praying together before start the lesson.

c) Checking the students’ attendance.

d) Apperception.

e) Inform the learning objectives.

f) Explain about descriptive text.

49

g) Using KWL Strategy to teach descriptive text.

h) Giving reinforcement for students.

i) Make conclusion together.

4) Reflection

Reflecting is an activity in expressing of experience

that have by teacher as a self evaluation. After the

researcher has accomplished analyzing the observation, the

researcher will plan the next cycle. If the researcher find

problems in teaching in the first cycle, she will try to solve

the problem in the next cycle.

b. Cycle 2

1) Planning

The researcher takes planning of Cycle 2 as some steps:

a) Preparing material, making lesson plan, and designing

steps in doing action.

b) Preparing sheets for classroom observation.

c) Preparing pre-test and post-test.

2) Action

The action of cycle 2 is almost similar with cycle 1, the

activities are:

a) Giving pre-test 2

b) Teacher divide students into four groups

c) Teaching reading by KWL strategy

50

d) The teacher gives explanations and assignments to

students then reflect on the activities that have been done.

e) Giving the group assignment for students.

f) Students present their result in front of the class

g) Giving the opportunity for students to present their

assignment.

h) Giving post-test

3) Observation

The researcher invite an observer again to observe

activities of teacher and students, it is wrote in observation

sheet. The lists are similar with cycle 1.

4) Reflection

The researcher evaluated the students reading skill

improvement. After teach, the researcher make a consultation

with English teacher. English teacher gave suggestion and

advised for the future teaching performance. Besides, the

researcher asked about the students writing progress

according to the English teacher.

C. Techniques of Collecting Data

To find the result of this study, first step to do is collecting data.

This is needed to have the valid and obvious information. The collected

data is to be analyzed forth. In addition, the data which is collected is as

51

the proof of the study done. The data is collected by some procedures. The

procedures of data collection are observation, interview, and test.

1. Observation

The observation is conducted by the researcher to have

description about the subject.The reseracher got the headmaster’s

permission to collect data by doing observation in the school

classroom, it was September 10, 2015. After the permission was

given, the researcher met the English teacher to make appointment to

do the observation. Then, the researcher observe the teaching-

learning activity in the classroom to know how to teach the eighth

grade students and how much the capability of students.

2. Interview

The researcher interviewed the eighth grade’s English

teacher to know the condition of the students before conducting the

research at September 14, 2015. During the interview the researcher

asked the teacher about the english learning in the eight grade. Such

as how much the “KKM”, what are the syllabus, and what the

material was given. Then the researcher checked off it with the

material which used in the research. Between researcher and teacher,

they agree that the material which used is “Descriptive text”.

3. Test

The researcher provided pre-test in every cycle (cycle I

and cycle II) to know how far students’ reading comprehension

52

about descriptive text before applying KWL Strategy. Moreover, the

researcher gave post-test to know how far is the improvement of

students’ reading comprehension about descriptive text after

applying this method. The score’s KKM is 70, and the target of the

KKM is 70 %.

4. Documentation

The researcher needs some documentations and data to know

about the school situation of this research. Documentation included

not only the official organizational papers, report, brochures but also

the more work-day, work plans, and materials which gotten from

head master, so this research can produce good finding.

D. Analysis of Data

After collecting the data, the next step of this study is analyzing the

data. There are two ways to analyze data, they are:

1. Descriptive Qualitative Technique

A descriptive tecnique is used to know the students behavior

during the teaching learning process. In descriptive technique, the

researcher analyzes the observation sheet which has been made by her

partner (collaborator).

2. Statistical Technique (Quantitative)

A statistical technique is used to know the extent to using

Paired Story Telling technique toward the students reading

53

comprehension, the result of pre-test and post-test. This research is

calculated by t-test analysis:

a. Mean

Mean is the technique to calculate the average of the

students’ score.The mean valuecan be determinedby dividingthe

amount of datawiththe number of data. The formula is:

M= ∑�×

�

Clarification :

M : Mean

∑ F x : The sum of student’s score

N : The total number of student

b. SD (Standart Deviation)

The fisrt step, the researcher calculate SD. The standart

devinition is the positive square root of the variance, where the

operation of taking the square root converts the variance value

back into the original units of measurement of the observations.

The formula is:

SD = �∑D�

N− �

∑ D

N�

�

Clarification :

SD : Deviasion Standart for one sample t-test

54

D : Different between pre-test post-test

N : Number of observation in sample

c. T-test

After calculating the SD, the researcher calculate t-test to

know is there any significant differences or not between pre-test

and post-test, After calculating the SD, the researcher calculate t-

test to know is there any significant differences or not between pre-

test and post-test, After calculating the SD, the researcher calculate

t-test to know is there any significant differences or not between

pre-test and post-test. The Formula is :

� �

�∑ �

��

��

√��

Clarification :

� : T-test for the differences of pre-test and post-test

SD : Deviation Standart for one sample t-test

D : Different between pre-test and post-test

N : Number of observation in sample

55

CHAPTER IV

RESEARCH FINDING

In this chapter, the researcher would like to analyze the data

gathered from the action research activities. This chapter focuses on analyzing

the collected data. The data was obtained from teaching learning process and

evaluation. The function of data analysis is to measure the students’ reading

comprehension improvement by applying KWL Strategy.

