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IMPROVING STUDENTS’ READING COMPREHENSION
BY USING CARD SORT
(A Classroom Action Research in the Second Year of SMA BATIK 2
Surakarta in the Academic Year of 2011/2012)
THESIS
AFIFAH SARI RACHMAWATI S890809302
Submitted to Graduate School of Teacher Training and Education Faculty of
Sebelas Maret University as a Partial Fulfillment of the Requirements for the
Master Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2014
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ABSTRACT Afifah Sari Rachmawati, S890809302. 2014. Improving Students’ Reading Comprehension by Using Card Sort (A Classroom Action Research in the Second Year of SMA BATIK 2 Surakarta in the Academic Year of 2011/2012). Thesis. 1st consultant: Dr. Ngadiso, M.Pd.; 2nd consultant: Dr. Abdul Asib, M.Pd. English Education Department, Graduate School, Teacher Training and Education Faculty, Sebelas Maret University Surakarta.
The aim of this thesis is to identify whether Card Sort can improve students’ reading competence for the students of class XI IPA 1 SMA BATIK 2 Surakarta or not, and to identify the classroom situation when Card Sort is implemented in the reading class. The preliminary research showed that the students had problems on identifying main idea, finding detail information, understanding word meaning, understanding sentence meaning, finding reference, identifying text organization, and identifying communicative purpose.
This classroom action research was done in SMA BATIK 2 Surakarta from August 2011- February 2012. The subject of the study was the students of class XI IPA 1 SMA BATIK 2 Surakarta consisting of 30 students. I did some steps for each cycle. They were planning, action, observation, and reflection. In collecting the data, I applied several techniques including observation, interview, questionnaire, research diary, and test. The quantitative data were analyzed by using descriptive statistics. It was compared between the scores of pre-test (before implementing card sort) and post-test (after implementing card sort), while the qualitative data were analyzed by using constant comparative method which consisted of comparing incidents applicable to each category, integrating categories into their properties, delimiting theory, and writing theory.
The result of the research showed that: (1) card sort can improve students’ reading comprehension, which covered: identifying main idea, finding detail information, understanding word meaning, understanding sentence meaning, finding reference, identifying text organization, and identifying communicative purpose. The improvement can also be seen from their results of post-test. The averages of the scores improved from cycle to cycle. The average score of pre-test was 61.39. Then, it increased to 69.18 in post-test 1 and 79.28 in post-test 2, and (2) The students became more active and enthusiastic in learning process. They were brave to come to in front of class to present their discussion using English language. Besides, the class became active and alive. Moreover, they could collaborate with others well.
In conclusion, card sort is able to improve students’ reading comprehension. It stimulates students to be responsible and active. Therefore, it was recommended that the English teachers use card sort in teaching reading competence, so that it can be students’ own reading strategy in order to improve their reading competence.
Keywords: card sort, reading comprehension, classroom action research
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MOTTO
God could not change someone‟s life if she/he does not make the effort
(Q.S. Ar-Ra’du: 11)
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DEDICATION
I dedicate this thesis to the people who always give me support
to finish this master study:
To my beloved mother and father. Thanks for your prayer and support for
me.
To my beloved sister and brother, for your love, care, and motivation.
To my husband for his patience.
To my daughter for her love
To my beloved lecturers at this graduate school for their great knowledge
and guidance.
To my all friends, for your helps during my study.
To the readers, I hope this thesis can function as such an additional reference
for you.
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ACKNOWLEDGEMENT
Alhamdulillahi rabbil „alamin
I would like to thank Allah „Azza wa Jalla, the Almighty God, for the
blessings. I would also like to deliver my appreciation and gratitude to everyone
who has supported me in finishing this thesis, especially to:
1. The Dean of Faculty of Teacher Training and Education for his permission to
write this thesis.
2. The Head of The English Education Department of Graduate Program for his
guidance and advice to write this thesis.
3. Dr. Ngadiso, M.Pd., the first consultant, for his patience, guidance, and advice
during this thesis writing.
4. Dr. Abdul Asib, M.Pd, the second consultant, for his advice, guidance, constant
and patience during this thesis writing.
5. The Headmaster of SMA BATIK 2 Surakarta for his permission to conduct the
research.
6. The Teacher of the second year for her permission to conduct the classroom
action research in her class.
7. The students of second year of SMA BATIK 2 Surakarta for their cooperation
during the research.
8. My husband “Alqurda Yayak S” and my little princes “Azalea” thanks for your
love and support.
It is also expressed to all of my colleagues for the nice times that we spent
together and helping each other of Graduate School Sebelas Maret University,
Surakarta. Finally, I hope this thesis will be beneficial for the readers, especially
those who are involved in English Education.
Surakarta, 2014
Afifah Sari Rachmawati
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TABLE OF CONTENT
Page
TITLE .............................................................................................................. i
APPROVAL ..................................................................................................... ii
LEGALIZATION OF THE BOARD OF EXAMINERS ............................ iii
PRONOUNCEMENT ...................................................................................... iv
ABSTRACT ...................................................................................................... v
MOTTO ............................................................................................................ vi
DEDICATION .................................................................................................. vii
ACKNOWLEDGEMENT ………………………………………………….. viii
TABLE OF CONTENT .................................................................................... ix
LIST OF TABLE ............................................................................................. xi
LIST OF APPENDICES ……………………………………………………. xiii
CHAPTER I: INTRODUCTION .............................................................. 1
A. Background of the Study ............................................... 1
B. Problem Statements ........................................................ 7
C. Objective of the Study .................................................... 7
D. Significance of the Study ................................................ 8
CHAPTER II: LITERATURE REVIEW .................................................. 10
A. Theoretical Description ................................................... 10
1. Reading Comprehension ........................................... 10
a. The Definition of Reading .................................. 10
b. Difficulties of Reading………………………… 11
c. Comprehension in Reading ................................. 14
d. Construct of Reading Comprehension………… 16
e. The Level of Reading Comprehension ............... 17
f. Model of Reading…… ....................................... 19
g. The Factors Influencing Reading Comprehension 21
h. The Type of Classroom Reading Performance…. 22
i. Strategies of Reading Comprehension ................ . 24
2. Concept of Genre ...................................................... . 30
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a. Notion of Genre…….. ........................................ 30
b. Types of Genre……… ........................................ 31
3. Collaborative Learning ............................................. 34
a. Jigsaw……………………. ................................. 35
b. Buzz Group………….. ....................................... 35
c. Fishbowl………………… .................................. 35
d. Card Sort…………….. ....................................... 35
4. Concept of Card Short .............................................. 36
a. The Definition of Card Sort .................................. 36
b. The Procedures of Card Sort ................................. 37
c. The Advantages of Card Sort ................................ 38
d. The Disadvantages of Card Sort ........................... 39
B. Reviews on Related Research ......................................... 40
C. Rationale ......................................................................... 42
CHAPTER III: RESEARCH METHOD .................................................... 45
A. Context of the Study ....................................................... 45
B. Research Method ............................................................ 47
C. Data and Data Source ...................................................... 50
D. Technique of Collecting Data ......................................... 51
E. Technique of Analyzing Data ......................................... 54
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ................... 58
A. Introduction ..................................................................... 58
B. The Implementation of Research .................................... 62
C. Research Finding………………………………...……. 114
D. Discussion…………………………………………….. 118
CHAPTER V : CONCLUSION, IMPLICATION, AND SUGGESTION 125
A. Conclusion ...................................................................... 125
B. Implication ...................................................................... 126
C. Suggestion ....................................................................... 127
BIBLIOGRAPHY……………………………………………………………. 129
APPENDICES…….. ......................................................................................... 132
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LIST OF TABLE
Table 1.1
Table 3.1
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Table 4.10
Table 4.11
Table 4.12
Table 4.13
Table 4.14
Table 4.15
Table 4.16
Table 4.17
Table 4.18
Table 4.19
Table 4.20
Table 4.21
Table 4.22
The students score of reading comprehension ………………………….
Time of research…………………………………………………………
Score of pre-test…………………………………………………………
Score of indicators…………………………………………....................
Computing of passing grade in pre-test…………………………………
The result of questionnaire 1……………………………………………
The implementation of cycle 1………………………………………….
Score of test 1…………………………………..………………………..
Score of indicator in test 1………………………………….....................
Computing of passing grade in cycle 1………………………………….
Comparison of score pre-test and test 1…………………………………
Comparison of score pre-test and test 1…….……………………………
The score of indicator of pre-test and test 1…….………………………..
The implementation of cycle 2………………………………….……….
Score of post-test ... ………………………………..…………………….
Score of indicator post test ………………...…………………………….
Computing of passing grade in cycle 2………………………………….
Score of test 1 and post test ………………..………………………........
Score of indicators of test 1 and post test ………..……………………...
The summary of result of the test……………………………………….
The result of cycle 1 and cycle 2………………………………………..
Comparison of the students‟ score of pre test, test 1 and post test……..
Comparison of mean score in general and for each indicators…………
The result of questionnaire 2……………………………………………
4
45
59
59
59
60
62
80
80
81
81
85
86
91
104
105
105
108
108
110
112
115
115
117
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LIST OF APPENDICES
Appendix 1.a
Appendix 1.b
Appendix 2.a
Appendix 2.b
Appendix 2.c
Appendix 3
Appendix 4.a
Appendix 4.b
Appendix 4.c
Appendix 4.d
Appendix 4.3
Appendix 5.a
Appendix 5.b
Appendix 5.c
Appendix 5.d
Appendix 6.a
Appendix 6.b
Appendix 6.c
Appendix 6.d
Appendix 6.e
Appendix 7.a
Appendix 7.b
Appendix 7.c
Appendix 7.d
Appendix 7.e
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Questionnaire ..….…………………….…………………………..
Result of questionnaire 1……………...……………………………
Question for students‟ and collaborator interview…………………
Sample of student‟s interview……………………………………..
Result of collaborator interview ……………………….………….
Syllabus……………………………………………………………
Blue print and instrument of try out………………………………..
Try out key answer ..………………………………………………
Internal validity…………………...……………………………….
Validity………………..…………………………………………..
Reliability………………………………………………………….
Blue Print and instrument of Pre-Test………………….…………..
Key answer of pre-test..………………..…………………………
Score of pre-test 1……..………..…………………………………
Indicator score of pre-test……..…………………………………..
Lesson plan cycle 1…………………….…………………………..
Blue Print and instrument of test 1…………………………………
Key answer test 1....………..………………………………………
Score of test 1……………...............................................................
Indicator score of test 1………………………………....................
Lesson plan cycle 2…………………………………………...........
Blue print and instrument of post test ……………………………..
Key answer post-test 2….……………...………………………......
Score of post test 2…………………………………………………
Indicator‟s score of post test 2……………………………………..
Field note…………………………………………………………..
Research Diary……………………………………………………..
Research Photograph………………………………………………
Letter of Having Conducted the Research…………………………
132
134
136
138
143
145
148
161
162
163
164
165
175
176
177
178
196
206
207
208
209
224
234
235
236
237
244
254
256
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CHAPTER I
INTRODUCTION
A. Background of the Study
Reading comprehension is extremely important because it gives the big
contribution to students to perform their communication skill better. In other words,
by having low ability in understanding text, students will find difficulties to master
language skills, since reading comprehension is crucial for understanding and
communicating in written form. In their daily life, students are always related to the
written or printed words, for instance: textbooks, magazines, newspapers,
announcements, letters, even advertisements. By reaching good reading
comprehension, the students can catch the information given by I well.
Nuttal (1996: 168-169) states that the central ideas behind reading are: the
idea of meaning, the transfer of meaning from one to another, the transfer of
message from writer to reader, how we get meaning by reading and how the reader,
I, and the text all contribute to the process. Furthermore, Petty (1980: 207-208)
states that reading is a complex process to get information from the written text in
which the ability to pronounce and comprehend the written text is needed to
interpret sign, letters, or symbol by assigning meaning in receiving ideas and
intuition from the author via printed word.
Teaching reading comprehension is not easy. Some students perceive that
reading is boring. The boredom can lead the students to have low motivation in
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doing the activity. Consequently, teachers should pay attention to how to make
reading comprehension activities more amusing and optimally understandable.
Generally, during silent reading, students do not have chance to do something which
helps them reach comprehension faster. By inserting the interesting activities before,
during reading, and after reading, the boredom may be prevented. In addition,
students can get the clues in order to evaluate whether the messages they caught are
true or false. By doing so, they will be more ready and confident to answer the
question after reading.
In the process of reading, the students should use two processes; bottom up
and top down process to comprehend the passage (Hammer, 2001: 201). In bottom
up process, the readers get general view of reading passage by knowing multiplicity
of linguistic signals (letters, morphemes, syllables, words, phrases, grammatical
views, discourse marker) and then comprehension would be derived from all of the
parts (Brown, 2001: 299). Meanwhile, in top down process, the readers use their
own intelligences and experiences to understand a passage (Hammer, 2001: 201). It
means that a reader focuses on individual words and phrases to achieve
understanding of whole passage.
In the Education Unit Level Curriculum or known as Kurikulum Tingkat
Satuan Pendidikan (KTSP) for Senior High School, English teaching has purpose to
develop communicative competency in the form of oral and written language.
Competency standard of English in KTSP shows that reading is one of language
skills taught to comprehend meanings of interactive and monolog written text by; (1)
identifying main idea; (2) finding detail information; (3) understanding word
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meaning; (4) understanding sentence meaning; (5) finding reference; (6) identifying
text organization; and (7) identifying communicative purpose.
From the theories and indicators in the KTSP, it can be concluded that the
ideal condition of reading comprehension of second graders is the ability to
comprehend the written text to get information of the text by identifying main idea,
finding detail information, understanding word meaning, understanding sentence
meaning, finding reference, identifying text organization, and identifying
communicative purpose. This is done to achieve the score of passing grade of the
school that is 70.
It cannot be denied that one of the teacher‟s duties to help the students
become what it is called as good readers. In order to improve students‟ ability in
comprehending text, the teacher must help the students change their inefficient
reading habits as reading word by word, focusing too much attention on the form
and relying heavily on dictionary. Therefore, the activity that the teacher applies in
the class takes an important role.
Blachowicz and Ogle (2008: 10) say that the teacher must ensure that all
students can develop their ability to read and comprehend with confidence, therefore
various grouping for learning must exist, both to let the students work where they
are strong and to help them develop new skill and stamina. In this case, strategy of
teaching takes an important role.
Evaluating the teaching learning process in the second class of SMA Batik 2
Surakarta, especially in class XI IPA 1, some techniques actually had been applied
in teaching reading to help the students achieve the criteria of being good readers
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that could help them comprehend text given but problems still occurred. The
problems were mainly in comprehending text such as narrative and descriptive.
The result of pre-test showed that the students of class XI IPA 1 had
difficulties in some indicators. The first problem was in understanding certain word
based on the content. It included finding synonym. The second was in getting the
main idea both the main idea of the whole text and paragraphs. The third was in
understanding sentence meaning, especially simple past tense and present perfect
tense. The fourth was in identifying detail information from the text, and the last one
was in identifying the text organization. Those problems always arose and the result
of this condition was that they often got low score in doing reading task. Table 1.1 is
the score based on the skill.
To overcome the problems, it can be seen from three aspects. The first one was the
students‟ aspect. First, the students have difficulties in comprehending reading text.
Second, the students do not pay attention when the teacher gives an explanation.
They are lazy to read English texts because they have a little vocabulary, do not
have prior knowledge about the content of the text, and the method used by the
teacher in teaching learning process makes the students bored.
Table 1.1 average score of reading comprehension test
score highest lowest average
Main idea 87.5 25 60.27
Detail information 88.8 22.2 68.19
Word meaning 87.5 25 61.16
Sentence meaning 100 0 50
Reference 88.8 22.2 64.22
Text organization 88.8 22.2 56.29
Communicative purpose 88.8 22.2 65.81
Total average 90.03 19.83 60.85
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The other reasons that influence students to learn come from the teacher.
The teacher still uses monotonous technique in which the students only have less
time to read. The teacher just read the passage and discussed with the whole class so
the students did not have time to share about the passage freely. The teacher seldom
used various techniques to make the students become better readers. The teacher
asked the students to read and answer the question individually. After that, they
submitted the assignment without discussing the answers with other students. The
student‟s problems in comprehending reading not only come from the students
themselves and the teacher but also the condition of the class. They are: (1) The
students needed more time to start reading. They opened dictionary very often while
finishing the works. (2) The students were also not active during the reading activity.
Most of them are very lazy to accomplish the assignment that is given by the teacher
(3) The students did not pay attention to the teacher. (4) The students had low
motivated in reading activity. They just kept silent and doing nothing
Based on the reason above, I proposed the use of Card Sort as a solution to
overcome those problems. Card Sort is a collaborative activity that can be applied in
teaching concepts, categorizing characteristics, facts of object, or recalling
information (Silberman, 2001: 149). The movement of physical response can help to
give energy to the tired students in the class. There are many reasons why I proposed
Card Sort to improve the students‟ reading comprehension. First, Card Sort makes
the students easier to comprehend the reading text. The students could digest
understand the content of the text easily by collaborating each other in their group.
Through card sorting, the students can elaborate themselves and know how the other
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groups organize and arrange some information in the text and how to expose the
structure of the text. Comparing the result of some groups, helps the students to
correct and evaluate the result of each group in comprehending the text.
Second, Card Sort makes the students not bored with the technique that is
used by the teacher. Using Card Sort technique seemed to be the enjoyable activity,
especially in comprehending the text. The students collaborate each other to sort and
arrange the cards, to find and solve the problems related to the exercises of reading
comprehension. Arranging the cards would be interesting for the students due to the
fact that they worked in group, not individually.
Third, by using Card sort the students were motivated to be more interested
in learning English. By collaborating each other in their group to make the correct
arrangement of the text and find all indicators, they were motivated to discuss
together about the content of the text.
Last, the reason why I proposed the solution is Card Sort can make the
students active because this technique gives priority to the movement of physical
response, so the students are interested in learning. The students collaborate each
other in their group and work cooperatively to get the best result. For students, doing
activity in group is easier than they do the assignment individually. Hopefully,
students achieve their learning goal through small learning groups in which they
work together to share their understanding about the text and it can make the
students motivated to exchange knowledge and information each other during the
reading activity. Therefore, it is supposed that this technique can improve the
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students‟ ability in comprehending a reading text and help them to improve their
score.
Considering the explanation above it is necessary to conduct research on the
implementation of Card Sort can solve the students‟ problems because there are
many activities which can be used in reading teaching learning process. Besides
teaching reading can solve the students‟ problems in reading comprehension and
teacher problems, Card Sort can also help the students to improve classroom
situation. The students can study in fun atmosphere and can make them focus on the
reading teaching learning process.
B. Problem Statement
Based on the background of the study above, the statements of the problem
are:
1. Can Card Sort improve reading comprehension of the second year students of
SMA BATIK 2 Surakarta?
2. How is the classroom situation when Card Sort is implemented in the reading
class?
C. Objective of the Study
Based on the problem statement above the objectives of the study are:
1. To identify whether Card Sort improves reading comprehension of the second
year students of SMA BATIK 2 Surakarta.
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2. To identify the classroom situation when Card Sort is implemented in the
reading class.
D. Significance of the Study
From this study, the result of the research is expected to give some benefits.
The result of the research bring beneficial to:
1. Students
a. The teaching learning activity is enjoyable. Since the students can work in
group, they can discuss it with their whenever there are difficulties in
comprehend the reading text.
b. They are more motivated to comprehend the text.
c. They have self-confidence as they present their group‟s result in front of the
class.
d. Their vocabularies increase automatically.
e. Their understanding about the main idea, detail information, word meaning,
sentence meaning, reference, text organization, and communicative purpose
increase as the result of assessment.
2. Teachers
a. It improves the skill of English teachers in using other technique or media to
teach or to conduct the better teaching and learning activities.
b. It stimulates the teachers to motivate their students in reading
comprehension.
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c. It stimulates the teachers to do action research to solve the problem of
English teaching and learning in the classroom.
3. Other researchers
The result of this research is expected to be useful for other researchers as a
reference to conduct and broaden further research dealing with the Card Sort to
teach reading.
.
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CHAPTER II
LITERATURE REVIEW
A. Theoretical Description
1. Reading Comprehension
a. The Definition of Reading
Wallace (1996: 4) states that reading is interpreting which means reacting to
a written text as a piece of communication; in other words, we assume some
communicative intent on I‟s part in which the reader has some purposes in
attempting to understand. It is supported by Wilson (1989) in De Bour and Dalman
(1991: 2) who define reading as more than sounding letters, calling words, or
responding to print. It is communication between an author and a reader, the sum
total of interaction which culminates in a child‟s relating printed word forms to ideas
expressed by the author.
Heilman (1981: 182) states that reading is a complex process requiring not
only the ability to recognize words, but also the ability to comprehend and evaluate
the meaning of written text. Similarly, Petty (1980: 207-208) states that reading is a
complex process to get information from the written text in which the ability to
pronounce and comprehend the written text is needed to interpret sign, letters, or
symbol by assigning meaning in receiving ideas and intuition from the author via
printed word.
Clapham (1996: 1) states that reading is the ability to make sense of written
and printed symbols. The readers use the symbols to guide the discovery of
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information from his or her memory and subsequently use the information to
construct a plausible interpretation of I‟s message.
Those definition lead to explain that reading is an activity to understand and
interpret words or symbols based on the reader‟s perception. Reading is a process of
interaction between graphic symbols and language skills of readers. Reading is also
a process of communication between an author and a reader. It is not only to
recognize words but also to comprehend the meaning of written text.
b. Difficulties of Reading
De Boer and Dallman (1966:132) categorize the difficulties of reading
comprehension viewed from some factors, they are:
1) Limited intelligent
There is a substantial correlation between intelligent and reading ability. A
person who has lower or lowest intelligent level faces difficulties with
comprehension. It is not worth, therefore, for teacher to ask him to read material
involving abstraction beyond the level of his mental development, but this is not
the final judgment. The slowest learner (or reader whose IQ is 65 or below),
however, can grow in comprehension. In some cases, the growth is not optimal
in finding the answer of a simple question but he cannot be expected to interpret
a complicated graph.
2) Undesirable physical factors
Physical factors relate to the condition of the reader and the condition
surrounding him. Noisy surrounding, inadequate lighting, high or low
temperature, uncomfortable chairs, and stimulating or distracting surrounding
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may interfere with maximum comprehension. Fatigue, malnutrition, or
undernutrition may do the same. The successful teacher of reading is alert to
such inferring physical factors.
3) Overemphasis on word recognition
Overemphasizing word recognition in reading is not suggested. It is not wise to
see a reading text word y word in order to find overall meaning. Reader‟s don‟t
have to know the meaning of each word perfectly. Recognizing the context of
object being read is much more important in reading comprehension due to the
constructing meaning.
4) Overemphasis on oral reading
Oral reading can have either a desirable or a detrimental effect on
comprehension. Often oral reading of a selection that is particularly difficult for
the reader increases his understanding of it, since he not only see but also hears
what he reads. Furthermore, in effective oral reading, if there is an audience, the
reader is required not only to understand what he reads but also to interpret his
understanding to other. In this process increased attention needs to be placed on
comprehension. Unfortunately, oral reading, if not done well, can have
undesirable effect on comprehension. The reader can be so conscious of this
audience that he will fail to understand what he is reading.
5) Insufficient background of reading selection
Another frequent cause of poor comprehension is lack of experience background
essential to the understanding of what is being read. Lack of understanding of
the concepts involved in reading materials and of the words used is an additional
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limitation to comprehension. The understanding about the text types also
becomes a background for reading a selection. If a reader knows or at least
recognize a certain text type, he will be easy to construct the meaning of a text
which type is the same as what he knows.
6) Failure to adjust reading technique to reading purpose and type of reading
material
Good reading comprehension requires a flexible approach to the printed page. A
reader has to know what text he reads. It includes text type. He has to recognize
the text type in order to construct meaning from a text. It is not only that, he
should be able to change his technique in reading when he reads another text
which has different genre. For example: when he had been reading a great deal
of fiction, and had derived great pleasure from the experience. However when he
encountered arithmetic problems, he had difficulty because he read them as if he
were reading a story and so moved too rapidly overt the lines. Here, the reader
need for versatility in adapting the reading method to the reading purpose and to
the nature of material read.
7) Lack of appropriate teacher guidance
Difficulties in reading comprehension may frequently be overcome with the aid
of a teacher who is skilled in observing the causes of the difficulties. School
records are an essential source of information about the cause of poor
comprehension. Attendance records, health records, previous school history,
anecdotal records concerning the child‟s attitudes, problems, and earlier
behavior, and similar records can give the teacher insight into his difficulties.
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c. Comprehension in Reading
Comprehension is not something that happens after reading but it can occur
at pre-reading, whilst-reading, and post-reading activity. Pre-reading activity is an
activity planned to prepare the students‟ mental before they have the materials.
Whilst-reading activity is an activity to understand the text which is focused on the
learning process. Post-reading activity is a systematic learning method to collaborate
student‟s result after reading the text (Grellet, 1998: 4). Comprehension is a
multifaceted process affected by a variety of factors.
Heilman (1981: 238-239) states there are some factors that affect the
comprehension of written materials as follows: (1) oral language development
related to real object, experiences, and pictures; (2) ability to listen with
understanding the text; (3) firsthand experiences with people, object, and places; (4)
continuous development of a child‟s listening and speaking vocabulary; and (5) oral
language development of syntactic and semantic features of our language.
In comprehending a text, there are some micro and macro skills stated by
Brown (2004: 187-188) as follows:
1) Micro skills
a) Discriminate among the distinctive graphemes and orthographic patterns of
English;
b) Retain chunks of language of different lengths in short-terms memory;
c) Process writing at an efficient rate of speed to suit the purpose;
d) Recognize a core of words, and interpret word order patterns and their
significance;
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e) Recognize grammatical word classes, system, patterns, rules and elliptical
forms;
f) Recognize that a particular meaning may be expressed in different
grammatical forms; and
g) Recognize cohesive devices in written discourse and their role in signaling
the relationship between and among classes
2) Macro skills
a) Recognize the rhetorical forms of written discourse and their significance
for interpretation;
b) Recognize the communicative functions of written text, according to form
and purpose;
c) Infer context that is not explicit by using background knowledge;
d) From described events, ideas, etc., infer links and connection between
events, deduce causes and effect, and detect such relations as main idea,
supporting idea, new information, given information, generalization and
exemplification;
e) Distinguish between literal and implied meanings;
f) Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata; and
g) Develop and use battery of reading strategies, such as scanning and
skimming, detecting discourse marker, guessing the meaning of words from
context and activating schemata for the interpretation of text.
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Therefore, reading comprehension is a process of making sense of written
ideas through meaningful interpretation and interaction with language that is
appropriate with the major goal of reading instruction to foster the ability to
understand printed language. To make the teaching reading comprehension
manageable, the comprehension skills are needed by the reader. Davis in Vacca
(1989: 20) states that there are eight comprehension skills as follows: (1) recalling
word meaning; (2) drawing inferences from context about the meaning of a word;
(3) finding answers to questions answered explicitly or in paraphrase in the passage;
(4) weaving together ideas in the content; (5) drawing inferences from the content;
(6) recognizing the author‟s purpose, attitude, tone and mood; and (7) identifying I‟s
technique and following the structure of the passage. Those skills relate one another
to build perfect comprehension.
d. A Construct for Reading Comprehension
Reading is an activity to understand and interpret words or symbols based
on the reader‟s perception. Reading is a process of interaction between graphic
symbols and language skills of readers. Reading is also a process of communication
between an author and a reader. It is not only to recognize words but also to
comprehend the meaning of written text.
Reading comprehension is a process of making sense of written ideas
through meaningful interpretation and interaction with language that is appropriate
with the major goal of reading instruction to foster the ability to understand printed
language. To make the teaching reading comprehension manageable, the
comprehension skills are needed by the reader.
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There are three activities in reading class, namely: First, pre-reading
activities include introduction of the purpose of reading, skimming and scanning the
text in group, etc. Second, during reading include discussion the genre of the text
and the content of the text in group. The last, post reading activity include the
discussion whole text and sharing the ideas related with the text by group.
In this research, I limits the activities in reading class as follows: pre-
reading activities covers introduction the subject. During reading includes
identifying main idea, finding detail information, understanding word meaning,
understanding sentence meaning, finding reference, identifying text organization,
and identifying communicative purpose. While, post-reading covers discussion and
sharing the ideas.
e. The Level of Reading Comprehension
In reading passage, the readers must know the levels of comprehension as
Heilman (1981: 246) classifies reading comprehension into three levels. They are (1)
literal comprehension; (2) interpretative comprehension; and (3) critical
comprehension. The three levels of reading comprehension will be described briefly,
as follows:
1) Literal Comprehension
Literal comprehension is a level which includes understanding the ideas
and information explicitly stated in the passage, the abilities in the knowledge of
word meaning, recalling of details directly stated or paraphrased in own words,
understanding grammatical (clues-subject, verb, pronouns, conjunction, and so
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forth), recalling main idea explicitly stated and knowledge of sequence of
information presented in passage.
2) Interpretative Comprehension
Interpretative comprehension is a level which concerns with understanding
of ideas and information which is not stated in the passage explicitly. In this
level, the reader must present their understanding about the author‟s tone,
purpose and attitude, infer factual information, main ideas, comparison, cause-
effect relationship which are not explicitly stated in the passage and
summarization of story content.
3) Critical Comprehension
Critical comprehension is a level which includes analyzing, evaluating, and
personally reacting to information offered in a passage. In this level, the readers
must have some abilities, for example: reacting to information in a passage
personally, indicating its meaning to the reader and analyzing and evaluating the
quality of the written information in terms of some standard.
From the explanation above, it can be concluded that reading
comprehension is the ability to comprehend the written text to get information of the
text by comprehending the explicit and implicit information in the text,
understanding main idea, recalling word meaning, finding reference, understanding
sentence meaning, identifying text organization, and identifying communicative
purpose.
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f. Model of Reading
Singer and Rudell (1985: 44) say that a reading model is a graphic “to
depict how an individual perceives a word, processes a clause, and comprehends the
text”. It means that reading model is an explicit effort to describe how individual
notices a word, develops a clause, and comprehends the text, there are three reading
models.
1) Top Down Model Reading
Boothe and Leah (1999: 81) say that top-down reading models suggest that
processing of the text begins in the mind of the readers with meaning driven
processes, or an assumption about the meaning of a text. Goodman and Smith in
Boothe, Leah, and Glenys (1999: 81) state that top-down reading model emphasizes
what reader brings to the text, reading is driven by meaning, and proceeds from
whole to part. Then, Gove in Boothe (1999: 82) says that top-down model has some
features. They are:
a) Readers can comprehend a selection even though they do not recognize each
word;
b) Readers should use meaning and grammatical cues to identify unrecognized
words;
c) Reading for meaning is the primary objective of reading rather than mastery of
letters, letter/sound relationships, and words;
d) Reading requires the use of meaning activities rather than the mastery of a
series of word recognition skills;
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e) The primary focus of instruction should be the reading of sentences, paragraphs,
and whole selections;
f) The most important aspect about reading is the amount and kind of information
gained through reading.
2) Bottom Up Reading Model
Boothe (1999: 83) states that bottom-up reading model is a reading model
that emphasizes the written or printed text, reading is driven by text, and proceeds
from part to whole. It means that in bottom-up model reading the reader must
emphasizes on parts of the text (letters, morphemes, syllable, words, grammatical
cues) first before they read the whole text. Here are some features of bottom-up
model of reading (Boothe, 1999: 83):
a) Identify letter features;
b) Link these features to recognize letters;
c) Combine letters to recognize spelling patterns;
d) Link spelling pattern to recognize words; and
e) Proceed to sentence, paragraph and text-level processing.
3) Interactive Reading Model
An interactive model of reading is a reading model that recognizes the
interaction of bottom-up and top-down process simultaneously throughout the
reading process. It means that the reader should be able to combine between top-
down and bottom-up process in reading process.
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g. The Factors Influencing Reading Comprehension
Dallman (1982: 165) points out the factors influencing the reading
comprehension as follows:
1) External factors:
a) Difficulty of material: difficult material that is beyond the student‟s level is
one of major causes of lack of comprehension
b) Intelligence: a student‟s ability to comprehend in reading is sometimes
limited by his mental ability enabling him to carry. The intelligence of the
reader will influence the capacity of the reader in comprehending passage.
c) Environment: the extent of the environment affects comprehension varies
with individuals.
d) Teacher‟s method: methods of teaching that concentrate on the recognition
of individual words without neglecting attention to meaning assist the
students‟ quality in comprehending the text.
2) Internal factors:
a) Motivation is one of the important factors of learners in reading
comprehension
b) Self-esteem has important role in developing reading comprehension. It is a
human being personality that is active, highly confident.
c) Self-actualization, is one of the basic physical needs, students have a feeling
to create and improve their ability in reading to the best.
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h. The Types of Classroom Reading Performance
Brown (2001: 312) describes the variety of classroom reading performance
as follows:
Scheme 2
Classroom Reading Performance
1) Oral and Silent Reading
Occasionally, the teacher has reasons to ask a student to read orally. At the
beginning and intermediate levels, oral reading can:
a) Serve as an evaluative check on bottom up processing skills
b) Double as pronunciation check, and
c) Serve to add some extra student participation if the teacher wants to highlight
a certain short segment of a reading passage.
Besides the advantages above, there are some disadvantages in reading
orally. They are:
a) Oral reading is not a very authentic language activity
b) While one student is reading, others can easily lose attention (or be silently
rehearsing the next paragraph)
Classroom Reading Performance
Oral Silent
Intensive Extensive
Linguistic Content Skimming Scanning Global
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c) It may have the outward appearance of student participation when in reality it is
more recitation.
2) Intensive and Extensive Reading
Silent reading is categorized into intensive and extensive reading. Intensive
reading is usually a classroom oriented activity in which students focuses on
linguistic or semantic details of a passage. It calls students‟ attention to grammatical
forms, discourse markers, and other surface structure details for the purpose of
understanding literal meaning, implication, rhetorical relationship, and the like.
Extensive reading is carried out to achieve a general understanding of a
usually somewhat longer text (book, long article, or essay, etc). Most extensive
reading is performed outside class time. Pleasure reading is often extensive.
Extensive reading can sometimes help students get away from their tendency to over
analyze or look up words they do not know, and read for understanding. Extensive
reading includes skimming (reading rapidly for the main points), scanning (reading
rapidly to find the specific pieces of information), and global reading.
i. Strategies of Reading Comprehension
To make reading comprehension successful, there are some strategies which
can be practically applied in the classroom technique. Brown (2001: 306-310) states
there are some strategies in reading comprehension, as follows: (1) identify the
purpose in reading; (2) use graphemic rules and patterns to aid in bottom-up
decoding (especially for beginning level); (3) use efficient silent reading techniques
for relatively rapid comprehension; (4) skim the text for the main idea; (5) scan the
text for specific information; (6) use semantic mapping or clustering; (7) guess when
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you aren‟t certain; (8) analyze vocabulary; (9) distinguish between literal and
implied meanings; and (10) capitalize on discourse markers to process relationship.
Meanwhile, Adler (2004: 27) states that in teaching students to comprehend the text,
there are seven strategies, as follows:
1) Monitoring comprehension strategy. In comprehension monitoring
instruction, the students are taught to be aware what they understand,
identify what they do not understand, and use appropriate strategies to
resolve problem in comprehension.
2) Meta-cognitive strategy. Good reader use meta-cognitive to think about
and have control over their reading.
3) Graphic and semantic organizer
4) Answering question. The question can be effective because they give
students a purpose for readings, focus students‟ attention on what they
read, help the students to think actively as they read, encourage the
students to monitor their comprehension, and help the students to review
content and relate what they have learned to what they already know.
5) Generating questions. By generating question, students become aware of
whether they can answer the questions and if they understand what they are
reading. For example, students can be taught to ask main idea questions
that relate to important information in a text.
6) Recognizing story structure
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7) Summarizing. It can be concluded that in reading comprehension the
teacher must give explanation about the strategy in comprehending text so
that the students can understand what they read.
Then, Kawabata (2007: 68) states that in reading strategy, there are three
activities to conduct reading class. They are:
1) Pre-reading activities
This activity has eight activities in reading class. It is conducted by the
teacher and the students to be successful in reading comprehension. Those
activities are as follows:
a) Setting the Purpose of Reading. In this activity, the teacher clarifies the
purpose of reading to the students. That purpose is to get idea of the text, to
learn new information, to learn some new vocabulary, and to become
familiar with the genre of the text. After that, the teacher introduce what kind
of reading strategy for reading to achieve the purpose above; such as
skimming, scanning, and close reading. This activity helps the students to
acquire skills to deal with unfamiliar vocabulary without depending on
dictionaries;
b) Signpost Questions. In this activity, the teacher asks question to motivate the
students and activate their background knowledge;
c) Prediction Activities. The teacher only shows the title of the text at this stage,
and asks the students to predict the topic based on the previous question, and
prior knowledge. Then, some question will be asked by the teacher based on
the students‟ prediction focus on the main point when reading the text.
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d) Skimming in Group. In this stage, the teacher shows the next printed to the
students, firstly, the teacher models skimming strategies to help the students.
After the modeling, the teacher asks the students some questions such as;
“what is the text about?”, “Which one is true?”, “What are the generic
structure of the text?”, etc. Then, the teacher asks the students to skim the
text in group.
e) Scanning in Group. In this activities introduced to teach strategies of finding
appropriate information in the text that would be necessary for successful
reading comprehension. To help the students, the teacher gives some
questions to the students so that they might be able to locate specific
information about the topic of the text. Then, they write down the response
on the piece of paper.
f) Breaking Up the Text. In this stage, the teacher provides handout to each
group and asks the students to summarize the text in group. After
summarizing of the text, the students are encouraged to present their
summaries to other group.
g) Brainstorming. In this activity, the teacher conducts brainstorming to confirm
the students‟ understanding by checking responses answered at scanning
stage and summaries at the breaking up text.
h) Pre-teaching Important Word. Before doing the actual reading activities, the
teacher teach new important word for reading comprehension is necessary to
the students so that they can prepare and acquire new vocabulary or
terminology which would be necessary to understand the text before doing
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reading activities. Then, the teacher introduces and explains language feature
of the text in order to make the students are able to expand and relate their
current knowledge of the genre.
2) During reading activities
This phase has six activities in reading class. They are:
a) The Text. At this stage, the teacher guides the class in discussing the
feature of the text: the genre of the text (descriptive, procedure, narrative,
etc.), the social purposes (to inform readers about events), schematic
structure and language features of the genre (headlines, newsworthy
event, background event, and sources). Then, the teacher informs the
students that language feature typical of the genre such as; material
process, verbal process, and many circumstances.
b) Stop and Think. After the modeling, the teacher asks the students to read
the text in group. They are encouraged to talk and discuss what they just
read, paraphrase it, identify the main idea, and generate questions in
group. This activity offers the students more opportunities to practice
listening, speaking, and helps them to activate background knowledge
and relate it to the new information, and confirm their understanding of
the text.
c) Reciprocal Teaching. In this phase, the teacher can monitor the students‟
performance and confirm whether the students are able to
use new vocabulary, express idea and concepts.
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d) Finding the Main Idea. At this stage, the teacher asks the students to find
the main idea in a paragraph or whole text. The purposes of this activity
are to identify and distinguish the important information from the less
important information in the text, summarize the concepts, confirm the
understandings about the topic by sharing the idea with peers.
e) Signal Word. This activity used to indicate a particular text pattern is
thought to show how these words function in the text. By teaching these
words and the function might give the students new or different ideas to
approach the text.
f) Key Words. At this phase the teacher ask the students to identify key
words to distinguish the important from the less important word in the
text.
3) Post-reading activities
a) Cloze Passage. This activity is designed to help the students in
developing vocabulary, understanding cohesion in the text, and
investigating the text further. Besides, the students who have higher
proficiency complete the passage works as model of good reading and
help the students who have difficulties in reading comprehension in
deepen and expand knowledge of the context.
b) Comprehension Question. In comprehension question, the teacher gives
questions to confirm the students‟ understanding of the content of the
whole text and to monitor the understanding of each student. After the
students complete the activity, the teacher checks their answer with class
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to confirm their understanding of the context before moving to the next
activity. At this stage, the teacher can improve the curriculum by using
the information collected in the future.
c) Compare Ideas. At this phase, the students are asked to his/her
partner/groups and fill in their answer. By giving questions,
conferencing, and sharing their ideas with peers, the students are able to
practice listening, speaking and writing, relate personal experiences with
the topic, and focus on their ideas before the discussion.
d) Discussion. This activity can help the students to relate the theme of the
text to their experience, and develop their understanding. By giving some
questions that have answer not in the text so that the students have to
think of their own idea about the topic (Kawabata, 2007).