In this chapter, the researcher gives the details of the findings. This

chapter is likely the main discussion of the research conducted. It displays the

finding of the collected data since in the beginning until the end of the

research. The findings consist of the results of the cycle I and cycle II. The two

cycles are treatment of the implementation of the KWL Strategy in the reading

instruction.

1. Implementation of using KWL Strategy

a. Cycle 1

1) Planning

In this activity, the researcher’s planning were:

a) Preparing the material of teaching.

b) Preparing the lesson plan as guidance in teaching-

learning activity.

c) Preparing the students’ list attendance.

56

d) Preparing the teaching instrument, it was pictures and

example of descriptive text.

e) Preparing pre- and post-test for students.

f) Preparing the observation sheet.

2) Acting

The researcher did the research on Friday,

September 18th 2015 at 07.40. It was in the class of VIII

which consists of 38 students because 1 student was not

present. The condition of class was quiet when the English

teacher, the researcher, and the observer came to the class.

Then the English teacher gave greeting for the students and

introduced researcher and observer. Fortunately, English

class beganin the first hour. So, the students still spirit, fresh

and enthusiastic to get lesson. Before the researcher began

the class she introduced herself and told the students her

purpose to do the action research. After that, the teacher

started in explaining the little material. She explained about

the definition of descriptive text, and generic stucture of

descriptive text. Then, the teacher gave the pre test for the

students. After that, the teacher gave explain new strategy in

reading, it is use Know Want Learn (KWL) Strategy. In this

strategy use KWL Chart. The beggin by naming the topic,

and ask students to think about what they already know

57

abouit it, then the teacher write the KWL Chart on the

whiteboard. The teacher gave the picture about the topic,

After that, the teacher ask the the students to call out what

want to know about the topic, and write their ideas on fileds

marked KNOW. Then the teacher ask the students to think

about questions they have about the topic. They might start

by reviewing waht they know, and find areas where their

knowledge is incomplete, wrote their questions on the chart

in the column marked WANT. After that the teacher gave the

students text about the topic, the students have to read the

text, they are reminded to seek answers to their questions.

Then the students wrote the things they learned from the text,

they wrote their answers to these questions, and they wrote

the important ideas that they find interesting, the students

noted these in the chart in the column LEARN.

After that, the teacher gave post test and the students

did it until the times up. The students submitted their paper

assigmnments. The teacher gave summary of the lesson at the

day. The students felt more entuasism with the teaching-

learning activity.

3) Observing

In the first cycle, the researcher and her partner

observed teaching learning process by monitoring the

58

students’ activity and attention during the action. Observation

made at the time of learning descriptive text before and after

using KWL Strategy, observation focused on students’

reading comprehension.

For the results of this action, the researcher can see

that the students were unready in learning descriptive text.

Almost of them looked confused in doing the pretest. Some

of them asked the answer to their friends.

The teacher also observed the students’ activeness in

asking, answering questions, and giving feedback. In this

action, almost of them was silence in the class, only several

students who has answered the teachers’ question.

The researcher would like to analyze the students’

improvement in reading comprehension by calculating the

result of pretest and posttest. The result of both of the tests

can be seen in the table as follows: The researcher would like

to analyze the students’ improvement in reading

comprehension by calculating the result of pretest and

posttest.

Table 4.1

The result of pretest and posttest cycle I

No Names of Students Pre Test

I (X)

Post Test

I (Y)

Pos-Pre

(D) D2

1 Aulia Nurul Mutmainah 60 70 10 100

59

2 Budi Utomo 60 60 0 0

3 Dewi Wulandari 70 80 10 100

4 Fajar Riyan Susanto 50 60 10 100

5 Faza Aryani Eka Putri 70 70 0 0

6 Fransisca Dewi 70 80 10 100

7 Heppy Hidayatul Islami 50 70 20 400

8 Imroatul Aulia 60 70 10 100

9 Indro Saputro 60 80 20 400

10 Kumala Handayani 50 70 20 400

11 Lilis Tri Susanti 70 80 10 100

12 M. Rifai 60 70 10 100

13 M Febriyanto Saputro 40 60 20 400

14 M. Kukih Suyamto 60 70 10 100

15 Mahbub Ahmad Muzakki 70 70 0 0

16 Muhammad Akrim F 50 70 20 400

17 Wilda Firdausi Ayuni 70 60 -10 100

18 Putri Asih Apita 70 90 20 400

19 Rahma Yulianti 70 60 -10 100

20 Khotibul Umam 60 70 10 100

21 Rahmadian Cahya 60 80 20 400

22 Rika Dairotur Rohmah 60 60 0 0

23 Riki Widiyanto 40 60 20 400

24 Riska Anindia Rahayu 80 90 10 100

25 Rinaldi 50 70 20 400

60

26 Setyorini 40 60 20 400

27 Shihabudin 70 60 -10 100

28 Siti Nur Wahyuni 50 60 10 100

29 Vita Lutfiana 90 90 0 0

30 Muhammad Ihsan 60 50 -10 100

31 Yuniar Hendri Widiyanti 80 80 0 0

32 Yunita Ardiyanti 50 60 10 100

33 M. Adi Saputra - - - -

34 Ria Ulfasari 60 90 30 900

35 Siti Masruroh 60 80 20 400

36 M. Soviul Mubarok 50 70 20 400

37 Eka Devi Setianingsih 50 70 20 400

38 Yasinta Faticurrahmah 70 90 20 400

39 Syifaul Qulub 40 60 20 400

Total 2280 2690 410 8500

1) Calculating Mean of Pre-test and Post-test Cycle 1

a) Mean of Pre-test 1 :

M =Fx

N

M =2280

39

M = 58,46

b) Mean of Post-test 1 :

M =Fx

N

61

M =2690

39

M = 68,97

Mean of pre test = 58,46

Mean of post test = 68,97

Mean of pre test ≤ than post test

There is an improvement of reading comprehension throught KWL

Strategy between pre test I ( before the action) and the post test I

(after the action)

2) Standard Deviation of post test and pre test

From the data above, the teacher calculated SD pretest and

posttest:

SD = �∑D�

N− �

∑ D

N�

�

SD = �8500

39− �

410

39�

�

SD = � 217,95 − 110,46

SD = √107.49

SD = 10,37

3) T-test calculation

t��

�∑ �

��

��

√� ��

62

t��

��

��

��,��

√��

t��

(10,51)

��,��

√��

t��

��,��

��,��

6,16

t��

10,51

1,68

t�� 6,26

T calculation is 6,26

T-table < t-calculation = 2,02 <6,26

4) Reflecting

The T-calculation is bigger than T-table is 6,26, which

means that there is considerable influence in cycle I. The T-

calculation shows that The T-table is 2,02 while the T-calculation.

After analyzing the result of the action in cycle I, the researcher

concluded that the students’ reading comprehension was improved.

It was shown by the average of posttest, which is higher than the

average of pretest.

In other hand, the researcher needed to explain the material

in detail in order to make the students understand well. The

researcher must guide the students to discuss and present the

material in front of the class. Besides, the students must be more

active to ask the teacher when they did not understand about the

63

lesson. The researcher will use the same method to teach reading

with the different topic for the next cycle to get better result.

b. Cycle 2

1) Planning

The researcher prepared the instrument of research

before the next of teaching-learning activity, that were :

a) Preparing the material of teaching.

b) Preparing the lesson plan as guidance in teaching-learning

activity.

c) Preparing the students’ list attendance.

d) Preparing the teaching instrument, it was pictures and

example of descriptive text.

e) Preparing pre- and post-test for students.

f) Preparing the observation sheet

2) Acting

The second research, namely Cycle 2, was conducted on

Tuesday, September 22th 2015 at 10.15. It was still in the class of

VIII which consists of 39 students. Today, all the studentscome..

The researcher and observer came to the class when the class

condition was noisy. The students silent directly and prepare their

self in learning activity.

64

Before starting the lesson, the teacher reviewed the

previous lesson. Later than reviewed the material, the teacher gave

pretest to the students. They needed 15 minutes to do the test. At

that moment, she started the lesson and invited the students to

discuss the material as in the cycle I. The teacher ask the students

to make groups. Teachersgivepicture and KWLchartto each group.

Then the teacher ask the students to answer the column K and W in

KWL chart. After that, the teachergivesthe textofthe Rabbitto each

group. Students reada textthat has been given. After

thestudentsfinishedreading, they did their assigment with their

group. Then, the students submitted their paper assignments. After

it, the researcher and students clarify that together. After that the

teacher gave summary of the lesson at the day. The students felt

more enthuasiasm with the teaching-learning activity

3) Observing

In the cycle 2, the researcher’s observation focused more

to improve students’ reading comprehension. The students done

the pretest by self without ask their friends. Although they still got

difficulty in understanding English text, some students gave less

attention when the teacher explained the material. Moreover the

researcher be able to organized her time during classroom. Thus, it

made students did the assignment on time. Therefore, the timing

management of teaching-learning activity was used effectively.

65

The result of pre-test in the cycle 2 was more increase

than post-test in the cycle 1. This similar with post-test in the cycle

2, it was more increase than pre-test cycle 2. The following table of

the result of Cycle 2:

Table 4.2

The result of pretest and posttest cycle 2

No Names of Students Pre Test

II (X)

Post Test

II (Y)

Pos-Pre

(D) D2


2 Budi Utomo 70 90 20 400










12 M. Rifai 80 100 20 400





17 Wilda Firdausi Ayuni 70 90 20 400

66


19 Rahma Yulianti 80 80 0 0






25 Rinaldi 90 100 10 100

26 Setyorini 60 80 20 400

27 Shihabudin 80 80 0 0



30 Muhammad Ihsan 70 80 10 100



33 M. Adi Saputra 60 80 20 400

34 Ria Ulfasari 90 90 0 0






Total 2880 3410 550 10700

1) Calculating Mean of Pre-test and Post-test Cycle 2

67

a) Mean of Pre-test 2 :

M =Fx

N

M =2880

39

M = 73,85

b) Mean of Post-test 2 :

M =Fx

N

M =3410

39

M = 87,44

Mean of pre test = 73,85

Mean of post test = 87,44

Mean of pre test ≤ than post test

There is an improvement of reading comprehension through KWL

Strategy between pre test II ( before the action) and the post test II

(after the action)

2) Standart Deviation of post test and pre test

From the data above, the teacher calculated SD pretest and

posttest:

SD = �∑D�

N− �

∑ D

N�

�

SD = �10700

39− �

550

39�

�

68

SD = � 274,36 − 198,

SD = √75.55

SD = 8,69

3) T-test calculation

t��

�∑ �

��

��

√� ��

t��

��

��

��,��

√��

t��

(14,1)

��,��

√��

t��

��,�

�,��

6,16

t��

14,1

1.41

t�� 12,37

T calculation is 12,37

T-table < t-calculation = 2,02 <12,37

4) Reflection

Based on the observation in the cycle III, the students’

reading comprehension increases significantly. It is described in

the table above. The table displays that the mean of pretest is 73,85

and the mean of the posttest 87,44. This means that by KWL

Strategy, the students are able to comprehend the passage well. In

69

addition, it is displayed in the T-calculation; T-calculation is

greater than T-table. The T-table is 2,02 while the T-calculation is

12,37.