Those definition lead to conclude that reading class has three activities. First,
pre-reading activities include introduction of the purpose of reading, skimming and
scanning the text in group, etc. Second, during reading include discussion the genre
of the text and the content of the text in group. The last, post reading activity include
the discussion whole text and sharing the ideas related with the text by group.
2. The Concept of Genre
a. Notion of Genre
According to Djiwandono (2002: 30) genre can be interpreted as a model of
discourse that stands on goal of that discourse, for example: giving instruction,
telling some events, or convincing the reader through argument series. Each genre
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has special structure characteristic. If we can know this special characteristic, we can
use it to help our comprehension about some discourse.
b. Types of Genre
Genres that are used for the first year students of Senior High School
according to Institution for National Standardization of Education (2006: 27) are:
1) Descriptive
A descriptive text is a text which says what a person or thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
(a) Generic Structure of Descriptive
The generic structure of descriptive is as follows: (1) Identification
(mention the special participant); (2) Description (mention physical features,
the part, quality); and (3) Characteristic of the subject being discussed.
(b) Language Features of Descriptive
The language features usually found in a descriptive are: (1) Using
simple present tense; (2) Using action verbs; (3) Using passive voice; (4)
Using noun phrase; (5) Using adverbial phrase; (6) Using technical terms; (7)
Using general and abstract nouns; and (8) Using conjunction of time and cause
and effect.
(c) The Example of Descriptive Text
My mother is a beautiful person. She is not tall but not short, and she has
curly hair and brown. Her eyes color are like honey and her color skin color
light brown, and she has a beautiful smile. Her weight likes 120 lbs.
She is a very kind person. She is very lovely, friendly, patient, and she loves to
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help people. I love my mom, because she is a good example to me. She loves
being in the Church, and she loves sing and dance too.
She is a very good child, wife and mother. She always takes care of her
family. She likes her house to be clean and organized. She a very organized
person and all things in the house are in the right place. She doesn't like
messes.
She always has a smile on her face. She is so sweet and lovely. I like
when I am going to sleep or went I wake up or when I am going to go to some
places, she always give me a kiss, and when the family have a problem she
always be with us to helps us and to give us all her love
2) Narrative
Anderson and Anderson (1999: 9) state that a narrative text type is a piece of
text which tells a story and in doing so, entertains or informs the reader or listener. It
is related to a recount text type. According to Hornby (1973: 648) narrative means
story or orderly account of events. So in a narration the essayist usually tries to write
a composition based on his or her experience. Its purpose is to amuse or entertain the
readers and to tell the story.
(a) Generic Structure of Narrative
The generic structure of narrative is as follows: (1) An orientation (can be
a paragraph, a picture or opening chapter) in which the narrator tells the
audience about who is in the story, when the story is taking place, and where
the action is happening; (2) A complication that sets off a chain of events that
influences what will happen in the story ; (3) A sequence of events, this is case
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the narrator tells how the characters react to the complication; (4) Resolution in
which the characters react to the complication; and (5) A coda that provides a
comment or moral based on what has been learned from the story (an optional
step).
(b) Language Features of Narrative
The language features usually found in a narrative text are: (1) Specific
characters; (2) Time words that connect events to tell when they occur; (3) Verb
to show the actions that occur in the story; and (4) Descriptive words to portray
the characters and setting.
(c) The Example of Narrative Text
Once upon a time, there was a kingdom named Auretto, all people lived
peacefully there. One of them was Charlita, the king‟s daughter who was
assumed as the most beautiful and kindest Princess of Auretto.
One day, Charlita looked blue. Because of that her father got confused.
“What‟s the matter my beautiful daughter? Why are you so sad?” asked King
Fernando. Charlita was just silent. She did not say anything.
Then, King Fernando decided to make a competition to cheer Charlita
again. After that, the palace representative announce: “I will make a
competition. The aim is to make my daughter, Princess Charlita to be happy and
laugh again. Everyone who can do it, will get a prize. It will be held tomorrow
when the sun rises. Sign: King Fernando.”
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The following morning, everybody came to the palace, tried to give their
best performance. They seemed happy and laugh, but not for Princess Charlita.
She was just silent and still looked sad.
King Fernando started to give up. No one amused his daughter. Then,
there came a young handsome man. “Excuse me King Fernando. I would like to
join your competition. But, would you mind if I took Princess Charlita for a
walk?” said the young man gently. “As long as you make my daughter be happy
again, it will totally alright.” said King Fernando. The young handsome man
took Princess Charlita for a walk in a beautiful blue lake with a green forest
around it. Princess Charlita smiled and looked happy after that. Everybody
looked happy, too. “I know why are you so my beautiful daughter. Now, I
promise I will environment green. I regret for always destroying it.
Finally, the environment around the kingdom became so beautiful and
green, full of plants. Then, the young handsome man got a prize from the king.
“I will marry you off my daughter.” said him. “That is the prize I promise for
you. Thanks for keeping our environment well. Thanks for making my daughter
happy again.”
3. Collaborative Learning
Collaborative learning seems almost too easy. More research on learning in
small groups exist than any other instructional method, including lecturing (Johnson,
Johnson, & Smith, 1991; Slavin, 1989: 90). While most of this is credible and
positive, it is dominated by research and investigation.
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To collaborate is to work with another or others. In practice, collaborative
learning has come to mean students working in pairs or small group to achieve
shared learning goals. It is learning through groups rather than learning by working
alone.
Collaborative learning is based on different epistemological assumptions,
and it has its home in social constructivism. Matthews (1996: 10) capture the
essence of the philosophical underpinnings of collaborative learning: “ collaborative
learning occurs when students and faculty work together to create knowledge…it is
a pedagogy that has at its center the assumption that people make meaning together
and that the process enriches and enlarges them.”
According to Elizabeth, Patricia & Claire (2005: 101) there are some
techniques in collaborative learning:
a. Jigsaw.
Jigsaw is a method of organizing classroom activity that makes students
dependent on each other to succeed. It breaks classes into groups and breaks
assignments into pieces that the group assembles to complete the (jigsaw)
puzzle.
b. Buzz Group.
Buzz Group technique is a patent discussions group technique with a high degree
of student involvement. This is employed when the students become very
motivated and seized with the issues involved.
c. Fishbowl.
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Fish bowl activity is used to manage group discussion. The general idea is that
rather than a large group having an open discussion about something, which can
be difficult to handle and often only benefits a few active participants, a smaller
group (ideally 3 – 6 people) is isolated to discuss while the rest of the
participants (maximum of 50 people) sit around the outside and observe without
interrupting.
d. Card Sort.
Card sort is a simple technique in user experience design where a group of
subject experts or "users", however inexperienced with design, are guided to
generate a category tree or folksonomy.
4. Card Sort
a. The Definition of Card Sort
This is a collaborative activity that is able to be applied in teaching concepts,
categorizing characteristics, facts of objects, or finding information. The physical
movement can help to give energy to the tired students in the class (Silberman,
2001: 149)
Card sorting is a user-centered design method for comprehending reading
texts. The process involves sorting a series of cards, each labeled with a piece of
content or functionality, into groups that make sense to users or participants. Card
sorting is a great, reliable, inexpensive method for finding patterns in how users
would expect to find content or functionality (Donna Spencer, 2004).
In addition, Gaffney (2000) explains that card Sorting is a technique for
exploring how people group items, so that you can develop
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structures that maximize the probability of users being able to find items. In other
words, card sort is easy and cheap to conduct, enables you to understand how „real
people‟ are likely to group items, identifies items that are likely to be difficult to
categorize and find, and identifies terminology that is likely to be misunderstood.
Based on the explanation above, it can be concluded that card sort is a
technique to comprehend reading text that involve some process. Grouping and
giving physical movement are the characteristic of card sort. Card sort is cheap and
great method.
b. The Procedures of Card Sort
According to Silberman (2001: 149-150) the procedures of Card Sort are:
1) Index card with information or example that is suitable in one or more
category is distributed to every student.
2) Students are asked to look for her/his friends in the classroom and to find the
person who has card with the same category
3) Students which have same category are asked to present in front of class
4) After the student‟s presentation of each category, the other students give
important point related to the subject matter.
Ismail (2008: 88-89) states that the aims of cards sort is students can active
both individual and work in group (cooperative learning) in their learning. And
the steps of card sort are:
1) Teacher prepares some cards. Cards contain about the material which will be
taught in the class and then mix all the cards.
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2) Distribute the card for all students one by one and make sure every student
get it
3) Ask students to look for the main card with other and ask them match their
card.
4) If the main cards and the detail cards collected, ask students to make a group
and put their result on the blackboard.
5) Do correction together.
6) Ask the volunteer in each group to explain their result.
7) If possible teacher asks students to ask some questions or give commentary
and teacher gives appreciation for them.
8) When the needed, teacher may give explain material to clearly again.
From the various steps above, I concluded to mix the steps to develop all
indicators of reading. The steps are: (1) Asking the students to take the card
randomly; (2) Asking the students to find their friends who have cards with the
same category; (3) Asking the students to exchange their cards until they have
read all of the cards in their group; (4) Asking the students to arrange the cards
into a good text; (5) Using their own cards, each student should find the main
idea of the paragraph that they get; (6) Asking the students to find the difficult
vocabularies and find the meaning from the card that they get; (7) Asking the
students to find the main idea, detail information, word meaning, sentence
meaning, reference, text organization, and communicative purpose; and (8)
Asking the students to present all indicators that they had found.
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c. The Advantages of Card Sort
1) Simple – Card sorts are easy for the organizer and the participants.
2) Cheap – Typically the cost is a stack of 3×5 index cards, sticky notes, a pen
or printing labels, and your time.
3) Quick to execute – You can perform several sorts in a short period of time,
which provides you with a significant amount of data.
4) Established – The technique has been used for over 10 years, by many
designers.
5) Involves users – Because the information structure suggested by a card sort
is based on real user input, not the gut feeling or strong opinions of a
designer, information architect, or key stakeholder, it should be easier to use.
6) Provides a good foundation – It‟s not a silver bullet, but it does provide a
good foundation for the structure of a site or product. (Spenser, 2004).
d. The Disadvantages of Card Sort
1) Does not consider users‟ tasks – Card sorting is an inherently
content-centric technique. If used without considering users‟ tasks, it
may lead to an information structure that is not usable when users are
attempting real tasks. Information needs analysis or task analysis is
necessary to ensure that the content being sorted meets user needs
and that the resulting information structure allows users to achieve
tasks.
2) Results may vary –The card sort may provide fairly consistent results
between participants, or may vary widely.
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3) Analysis can be time consuming – The sorting is quick, but the
analysis of the data can be difficult and time consuming, particularly
if there is little consistency between participants.
4) May capture “surface” characteristics only – Participants may not
consider what the content is about or how they would use it to
complete a task and may just sort it by surface characteristics such as
document types. (Spenser, 2004).
B. Reviews on Related Research
Researches on the implementation of Card Sort have been conducted by
some researchers. The first research was conducted by Donna Spencer (2004). The
article entitled: Card Sorting: A Definitive Guide. This writer described that Card
sorting is a user-centered design method for increasing a system‟s find ability. The
process involves sorting a series of cards, each labeled with a piece of content or
functionality, into groups that make sense to users or participants. She writes there
two primary methods for performing card sorts: (1) Open Card Sorting. Participants
are given cards showing site content with no pre-established groupings, and (2)
Closed Card Sorting. Participants are given cards showing site content with an
established initial set of primary groups. Card sorting is a simple, reliable, and
inexpensive method for gathering user input for an overall structure. It is most
effective in the early stages of a (re)design. And while it‟s not intended to be a silver
bullet, when done correctly, it is instrumental in capturing helpful information to
answer questions during the information design phase – ultimately making the
product easier to use.
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The second research entitled “Interest and Improvement of Student Learning
in Teaching Reading Strategies Using Sort on Card” is done by Roihan Parada
(2013). This research is motivated lack of student interest in reading, due to
the small number of students who want to read. It is seen in learning reading,
where students lack the ability to read. The purpose of this study was to
determine whether the strategy of Card Sort can increase interest and student
learning outcomes in learning Indonesian. This research is a class act. Subjects of
this study were fourth grade students about 20 people. The results of the research
cycle I gained an average score of 67.90 % percentage interest of the
students in the first cycle, while in the second cycle increased to 77.06 %.
Learning outcomes in the first cycle 55 %, while in the second cycle increased to 80
%. This means that the target indicators in this study was achieved and the
implementation of strategies of learning Indonesian with Card Sort is going well.
Based on these results, it suggested that the teacher can use the Card Sort
strategies to increase interest and Indonesian students' learning outcomes.
The third relevant research was done by Pratiwi Amelia from University of
Ahmad Dahlan Yogyakarta in 2012. The research was conducted in the eight grade
students of Junior High School in Riau Silip Bangka. This research was carried out
to determine the effectiveness of teaching vocabulary to young learners by using
flash cards. This research proves that teaching vocabulary by using flash cards is
more effective than those who are taught without using flash cards.
Rifka Kurnia Putri (2012), the effect of using card sort strategy toward
students‟ speaking achievement. I concluded that card sort strategy give positive
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effect toward students‟ speaking achievement. It was shown by the result of this
research that that mean score of experimental class was higher than mean score of
control class.
The another research was conducted by Puji Hidayati (2011) entitled: The
use of card sort to improve students understanding on conditional sentence. This
research aims to help student‟s activity in the class and improve their understanding
about the material. The result of study shows that using card sort can improve
students understanding on conditional sentence. This is proving by students
understanding that was improved in every cycle.
Steven Hannah (2005), Sorting Out Card Sorting: Comparing Methods for
Information Architects, Usability Specialists, and Other Practitioners. This study
examines open and closed card sorting methods used by information architects and
usability engineers. A hybrid data analysis strategy, combining conceptual analysis
and constant comparative method is employed to review 14 references.
Characteristics of card sorting methods and their properties are organized into
twelve emergent categories. Results are presented in a hypertext table, designed to
be extended by others, and supported with explanations of each category.
C. Rationale
Reading is not only a receptive skill of taking information from page in word
by word but also an active process to comprehend the text. The students have some
problems in comprehending the passage and difficulties in identifying main idea,
finding detail information, understanding word meaning, understanding sentence
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meaning, finding reference, identifying text organization, and identifying
communicative purpose.
The students‟ difficulties are caused by lack of vocabulary, prior knowledge
of the students, and the method used by the teacher in teaching learning process that
makes the students bored. It makes the students have low motivation in reading
activity and sometimes lazy to read an English text. Besides that, the teacher still
uses a traditional technique in which the students only have less time to read. The
teacher just reads the passage and discusses it with the whole class so the students
did not have time to share about the passage freely. And, the class condition also
influences the student‟s motivation. I focused on class X1 IPA 1 as a subject.
Between 07.00-10.00 am, the entire curtain must be closed because the sun disturbs
the students in the class. It can make the students not concentrate. Some students
participate actively and the others are noisy.
In this situation the research uses Card Sort technique to solve the students‟
problem and it aims to: (1) make the students easier to comprehend the reading text.
I asked the students to take the card randomly. The students who had card with the
same category should find their friends and make a group. Then I started to explain
that each group who got a set of cards containing the cut paragraph of text should
exchange their cards until they had read all of the paragraphs. Next, I asked the
students to arrange the cards into a good text. Using their own card, each student
asked to find the difficult vocabularies and find the main idea of the paragraph. After
arranging the paragraph, I asked the students to find out the main idea, detail
information, word meaning, sentence meaning, reference, text organization, and
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communicative purpose; (2) make the students not bored with the technique that is
used by the teacher. By doing card sort, there are physical responses that make the
students more active; and (3) motivate them to be more interested in learning
English. They can work together to solve the difficulties. Hence, the students can be
more motivated during the reading activity so that they can comprehend the text.
Therefore, the students‟ capability in comprehending a reading passage can be
improved through using Card Sort technique.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, I would like to explain the research methodology including:
the setting time and place of the research, method of research, technique of
collecting data, and techniques of analyzing data.
A. Context of the Study
1. The Setting of Research
a. Setting of Place
This research was carried out in SMA Batik 2 Surakarta which is located at
Jl. Sam Ratulangi 86 Phone/fax: (0271) 710887 Solo, Website:
www.smabatik2.com. SMA Batik 2 Surakarta was built on August 24th,
1989. It had
22 classes. It had ICT class (Information Technology and Communication) as a
superior class. It had 48 teachers and 14 staff.
SMA Batik 2 Surakarta is a comfortable school. It has been equipped by
complete learning facilities such as language laboratory, science laboratory, multi-
media room, hot pot, a large parking area and some facilities.
b. Setting of Time
Table 3.1 the schedule of research
No
Description
TIME
August Sept Oct Nov Dec Jan
1. Doing preliminary observation
2. Writing thesis proposal
3. Conducting research
4. Collecting data
5. Analyzing the data
6. Writing research report
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2. The Subject of Research
The subject of the research was the second year students of SMA Batik 2
Surakarta in 2011/2012 academic year, especially, class X1 IPA 1. This class
consisted of thirty students, and has its own characteristics. Actually, the students
of class X1 IPA1 were active, but sometimes some of them talked to each other,
they did not listen to the teacher seriously when she explained the lesson, and not
all the students did the exercises that were given by the teacher and they did not
submit the assignment on time.
Class XI IPA 1 consisted of 30 students. There were 11 male and 19
female students. This class consisted of one desk for teacher, one whiteboard,
LCD, four windows on the left of class. So, between 07.00-10.00 am, the entire
curtain must be closed because the sun disturbed the students in the class. On the
wall, there were a picture of president, vice president, and Garuda Pancasila.
They were put above the whiteboard and there were two air conditioners put on
the wall.
I chose class XI IPA 1 as the subject of the research. Actually, the students
of this class were active, but sometimes some of the students talk to each other,
they did not listen to the teacher when she explained the lesson, and not all the
students submitted the assignment on time. It happened because sometimes they
did not understand the instruction or they did not know the answer of the
assignment. In English class especially in reading activity, the students lacked
motivation. They thought that reading was boring because the reading texts were
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not interesting for them. Most of the students did not understand what they read
because they had a little vocabulary
B. Research Method
The research method used in this study was Classroom Action Research.
The definition of action research based on Kemmis in McNiff (1988: 2) is;
“Action research is a form of self-reflective enquiry undertaken by
participants (teacher, students or principals, for example) 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 (and institutions) in
which these practices are carried out.”
From definition above it can be drawn an inference that classroom research
in this study means the systematic study of attempts to improve the teaching
learning process in order that students‟ achievement becomes satisfying. In
reality, the student‟s capability in comprehending reading passage was
unsatisfying.
In this case I conducted the research in the form of cycle. According to
Kemmis and McTaggart‟s model, cycle consisted of: planning, acting,
observing, and reflecting. Those procedures were reflected in the following
scheme.
Planning
Reflecting acting
Observing
Mc. Taggart (1991: 32)
Scheme 1
The Scheme of Action Research Steps
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The procedures of the research are as follows:
1. Plan
In this step, I was prepared the material, made the lesson plan, and designed
the steps in doing the action. In this step, I was also prepared students‟ name
and score, sheet for classroom observation, and tests (to know whether the
students‟ reading comprehension improves or not).
2. Action
Based on the previous plans, some of the activities were done as follows;
a. Pre-test
1) The students were asked to do the test.
2) I checked and gave score the students‟ works.
3) I analyzed the students‟ score
b. Interview
1) I interviewed some students to get information about the students‟
interests and learning problems.
2) I wrote the result of the interviews as an additional data.
c. Observation
1) I and the collaborator observed the teaching learning process to get
information about the reading teaching learning process, the
interaction between I and the students, and the students and their
friends in the classroom.
2) I and the collaborator made the field note what was happening in
reading class.
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d. Questionnaire
1) The questionnaire was given to the students to get the information
about the students‟ comment toward reading teaching learning
process and what they needed to make them had better learning and
reading competence.
2) I made conclusion based on the result of the questionnaire.
e. Post test
Post test was given to the students to find out the students‟ reading
competence after being given implementation in the first cycle. The
result of the post test in the first cycle was used as main consideration in
designing the activities in the second cycle.
3. Observation
In this step, I observed the students during the action and making notes in
observation sheets like the student‟s feeling, thinking, and something they
were doing in English teaching-learning process. I observed the class
objectively. In this case, the collaborator was another English teacher who
gives contribution in giving the ideas and sharing the experiences actively in
all steps in the classroom action research.
4. Reflection
In this part, I analyzed the result of observation and calculated the result of
reading test.
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C. Data and Data Source
1. Data
The data of this research were obtained from the procedures and
activities during teaching learning process using Card Sort technique and the
score of reading comprehension tests. The result of the treatment was described
in the scores of post-test that was compared with the scores of pre-test.
2. Data Source
The sources of this research are:
a. Event
It was the activities in teaching learning process especially teaching reading
comprehension by using Card Sort technique for the first year students in
SMA Batik 2 Surakarta.
b. Document
In this research, the documents taken from teacher‟s lesson plans, result of
test, reading materials, textbooks, syllabus, and the student‟s worksheets.
c. Informant
The data was taken from interview and questionnaire. Interview was done by
having conversation between interviewer and respondents with purpose of
getting certain information. The respondents were the teacher and the
students. I prepared some questions for the interview, in order to get
information related to the research problem. Meanwhile, questionnaire was
one way of checking students‟ perception or opinion related the subject. It
was usually written in short answer.
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D. Technique of Collecting Data
The data which was collected in this research were qualitative data and
qualitative data. Quantitative data was collected from the result of the reading
comprehension test and qualitative data was collected from observation,
interview, questionnaire, and document.
The qualitative data was collected by using some techniques as follows:
1. Observation
In this research, the observation was done during the process of
implementation of Card Sort technique in the teaching reading. The
observation gave some information about classroom events and interaction in
the classroom. In this research, I was as a teacher who taught reading using
Card Sort technique and as a direct observer who observed the activities
while the implementation of Card Sort technique in the class. I also asked
her collaborator to observe the teaching learning process. The function of
collaborator here was to observe, evaluate, and give suggestion about the
implementation of Card Sort technique in the classroom.
2. Interview
The interview was done to get information from the students and
collaborator about their personal perception, experiences, opinions and ideas
related to the implementation of Card Sort technique in the classroom.
3. Questionnaire
According to Burns (1999: 129) questionnaire is easier and less time
consuming to administer then interview and the responses of the larger
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numbers of informant can be gathered. Related to this statement, I decided to
ask the students to fulfill the questionnaire. In this technique, the students
should read the questions and tick responses or write in short answer.
4. Document
The document that was collected in the form of teacher‟s lesson
plans, reading materials, textbooks, syllabus, and the student‟s worksheets.
By analyzing them, I gets information about the students‟ ability in reading. I
also collected the data from the scores representing the students‟ reading
achievement. The score was the final products of the students‟
comprehension in reading test.
The quantitative data was collected by using reading comprehension test.
In this research, I used a written test to measure the students‟ achievement in
reading. I gave a pretest and posttest in order to know the students‟ reading
comprehension before and after using Card Sort technique. It‟s aimed to know
whether the students‟ reading comprehension improves or not.
To get the instrument validation in reading comprehension test, I uses
internal validity and reliability as stated in Ngadiso (2006: 1-3). The formula is
as follows:
1. Internal Validity
Sn
xt
2
St = Standard deviation or the square root of the total of the square
of each deviation score divided by the number of respondents
x2 = the total of the square of each deviation score
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n = the number of respondents
t
t
t
tn
nq
p
S
XXr
rn = the validity of each item
Xn = sum of correct answer within the row divided by sum of
correct answer within column.
Xt = the average of the total correct answer.
St = standard deviation or the square root of the total of the square
of each deviation score divided by the number of respondents.
pt = the total of the correct answers divided by the number of
respondents.
qt = the total of the incorrect answer divided by the number of
respondents
2. Internal Reliability
21
t
kks
pq
k
kr
rkk = internal reliability
k = the total valid item
pq = the sum of the multiplication of the proportion of the correct
answers and in the correct answer.
St = standard deviation of the square root of the total of the
squared of each deviation score divided by the number of
respondents.
For qualitative data, I used data triangulation. It means that, I collected
data from three sources: the students, the collaborator, and I herself using
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observation, questionnaire, and interview. The data were compared to know
whether the data were valid or not.
E. Technique of Analyzing Data
The process of data analysis was conducted by using qualitative and
quantitative methods. To analyze the quantitative data, I applied a descriptive
statistics, comparing the following dimension: the highest and lowest scores and
means. The data were taken from the students‟ answers on the written test.
1. Computing the students‟ correct answers.
2. Calculating the students‟ scores on written test is done as follows:
a) Calculating the percentage of the correct answers of each student by
using percentage correction. The percentage is used to measure the
students‟ reading comprehension. To find out the percentage
correction, the formula as stated by Arikunto (1998: 38) is used:
Where:
S = the students‟ mastery in %
R = the students‟ right answer
N = the maximum number of the whole answer
SM = standard mark (100)
In determining the level of the students‟ reading comprehension, the five
categories described by Arikunto (1998: 38) are as follows:
The System of Score Category
Percentage Interpretation
81 – 100 Very Good
61 -80 Good
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41 – 60 Fair
21 – 40 Poor
0 – 20 Very Poor
From the percentage of the correct answers, then, the students‟
reading comprehension was found.
b) After analyzing the scores of the written test, I used a statistical
technique to find the students‟ mean score. Then, I compared the mean
score of the pre-test and post-test. In scoring the test, I calculated the
students‟ scores by using the following formula:
n
XM
Where:
M = mean (the score)
∑ X = the total score
n = number of students (Purwanto, 1985: 38)
It means that if the mean score increases, the students‟ reading
comprehension is considered improving and the research is successful.
c) Comparing students‟ reading comprehension before and after
treatments.
3. Making conclusion and suggestion based on the data.
Then, to analyze the qualitative data, I applied constant comparative
method as suggested by Glaser (1980: 105-115). The method consists of four
steps: (a) comparing incidents applicable to each category; (b) integrating
categories and their properties; (c) delimiting the theory; and (d) writing the
theory. The following is a brief description of each step:
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a. Comparing incidents applicable to each category.
This process was also similar to specifying the nature and dimension of
many concepts arising from the data.
b. Integrating categories and their properties.
In this stage I began to note the relationship among the concepts. For these
relationships to emerge, however, it was necessary for I to have noticed all
the concepts.
c. Delimiting the theory.
Eventually, as the pattern of relationship among concepts become clearer,
I disregards some of the concepts initially noted but evidently irrelevant to
the inquiry. In addition to the number of categories being reduced, the
theory itself becomes simpler.
d. Writing the theory.
I put her findings into word to be shared with others. The stage was
regarded as a part of the research process.
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Introduction
The aim of the research was to identify whether Card Sort technique could improve
students‟ reading comprehension for the students of class XI IPA 1 of SMA BATIK
Surakarta or not and to identify how is the classroom situation when Card Sort is
implemented in the reading class.
I started this research after finding the students‟ problems in reading comprehension.
She found this problem after asking the students to do the exercises of: (a)
understanding word meaning based on the text; (b) getting the main idea both the
main idea of the text and certain paragraph; (c) understanding the sentence meaning
of past and present perfect tense; (d) identifying detail information from the text, and
(e) understanding the text organization.
I gave each student a test. She gave a test that is suitable with reading
comprehension material. It was used to know how far the students could
comprehend the reading text. The test was held on Wednesday, August 11th
2011
and implemented in 2x45 minutes. I observed the test process. The students
answered the items quietly, but some of them still looked confused in answering the
questions. The form of the test is multiple choices. After conducting the pre-test, I
scored the students‟ answer.
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Table 4.1.Score of pre-test.
No Level Preliminary Observation
1 Highest score 68.57
2 Lowest score 48.57
3 Mean score 61.94
Supporting to the pre-test score in the table above, the following table provided data
about the students‟ score viewed from all indicators.
Table 4.2 score of indicators
score highest lowest average
Main idea 87.5 25 60.27
Detail information 88.8 22.2 68.19
Word meaning 87.5 25 61.16
Sentence meaning 100 0 50
Reference 88.8 22.2 64.22
Text organization 88.8 22.2 56.29
Communicative purpose 88.8 22.2 65.81
Table 4.3. Computing of passing grade in pre-test
No Explanation Passing grade
Number of students
%
1 Score above passing grade 60 12 40
2 Score below passing grade 60 18 60
According to the result of the pre-test, it can be concluded that the students‟ reading
comprehension was low. From 30 students only 40% got the score above the passing
grade or in other word there were 60% students who got the score below the passing
grade. Another important consideration was about the students‟ score viewed from
their skill. The average of students‟ score in getting main idea was 60.27, in finding
detail information was 68.19, in understanding word meaning was 61.16, in
understanding the sentence meaning was 50, in finding reference was 64.22, in
identifying the text organization was 56.29, and in identifying communicative
purpose was 65.81.
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Furthermore, the result of the questionnaire about reading comprehension also
showed that the students had problem in reading comprehension.
Table 4.4 The Result of Questionnaire 1
No Aspects Asked SD D A SA
1. Reading subject is difficult. - 1
(3.3%)
24
(80%)
5
(16.7%)
2. It is difficult for me to comprehend the expository text. - -
13
(43.3%)
17
(56.7%)
3. I have problem to understand some words. - - 23
(76.7%)
7
(23.3%)
4. It is not easy to find detail information in the text. - - 12 (40%)
18 (60%)
5. It is difficult to find a main idea. - - 23
(76.7%)
7
(23.3%)
6. It is difficult to understand the sentence meaning. - 1 (3.3%)
10 (33.3%)
19 (63.4%)
7. It is difficult to understand word meaning. - 1
(3.3%)
7
(23.3%)
22
(73.4%)
8. It is not easy to identify text organization. - - 16 (53.3%)
14 (46.7%)
9. It is difficult to find reference. - 16
(53.3%)
14
(46.7%)
-
10. It is not easy to identify communicative purpose. - - 22 (73.3%)
8 (26.7%)
11 The class is very noisy - 22
(73.4%)
8
(26.7%)
-
12. The method used by the teacher is monotonous. - 4 (13.3%)
10 (33.3%)
16 (53.4%)
13. The students are lazy to read English. - 2
(6.7%)
13
(43.3%)
15
(50%)
14. The students have little vocabulary. - 4 (13.3%)
10 (33.3%)
16 (53.4%)
15. An alternative method to learn reading is needed. - - 21
(70%)
9
(30%)
In fact, most of the students had low ability in reading comprehension. Firstly, the
problems that were caused by the students themselves were: they were lazy to read
English texts because they had a little vocabulary, as a result, they depended on their
dictionary too much; did not have prior knowledge about the content of the text; and
the method used by the teacher in teaching learning process made the students
bored. The class was dominated by the teacher and students always kept silent. Their
motivation to study was low. They were not active in teaching learning process,
because the students did not have opportunity to develop their communicative
competence. Secondly, the teacher still used traditional technique in which the
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students only had less time to read. The teacher just read the passage and discussed
with the whole class so the students did not have time to share about the passage
freely. The teacher seldom used various techniques to make the students become
better readers. The teacher asked the students to read and answered the question
individually. After that, they submitted the assignment without discussing the
answers with other students. The student‟s problems in comprehending reading not
only came from the students themselves and the teacher but also the condition of the
class. Between 07.00-10.00 am, the entire curtain must be closed because the sun
disturbed the students in the class.
Therefore, a new technique is needed to work out the problems. I decided to use
Card Sort technique in conducting this action research. Card Sort is collaborative
activity in sorting the card collaborating the critical thinking of students. Card Sort is
an effective way to improve the students‟ reading comprehension. The students who
had card with the same category should find their friends and make a group. Then I
started to explain that each group who got a set of cards containing the cut paragraph
of text should exchange their cards until they had read all of the paragraphs. Next, I
asked the students to arrange the cards into a good text. Using their own card, each
student asked to find the difficult vocabularies and find the main idea of the
paragraph. After arranging the paragraph, I asked the students to find out the main
idea, detail information, word meaning, sentence meaning, reference, text
organization, and communicative purpose. Besides, it can make the students brave
and not shy because this technique gives priority to the movement of physical
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response, so the students can be interested in learning from the beginning of the step
to the end.
B. Research Implementation.
1. Description of Cycle 1
In cycle 1, I carried out four meetings. Cycle 1 was conducted from September 20th
to October 1st, 2011. After the fourth meeting was done, a test 1 was carried out.
Each cycle consisted of planning, action, observation, and reflection. The overall
implementation of cycle 1 can be seen in table 4.5:
Table 4.5 The Implementation of Cycle 1
Cycle 1 Teaching reading using Card Sort technique
Planning Sharing ideas with collaborator Designing lesson plan Preparing hand out Preparing the slide on power point Preparing observation instrument (field notes and check list)
Action Meeting 1 (Sept 20th, 2011) Meeting 2 (Sept 23rd, 2011) Meeting 3 (Sept 27th, 2011) Meeting 4 (Oct 1st, 2011)
: An Indian and His Fish : The Legend of Prambanan Temple : The Elves and The Shoemaker : Keong Emas
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Observation
Teaching and learning situation
The teacher prepared the material well, explained the new technique clearly, asked the students to make a group based on the same category’s card they had. This technique made the teacher control the class easily. Good interaction between students and researcher. The teacher actively answered the students’ questions. The students showed interest to the new technique. The students were motivated to get involved in doing the steps even though they were confused about how to find the card in the same categories. Grouping was effective to make the students share their ideas though some groups needed an extra care. The process of teaching and learning in the first and third meeting did not run smoothly. The process of teaching and learning in the second and fourth meeting was better. In this cycle, the teacher got problem in managing the time
Learning process
Some students showed their progress by speaking out their ideas and answering question. The result of the assessment also showed that the understanding of reading of some students was quite improved. There were also some students who were not serious in doing the steps. Some students were still talking each other and make noisy. In this cycle, the students’ understand about detail information, reference, text organization, and communicative purpose of the text was improved. On the other hand, the students still got problem in understanding main idea, word meaning, and sentence meaning.
Reflection + Card Sort technique could create a good atmosphere that motivated the students to take a part in the teaching and learning process actively. + There was a good interaction between I and the students.
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+ Sitting in groups made the students helped each other to do the steps. + It was quite easy for I to control and monitor the students because they sat in group. + Students’ understanding about finding reference, identifying text organization, and identifying the communicative purpose of the test were improved. - Some students were not serious in finding the group. - Some students were still talking each other and make noisy. - Some students did not read the whole paragraph in the text. - Students still got problem in understanding main idea,
sentence meaning, and word meaning. - I still got problem in managing the time allocation.
a. Planning Action
I and the collaborator prepared for the action. The preparation included: designing
lesson plan, preparing hand out, preparing slide on power point and preparing
observation list such as field notes and check list. The lesson plans were designed
for four meetings. It consisted of: (1) Competence Standard; (2) Basic Competence;
(3) Indicator; (4) instructional Objective; (5) Learning Method; (6) Instructional
Material; (7) Teaching and Learning activities; and (8) Assessment. The reading text
for the first meeting was “An Indian and His Fish”, for the second meeting was
“The Prambanan Temple”, for the third meeting was “The Elves and The
Shoemaker”, and for the fourth meeting was “Keong Emas”. The texts were taken
and adopted from Microsoft Encartafor Kids 2007, Look Ahead, and an English
course for Senior High School Students Year XI published by Erlangga.
After designing lesson plan, I and the collaborator prepared the hand outs which
consisted of reading text and assessment. The assessments were in the form of essay
with 10 questions that covered the instructional objectives in the lesson plan. Next
activity was preparing the slides on power point and wrote the indicators that the
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students had to achieve in the teaching learning process. After that the teacher and
the collaborator prepared observation instruments; field note and check list. The
collaborator and I would use these two kinds of instrument in observing the teaching
and learning process done by I and the students.
The next activity was doing the steps in Card Sort. There were some steps in Card
Sort as follows:
1. Asking the students to take the card randomly.
2. Asking the students to find their friends who have card with the same
category.
3. Asking the students to exchange their cards until they have read all of the
cards in their group.
4. Asking the students to arrange the cards into a good text.
5. Using their own cards, each student should find the main idea of the
paragraph that they get.
6. Asking the students to find the difficult vocabularies and find the
meaning from the card that they get.
7. Asking the students to find the main idea, detail information, word
meaning, sentence meaning, reference, text organization, and
communicative purpose.
8. Asking the students to present all indicators that they had found.
9. Monitoring the students while they are conducting Card Sort activity.
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b. Action
1) Meeting I
a) Opening
It was on Tuesday, September 20th
, 2011 for about two periods or ninety minutes. I
and the collaborator entered to the class of XI IPA 1 (30 students). Before starting
the lesson, I greeted the students by saying “AssalamualaikumWr.Wb, Good
morning students, how are you today?”The students said “wa‟alaikumsalamWr.Wb,
good morning mom, I‟m fine thank you, and you?” I said “I am fine too,
thanks.”After that I checked the attendance list by calling each student‟s name,
while the collaborator took a seat in the back side. All students were present today.
I explained what they should do for that day. She tried to create a good situation by
telling the students that the day‟s activities would be reading lesson by using Card
Sort technique as a kind of cooperative learning. They would work in groups. The
students seemed enthusiastic. I prepared all the media and learning sources.
In this stage, I gave an explanation the objectives of the teaching and learning on
that day using Card Sort technique. It was implemented to comprehend the reading
text. Then, I explained about the technique and what the students should do in every
step of Card Sort technique. I told the students that the material for the lesson was
narrative text. I then remained a little bit of narrative text including the generic
structure and communicative purpose. Most of the students paid more attention in
this section. They were really enthusiastic to digest I‟s explanation. Following this
activity, I distributed the text entitled “An Indian and His Fish”. I also said that it
was important for the students to learn English because it introduced them to many
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terms that they would find when they were going to go to the university and they
would use it for accomplishing their assignment when they were going to study in a
top rank university or if they were going to study abroad. The teacher asked who is
going to study in the university, and all of them answered that they planned to
continue their study to the university. Teacher appreciated them and told them that
they had to study hard to reach their goals.
b) Main Activity
I distributed the card. The reading text for the first meeting was “An Indian and His
Fish”. When she explained Card Sort, the students seemed serious and active. After
that, the teacher asked to the students to read the title of the text and asked to the
students to brainstorm about the title or the topic in the text.
I explained that in this technique the students would work in groups. Each group
consisted of 6 students. She asked the students to take the card randomly. The
students who had card with the same category should find their friends and make a
group. Then I started to explain that each group who got a set of cards containing the
cut paragraph of narrative text should exchange their cards until they had read all of
the paragraphs. Using their own card, each student was asked to find the difficult
vocabularies and find the main idea of the paragraph. Next, I asked the students to
arrange the cards into a good text. After arranging the paragraph, I asked the
students to find out the main idea, detail information, word meaning, sentence
meaning, reference, text organization, and communicative purpose.
Later on, one student in each group presented their result in front of the class. At the
first time, they were reluctant to come in front of the class, but when I told him/her
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that they were all learning, they had bravery to present it. In this stage, I guided all
presentation performed by the students. During this activity, all students were
enthusiastic. When one of the students from second group, student GA, represented
his group to present his group result, the other friends listened carefully. The
presentation ran well. And then, the presentation was followed by group one, five
and four. All groups did the presentation well. But, when the student from third
group, student LW, presented his group result, he discussed the different text. The
arrangement of the paragraph of this group was wrong. They put the fourth and fifth
paragraph in reverse order. They should put the fourth paragraph after third
paragraph, not in reverse order. The students‟ result showed that they got a little bit
difficulty to arrange the paragraph. They were also confused to find out the sentence
meaning from the text. This time, I guided the students to find the correct answer of
all problems occurring in discussing the material of the text.
All groups could present their result in front of class. They enjoyed the Card Sort
technique although there were still many mistakes in arranging the paragraph related
the text. I gave the assessment to the students in a group and they were given 15
minutes to finish.
c) Closing
This part showed how I closed the meeting. Ten minutes before the bell rang, I
reviewed the lesson by summarizing the topic of today. I gave chance to the students
to ask some questions if they were still confused about the topic. As a reflection,
teacher asked students whether they can comprehend the reading text. Students
answered that they could understand the text. However, they said that they still
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confused in understanding sentence meaning. They felt that they sometimes still
made mistakes. She praised the students and motivated them to learn better for the
next meeting. She told the students about the topic to be learnt for the next meeting.
Finally, she said “Any questions?” the students answered, “no mom”. “If there is no
question, I closed the meeting, thank you very much for attending and your
attention, WassalamualaikumWr.Wb, see you”. The students responded her,
“Wa”alaikumsalamWr.Wb, See you too”.
2) Meeting II
a) Opening
The second meeting was done on Friday, September 23rd
, 2011. The weather was so
nice that day. I entered the classroom at 7 a.m. the collaborator came 5 minutes later.
The class was so dirty. So, she asked some students to sweep the floor and pull out
the rubbish into the rubbish dump. It took 5 minutes to finish the cleaning. I asked
the students to go back to their chairs. It was started by praying together. Then, she
greeted the students and checked the attendance list by calling the student‟s name.
All students were present at that day.