After analyzing the data of this cycle, the researcher and

the teacher identified the result of the cycle. It can be concluded

that by KWL Strategy, the students are able to comprehend the

passage. It can be seen in the result of pre-test and post-test is

higher than the standardized score (kriteria ketuntasan minimal) in

score 70.

2. Result of using KWL Strategy

The result of the whole test is compared to know the

significant difference of the implementation. The following table is the

result of pre-test and post-test both cycle I and cycle II:

Table 4.3

Result of Pre-test 1, Post-test 1, Pre-test II and Post-Test II

No Names of Students Pre Test I

(X)

Post Test I

(Y)

Pre Test II

(X)

Post Test

II (Y)


2 Budi Utomo 60 60 70 90





70






12 M. Rifai 60 70 80 100





17 Wilda Firdausi Ayuni 70 60 70 90


19 Rahma Yulianti 70 60 80 80






25 Rinaldi 50 70 90 100

26 Setyorini 40 60 60 80

27 Shihabudin 70 60 80 80



30 Muhammad Ihsan 60 50 70 80

71



33 M. Adi Saputra - - 60 80

34 Ria Ulfasari 60 90 90 90






Total 2280 2690 2880 3410

The following table is the result of students mean score in

number and t-calculation:

Table. 4.4

The Mean of Students’ Scores

No Analyze Cycle I Cycle II

Mean

Pre-Test

Post-Test

58,46

68,97

73,85

87,44

t-table N= 39 2,02 2,02

t-calculation 6,26 12,37

Chart. 4.1 The Mean and T-calculation of Students’ Score

72

The table and the chart display that the improvement of the

students’ comprehension is significant from the cycle I to the cycle II. The

difference among whole results is obviously great. This means that the

treatment, reading comprehension by KWL Strategy, can improve the

students’ reading comprehension.

The tabel above also shows that t-calculation in cycle I to II are

greater than t-table, it means that there are significant differences between

mean of pre test and post test. Based on the comparison among T-

calculation of cycle I and cycle II, the implementation of KWL Strategy on

reading comprehension is successful to improve the students’ reading

comprehension. It can be seen in the table. The table shows that T-

calculation of cycle I is 6,26 and cycle II is 12,37.

In addition, the mean of pre test and post test of each cycle

increases significantly. The table above displays that the mean of cycle I

improves; the mean of pre test is 58,46 and the mean of post test is 68,97.

0

20

40

60

80

100

Cycle I Cycle II

pretest posttest t-calculation

73

In cycle II, the mean of pre test and post test also increases. The mean of

pre test and post test in cycle II is 73,85 and 87,44.

The result shows that the mean of the findings in cycle I and II

are higher than the standardized score (kriteria ketuntasan minimal) in

score 70. The score of mean of post test in cycle I and cycle II is 68, 97

and 87, 44. It means that in cycle I and cycle II is successful to achieve the

standardized score.

From the explanation above, it can be seen that using KWL

Strategy can improve students’ reading comprehension. Moreover, the

result of test in cycle I and cycle II is increased. The implementation of

KWL Strategy can improve students’ reading comprehension. The

improvement can be examined from the results of the students’

comprehension by reconstructing of reading assignment in the classroom.

In addition, the score of post test which is greater than pre test

means that reading comprehension of students had been increased after the

using KWL Strategy in English teaching learning process. Therefore,

using KWL Strategy in English teaching learning process is appropriate

with the situation and condition of SMP NU Suruh.

74

CHAPTER V

CLOSURE

A. Conclusion

To end the study, based on the analysis of the data in pre- and

post-test of Cycle I and II, the researcher presents the conclusion in

this chapter. The conclusion are useful for reader to make the

generalization of the study. The conclusion can be described are as

follows:

1. KWL Strategy use to improve students’ reading comprehension. In

this strategy using KWL Chart. There are three steps of KWL

Strategy. The first step is the teacher ask the the students to write

what want to know about the topic in the KNOW. The second step

is the teacher ask the students to think about questions they have

about the topic, then they wrote their questions on the chart in the

column WANT. The last step is the teacher gave the students text

about the topic, the students have to read the text, then the students

wrote the things they learned from the text, they wrote their

answers to these questions, the students noted these in the chart in

the column LEARN. The students very enthusiastic learning with

this strategy.

2. Based on the research finding students reading comprehension by

using Know Want Learn strategy is improved. It can be seen from

students score. The mean score of students’ reading comprehension

75

at pre-test in cycle 1 is 58.46 and cycle II is 73.85. After giving the

treatment, the mean score of students’ reading comprehension in

cycle 1 is 68.97 and cycle II is 87.44.