I repeated the previous material by giving explanation about Card Sort technique.
She believed that the students needed such kind of a review due to the fact that it
was new for them and there were some students who were still confused. She
emphasized that the most important thing in doing the card sort activity was the
collaboration between the students. She then told the students that the material of
that meeting was still same, narrative text, but in different tittle. The tittle of the text
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was The Legend of Prambanan Temple. In this meeting, the students could
understand the word meaning and increase their vocabulary.
b) Main Activities
I distributed the card. The reading text for the first meeting was “The Legend of
Prambanan Temple”. When she explained Card Sort, the students seemed serious
and active. After that, the teacher asked to the students to read the title of the text
and asked to the students to brainstorm about the title or the topic in the text.
I explained that in this technique the students were still work in groups. Each group
consisted of 6 students. The members of the group were different with the previous
meeting. She asked the students to take the card randomly. After the students sat in
their groups, I then explained the instructional objectives of the lesson. I explained
every step very carefully to make sure that all students understood. After that, the
students asked to exchange their cards until they had read all of the paragraphs.The
condition was different from the previous meeting. In this meeting, the students
were so active because they had background knowledge about The Legend of
Prambanan Temple. Students seem so familiar with the topic that made them easy to
understand the word meaning. But, some of them were still difficult to interpret the
vocabularies. Next, I asked the students to arrange the cards into a good text. They
sorted the cards related to the material to find out the main idea, detail information,
word meaning, sentence meaning, reference, text organization, and communicative
purpose. The students looked motivated in doing this activity. Each group tried to
finish soon and correctly.
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After arranging the cards and discuss together in their group, the students prepared
themselves to present their result in front of class. I then asked the representation of
the second group to come forward in front of the class. Student DA came forward in
front of the class and presented her group result. She performed her presentation a
little bit shyly. She delivered the arrangement of the paragraph completed and all the
findings of all indicators. The presentation was good enough. It was true that the
students needed self-confidence to speak English. After the presentation of the first
group, I gave the time for other group to take turn. When student SS, from the fifth
group, presented her group result, the other friends listened carefully. After the
presentation of SS, the other students coming from the second group gave such
comment to the fifth group. Here is the comment from the students BRP:
“Excuse me, mom. I think we have different opinion about the word meaning of
„famous‟. The meaning of „famous‟ not just „popular‟ tapi bisa juga „well-known
kan, mom?”.Kan artinya sama-sama „terkenal‟.
I then gave a little bit comment, Yes, you are right dear. That is good opinion. We
know that words or vocabularies in English can be has more than one meaning. So,
you have to read more to improve your vocabulary and the meaning”. As soon as
the others group added the other meaning of “famous”. Then the discussion
followed by the presentation of others group. It ran well. All groups could present
their result.
Following this activity, I then discussed the result of their answer. The discussion
was still emphasized to correct the students‟ answer for all indicators. The students
showed interest to know the correct answer. Soon after that, I praised all groups for
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they had done. Then I gave the students the assessment and they were given 10
minutes to finish.
c) Closing
There was 10 minutes for the teacher to close the lesson. The teacher reviewed the
lesson by summarizing the topic of today, giving chance to the students to ask some
questions if they were still confused about the topic. The teacher made a reflection
by asking students to identify main idea and understand sentence meaning. She
praised the students and motivated them to learn better for the next meeting. The
teacher asked the students whether they were happy or not to learn using card sort.
The students said “Yes.” The teacher did not give homework to the students. She
told the students about the topic to be learnt for the next meeting. Then, she closed
the lesson.
3) Meeting III
a) Opening
The third meeting was done on Tuesday, September 28th
, 2011. I and the
collaborator entered the classroom and greeted the students. I and the collaborator
smiled happily because all the students have sat neatly. Then, I put her teaching
material on the teacher‟s table, while collaborator took a seat in the back side. I
checked the attendance list by calling each student‟s name. On that day all the
students were present.
The teacher reminded the students about the technique they used in reading class
that day, that was Card Sort technique and its procedures. All of students answered
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that they still remembered it. Afterwards, the teacher prepared the media and
learning resources which were used that day.
The teacher explained what they were going to do on that occasion. She also told the
objectives of the teaching and learning that day. I told the students that the material
for the lesson was still narrative text. They were very enthusiastic. Following this
activity, I distributed the text entitled “The Eves and The Shoemaker”. It was
important for the students to read much more texts. It aimed to improve their
knowledge of vocabulary.
b) Main Activity
I distributed the card. The reading text for the first meeting was “The Eves and The
Shoemaker”. When she explained Card Sort, the students seemed serious and active.
Then, I asked the students to discuss with friends and brainstorm everything they
knew related to the topic
I explained that in this technique the students were still work in groups. Each group
consisted of 5 students. The members of the group were different with the previous
meeting. She asked the students to take the card randomly. After the students sat in
their groups, I then explained the instructional objectives of the lesson. I explained
every step very carefully to make sure that all students understood. After that, the
students asked to exchange their cards until they had read all of the paragraphs. The
condition was different from the previous meeting. In this meeting, the students
looked confuse with the tittle. Students seem not familiar with the topic that made
them little bit difficult to understand the word meaning. Next, I asked the students to
arrange the cards into a good text. They sorted the cards related to the material to
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find out the main idea, detail information, word meaning, sentence meaning,
reference, text organization, and communicative purpose. In this activity, the
students were noisy. They little confused to arrange the cards. I gave the students
time to make the correct paragraph.
After all groups finished their discussion, I asked one group to present their result.
The student AN from the sixth group came to in front of the class to present her
groups‟ result. He delivered it slowly but it could be understood well by the other
students. Most of students sometimes smiled by looking at the AN‟s performance
because he behaved like a girl with his dialect and gesture. I asked the students,
“What are you laughing for, students?‟. “He is funny Mom, he..he..” Instead of this,
his presentation was good enough.
The presentation was continued by the fourth group. When student IWS presented
her group result, the other friends listened carefully. After she finished the
presentation, the student FBP from the first group gave such comment. Here is the
comment from the student FBP:
“Mom, I think the sixth group arrange a wrong paragraph. Kayaknya paragraphnya
kebalik, Mom. Bukannya paragraph ketiga seharusnya ditaruh di paragraph kedua,
Mom.”
I smiled then gave comment, “are you sure, girl? Thanks for your comment, it
showed that you really pay attention to the presentation. But, her group has arrange
the correct paragraph”. Then the student FBP answered “Iyakah, Mom? Berarti
kelompok saya yang salah menyusun paragraf he…he…”. Followed by student GA
from the first group commented “Walahhh punya e kelompokku juga salah, Mom”.
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I answered “It‟s ok, students. We are all learning together, so it is never mind if
your answer is wrong, that is why we discuss it”.
I gave chance to the other groups to present their result. After all the groups
presented their result, Iguided the students to find the correct answer of all problems
occurring in discussing the material of the text. The students enjoyed the Card Sort
technique although there were still many mistakes in arranging the paragraph related
the text. I gave the assessment to the students in a group and they were given 15
minutes to finish.
c) Closing
Having done all the activities, there was 10 minutes for I to close the lesson. I
reviewed the lesson by summarizing the topic of today and gave a chance to the
students to ask question. I made a reflection by asking students to understand
sentence meaning so they could arrange the paragraph correctly and she also asked
the students not to afraid when presented in front of class. She praised the students
and motivated them to learn better for the next meeting. Then, I closed the class by
saying thanks to the student‟s attending and participating. Finally, she said
“wassalamualaikumwr.wb, good bye” and “see you”.
4) Meeting IV
a) Opening
That day was Saturday, 1st October 2011. That was fourth meeting of first cycle, the
sky looked so sunny, and the students seemed so concerned because the beam of the
sun entered their classroom, so the students had to close the door and close the
window with curtain. I and the collaborator greeted the class and there were no
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students missing. I checked attendance list and gave a check mark. On that day all
the students were present.
Having checked the students‟ attendance list, I gave questions to check their
memorization about the steps of Card Sort technique and reminded how to apply
them. All the students answered that they still remembered it. In this meeting, I did
not explain the technique anymore because all the students had understood. The
topic for today was “Keong Mas”. It was important for the students to understand
the text and followed all the steps.
b) Main Activity
I distributed the card. The reading text for the first meeting was “The Eves and The
Shoemaker”. The students were so enthusiastic because the topic was familiar for
them. Then, I asked the students to discuss with friends and brainstorm everything
they knew related to the topic
I asked the students to take the card randomly. Then the students sat in their groups.
Each group consisted of 5 students. After that, the students asked to exchange their
cards until they had read all of the paragraphs. Using their own card, each student
asked to find the difficult vocabularies and find the main idea of the paragraph. The
students felt the vocabularies were easy enough, so they did it soon. Next, I asked
the students to arrange the cards into a good text. They sorted the cards related to the
material to find out the main idea, detail information, word meaning, sentence
meaning, reference, text organization, and communicative purpose. The students
did this activity on the table. Sometimes, they laughed when there was a student in
the group was joking.
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After that, the students had to present their group result. I gave chance for the third
group to present their result. Student FA became the presenter in front of the class.
He presented his group‟s discussion. He could deliver the arrangement of the
paragraph and all the finding indicators fluently although his voice was not loud. He
was actually had a big self-confidence. When the student FA was still presenting his
speaking, suddenly, a student interrupted, “Mom, we cannot hear his voice, it‟s too
soft”. I then asked the students FA to speak more loudly, “Would you please speak
louder, boy. Your friends cannot catch your words”. “Yes Mom”, the student FA
answered.
The activity was continued by the presentation of the second group. The result of the
second group was presented by the student EPP. Actually the students of second
group decided to point the student SS to present their discussion, but I suggested to
give the chance to the other friends. The student SS had been the presenter at the
second meeting, so I thought that the opportunity was better given to the other
students. The student EPP did the presentation well. No comment for the second
group so the presentation was continued by the other groups. All group presented
their discussion very well.
After all groups could present their result, I guided the students to find the correct
answer of all problems occurring in discussing the material of the text. Next, I gave
the assessment to the students and they were given 15 minutes to finish.
c) Closing
In closing, the teacher reviewed the lesson by summarizing the topic of today, giving
chance to the students to ask some questions if they were still confused about the
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topic. I made a reflection by asking students to identify all indicators and she also
asked them to speak louder when presented their result in front of class. She praised
the students and motivated them to learn better for the next meeting. She then asked
the students whether the students enjoyed the activity or felt bored. The students
answered that they were happy, enjoyed the process, and felt easier to understand the
text by using card sort. I then reminded all students to attend the class on Tuesday,
October 4th
2011 for the post-test. Finally, I said goodbye and left the class with the
collaborator.
5) Post Test
To know the students‟ improvement in comprehending the text by using card sort
technique in cycle 1, I conducted the progress test, namely post-test. It was held on
Tuesday, October 4th
, 2011 at 07.30 a.m. In this test, all of students could attend the
class since I had informed it in the previous meeting. The item of post-test was taken
from the pre-test given before first meeting in cycle 1. There were thirty five items
in the form of multiple choices. The items consisted of all indicators. I observed the
test process. The activity of the post-test ran well although there were some students
trying to look at their friends‟ answer. After conducting the post-test, I scored the
students‟ answer.
Table 4.6. Score of post-test.
No Level Cycle 1
1 Highest score 77.14
2 Lowest score 48.57
3 Mean score 69.18
Supporting to the post-test score in the table 4.6, the following table provided data
about the students‟ score viewed from all indicators.
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Table 4.7. Score of indicators cycle 1
score highest lowest average
Main idea 100 37.5 68.3
Detail information 100 33.3 73.74
Word meaning 100 37.5 66.07
Sentence meaning 100 0 64.29
Reference 100 33.3 71.76
Text organization 100 33.3 70.81
Communicative purpose 100 33.3 73.3
From the table above, it can be seen that the students were successful in
understanding detail information in the text, finding reference, identify text
organization and identify the communicative purpose of the text.
Table 4.8. Computing of passing grade in cycle 1
No Explanation Passing grade Number of students %
1 Score above passing grade 60 18 60
2 Score below passing grade 60 12 40
The comparison between pre-test and test 1 of cycle 1 could be seen in table 4.9.
Table 4.9 Comparison of scores
No Level Pre test Test 1
1 Highest score 68.57 77.14
2 Lowest score 42.85 48.57
3 Mean score 61.93 69.18
From the table 4.9 it could be concluded that there was improvement on students‟
reading comprehension. The highest score improved from 68.57 in pre-test into
77.14 in test 1 and the lowest score improved from 42.85 into 48.57. The mean score
between pre-test and test 1 also improved from 61.93 into 69.18. Therefore, it was
clear that students‟ reading comprehension improved in cycle 1.
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c. Observation of Cycle 1
There were two things that I and his collaborator observed. They were the process of
teaching and learning in the classroom and the learning progress which the students
achieved. Observation was done by I as the teacher and his collaborator during the
implementation of the action were doing in the classroom. Based on the observation,
I could describe the process of teaching and learning in the classroom and the
learning progress which the students achieved when Card Sort technique was
applied in teaching reading in the classroom as follows:
1. The First Meeting (Tuesday, September 20th
, 2011)
In the first meeting, when I opened the class, the students seemed enthusiastic to get
a new thing in class. They also looked serious when I told that she would use a new
technique that was Card Sort. They gave more attention to I when she explained the
application of card sort and the material of narrative text. I started asks all students
to take the card containing the cut paragraph of descriptive text randomly. Then they
found their friends who had other cards until they had complete paragraphs to make
a descriptive text. The students sat with their group. Each group consisted of 5
students. The students exchanged their card until they had read all the cards in their
group. I asked the students to find the difficult vocabularies and find the meaning.
Using their own card, each student should find the main idea of the paragraph. Then,
asked the students to arrange paragraph into a good text. In this process there were
some students who were not active in their group. They looked discomfort to do the
activity in group since they were rather confused and reluctant to collaborate each
other.
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In agreement with card sort technique, at the beginning, the students still made a
mistake in following the procedures of card sorting. They did not show up the card
firstly to make the arrangement the text easier. One of groups made a mistake in
arranging the text. They put the fourth and fifth paragraph in reverse order. They
were also confused to find out the sentence meaning from the text. As the result,
they needed more time to finish the arrangement of the text in cards and to find all
the indicators. Moreover, the students were also reluctant to be presenter to discuss
their material of their group. Most of them were still shy and less confident to do
this activity.
Related to the process of reading comprehending the text, some students could find
all indicators although they needed more time to finally decide their answer. Some
of them needed confusions to solve these problems. It was the problem faced by
them and it needed more attention in the next meeting.
2. The second meeting (Friday, September 23rd
, 2011)
In the second meeting, the students could follow each step of card sort technique
smoothly although there were some students who were still confused to find out the
correct answer of all finding for all indicators. The students were happy caused they
were familiar with the topic. The students could finish their discussion faster than
the first meeting. Although, in processing of presentation there was a student who
interrupted the presenter to add the others meaning of “famous”. All groups could
finish their presentation well.
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3. The third meeting (Tuesday, September 27th
, 2011)
In the third meeting, I and the collaborator felt that there was an improvement of
doing card sort activity. The students were more eager to do card sort activity in
comprehending text. They seemed interested in doing all the procedures of card sort.
In this meeting, the students were able to use the time to discuss in group. They
showed their curiosity in finding the correct answer and arrangement of the text.
Although, there were two groups who arrange the text in reverse order. They tried to
discuss with I to find the correct arrangement. In this meeting, there was not more
talk between the students in group to decide who would be the presenter of group‟s
result since they had discussed before.
4. The fourth meeting (Saturday, October 1st, 2011)
In the fourth meeting, the students were very active and enthusiastic in doing the
activities. During the group work, the students enjoyed their activity. If they found
some difficulties, they discussed them in group. This activity made them motivated
to solve the problems and find all findings so that they could comprehend the text
more easily. Based on the observation, in this meeting the students showed much
more improvement. Nevertheless, some problem related to process of activity still
occurred.
5. The fifth meeting (Tuesday, October 4th
, 2011)
In this meeting, post-test was conducted. This test was held to know the students‟
achievement in reading comprehension after the action plan was implemented. The
result of Post-test she showed improvement of students‟ mean score. The mean score
increased from pre-test into test 1.
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6. Improvement of Students’ Reading Comprehension
To evaluate the student‟s reading competence in that cycle, I and his collaborator
took the result of the students‟ test 1. It was used to measure the student‟s
achievement in cycle 1. Having evaluated the result of test 1, I could report that
there was improvement on students‟ reading competence. The highest score gained
by the students increased from 68.57 in pre-test to 77.14 in test 1. The lowest score
increased from 42.85 in pre-test to 48.57 in test 1. The average score also increased
from 61.93 into 69.18. In brief, the average score of pre-test and test 1 could be
shown in table 4.10:
4.10. Comparison of the students’ score in pre-test and test 1
No Level Pre test Test 1
1 Highest score 68.57 77.14
2 Lowest score 42.85 48.57
3 Mean score 61.93 69.18
The result of test 1 based on students‟ reading skills was also evaluated by I. The
data show that highest score of finding main idea increased from 87.5 in pre-test to
100 in test 1. The lowest score increased from 25 in pre-test to 37.5 in test 1. The
average score increased from 60.26 in pre-test to 68.3 in test 1. The highest score for
understanding detail information increased from 88.8 in pre-test to 100 in test. The
lowest increased from 22.2 in pre-test to 33.3 in test. The average score increased
from 68.19 in pre-test to 73.34 in test 1. The highest score for understanding word
meaning increased from 87.5 in pre-test to 100 in test 1. The lowest score increased
from 12.5 in pre-test to 37.5 in test. The average score increased from 61.16 in pre-
test to 66.07 in test 1. The highest score for understanding sentence meaning was
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same from pre-test and test 1 was 100. The lowest score was same from pre-test and
test 1 was 0. The average score increased from 50 in pre-test to 64.79 in test 1. The
highest score for finding reference increased from 88.8 in pre-test to 100 in test 1.
The lowest score increased from 22.2 in pre-test to 33.3 in test 1. The average score
increased from 64.22 in pre-test to 71.76 in test 1. The highest score for identifying
text organization increased from 88.8 in pre-test to 100 in test 1. The lowest score
increased from 22.2 in pre-test to 33.3 in test 1. The average score increased from
56.29 in pre-test to 70.71 in test 1. The highest score for identifying the
communicative purpose increased from 88.8 in pre-test to 100 in test 1. The lowest
score increased from 22.2 in pre-test to 33.3 in test 1. The average score increased
from 65.81 in pre-test to 73.3 in test 1.
Table 4.11. The Scores of indicators of pre-test and test 1
Aspect of
indicators
pre-test 1 Test 1
highest lowest average highest lowest average
Main Idea 87.5 25 60.26 100 37.5 68.3
Detail Information 88.8 22.2 68.19 100 33.3 73.74
Word Meaning 87.5 12.5 61.16 100 37.5 66.07
Sentence Meaning 100 0 50 100 0 64.29
Reference 88.8 22.2 64.22 100 33.3 71.76
Text Organization 88.8 22.2 56.29 100 33.3 70.18
Communicative
Purpose
88.8 22.2 65.81 100 33.3 73.3
Based on the data, it could be concluded that the students were successful in
understanding detail information, finding reference, identify text organization and
communicative purpose.
d. Reflection
Having done the cycle 1, I did a reflection of the teaching and learning process of
reading using Card Sort technique. The purpose was to evaluate the action in the
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cycle 1. I also could identify some strengths and weaknesses of implementation of
Card Sort technique in teaching reading comprehension.
1. The strengths of Card Sort technique;
a) Reading Comprehension.
The improvement toward the students‟ reading comprehension was indicated by the
improvement of the score in the indicators of reading comprehension. The
significant improvements were in understanding detail information, finding
reference, identifying the text organization and identifying the communicative
purpose of the text. The mean score in understanding detail information increased
from 68.19 in pre-test into 73.74 in test 1. The mean score in finding reference
increased significantly from 64.22 in pre-test into 71.76 in test 1. The mean score in
understanding identifying the text organization increased from 56.29 in pre-test into
70.18 in test 1. And the mean score in identifying the communicative purpose
increased significantly from 65.81 in pre-test into 73.3 in test 1.
b) Class Situation.
The improvement toward the class situation was indicated by (1) The students were
more active and enthusiastic. By collaborating each other in their group to make
correct arrangement of the text and find all indicators, they were motivated to
discuss together about the content of the text. Moreover, they also seemed
interesting in joining the reading class because it was a new thing for them. (2) The
students had more self-confidence. By giving the chance to the students to present
the material in front of the class and to discuss together entirely in the class, I could
motivate the students to give best result based on their group discussion. The
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students also became more freely to give their different opinion or suggestion to the
other group. The students would respond each other so the discussion was more
alive. It also made the students easy to comprehend the text.
2) The Weaknesses of Card Sort technique.
a) Reading Comprehension
In spite of the fact that there were some benefits of the use card sort for teaching
reading, I and the collaborator found some weaknesses that appeared during the
implementation of cycle 1. They were the increase of the average score in finding
main idea, understanding word meaning and sentence meaning was still far from my
expectation. The mean score in finding main idea only increased from 60.27 in pre-
test into 68.3 in test 1. The mean score in understanding word meaning only
increased from 61.16 in pre-test into 66.07 in test 1. Also in understanding sentence
meaning, there was only little improvement of average score from 50 in pre-test into
64.29 in test 1. Based on the result of test 1 the indicators of finding main idea,
understanding word meaning and sentence meaning did not improve significantly.
b) Class Situation.
The class situations that appeared during the implementation of cycle 1 were: (1)
Some students depended on their friend‟s answer because they were less
understanding about the information from the text, especially to find mind idea,
understand word meaning and sentence meaning. The number of students in a group
was relatively big so there were some students who were stagnant or inactive; (2)
The students tended to spend more time in a “small talk” between them in groups.
Arranging many cards needed much time to gather their idea. It means that they
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would be in a little bit of long discussion to arrange and discuss the material in
cards; (3) The students were reluctant to present the material since they need to
discuss it together in a whole class. Some students did not have self-confidence to
present their group discussion. As the result, they would not deliver it in a good
performance.
e. Recommendation
I and the collaborator could not deny that there were still some problems faced by
them. To overcome those problems, it was necessary to conduct the second cycle in
order to find out whether there would be significant improvement or not. That was
why I tried to use more exercises using the other genre of text. The action plan for
the second cycle had to be improved and completed in order to improve the
activities in the first cycle. I gave more complete exercises to improve the students‟
reading comprehension. The exercises consisted of the exercises in improving main
idea, word meaning and sentence.
I gave the exercises to the students in finding main idea, understanding word
meaning and sentence meaning. I gave more cards in different tittle which would be
emphasized on the three indicators. She gave descriptive text.
Some students were passive. I would ask his collaborator to help him in giving
guidance to them so the students would get the same proportion of guidance. They
would feel that I and his collaborator pay attention to them so they are motivated to
join the class. Each member of the group would get the task to do. By giving the
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task to every student, it was hoped that the students would be more focused to their
task and no time to talk something unimportant.
In this case, I shared ideas with the collaborator to make a plan for the second cycle.
They discussed the lesson plan and the students‟ worksheet. She also asked her to
observe her while giving the treatment to the students and discuss how to score the
students‟ work in every test.
f. Revised Plan
Based on the reflection of cycle 1, I concluded that there were some improvements
in the process. Although there were some significant improvements of the students‟
reading comprehension, there were still some problems to be solved. Those
problems would be solved in the next cylce. To solve the problems, I designed
revised plan.
First of all I identified the problems I faced in the first cycle. The first
problems were on finding main idea, understanding sentence meaning and word
meaning. Some students still confused to answer that indicators. Those problems
were then planned to be discussed in the next cycle.
The second problem was about the class situation. In the first cycle
some students still depended on their friend‟s answer, they tended to spend more
time in a “small talk” between them in groups, and they were reluctant to present the
material since they need to discuss it together in a whole class.
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2. Description of Cycle 2
In cycle 2, I carried out three meetings. It was conducted from January, 12th
to 26th
,
2011. After the third meeting was done, a post test was carried out. Each cycle
consisted of planning, action, observation, and reflection. The overall
implementation of cycle 2 can be seen in table 4.12:
Table 4.12. The Implementation of Cycle 2
Cycle 1 Teaching reading using Card Sort technique
Planning - Sharing ideas with collaborator - Designing lesson plan - Preparing hand out - Preparing the LCD - Preparing observation instrument (field notes and check list)
Action Meeting 1 (January 12th, 2012): Debbi putti and Jennifer Lopez Meeting 2 (January 19th, 2012): The Jakarta City and The San fransisco Meeting 3 (January 26th, 2012): The Amazing TajMahal India and The Eiffel Tower
Observation
Teaching and learning situation
I gave more cards which would be emphasized on finding main idea, understanding word meaning and sentence meaning. Here, the students would be more active to find and arrange the cards since they got more exercises in cards. Moreover, I planned to ask the passive students to be the presenter in front of the class due to the fact that they had not got the turn in cycle 1. Prepared the material well, explained the new technique clearly, asked the students to make a group based on the same category’s card they had. This technique made the teacher control the class easily. Motivated the students to be more active in doing the procedures and steps of Card Sort, and monitored the students in group. I could manage the time allocation. Students actively discuss with their friends and actively spoke their ideas. Grouping was effective to make the students share their ideas though some groups needed an extra
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Learning progress
care. All the steps and procedures were done in a good way. Good interaction was created among students in group and with researcher. Students were brave to speak their ideas, almost of them were not reluctant anymore to come forward. The result showed that their understanding about all the indicators.
Reflection The teaching and learning process in cycle 2 was improved. Longer
The interaction among students in their group got better.
I did her parts excellently as a controller, an organizer, a resource, an observer, and an assessor.
The students can be considered as good participant.
Their reading comprehension was improved. It was shown by improved score.
- There were still some students who did not read the whole
text. - Some students still felt shy and reluctant to speak up in front
of the class. - Some students still had difficulty in arranging the paragraph,
finding word meaning, and understanding sentence meaning.
a. Planning Action
Based on the result of cycle 1, it could be seen that there were still some aspects
which need to be improved. I decided to arrange a planning. I discussed this with her
collaborator and agreed to carry out card sort to improve the students reading
comprehension. By conducting this method, the students will share their idea of
understanding the text and discuss together to find out the content of the text. It is
assumed that card sort technique will be an effective way to make the students active
because this technique give priority to the students collaboration in groups, so the
students can understand the text together and be interested in learning.
After knowing the reflection in the previous cycle, the students still faced some
problems. The problems were finding main idea, understanding word meaning and
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sentence meaning. Then, not all students followed the steps of card sort activity,
each group still used more time to finish card sort activity. Besides, the students
were reluctant to present the material since they need to discuss it together in a
whole class. Some students did not have self-confidence to present their group
discussion. That‟s why in cycle 2, those aspects were discussed and solved in order
that the students could improve their capability in reading comprehension.
I and the collaborator decided to give the fixed time for the students to arrange the
cards so they would use the time as efficiently as possible to collaborate with their
groups and find the correct answer of the indicators in cards.
Moreover, I and the collaborator decided to give more cards which would be
emphasized on three indicators so the students would be more active to comprehend
the text since they got more exercises in cards.
Besides, I collaborated the group to give the chance for the passive students to
present the result of their groups in front of the class. It means that the presenter of
each group would be different from those in cycle 1. Hence the passive students got
the opportunity to show their capability to present their group discussion.
In addition, as happened before in cycle 1, there were two different titles of the text
for five to eight groups and it was difficult to digest the content of text when there
was presentation by a group with different title. Thus, in cycle 2, I decided to give
the text to the other groups which got the different titles when there was discussion
of the whole class.
In this cycle 2, the kind of the text would be different from cycle 1. I gave
descriptive text to the students. Nevertheless, the indicators were still same in
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comprehending the text, but I gave more exercises in card especially for the three
indicators. I and the collaborator prepared for the next action in cycle 2. The
preparation included: designing lesson plan, preparing hand out, preparing LCD and
preparing observation list such as field notes and check list. The lesson plans were
designed for three meetings. It consisted: (1) Competence Standard; (2) Basic
Competence; (3) Indicator; (4) instructional Objective; (5) Learning Method; (6)
Instructional Material; (7) Teaching and Learning activities; and (8) Assessment. I
and collaborator choose the topics which were familiar to the students. The topics
were “Debbi Putti” and “Jennifer Lopez” for the first meeting, “The Jakarta City”
and “San Francisco” for the second meeting, and “The amazing Taj Mahal” and
“The Eiffel Tower” for the third meeting.
b. Action
1) Meeting I
a) Opening
It was on Thursday, January 12th
, 2012 at 7.00 a.m. I and the collaborator entered the
class. They greeted the students and theresearcher checked the attendance list. All 30
students were present that day. I prepared all the media and learning sources.
I reminded the students about the steps of Card Sort technique. It was implemented
to comprehend the reading text. I told the students that the material for the lesson
was descriptive text. I then remained a little bit of descriptive text including the
generic structure and communicative purpose. Most of the students paid more
attention in this section. They were really enthusiastic to digest I‟s explanation. I
reviewed that in this technique the students would work in groups. Each group
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consisted of 4 and 5 students. Following this activity, I distributed the text entitled
“Debbi putti” and “Jennifer Lopez”. Then, I asked the students to discuss with
friends and brainstorm everything they knew related to the topic. Following this
activity, I reviewed to find main idea, understand word meaning and sentence
meaning.
b) Main Activity
I asked the students to take the card randomly. She distributed the cards to the
students consisting of the exercises of the three indicators. The students should take
the card. The students seemed happy because the text was descriptive text; it means
the text was easier than before, narrative text. Spontaneously, a student said “Lohh
cardnya lebih banyak Mom…berarti lebih susah nyusunyya”. I then answer, “Don‟t
worry Dear, I give you more cards to make you clever, the more cards are for three
indicators: main idea, word meaning, and sentence meaning”. After that, I asked the
students to gather with their group. Here, the students got different title cards to sort
and arrange. The students were so enthusiastic and active with their group.
After discussing the text, the students had to present the group‟s result in front of the
class. At this time, the turn was the fourth group. The presenter of group fourth was
NFN, the student which was usually timid in her style. But, she was getting more
confident since I always told that all students got the same opportunity to do this.
She delivered the arrangement of the text and all the indicators that had discussed
were correct. The presentation ran well. Then, the presentation followed by the other
groups. All groups could present their discussion fluently because they all active and
supported each other. The students had to sort the cards related the material of
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descriptive text to find out main idea of each group, sentence meaning, and word
meaning. I then asked the students to arrange the cards into a good order and all
indicators based on each paragraph on the table. In this activity, I and the
collaborator monitored all the group activity and gave guidance in doing the activity
so they were motivated to finish soon. As the result, the groups could do the card
sort activity effectively.
The activity was followed by presenting the arrangement of the cards in front of the
class so there would be discussion in whole class. Then, one of the students from
each group would be the presenter. I had told before that the presenter should be
different from the first cycle. It means that the chance would be given to the other
students, especially to those who were passive. After that, the student ISW from
group three came in front of the class. She delivered her group discussion result
well. After her presentation, I directly guided to discuss all indicators in the text.
The presentation was continued by the first group. The presentation from this group
would be in different text. The student GY became the presenter of this group. At
first, the student GY looked reluctant to do this but I told him that it was a good
chance for him to grow his self-confidence. He then could present in his way
although he was a little bit nervous. I thought that the some students still needed
suggestion from I to grow their self-confidence. As the result, the student GY could
present his group discussion result.
Following this activity, I guided to discuss and solve all problems. She also guided
the students to find the correct answer of the indicators. The students followed all
discussion of two texts well. I still gave emphasis that the students should consider
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and be careful in finding main idea, understanding word meaning and sentence
meaning. The students could understand what was meant by me. After all discussion
had done, I gave the assessment to the students in a group and they were given 15
minutes to finish.
c) Closing
To close the meeting, the teacher reviewed the lesson by summarizing the topic of
today, giving chance to the students to ask some questions if they were still confused
about the topic. As a reflection I asked the students whether they could find the main
idea, word meaning and sentence meaning. She praised the students and motivated
them to learn better for the next meeting. I asked the students whether they were
happy or not to learn using card sort. The students said “Yes.” The teacher did not
give homework to the students. She told the students about the topic to be learnt for
the next meeting. Then, she closed the lesson. She said “wassalamualaikum wr.wb,
good bye” and “see you”.
2) Meeting II
a) Opening
It was Thursday, January 19th
2012. I and the collaborator entered the class. That
was a nice day. I started the lesson by greeting the students. She then checked the
student attendance list by calling each student‟s name. All students attend the class.
It means no one absent. Then, I reviewed the previous lesson. I gave some questions
to check whether the students still remembered the last topic or not. After that, she
stated the topic that would be learnt. Besides, she also stated the aim and benefit of
material they would study. I then remained a little bit of descriptive text including
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the generic structure and communicative purpose. Most of the students paid more
attention in this section. They were really enthusiastic to digest I‟s explanation. I
reviewed that in this technique the students would work in groups. Each group
consisted of 4 students. Following this activity, I distributed the text entitled “The
Jakarta City” and “San Francisco”. Then, I asked the students to discuss with
friends and brainstorm everything they knew related to the topic. Following this
activity, I reviewed to find main idea, understand word meaning and sentence
meaning.
b) Main Activity
I distributed the cards and the students took it randomly. The students should take
the card. The students started sat in their groups and do all the steps of Card Sort.
The students then sorted the cards to find out the main idea of each paragraph, word
meaning and sentence meaning. They were then asked to arrange the cards into a
good order and all indicators based on each paragraph, especially for the indicators
of main idea, word meaning, and sentence meaning because of the more exercises of
three indicators. I moved from one group to another one and check if the students
faced problems in doing the steps. I asked each group to give a report of their result.
Following this activity, the discussion entire the class started. The other groups
which had not got the opportunity to present the result in front of the class were
trying to digest the complete or whole text. The groups which had turn were
involved in short discussion to choose who would be the presenter. The chance
would be given to the student who had not presented in front of the class yet. It was
meant, of course, to encourage the passive students. The presentation was begun by
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the fifth group. The student TDP showed her group discussion. The next was
entitled “The Jakarta City”. Firstly, she spoke softly so I suggested her to speak
more loudly in order to be heard by all of students. All students examined what she
had presented. They wanted to check the arrangement of the text and the correct
answer of all indicators. The student TDP then finished her presentation. After that,
the presentation continued by the second group which had presented different title.
This time, the student LW became the presenter of his group. He presented his group
discussion of the text entitled “San Francisco” well although his voice was also soft
like the previous one. By doing so, the student TDP and LW could grow their self-
confidence.
After the presentation of two groups with two different titles of descriptive text, I
guided the discussion of text. She started discussion by giving chance to the group
which had different opinion or answer. The third group which had the same text with
the fifth group gave their opinion. One student coming from the third group said
“Mom, the arrangement from group five kayaknya kurang kebalik…main idea
paragraph dua dan tiga kebalik Mom”. I then led the discussion by giving the
correct answer. After that, I continued to discuss the second text. At this time, I also
gave the correction of some indicators. The students followed the discussion well.
They showed their curiosity in understanding what I explained.
The discussion of two texts was done well. Then, I gave assessment to the students
and they were given 10 minutes to finish.
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c) Closing
To close the meeting, I reviewed the lesson by summarizing the topic of today,
giving chance to the students to ask some questions if they were still confused about
the topic. As a reflection I asked the students whether they could find the main idea,
word meaning and sentence meaning. She praised the students. I asked the students
whether they were happy or not to learn using card sort. The students said “Yes”.
Then, she closed the lesson. I closed the meeting by saying “ok students, I think
that‟s all for today, thanks for your attention, wassalamualaikum wr.wb”. She and
the collaborator then left the class.
3) Meeting III
a) Opening
The third meeting was conducted on Thursday, January 26th
, 2012. It was the last
meeting of cycle 2. I and the collaborator entered the class. They greeted the
students and I checked the attendance list by saying each student‟s name. All the
students were present. Then, I reviewed the previous lesson. I gave some questions
to check whether the students still remembered the last topic or not. After that, she
stated the topic that would be learnt. Besides, she also stated the aim and benefit of
material they would study. I then remained a little bit of descriptive text including
the generic structure and communicative purpose. Most of the students paid more
attention in this section. They were really enthusiastic to digest I‟s explanation. I
reviewed that in this technique the students would work in groups. Each group
consisted of 4 and 5 students. Following this activity, I distributed the text entitled
“The Amazing Taj Mahal India” and ”The Eiffel Tower”. Then, I asked the students
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to discuss with friends and brainstorm everything they knew related to the topic.
Following this activity, I reviewed to find main idea, understand word meaning and
sentence meaning.
b) Main activity
I distributed a set of card to each student and they should take the card randomly.
The cards consisted of containing cut paragraph of descriptive text and the exercise
of all indicators. In this activity, I reminded the students to use the time effectively.
After the students sat in their groups, I explained every step very carefully to make
sure that all students understood. After that, the students asked to exchange their
cards until they had read all of the paragraphs. After that, I asked the students to
arrange the cards into a good text. They sorted the cards related to the material to
find out the main idea, word meaning, and sentence meaning. In this activity, the
students were noisy. They little confused to arrange the cards. I walked around the
class while were doing the steps. He sometimes gave extra attention and assistance
to some students having lack of motivation.
After finishing the discussion, the students had to present the group‟s result in front
of the class. The presentation was begun by the first group. The student SSP
presented his group‟s discussion. All students examined what he had delivered. They
wanted to check the arrangement of the text and the correct answer of all indicators.
The students SSP then finished his presentation. After that, the presentation
continued by the fourth group. This time, the student RR became the presenter of
this group. Firstly, he spoke loudly, all students laughed his voice. Then, I suggested
him to speak more slowly in order to make the other students paid more attention to
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his presentation. He presented fluently. But, one student coming from the first
group, she said that the main idea of third paragraph and fourth paragraph was in
reverse order. I kept the correct answer until all group presented their discussion.
I then led discussion by giving the correct answer. Almost all the students could
answer and find all indicators. Only on arranging the paragraph they were still
incorrect. The students followed the discussion well. Then, I gave assessment to the
students and they were given 10 minutes to finish.
c) Closing
In closing, the teacher reviewed the lesson by summarizing the topic of today, giving
chance to the students to ask some questions if they were still confused about the
topic. As a reflection I asked the students whether they could find the main idea,
word meaning and sentence meaning. She praised the students. I asked the students
whether they were happy or not to learn using card sort. The students said “Yes.”
She told the students that the next meeting they would have a test. Then, she closed
the lesson. Before parting, she reminded them to study hard and never give up in
studying English. So I reminded all students to attend the class on Thursday, 2nd
February 2012 for the post test. Finally, I and the collaborator said goodbye and left
the class.
4) Post test
It was held on Thursday, February 2nd
2012. It was the time when I evaluated the
students‟ reading comprehension. In this post-test, all students attended the class.
The material of the second post-test was also taken from pre-test. There were also 35
items. The form was also multiple choices. When I observed the process, the activity
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ran smoothly. The students looked more confident to do the test. Most of them did
the test individually. After this activity, the score was got from student‟s answer.
Supporting to the post-test score in the table 4.13, the following table provided data
about the students‟ score viewed from all indicators.
Table 4.13. Score of post test
No Level Cycle II
1 Highest score 88.57
2 Lowest score 57.14
3 Mean score 79.28
Table 4.14. Score of indicators post test 2
score highest lowest average
Main idea 100 50 76.79
Detail information 100 44.4 81.82
Word meaning 100 50 76.34
Sentence meaning 100 0 89.29
Reference 100 55.5 83.26
Text organization 100 55.5 82.07
Communicative purpose 100 55.5 86.43
From the table above, it can be from all indicators, there were still little bit problem
related to word meaning. Nevertheless, all indicators could reach the improvement.
Table 4.15. Computing of passing grade in cycle 2
No Explanation Passing grade Number of students %
1 Score above passing grade
60 27 90
2 Score below passing grade
60 3 10
From the table 4.15, it can be seen that the reading comprehension of 3 students
(10%) who got score below passing grade. And there were 27 students (90%) who
got score above passing grade.
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c. Observation of Cycle 2
The observation was conducted by I and the collaborator. Just like in the previous
cycle, it was held during the teaching and learning process. The focuses of the
observation were the teaching learning process which included I and the students,
and the learning progress. The observation is used to see the progress in teaching
and learning process, especially to see if there is any improvement from cycle 1 or
not.
1. The First Meeting (Thursday, January 12th
, 2012)
In first meeting of cycle 2, I told that the material of cycle 2 would be descriptive
text. In this time, I focused on the problems which occurred in cycle 1. Therefore, I
gave some question from the given text which emphasized on finding main idea,
understanding word meaning, and sentence meaning. I always asked the students
whether her explanation was clear and acceptable or not. Furthermore, I gave
different card to the students than in cycle 1 so the students could do more exercises
which emphasized on three indicators. I found that the students tried to collaborate
each other in their group. Since the time was limited, the students competed to do
the best for their group. Nevertheless, the students still found difficulty in finding
the correct answer of the main idea and word meaning. Some of them were still
confused to arrange the text. It means that the arrangement was disorder.
Furthermore, in presenting the group result, the students who became the presenter
of their group were rather shy although I told that it was a good chance for them. It
means that they still showed their passiveness.
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2. The Second Meeting (Thursday, January 19th
, 2012)
In the second meeting, I reminded the students again to collaborate each other in
card sort activity. I also reminded the groups to share the cards to all members of the
groups then show them so it would make the process of card sorting run more easily.
In this meeting, the students showed their capability in sorting and arranging of the
cards. Each group did activity without showing their confusion. They collaborate
well to find the answer of the indicators. Moreover, the students also showed their
curiosity to comprehend the text. Hence, in the second meeting, there were still
some problems related to decide the correct arrangement. The arrangement of
paragraph was up side down. I corrected the mistake. The presentation of group
discussion could be done well without debating in choosing the presenter. The
students began to realize that they might not to be passive in the class. Over all, the
activity of card sort ran smoothly with the improvement of the group‟s result.
3. The Third Meeting (Thursday, January 26th
, 2012)
In the third meeting of cycle 2 showed that in every reading stage of card sort
technique, the students‟ activity was satisfying. They used their background
knowledge to do card sort activity for finding the answer some questions related to
the text which would be discussed. In this meeting, I and collaborator noticed that
the students worked cooperatively. The students participated actively in doing card
sort activity. They could collaborate to sort and arrange the cards by using the
limited time effectively. I expressed her happiness by praising the students‟
progress. She also rewarded the work and the result of all groups. Moreover, I and
the collaborator noticed that students‟ confidence improved. It proved that they
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wanted to present their result of their discussion in front of the class without
showing the nervousness. Most of exercise of all indicators could be answered by
the students. I and the collaborator thought that this meeting showed the good
improvement or progress.
4. The Fourth Meeting (Thursday, February 2nd
, 2012)
In this meeting, the students got post test . It was held on February, 2nd
2012. The
test was the same thing applied in pre test. It ran smoothly. All students attended the
test. This test was done to know the students‟ mean score after treatment of cycle 2
5. Improvement of Students’ Reading Comprehension
In the fourth meeting a post-test was conducted to measure the students‟
achievement in learning reading after the treatment was implemented. The result of
post-test showed improvement of students‟ mean score. The mean score increased
from 69.18 in test 1 to 79.28 in post-test.
Table 4.16. The Scores of Pos-test 1 and Post test
No Kinds of scores Test 1 Post-Test
1 Highest 77.14 88.57
2 Lowest 48.57 57.14
3 Average 69.18 79.28
Table 4.17. The Score indicator of test 1 and Post-test
Aspect of indicators Test 1 Post-test
highest lowest average highest lowest average
Main Idea 100 37.5 68.3 100 50 76.79
Detail Information 100 33.3 73.34 100 44.4 81.28
Word Meaning 100 37.5 66.07 100 50 76.34
Sentence Meaning 100 0 64.29 100 0 89.29
Reference 100 33.3 71.76 100 55.5 83.26
Text Organization 100 33.3 70.18 100 55.5 82.07
Communicative Purpose 100 33.3 73.3 100 55.5 86.43
Table 4.17 show that the highest score of all indicators were same in test 1 and Post-
test was 100. The lowest score of finding main idea increased from 37.5 in test 1 to
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50 in post test. The average increased from 68.3 in test 1 to 76.79 in post test. The
lowest score of understanding detail information increased from 33.3 in Test 1 to
44.4 in post test. The average increased from 73.34 in test 1 to 81.28 in post test.
The lowest score of understanding word meaning increased from 37.5 in test 1 to 50
in post test. The average increased from 66.07 in test 1 to 76.34 in post test. The
lowest score of understanding sentence meaning was same in test 1 and in post test
that was 0. The average increased from 64.29 in test 1 to 89.29 in post test. The
lowest score of finding reference increased from 33.3 in test 1 to 55.5 in post test.
The average increased from 71.76 in test 1 to 83.24 in post test. The lowest score of
identifying text organization increased from 33.3 in test 1 to 55.5 in post test. The
average increased from 70.18 in test 1 to 82.07 in post test. The lowest score of
identifying communicative purpose increased from 33.3 in test 1 to 55.5 in post test.
The average increased from 73.3 in test 1 to 86.43 in post test.
d. Reflecting
There are two points to be evaluated from the implementation of Cycle 2 actions; its
strengths and weaknesses. Here are the detail descriptions of both points:
1) The strengths of Card Sort technique.
a) Reading Comprehension.
The improvement toward the students‟ reading comprehension was
indicated by the improvement of the score in the indicators of reading
comprehension. The significant improvements were find main idea, understand word
meaning, and sentence meaning. The improvement could be indicated from the
improvement of the highest, lowest, and average scores of the students. Based on the
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result of the pre-test, test 1, and post-test, the scores increased significantly. It can be
seen in the table 4.18. It is indicated that the imporvement happened not only to the
lowest score but also to the average and highest score.
Table 4. 18 The Summary of the Results of the Test
No Indicators Pre-test Test 1 Post-test
1 General 61.93 69.18 79.28
2 Main Idea 60.26 68.3 76.79
3 Detail Information 68.19 73.34 81.28
4 Word Meaning 61.16 66.07 76.34
5 Sentence Meaning 50 64.29 89.29
6 Reference 64.22 71.76 83.26
7 Text Organization 56.29 70.18 82.07
8 Communicative Purpose 65.81 73.3 86.43
The improvement can also be seen from the increase of the scores of each aspect or
reading indicator.
b) Class Situation.
There was an improvement toward the class situation. The use card sort was quite
attractive for the students. (1) The students‟ motivation in joining the reading class
improved. They felt motivated in joining the class because of card sort activity in
group. Their motivation improved when they were asked to share their result to the
other group. By doing this, the students tried to explore their capability in
comprehending the text in group discussion. (2) The students enjoyed the teaching
learning process. Using card sort technique seemed to be the enjoyable activity,
especially in comprehending the text. The students collaborate each other to sort and
arrange the cards, to find and solve the problems related to the exercises of reading
comprehension. Arranging the cards would be interesting for the students due to the
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fact that they worked in group, not individually. It means that they enjoyed activity
in group because they felt easier than they did individually. (3) The students‟ self-
confidence improved. Before getting card sort technique, the students were still shy
to present their discussion in front of the class. In cycle 2, I suggested the passive
students to present their group result or discussion. It means that the opportunity was
given to the passive students. By giving the chance to the passive students to present
the material in front of the class and discuss together entirely in the class, I could
motivate the students to be more freely in giving and sharing their different opinion
or suggestion to other group. Hence, the discussion was interesting and more alive
since the students responded each other to discuss all exercises in cards.
2) The Weaknesses of Card Sort technique.
During teaching-learning process of cycle, I and the collaborator did not find the
significant weaknesses. I and the collaborator only found two weaknesses in the
process. The first weakness only happened at the first and second meeting of cycle
2. That was the reluctance of some students to present the material in front of the
class. It was caused by the lack of self-confidence. I could give support to them so
they could grow their self-confidence and present the group result in front of the
class in good performance. In this case, the problem could be overcome gradually.
The second weakness was related to comprehending the text. It was in capability of
the students to find the sentence meaning. Some students could do this activity well
but some of them were still confused to predict the sentence meaning based on the
context of the sentences. I thought that it could be understood because of the
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different capability of each student in comprehending the text and the limited
vocabulary owned by the students. Although the mean score word meaning could
not reach the passing grade, the mean score from pre test into test 1 and post test
increased. It means that there was also an improvement for the indicator of word
meaning.
The summary of the result of cycle 1 and cycle 2 can be seen in the table 4.19:
Table 4.19. The Result of Cycle 1 and Cycle 2
No Aspect Before the
treatment
End of cycle 1 End of cycle 2
1 Teaching-learning process
The process of teaching and learning was not effective. The students were not motivated in the teaching and learning process because the method that the teacher applied in teaching reading was monotonous and not interesting. Moreover, the method could not solve the students’ problems in understanding reading text. The teacher could not control the class and gave attention to each student. It made the students passive and gave no response when they were asked question.
A good atmosphere was created in the class. The students were interested in the technique and motivated to take a part in the process of teaching and learning. Good interaction was made between I and the students. The students answered the questions from I and also asked questions when they did not about particular things. A good interaction was also created among students in their group. I could control the class effectively because the students were sitting in groups.
The teaching and learning process was improved. The students could be considered as good participants. They actively took part in the process of teaching and learning. The interaction among the students in groups got better. I did his part excellently as a controller, an organizer, a resource, an observer, and assessor.
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2 Students’ reading comprehension
The students’ reading comprehension was considered poor.
The students reading comprehension was improved. The students have better understanding in identifying detail information, finding main idea, finding reference, identifying text organization, finding word meaning , sentence meaning and communicative purpose of the text.
The students’ reading comprehension was better. The students could have better understanding about reading text given to them. Their skills were also improved. It was shown by their improved score.
3 Problem/weaknesses Students had problems in understanding words meaning related to the context, getting the main idea, understanding sentence meaning, identifying detail information, and identifying text organization. The teacher had problem in controlling the class because it was quite large with 30 students. The teacher could not give the same attention to each student. Not having attention, the students were busy with their own activities that made
Students still got problems in arranging the paragraph, main idea, word meaning, and sentence meaning. Some students were not serious in discussion with their group. Some students were still shy and reluctant to speak in front of class. I got problem in arranging the time. Topics for meeting one and three were not familiar for the students.
There were some weaknesses when implementing the Card sort technique in teaching reading. For students with no prior knowledge about the topics would find difficulty to arrange the paragraph and find the words meaning. It made them discouraged to finish all the discussion. The process of arranging the paragraph took a long time. It made the students bored. There were still
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the class noisy. some students who did not read the whole text.
C. Research Finding
Having analyzed the data of this study, I found several findings to answer the
problems of the research: (1) Can Card Sort technique improves the students‟ ability
in comprehending reading text?, (2) How is the classroom situation when Card Sort
is implemented in the reading class? The research findings are presented in the
following section.
1. Improvement of the students’ reading comprehension.
Before the study, I found that the students in the class XI IPA 1 faced problem in
comprehending reading text. I tried to solve the problems by using Card Sort
technique so that the students‟ reading competence improved. The result of teaching
and learning reading using Card Sort technique showed that the students‟ reading
competence improved. The improvement could be observed by comparing the
average score of the students viewed from the reading skills between pre-test, test 1,
and post test.
The comparison between pre-test, test 1 and post test could be seen in table 4.20:
Table 4.20 Comparison of the students’ score in pre-test, test 1 and post test
No Level Pre test Test 1 Post-test
1 Highest score 68.57 77.14 88.71
2 Lowest score 42.85 48.57 57.14
3 Mean score 61.93 69.18 79.28
From the table it could be concluded that there was improvement on students‟
reading comprehension. The highest score improved from 68.57 in pre-test into
77.14 in test 1 and 88.71 in post test. The lowest score improved from 42.85 into
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48.57 in test 1 and 57.14 in post test. The mean score between pre-test and post-test
also improved from 61.93 into 69.18 and 79.28. Therefore, it was clear that students‟
reading comprehension improved in cycle 2.
Furthermore, the improvement of reading comprehension could also be seen in
result of mean score of pre-test, post-tests, and for each indicator. I gave the post-test
after each cycle. After that, I compared the mean score of test 1, post test in general
and for each indicator.
Table 4.21. Comparison of mean score in general and for each indicator.
No indicators Pre-test Test 1 Post-test
1 General 61.93 69.18 79.28
2 Main Idea 60.26 68.3 76.79
3 Detail Information 68.19 73.34 81.28
4 Word Meaning 61.16 66.07 76.34
5 Sentence Meaning 50 64.29 89.29
6 Reference 64.22 71.76 83.26
7 Text Organization 56.29 70.18 82.07
8 Communicative Purpose
65.81 73.3 86.43
Based on the table 4.21, it could be concluded that there was improvement among
students‟ mean scores in general and for each indicator. The mean score in general
of pre-test was 61.93. Then, it increased to 69.18 in test 1 and 79.28 in post test. The
mean score of each indicator from pre-test, test 1, and post test also increased. The
indicator of main idea increased from 60.26 in pre-test into 68.3 in test 1 and 76.79
in post test. The indicator of detail information increased from 68.19 in pre-test into
73.34 in test 1 and 81.28 in post test. The indicator of word meaning increased from
pre-test 61.16 into 66.07 in test 1 and 76.34 in post test. The indicator of sentence
meaning increased from 50 in pre-test into 64.29 in test 1 and 89.29 in post test. The
indicator of reference increased from 64.22 in pre-test into 71.76 in test 1 and 83.26
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in post test. The indicator of text organization increased from 56.29 in pre-test into
70.18 in test 1 and 82.07 in post test. The last, the indicator communicative purpose
increased from 65.81 in pre-test into 73.3 in test 1 and 86.43 in post test. Based on
the table above, it could be concluded that the students‟ reading competence
improved. The student‟s mean score for each cycle was increasing significantly.
2. Improvement of Class Situation.
The findings of class situation on teaching and learning process when using card sort
showed that the writing class situation was more alive. It was students-centered. (1)
Card Sort can motivate the students who take a part in the teaching learning process.
Motivation takes important role in determining the success of teaching learning
process. It is one of the teacher‟s responsibilities to always motivate her students.
The students‟ participation in sharing ideas, asking question, answering question,
and speaking out their ideas were improved, (2) Card Sort can improve the students‟
self-confidence. Since the students should present their group discussion in front of
the class, they are supposed and suggested not to be shy, reluctant, afraid, and lack
of self-confidence, (3) Card Sort enables the teacher to create an interesting and
enjoyable lesson. By being aware of the students‟ interests, the teacher can create the
lesson plan, project, and event task that the students will enjoy. (4) Card Sort is
more effective when students sit in group. From the result of field note, researcher
found that putting the students into groups was effective.
More complete information about the result of questionnaire about students‟ interest
with the Cars Sort technique could be seen in the table 4.22:
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Table 4.22. The result of Questionnaire
No Aspects Asked SD D A SA
1. Card Short makes the classroom‟s atmosphere
interesting.
30
(100%)
2. Card Short creates an enjoyable situation in the
classroom.
30
(100%)
3. Card Short makes me and other students more active in
the teaching and learning process.
2
(6.7%)
27
(90%)
1
(3.3%)
4. Card Short gives more opportunities to me and other
students to participate in discussing a reading text.
30
(100%)
5. Card Short helps me to understand word meaning.
23
(76.7%)
7
(23.3%)
6. Card short helps me to identify main idea.
28
(93.3%)
2
(6.7%)
7. Card short helps me to find detail information.
27
(90%)
3
(10%)
8. Card short helps me to understand sentence meaning.
29
(96.7%)
1
(3.3%)
9. Card short helps me to find reference in reading text.
29
(96.7%)
1
(3.3%)
10. Card short helps me to identify text organization of
reading text.
28
(93.3%)
2
(6.7%)
11. Card short helps me to identify communicative purpose
in reading text.
27
(90%)
3
(10%)
12. Card Short helps me enjoy the process of
understanding a reading text.
28
(93.3%)
2
(6.7%)
13.
Card Short motivates me to read more.
13
(43.3%)
17
(56.7%)
D. Discussion
This research is an action research which is implementing Card Sort technique to
improve students‟ ability in comprehending English text. The results of this research
were satisfying in term of: (1) the improvement of students‟ ability in
comprehending English text; (2) the strength and weaknesses when Card Sort is
applied in teaching reading. Each point is described more detail as follows:
1. The Improvement of Students’ Reading Comprehension
Based on the research finding, there were some improvements of students‟ reading
comprehension. The improvements were in identifying main idea, finding detail
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information, understanding word meaning, understanding sentence meaning, finding
reference, identifying text organization, and identifying communicative purpose.
a. Identifying Main Idea
In this research, there was improvement in students‟ reading comprehension,
especially in identifying main idea. This happened because the implementation of
card sort could increase the mean score of pre-test, test 1, and post test. The mean
score between pre-test, test 1, and post test improved from 60.26 into 68.3 and
76.79. Jacobs, et al. (1997: 60) stated that the groups read the passage section-by-
section, and students take turns clarifying, locating the main idea, summarising, and
predicting. I added groups can work on analyzing their reading passage to look for
main idea, meaning word, recognize words, understanding figurative language, and
etc. Therefore, by analyzing the reading text the students were led to find main idea,
word meaning, referent word, explicitly stated information, and implicitly stated
information.
b. Finding Detail Information
Based on the result of this research, there was improvement in finding detail information. It
could be seen in the mean score of pre-test, test 1, and post test. The mean score
between pre-test, test 1, and post test improved from 68.19 into 73.34 and 81.28. In
line, Heaton (1988: 105-106) defined reading as the ability to: (1) recognize words
and word groups; (2) deduce the meaning of words; (3) understand explicitly stated
information; (4) understand relations within the sentence; (5) understand relations
between parts of a text through both lexical devices, grammatical cohesive devices,
especially anaphoric and cataphoric reference, and connectives; (6) perceive
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temporal and spatial relationships, and also sequences of ideas; (7) understand
conceptual meaning; (8) anticipate and predict what will come next in the text; (9)
identify the main idea and other salient features in a text; (10) generalize and draw
conclusions; (11) understand information not explicitly stated by (a) making
inferences, and (b) understanding figurative language; (12) skim and scan; (13) read
critically; and (14) adopt a flexible approach and vary reading strategies according
to the type of material being read and the purpose for which it is being read.
c. Understanding Word Meaning
Based on the result of this research, there was improvement in understanding word
meaning. It could be seen in the mean score of pre-test, test 1, and post test. The
mean score between pre-test, test 1, and post test improved from 61.16 into 66.07
and 76.34. It is relevant to the procedure proposed by Chesla (2009: 17) states that
reading comprehension covers four basics: (1) finding the basic facts in a passage;
(2) determining the main idea of a passage; (3) determining the meaning of
unfamiliar words from context; and (4) distinguishing between fact and opinion.
Patel and Jain (2008: 85) add that new words and their meanings are easily understood
by learner. It means controlled vocabulary is developed. It helped the students to find
word meaning.
d. Understanding Sentence Meaning
Based on the result of this research, there was improvement in understanding
sentence meaning. It could be seen in the mean score of pre-test, test 1, and post test.
The mean score between pre-test, test 1, and post test improved from 50 into 64.29
and 89.29. It is relevant to the procedure proposed Nuttall (1996: 4), reading is the
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way to get meaning from the text. She identifies some key words related to the
definition of reading, namely decoding, deciphering, identifying, articulating,
speaking, pronouncing, understanding, responding, and meaning. It is impossible for
a person to be able to read with no ability to identify the written words first.
e. Finding Reference
Based on the result of this research, there was improvement in finding reference. It
could be seen in the mean score of pre-test, test 1, and post test. The mean score
between pre-test, test 1, and post test improved from 64.22 into 71.76 and 83.26.
The questions presented in this test are usually around understanding the meaning of
the texts and dialogues by deciding the topic of the text, finding information in
detail, finding explicit and implicit information of the text, finding main idea,
finding references, synonym, and antonym (Panduan materi Bahasa Inggris
SMP/MTsN-Depdiknas in Asih 2006: 178).
f. Identifying Text Organization
Based on the result of this research, there was improvement in identifying text
organization. It could be seen in the mean score of pre-test, test 1, and post test. The
mean score between pre-test, test 1, and post test improved from 56.29 into 70.18
and 82.07. Davenport (2007: 61) states that common types of questions found in the
reading sections also include the following: (1) identifying main idea, main point,
author‟s purpose, or an alternate title for the passage; (2) recognizing the tone of the
passage or identifying the style; (3) comprehending information directly stated in the
passage; (4) answering relational questions about the author‟s opinions or ideas,
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even if not directly stated; (5) recognizing the structural methodology employed to
develop the passage, for example, sequencing; and (6) extending limited information
given by the author to a logical conclusion using inference.
g. Identifying Communicative Purpose
Based on the result of this research, there was improvement in identifying
communicative purpose. It could be seen in the mean score of pre-test, test 1, and
post test. The mean score between pre-test, test 1, and post test improved from 65.81
into 73.3 and 86.43. Kennedy (1995: 5) states that reading is the ability of an
individual to recognize a visual form, associate the form with a sound or meaning
acquired in the past, and on the basis of past experience, understand, and interpret its
meaning. So, reading involves processing language message.
2. Improvement of Class Situation
Like what has been stated in the previous findings, there was improvement in the
teaching learning process.
a) Card Sort can motivate the students to take a part in the teaching learning
process
I showed that motivated students achieve more than students who are not motivated.
Therefore, motivation takes important role in determining the success of teaching
and learning process. It is one of the teacher‟s responsibilities to always motivate her
students. A teacher has to be selective in applying teaching method in the class. A
method which is fun, engaging, and interesting usually motivates students to learn
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and take a part in the process of teaching and learning (Guthrie, 2004: 56). Card sort
technique covers that idea. The Card Sort technique engages the students from the
beginning until the end of reading process to reach good comprehension.
b) Card Sort can improve the students’ self-confidence
Card Sort can also grow the students‟ self-confidence. Since the students should
present their group discussion in front of the class, they are supposed suggested not
to be shy, reluctant, afraid, and lack of self-confidence. Furthermore, it reduces I‟s
dominancy in the classroom. Most of the activity in the class is dominated by the
students‟ role. I was not only person who leads the class. By giving the chance to the
students to present the material in front of the class, it motivates the students to be
more autonomous and relaxed in giving and sharing their different opinion or
suggestion to the other group.
Furthermore, in Card Sort activity, a person or student can be the
representative of his or her group due to the fact that there is a presentation of the
groups‟ result an discussion a whole class. it, of course, grows the students self-
confidence and motivation.
Card sort is activity in which a person representative of the audience is given a set of
cards with terms already written on them. This person puts the terms into logical
groupings and finds a category name for each grouping. (Wikipedia, 2014)
c) Card Sort enables the teacher to create an interesting and enjoyable lesson
People usually enjoy a task if they play an essential part in it. It means that another
way to making learning stimulating and enjoyable is creating learning situation
where learners are required to become more active participants (Dorney, 2001: 77)
Card sort support this idea. Students‟ participation is demanded in looking for their
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group and discussing the text. Students have to be active from the beginning to the
end of the steps to reach good comprehension.
Card Sort technique allows the teacher to understand the students‟ prior knowledge
and interest of the topic. By being aware of students‟ interest, the teacher can create
the lesson plan, project, and event task that students will enjoy.
d) Card Sort is more effective when students sit in group
Sitting in groups will make the procedure of Card Sort run as it is hoped. As a matter
of fact, grouping can be an alternative solution for two weaknesses of Card sort. By
sitting a group, the students can help each other by sharing ideas about the topic.
They can discuss about things they want to know and share information to arrange
the paragraph. Card Sort technique requires more time in doing each steps. By
sitting in group students can save time in arranging the text since they do it together
and the teacher can manage time properly. Joanne (1976: 85) proposes that:
People learn from one another. A student, whose background knowledge less
extensive than the other students can learn from them. The students who find
reading difficult need good readers as model. The students who have trouble in
reading may in fact be a good listener and thinker who will contribute significantly
to small group discussion.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
To solve the problem faced by the students of SMA Batik 2 Surakarta Class
XI IPA 1 needs appropriate technique. One of the techniques is Card Sort technique.
After I carried out the action research by implementing Card Sort technique to
improve the students‟ reading comprehension for the students of SMA Batik 2
Surakarta class XI IPA 1, I find that there is significant improvement in the students‟
reading comprehension. In addition, the scores of all indicators of students reading
comprehension that cover understanding main idea, finding detail information,
finding word meaning, understanding sentence meaning, finding referent word,
identifying text organization, and identifying communicative purpose of a reading
text improved thoroughly. The students‟ reading comprehension improves
significantly. It proves that Card Sort technique gives the contribution to improve
students‟ achievement in reading comprehension. Furthermore, there is also
improvement in students‟ behavior during teaching learning process. The students
are active taking part in the process of teaching learning. Conducting discussion has
attracted students‟ interest to be actively involved during the teaching learning
process. The students become more active and enthusiastic in learning process. It
also improves the student‟s self-confidence. Since the students could present the
result of group in front of the class, the students are supposed and suggested not to
be shy, reluctant, afraid, and lack of self-confidence. It can be proven when the
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students are asked to present their result of card sorting of their groups, they come in
front of the class. Moreover, they can give and offer opinion and suggestion when
there is discussion in whole class.
Based on the result above, it can be concluded that:
1. The use Card Sort technique can improve the students‟ reading comprehension.
2. Card Sort technique becomes an appropriate way to overcome the problems
occuring in passive class.
As additional information, after implementing Card Sort technique to
improve students‟ reading comprehension, it was found that this technique also
improved students‟ motivation to study.
B. Implication
Based on the result of this research, Card Sort technique can improve
students‟ reading competence, especially for students class XI IPA 1 SMA Batik 2
Surakarta and it can also improve students‟ motivation in learning process. The
strategies of Card Sort technique help the students to understand a text. By using
card sort technique, the students could digest and understand the content of the text
easily by collaborating each other in their group. This activity makes the students
easy to understand and digest the word and sentence in the text. It can also develop
the students‟ critical thinking in understanding the content of the text. So, it will be
easier for the students to understand main idea, find detail information, find word
meaning, understand sentence meaning, find referent word, identify text
organization, and identify communicative purpose of the text.
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Furthermore, when Card Sort technique is implemented in reading activities,
the teaching and learning process can run more attractively. The teacher does not
dominate the class anymore but he gives more opportunity to the students to involve
and be active in the class activities. The students involved in cooperative and
collaborative group work and discussion to find and solve the material so they can
reach the best result. By using card sort technique, the students will get more self-
confidence. The presentation of the cards in front of the class solicits the students
not to be shy, afraid, and reluctant. So the students can be the autonomous and good
learners.
C. Suggestion
After conducting this research, I realizes that there are some negative and
positive sides in using Card Sort technique. Therefore, I would like to give some
suggestions to English teacher, students, and the other researcher. The suggestions
are as follows:
1. For English teacher
Card Sort technique should be introduced to the students to improve their
understanding of text. Teacher should be patient when applying Card Sort
technique. It is important to train the students intensively to apply the steps
of Card Sort technique. The teacher has to give a special attention to the
students who get difficulties in learning process and it is very important to
encourage and give praise to the students. Be good facilitator or helper not as
a leader or instructor, so she or he does not dictate and dominate the class.
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The teacher also should have a high commitment to be creative and
innovative in providing and selecting the materials, especially related to text
based on the theme and the student‟s level.
2. For the students
Students have to study seriously. They must be brave and active in practicing
Card Sort technique. The most important point is having the awareness that
to commit an error is human, so never give up to improve your reading
competence. There is a way to be better. The students should be brave in
giving opinion and suggestion, and presenting the result of learning. The
students are also not to be shy for asking and consulting to a teacher when
they get difficulties in comprehending reading text.
3. For the other researcher
I am aware that this research is far from perfect, but it is expected to become
an input for other researchers to do the research using Card Sort technique to
improve students‟ reading competence.
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Brown, H. Douglas. 2001. Teaching by Principle: An Interactive Approach to
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Burns, Anne. 1999. Collaborative Action Research for English Language Teachers.
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Depdiknas, 2005. Peraturan Pemerintah No. 19, 2005. Standar Nasional
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Djiwandono, P. Istiarto. 2002. Strategi Membaca Bahasa Inggris. Jakarta: PT
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APPENDICES
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Appendix 1.a
QUESTIONNAIRE 1
NO Aspects Asked SD D A SA
1. Reading subject is difficult.
2. It is difficult for me to comprehend the
expository text.
3. I have problem to understand some words.
4. It is not easy to find detail information in the
text.
5. It is difficult to find a main idea.
6. It is difficult to understand the sentence
meaning.
7. It is difficult to understand word meaning.
8. It is not easy to identify text organization.
9. It is difficult to find reference.
10. It is not easy to identify communicative
purpose.
11 The class is very noisy
12. The method used by the teacher is
monotonous.
13. The students are lazy to read English.
14. The students have little vocabulary.
15. An alternative method to learn reading is
needed.
Note :
SD = Strongly disagree
D = Disagree
A = Agree
SA = Strongly agree
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QUESTIONNAIRE 2
No Aspects Asked SD D A SA
1. Card Short makes the classroom‟s atmosphere
interesting.
2. Card Short creates an enjoyable situation in the
classroom.
3. Card Short makes me and other students more active
in the teaching and learning process.
4. Card Short gives more opportunities to me and other
students to participate in discussing a reading text.
5. Card Short helps me to understand word meaning.
6. Card short helps me to identify main idea.
7. Card short helps me to find detail information.
8. Card short helps me to understand sentence meaning.
9. Card short helps me to find reference in reading text.
10. Card short helps me to identify text organization of
reading text.
11. Card short helps me to identify communicative
purpose in reading text.
12. Card Short helps me enjoy the process of
understanding a reading text.
13. Card Short motivates me to read more.
Note:
SD = Strongly disagree A = Agree
D = Disagree SA = Strongly disagree
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Appendix 1.b
RESULT OF QUESTIONNAIRE 1
NO Aspects Asked SD D A SA
1. Reading subject is difficult. - 1
(3.3%)
24
(80%)
5
(16.7%)
2. It is difficult for me to comprehend the expository
text.
- -
15
(50%)
15
(50%)
3. I have problem to understand some words. - - 13
(43.3%)
17
(56.7%)
4. It is not easy to find detail information in the text. - - 12
(40%)
18
(60%)
5. It is difficult to find a main idea. - - 23
(76.7%)
7
(23.3%)
6. It is difficult to understand the sentence meaning. - 1
(3.3%)
10
(33.3%)
19
(63.4%)
7. It is difficult to understand word meaning. - 1
(3.3%)
7
(23.3%)
22
(73.4%)
8. It is not easy to identify text organization. - - 16
(53.3%)
14
(46.7%)
9. It is difficult to find reference. - 16
(53.3%)
14
(46.7%)
-
10. It is not easy to identify communicative purpose. - - 22
(73.3%)
8
(26.7%)
11 The class is very noisy - 22
(73.4%)
8
(26.7%)
-
12. The method used by the teacher is monotonous. - 4
(13.3%)
10
(33.3%)
16
(53.4%)
13. The students are lazy to read English. - 2
(6.7%)
13
(43.3%)
15
(50%)
14. The students have little vocabulary. - 4
(13.3%)
10
(33.3%)
16
(53.4%)
15. An alternative method to learn reading is needed. - - 21
(70%)
9
(30%)
Note :
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly agree
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RESULT OF QUESTIONNAIRE 2
No Aspects Asked SD D A SA
1. Card Short makes the classroom‟s atmosphere
interesting.
30
(100%)
2. Card Short creates an enjoyable situation in the
classroom.
30
(100%)
3. Card Short makes me and other students more active
in the teaching and learning process.
2
(6.7%)
27
(90%)
1
(3.3%)
4. Card Short gives more opportunities to me and other
students to participate in discussing a reading text.
30
(100%)
5. Card Short helps me to understand word meaning.
23
(76.7%)
7
(23.3%)
6. Card short helps me to identify main idea.
28
(93.3%)
2
(6.7%)
7. Card short helps me to find detail information.
27
(90%)
3
(10%)
8. Card short helps me to understand sentence meaning.
29
(96.7%)
1
(3.3%)
9. Card short helps me to find reference in reading text.
29
(96.7%)
1
(3.3%)
10. Card short helps me to identify text organization of
reading text.
28
(93.3%)
2
(6.7%)
11. Card short helps me to identify communicative
purpose in reading text.
27
(90%)
3
(10%)
12. Card Short helps me enjoy the process of
understanding a reading text.
28
(93.3%)
2
(6.7%)
13.
Card Short motivates me to read more.
13
(43.3%)
17
(56.7%)
Note:
1 = Strongly disagree 3= Agree
2 = Disagree 4= Strongly disagree
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Appendix 2.a
QUESTIONS FOR STUDENTS’ INTERVIEW
1. What do you think when the teacher uses the Card Sort technique to teach
reading?
2. Is Card Short technique better than the other techniques the teacher usually
applies?
3. Are you interested in the learning process when Card Sort technique is used?
4. Can the technique help you to:
a. Identify main idea.
b. Find detail information.
c. Understand word meaning.
d. Understand sentence meaning.
e. Find reference.
f. Identify text organization.
g. Identify communicative purpose.
5. Can the technique help you to get or achieve the objectives of the lesson?
6. Can you mention some advantages when Card Sort is used in the learning
process?
7. Can you mention some disadvantages when Card Sort is used in the learning
process?
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QUESTIONS FOR COLABORATOR’S INTERVIEW
1. What do you think about the Card Sort technique?
2. Can the technique help us to overcome the obstacles?
3. Can it help us to make teaching reading more interesting?
4. Can it help the students to :
a. Identify main idea.
b. Find detail information.
c. Understand word meaning.
d. Understand sentence meaning.
e. Find reference.
f. Identify text organization.
g. Identify communicative purpose.
h. How is the class‟ condition when Card Sort is applied in teaching reading?
i. What are the advantages when Card Sort is used in the learning process?
j. What are the disadvantages when Card Sort is used in the learning process?
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Appendix 2.b
SAMPLE OF THE INTERVIEW OF THE STUDENTS
TEACHER (FF) – STUDENT 1 (BRP)
FF : “Selamat pagi Berlina.”
BRP : “Pagi, Miss”
FF : “Ok, Berlina. Pakai bahasa Inggris atau bahasa Indonesia?”
BRP : “Bahasa Indonesia aja, Miss.”
FF : “Ok. Pertanyaan pertama dari bu Afifah. Menurutmu reading itu gampang
atau susah?”
BRP : “Ya lumayan gampang, Miss.”
FF : “Tidak menemui kesusahan yang berarti ?”
BRP : “Hmm . . paling arti kata, Miss.”
FF : “Bagaimana menurutmu ketika bu Afifah mengajar dengan menggunakan
teknik Card Sort?
BRP : “Menurut saya itu menyenangkan, Miss. Saya lebih mudah bagi saya untuk
memahami bacaannya”
FF : “Menurutmu apakah Card Sort itu lebih baik jika dibanding dengan teknik2
lain yang sering digunakan dikelas?”
BRP : “Kalo untuk reading, lebih mendingan menggunakan Card Sort, Miss.
Lebih menarik dan mudah dipahami.”
FF : “Tertarik belajar menggunakan Card Sort?”
BRP : “Iya, Miss. Tertarik banget”.
FF : “Kenapa kamu tertarik?”
BRP : “Karena kita belajar dalam kelompok. Kita bisa Tanya ke temen2 kalo
nggak tau artinya, Miss.”
FF : “Well. bisa dibilang dengan menggunakan Card Sort bisa menolong kamu
memahami bacaan dengan lebih baik?”
BRP : “iya, Miss. Bisa dibilang begitu”.
FF : “Apakah teknik tersebut bisa menolong didalam mencapai tujuan
pembelajaran?”
BRP : “iya, tapi yang sentence meaning susah dipahami, Miss.“
FF : “Menurutmu apa kelebihan Card Sort?”
BRP : “Bisa lebih mudah memahami arti kata dan main idea.”
FF : “Kenapa begitu?”
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BRP : “Kan kita punya kartu masing2, Miss. Jadi untuk mencari main idea lebih
mudah karena kita focus pada kartu yang kita pegang saja. Kita juga dapat
bacaan baru jadi kita bisa dapat banyak kata2 baru.”
FF : “Ada tidak kekurangan Card Sort yang kamu lihat selama kita belajar
dengan teknik itu?
BRP : “Saya rasa tidak ada, Miss. Bagus kok.
FF : “Ya, itu saja Berlina. Terima kasih ya.:
BRP : “iya, Miss.”
TEACHER (FF) – STUDENT 2 (AN)
FF : “Selamat pagi, Amir.”
AN : “Pagi, Miss”
FF : “Ok, bu Afifah pakai bahasa Indonesia?”
AN : “Ok, Miss.”
FF : “Ok. Pertanyaan pertama. Menurutmu reading itu gampang atau susah?”
AN : “Ada susahnya, ya ada gampangnya, Miss. Terus dari main idea juga agak
susah terutama untuk seluruh bacaan”
FF : “Kalau sentence meaning itu susah tidak?”
AN : “Sentence meaning? Tergantung kalimatnya. Kalau sederhana ya gampang,
Miss, tapi kalau sudah rumit ya susah juga.”
FF : “Ok. Yang lainnya tidak masalah kan?”
AN : “Ya, gampang2 susah juga, Miss.”
FF : “Gitu ya. Ok. Apa pendapatmu ketika bu Afifah mengajar dengan
menggunakan teknik Card Sort?”
AN : “Kayaknya waktunya tidak efisien, Miss.”
FF : “Ok. Soal waktu ya. Kalau kamu bandingkan Card Sort dengan teknik yang
lain, menurutmu gimana?”
AN : “Card Sort ada bagusnya yaitu kita dengan mudah memahami bacaan
dengan cara berkelompok. Kita juga punya keberanian untuk
mempresentasikan didepan kelas. Tidak baiknya ya soal waktu itu, Miss”.
FF : “Apakah teknik tersebut dapat membantu kamu didalam mengerti isi
bacaan?”
AN : “Kalau saya sendiri iya, Miss. Tapi tergantung juga dari individunya.”
FF : “Kamu tertarik tidak dengan Card Sort?”
AN : “emmm…sedikit, Miss. He…he…he…”.
FF : “Lohh kenapa sedikit?”
AN : “Terlalu ribet, Miss. Bingung pas nyari anggota kelompoknya.“
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FF : “O…gitu. Ok. Nah, menurut kamu apakah indikator2 atau tujuan
pembelajaran dapat dicapai dengan menggunakan Card sort?”
AN : “Alhamdulillah tercapai, Miss.”
FF : “Apakah masih ada kelebihan dan kekurangan yang lain dari Card Sort
selain dari yang sudah kamu sebutkan sebelumnya?”
AN : “Sebenarnya kekurangannya Cuma masalah waktu aja, Miss.”
FF : “Kelebihannya?”
AN : “Ya merasangsang rasa ingin tahu, menarik, memacu untuk membaca text
secara keseluruhan, jadi bisa tahu detail dan main ideanya. Bisa
mendapatkan kata2 baru.”
FF : “Ok. Thank you.”
AN : “Your welcome, Miss.”
TEACHER (FF) – STUDENT 3 (FBP)
FF : “Selamat pagi Firda.”
FBP : “Pagi, Miss”
FF : “Ok, Firda. Pakai bahasa Inggris atau bahasa Indonesia?”
FBP : “Campur aja, Miss.”
FF : “Ok. What do you think about reading? It is difficult or easy”
FBP : “I think easy, but…itu Miss, misal kalau ada kata2 sulit yang belum pernah
kita baca itu menjadi sulit untuk mengartikannya miss.”
FF : “What do you think when the teacher uses the Card Sort technique to teach
reading?”
FBP : “Hmm . . . jangan panjang2 Miss pertanyaannya, he…he…he….”
FF : “Bagaimana menurutmu ketika bu Afifah mengajar dengan menggunakan
teknik Card Sort?
FBP : “I think it help me to more understand about reading and about information
in the text”
FF : “Kalau kamu bandingkan Card sort dengan teknik yang lain yag pernah
digunakan di kelas apa pendapatmu? Baik atau tidak baik?”
FBP : “Kayaknya ini lebih mudah untuk dimengerti tapi butuh waktunya lebih
lama Miss.”
FF : “Kamu tertarik nggak waktu Card Sort ini digunakan?”
FBP : “Tertarik, Miss. Karena ini pertama kali menggunakan metode seperti ini di
kelas.”
FF : “Ok. Apakah bisa dibilang teknik ini bisa menolong didalam mencapai
tujuan pembelajaran?”
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FBP : “Iya.”
FF : “Apakah semua indicator itu bisa dimengerti? Atau adakah yang tidak
tercapai?”
BRP : “iya, bisa…tapi mencari arti kalimat masih bingung, Miss.”
FF : “Menurutmu apa yang menjadi nilai positive atau kelebihan dari Card
Sort?”
FBP : “emmmm.“
FF : “Kan setiap teknik itu ada kelebihan dan kekurangannya. Nah,
kelebihannya apa menurutmu?”
FBP : “ini, Miss…lebih menarik disbanding metode2 yang lain. Itu juga membuat
kita lebih aktiv dalam belajar reading. Kita bisa dapat banyak kosa kata baru
dari text yang baru.”
FF : “Kalau kekurangannya ada tidak?”
FBP : “Menurut saya tidak…tapi sepertinya saat menyusun paragraf itu yang
butuh waktu lama.”
FF : “O gitu…makasih ya?”
FBP : “Sama-sama Miss.”
TEACHER (FF) – STUDENT 4 (DNA)
FF : “Dani. Yang pertama, menurutmu reading itu susah atau gampang?”