B. Suggestion

At the end of this chapter, researcherr would like to propose

some suggestions. Suggestion are the contibution from the researcher

after completing the research which hopefully would be useful for

English teachers, students and other researchers.

1. To the English Teachers

a. Theachers should give different experience, reinforcement,

and practices of teaching material to students from days to

days teaching.

b. Using creativity and interesting materials to improve students

participation.

c. Paying more attention to the students’ needs to select the

media of teaching process.

d. Teachers should to make a participation and checklist in order

to know which students who were active and which students

who were passive.

e. Using group working effectively such CIRC method by

monitoring and guiding to the right track without mentioning

the answer.

76

f. Encouraging students to do the mistake, and evaluating their

mistake so that students can learn something by their mistake.

2. To Students

a. Use the media appropriately and effectively. Such pitures,

they should help students to solve the problem and

comprehending the material easily.

b. Be more confident to use English, do not be affraid to

combine it with Bahasa.

c. Motivate theirself to write more, to construct their idea..

d. Do not affraid with the mistakes, they are the best teacher for

all people. Doing mistake is one step closer to the success.

3. To Other Researchers

a. Use the creativity and add more media to combine with any

method. Select it and analyze it for further research.

b. The result of this study can be used as an additional reference

for further research with different subject and skill

77

REFERENCES

A S Hornby.1987. Oxford Advanced Learner’s Dictionary of Current English.

New York : Oxford University Press.

Subyakto-Nababan, Sri Utari.1993. Metodologi Pengajaran Bahasa. Jakarta :

PT. Gramedia Pustaka Utama.

Somadayo, S.2011. Strategi dan Tekhnik Pembelajaran Membaca. Yogyakarta :

Graha Ilmu.

Tierney, Robert J., John E. Readence, dan Ernest K. Ristner. 1990. Reading

Strategies and Practice A Compedium. Boston : Allyh and Bacon.

Zuchdi, Darmiyati. 1993. “Strategi Meningkatkan Kemampuan Membaca:

Peningkatan Komprehensi”. Diktat. Yogyakarta: FPBS UNY

Ogle, M.D. 1986. K-W-L : A Teaching Model that Develops Active Reading of

Expository Text. International Reading Association.

Jared, J. Elizabeth, Jared, H. Alva. 1997. Launching into improves

comprehension. The Technology Teacher, 56(6),24-31.

Kintsch, W., & Rawson, K.A. 2005. Comprehension. In M. J. Snowling & C.

Hulme (Eds), The Science of Reading:A handbook (pp. 209-26). Oxford:

Blackwell

Nunan, D. 1991. Language Teaching Methodology: A textbook for teachers.

United Kingdom: Prentice Hall International (UK) Ltd.

Oxford University Press. 2000. Oxford Learner’s Pocket Dictionary. New York.

Oxford University Press.

Silberstein, Sandra. 1984. Techniques and resources in teaching reading. New

York: Oxford University Press.

Heilman, Blair. Rupley. 1961. Principle and Practices of Teaching Reading.

Ohio: Charles E. Merrill Publishing Co.

Grabe, William. 2009. Reading in a Second Language (Moving from Theory to

Practice. Cambridge: Cambridge University Press.

Alderson, J Charles, 2000. Assessing Reading. New York. Cambridge University

Press.

Nunan, D. 2003. Practical English Language Teaching. New York: McGraw-

Hill/Comemporary.

Khoriyah. 2010. Reading 1. Kediri: English Department Nusantara PGRI Kediri

University Press.

Mahmoud, Shah. RESEARCH and Writing: A Complete Guide & Handbook.

USA: Betterway Publication, 1992

Ogle, M.D. 1986. K-WL- : A Teaching Model that Develops Active Reading of

Expository Text. International Reading Association.

78

McKenna, Michael C. 2002. Help for StruglingReaders: Strategies for Grades 3-

8. New York: The Guilford Press.

Hassard, Jack. 2011. Science As Inquiry.Culver City: Good Year Book.

Crawford, Alan, et al. 2005. Teaching and Learning Strategies for the Thinking

Classroom. New York: The International Educational Association.

80

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

SATUAN PENDIDIKAN : SMP NU SURUH

MATA PELAJARAN : BAHASA INGGRIS

KELAS / SEMESTER : VIII / 1 (SATU)

MATERI POKOK : DESCRIPTIVE TEXT

ALOKASI WAKTU : 2 x 40 Menit

A. Standar Kompetensi:

Membaca

5. Memahamimaknateks tulis fungsional dan esei pendek

sederhana yang berbentuk descriptive untuk berinteraksi

dengan lingkungan sekitar

B. Kompetensi Dasar :

5.1 Membaca nyaring bermakna teks tulis fungsional dan esei

berbentuk descriptive dan recount pendek dan sederhana

dengan ucapan, tekanan dan intonasi yang berterima yang

berkaitan dengan lingkungan sekitar.

C. Indikator :

5.2.1 Membaca dengan nyaring dan bermakna teks fungsional

pendek.

81

5.2.2 Mengidentifikasi berbagai informasi dalam teks fungsional

pendek.