AN : “Tidak terlalu, Miss.”
FF : “Word meaning susah tidak?”
AN : “Susah juga tapi tergantung katanya.”
FF : “Sentence meaning?”
AN : “Susah juga Miss.”
FF : “Apa pendapatmu ketika bu Afifah mengajar dengan teknik Card Sort?”
AN : “Menuurut saya kurang Miss, ada beberapa teman yang nggak mau
membaca n mengerjakan, mereka mengandalkan teman2 yang lain untuk
jawabannya.”
FF : “Tapi menurutmu tekniknya sendiri gimana?”
AN : “Bagus sebenarnya Miss.”
FF : “Tadi kamu bilang bagus. Kalau dibandingkan dengan teknik yang lain apa
pendapatmu?”
AN : “Bagus, Miss.”
FF : “Bagusnya kenapa?”
AN : “Karena kita kerja kelompok, Miss. Jadi kalau kurang tau artinya atau
kurang paham maksudnya bisa didiskusikan dengan teman2.”
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FF : “Apa yang bisa diperoleh dari diskusi kelompok?”
AN : “Banyak Miss, kita bisa sharing, lebih mudah mencari jawaban dari
pertanyaan tentang main idea, reference, word meaning, dan lain2.
Indikator2 itu, Miss.“
FF : “Berarti kamu tertarik dengan Card Sort?”
AN : “Iya, Miss.”
FF : “Tertariknya kenapa?”
AN : “Kerja kelompok membuat kita lebih aktiv.”
FF : “Menurutmu apa semua indicator tercapai dengan Card Sort?”
AN : “Menurut saya ada yang tercapai, ada juga yang tidak.”
FF : “Yang tidak tercapai apa?”
AN : “Sentence meaning.”
FF : “Apa teknik itu bisa menolong kamu memahami isi bacaan dengan lebih
baik?”
DNA : “Iya Miss, bisa.”
FF : “Kenapa?”
DNA : “Kita kan punya kartu masing2, Miss. Kita memahami setiap paragraph dari
potongan kartu yang kita bawa, terus kita susun kartunya jadi sebuah text.
Nahh di situ lah kita bisa memahami isi keseluruhannya karena setiap teman
yang membawa potongan kartu menjelaskan isi bacaan dari paragraph yang
mereka bawa.”
FF : “Apa kelebihan Card Sort menurutmu?”
DNA : “Kelebihannya membuat siswa lebih mudah memahami bacaan”
FF : “Kekurangannya?”
DNA : “Ada beberapa siswa yang malas membaca dan ngobrol sendiri, Miss.”
FF : “Ok. Makasih ya.”
DNA : “Iya, Miss.”
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Appendix 2.c
INTERVIEW OF THE RESEARCHER AND THE COLLABORATOR
Researcher (R) – Collaborator (C)
R : After you observed me teaching the class using Card Sort technique and
also you once taught the class using the technique, what do you think about
Card Sort?
C : I think it‟s great because the students become more active when they
discuss in group and also it helps the lack students to be able to understand
the text by discussing with their friends. I think it is good. There are some
improvements that I can see from that technique.
R : Ok. So, in teaching reading the main point is to improve students‟ reading
comprehension. It is also my goal in conducting this research. Do you think
the technique can help the students to understand the text better or not.
C : I think the technique can help them, can improve their reading
comprehension because like I said before, they are divided into some groups
and then from that group all the students can discuss not only the students
with lack ability but also the students with good ability so that they can
discuss together and share their ideas and students who have capability can
help the students who lack in reading. The point is that this technique can
increase their reading comprehension.
R : Is it interesting?
C : The technique is quite interesting because the first thing is they have to
take the card randomly and find the group from the card that they have, it
makes the students enthusiastic. Then, they have to read the paragraph in
their cards, it simulates their brain to think about their prior knowledge, and
they do brainstorming. After they discuss the text, they have to come in front
of class to present their group result. It is interesting, it makes the students
active.
R : What can you see from the class condition?
C : Class condition? In what term?
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R : When I explain about the technique, about the steps, and when they are
doing the steps. Do you think they do it seriously?
C : I think they do it seriously. They are very enthusiastic about it because it is
a new technique for them, new thing for them so they want to what is Card
sort so it is just like a boy who gets a new toy.
R : Ok. It can be denied that every single technique used in the class has
advantages as well as disadvantages. So far you have mentioned some
advantages of Card Sort. Are there any disadvantages you can see from Card
Sort?
C : The disadvantage that I can see is about the group. There are some groups
that consists of the students who are lack in English so they do not know
what to do.
R : What do you think with the time?
C : Yes, the time is not enough and this is quite disappointing. Their process in
arrange the paragraph takes much time. If we had more time, it would be
better.
R : Do you have any suggestion?
C : well. I think we have to be selective when we choose reading material. It
will be better if we choose topic that is familiar for the students to make them
easy to do the steps. That‟s all.
R : Thanks a lot.
C : Your welcome.
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Appendix 3
SILABUS PEMBELAJARAN
Nama Sekolah : SMA BATIK 2 SURAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 2
Standar Kompetensi
Kompetensi Dasar Materi
Pembelajaran Nilai Budaya &
Karakter Bangsa
Kewirausahaan/Ekonomi
Kreatif
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar
Membaca
11 Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahua
Identifying meanings and information in a narrative text
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membaca nyaring bermakna sebuah banner, poster, pamphlet secara individu
Mendiskusikan isi teks yang dibaca secara berpasangan.
Mendiskusikan ciri-ciri gramatikal yang digunakan dalam teks yang dibaca secara berkelompok.
Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar
Mengidentifikasi topic dari teks yang dibaca
Mengidentifikasi informasi tertentu dari banner, poster, pamphlet
Performans
Tertulis
(PG dan Uraian)
Quiz
Tugas
1 x 45
1 x 45
2 x 45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbehasa Inggris
Majalah
Internet
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Standar Kompetensi
Kompetensi Dasar Materi
Pembelajaran Nilai Budaya &
Karakter Bangsa
Kewirausahaan/Ekonomi
Kreatif
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar
11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition
Reading narrative texts
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membaca nyaring bermakna teks exposition secara individu
Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok.
Berlatih menggunakan kalimat yang menyatakan argumen dan saran
Mengidentifikasi makna kata dalam teks yang dibaca
Mengidentifikasi makna kalimat dalam teks yang dibaca
Mengidentifikasi setting dalam sebuah cerita narasi
Mengidentifikasi komplikasi dalam sebuah cerita narasi
Mengidentifikasi kejadian dalam teks yang dibaca
Mengidentifikasi kasus yang dibahas dalam teks
Mengidentifikasi argumen yang diberikan
Mengidentifikasi saran yang diberikan
Mengidentifikasi langkahlangkah retorika dari teks
Performans
Tertulis
(PG dan
Uraian)
Tugas
Quiz
2 x45
4 x45
2 x45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbehasa Inggris
Majalah
Internet
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Standar Kompetensi
Kompetensi Dasar Materi
Pembelajaran Nilai Budaya &
Karakter Bangsa
Kewirausahaan/Ekonomi
Kreatif
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar
Mengidentifikasi tujuan komunikasi teks dibaca
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Appendix 4.a
THE BLUE PRINT OF
READING COMPREHENSION
Competency Standard Basic Competence Dimension Indicator Item
Number
Total
Understand accurately,
fluently and appropriately
messages in short
functional texts in the
daily live context/situation
and get access to popular
science.
Respond accurately,
fluently and
appropriately messages
in short functional texts
in the daily live
context/situation and
get access to popular
science.
Comprehension
Students are able to identify
main ideas of the text or
paragraph
Students are able to identify
detail information of the text
Students are able to
understand the meaning of
words
Students are able to
understand the sentence
meaning
Students are able to find
reference
Students are able to identify
the text organization
Students are able to identify
communicative purposes of
the text.
3,6,15,25,30,35,36,40,42,45
1,9,11,29,33,34,39,43,48,49
8,12,13,19,32,38,44,46,47
4,7,14,18,20,23,37
2,10,17,28
16,22,24,26,41
5,21,27,31,50
10
10
9
7
4
5
5
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TEST TRY OUT
Text 1
Whales are the animal on earth. Bigger than elephants, they may grow 95 feet
long and weighs 150 tons. A baby blue whale, just born, can be 23 feet long and weighs 3
tons.
Although whales live in the ocean and can swim like dolphins but they are
different from fish. Unlike fish, they give birth, not lay eggs. Their babies live on their
mothers‟ milk. They breathe through their lungs and hold their breath when they go under
water. If they cannot come to the surface to breathe fresh air, they will drown. They are warm
blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.
Whales live in all the oceans. In winter, some of them go to warm water to breed
and in summer they go to cold water to feed. There are two kinds of whales, whales with
teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales eat fish
although they swallow their food without chewing it. The baleen ones eat plankton. When
they find plankton, they close their mouths, squeeze out the water and swallow the plankton.
Whales have few enemies. Only human beings and the killer whales attack
whales and whales do not seem to fight among themselves. They usually live from 20 to 30
years.
(Taken from: Standar Kompetensi Kurikulum 2004)
1. How a foot long is a new baby blue whale?
a. Whales are generally 95 feet long and weight 150 ton.
b. It can be 23 feet long.
c. It can reach 3 tons
d. It can bigger than an elephant.
e. A new baby whale may weight one-fifth of its mother.
2. The word “they” in sentence “Unlike fish, they give birth, not lay eggs” (paragraph 2, line
2) refers to…
a. Ocean.
b. Elephants.
c. Fish.
d. Whales
e. Eggs.
3. What is the main idea of paragraph 2?
a. Whales live in the ocean.
b. Whales are different from fishes in common.
c. Whales give birth.
d. Whales are warm - blooded and breathe through lungs.
e. Fish are cold blooded.
4. In winter, some of them go to warm water to breed and in summer they go to cold water to
feed. The sentence explains…
a. The habit of the whales in every winter and summer.
b. The activity that happened in the past.
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c. The activity that is happening at the moment.
d. The activity the whales will do the in the next winter and summer.
e. The activity that has been done by the whales.
5. What is the communicative purpose of the text?
a. To tell the readers what happened in the past through a sequence of events.
b. To inform readers, listeners, or viewers about events of the day which are considered
newsworthy or important.
c. To amuse or entertain the readers with actual or imaginary experiences in difference
ways.
d. To describe whales to the readers.
e. To give readers valuable information.
Text 2
Once upon a time, there was a handsome man. His name was Batara Guru Sahala. He
liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.
The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish
changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with
that fish-woman. The woman wanted to marry with him and said that Batara Guru had to
keep the secret which she had been a fish. Batara Guru agreed and promised that he would
never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got very
angry with his daughter. He could not control his mad. He shouted angrily and got the word
of fish to his daughters. The daughters were crying. They found their mother and talked her
about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was
shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed
a very big hole. People believed that the big hole became a lake which is known as Toba
Lake.
(Taken from: SIMPATI, handbook, 2010)
6. What is the main idea of the text?
a. Batara Guru Sahala.
b. A handsome man.
c. The Legend of Toba Lake.
d. Batara Guru‟s life.
e. A talk-fish.
7. Batara Guru broke his promise. The sentence means…
a. Batara Guru kept his promise.
b. Batara Guru was keeping his promise .
c. Batara Guru doesn‟t keep his promise.
d. Batara Guru didn‟t keep his promise.
e. Batara Guru had kept his promise.
8. “ … became a lake which is known as Toba Lake. (Paragraph 4, line 3).
The underlined word means…
a. Good looking.
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b. Faithful.
c. Loyal.
d. Famous.
e. Practically.
9. Who shouted angrily and got the word of fish?
a. The fish.
b. The people.
c. The daughters.
d. The Batara Guru.
e. The mother.
10. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph 2,
line 4). The word “it” refers to ….
a. The fish.
b. The secret.
c. Toba Lake.
d. The hole.
e. The volcano.
Text 3
Here is the story. A long time ago, when the world was new, the Sun married the
Moon and they lived as happily as can be. They lived in a little cottage near the Ocean.
You know what? One day, the Sun and the Moon invited the Ocean to their house
for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and the
Moon liked the Ocean and hope the cottage would be big enough for all three of them.
So the Sun and the Moon invited the Ocean to stay with them. What happened then?
Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the crabs and all
the creatures that live in the sea.
Oh my… The water rose higher and higher in the cottage. Soon, there was no more
room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky where
they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).
11. Why couldn‟t the Sun and the Moon live in the cottage?
a. Because they were bored staying there.
b. Because the Ocean ruined the cottage.
c. Because they gave the cottage to the Ocean.
d. Because there were no room for them.
e. Because the cottage was big enough.
12. The synonym of “cottage” in the text is...
a. Hut.
b. Room.
c. Inn.
d. House.
e. Hotel.
13. … the creatures that live in the sea. The underlined word means…
a. Things
b. Living things
c. Animals
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d. Spaces things
e. Fish
14. They rose up into the sky where they have lived ever since. The sentence means…
a. They lived ever after in the sky.
b. They had lived in the sky for a while.
c. They lived in the sky before.
d. They never lived in the sky.
e. They lived in the sky since that time.
15. What is the main idea of the text?
a. The Sun married the Moon.
b. The Sun and the Moon lived in a little cottage near the Ocean.
c. The Ocean like it and want to stay with them.
d. The Sun and the Moon invited the Ocean to their house for a visit.
e. The Ocean came with all the creatures that live in the sea.
Text 4
Singapore is a city state; it is a city but it is also a state. It is a republic. Along with
Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the
Association of South-East Asia Nation.
Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese, Malays,
Indians, and Eurasians make up the citizens. Other Asians, including Indonesians, Japanese,
Philippines, Koreans, Thais, and Arabs also live on that tiny island. Singapore is sometimes
called “instant Asia” because you can see varieties of customs, cultures, and foods of nearly
all Asia in Singapore. (Taken from: SIMPATI published by Grahadi)
16. What isthe generic structure of the text?
a. General classification - identification.
b. Identification - description.
c. Orientation - description.
d. Description - identification.
e. Thesis – argument - reiteration.
17. … it belongs to ASEAN (paragraph 1, line 2). The word “it” refers to…
a. China, Malaysia, Indian, and Eurasia.
b. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.
c. Indonesia, Malaysia, Thailand, the Philippines and Brunei.
d. Indonesia, Malaysia, China, Thailand, Japan and Brunei
e. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei
18. Singapore is sometimes called “instant Asia”. It means that …
a. You can find varieties of customs, cultures, and foods of nearly all Asia in
Singapore.
b. Chinese, Malays, Indians, and Eurasians make up the citizens in Singapore.
c. Indonesians, Japanese, Philippines, Koreans, Thais, and Arabs also live on that tiny
island.
d. Singapore is a country of “Bhinneka Tunggal Ika”.
e. Singapore is a city state.
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19. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny is…
a. Cute
b. Huge
c. Small
d. Broad
e. Narrow
20. Chinese, Malays, Indians, and Eurasians make up the citizens. The sentence explains…
a. The citizens are formed by Chinese, Malays, Indians, and Eurasians.
b. Chinese, Malays, Indians, and Eurasians live in Singapore.
c. Chinese, Malays, Indians, and Eurasians belong to ASEAN.
d. The citizens who live in Singapore make a group.
e. Chinese, Malays, Indians, and Eurasians enjoy live in Singapore.
Text 5
I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate. He
is so handsome and cute. He has short wavy but rather blonde hair, which is always combed
neatly. His skin is white.
He has bluish black eyes with thick eyebrows and outstanding eyelashes. His round
faces makes him more impressive. Although Adi is not so tall, he has a well built body.
People frequently think he is a European or American offspring, but he is actually a
Sundanase genuine. He looks more handsome when he is smiling.
Adi is a pleasing peer. I am happy to spend my time with him. He is always
available to help his friends who are in trouble. He is never angry with any friends who try to
annoy him. Because he is so smart, most of his classmates seek him to explain any difficult
in any school subject. I am proud of having such best friends.
Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots as
well as a denim jacket. He doesn‟t wear glasses.
Moreover, his best talent is playing musical instrument, especially a guitar. It is one
of examples of balancing his left and right brains in daily life. Not to mention, the best
hobby of all his life is singing besides his routine schooling.
21. The purpose of the text is…
a. To tell the readers what happened to Adi Saputra.
b. To inform readers about Adi Saputra‟s life.
c. To amuse or entertain the readers with Adi‟s hobby.
d. To describe a particular person to the readers.
e. To give readers valuable information.
22. What is the generic structure of paragraph 2?
a. Orientation.
b. Event.
c. Complication.
d. Identification.
e. Description.
23. … , which is always combed neatly (paragraph 1, line 2). The sentence means…
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a. He always keeps his hair neatly.
b. He always lets his hair messy.
c. He is combing his hair.
d. He doesn‟t care with his hair.
e. He makes his hair more stylist.
24. What is the generic structure of paragraph one?
a. Identification.
b. Description.
c. Orientation.
d. Complication.
e. Steps or method.
25. The main idea of the fifth paragraph is…
a. Adi‟s best talent.
b. Adi likes to play guitar.
c. Adi‟s hobby.
d. Adi likes to go to school.
e. Adi likes to sing.
Text 6
One day, when Sangkuriang was hunting, he accidentally killed his beautiful black
dog Si Tumang. This dog is actually Sangkuriang‟s father who had been condemned to live
the life of a dog by his GURU. However, Sangkuriang never knew it.
Sangkuriang had been separated from his mother since childhood. On his way home,
he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize that the
village was his homeland nor the beautiful girl was his own sacred mother who remained
young and pretty.
Their love grew naturally and one day, when they were discussing their wedding
plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched that
of her son‟s who had left twenty years earlier. How could she marry her own son? But she
did not wish to disappoint him. So she agreed to marry Sangkuriang only on the condition
that he would provide her with a lake and a boat with which they could sail on their wedding
day the next day at dawn.
Sangkuriang accepted this condition. He dammed up the Citarum river to make a
lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set. With a
wave of her supernatural shawl, she lit up the eastern horizon with flashes of light. Deceived
by false dawn, the cock crowed and farmers rose for the new day.
Sangkuriang realized that he failed to finish the boat. With all his anger, he kicked
the unfinished boat upside-down. The boat is now known as the mount Tangkuban Perahu.
In Sundanese Tangkuban means upturned or upside down, and Perahu means boat. With the
dam torn asunder, the water drained off the lake and made the lake a wide plain. It is now
called Bandung from the word Bendung which means dam.
26. What is the generic structure of paragraph 1?
a. Identification.
b. Resolution.
c. Topic.
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d. Description.
e. Orientation.
27. The purpose of the text is…
a. To tell about the Legend of Tangkuban Perahu.
b. To tell about Sangkuriang‟s life.
c. To describe about Tangkuban Perahu.
d. To inform how Sangkuriang marry Dayang Sumbi.
e. To explain Dayang Sumbi‟s life.
28. But she did not wish to disappoint him. (Paragraph 3, line 3) What does the word “him”
refer to?
a. The Guru.
b. Si Tumang.
c. Sangkuriang.
d. The farmer.
e. Dayang Sumbi.
29. Who was condemned by Guru?
a. Sangkuriang‟s dog.
b. Sangkuriang‟s son.
c. Sangkuriang‟s girl.
d. Sangkuriang‟s father.
e. Sangkuriang‟s mother.
30. The main idea of paragraph 4 is…
a. Dayang Sumbi used her supernatural shawl to fail Sangkuriang on his effort to bult a
lake and a boat.
b. Dayang Sumbi thought that the condition she offered to Sangkuriang would not be
carried out.
c. Sangkuriang had finished building a lake and a boat before the cock began
crowning.
d. Sangkuriang felt sure that he could finish building the lake and boat before dawn.
e. The cock and the farmers had woken up earlier that morning.
Text 7
A long time ago, a child was born to a queen and king and she was called Snow
White. When the queen died, the king remarried. This new queen was wicked and hated
Snow White. The queen gave orders that Snow White was to be treated as a servant.
Snow White grew to be a very beautiful girl. One day a Prince who was riding by
saw her at work and immediately fell in love with her.
The queen was beautiful too, and every day she asked her Magic Mirror, “Who is
the fairest in the land?” and the mirror always answered, “You are the fairest one of all”.
One day the mirror answered that Snow White was the fairest one in the land. In a
rage the queen gave orders to one of her huntsmen to take Snow White into the woods and
kill her.
But the huntsmen had a kind heart and couldn‟t carry out the order. So he told Snow
White to run away. She fled into the woods where the Seven Dwarfs lived. Their house was
small and strange.
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Snow White entered the little house and found it very untidy. She started to clean it
up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of the
beds, and soon fell asleep.
When the dwarfs came home, they were surprised to find Snow White and after
some arguments, they decided to let her stay. She promised to cook and look after them.
The queen discovered where Snow White was living and disguising herself as a
witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow White
the poisoned apple. Snow white ate it and as soon as she bit into the apple, she sank into
unconsciousness.
Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days she
lay in the forest in her glass coffin. One day, the Prince who was riding through the forest
looking for Snow White found her. He leaned over and kissed her. She opened her eyes and
sat up with a smile. Everyone was happy. The Prince took Snow White to his Palace where
they were married and lived happily ever after.
31. The purpose of the text is…
a. To tell the readers about the bad queen.
b. To tell the readers about Snow White and the Seven Dwarfs.
c. To persuade the reader to read the Snow white story.
d. To describe the Snow White‟s life.
e. To explain how Snow White died.
32. “Snow White entered the little house and found it very untidy.” (paragraph 6, line 1).
The underlined word means ….
a. Big.
b. Clean.
c. Fresh.
d. Messy.
e. Beautiful.
33. Why did the Queen go to the woods?
a. She liked visiting Snow White.
b. She missed Snow White very much.
c. She wanted to kill Snow White by herself.
d. She promised Snow White to bring her apples.
e. She wanted to meet Snow White and the dwarfs.
34. What did the queen order the huntsman?
a. The queen ordered the huntsman to take Snow White into the woods and kill her.
b. The queen ordered the huntsman to accompany Snow White walk around the woods.
c. The queen ordered the huntsman to visit Snow White in the woods.
d. The queen ordered the huntsman to give an apple to Snow White.
e. The queen ordered the huntsman to build a house for Snow White.
35. The main idea of paragraph 9 is…
a. The Prince was riding through the forest.
b. The Prince saved Snow White.
c. The Prince and Snow White were married.
d. The Prince took Snow White to his Palace.
e. The Prince leaned over and kissed Snow White.
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Text 8
Tanjung Kodok
Have you ever visited Tanjung Kodok? Some of you may have been to the place.
Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung Kodok
is a beach that lies on the north coast of East Java. Exactly, this resort is located in Paciran
Lamongan, East Java. The beach is about 25 kilometers from Lamongan city, near Goa
Maharani, another popular tourist spot in Lamongan.
Tanjung Kodok has a meaning that describes the most important part of the beach.
In the area, there is a cape, a strip of coral reef projecting into a body of water, whose
structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as tanjung
means a cape and kodok in Javanese means frog.
Tanjung Kodok is a comfortable place to visit. The water of the beach is clean. The
air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen there.
However, you may go down to the sea water, take some photographs and have some fun.
For the children, in Tanjung Kodok there is a children swimming pool, where they
can amuse themselves. There are also fishing and camping areas that provide specific
entertaining recreations for certain visitors.
To satisfy the visitors some hotels and restaurants are built there. For shoppers, the
resort provides a specific market where souvenirs, foods, and drinks are sold with cheap
prices. Since some visitors come from other regions, provinces, and countries, the parking
lot is wide enough to accommodate many kinds of vehicles.
36. The main idea of paragraph 2 is…
a. Tanjung Kodok is the most important part of the beach.
b. The meaning of Tanjung Kodok.
c. There is a cape that is shaped like a frog.
d. Tanjung Kodok is a beach that lies on the north coast of East Java.
e. The description of the beach.
37. Have you ever visited Tanjung Kodok? The meaning of the sentence is…
a. To ask someone to visit Tanjung Kodok.
b. To inform that Tanjung Kodok is a beautiful place.
c. To know whether someone has visited Tanjung Kodok or has not.
d. To inform that the writer has been there.
e. To ask information about Tanjung Kodok.
38. ..to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined word
means…
a. To prepare.
b. To stay.
c. To facilitate.
d. To get ready.
e. To choose.
39. What does the resort provide for the shoppers?
a. Hotels and restaurants.
b. Fishing and camping areas.
c. A specific market which sells souvenirs, foods, and drink cheaply.
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d. The parking lot.
40. The main idea of the text is…
a. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive
view to see.
b. Tanjung Kodok is a comfortable place to visit.
c. Tanjung Kodok has many satisfying facilities.
d. Tanjung Kodok is a good place for children to have some fun.
e. Tanjung Kodok has a meaning that describes the most important part of the beach.
Text 9
Borobudur is a Hindu-Buddhist temple built in the 9th
century under the Sailendra
dynasty of Java. It is located near Magelang on the island of Java, Indonesia.
Abandoned in the 11th century and partially excavated by archaeologists in the early
20th century, Borobudur temple is well-known all over the world. Influenced by the Gupta
architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of
eight step-like stone terraces, one on top of the other. The first five terraces are square and
surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper three are
circular, each with a circle of bell-shaped stupa (a Buddhist shrine).
The entire edifice is crowned by a large stupa at the centre of the top circle. The
way to the summit extends through some 4.8 km of passages and stairways. The design of
Borobudur, a temple-mountain symbolizing the structure of the universe, influenced the
temples built at Angkor, Cambodia.
Borobudur, rededicated as an Indonesia national monument in 1983, is a valuable
treasure for Indonesia people.
41. What is the generic structure of paragraph 2?
a. Identification.
b. Description.
c. Orientation.
d. Complication.
e. Steps or method.
42. The main idea of the text is…
a. Borobudur is well known all over the world.
b. Borobudur is Hindu-Buddhist temple.
c. Borobudur is located near Magelang on the island of Java.
d. Borobudur was built by Gupta.
e. Borobudur is a valuable treasure for Indonesia people.
43. The Borobudur building was influenced by …
a. The Sailendra architecture.
b. The Gupta architecture.
c. The Cambodia architecture.
d. The Buddhist architecture.
e. The Angkor architecture.
44. “… and surrounded by walls adorned with Buddhist sculptures….”
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The meaning of adorned is…
a. Designed.
b. Decorated.
c. Established.
d. Represented.
e. Symbolized.
45. The main idea of the second paragraph is…
a. Borobudur was influenced by the design of temples built at Angkor.
b. Borobudur was influenced by the Gupta architecture of India.
c. Borobudur was partially excavated by archaeologists.
d. Borobudur was abandoned in the 11th century.
e. Borobudur is well-known all over the world.
Text 10
One day a cat and a fox were having a conversation. The fox, who was a conceited
creature, boasted how clever she was. “Why, I know at least a hundred tricks to get away
from our mutual enemies, the dogs,” she said.
“I know only one trick to get away from dogs,” said the cat. “You should teach me
some of yours!”
“Well, maybe some day, when I have the time. I may teach you a few of the simpler
ones,” replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking grew
louder and louder – the dogs were coming in their direction! At once the cat ran to the
nearest tree and climbing into its branches, well out of reach of any dog. “This is the trick I
told you about, the only one I know,” she called down to the fox. “Which one of your
hundred tricks are you going to use?”
The fox sat silently under the tree, wondering which trick she should use. Before she
could make up her mind, the dogs arrived. They fell upon the fox and tore her to pieces.
46. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1, line
2). The underlined word means…
a. The fox has a hundred tricks to run away from the dog.
b. The fox has a hundred tricks to avoid the dog.
c. The fox has a hundred tricks to attack the dog.
d. The fox has a lot of tricks to help the dog.
e. The fox has a lot of tricks to accompany the dog.
47. They fell upon the fox and tore her to pieces. The word „tore‟ means…
a. Rip.
b. Cut.
c. Break.
d. Drop.
e. Damage.
48. How many tricks did the cat have?
a. More than a hundred trick.
b. A trick only.
c. Many trick.
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d. Have no trick.
e. Need some lesson.
49. What was the only trick that the cat knew?
a. Sitting under the tree.
b. Waiting for the fox.
c. Running as fast as he can.
d. Mocking the dogs.
e. Climbing a tree.
50. The communicative purpose of the text is…
a. To tell a true.
b. To give solution to the readers.
c. To describe a cat and a fox story to the readers.
d. To amuse or entertain the readers.
e. To persuade the readers to read the text.
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Appendix 4.b
Try Out key Answer
No Answer No Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
B
D
B
A
D
C
D
D
D
B
D
A
B
A
A
B
C
A
C
A
D
D
C
A
A
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
E
A
C
D
A
B
D
C
A
B
B
C
C
C
A
B
A
B
B
B
A
A
B
E
D
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Appendix 4.c
Resp 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Xt xt xt2
1 1 1 0 0 0 1 0 1 0 1 0 0 1 0 0 0 1 1 0 1 1 1 1 0 1 0 1 0 0 1 1 1 0 1 0 0 1 1 0 1 0 0 1 1 1 1 0 1 0 0 26 -1 1.62 1 0 1 0 1 1 0 0 1 1 0 0 0 0 1 0 1 1 0 0 0 1 1 0 0 0 1 1 1 1 0 1 0 0 0 1 0 0 1 0 1 1 1 1 0 0 1 1 0 1 25 -2 5.23 1 1 1 0 1 0 1 1 1 1 0 1 1 1 0 0 0 0 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 0 1 1 0 1 0 1 0 1 0 0 1 1 1 0 1 0 31 3.7 144 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 0 1 0 0 1 0 0 1 0 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 32 4.7 225 1 0 1 0 1 1 0 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 1 1 26 -1 1.66 1 1 1 0 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 0 1 0 0 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 0 0 33 5.7 337 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 0 1 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 30 2.7 7.48 0 0 1 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 0 1 1 0 0 0 0 1 0 0 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 0 1 1 1 1 1 25 -2 5.29 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 1 1 1 0 1 1 0 0 0 1 0 1 0 0 1 1 1 1 1 1 1 1 1 33 5.7 33
10 1 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 0 0 0 1 0 0 1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 1 1 1 32 4.7 2211 1 1 1 1 0 1 0 0 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 0 1 0 31 3.7 1412 1 0 1 1 1 0 1 1 1 1 1 1 0 0 1 0 1 0 0 0 1 0 1 1 1 1 0 1 1 1 0 0 1 0 1 0 1 1 1 0 0 1 1 1 0 1 1 1 1 0 32 4.7 2213 1 1 1 0 0 1 1 1 1 0 0 0 1 1 1 0 0 0 1 1 1 0 1 0 0 0 0 0 0 1 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 0 28 0.7 0.514 1 1 1 0 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 0 0 0 0 1 1 0 1 0 0 1 33 5.7 3315 1 1 1 1 0 0 1 1 0 1 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 0 0 1 1 1 1 0 1 0 1 0 1 0 1 0 0 1 1 0 1 1 0 1 1 1 32 4.7 2216 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 1 0 0 0 1 1 0 1 0 32 4.7 2217 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 1 1 1 1 0 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 34 6.7 4518 1 1 0 0 1 0 0 1 0 1 0 0 0 1 0 1 0 1 0 1 1 1 1 0 1 0 1 1 1 1 0 1 0 1 0 0 1 1 0 0 0 0 1 0 1 1 1 0 0 1 26 -1 1.619 0 0 1 0 0 0 1 0 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 0 0 1 0 0 0 0 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 26 -1 1.620 1 1 0 1 0 0 1 0 0 0 0 1 1 1 0 1 1 0 0 1 1 1 1 0 0 0 1 0 0 1 1 1 1 0 0 1 1 0 0 0 0 1 0 0 0 1 0 0 0 1 23 -4 1821 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 0 1 0 1 1 0 1 0 1 0 34 6.7 4522 1 1 1 0 1 0 0 0 1 1 1 0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 0 31 3.7 1423 1 1 1 1 1 1 0 0 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 0 1 1 1 0 0 1 0 0 0 0 0 1 0 1 28 0.7 0.524 1 1 1 0 1 0 1 1 1 1 1 0 0 1 1 0 1 0 1 0 1 1 0 0 0 1 0 0 1 0 1 0 1 0 0 0 1 1 1 1 0 1 1 1 0 1 1 0 1 0 29 1.7 325 1 0 1 0 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 0 0 0 1 0 1 1 0 1 1 1 0 0 0 0 1 0 1 0 1 0 0 1 1 1 1 0 1 1 28 0.7 0.526 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 0 0 1 1 1 0 0 1 1 0 0 1 0 1 0 0 1 0 0 1 0 1 0 1 1 0 1 0 0 29 1.7 327 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 0 1 0 0 0 1 0 0 1 0 1 0 0 1 1 0 0 31 3.7 1428 0 0 1 1 1 1 0 0 0 0 0 0 0 1 0 1 0 1 0 1 0 1 1 1 0 0 1 0 1 0 1 0 0 0 1 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 21 -6 3929 1 0 1 1 1 1 0 0 1 1 1 0 1 0 1 0 1 0 0 1 1 0 1 0 0 1 1 0 0 1 0 0 1 1 0 1 1 0 1 0 1 0 0 1 0 1 1 1 0 0 27 -0 0.130 1 0 1 1 1 1 1 0 1 1 0 1 0 0 0 1 0 1 0 1 1 1 1 1 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 1 0 0 0 0 1 0 0 1 1 25 -2 5.2∑ 27 20 25 12 22 16 20 19 23 24 18 19 19 15 17 13 24 13 10 16 28 17 17 11 11 15 15 11 16 26 14 13 19 11 14 14 23 15 22 9 11 19 19 18 19 21 21 19 18 15 873 55 450p 0.8 0.6 0.8 0.4 0.7 0.5 0.6 0.6 0.7 0.8 0.6 0.6 0.6 0.5 0.5 0.4 0.8 0.4 0.3 0.5 0.9 0.5 0.5 0.3 0.3 0.5 0.5 0.3 0.5 0.8 0.4 0.4 0.6 0.3 0.4 0.4 0.7 0.5 0.7 0.3 0.3 0.6 0.6 0.6 0.6 0.7 0.7 0.6 0.6 0.5 27q 0.2 0.4 0.2 0.6 0.3 0.5 0.4 0.4 0.3 0.3 0.4 0.4 0.4 0.5 0.5 0.6 0.3 0.6 0.7 0.5 0.1 0.5 0.5 0.7 0.7 0.5 0.5 0.7 0.5 0.2 0.6 0.6 0.4 0.7 0.6 0.6 0.3 0.5 0.3 0.7 0.7 0.4 0.4 0.4 0.4 0.3 0.3 0.4 0.4 0.5st 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7
Mean X130 30 29 29 29 28 30 30 30 30 31 30 30 28 30 29 30 29 31 28 30 28 28 30 31 31 28 30 30 30 29 29 30 29 31 28 29 30 30 30 29 30 29 30 30 29 30 29 30 28Mean Xt27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27
ro 1.5 1 1.1 0.3 0.8 0.3 1.1 0.9 1.1 1.1 1.1 0.8 1 0.3 0.8 0.3 1.2 0.3 0.7 0.2 1.6 0.3 0.2 0.5 0.6 0.9 0.3 0.6 0.7 1.3 0.3 0.3 0.8 0.3 0.8 0.3 0.8 0.6 0.9 0.4 0.3 0.7 0.5 0.7 0.9 0.7 1 0.7 0.8 0.2rt 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3
statusvalidvalidvalidnot validvalidnot validvalidvalidvalidvalidvalidvalidvalidnot validvalidnot validvalidnot validvalidnot validvalidnot validnot validvalidvalidvalidnot validvalidvalidvalidnot validnot validvalidnot validvalidnot validvalidvalidvalidvalidnot validvalidvalidvalidvalidvalidvalidvalidvalidnot valid
NUMBER OF ITEMSINTERNAL VALIDITY
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Appendix 4.d
Res 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Xt xt xt2
1 1 1 0 0 0 1 0 1 0 0 1 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 1 0 1 1 1 1 0 1 0 17 -4 132 1 0 1 1 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 1 1 0 0 0 0 1 0 1 1 1 0 0 1 1 0 16 -5 223 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 0 0 1 1 1 0 1 26 5.3 294 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 0 0 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 1 24 3.3 115 1 0 1 1 0 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 22 1.3 1.86 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 27 6.3 407 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 27 6.3 408 0 0 1 1 0 1 1 1 0 1 0 0 0 0 1 0 0 0 0 0 1 1 0 1 0 1 0 1 1 0 0 1 1 1 1 17 -4 139 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 28 7.3 54
10 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 0 1 0 1 1 0 1 1 1 0 1 1 1 25 4.3 1911 1 1 1 0 0 0 1 1 0 1 0 0 1 1 1 0 0 1 0 0 1 0 1 1 1 0 0 0 0 1 1 1 1 0 1 19 -2 2.712 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 30 9.3 8713 1 1 1 0 1 1 1 0 0 0 1 1 0 1 1 0 0 0 0 0 1 0 1 1 0 1 1 1 1 0 1 1 0 1 1 21 0.3 0.114 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 0 0 1 1 0 1 0 0 25 4.3 1915 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 0 1 1 0 1 1 28 7.3 5416 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 0 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 1 23 2.3 5.517 1 1 1 1 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 26 5.3 2918 1 1 0 1 0 1 0 1 0 0 0 0 0 0 1 0 1 0 1 1 1 0 0 1 1 0 0 0 1 0 1 1 1 0 0 16 -5 2219 0 0 1 0 1 0 1 0 0 1 1 0 1 0 1 0 0 0 0 0 0 1 0 1 1 1 1 1 1 0 0 1 1 1 1 18 -3 7.120 1 1 0 0 1 0 0 0 0 1 1 0 1 0 1 0 0 0 0 0 1 1 0 1 0 0 0 1 0 0 0 1 0 0 0 12 -9 7521 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 1 1 0 1 0 1 1 0 1 0 1 27 6.3 4022 1 1 1 1 0 0 1 1 1 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 26 5.3 2923 1 1 1 1 0 0 1 1 1 0 0 1 1 0 1 0 0 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 0 1 0 19 -2 2.724 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 0 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0 1 26 5.3 2925 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 0 1 1 1 1 0 1 21 0.3 0.126 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 1 0 1 1 0 1 0 26 5.3 2927 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 0 1 1 0 28 7.3 5428 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 0 1 1 1 0 0 0 0 9 -12 13629 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 0 0 1 0 0 1 1 0 1 0 1 0 0 0 1 0 1 1 1 0 19 -2 2.730 1 0 1 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 1 0 0 1 13 -8 59∑ 27 20 25 22 20 19 23 24 18 19 19 17 24 10 28 11 11 15 11 16 26 19 14 23 15 22 9 19 19 18 19 21 21 19 18 661 41 924p 0.8 0.6 0.8 0.7 0.6 0.6 0.7 0.8 0.6 0.6 0.6 0.5 0.8 0.3 0.9 0.3 0.3 0.5 0.3 0.5 0.8 0.6 0.4 0.7 0.5 0.7 0.3 0.6 0.6 0.6 0.6 0.7 0.7 0.6 0.6 21q 0.2 0.4 0.2 0.3 0.4 0.4 0.3 0.3 0.4 0.4 0.4 0.5 0.3 0.7 0.1 0.7 0.7 0.5 0.7 0.5 0.2 0.4 0.6 0.3 0.5 0.3 0.7 0.4 0.4 0.4 0.4 0.3 0.3 0.4 0.4st 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4
Mea 23 24 23 23 24 24 23 23 25 23 24 24 23 25 23 24 25 25 24 24 23 24 24 22 23 23 24 23 23 23 23 22 23 23 23Mea 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21ro 0.9 0.7 0.7 0.5 0.8 0.8 0.7 0.7 0.9 0.6 0.7 0.8 0.8 0.6 1 0.5 0.5 0.7 0.5 0.6 0.8 0.7 0.6 0.4 0.4 0.7 0.4 0.6 0.4 0.5 0.6 0.4 0.7 0.6 0.6rt 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3
stat vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali
VALIDITYNUMBER OF ITEMS
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Appendix 4.e
Resp. 1 4 6 7 8 9 10 12 13 15 17 20 22 23 24 25 27 28 29 30 32 33 34 35 37 38 39 40 41 42 44 46 47 49 50 Xt xt Xt2
23 1 1 1 1 0 0 1 0 1 0 1 1 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 1 1 1 0 1 1 25 -5.2 27.04
17 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1 1 0 1 1 32 1.8 3.24
3 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 38 7.8 60.84
19 1 0 1 0 0 1 1 1 0 0 0 1 1 0 1 1 0 0 1 0 0 1 1 0 1 1 0 1 1 1 1 0 1 0 1 24 -6.2 38.44
5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 38 7.8 60.84
28 1 0 0 1 0 0 1 0 0 1 0 0 0 1 0 0 1 0 0 1 0 1 1 0 0 0 1 0 1 0 1 0 0 0 1 15 -15.2 231.04
7 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 36 5.8 33.64
26 1 0 0 1 0 1 0 1 0 0 0 1 1 0 1 0 1 1 1 0 1 0 1 0 0 1 1 0 1 1 0 0 0 0 0 19 -11.2 125.44
9 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 38 7.8 60.84
10 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 36 5.8 33.64
30 0 0 1 0 0 0 0 1 0 1 0 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 0 0 1 0 1 1 0 1 0 21 -9.2 84.64
12 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 36 5.8 33.64
25 1 1 1 0 1 0 1 1 1 0 0 0 1 0 1 1 0 1 0 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 1 25 -5.2 27.04
14 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 35 4.8 23.04
15 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 36 5.8 33.64
16 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 35 4.8 23.04
2 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 37 6.8 46.24
18 1 0 0 1 0 0 1 1 0 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 0 1 0 0 1 1 1 0 1 0 1 24 -6.2 38.44
4 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 38 7.8 60.84
20 1 0 1 1 1 1 0 1 0 0 0 1 1 0 1 1 0 0 1 1 0 0 1 0 0 0 0 1 0 1 1 0 1 0 1 22 -8.2 67.24
21 1 1 1 0 1 0 1 1 0 0 1 1 0 0 0 0 0 1 1 1 1 1 0 1 1 0 0 0 0 1 0 1 0 1 1 23 -7.2 51.84
22 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 0 0 1 1 0 1 0 0 1 0 0 0 1 0 0 1 0 1 1 1 25 -5.2 27.04
1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 36 5.8 33.64
24 1 1 1 1 0 0 1 0 1 0 0 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 25 -5.2 27.04
13 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 36 5.8 33.64
8 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 38 7.8 60.84
27 0 0 0 0 0 0 1 1 0 0 1 0 0 1 1 1 1 1 0 1 1 1 0 0 0 1 1 0 1 1 0 0 0 1 0 20 -10.2 104.04
6 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 36 5.8 33.64
29 0 0 0 1 1 0 1 0 0 1 1 0 0 0 0 1 1 0 1 0 1 0 1 0 0 1 1 0 1 0 1 1 0 1 1 21 -9.2 84.64
11 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 36 5.8 33.64
27 19 23 23 15 13 27 25 15 20 19 25 22 21 27 26 22 22 26 23 26 22 26 14 17 26 24 15 24 24 26 22 17 25 27 906 1602.8
p 0.9 0.6 0.8 0.8 0.5 0.4 0.9 0.8 0.5 0.7 0.6 0.8 0.7 0.7 0.9 0.9 0.7 0.7 0.9 0.8 0.9 0.7 0.9 0.5 0.6 0.9 0.8 0.5 0.8 0.8 0.9 0.7 0.6 0.8 0.9 30.2
q 0.1 0.4 0.2 0.2 0.5 0.6 0.1 0.2 0.5 0.3 0.4 0.2 0.3 0.3 0.1 0.1 0.3 0.3 0.1 0.2 0.1 0.3 0.1 0.5 0.4 0.1 0.2 0.5 0.2 0.2 0.1 0.3 0.4 0.2 0.1
pq 0.1 0.2 0.2 0.2 0.3 0.2 0.1 0.1 0.3 0.2 0.2 0.1 0.2 0.2 0.1 0.1 0.2 0.2 0.1 0.2 0.1 0.2 0.1 0.2 0.2 0.1 0.2 0.3 0.2 0.2 0.1 0.2 0.2 0.1 0.1 6.65
Numbers of Items
RELIABILITY
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Appendix 5.a THE BLUE PRINT OF
READING COMPREHENSION
Competency Standard Basic Competence Dimension Indicator Item
Number
Total
Understand accurately,
fluently and appropriately
messages in short
functional texts in the
daily live context/situation
and get access to popular
science.