5.2.3 Mengidentifikasi fungsi sosial teks fungsional pendek

Mengidentifikasi ciri kebahasaan teks fungsional pendek

D. Tujuan Pembelajaran

Setelah selesai mempelajari unit ini, diharapkan peserta didik

mampu:

1. Eliciting kosakata terkait tema/topik/ jenis teks.

2. Membahas tata bahasa terkait jenis teks yang akan dibahas.

3. Mendengarkan teks monolog descriptive / recount dengan topik

tertentu.

4. Menjawab pertanyaan tentang berbagai informasi terkait teks

yangdidengar.

5. Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar.

Karakter Siswa yang diharapkan:

1. Dapat dipercaya (trustworthines)

2. Bekerjasama (cooperative)

3. Tekun (diligence)

4. Rasa hormat dan perhatian (respect)

82

E. Materi Ajar (Pokok)

Descriptive text

F. Metode Pembelajaran:

KWL Strategy (Know Want Learn)

G. Strategi Pembelajaran:

Lecturing

Discussion

H. Kegiatan Pembelajaran

1. Pertemuan Pertama

Kegiatan Guru Murid Waktu

Pendahuluan

Apersepsi

Memberi Salam

Memeriksa Kehadiran

Siswa

Menanggapi Salam

Memperhatikan dan

menunjukkan kehadiran

mereka

2’

3’

Eksplorasi

Meminta siswa beberapa

pertanyaan yang

berhubungan dengan

topik yang dibahas.

Menjawab pertanyaan

guru berdasarkan

pengetahuan

sebelumnya.

5’

83

Elaborasi

Menjelaskan tentang teks

descriptive sistematis

berdasarkan definisi dan

struktur generik.

Memperhatikan

15’

Menjelaskan teks

descriptive dengan

menggunakan KWL

strategy.

Memperhatikan 15’

Meminta siswa untuk

mengerjakan soal tes

pada teks "Kuta Beach"

Mengerjakan soal

padateks "Kuta Beach".

15’

Mendiskusikan tes yang

telah dilakukan oleh

siswa

Memperhatikan 15’

Konfirmasi

Meminta siswa

menanyakan materi yang

belum dipahami

Mengajukan pertanyaan

kepada guru.

5’

Penutup Penutup dan

memberikan umpan

balik positif.

Memperhatikan. 5’

H. Sumber Belajar dan Media

84

a. Sumber :

Wardiman. A., et al. (2008). English in Focus 2 for Grade VIII Junior

High School (SMP/MTs). Jakarta: Pusat Perbukuan Departemen

Pendidikan Nasional.

b. Media: Gambar and KWL chart.

I. Penilaian

1. Pertemuan Pertaman

a. Teknik penilaian : Product

b. Bentuk instrumen : Penugasan

Contoh Instrumen :

Answer the following questions based on the text!

Writing Rubric Assessment

No Score

10 5 0

Jika siswa mampu

menjawa pertanyaan

dengan lengkap dan

sesuai pada bacaan.

Jika siswa menjawab

tidak lengkap dan

tidak seseuai pada

bacaan.

Jika siswa tidak

menjawab

satupun

pertanyaan

yang diberikan

Panduan Penilaian

UntukUraianskor10 darisetiap jawaban yang benar

Skor maksimum:

85

1. Soaluraian : 5

Total Nilai =50

2. Skor=Jumlah skorx2

Salatiga, 17 September 2015

Researcher


11311026

86

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

SATUAN PENDIDIKAN : SMP NU SURUH

MATA PELAJARAN : BAHASA INGGRIS

KELAS / SEMESTER : VIII / 1 (SATU)

MATERI POKOK : DESCRIPTIVE TEXT

ALOKASI WAKTU : 2 x 40 Menit

A. Standar Kompetensi:

Membaca

5. Memahamimaknateks tulis fungsional dan esei pendek sederhana

yang berbentuk descriptive untuk berinteraksi dengan

lingkungan sekitar

B. Kompetensi Dasar :

5.2 Membaca nyaring bermakna teks tulis fungsional dan esei

berbentuk descriptive dan recount pendek dan sederhana

dengan ucapan, tekanan dan intonasi yang berterima yang

berkaitan dengan lingkungan sekitar.

C. Indikator :

5.2.4 Membaca dengan nyaring dan bermakna teks fungsional

pendek.

87

5.2.5 Mengidentifikasi berbagai informasi dalam teks fungsional

pendek.

5.2.6 Mengidentifikasi fungsi sosial teks fungsional pendek

Mengidentifikasi ciri kebahasaan teks fungsional pendek

D. Tujuan Pembelajaran

Setelah selesai mempelajari unit ini, diharapkan peserta didik

mampu:

1. Eliciting kosakata terkait tema/topik/ jenis teks.

2. Membahas tata bahasa terkait jenis teks yang akan dibahas.

3. Mendengarkan teks monolog descriptive / recount dengan topik

tertentu.Menjawab pertanyaan tentang berbagai informasi terkait teks

yangdidengar.

4. Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar.

Karakter Siswa yang diharapkan:

1. Dapat dipercaya (trustworthines)

2. Bekerjasama (cooperative)

3. Tekun (diligence)

4. Rasa hormat dan perhatian (respect)

E. Materi Ajar (Pokok)

Descriptive text

88

F. Metode Pembelajaran:

KWL Strategy (Know Want Learn)

G. Strategi Pembelajaran:

Lecturing

Discussion

H. Kegiatan Pembelajaran

Pertemuan kedua

Kegiatan Guru Murid Waktu

Pendahuluan

Apersepsi

Memberi Salam

Memeriksa Kehadiran

Siswa

Menanyakan dan

mengulas materi

minggu lalu.

Menanggapi Salam

Memperhatikan dan

menunjukkan kehadiran

mereka.

Menjawab

2’

3’

10’

Eksplorasi

Meminta siswa

mengajukan beberapa

pertanyaan yang

Menjawab pertanyaan

guru berdasarkan

5’

89

berhubungan dengan

topik yang dibahas.

pengetahuan

sebelumnya.

Kegiatan Inti Elaborasi

Meminta siswa untuk

membuat kelompok

Membuat kelompok

5’

Menampilkan gambar

hewan "Kelinci" dan

meminta siswa untuk

menggambarkan hal itu

secara umum

Mengikuti instruksi dan

menjelaskan gambar

5’

Membimbing siswa

untuk mengisi kolom K

dengan apa yang mereka

sudah tahu tentang topik

Mengikuti instruksi

5’

Meminta siswa untuk

mengajukan pertanyaan

tentang apa hal yang

mereka ingin tahu dari

topik.

Membahas latihan 5’

Membimbing siswa

untuk mengisi kolom W

dengan pertanyaan

mereka

Mengikuti instruksi. 5’

90

Memberikan siswa teks

tentang "Kelinci".

Membaca teks dan

mencoba untuk

memahami teks.

5’

Meminta siswa untuk

membuat kesimpulan

dari apa yang telah

mereka pelajari dari

topik "Kelinci" di kolom

L

Membuat kesimpulan 15’

Konfirmasi

Meminta siswa

menanyakan materi yang

belum dipahami

Mengajukan pertanyaan

kepada guru.

10’

Penutup Penutup dan

memberikan umpan

balik positif.

Memperhatikan. 5’

H. Sumber Belajar dan Media

a. Sumber :

Wardiman. A., et al. (2008). English in Focus 2 for Grade VIII Junior

High School (SMP/MTs). Jakarta: Pusat Perbukuan Departemen

Pendidikan Nasional.

b. Media: Gambar and KWL chart.

91

I. Penilaian

a. Teknik penilaian : Product

b. Bentuk instrumen : Penugasan

Contoh Instrumen :

IndikatorTeknikKompetensi Tekhnik

Dalam

bentuk

Instrumen

1. Mengidentifikasigagasan utamadari teks.

2. Mengidentifikasiinformasitertentudariteks.

3. Mencari tahukata-katayang berartiteks.

Tes

Tertulis

Tes

Tertulis

Tes

Tertulis

Pilihan

Ganda

Pilihan

Ganda

Pilihan

Ganda

Pilihan

gandaBacateksdengan

hati-

hatidanmemilihjawaban

yang benardengan

memiliha, b, cataud

Pilihan

gandaBacateksdengan

hati-


yang benardengan

memiliha, b, cataud

Pilihan

gandaBacateksdengan

hati-

92


yang benardengan

memiliha, b, cataud

Untukpilihan gandaskor1 darisetiap jawaban yang benar

Skor maksimum:

1. Soalpilihan ganda: 10

Total =10

2. Skor = Benar jawaban nya x 10

skor maksimum

Salatiga, 17 September 2015

Researcher


11311026

93

KWL CARD

Name : Topic :

KNOW

(what I know)

WANT

(what I want to know)

LEARN

(what I learn)

94

Bromo Mountain

Mount of Bromo is located in Probolinggo Regency not far from the

Malang Regency. You know that this mountain is very interesting because you

can see the beautiful sunrise and sunset from this mountain. You can take a

magical picture from the sky above this mountain. Beside that you can see the

beautiful or large field or what the Bromo people call “Lautan Pasir” or “The

Desert Sea”. It is very beautiful if you see from the top of Bromo Mountain. The

temperature on top of Bromo is around 5 degree (40 degree); in July, it could drop

to 0 degree (32 degree), so dress warmly. Three times a year, the site is overrun

by tourists in February when an annual festival takes place, over Christmas, and

during July and August. So plan your visit for another time if you don’t like

crowd. From Bromo’s peak are stunning views of active Gunung Semeru, Java’s

highest mountain.

On the top of Mount Bromo, there are also a “Kawah” or “Crater”, where

visitors can make their body warm in the cold conditions of this mountain. In this

crater you can see some beautiful colors of fire and beautiful smoke going up to

the sky. To go to the top of the mountain you can ride a horse. You can rent a

horse cheaply. And there are some guides who can help you to get some stories

about Bromo and the people’s life who live there.

Answer the question below on the text above!

1. What does the text talk above?

2. Where is Bromo Mountain located?

95

3. Why is Bromo Mountain very interesting?

4. How is temperature in Bromo on July?

5. What months are usually crowded in Bromo Mountain?

96

Kuta Beach

Bali is a little island that located in the middle of Indonesia. Bali has

many cultures. Besides that, bali also has beautiful place that liked by local and

international tourist. One of them is Kuta Beach. Kuta Beach is located in Badung

regency. It is not far from the capital city of Bali, Denpasar. It is about 9

kilometers from Denpasar. This place had become a popular tourist spot since

1970. Kuta is well-known as the right place for people to see scenic sunset in the

afternoon. Kuta beach is a beautiful, white sandy beach and famous in this world.