Respond accurately,
fluently and
appropriately messages
in short functional texts
in the daily live
context/situation and
get access to popular
science.
Comprehension
Students are able to identify
main ideas of the text or
paragraph
Students are able to identify
detail information of the text
Students are able to
understand the meaning of
words
Students are able to
understand the sentence
meaning
Students are able to find
reference
Students are able to identify
the text organization
Students are able to identify
communicative purposes of
the text.
1, 3, 7, 11, 14, 28, 30, 33
5, 6, 8, 12, 18, 19, 24, 31, 35
2, 9, 10, 16, 17, 21, 23, 32
22
13, 20, 25
27, 29, 34
4, 15, 26
8
9
8
1
3
3
3
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TEST PRE-TEST
Text 1
Tanjung Kodok
Have you ever visited Tanjung Kodok? Some of you may have been to the place.
Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung
Kodok is a beach that lies on the north coast of East Java. Exactly, this resort is located in
Paciran Lamongan, East Java. The beach is about 25 kilometers from Lamongan city,
near Goa Maharani, another popular tourist spot in Lamongan.
Tanjung Kodok has a meaning that describes the most important part of the
beach. In the area, there is a cape, a strip of coral reef projecting into a body of water,
whose structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as
tanjung means a cape and kodok in Javanese means frog.
Tanjung Kodok is a comfortable place to visit. The water of the beach is clean.
The air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen
there. However, you may go down to the sea water, take some photographs and have
some fun.
For the children, in Tanjung Kodok there is a children swimming pool, where
they can amuse themselves. There are also fishing and camping areas that provide
specific entertaining recreations for certain visitors.
To satisfy the visitors some hotels and restaurants are built there. For shoppers,
the resort provides a specific market where souvenirs, foods, and drinks are sold with
cheap prices. Since some visitors come from other regions, provinces, and countries, the
parking lot is wide enough to accommodate many kinds of vehicles.
1. The main idea of paragraph 2 is…
f. Tanjung Kodok is the most important part of the beach.
g. The meaning of Tanjung Kodok.
h. There is a cape that is shaped like a frog.
i. Tanjung Kodok is a beach that lies on the north coast of East Java.
j. The description of the beach.
2. ...to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined word
means…
f. To prepare.
g. To stay.
h. To facilitate.
i. To get ready.
j. To choose.
3. The main idea of the text is…
f. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive
view to see.
g. Tanjung Kodok is a comfortable place to visit.
h. Tanjung Kodok has many satisfying facilities.
i. Tanjung Kodok is a good place for children to have some fun.
j. Tanjung Kodok has a meaning that describes the most important part of the
beach.
Text 2
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A long time ago, a child was born to a queen and king and she was called Snow
White. When the queen died, the king remarried. This new queen was wicked and hated
Snow White. The queen gave orders that Snow White was to be treated as a servant.
Snow White grew to be a very beautiful girl. One day a Prince who was riding by
saw her at work and immediately fell in love with her.
The queen was beautiful too, and every day she asked her Magic Mirror, “Who is
the fairest in the land?” and the mirror always answered, “You are the fairest one of all”.
One day the mirror answered that Snow White was the fairest one in the land. In
a rage the queen gave orders to one of her huntsmen to take Snow White into the woods
and kill her.
But the huntsmen had a kind heart and couldn‟t carry out the order. So he told
Snow White to run away. She fled into the woods where the Seven Dwarfs lived. Their
house was small and strange.
Snow White entered the little house and found it very untidy. She started to clean
it up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of
the beds, and soon fell asleep.
When the dwarfs came home, they were surprised to find Snow White and after
some arguments, they decided to let her stay. She promised to cook and look after them.
The queen discovered where Snow White was living and disguising herself as a
witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow
White the poisoned apple. Snow white ate it and as soon as she bit into the apple, she
sank into unconsciousness.
Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days
she lay in the forest in her glass coffin. One day, the Prince who was riding through the
forest looking for Snow White found her. He leaned over and kissed her. She opened her
eyes and sat up with a smile. Everyone was happy. The Prince took Snow White to his
Palace where they were married and lived happily ever after.
4. The purpose of the text is…
f. To tell the readers about the bad queen.
g. To tell the readers about Snow White and the Seven Dwarfs.
h. To persuade the reader to read the Snow white story.
i. To describe the Snow White‟s life.
j. To explain how Snow White died.
5. Why did the Queen go to the woods?
f. She liked visiting Snow White.
g. She missed Snow White very much.
h. She wanted to kill Snow White by herself.
i. She promised Snow White to bring her apples.
j. She wanted to meet Snow White and the dwarfs.
6. What did the queen order the huntsman?
f. The queen ordered the huntsman to take Snow White into the woods and kill her.
g. The queen ordered the huntsman to accompany Snow White walk around the
woods.
h. The queen ordered the huntsman to visit Snow White in the woods.
i. The queen ordered the huntsman to give an apple to Snow White.
j. The queen ordered the huntsman to build a house for Snow White.
7. The main idea of paragraph 9 is…
f. The Prince was riding through the forest.
g. The Prince saved Snow White.
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h. The Prince and Snow White were married.
i. The Prince took Snow White to his Palace.
j. The Prince leaned over and kissed Snow White.
Text 3
Here is the story. A long time ago, when the world was new, the Sun married the
Moon and they lived as happily as can be. They lived in a little cottage near the Ocean.
You know what? One day, the Sun and the Moon invited the Ocean to their house
for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and
the Moon liked the Ocean and hope the cottage would be big enough for all three of them.
So the Sun and the Moon invited the Ocean to stay with them. What happened
then? Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the
crabs and all the creatures that live in the sea.
Oh my… The water rose higher and higher in the cottage. Soon, there was no
more room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky
where they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).
8. Why couldn‟t the Sun and the Moon live in the cottage?
f. Because they were bored staying there.
g. Because the Ocean ruined the cottage.
h. Because they gave the cottage to the Ocean.
i. Because there were no room for them.
j. Because the cottage was big enough.
9. The synonym of “cottage” in the text is...
f. Hut.
g. Room.
h. Inn.
i. House.
j. Hotel.
10. … the creatures that live in the sea. The underlined word means…
f. Things
g. Living things
h. Animals
i. Spaces things
j. Fish
11. What is the main idea of the text?
f. The Sun married the Moon.
g. The Sun and the Moon lived in a little cottage near the Ocean.
h. The Ocean like it and want to stay with them.
i. The Sun and the Moon invited the Ocean to their house for a visit.
j. The Ocean came with all the creatures that live in the sea.
Text 4
Whales are the animal on earth. Bigger than elephants, they may grow 95 feet
long and weighs 150 tons. A baby blue whale, just born, can be 23 feet long and weighs 3
tons.
Although whales live in the ocean and can swim like dolphins but they are
different from fish. Unlike fish, they give birth, not lay eggs. Their babies live on their
mothers‟ milk. They breathe through their lungs and hold their breath when they go under
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water. If they cannot come to the surface to breathe fresh air, they will drown. They are
warm blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.
Whales live in all the oceans. In winter, some of them go to warm water to
breed and in summer they go to cold water to feed. There are two kinds of whales, whales
with teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales
eat fish although they swallow their food without chewing it. The baleen ones eat
plankton. When they find plankton, they close their mouths, squeeze out the water and
swallow the plankton.
Whales have few enemies. Only human beings and the killer whales attack
whales and whales do not seem to fight among themselves. They usually live from 20 to
30 years. (Taken from: Standar Kompetensi Kurikulum 2004)
12. How a foot long is a new baby blue whale?
a. Whales are generally 95 feet long and weight 150 ton.
b. It can be 23 feet long.
c. It can reach 3 tons
d. It can bigger than an elephant.
e. A new baby whale may weight one-fifth of its mother.
13. The word “they” in sentence “Unlike fish, they give birth, not lay eggs” (paragraph 2,
line 2) refers to…
a. Ocean.
b. Elephants.
c. Fish.
d. Whales
e. Eggs.
14. What is the main idea of paragraph 2?
a. Whales live in the ocean.
b. Whales are different from fishes in common.
c. Whales give birth.
d. Whales are warm - blooded and breathe through lungs.
e. Fish are cold blooded.
15. What is the communicative purpose of the text?
a. To tell the readers what happened in the past through a sequence of events.
b. To inform readers, listeners, or viewers about events of the day which are
considered newsworthy or important.
c. To amuse or entertain the readers with actual or imaginary experiences in
difference ways.
d. To describe whales to the readers.
e. To give readers valuable information.
Text 5
One day a cat and a fox were having a conversation. The fox, who was a
conceited creature, boasted how clever she was. “Why, I know at least a hundred tricks to
get away from our mutual enemies, the dogs,” she said.
“I know only one trick to get away from dogs,” said the cat. “You should teach
me some of yours!”
“Well, maybe some day, when I have the time. I may teach you a few of the
simpler ones,” replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking
grew louder and louder – the dogs were coming in their direction! At once the cat ran to
the nearest tree and climbing into its branches, well out of reach of any dog. “This is the
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trick I told you about, the only one I know,” she called down to the fox. “Which one of
your hundred tricks are you going to use?”
The fox sat silently under the tree, wondering which trick she should use. Before
she could make up her mind, the dogs arrived. They fell upon the fox and tore her to
pieces.
16. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1,
line 2). The underlined word means…
f. The fox has a hundred tricks to run away from the dog.
g. The fox has a hundred tricks to avoid the dog.
h. The fox has a hundred tricks to attack the dog.
i. The fox has a lot of tricks to help the dog.
j. The fox has a lot of tricks to accompany the dog.
17. They fell upon the fox and tore her to pieces. The word „tore‟ means…
f. Rip.
g. Cut.
h. Break.
i. Drop.
j. Damage.
18. How many tricks did the cat have?
f. More than a hundred trick.
g. A trick only.
h. Many trick.
i. Have no trick.
j. Need some lesson.
19. What was the only trick that the cat knew?
f. Sitting under the tree.
g. Waiting for the fox.
h. Running as fast as he can.
i. Mocking the dogs.
j. Climbing a tree.
Text 6
Singapore is a city state; it is a city but it is also a state. It is a republic. Along
with Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the
Association of South-East Asia Nation.
Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese,
Malays, Indians, and Eurasians make up the citizens. Other Asians, including
Indonesians, Japanese, Philippines, Koreans, Thais, and Arabs also live on that tiny
island. Singapore is sometimes called “instant Asia” because you can see varieties of
customs, cultures, and foods of nearly all Asia in Singapore. (Taken from: SIMPATI
published by Grahadi)
20. … it belongs to ASEAN (paragraph 1, line 2). The word “it” refers to…
f. China, Malaysia, Indian, and Eurasia.
g. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.
h. Indonesia, Malaysia, Thailand, the Philippines and Brunei.
i. Indonesia, Malaysia, China, Thailand, Japan and Brunei
j. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei
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21. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny
is…
f. Cute
g. Huge
h. Small
i. Broad
j. Narrow
Text 7
Once upon a time, there was a handsome man. His name was Batara Guru Sahala.
He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could
talk. The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the
fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in
love with that fish-woman. The woman wanted to marry with him and said that Batara
Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised
that he would never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got
very angry with his daughter. He could not control his mad. He shouted angrily and got the
word of fish to his daughters. The daughters were crying. They found their mother and
talked her about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was
shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth
formed a very big hole. People believed that the big hole became a lake which is known as
Toba Lake.(Taken from: SIMPATI, handbook, 2010)
22. Batara Guru broke his promise. The sentence means…
a. Batara Guru kept his promise.
b. Batara Guru was keeping his promise .
c. Batara Guru doesn‟t keep his promise.
d. Batara Guru didn‟t keep his promise.
e. Batara Guru had kept his promise.
23. “ … became a lake which is known as Toba Lake. (Paragraph 4, line 3).
The underlined word means…
f. Good looking.
g. Faithful.
h. Loyal.
i. Famous.
j. Practically.
24. Who shouted angrily and got the word of fish?
a. The fish.
b. The people.
c. The daughters.
d. The Batara Guru.
e. The mother.
25. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph
2, line 4). The word “it” refers to ….
a. The fish.
b. The secret.
c. Toba Lake.
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d. The hole.
e. The volcano.
Text 8
I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate.
He is so handsome and cute. He has short wavy but rather blonde hair, which is always
combed neatly. His skin is white.
He has bluish black eyes with thick eyebrows and outstanding eyelashes. His
round faces makes him more impressive. Although Adi is not so tall, he has a well built
body. People frequently think he is a European or American offspring, but he is actually a
Sundanase genuine. He looks more handsome when he is smiling.
Adi is a pleasing peer. I am happy to spend my time with him. He is always
available to help his friends who are in trouble. He is never angry with any friends who
try to annoy him. Because he is so smart, most of his classmates seek him to explain any
difficult in any school subject. I am proud of having such best friends.
Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots
as well as a denim jacket. He doesn‟t wear glasses.
Moreover, his best talent is playing musical instrument, especially a guitar. It is
one of examples of balancing his left and right brains in daily life. Not to mention, the
best hobby of all his life is singing besides his routine schooling.
26. The purpose of the text is…
b. To tell the readers what happened to Adi Saputra.
b. To inform readers about Adi Saputra‟s life.
c. To amuse or entertain the readers with Adi‟s hobby.
d. To describe a particular person to the readers.
e. To give readers valuable information.
27. What is the generic structure of paragraph one?
f. Identification.
g. Description.
h. Orientation.
i. Complication.
j. Steps or method.
28. The main idea of the fifth paragraph is…
f. Adi‟s best talent.
g. Adi likes to play guitar.
h. Adi‟s hobby.
i. Adi likes to go to school.
j. Adi likes to sing.
Text 9
Borobudur is a Hindu-Buddhist temple built in the 9th
century under the Sailendra
dynasty of Java. It is located near Magelang on the island of Java, Indonesia.
Abandoned in the 11th century and partially excavated by archaeologists in the
early 20th century, Borobudur temple is well-known all over the world. Influenced by the
Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and
consists of eight step-like stone terraces, one on top of the other. The first five terraces are
square and surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper
three are circular, each with a circle of bell-shaped stupa (a Buddhist shrine).
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The entire edifice is crowned by a large stupa at the centre of the top circle. The
way to the summit extends through some 4.8 km of passages and stairways. The design of
Borobudur, a temple-mountain symbolizing the structure of the universe, influenced the
temples built at Angkor, Cambodia.
Borobudur, rededicated as an Indonesia national monument in 1983, is a valuable
treasure for Indonesia people.
29. What is the generic structure of paragraph 2?
f. Identification.
g. Description.
h. Orientation.
i. Complication.
j. Steps or method.
30. The main idea of the text is…
f. Borobudur is well known all over the world.
g. Borobudur is Hindu-Buddhist temple.
h. Borobudur is located near Magelang on the island of Java.
i. Borobudur was built by Gupta.
j. Borobudur is a valuable treasure for Indonesia people.
31. The Borobudur building was influenced by …
f. The Sailendra architecture.
g. The Gupta architecture.
h. The Cambodia architecture.
i. The Buddhist architecture.
j. The Angkor architecture.
32. “… and surrounded by walls adorned with Buddhist sculptures….”
The meaning of adorned is…
f. Designed.
g. Decorated.
h. Established.
i. Represented.
j. Symbolized.
33. The main idea of the second paragraph is…
f. Borobudur was influenced by the design of temples built at Angkor.
g. Borobudur was influenced by the Gupta architecture of India.
h. Borobudur was partially excavated by archaeologists.
i. Borobudur was abandoned in the 11th century.
j. Borobudur is well-known all over the world.
Text 10
One day, when Sangkuriang was hunting, he accidentally killed his beautiful
black dog Si Tumang. This dog is actually Sangkuriang‟s father who had been
condemned to live the life of a dog by his GURU. However, Sangkuriang never knew it.
Sangkuriang had been separated from his mother since childhood. On his way
home, he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize
that the village was his homeland nor the beautiful girl was his own sacred mother who
remained young and pretty.
Their love grew naturally and one day, when they were discussing their wedding
plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched
that of her son‟s who had left twenty years earlier. How could she marry her own son?
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But she did not wish to disappoint him. So she agreed to marry Sangkuriang only on the
condition that he would provide her with a lake and a boat with which they could sail on
their wedding day the next day at dawn.
Sangkuriang accepted this condition. He dammed up the Citarum river to make a
lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set.
With a wave of her supernatural shawl, she lit up the eastern horizon with flashes of light.
Deceived by false dawn, the cock crowed and farmers rose for the new day.
Sangkuriang realized that he failed to finish the boat. With all his anger, he
kicked the unfinished boat upside-down. The boat is now known as the mount Tangkuban
Perahu. In Sundanese Tangkuban means upturned or upside down, and Perahu means
boat. With the dam torn asunder, the water drained off the lake and made the lake a wide
plain. It is now called Bandung from the word Bendung which means dam.
34. What is the generic structure of paragraph 1?
f. Identification.
g. Resolution.
h. Topic.
i. Description.
j. Orientation.
35. Who was condemned by Guru?
f. Sangkuriang‟s dog.
g. Sangkuriang‟s son.
h. Sangkuriang‟s girl.
i. Sangkuriang‟s father.
j. Sangkuriang‟s mother.
k. Appendix 5.b
l. Pre test key Answer
No Answer No Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
B
C
A
B
C
A
B
D
A
B
A
B
D
21
22
23
24
25
26
27
28
29
30
31
32
33
C
D
D
D
B
D
A
A
B
A
B
B
B
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14
15
16
17
18
19
20
B
D
A
A
B
E
C
34
35
E
D
m.
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Appendix 5.c
Score of Pre-Test
No STUDENTS CORRECT INCORRECT SCORE
1 AMIR NOVIYANTO 24 11 68.57143
2 ASTI W 22 13 62.85714
3 ATRIYO BIMARTINI 24 11 68.57143
4 AULIA SUKMA F 24 11 68.57143
5 AYU SHINTA 21 14 60
6 BELLA ELMA A 19 16 54.28571
7 BERLINA ROSNA P 20 15 57.14286
8 CHINDY KUSUMA 22 13 62.85714
9 DANI NUR AINI 20 15 57.14286
10 DEVINA SH 21 14 60
11 DHEA ASTARANI 19 16 54.28571
12 ERIZHA PP 20 15 57.14286
13 FANDY ACHMAD 20 15 57.14286
14 FIRDA BUDI P 24 11 68.57143
15 GILANG YANUAR 20 15 57.14286
16 GLEDI ADITYA 23 12 65.71429
17 ICA SAKTI C.I 19 16 54.28571
18 INDANG S WIDOWATI 22 13 62.85714
19 INTAN P 18 17 51.42857
20 IRA SETYOWATI 18 17 51.42857
21 IRFA SEPTRIFA R 20 15 57.14286
22 KHAIRUNNISA D 21 14 60
23 LUBY WIJAYANTO 20 15 57.14286
24 NADIA FATMA N 15 20 42.85714
25 NURULUMMI CHANDRA 17 18 48.57143
26 RADEN FAJAR K 15 20 42.85714
27 ROSID RIDWANTO 19 16 54.28571
28 SHINTA S 20 15 57.14286
29 SONNY SIGIT P 18 17 51.42857
30 TIARA DEWI P 22 13 62.85714
SUM 1734.286
AVERAGE 61.93878
Appendix 5.d
Indicator's Score of Pre-Test
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No STUDENTS MI DI WM SM REF TO CP
1 AMIR NOVIYANTO 50 22.2 50 0 66.6 22.2 33.3
2 ASTI W 50 77.7 12.5 0 66.6 22,2 22.2
3 ATRIYO BIMARTINI 62.5 66.6 75 100 66.6 88.8 77.7
4 AULIA SUKMA F 50 66.6 37.5 100 66.6 22.2 88.8
5 AYU SHINTA 62.5 77.7 50 0 55.5 33.3 88.8
6 BELLA ELMA A 50 77.7 87.5 100 88.8 55.5 66.6
7 BERLINA ROSNA P 62.5 77.7 75 100 55.5 55.5 77.7
8 CHINDY KUSUMA 37.5 55.5 37.5 0 33.3 22.2 77.7
9 DANI NUR AINI 75 88.8 62.5 0 66.6 88.8 55.5
10 DEVINA SH 25 77.7 62.5 100 55.5 66.6 77.7
11 DHEA ASTARANI 50 22.2 50 0 33.3 66.6 55.5
12 ERIZHA PP 62.5 88.8 75 100 66.6 77.7 66.6
13 FANDY ACHMAD 75 55.5 37.5 100 33.3 22.2 44.4
14 FIRDA BUDI P 75 77.7 62.5 0 66.6 77.7 77.7
15 GILANG YANUAR 87.5 88.8 75 100 88.8 44.4 55.5
16 GLEDI ADITYA 50 66.6 62.5 0 33.3 55.5 44.4
17 ICA SAKTI C.I 62.5 66.6 37.5 0 88.8 66.6 77.7
18 INDANG S WIDOWATI 25 33.3 50 0 66.6 22.2 22.2
19 INTAN P 50 55.5 87.5 100 33.3 33.3 44.4
20 IRA SETYOWATI 75 22.2 62.5 0 55.5 22.2 44.4
21 IRFA SEPTRIFA R 75 66.6 87.5 0 66.6 55.5 88.8
22 KHAIRUNNISA D 87.5 77.7 62.5 100 66.6 88.8 66.6
23 LUBY WIJAYANTO 75 88.8 25 0 88.8 66.6 66.6
24 NADIA FATMA N 50 77.7 75 100 77.7 55.5 77.7
25 NURULUMMI CHANDRA 37.5 55.5 75 100 77.7 66.6 55.5
26 RADEN FAJAR K 62.5 77.7 87.5 0 77.7 77.7 77.7
27 ROSID RIDWANTO 62.5 77.7 62.5 0 66.6 77.7 77.7
28 SHINTA S 25 33.3 12.5 0 44.4 44.4 55.5
29 SONNY SIGIT P 50 66.6 37.5 100 22.2 55.5 44.4
30 TIARA DEWI P 25 22.2 37.5 100 22.2 44.4 33.3
SUM 1687.3 1909 1713 1400 1798 1576 1843
AVERAGE 60.27 68.19 61.16 50 64.22 56.29 65.81
Appendix 6.a
LESSON PLAN
School : SMA BATIK 2 SURAKARTA
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Subject : English
Reading text : An Indian and His Fish
Genre : Narrative
Class/Semester : X1/1
Time Allocation : 2 x 45 minutes
Cycle/meeting : 1/1
Academic Year : 2011/2012
A. Competence Standard
Reading:
5. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Basic Competence
5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
C. Indicator
The students are able to:
1. Identify main idea.
2. Find detail information.
3. Understand word meaning.
4. Understand sentence meaning.
5. Find reference.
6. Identify text organization.
7. Identify communicative purpose.
D. Passing Grade (KKM) : 70
E. Teaching method : Collaborative Learning (Card Sort)
F. Instructional Material
1. Sources:
a. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar
dan Menengah. Jakarta: Depdiknas.
b. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga
Publisher.
2. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.
3. Reading Text
An Indian and His Fish
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Once there was an Indian who had a pet fish named Tommy, which he
kept in a barrel. But the fish got pretty big and the Indian had to change the water
a good deal to keep him alive. He was too lazy to do that, so he thought he would
teach the fish live out of water.
He began by taking Tommy out of the barrel for a few minutes at a time,
pretty often, and then he took him out more often and kept him out longer. After
sometime Tommy could stay out a good while if he was in some wet grass.
Then the Indian found he could leave him in the wet grass all night and
pretty soon that fish could in the shade whether the grass was wet or not. By that
time he had got pretty tame, too and he used to follow the Indian around a good
deal. When the Indian went out to dig worms to eat, Tommy went along too and
got some for himself. The Indian thought of everything for that fish, until Tommy
didn‟t need any water at all. He could go anywhere down a dusty road and stay all
day out in the hot sun.
So, people wanted to buy Tommy, but the Indian said he wouldn‟t sell a
fish like that for any amount of money. You‟d see him coming to town with
Tommy following along the road behind, just like a dog, only of course he
traveled a good deal like a snake, and almost as fast.
Well. It was really sad the way that Indian lost his fish and it was unusual,
too. He went to town one day with Tommy coming along behind, as usual. There
was a bridge in the road and the Indian came to it. He saw there was a hole in it,
but he went over it without thinking. A little later he looked around for Tommy
but he couldn‟t find him. He went back away and called, but he still couldn‟t see
any sign of his pet.
Finally he came to the bridge and saw the hole, and he thought right away
that maybe his fish had fallen in there. So he went to the hole and looked down,
and sure enough, there was Tommy, floating on the water, bottom-side up. He‟d
fallen through that hole into the river and drowned.
G. Teaching and Learning Activities
Teacher’s Activity Students’ Activity
I. Preparation (10’)
1. Greeting the students, checking the
attendance list and condition of
class.
1. Responding to the teacher.
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2. Preparing the media and learning
resources.
2. Giving attention to the teacher.
II. Pre-reading Activities (70’)
1. Explaining the objectives of the
teaching and learning.
2. Explaining about the technique and
what the students should do in
every step.
3. Asking the students to discuss with
friends and brainstorm everything
they know related to the topic.
1. Paying attention to the teacher.
2. Paying attention to the teacher.
3. Using their prior knowledge, the
students brainstorm everything
related to the text. It can be words,
phrases, or terms.
III. Whilst-reading Activities
1. Asking the students to take the
card randomly.
2. Asking the student to find their
friends who have card with the
same category. (a group of 5 or 6).
3. Asking the students to exchange
their cards until they have read all
of the cards in their group.
4. Asking the students to arrange the
cards into a good text.
5. Using their own cards, each
student should find the main idea
of the paragraph that they get.
6. Asking the students to find the
difficult vocabularies and find the
meaning from the card that they
1. Taking the card.
2. Standing and finding their friends.
3. Starting to read the cards.
4. Predicting the meaning of words
based on the context.
5. Starting to read their card.
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get.
7. Asking the students to find the
main idea, detail information, word
meaning, sentence meaning,
reference, text organization, and
communicative purpose.
8. Monitoring the students‟ activity.
6. Starting to find the answers.
IV. Post-reading Activities
1. Asking one of student in each group
to come in front of class and tell
what the story is about.
2. Together with the students
discussing the result of their
reading.
3. Giving the students an exercise to
check their comprehension of the
text they have read.
1. Telling story.
2. Discussing the result of the reading.
3. Doing the exercise given by the
teacher.
V. Closing (10’)
1. Giving conclusion about the
subject.
2. Reflecting the process of teaching
and learning.
3. Saying farewell.
1. Giving attention to the teacher.
2. Reflecting the learning process
together with the teacher.
3. Responding the farewell.
H. Assessment:
1. Kind of test : Written test
2. Scoring :
I. Test Items:
Answer the questions below based on the information from the text!
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1. What is the main idea of paragraph 2?
2. Why was the Indian lazy to change the water?
3. What does the word “pretty soon” mean?
4. “He could go anywhere down a dusty road and stay all day out in the hot sun.”
What does the sentence means ….
5. “ … and then he took him out more often … “ (paragraph 2, line 2). Him refers
to …
6. What kind of text is it?
7. What is the communicative purpose of the text?
8. What does the word “went over” mean?
9. What did Tommy do when the Indian went out to dig worms to eat?
10. “… and it was unusual, too.” (paragraph 5, line 1). It refers to ….
Karanganyar, September 2011
Researcher,
AFIFAH SARI RACHMAWATI
LESSON PLAN
School : SMA BATIK 2 SURAKARTA
Subject : English
Reading text : The Legend of Prambanan Temple
Genre : Narrative
Class/Semester : X1/1
Time Allocation : 2 x 45 minutes
Cycle/meeting : 1/2
Academic Year : 2011/2012
A. Standard Competence
Reading:
5. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Basic Competence
5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
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C. Indicator
The students are able to:
1. Identify main idea.
2. Find detail information.
3. Understand word meaning.
4. Understand sentence meaning.
5. Find reference.
6. Identify text organization.
7. Identify communicative purpose.
D. Passing Grade (KKM) : 70
E. Teaching method : Collaborative Learning (Card Sort)
F. Instructional Material
1. Sources:
a. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar
dan Menengah. Jakarta: Depdiknas.
b. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga
Publisher.
2. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.
3. Reading Text
The Legend of Prambanan Temple
Once, there was a beautiful Javanese princess whose name was Roro
Jonggrang. Roro Jonggrang whose beauty was very famous in the land was the
daughter of Prabu Baka, an evil king.
One day, a handsome young man with supernatural power, named
Bandung Bondowoso, defeated and killed Prabu Baka. On seeing Princess Roro
Jonggrang‟s beauty, Bandung Bondowoso fell in love and wanted to marry her.
Meanwhile, Princess Roro Jonggrang felt sad due to the death of her
father. She did not want to marry Bandung because he had killed her father. But
she was also afraid of Bandung. So to refuse politely, she made a condition. “I
will marry you but you have to buld one thousand temples in one night as
wedding gift.” requested Roro Jonggrang. Bandung agreed with this condition.
Helped by the spirit of demons, Bandung Bondowoso started building the
temples. Approaching midnight, the work was nearly done. Roro Jonggrang knew
and thought, “What should I do? Bandung is smarter than me. I will lose against
Bandung.”
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Suddenly, she got an idea. She woke up all the woman in the palace and
ordered them to make the noisy sounds of grinding rice so that the roosters would
think it had already dawn.
Bandung Bondowoso got frustrated because he failed to complete the
thousandth temple. “The Princess has deceived me!” following his anger, he
cursed Roro Jonggrang, “You have cheated me. Now, the thousandth temple is
you!”
At once, the princess turned into a statue. Knowing this, Bandung
Bondowoso regretted this and he went away into a far land. From then, people
called the temple “Prambanan Temple” and the princess statue was “Roro
Jonggrang.”
G. Teaching and Learning Activities
Teacher’s Activity Students’ Activity
I. Preparation (10’)
1. Greeting the students, checking the
attendance list and condition of
class.
2. Preparing the media and learning
resources.
1. Responding to the teacher.
2. Giving attention to the teacher.
II. Pre-reading Activities (70’)
1. Explaining the objectives of the
teaching and learning.
2. Asking the students to discuss with
friends and brainstorm everything
they know related to the topic.
1. Paying attention to the teacher.
2. Using their prior knowledge, the
students brainstorm everything
related to the text. It can be words,
phrases, or terms.
III. Whilst-reading Activities
9. Asking the students to take the
card randomly.
10. Asking the student to find their
friends who have card with the
same category. (a group of 5 or 6).
11. Asking the students to exchange
their cards until they have read all
of the cards in their group.
12. Asking the students to arrange the
cards into a good text.
13. Using their own cards, each
student should find the main idea
of the paragraph that they get.
14. Asking the students to find the
1. Taking the card.
2. Standing and finding their friends.
3. Starting to read the cards.
4. Predicting the meaning of words
based on the context.
5. Starting to read their card.
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difficult vocabularies and find the
meaning from the card that they
get.
15. Asking the students to find the
main idea, detail information, word
meaning, sentence meaning,
reference, text organization, and
communicative purpose.
16. Monitoring the students‟ activity.
6. Starting to find the answers.
IV. Post-reading Activities
1. Asking one of student in each
group to come in front of class and
tell what the story is about.
2. Together with the students
discussing the result of their
reading.
3. Giving the students an exercise to
check their comprehension of the
text they have read.
1. Telling story.
2. Discussing the result of the reading.
3. Doing the exercise given by the
teacher.
V. Closing (10’)
1. Giving conclusion about the
subject.
2. Reflecting the process of teaching
and learning.
3. Saying farewell.
1. Giving attention to the teacher.
2. Reflecting the learning process
together with the teacher.
3. Responding the farewell.
H. Assessment:
1. Kind of test : Written test
2. Scoring :
I. Test Items:
Answer the questions below based on the information from the text!
1. What is the main idea of the text?
2. Who is Roro Jonggrang father?
3. Why didn‟t Roro Jonggrang want to marry Bandung Bondowoso?
4. What does the word “famous” mean?
5. “You have cheated me now, the thousandth temple is you!”. What does the
sentence mean?
6. “The Princess has deceived me!” (paragraph 6, line 2). The word me refers
to …
7. What is the communicative purpose of the text?
8. What kind of the text is it?
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9. “… and ordered them to make the noisy …” (paragraph 5, line 2). The word
them refers to?
10. What does the word “defeated” mean?
Karanganyar, September 2011
Researcher,
AFIFAH SARI RACHMAWATI
LESSON PLAN
School : SMA BATIK 2 SURAKARTA
Subject : English
Reading text : The Elves and the Shoemaker
Genre : Narrative
Class/Semester : X1/1
Time Allocation : 2 x 45 minutes
Cycle/meeting : 1/3
Academic Year : 2011/2012
A. Competence Standard
Reading:
6. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Basic Competence
5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
C. Indicator
The students are able to:
8. Identify main idea.
9. Find detail information.
10. Understand word meaning.
11. Understand sentence meaning.
12. Find reference.
13. Identify text organization.
14. Identify communicative purpose.
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D. Passing Grade (KKM) : 70
E. Teaching method : Collaborative Learning (Card Sort)
F. Instructional Material
1. Sources:
c. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar
dan Menengah. Jakarta: Depdiknas.
d. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga
Publisher.
2. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.
3. Reading Text
THE ELVES AND THE SHOEMAKER
Although Peter Schumaker worked hard and was kind to everyone in the
village, he could never earn enough making shoes. On this particularly cold and
snowy day, all he had left in his workroom was enough leather to make one last
pair of shoes. That evening, Peter carefully cut up his precious leather and laid it
aside for the morning when we would sew them together.
The sun rose the next morning, and Peter was ready to start work, but to
this great surprise, an exquisitely crafted pair of shoes sat on his worktable. “What
magic”, said Cecilia, his wife. They quickly put the shoes in the shop window, for
the holiday shopping season had just begun. As luck would have it, the shoes
fitted the finicky Mrs. Sniggins perfectly, and she paid a generous sum for the fine
fit. With the money, Peter went to buy more leather enough for two more pairs.
That evening, he once again set to work, cutting his leather and left the pieces on
the table when he went to bed. Hoping for a good design, he fell asleep dreaming
of shoes.
When he awoke early the next morning, he again found two finely crafted
pairs of shoes before his eyes. Customers bought these up quickly for they were
masterpieces. Now Peter could buy enough leather for four pairs of shoes. This
magical business went on for some time, and schumaker‟s name became well-
known for the finest shoes in town. These days, life was much better for Peter and
Cecilia.
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On day, Cecilia said,” I wonder who has been helping us so much?” Peter
announced, ”Tonight we will hide in the workshop and see what goes on there!”
And so they did. At exactly midnight, two tiny elves tiptoed in and began to work,
swiftly making the find shoes. They were shabbily dressed, weren‟t even wearing
shoes themselves. Before daybreak, they had already dashed off, leaving several
pairs of shoes ready for sale that day. Peter and Cecilia were grateful to these little
elves, and worried about them working so hard in such cold weather. So Peter set
to work making two tiny pair of shoes, and Cecilia stitched two warm sets of
clothing for each of them.
On Christmas Eve, instead of leather pieces, they set the little shoes and
clothes out and hid themselves again. At midnight, the elves popped in and saw
the new clothes. In a flash, they had them on their little bodies. They were so
happy that they laughed and chuckled, and danced right out of the window; never
to be seen again. Peter continued making shoes, everyday, and he and Cecilia
lived a very happy and contented life for many years. As did the elves.
G. Teaching and Learning Activities
Teacher’s Activity Students’ Activity
I. Preparation (10’)
3. Greeting the students, checking the
attendance list and condition of
class.
4. Preparing the media and learning
resources.
4. Responding to the teacher.
5. Giving attention to the teacher.
II. Pre-reading Activities (70’)
4. Explaining the objectives of the
teaching and learning.
5. Explaining about the technique and
what the students should do in
every step.
6. Asking the students to discuss with
friends and brainstorm everything
they know related to the topic.
1. Paying attention to the teacher.
2. Paying attention to the teacher.
6. Using their prior knowledge, the
students brainstorm everything
related to the text. It can be words,
phrases, or terms.
III. Whilst-reading Activities
17. Asking the students to take the 7. Taking the card.
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card randomly.
18. Asking the student to find their
friends who have card with the
same category. (a group of 5 or 6).
19. Asking the students to exchange
their cards until they have read all
of the cards in their group.
20. Asking the students to arrange the
cards into a good text.
21. Using their own cards, each
student should find the main idea
of the paragraph that they get.
22. Asking the students to find the
difficult vocabularies and find the
meaning from the card that they
get.
23. Asking the students to find the
main idea, detail information, word
meaning, sentence meaning,
reference, text organization, and
communicative purpose.
24. Monitoring the students‟ activity.
8. Standing and finding their friends.
9. Starting to read the cards.
10. Predicting the meaning of
words based on the context.
11. Starting to read their card.
12. Starting to find the answers.
IV. Post-reading Activities
4. Asking one of student in each group
to come in front of class and tell
what the story is about.
5. Together with the students
discussing the result of their
reading.
6. Giving the students an exercise to
check their comprehension of the
text they have read.
4. Telling story.
5. Discussing the result of the reading.
6. Doing the exercise given by the
teacher.
V. Closing (10’)
4. Giving conclusion about the
subject.
5. Reflecting the process of teaching
and learning.
6. Saying farewell.
4. Giving attention to the teacher.
5. Reflecting the learning process
together with the teacher.
6. Responding the farewell.
H. Assessment:
1. Kind of test : Written test
2. Scoring :
I. Test Items:
Answer the questions below based on the information from the text!
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10. What is the main idea of paragraph 1?
11. How did Peter become popular as the shoemaker?
12. What does the word “earn” mean?
13. “he again found two finely crafted pairs of shoes before his eyes.” What
does the sentence means ….
14. “As luck would have it … “ (paragraph 2, line 3). It refers to …
15. What kind of text is it?
16. What is the communicative purpose of the text?
17. What does the word “generous” mean?
18. What did the two tiny elves do at midnight?
10. “They were so happy that they laughed and chuckled,…” (paragraph 5, line
3). They refers to ….
Karanganyar, September 2011
Researcher,
AFIFAH SARI RACHMAWATI
LESSON PLAN
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School : SMA BATIK 2 SURAKARTA
Subject : English
Reading text : Keong Emas
Genre : Narrative
Class/Semester : X1/1
Time Allocation : 2 x 45 minutes
Cycle/meeting : 1/4
Academic Year : 2011/2012
A. Standard Competence
Reading:
6. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Basic Competence
5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
C. Indicator
The students are able to:
8. Identify main idea.
9. Find detail information.
10. Understand word meaning.
11. Understand sentence meaning.
12. Find reference.
13. Identify text organization.
14. Identify communicative purpose.
D. Passing Grade (KKM) : 70
E. Teaching method : Collaborative Learning (Card Sort)
F. Instructional Material
1. Sources:
c. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar
dan Menengah. Jakarta: Depdiknas.
d. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga
Publisher.
4. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.
5. Reading Text
KEONG MAS
Once upon time, there was a king of the Antah Berantah Kingdom wishes
Dewi Sekarjati became his wife. To do so, he kidnaped her. Fortunately, The God
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Narada saved Dewi Sekarjati by changing her into a golden snail: Keong Emas.
The God told Keong Emas to drift along the river in order to find her husband,
Panji Asmoro Bangun.
One day a poor old widow, Mbok Rondo Dadapan, Who always fished
along the river, found a golden snail and took it home. There she put the snail in a
jar and took good care of it. All of a sudden, unexpected good things took place in
Mbok Rondo‟s life.
Coming back from her daily fishing, she would find delicious dishes on
the table and the house cleaned. She wondered who had been so nice to take care
of her house and to do the cooking. When this went on for several days, she could
not resist the temptation to find out who the mysterious kind person was. So, one
day, instead of fishing, she peeped through hole in the wall of her house. To her
amazement she saw a beautiful princess coming out of the jar and starting to clean
the house and preparing a meal.
The next day, the same thing happened. Without wasting anytime Mbok
Rondo rushed into the house and smashed the jar. ‟Homeless‟ Dewi Sekarjati
could not turn back into a snail. She was then adopted by Mbok Rondo.
Meanwhile, Raden Panji Asmoro Bangun searching for his wife,
wondered from one village to another, finally reaching Dadapan where he found
his beloved.
Filled with happiness and love, they went back to kingdom, talking along
good Mbok Rondo.
G. Teaching and Learning Activities
Teacher’s Activity Students’ Activity
I. Preparation (10’)
3. Greeting the students, checking the
attendance list and condition of
class.
4. Preparing the media and learning
resources.
3. Responding to the teacher.
4. Giving attention to the teacher.
II. Pre-reading Activities (70’)
3. Explaining the objectives of the
teaching and learning.
4. Asking the students to discuss with
friends and brainstorm everything
they know related to the topic.
3. Paying attention to the teacher.
4. Using their prior knowledge, the
students brainstorm everything
related to the text. It can be words,
phrases, or terms
III. Whilst-reading Activities
25. Asking the students to take the
card randomly.
7. Taking the card.
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26. Asking the student to find their
friends who have card with the
same category. (a group of 5 or 6).
27. Asking the students to exchange
their cards until they have read all
of the cards in their group.
28. Asking the students to arrange the
cards into a good text.
29. Using their own cards, each
student should find the main idea
of the paragraph that they get.
30. Asking the students to find the
difficult vocabularies and find the
meaning from the card that they
get.
31. Asking the students to find the
main idea, detail information, word
meaning, sentence meaning,
reference, text organization, and
communicative purpose.
32. Monitoring the students‟ activity.
8. Standing and finding their friends.
9. Starting to read the cards.
10. Predicting the meaning of
words based on the context.
11. Starting to read their card.
12. Starting to find the answers.
IV. Post-reading Activities
4. Asking one of student in each
group to come in front of class and
tell what the story is about.
5. Together with the students
discussing the result of their
reading.
6. Giving the students an exercise to
check their comprehension of the
text they have read
4. Telling story.
5. Discussing the result of the reading.
6. Doing the exercise given by the
teacher.
V. Closing (10’)
4. Giving conclusion about the
subject.
5. Reflecting the process of teaching
and learning.
6. Saying farewell.
4. Giving attention to the teacher.
5. Reflecting the learning process
together with the teacher.
6. Responding the farewell.
H. Assessment:
1. Kind of test : Written test
2. Scoring :
I. Test Items:
Answer the questions below based on the information from the text!
11. What is the main idea of the text?
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12. Who is Mbok Rondo Dadapan?
13. Why did Dewi Sekartaji change become a Keong Emas?
14. What does the word “widow” mean?
15. “She was then adopted by Mbok Rondo!”. What does the sentence mean?
16. “… found a golden snail and took it home!” (paragraph 2, line 1). The word
it refers to …
17. What is the communicative purpose of the text?
18. What kind of the text is it?
19. “To her amazement she saw a beautiful princess …” (paragraph 3, line ). The
word her refers to?
20. What does the word “homeless” mean?
Karanganyar, September 2011
Researcher,
AFIFAH SARI RACHMAWATI
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Appendix 6.b
THE BLUE PRINT OF
READING COMPREHENSION
Competency
Standard
Basic Competence Dimension Indicator Item
Number
Total
Understand
accurately, fluently
and appropriately
messages in short
functional texts in the
daily live
context/situation and
get access to popular
science.
Respond accurately,
fluently and
appropriately
messages in short
functional texts in
the daily live
context/situation
and get access to
popular science.
Comprehension
Students are able to
identify main ideas of
the text or paragraph
Students are able to
identify detail
information of the text
Students are able to
understand the meaning
of words
Students are able to
understand the sentence
meaning
Students are able to find
reference
Students are able to
identify the text
organization
4, 8, 9, 11, 22, 26, 32, 35
2, 3, 5, 15, 18, 20, 29, 30,
33
6, 7, 10, 13, 17, 27, 28, 34
16
12, 19, 21
14, 25, 31
8
9
8
1
3
3
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Students are able to
identify communicative
purposes of the text.
1, 23, 24
3
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TEST POST-TEST 1
Text 1
A long time ago, a child was born to a queen and king and she was called Snow
White. When the queen died, the king remarried. This new queen was wicked and hated
Snow White. The queen gave orders that Snow White was to be treated as a servant.
Snow White grew to be a very beautiful girl. One day a Prince who was riding by
saw her at work and immediately fell in love with her.
The queen was beautiful too, and every day she asked her Magic Mirror, “Who is
the fairest in the land?” and the mirror always answered, “You are the fairest one of all”.
One day the mirror answered that Snow White was the fairest one in the land. In
a rage the queen gave orders to one of her huntsmen to take Snow White into the woods
and kill her.
But the huntsmen had a kind heart and couldn‟t carry out the order. So he told
Snow White to run away. She fled into the woods where the Seven Dwarfs lived. Their
house was small and strange.
Snow White entered the little house and found it very untidy. She started to clean
it up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of
the beds, and soon fell asleep.
When the dwarfs came home, they were surprised to find Snow White and after
some arguments, they decided to let her stay. She promised to cook and look after them.
The queen discovered where Snow White was living and disguising herself as a
witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow
White the poisoned apple. Snow white ate it and as soon as she bit into the apple, she
sank into unconsciousness.
Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days
she lay in the forest in her glass coffin. One day, the Prince who was riding through the
forest looking for Snow White found her. He leaned over and kissed her. She opened her
eyes and sat up with a smile. Everyone was happy. The Prince took Snow White to his
Palace where they were married and lived happily ever after.
1. The purpose of the text is…
k. To tell the readers about the bad queen.
l. To tell the readers about Snow White and the Seven Dwarfs.
m. To persuade the reader to read the Snow white story.
n. To describe the Snow White‟s life.
o. To explain how Snow White died.
2. Why did the Queen go to the woods?
k. She liked visiting Snow White.
l. She missed Snow White very much.
m. She wanted to kill Snow White by herself.
n. She promised Snow White to bring her apples.
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o. She wanted to meet Snow White and the dwarfs.
3. What did the queen order the huntsman?
k. The queen ordered the huntsman to take Snow White into the woods and kill her.
l. The queen ordered the huntsman to accompany Snow White walk around the
woods.
m. The queen ordered the huntsman to visit Snow White in the woods.
n. The queen ordered the huntsman to give an apple to Snow White.
o. The queen ordered the huntsman to build a house for Snow White.
4. The main idea of paragraph 9 is…
k. The Prince was riding through the forest.
l. The Prince saved Snow White.
m. The Prince and Snow White were married.
n. The Prince took Snow White to his Palace.
o. The Prince leaned over and kissed Snow White.
Text 2
Here is the story. A long time ago, when the world was new, the Sun married the
Moon and they lived as happily as can be. They lived in a little cottage near the Ocean.
You know what? One day, the Sun and the Moon invited the Ocean to their house
for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and
the Moon liked the Ocean and hope the cottage would be big enough for all three of them.
So the Sun and the Moon invited the Ocean to stay with them. What happened
then? Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the
crabs and all the creatures that live in the sea.
Oh my… The water rose higher and higher in the cottage. Soon, there was no
more room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky
where they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).
5. Why couldn‟t the Sun and the Moon live in the cottage?
k. Because they were bored staying there.
l. Because the Ocean ruined the cottage.
m. Because they gave the cottage to the Ocean.
n. Because there were no room for them.
o. Because the cottage was big enough.
6. The synonym of “cottage” in the text is...
k. Hut.
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l. Room.
m. Inn.
n. House.
o. Hotel.
7. … the creatures that live in the sea. The underlined word means…
k. Things
l. Living things
m. Animals
n. Spaces things
o. Fish
8. What is the main idea of the text?
k. The Sun married the Moon.
l. The Sun and the Moon lived in a little cottage near the Ocean.
m. The Ocean like it and want to stay with them.
n. The Sun and the Moon invited the Ocean to their house for a visit.
o. The Ocean came with all the creatures that live in the sea.
Text 3
Tanjung Kodok
Have you ever visited Tanjung Kodok? Some of you may have been to the place.
Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung
Kodok is a beach that lies on the north coast of East Java. Exactly, this resort is located in
Paciran Lamongan, East Java. The beach is about 25 kilometers from Lamongan city,
near Goa Maharani, another popular tourist spot in Lamongan.
Tanjung Kodok has a meaning that describes the most important part of the
beach. In the area, there is a cape, a strip of coral reef projecting into a body of water,
whose structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as
tanjung means a cape and kodok in Javanese means frog.
Tanjung Kodok is a comfortable place to visit. The water of the beach is clean.
The air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen
there. However, you may go down to the sea water, take some photographs and have
some fun.
For the children, in Tanjung Kodok there is a children swimming pool, where
they can amuse themselves. There are also fishing and camping areas that provide
specific entertaining recreations for certain visitors.
To satisfy the visitors some hotels and restaurants are built there. For shoppers,
the resort provides a specific market where souvenirs, foods, and drinks are sold with
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cheap prices. Since some visitors come from other regions, provinces, and countries, the
parking lot is wide enough to accommodate many kinds of vehicles.
9. The main idea of paragraph 2 is…
k. Tanjung Kodok is the most important part of the beach.
l. The meaning of Tanjung Kodok.
m. There is a cape that is shaped like a frog.
n. Tanjung Kodok is a beach that lies on the north coast of East Java.
o. The description of the beach.
10. ..to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined
word means…
k. To prepare.
l. To stay.
m. To facilitate.
n. To get ready.
o. To choose.
11. The main idea of the text is…
k. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive
view to see.
l. Tanjung Kodok is a comfortable place to visit.
m. Tanjung Kodok has many satisfying facilities.
n. Tanjung Kodok is a good place for children to have some fun.
o. Tanjung Kodok has a meaning that describes the most important part of the
beach.
Text 4
Singapore is a city state; it is a city but it is also a state. It is a republic. Along
with Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the
Association of South-East Asia Nation.
Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese,
Malays, Indians, and Eurasians make up the citizens. Other Asians, including
Indonesians, Japanese, Philippines, Koreans, Thais, and Arabs also live on that tiny
island. Singapore is sometimes called “instant Asia” because you can see varieties of
customs, cultures, and foods of nearly all Asia in Singapore. (Taken from: SIMPATI
published by Grahadi)
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12. … it belongs to ASEAN (paragraph 1, line 2). The word “it” refers to…
k. China, Malaysia, Indian, and Eurasia.
l. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.
m. Indonesia, Malaysia, Thailand, the Philippines and Brunei.
n. Indonesia, Malaysia, China, Thailand, Japan and Brunei
o. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei
13. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny
is…
k. Cute
l. Huge
m. Small
n. Broad
o. Narrow
Text 5
One day, when Sangkuriang was hunting, he accidentally killed his beautiful
black dog Si Tumang. This dog is actually Sangkuriang‟s father who had been
condemned to live the life of a dog by his GURU. However, Sangkuriang never knew it.
Sangkuriang had been separated from his mother since childhood. On his way
home, he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize
that the village was his homeland nor the beautiful girl was his own sacred mother who
remained young and pretty.
Their love grew naturally and one day, when they were discussing their wedding
plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched
that of her son‟s who had left twenty years earlier. How could she marry her own son?
But she did not wish to disappoint him. So she agreed to marry Sangkuriang only on the
condition that he would provide her with a lake and a boat with which they could sail on
their wedding day the next day at dawn.
Sangkuriang accepted this condition. He dammed up the Citarum river to make a
lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set.
With a wave of her supernatural shawl, she lit up the eastern horizon with flashes of light.
Deceived by false dawn, the cock crowed and farmers rose for the new day.
Sangkuriang realized that he failed to finish the boat. With all his anger, he
kicked the unfinished boat upside-down. The boat is now known as the mount Tangkuban
Perahu. In Sundanese Tangkuban means upturned or upside down, and Perahu means
boat. With the dam torn asunder, the water drained off the lake and made the lake a wide
plain. It is now called Bandung from the word Bendung which means dam.
14. What is the generic structure of paragraph 1?
k. Identification.
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l. Resolution.
m. Topic.
n. Description.
o. Orientation.
15. Who was condemned by Guru?
n. Sangkuriang‟s dog.
o. Sangkuriang‟s son.
p. Sangkuriang‟s girl.
q. Sangkuriang‟s father.
r. Sangkuriang‟s mother.
Text 6
Once upon a time, there was a handsome man. His name was Batara Guru Sahala.
He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could
talk. The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the
fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in
love with that fish-woman. The woman wanted to marry with him and said that Batara
Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised
that he would never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got
very angry with his daughter. He could not control his mad. He shouted angrily and got the
word of fish to his daughters. The daughters were crying. They found their mother and
talked her about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was
shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth
formed a very big hole. People believed that the big hole became a lake which is known as
Toba Lake. (Taken from: SIMPATI, handbook, 2010)
16. Batara Guru broke his promise. The sentence means…
a. Batara Guru kept his promise.
b. Batara Guru was keeping his promise .
c. Batara Guru doesn‟t keep his promise.
d. Batara Guru didn‟t keep his promise.
e. Batara Guru had kept his promise.
17. “ … became a lake which is known as Toba Lake. (Paragraph 4, line 3).
The underlined word means…
k. Good looking.
l. Faithful.
m. Loyal.
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n. Famous.
o. Practically.
18. Who shouted angrily and got the word of fish?
a. The fish.
b. The people.
c. The daughters.
d. The Batara Guru.
e. The mother.
19. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph
2, line 4). The word “it” refers to ….
a. The fish.
b. The secret.
c. Toba Lake.
d. The hole.
e. The volcano.
Text 7
Whales are the animal on earth. Bigger than elephants, they may grow 95 feet
long and weighs 150 tons. A baby blue whale, just born, can be 23 feet long and weighs 3
tons.
Although whales live in the ocean and can swim like dolphins but they are
different from fish. Unlike fish, they give birth, not lay eggs. Their babies live on their
mothers‟ milk. They breathe through their lungs and hold their breath when they go under
water. If they cannot come to the surface to breathe fresh air, they will drown. They are
warm blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.
Whales live in all the oceans. In winter, some of them go to warm water to
breed and in summer they go to cold water to feed. There are two kinds of whales, whales
with teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales
eat fish although they swallow their food without chewing it. The baleen ones eat
plankton. When they find plankton, they close their mouths, squeeze out the water and
swallow the plankton.
Whales have few enemies. Only human beings and the killer whales attack
whales and whales do not seem to fight among themselves. They usually live from 20 to
30 years. (Taken from: Standar Kompetensi Kurikulum 2004)
20. How a foot long is a new baby blue whale?
a. Whales are generally 95 feet long and weight 150 ton.
b. It can be 23 feet long.
c. It can reach 3 tons
d. It can bigger than an elephant.
e. A new baby whale may weight one-fifth of its mother.
21. The word “they” in sentence “Unlike fish, they give birth, not lay eggs” (paragraph 2,
line 2) refers to…
a. Ocean.
b. Elephants.
c. Fish.
d. Whales
e. Eggs.
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22. What is the main idea of paragraph 2?
a. Whales live in the ocean.
b. Whales are different from fishes in common.
c. Whales give birth.
d. Whales are warm - blooded and breathe through lungs.
e. Fish are cold blooded.
23. What is the communicative purpose of the text?
b. To tell the readers what happened in the past through a sequence of events.
b. To inform readers, listeners, or viewers about events of the day which are
considered newsworthy or important.
c. To amuse or entertain the readers with actual or imaginary experiences in
difference ways.
d. To describe whales to the readers.
e. To give readers valuable information.
Text 8
I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate.
He is so handsome and cute. He has short wavy but rather blonde hair, which is always
combed neatly. His skin is white.
He has bluish black eyes with thick eyebrows and outstanding eyelashes. His
round faces makes him more impressive. Although Adi is not so tall, he has a well built
body. People frequently think he is a European or American offspring, but he is actually a
Sundanase genuine. He looks more handsome when he is smiling.
Adi is a pleasing peer. I am happy to spend my time with him. He is always
available to help his friends who are in trouble. He is never angry with any friends who
try to annoy him. Because he is so smart, most of his classmates seek him to explain any
difficult in any school subject. I am proud of having such best friends.
Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots
as well as a denim jacket. He doesn‟t wear glasses.
Moreover, his best talent is playing musical instrument, especially a guitar. It is
one of examples of balancing his left and right brains in daily life. Not to mention, the
best hobby of all his life is singing besides his routine schooling.
24. The purpose of the text is…
c. To tell the readers what happened to Adi Saputra.
b. To inform readers about Adi Saputra‟s life.
c. To amuse or entertain the readers with Adi‟s hobby.
d. To describe a particular person to the readers.
e. To give readers valuable information.
25. What is the generic structure of paragraph one?
k. Identification.
l. Description.
m. Orientation.
n. Complication.
o. Steps or method.
26. The main idea of the fifth paragraph is…
k. Adi‟s best talent.
l. Adi likes to play guitar.
m. Adi‟s hobby.
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n. Adi likes to go to school.
o. Adi likes to sing.
Text 9
One day a cat and a fox were having a conversation. The fox, who was a
conceited creature, boasted how clever she was. “Why, I know at least a hundred tricks to
get away from our mutual enemies, the dogs,” she said.
“I know only one trick to get away from dogs,” said the cat. “You should teach
me some of yours!”
“Well, maybe some day, when I have the time. I may teach you a few of the
simpler ones,” replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking
grew louder and louder – the dogs were coming in their direction! At once the cat ran to
the nearest tree and climbing into its branches, well out of reach of any dog. “This is the
trick I told you about, the only one I know,” she called down to the fox. “Which one of
your hundred tricks are you going to use?”
The fox sat silently under the tree, wondering which trick she should use. Before
she could make up her mind, the dogs arrived. They fell upon the fox and tore her to
pieces.
27. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1,
line 2). The underlined word means…
k. The fox has a hundred tricks to run away from the dog.
l. The fox has a hundred tricks to avoid the dog.
m. The fox has a hundred tricks to attack the dog.
n. The fox has a lot of tricks to help the dog.
o. The fox has a lot of tricks to accompany the dog.
28. They fell upon the fox and tore her to pieces. The word „tore‟ means…
k. Rip.
l. Cut.
m. Break.
n. Drop.
o. Damage.
29. How many tricks did the cat have?
k. More than a hundred trick.
l. A trick only.
m. Many trick.
n. Have no trick.
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o. Need some lesson.
30. What was the only trick that the cat knew?
k. Sitting under the tree.
l. Waiting for the fox.
m. Running as fast as he can.
n. Mocking the dogs.
o. Climbing a tree.
Text 10
Borobudur is a Hindu-Buddhist temple built in the 9th
century under the Sailendra
dynasty of Java. It is located near Magelang on the island of Java, Indonesia.
Abandoned in the 11th century and partially excavated by archaeologists in the
early 20th century, Borobudur temple is well-known all over the world. Influenced by the
Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and
consists of eight step-like stone terraces, one on top of the other. The first five terraces are
square and surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper
three are circular, each with a circle of bell-shaped stupa (a Buddhist shrine).
The entire edifice is crowned by a large stupa at the centre of the top circle. The
way to the summit extends through some 4.8 km of passages and stairways. The design of
Borobudur, a temple-mountain symbolizing the structure of the universe, influenced the
temples built at Angkor, Cambodia.
Borobudur, rededicated as an Indonesia national monument in 1983, is a valuable
treasure for Indonesia people.
31. What is the generic structure of paragraph 2?
k. Identification.
l. Description.
m. Orientation.
n. Complication.
o. Steps or method.
32. The main idea of the text is…
k. Borobudur is well known all over the world.
l. Borobudur is Hindu-Buddhist temple.
m. Borobudur is located near Magelang on the island of Java.
n. Borobudur was built by Gupta.
o. Borobudur is a valuable treasure for Indonesia people.
33. The Borobudur building was influenced by …
k. The Sailendra architecture.
l. The Gupta architecture.
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m. The Cambodia architecture.
n. The Buddhist architecture.
o. The Angkor architecture.
34. “… and surrounded by walls adorned with Buddhist sculptures….”
The meaning of adorned is…
k. Designed.
l. Decorated.
m. Established.
n. Represented.
o. Symbolized.
35. The main idea of the second paragraph is…
k. Borobudur was influenced by the design of temples built at Angkor.
l. Borobudur was influenced by the Gupta architecture of India.
m. Borobudur was partially excavated by archaeologists.
n. Borobudur was abandoned in the 11th century.
o. Borobudur is well-known all over the world.
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Appendix 6.c
Post Test 1 key Answer
No Answer No Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
B
C
A
B
D
A
B
A
B
C
A
C
C
E
D
D
D
D
B
B
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
D
B
D
D
A
A
A
A
B
E
B
A
B
B
B
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Appendix 6.d
Score of Post Test 1
No STUDENTS CORRECT INCORRECT SCORE
1 AMIR NOVIYANTO 19 16 54.2857
2 ASTI W 18 17 51.4286
3 ATRIYO BIMARTINI 25 10 71.4286
4 AULIA SUKMA F 27 8 77.1429
5 AYU SHINTA 24 11 68.5714
6 BELLA ELMA A 25 10 71.4286
7 BERLINA ROSNA P 23 12 65.7143
8 CHINDY KUSUMA 18 17 51.4286
9 DANI NUR AINI 27 8 77.1429
10 DEVINA SH 24 11 68.5714
11 DHEA ASTARANI 20 15 57.1429
12 ERIZHA PP 27 8 77.1429
13 FANDY ACHMAD 23 12 65.7143
14 FIRDA BUDI P 22 13 62.8571
15 GILANG YANUAR 26 9 74.2857
16 GLEDI ADITYA 27 8 77.1429
17 ICA SAKTI C.I 27 8 77.1429
18 INDANG S WIDOWATI 17 18 48.5714
19 INTAN P 18 17 51.4286
20 IRA SETYOWATI 18 17 51.4286
21 IRFA SEPTRIFA R 25 10 71.4286
22 KHAIRUNNISA D 27 8 77.1429
23 LUBY WIJAYANTO 27 8 77.1429
24 NADIA FATMA N 26 9 74.2857
25 NURUL UMMI CHANDRA 19 16 54.2857
26 RADEN FAJAR K 20 15 57.1429
27 ROSID RIDWANTO 17 18 48.5714
28 SHINTA S 19 16 54.2857
29 SONNY SIGIT P 19 16 54.2857
30 TIARA DEWI P 24 11 68.5714
SUM 1937.14
AVERAGE 69.1837
Appendix 6.e
Indicator's Score of Post-Test 1
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No STUDENTS MI DI WM SM REF TO CP
1 AMIR NOVIYANTO 62.5 33.3 62.5 100 77.7 66.6 55.5
2 ASTI W 50 77.7 37.5 0 66.6 44.4 44.4
3 ATRIYO BIMARTINI 75 77.7 75 100 77.7 88.8 77.7
4 AULIA SUKMA F 62.5 66.6 50 100 66.6 33.3 88.8
5 AYU SHINTA 62.5 77.7 62.5 0 66.6 44.4 100
6 BELLA ELMA A 62.5 77.7 87.5 100 88.8 66.6 66.6
7 BERLINA ROSNA P 75 77.7 75 100 77.7 66.6 77.7
8 CHINDY KUSUMA 50 66.6 50 0 44.4 33.3 88.8
9 DANI NUR AINI 62.5 88.8 62.5 0 66.6 100 55.5
10 DEVINA SH 75 77.7 62.5 100 66.6 77.7 77.7
11 DHEA ASTARANI 62.5 33.3 50 0 44.4 77.7 55.5
12 ERIZHA PP 62.5 88.8 75 100 66.6 88.8 66.6
13 FANDY ACHMAD 75 66.6 37.5 100 44.4 33.3 44.4
14 FIRDA BUDI P 62.5 88.8 62.5 0 77.7 88.8 77.7
15 GILANG YANUAR 75 88.8 75 100 88.8 66.6 55.5
16 GLEDI ADITYA 62.5 77.7 62.5 100 44.4 66.6 55.5
17 ICA SAKTI C.I 62.5 66.6 37.5 0 88.8 88.8 77.7
18 INDANG S WIDOWATI 37.5 44.4 50 0 66.6 33.3 33.3
19 INTAN P 62.5 55.5 87.5 100 44.4 44.4 55.5
20 IRA SETYOWATI 62.5 33.3 62.5 100 55.5 44.4 44.4
21 IRFA SEPTRIFA R 75 66.6 87.5 0 66.6 66.6 88.8
22 KHAIRUNNISA D 87.5 100 62.5 0 88.8 100 100
23 LUBY WIJAYANTO 100 88.8 37.5 100 100 88.8 77.7
24 NADIA FATMA N 50 77.7 75 100 77.7 55.5 77.7
25 NURUL UMMI CHANDRA 50 66.6 75 100 88.8 66.6 66.6
26 RADEN FAJAR K 75 77.7 87.5 0 77.7 77.7 77.7
27 ROSID RIDWANTO 75 77.7 62.5 100 66.6 77.7 77.7
28 SHINTA S 37.5 44.4 37.5 0 55.5 55.5 66.6
29 SONNY SIGIT P 62.5 66.6 50 100 33.3 55.5 66.6
30 TIARA DEWI P 37.5 33.3 50 100 33.3 66.6 55.5
SUM 1913 2065 1850 1800 2009 1965 2054
AVERAGE 68.3 73.74 66.07 64.29 71.76 70.18 73.3
Appendix 7.a
LESSON PLAN
School : SMA BATIK 2 SURAKARTA
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Subject : English
Reading text : Debby Putti
Genre : Descriptive
Class/Semester : X1/1
Time Allocation : 2 x 45 minutes
Cycle/meeting : 2/1
Academic Year : 2011/2012
A. Competence Standard
Reading:
5. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Basic Competence
5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
C. Indicator
The students are able to:
1. Identify main idea.
2. Find detail information.
3. Understand word meaning.
4. Understand sentence meaning.
5. Find reference.
6. Identify text organization.
7. Identify communicative purpose.
D. Passing Grade (KKM) : 70
E. Teaching method : Collaborative Learning (Card Sort)
F. Instructional Material
1. Sources:
a. Depdiknas 2006, Panduan Penyusunan KTSP Jenjang Pendidikan Dasar
dan Menengah. Jakarta. Depdiknas.
b. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga
Publisher.
2. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.
3. Reading Text
Text 1
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Debby Putti
Debby Putti is a model from Surabaya. Now she is a student of State
Senior High school 71 Surabaya. Debby is the first daughter of Mr. Fajar Putti and
Mrs. Ana Karaeng. She became a famous model when she won the competition of
Teenage Model 2005 and YTV Jrang-Jreng 2004.
Debby has brown-skinned. She is tall and slender she is 17 years old.
Debby has wavy short black hair. She has pointed nose and rather big ears. Her
face is oval and her cheeks are dimpled when she smiles.
Debby is an attractive girl in her blue jeans. She likes wearing a cotton
jacket and a T-shirt. She always wants to fell relaxed. She is neat and well
dressed.
Debby is cheerful and friendly girl. Everybody likes her because she is a
humorous and creative girl. She gets on well with other people and she never
forces her opinions on others. But sometimes Debby is short-tempered when she
loses her personal things.
Her hobbies are cooking Japanese food, shopping and singing. Debby has
a beautiful voice and her favorite singer is Kris Dayanti.
Text 2
Jennifer Lopez (or J.Lo) is highly successful actress, singer and dancer.
Her new films and new albums usually go straight to the top.
What‟s a typical working day for her? Making a film is a hard work. She
usually gets up at half past five in the morning and she‟s always on the film set at
half past six. She never drinks coffee and she always has a light lunch of just
green salad. She doesn‟t like working up late at night at nights. She is usually in
bed by half past ten. If she stays out late, she will be too tired in the next morning.
Adam Shankman, a director of one of her films, says, “J.Lo is actually a
quiet person. She does not like going out all the time. She often stays at home on
Saturday nights and watches videos.”
If J.Lo isn‟t working on a film or making a record, her lifestyle is very
different. When she has got time off, she‟s quite happy to go out. She loves New
York restaurants. She loves dancing. She sometimes dances until three o‟clock in
the morning!
J.Lo family lives in New York. They are a very close family. She sees her
parents every weekend and she always phones them if she has a problem. She‟s
got two elder sisters and they get on very well together. They are not just her
sisters; they‟re her best friends.
G. Teaching and Learning Activities
Teacher’s Activity Students’ Activity
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I. Preparation (10’)
1. Greeting the students, checking the
attendance list and condition of
class.
2. Preparing the media and learning
resources.
1. Responding to the teacher.
2. Giving attention to the teacher.
II. Pre-reading Activities (70’)
1. Explaining the objectives of the
teaching and learning.
2. Asking the students to discuss with
friends and brainstorm everything
they know related to the topic.
1. Paying attention to the teacher.
2. Using their prior knowledge, the
students brainstorm everything
related to the text. It can be words,
phrases, or terms
III. Whilst-reading Activities
1. Asking the students to take the card
randomly.
2. Asking the student to find their
friends who have card with the
same category. (a group of 5 or 6).
3. Asking the students to exchange
their cards until they have read all
of the cards in their group.
4. Asking the students to arrange the
cards into a good text.
5. Using their own cards, each student
should find the main idea of the
paragraph that they get.
6. Asking the students to find the
difficult vocabularies and find the
meaning from the card that they
get.
7. Asking the students to find the
main idea, detail information, word
meaning, sentence meaning,
reference, text organization, and
communicative purpose.
8. Monitoring the students‟ activity.
1. Taking the card.
2. Standing and finding their friends.
3. Starting to read the cards.
4. Predicting the meaning of words
based on the context.
5. Starting to read their card.
6. Starting to find the answers.
IV. Post-reading Activities
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1. Asking one of student in each
group to come in front of class and
tell what the story is about.
2. Together with the students
discussing the result of their
reading.
3. Giving the students an exercise to
check their comprehension of the
text they have read.
1. Telling story.
2. Discussing the result of the reading.
3. Doing the exercise given by the
teacher V. Closing (10’)
1. Giving conclusion about the
subject.
2. Reflecting the process of teaching
and learning.
3. Saying farewell.
1. Giving attention to the teacher.
2. Reflecting the learning process
together with the teacher.
3. Responding the farewell.
H. Assessment:
1. Kind of test : Written test
2. Scoring :
I. Test Items:
Answer the questions below based on the information from the text!
1. What is Debby‟s profession?
2. How did she become famous?
3. What is the main idea of paragraph 2?
4. What does the word “humorous” mean?
5. “She is neat and well-dressed”. What does the sentence mean?
6. What is the generic structure of paragraph 1?
7. What is the communicative purpose of the text?
8. In the text above, what does the word “She” (paragraph1, line 2) refers to?
9. What kind of the text is it?
10. What does the word “short-tempered” mean?
Surakarta, January 2012
Researcher,
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AFIFAH SARI RACHMAWATI
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LESSON PLAN
School : SMA BATIK 2 SURAKARTA
Subject : English
Reading text : The Jakarta City
Genre : Descriptive
Class/Semester : X1/2
Time Allocation : 2 x 45 minutes
Cycle/meeting : 2/2
Academic Year : 2011/2012
A. Competence Standard
Reading:
5. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Basic Competence
5.1. Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan.
C. Indicator
The students are able to:
1. Identify main idea.
2. Find detail information.
3. Understand word meaning.
4. Understand sentence meaning.
5. Find reference.
6. Identify text organization.
7. Identify communicative purpose.
D. Passing Grade (KKM) : 70
E. Teaching method : Collaborative Learning (Card Sort)
F. Instructional Material
1. Sources:
a. Depdiknas 2006, Panduan Penyusunan KTSP Jenjang Pendidikan Dasar
dan Menengah. Jakarta. Depdiknas.
b. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga
Publisher.
2. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.
3. Reading Text
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Text 1
The Jakarta City
Jakarta is the capital city of Indonesia. It is centrally located within the
country on the northwest coast of Java Island at the mouth of the Ciliwung River.
Jakarta dominates Indonesian‟s administrative, economy, cultural
activities, and is a major commercial transportation hub within Asia. With a
population of about 9 million, Jakarta has more people than any other cities in
Indonesia.
The climate is hot and humid year-round. Rainfall occurs throughout the
year, although it is the heaviest from November to May. The average annual
precipitation in Jakarta is 1,790 mm. the city lies on a flat, low pain and prone to
flooding during perods of heavy rainfall.
Kota is the city‟s oldest commercial area. It is located south of the old
Sunda Kelapa harbor. Glodok, the south of Kota is a banking, retail and
residential neighborhood with a large Chinese population.
Merdeka Square with Monas (The National Monument) dominates the
city‟s central district. Surrounding the square are Istana Merdeka, the presidential
palace, the National Museum, and the Istiqlal Mosque.
Text 2
SAN FRANCISCO
San Francisco is my favourite city in the United States. It is
beautiful, clean, not too big, and it has something for everybody. I love the streets
and buildings in San Francisco. The streets wind up and down the hills, with
beautiful old brick and wooden houses on either side.
One of my favorite things to do in San Francisco is to ride the cable car. It
takes you to most parts of the city. It‟s not a very comfortable ride, but it‟s
exciting and the views you get from the car are wonderful.
And I like the weather in San Francisco. It never gets too cold or too hot.
The summers are pleasant. The fresh breezes blow off the ocean and the sky is
always blue. It rains quite a lot in the winter, but it never gets very cold.
Another thing I enjoy about the city is the restaurants. The seafood
restaurants, with crabs and lobster, are my favorites. You can also get great
Chinese, Japanese, American and European food in San Francisco.
G. Teaching and Learning Activities
Teacher’s Activity Students’ Activity
I. Preparation (10’)
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1. Greeting the students, checking the
attendance list and condition of
class.
2. Preparing the media and learning
resources.
1. Responding to the teacher.
2. Giving attention to the teacher.
II. Pre-reading Activities (70’)
1. Explaining the objectives of the
teaching and learning.
2. Asking the students to discuss with
friends and brainstorm everything
they know related to the topic.
1. Paying attention to the teacher.
2. Using their prior knowledge, the
students brainstorm everything
related to the text. It can be words,
phrases, or terms.
III. Whilst-reading Activities
33. Asking the students to take the
card randomly.
34. Asking the student to find their
friends who have card with the
same category. (a group of 5 or 6).
35. Asking the students to exchange
their cards until they have read all
of the cards in their group.
36. Asking the students to arrange the
cards into a good text.
37. Using their own cards, each
student should find the main idea
of the paragraph that they get.
38. Asking the students to find the
difficult vocabularies and find the
meaning from the card that they
get.
39. Asking the students to find the
main idea, detail information, word
meaning, sentence meaning,
reference, text organization, and
communicative purpose.
40. Monitoring the students‟ activity.
1. Taking the card.
2. Standing and finding their friends.
3. Starting to read the cards.
4. Predicting the meaning of words
based on the context.
5. Starting to read their card.
6. Starting to find the answers.
IV. Post-reading Activities
1. Asking one of student in each
group to come in front of class and
tell what the story is about.
2. Together with the students
discussing the result of their
reading.
3. Giving the students an exercise to
check their comprehension of the
1. Telling story.
2. Discussing the result of the reading.
3. Doing the exercise given by the
teacher.
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text they have read.
V. Closing (10’)
1. Giving conclusion about the
subject.
2. Reflecting the process of teaching
and learning.
3. Saying farewell.
1. Giving attention to the teacher.
2. Reflecting the learning process
together with the teacher.
3. Responding the farewell.
H. Assessment:
1. Kind of test : Written test
2. Scoring :
I. Test items:
Answer the questions below based on the information from the text!
1. Where is the National Monument located?
2. “It is located south of the old Sunda Kelapa harbor.” (paragraph 4, line 1). The
word it refers to?
3. What is the generic structure of the text?
4. What is the main idea of the text?
5. What is the communicative purpose of the text?
6. “Jakarta dominates Indonesian‟s administrative.” What does the sentence
mean?
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7. What does the word “coast” mean?
8. What does the word “lies on” mean?
9. “… although it is the haviest from Novemver to May.” (paragraph 3, line 1).
The word it refers to …
10. What do you find around the Merdeka square?
Karanganyar, January 2012
Researcher,
AFIFAH SARI RACHMAWATI
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247
LESSON PLAN
School : SMA BATIK 2 SURAKARTA
Subject : English
Reading text : The Amazing Taj Mahal In India
Genre : Descriptive
Class/Semester : X1/2
Time Allocation : 2 x 45 minutes
Cycle/meeting : 2/3
Academic Year : 2011/2012
A. Competence Standard
Reading:
6. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Basic Competence
5.2 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
C. Indicator
The students are able to:
8. Identify main idea.
9. Find detail information.
10. Understand word meaning.
11. Understand sentence meaning.
12. Find reference.
13. Identify text organization.
14. Identify communicative purpose.
D. Passing Grade (KKM) : 70
E. Teaching method : Collaborative Learning (Card Sort)
F. Instructional Material
1. Sources:
c. Depdiknas 2006, Panduan Penyusunan KTSP Jenjang Pendidikan Dasar
dan Menengah. Jakarta. Depdiknas.
d. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga
Publisher.
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2. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.
3. Reading Text
Text 1
THE AMAZING TAJ MAHAL IN INDIA
Taj Mahal is regarded as one of the eight wonders of the word. It was built
by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra.
Taj Mahal is a Mausoleum that houses the grave of Queen Mumtaz Mahal.
The mausoleum is a part of a vast complex comprising of a main gateway, an
elaborate garden, a mosque (to the left), a guest house (to the right), and several
other palatial buildings. The Taj is at the farthest end of this complex, with the
river Jamuan behind it.
The Taj stand on a raised, square platform (186 x 186 feet) with its four
corners truncated, forming an unequal octagon. The architectural design uses the
interlocking arabesque concept, in which each element stands on its own and
perfectly integrates with the main structure. It uses the principles of self-
replicating geometry and symmetry of architectural elements.
Its central dome is fifty-eight feet in diameter and rises to a height of 213
feet. It is flanked by four subsidiary domed chambers. The four graceful, slender
minarets are 162.5 feet each. The central domed chamber and four adjoining
chambers include many walls and panels of Islamic decoration.