Usually the tourists go to this place for jogging, surfing, swimming, sun bathing

and recreation. On the edge of beach there were many big trees and around this

place there was some soft drink seller, masseur and surf board rental.

Kuta beach is located near of some famous place like hard rock cafe,

pizza hut, hotels and many more, that makes some tourist like it because of its

completeness. Not only facility around there, but also around there was many

restaurants that have good taste and tourists usually love that. Kuta beach offers

its best varied hotels and resorts which give beach front locations with thier

various styles and budget ranges. With its beauty, Kuta Beach will make the

tourists feel satisfied and hope to visit it back.

Answer the question below based on the text above!

1. What does the text talk about?

2. Where is Kuta Beach located?

3. What ussually do the tourists in this place?

4. Why is the tourist like this place?

5. What are facilities in the around Kuta Beach?

97

Nama :

No Absen :

I Have a Cat

Spot is a regular house cat. He is an adorable cat. He has orange … (1)... with

white and black spots. I like to cuddle him because his fur feels soft. Every

morning I give Spot milk. … (2)… do not like rice, so I give him cat food. Spot is

an active animal. He likes to run around the house. He likes to chase everyone in

my house. When he feels tired or … (3)…, Spot usually sleeps on the sofa in the

living room or sometimes under the table.

Complete the text above with the correct answer!

1. a. Fur

b. Nail

c. Eyes

d. Ears

2. a. Jack

b. Hangki

c. Dora

d. Spot

3. a. Sleepy

b. Angry

c. Embraces

d. Hungry

This text is for questions 4-6

Giraffe was the tallest animal I saw in Gembira Loka Zoo. It is male. It is about

six meters tall. It has big brown eyes; it has brown spots on its skin. It has also

two short horns on its head. Its tail is long with thick lix hair on the top of the tail.

It likes eating grass and leaves of tree.

4. The suitable title of the text above is…

a. Giraffe

b. The tall animal

c. Gembira Loka Zoo

d. Big Brown Animal

5. What is on the top nail?

a. Eyes b. Horn

98

d. Hair d. Head

6. The word “male” means that the animal cannot…

a. Eat food

b. Give birth

c. Find food

d. Live alone

Read the text below and answer the questions by choosing the correct

answer!

Elizabeth II, born on 21 April 1926, is the eldest daughter of George VI and

Elizabeth Bowes Lyon. She married Philip Mounthbatten a distant cousin, in

1947. The pair has four children. Charles, Anne, Andrew, and Edward. She is the

first monarch to send her children to boarding schools in order to remove them

from the ever-probing media. She has a strong sense of duty and diligence. Her

knowledge of current situation and trends is up to date. She possesses a sense of

humor rarely exhibited in public where a dignified presence is her goal.

7. The text is about?

A. Charles

B. George VI

C. Elizabeth II

D. Philip Mountbatten

8. Elizabeth has … children.

A. One

B. Three

C. Four

D. Five

9. Elizabeth was … years old in .

A. 74 B. 84

99

C. 90 D. 94

10. Her knowledge of current situation and … is up to date.

A. Trends

B. Fashion

C. Cooking

D. Sports

100

Nama :

No Absen :

Choose a, b, c, or d for the correct answers!

1. What is the title of the text above?

A. Animals

B. Bird

C. Rabbit

D. Chicken

2. What is the topic of the text above?

A. Rabbit is dangerous animals

B. Rabbit is cute animals

C. Rabbit is a reptile

D. Rabbit is a small animals

3. Why is someone like rabbits? A. Becauserabbitshave fursharp

B. Because the rabbitis veryscary

C. Because of the color of their hair which is really which is really fascinating

D. Becauserabbitsarewild animals

4. What symbolize of white rabbit?

A. a clean animal and absolutely adorable

B. a dirty animal

C. a dengarous animal

D. a disgusting animal

5. What color theeyes of mostofthem?

A. Green

B. Yellow

C. Black

D. White

6. What color theeyes of Australian rabbit?

A. Blue

B. Pink

101

C. Orange

D. Red

7. What are the advantages of long rabbit ears?

A. Tobetterhearandknowthe voiceof theirpredatorswhen approached.

B. Nothing adventages

C. Just tohearlikethe others

D. To hearbetter

8. How manyfeet of rabbit?

A. Four

B. Two

C. Six

D. Three

9. How israbbitsbreathing?

A. Lungs

B. Gill

C. Skin

D. Tracheal

10. Whata rabbit's favorite food?

A. Cucumber

B. Carrots

C. Corn

D. Rice

102

Photos of the Research

104

CURICULUM VITAE

Name : Siti Aisah Putri Jamina

Date of Birth : Guguk Randah, December 31, 1992

Address : Jl. Raden Patah RT 02 RW 01

Kel. Kalibening, Kec. Tingkir, Salatiga

E-mail/Phone Number : [email protected]/085727442135

Education :

1. TK Islam Pertiwi, Graduated 1997

2. SDN Reksosari 01 Suruh, Graduated 2002

3. SMP Alternatif Qoryah Thayyibah Kalibening, Graduated in 2008

4. SMK PELITA Salatiga, Graduated in 2011

5. STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)) SALATIGA

a graduating papere-repository.perpus.iainsalatiga.ac.id/1493/1/siti aisah...vi dedication this...

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