Taj Mahal is built entirely of white marble. Its stunning architectural
beauty is beyond adequate description, particularly at dawn and sunset. The Taj
seems to glow in the light of the full moon. On a foggy morning, the visitors
experience the Taj as if suspended when from across the Jamuna river.
Text 2
The Eiffel Tower
The Eiffel Tower is an iron lattice tower located on the Champ de Mars in
Paris. Built in 1889, it has become both a global icon of France and one of the
most recognizable structures in the world. The tower is the tallest building in Paris
and the most-visited paid monument in the world; millions of people ascend it
every year. Named for its designer, engineer Gustave Eiffel, the tower was built as
the entrance arch to the 1889 World‟s Fair.
The tower stands 324 metres (1,063 ft) tall, about the same height as an
81-story building. Upon its completion, it surpassed the Washington Monument to
assume the title of tallest man-made structure in the world, a title it held for 41
years, until the Chrysler Building in New York City was built in 1930; however,
due to the addition in 1957 of the antenna, the tower is now taller than the
Chrysler Building. Not including broadcast antennas, it is the second-tallest
structure in France after the 2004 Millau Viaduct.
The tower has three levels for visitors. Tickets can be purchased to
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ascend, by stairs or lift, to the first and second levels. The walk to the first level is
over 300 steps, as is the walk from the first to the second level. The third and
highest level is accessible only by elevator. Both the first and second levels
feature restaurants.
The tower has become the most prominent symbol of both Paris and
France, often in the establishing shot of films set in the city.
G. Teaching and Learning Activities
Teacher’s Activity Students’ Activity
I. Preparation (10’)
3. Greeting the students, checking the
attendance list and condition of
class.
4. Preparing the media and learning
resources.
3. Responding to the teacher.
4. Giving attention to the teacher.
II. Pre-reading Activities (70’)
3. Explaining the objectives of the
teaching and learning.
4. Asking the students to discuss with
friends and brainstorm everything
they know related to the topic.
3. Paying attention to the teacher.
4. Using their prior knowledge, the
students brainstorm everything
related to the text. It can be words,
phrases, or terms
III. Whilst-reading Activities
9. Asking the students to take the card
randomly.
10. Asking the student to find their
friends who have card with the
same category. (a group of 5 or 6).
11. Asking the students to
exchange their cards until they
have read all of the cards in their
group.
12. Asking the students to arrange
the cards into a good text.
13. Using their own cards, each
student should find the main idea
of the paragraph that they get.
14. Asking the students to find the
difficult vocabularies and find the
meaning from the card that they
get.
15. Asking the students to find the
main idea, detail information, word
7. Taking the card.
8. Standing and finding their friends.
9. Starting to read the cards.
10. Predicting the meaning of
words based on the context.
11. Starting to read their card.
12. Starting to find the answers.
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meaning, sentence meaning,
reference, text organization, and
communicative purpose.
16. Monitoring the students‟ activity. IV. Post-reading Activities
4. Asking one of student in each
group to come in front of class and
tell what the story is about.
5. Together with the students
discussing the result of their
reading.
6. Giving the students an exercise to
check their comprehension of the
text they have read.
4. Telling story.
5. Discussing the result of the reading.
6. Doing the exercise given by the
teacher.
V. Closing (10’)
4. Giving conclusion about the
subject.
5. Reflecting the process of teaching
and learning.
6. Saying farewell.
4. Giving attention to the teacher.
5. Reflecting the learning process
together with the teacher.
6. Responding the farewell.
H. Assessment:
1. Kind of test : Written test
2. Scoring :
I. Test Items:
Answer the questions below based on the information from the text!
11. What is Taj Mahal for?
12. What is mausoleum?
13. What is the main idea of paragraph 2?
14. What does the word “grave” mean?
15. “The Taj stand on a raised”. What does the sentence mean?
16. What is the generic structure of paragraph 1?
17. What is the communicative purpose of the text?
18. In the text above, what does the word “It” (paragraph 3, line 3) refers to?
19. What kind of the text is it?
20. What does the word “chamber” mean?
Surakarta, January 2012
Researcher,
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AFIFAH SARI RACHMAWATI
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Appendix 7.b
THE BLUE PRINT OF
READING COMPREHENSION
Competency Standard Basic Competence Dimension Indicator Item
Number
Total
Understand accurately,
fluently and appropriately
messages in short
functional texts in the
daily live context/situation
and get access to popular
science.
Respond accurately,
fluently and
appropriately messages
in short functional texts
in the daily live
context/situation and
get access to popular
science.
Comprehension
Students are able to identify
main ideas of the text or
paragraph
Students are able to identify
detail information of the text
Students are able to
understand the meaning of
words
Students are able to
understand the sentence
meaning
Students are able to find
reference
Students are able to identify
the text organization
Students are able to identify
communicative purposes of
the text.
4, 11, 14, 16, 18, 28, 31, 35
1, 7, 8, 12, 20, 25, 29, 33, 34
2, 3, 5, 6, 17, 22, 24, 30
23
13, 21, 27
10, 19, 27
9, 15, 32
8
9
8
1
3
3
3
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Post Test 2
Text 1
Here is the story. A long time ago, when the world was new, the Sun married the
Moon and they lived as happily as can be. They lived in a little cottage near the Ocean.
You know what? One day, the Sun and the Moon invited the Ocean to their house
for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and the
Moon liked the Ocean and hope the cottage would be big enough for all three of them.
So the Sun and the Moon invited the Ocean to stay with them. What happened then?
Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the crabs and all
the creatures that live in the sea.
Oh my… The water rose higher and higher in the cottage. Soon, there was no more
room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky where
they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).
1. Why couldn‟t the Sun and the Moon live in the cottage?
p. Because they were bored staying there.
q. Because the Ocean ruined the cottage.
r. Because they gave the cottage to the Ocean.
s. Because there were no room for them.
t. Because the cottage was big enough.
2. The synonym of “cottage” in the text is...
p. Hut.
q. Room.
r. Inn.
s. House.
t. Hotel.
3. … the creatures that live in the sea. The underlined word means…
p. Things
q. Living things
r. Animals
s. Spaces things
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t. Fish
4. What is the main idea of the text?
p. The Sun married the Moon.
q. The Sun and the Moon lived in a little cottage near the Ocean.
r. The Ocean like it and want to stay with them.
s. The Sun and the Moon invited the Ocean to their house for a visit.
t. The Ocean came with all the creatures that live in the sea.
Text 2
One day a cat and a fox were having a conversation. The fox, who was a conceited
creature, boasted how clever she was. “Why, I know at least a hundred tricks to get away
from our mutual enemies, the dogs,” she said.
“I know only one trick to get away from dogs,” said the cat. “You should teach me
some of yours!”
“Well, maybe some day, when I have the time. I may teach you a few of the simpler
ones,” replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking grew
louder and louder – the dogs were coming in their direction! At once the cat ran to the
nearest tree and climbing into its branches, well out of reach of any dog. “This is the trick I
told you about, the only one I know,” she called down to the fox. “Which one of your
hundred tricks are you going to use?”
The fox sat silently under the tree, wondering which trick she should use. Before she
could make up her mind, the dogs arrived. They fell upon the fox and tore her to pieces.
5. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1, line
2). The underlined word means…
p. The fox has a hundred tricks to run away from the dog.
q. The fox has a hundred tricks to avoid the dog.
r. The fox has a hundred tricks to attack the dog.
s. The fox has a lot of tricks to help the dog.
t. The fox has a lot of tricks to accompany the dog.
6. They fell upon the fox and tore her to pieces. The word „tore‟ means…
p. Rip.
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q. Cut.
r. Break.
s. Drop.
t. Damage.
7. How many tricks did the cat have?
p. More than a hundred trick.
q. A trick only.
r. Many trick.
s. Have no trick.
t. Need some lesson.
8. What was the only trick that the cat knew?
p. Sitting under the tree.
q. Waiting for the fox.
r. Running as fast as he can.
s. Mocking the dogs.
t. Climbing a tree.
Text 3
I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate. He
is so handsome and cute. He has short wavy but rather blonde hair, which is always combed
neatly. His skin is white.
He has bluish black eyes with thick eyebrows and outstanding eyelashes. His round
faces makes him more impressive. Although Adi is not so tall, he has a well-built body.
People frequently think he is a European or American offspring, but he is actually a
Sundanase genuine. He looks more handsome when he is smiling.
Adi is a pleasing peer. I am happy to spend my time with him. He is always
available to help his friends who are in trouble. He is never angry with any friends who try to
annoy him. Because he is so smart, most of his classmates seek him to explain any difficult
in any school subject. I am proud of having such best friends.
Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots as
well as a denim jacket. He doesn‟t wear glasses.
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Moreover, his best talent is playing musical instrument, especially a guitar. It is one
of examples of balancing his left and right brains in daily life. Not to mention, the best
hobby of all his life is singing besides his routine schooling.
9. The purpose of the text is…
d. To tell the readers what happened to Adi Saputra.
b. To inform readers about Adi Saputra‟s life.
c. To amuse or entertain the readers with Adi‟s hobby.
d. To describe a particular person to the readers.
e. To give readers valuable information.
10. What is the generic structure of paragraph one?
p. Identification.
q. Description.
r. Orientation.
s. Complication.
t. Steps or method.
11. The main idea of the fifth paragraph is…
p. Adi‟s best talent.
q. Adi likes to play guitar.
r. Adi‟s hobby.
s. Adi likes to go to school.
t. Adi likes to sing.
Text 4
Whales are the animal on earth. Bigger than elephants, they may grow 95 feet
long and weighs 150 tons. A baby blue whale, just born, can be 23 feet long and weighs 3
tons.
Although whales live in the ocean and can swim like dolphins but they are
different from fish. Unlike fish, they give birth, not lay eggs. Their babies live on their
mothers‟ milk. They breathe through their lungs and hold their breath when they go under
water. If they cannot come to the surface to breathe fresh air, they will drown. They are warm
blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.
Whales live in all the oceans. In winter, some of them go to warm water to breed
and in summer they go to cold water to feed. There are two kinds of whales, whales with
teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales eat fish
although they swallow their food without chewing it. The baleen ones eat plankton. When
they find plankton, they close their mouths, squeeze out the water and swallow the plankton.
Whales have few enemies. Only human beings and the killer whales attack
whales and whales do not seem to fight among themselves. They usually live from 20 to 30
years.
(Taken from: Standar Kompetensi Kurikulum 2004)
12. How a foot long is a new baby blue whale?
a. Whales are generally 95 feet long and weight 150 ton.
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b. It can be 23 feet long.
c. It can reach 3 tons
d. It can bigger than an elephant.
e. A new baby whale may weight one-fifth of its mother.
13. The word “they” in sentence “Unlike fish, they give birth, not lay eggs” (paragraph 2,
line 2) refers to…
a. Ocean.
b. Elephants.
c. Fish.
d. Whales
e. Eggs.
14. What is the main idea of paragraph 2?
a. Whales live in the ocean.
b. Whales are different from fishes in common.
c. Whales give birth.
d. Whales are warm - blooded and breathe through lungs.
e. Fish are cold blooded.
15. What is the communicative purpose of the text?
c. To tell the readers what happened in the past through a sequence of events.
b. To inform readers, listeners, or viewers about events of the day which are considered
newsworthy or important.
c. To amuse or entertain the readers with actual or imaginary experiences in difference
ways.
d. To describe whales to the readers.
e. To give readers valuable information.
Text 5
Tanjung Kodok
Have you ever visited Tanjung Kodok? Some of you may have been to the place.
Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung Kodok
is a beach that lies on the north coast of East Java. Exactly, this resort is located in Paciran
Lamongan, East Java. The beach is about 25 kilometers from Lamongan city, near Goa
Maharani, another popular tourist spot in Lamongan.
Tanjung Kodok has a meaning that describes the most important part of the beach.
In the area, there is a cape, a strip of coral reef projecting into a body of water, whose
structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as tanjung
means a cape and kodok in Javanese means frog.
Tanjung Kodok is a comfortable place to visit. The water of the beach is clean. The
air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen there.
However, you may go down to the sea water, take some photographs and have some fun.
For the children, in Tanjung Kodok there is a children swimming pool, where they
can amuse themselves. There are also fishing and camping areas that provide specific
entertaining recreations for certain visitors.
To satisfy the visitors some hotels and restaurants are built there. For shoppers, the
resort provides a specific market where souvenirs, foods, and drinks are sold with cheap
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prices. Since some visitors come from other regions, provinces, and countries, the parking
lot is wide enough to accommodate many kinds of vehicles.
16. The main idea of paragraph 2 is…
p. Tanjung Kodok is the most important part of the beach.
q. The meaning of Tanjung Kodok.
r. There is a cape that is shaped like a frog.
s. Tanjung Kodok is a beach that lies on the north coast of East Java.
t. The description of the beach.
17. ..to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined word
means…
p. To prepare.
q. To stay.
r. To facilitate.
s. To get ready.
t. To choose.
18. The main idea of the text is…
p. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive
view to see.
q. Tanjung Kodok is a comfortable place to visit.
r. Tanjung Kodok has many satisfying facilities.
s. Tanjung Kodok is a good place for children to have some fun.
t. Tanjung Kodok has a meaning that describes the most important part of the beach.
Text 6
One day, when Sangkuriang was hunting, he accidentally killed his beautiful black
dog Si Tumang. This dog is actually Sangkuriang‟s father who had been condemned to live
the life of a dog by his GURU. However, Sangkuriang never knew it.
Sangkuriang had been separated from his mother since childhood. On his way home,
he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize that the
village was his homeland nor the beautiful girl was his own sacred mother who remained
young and pretty.
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Their love grew naturally and one day, when they were discussing their wedding
plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched that
of her son‟s who had left twenty years earlier. How could she marry her own son? But she
did not wish to disappoint him. So she agreed to marry Sangkuriang only on the condition
that he would provide her with a lake and a boat with which they could sail on their wedding
day the next day at dawn.
Sangkuriang accepted this condition. He dammed up the Citarum river to make a
lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set. With a
wave of her supernatural shawl, she lit up the eastern horizon with flashes of light. Deceived
by false dawn, the cock crowed and farmers rose for the new day.
Sangkuriang realized that he failed to finish the boat. With all his anger, he kicked
the unfinished boat upside-down. The boat is now known as the mount Tangkuban Perahu.
In Sundanese Tangkuban means upturned or upside down, and Perahu means boat. With the
dam torn asunder, the water drained off the lake and made the lake a wide plain. It is now
called Bandung from the word Bendung which means dam.
19. What is the generic structure of paragraph 1?
p. Identification.
q. Resolution.
r. Topic.
s. Description.
t. Orientation.
20. Who was condemned by Guru?
s. Sangkuriang‟s dog.
t. Sangkuriang‟s son.
u. Sangkuriang‟s girl.
v. Sangkuriang‟s father.
w. Sangkuriang‟s mother.
Text 7
Singapore is a city state; it is a city but it is also a state. It is a republic. Along with
Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the
Association of South-East Asia Nation.
Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese, Malays,
Indians, and Eurasians make up the citizens. Other Asians, including Indonesians, Japanese,
Philippines, Koreans, Thais, and Arabs also live on that tiny island. Singapore is sometimes
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called “instant Asia” because you can see varieties of customs, cultures, and foods of nearly
all Asia in Singapore. (Taken from: SIMPATI published by Grahadi)
21. … it belongs to ASEAN (paragraph 1, line 2). The word “it” refers to…
p. China, Malaysia, Indian, and Eurasia.
q. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.
r. Indonesia, Malaysia, Thailand, the Philippines and Brunei.
s. Indonesia, Malaysia, China, Thailand, Japan and Brunei
t. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei
22. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny is…
p. Cute
q. Huge
r. Small
s. Broad
t. Narrow
Text 8
Once upon a time, there was a handsome man. His name was Batara Guru Sahala. He
liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.
The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish
changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with
that fish-woman. The woman wanted to marry with him and said that Batara Guru had to
keep the secret which she had been a fish. Batara Guru agreed and promised that he would
never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got very
angry with his daughter. He could not control his mad. He shouted angrily and got the word
of fish to his daughters. The daughters were crying. They found their mother and talked her
about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was
shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed
a very big hole. People believed that the big hole became a lake which is known as Toba
Lake. (Taken from: SIMPATI, handbook, 2010)
23. Batara Guru broke his promise. The sentence means…
a. Batara Guru kept his promise.
b. Batara Guru was keeping his promise .
c. Batara Guru doesn‟t keep his promise.
d. Batara Guru didn‟t keep his promise.
e. Batara Guru had kept his promise.
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24. “ … became a lake which is known as Toba Lake. (Paragraph 4, line 3).
The underlined word means…
p. Good looking.
q. Faithful.
r. Loyal.
s. Famous.
t. Practically.
25. Who shouted angrily and got the word of fish?
a. The fish.
b. The people.
c. The daughters.
d. The Batara Guru.
e. The mother.
26. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph 2,
line 4). The word “it” refers to ….
a. The fish.
b. The secret.
c. Toba Lake.
d. The hole.
e. The volcano.
Text 9
Borobudur is a Hindu-Buddhist temple built in the 9th
century under the Sailendra
dynasty of Java. It is located near Magelang on the island of Java, Indonesia.
Abandoned in the 11th century and partially excavated by archaeologists in the early
20th century, Borobudur temple is well-known all over the world. Influenced by the Gupta
architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of
eight step-like stone terraces, one on top of the other. The first five terraces are square and
surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper three are
circular, each with a circle of bell-shaped stupa (a Buddhist shrine).
The entire edifice is crowned by a large stupa at the centre of the top circle. The
way to the summit extends through some 4.8 km of passages and stairways. The design of
Borobudur, a temple-mountain symbolizing the structure of the universe, influenced the
temples built at Angkor, Cambodia.
Borobudur, rededicated as an Indonesia national monument in 1983, is a valuable
treasure for Indonesia people.
27. What is the generic structure of paragraph 2?
p. Identification.
q. Description.
r. Orientation.
s. Complication.
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t. Steps or method.
28. The main idea of the text is…
p. Borobudur is well known all over the world.
q. Borobudur is Hindu-Buddhist temple.
r. Borobudur is located near Magelang on the island of Java.
s. Borobudur was built by Gupta.
t. Borobudur is a valuable treasure for Indonesia people.
29. The Borobudur building was influenced by …
p. The Sailendra architecture.
q. The Gupta architecture.
r. The Cambodia architecture.
s. The Buddhist architecture.
t. The Angkor architecture.
30. “… and surrounded by walls adorned with Buddhist sculptures….”
The meaning of adorned is…
p. Designed.
q. Decorated.
r. Established.
s. Represented.
t. Symbolized.
31. The main idea of the second paragraph is…
p. Borobudur was influenced by the design of temples built at Angkor.
q. Borobudur was influenced by the Gupta architecture of India.
r. Borobudur was partially excavated by archaeologists.
s. Borobudur was abandoned in the 11th century.
t. Borobudur is well-known all over the world.
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Text 10
A long time ago, a child was born to a queen and king and she was called Snow
White. When the queen died, the king remarried. This new queen was wicked and hated
Snow White. The queen gave orders that Snow White was to be treated as a servant.
Snow White grew to be a very beautiful girl. One day a Prince who was riding by
saw her at work and immediately fell in love with her.
The queen was beautiful too, and every day she asked her Magic Mirror, “Who is
the fairest in the land?” and the mirror always answered, “You are the fairest one of all”.
One day the mirror answered that Snow White was the fairest one in the land. In a
rage the queen gave orders to one of her huntsmen to take Snow White into the woods and
kill her.
But the huntsmen had a kind heart and couldn‟t carry out the order. So he told Snow
White to run away. She fled into the woods where the Seven Dwarfs lived. Their house was
small and strange.
Snow White entered the little house and found it very untidy. She started to clean it
up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of the
beds, and soon fell asleep.
When the dwarfs came home, they were surprised to find Snow White and after
some arguments, they decided to let her stay. She promised to cook and look after them.
The queen discovered where Snow White was living and disguising herself as a
witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow White
the poisoned apple. Snow white ate it and as soon as she bit into the apple, she sank into
unconsciousness.
Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days she
lay in the forest in her glass coffin. One day, the Prince who was riding through the forest
looking for Snow White found her. He leaned over and kissed her. She opened her eyes and
sat up with a smile. Everyone was happy. The Prince took Snow White to his Palace where
they were married and lived happily ever after.
32. The purpose of the text is…
p. To tell the readers about the bad queen.
q. To tell the readers about Snow White and the Seven Dwarfs.
r. To persuade the reader to read the Snow white story.
s. To describe the Snow White‟s life.
t. To explain how Snow White died.
33. Why did the Queen go to the woods?
p. She liked visiting Snow White.
q. She missed Snow White very much.
r. She wanted to kill Snow White by herself.
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s. She promised Snow White to bring her apples.
t. She wanted to meet Snow White and the dwarfs.
34. What did the queen order the huntsman?
p. The queen ordered the huntsman to take Snow White into the woods and kill her.
q. The queen ordered the huntsman to accompany Snow White walk around the woods.
r. The queen ordered the huntsman to visit Snow White in the woods.
s. The queen ordered the huntsman to give an apple to Snow White.
t. The queen ordered the huntsman to build a house for Snow White.
35. The main idea of paragraph 9 is…
p. The Prince was riding through the forest.
q. The Prince saved Snow White.
r. The Prince and Snow White were married.
s. The Prince took Snow White to his Palace.
t. The Prince leaned over and kissed Snow White.
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Appendix 7.c
Post Test 2 key Answer
No Answer No Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
D
A
B
A
A
A
B
E
D
A
A
B
D
B
D
B
C
A
E
D
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
C
C
D
D
D
B
B
A
B
B
B
B
C
A
B
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Appendix 7.d
Score of Post-Test 2
No STUDENTS CORRECT INCORRECT SCORE
1 AMIR NOVIYANTO 20 15 57.143
2 ASTI W 21 14 60
3 ATRIYO BIMARTINI 20 15 57.143
4 AULIA SUKMA F 27 8 77.143
5 AYU SHINTA 27 8 77.143
6 BELLA ELMA A 28 7 80
7 BERLINA ROSNA P 28 7 80
8 CHINDY KUSUMA 21 19 60
9 DANI NUR AINI 30 5 85.714
10 DEVINA SH 29 6 82.857
11 DHEA ASTARANI 24 11 68.571
12 ERIZHA PP 31 4 88.571
13 FANDY ACHMAD 28 7 80
14 FIRDA BUDI P 27 8 77.143
15 GILANG YANUAR 30 5 85.714
16 GLEDI ADITYA 28 7 80
17 ICA SAKTI C.I 27 8 77.143
18 INDANG S WIDOWATI 28 7 80
19 INTAN P 22 13 62.857
20 IRA SETYOWATI 20 15 57.143
21 IRFA SEPTRIFA R 28 7 80
22 KHAIRUNNISA D 31 4 88.571
23 LUBY WIJAYANTO 30 5 85.714
24 NADIA FATMA N 25 10 71.429
25 NURUL UMMI CHANDRA 25 19 71.429
26 RADEN FAJAR K 26 9 74.286
27 ROSID RIDWANTO 26 9 74.286
28 SHINTA S 22 13 62.857
29 SONNY SIGIT P 22 13
62.857
30 TIARA DEWI P 26 9
74.286
SUM 2220
AVERAGE 79.286
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Appendix 7.e
Indicator's Score of Post-Test 2
No STUDENTS MI DI WM SM REF TO CP
1 AMIR NOVIYANTO 75 77.7 75 100 88.8 77.7 88.8
2 ASTI W 62.5 77.7 50 100 77.7 55.5 77.7
3 ATRIYO BIMARTINI 87.5 88.8 87.5 100 88.8 88.8 88.8
4 AULIA SUKMA F 75 77.7 62.5 100 77.7 55.5 100
5 AYU SHINTA 75 77.7 75 100 77.7 55.5 100
6 BELLA ELMA A 75 88.8 100 100 88.8 66.6 77.7
7 BERLINA ROSNA P 75 77.7 75 100 77.7 77.7 88.8
8 CHINDY KUSUMA 62.5 66.6 62.5 0 77.7 55.5 100
9 DANI NUR AINI 75 88.8 75 100 66.6 100 66.6
10 DEVINA SH 87.5 77.7 75 100 77.7 88.8 100
11 DHEA ASTARANI 75 66.6 62.5 100 66.6 88.8 77.7
12 ERIZHA PP 75 100 75 100 77.7 100 77.7
13 FANDY ACHMAD 75 66.6 50 100 55.5 55.5 55.5
14 FIRDA BUDI P 75 100 62.5 0 77.7 100 88.8
15 GILANG YANUAR 75 88.8 75 100 88.8 66.6 77.7
16 GLEDI ADITYA 62.5 77.7 62.5 100 55.5 77.7 66.6
17 ICA SAKTI C.I 62.5 66.6 50 0 100 100 88.8
18 INDANG S WIDOWATI 75 55.5 50 100 66.6 55.5 66.6
19 INTAN P 62.5 66.6 87.5 100 77.7 66.6 66.6
20 IRA SETYOWATI 62.5 55.5 62.5 100 66.6 66.6 55.5
21 IRFA SEPTRIFA R 75 77.7 87.5 0 77.7 77.7 88.8
22 KHAIRUNNISA D 100 100 100 100 100 100 100
23 LUBY WIJAYANTO 100 100 100 100 100 88.8 88.8
24 NADIA FATMA N 62.5 77.7 75 100 88.8 66.6 77.7
25 NURUL UMMI CHANDRA 50 66.6 87.5 100 100 77.7 77.7
26 RADEN FAJAR K 62.5 77.7 87.5 100 77.7 88.8 88.8
27 ROSID RIDWANTO 75 77.7 62.5 100 66.6 77.7 77.7
28 SHINTA S 50 44.4 50 0 66.6 66.6 77.7
29 SONNY SIGIT P 62.5 66.6 62.5 100 55.5 77.7 66.6
30 TIARA DEWI P 62.5 44.4 50 100 66.6 77.7 66.6
SUM 2150 2276 2138 2500 2331 2298.2 2420.3
AVERAGE 76.79 81.28 76.34 89.29 83.26 82.0786 86.4393
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Appendix 8
Observer’s Field Note 1
Date : Tuesday, September 20th
, 2011
Time : 07.00 am – 08.30 am
Place : 11th
Grade of SMA Batik 2 Surakarta (Science Class)
Object : Teaching and learning process led by Afifah Sari R. (Afifah)
Observer : Mrs. Ratmi, S.Pd.
Teaching Learning Process
I told the students that Mrs. Afifah would teach them reading. She greeted
them. She told the class about using card sort in reading text. She explained how to
comprehend reading text. Some students focused on her explanation, but some boys
looked busy with their conversation.
She introduced the topic and the goal that have to be achieved at the end of
the lesson. By the end of the lesson, the students should be able to comprehend text.
She taught them about narrative text. Then, she continued teaching how to apply card
sort. She had provided the materials card sort. Some of them looked enthusiastic
because it was new for them. However, some of them were busy with their own
business. After arranging and discussing the text, she continued ask the students to
present their discussion. Then she discussed the correct answer.
At the end of the lesson, she gave the students assessment. She also gave
students chance to ask questions. Finally, she summarized the material and closed
the lesson.
Note:
She could explain the material well and clear enough.
Some students were still confused.
Some students were still busy with their own business and did encourage to be
involved in class.
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She must go around more frequently checking the students‟ activity especially doing
unrelated activity during the class.
Observer’s Field Note 2
Date : Friday, September 23rd
, 2011
Time : 07.00 am – 08.30 am
Place : 11th
Grade of SMA Batik 2 Surakarta (Science Class)
Object : Teaching and learning process led by Afifah Sari R. (Afifah)
Observer : Mrs. Ratmi S.Pd.
Teaching Learning Process
Afifah started the class by praying together. Then, she checked the students‟
attendance list. Furthermore, she remained the steps of card sort. They listened
carefully.
After remained the steps of card sort, she continued distributed the cards.
She asked the students to take the card randomly. The situation was more alive than
the previous meeting because enthusiastic to do the steps. After doing that activity,
she asked the students to present their result in front of class. After all group
presented their result, she discussed the correct answer.
At the end of the lesson, She gave the students some assessment. She also
gave students chance to ask questions. Finally, she summarized the material and
closed the lesson.
Note:
The classroom situation was more alive.
The students started enjoying in the activity
Some students were still busy with their own business and did encourage being
involved in class.
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She went around to check the students‟ activity.
Observer’s Field Note 3
Date : Tuesday, September 22nd
, 2011
Time : 07.00 am – 08.30 am
Place : 11th
Grade of SMA Batik 2 Surakarta (Science Class)
Object : Teaching and learning process led by Afifah Sari R. (Afifah)
Obsårvmr : Mrs. Ratmi. S.Pd.
Teaching Learning Process
She started tle lesson by praying together and checking the students‟
attendance list. she felt that there was an improvement of doing card sort activity.
The students were more eager to do car sort activity in comprehending text. They
seemed interested in doing all the procedures of card sort. In this meeting, the
students were able to use the time to discuss in group. They showed their curiosity in
finding the correct answer and arrangement of the text. Although, there were two
groups who arrange the text in reverse order. They tried to discuss with the
researcher to find the correct arrangement. In this meeting, there was not more talk
between the students in group to decide who would be the presenter of group‟s result
since they had discussed before.
Note:
Some students talked each other.
The teacher could overcome the situation.
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Observer’s Field Note 4
Date : Saturday, Octoberr 1st, 2011
Time : 07.00 am – 08.30 am
Place : 11th
Grade of SMA Batik 2 Surakarta (Science Class)
Object : Teaching and learning process led by Afifah Sari R. (Afifah)
Observer : Mrs. Ratmi., S.Pd.
Teaching Learning Process
The students were very active and enthusiastic in doing the activities.
During the group work, the students enjoyed their activity. If they found some
difficulties, they discussed them in group. This activity made them motivated to
solve the problems and find all findings so that they could comprehend the text
more easily. Based on the observation, in this meeting the students showed much
more improvement. Nevertheless, some problem related to process of activity
still occurred.
Note:
The classroom situation was quite noisy.
There were some students who were not active during the group activity.
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Observer’s Field Note 5
Date : Thursday, January 12th
, 2012
Time : 07.00 am – 08.30 am
Place : 11th
Grade of SMA Batik 2 Surakarta (Science Class)
Object : Teaching and learning process led by Afifah Sari R. (Afifah)
Observer : Mrs. Ratmi., S.Pd.
Teaching Learning Process
She told that the material of cycle 2 would be descriptive text. In this time,
the researcher focused on the problems which occurred in cycle 1. Therefore, the
researcher gave some question from the given text which emphasized on finding
main idea, understanding word meaning, and sentence meaning. The researcher
always asked the students whether her explanation was clear and acceptable or not.
Furthermore, the researcher gave different card to the students than in cycle 1 so the
students could do more exercises which emphasized on three indicators. The
researcher found that the students tried to collaborate each other in their group. Since
the time was limited, the students competed to do the best for their group.
Nevertheless, the students still found difficulty in finding the correct answer of the
main idea and word meaning. Some of them were still confused to arrange the text. It
means that the arrangement was disorder. Furthermore, in presenting the group
result, the students who became the presenter of their group were rather shy although
the researcher told that it was a good chance for them. It means that they still showed
their passiveness
Note:
The students were enthusiastic.
The teacher walked around the groups.
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Observer’s Field Note 6
Date : Thursday, January 19th
, 2012
Time : 07.00 am – 08.30 am
Place : 11th
Grade of SMA Batik 2 Surakarta (Science Class)
Object : Teaching and learning process led by Afifah Sari R. (Afifah)
Observer : Mrs. Ratmi, S.Pd.
Teaching Learning Process
She reminded the students again to collaborate each other in card sort
activity. The researcher also reminded the groups to share the cards to all
members of the groups then show them so it would make the process of card
sorting run more easily. The students showed their capability in sorting and
arranging of the cards. Each group did activity without showing their confusion.
They collaborate well to find the answer of the indicators. Moreover, the students
also showed their curiosity to comprehend the text. Hence, in the second
meeting, there were still some problems related to decide the correct
arrangement. The arrangement of paragraph was up side down. The researcher
corrected the mistake. The presentation of group discussion could be done well
without debating in choosing the presenter. The students began to realize that
they might not to be passive in the class. Over all, the activity of card sort ran
smoothly with the improvement of the group‟s result.
Note:
She overcame the cheating students.
She helped the students by giving correct answer.
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Observer’s Field Note 7
Date : Thursday, January 26th
, 2012
Time : 07.00 am – 08.30 am
Place : 11th
Grade of SMA Batik 2 Surakarta (Science Class)
Object : Teaching and learning process led by Afifah Sari R. (Afifah)
Observer : Mrs. Ratmi., S.Pd.
Teaching Learning Process
In this activity showed that in every reading stage of card sort technique,
the students‟ activity was satisfying. They used their background knowledge to
do card sort activity for finding the answer some questions related to the text
which would be discussed. She noticed that the students worked cooperatively.
The students participated actively in doing card sort activity. They could
collaborate to sort and arrange the cards by using the limited time effectively.
She expressed her happiness by praising the students‟ progress. She also
rewarded the work and the result of all groups. Moreover, the researcher and the
collaborator noticed that students‟ confidence improved. It proved that they
wanted to present their result of their discussion in front of the class without
showing the nervousness. Most of exercise of all indicators could be answered by
the students. She thought that this meeting showed the good improvement or
progress.
.
Note:
The students‟ reading comprehension improved, it could be seen in their score.
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Appendix 9
Research Diary
Observation
Tanggal : 1 September 2011
Kelas : XI IPA
Waktu : 07.00 – 08.30
Saya memasuki kelas bersama Bu Ratmi. Bu Ratmi memberi tahu para siswa
bahwa saya akan berada di kelas selama pelajaran Bahasa Inggris untuk mengadakan
pengamatan tentang situasi belajar. Pada saat itu anak-anak sedang mempelajari
Descriptive Text. Bu Ratmi menjelaskan tentang bagaimana cara memahami
Descriptive text. Selama pengamatan, saya melihat bahwa para siswa membutuhkan
waktu lama untuk memahami. Mereka sering bertanya pada teman mereka. Mereka
kurang menguasai kosa kata sehingga membuat mereka bingung memahami textnya.
Bu Ratmi memberikan beberapa soal yang berkaitan dengan descriptive text. Para
siswa terlihat masih bingung. Ada beberapa siswa yang tidak mengerjakan dan
mencontek temannya. Setelah bu Ratmi membahas soal satu persatu dan memberi
jawaban yang benar, lalu kami meninggalkan kelas.
Catatan:
Para siswa tidak aktif dalam belajar.
Para siswa sibuk dengan urusan mereka masing-masing.
Para siswa mengobrol pada saat diminta untuk mengerjakan tugas.
Guru menggunakan teknik tradisional.
Guru hanya menggunakan buku cetak sebagai bahan ajar.
Pre-test
Tanggal : 5 September 2011
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Kelas : XI IPA
Waktu : 11.30 – 13.00
Pada hari ini saya ditemani Bu Ratmi ke kelas untuk memberikan “pre-test”
kepada para siswa. Hari sebelumnya bu Ratmi telah memberitahukan kepada siwa
bahwa saya akan memberikan “pre-test” tentang descriptive dan narrative text
sehingga mereka dapat mempersiapkan diri sebelumnya karena materi tersebut sudah
diberikan sebelumnya.
Saya membagikan soal kepada para siswa dan membacakan petunjuk
pengerjaan soal sebelumnya. Mereka diminta untuk menjawab pertanyaan yang
sudah diberikan dalam bentuk multiple choice. Ternyata selama pre-test banyak yang
mengalami kesulitan dalam memahami bacaan. Beberapa siswa selalu bertanya pada
temannya dan bebrapa tetap sibuk membuka kamus.
Setelah selesai mengerjakan “pre-test” , saya menanyakan kepada siswa
tentang cara memahami reading text dengan menggunakan Card Sort. Saya
mengatakan kepada siswa bahwa untuk hari selanjutnya mereka akan belajar Bahasa
Inggris dengan menggunakan Card Sort. Merekapun merasa gembira saat saya
mengatakan hal tersebut. Setelah itu saya bersama Bu Ratmi menutup pelajaran pada
hari ini dan meninggalkan kelas.
Cycle 1 Meeting 1
Tanggal : 20 September 2011
Kelas : XI IPA
Waktu : 07.00 – 08.30
Saya dan bu Ratmi masuk ke kelas XI IPA 1 (30 siswa). Sebelum memulai
pelajaran, Saya disambut para siswa dengan mengatakan "AssalamualaikumWr.Wb,
baik mahasiswa pagi, apa kabarmu hari ini?" Para siswa berkata
"wa'alaikumsalamWr.Wb, ibu pagi, aku baik-baik saja, terima kasih, dan Anda ?
"kata peneliti" saya baik-baik saja, terima kasih. "Setelah itu saya memeriksa daftar
hadir dengan memanggil nama masing-masing siswa, sedangkan kolaborator yang
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mengambil tempat duduk di sisi belakang. Semua siswa yang hadir hari ini. Lalu
saya memperkenalkan diri secara singkat dan menjelaskan tujuan saya mengajar di
kelas ini.
Saya memperkanalkan Card sort sebagai media dalam pembelajaran Bahasa
Inggris khususny adalam memahami bacaan. Saya menjelaskan aturan-aturan dalam
proses belajar menggunakan Card Sort.
Saya membagikan kartu. Teks yang digunakan pada pertemuan pertama
adalah "An Indian dan The Fish". Ketika ia menjelaskan Card Sort, para siswa
tampak serius dan aktif. Setelah itu, guru bertanya kepada siswa untuk membaca
judul teks dan meminta kepada mahasiswa untuk melakukan brainstorming tentang
judul atau topik dalam teks.
Saya menjelaskan bahwa dalam teknik ini siswa akan bekerja dalam kelompok.
Setiap kelompok terdiri dari 6 siswa. Dia meminta para siswa untuk mengambil kartu
secara acak. Para siswa yang memiliki kartu dengan kategori yang sama harus
mencari teman-teman mereka dan membuat grup. Kemudian peneliti mulai
menjelaskan bahwa setiap kelompok yang mendapat satu set kartu yang berisi
potongan paragraf teks narasi harus bertukar kartu mereka sampai mereka telah
membaca semua paragraf. Dengan kartu mereka sendiri, setiap siswa diminta untuk
mencari kosakata yang sulit dan menemukan gagasan utama paragraf. Selanjutnya,
saya meminta siswa untuk menyusun kartu ke dalam teks yang baik. Setelah
menyusun paragraf, saya meminta para siswa untuk mengetahui gagasan utama,
informasi rinci, makna kata, makna kalimat, referensi, organisasi teks, dan tujuan
komunikatif.
Kemudian, satu siswa di setiap kelompok mempresentasikan hasil mereka di depan
kelas. Pada pertama kalinya, mereka enggan untuk datang di depan kelas, tetapi
ketika saya mengatakan kepadanya / bahwa mereka semua belajar, mereka memiliki
keberanian untuk hadir. Dalam tahap ini, saya memandu semua presentasi yang
dilakukan oleh siswa. Selama kegiatan ini, semua siswa sangat antusias. Ketika salah
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satu siswa dari kelompok kedua, siswa GA, mewakili kelompoknya untuk
mempresentasikan hasil kelompoknya, teman-teman lainnya mendengarkan dengan
seksama. Presentasi berjalan dengan baik. Dan kemudian, presentasi diikuti oleh
kelompok satu, lima dan empat. Semua kelompok melakukan presentasi dengan
baik. Tapi, ketika mahasiswa dari kelompok ketiga, LW siswa, mempresentasikan
hasil kelompoknya, ia membahas teks yang berbeda. Susunan paragraf dari grup ini
adalah salah. Mereka menempatkan paragraf keempat dan kelima dalam urutan
terbalik. Mereka harus menempatkan paragraf keempat setelah paragraf ketiga, tidak
dalam urutan terbalik. Hasilnya siswa menunjukkan bahwa mereka punya sedikit
kesulitan sedikit untuk mmenyusun paragraf. Mereka juga bingung untuk
mengetahui kalimat makna dari teks. Kali ini, saya membimbing siswa untuk
menemukan jawaban yang benar dari semua masalah yang terjadi dalam membahas
materi teks. Semua kelompok bisa mempresentasikan hasil mereka di depan kelas.
Mereka menikmati teknik Card Sort meskipun masih banyak kesalahan dalam
mengatur paragraf terkait teks. Peneliti memberikan penilaian kepada siswa dalam
kelompok dan mereka diberi 15 menit untuk menyelesaikan.
Lima menit sebelum jam pelajaran berakhir, saya meminta para siswa
untuk melajutkan mengerjakan soal-soal tersebut di rumah. Lalu saya menutup
pelajaran dan meninggalkan kelas.
Catatan:
Beberapa siswa tampak bersemangat namun beberapa siswa masih tampak bingung
dalam kegiatan belajar menggunakan Card sort.
Beberapa siswa tidak berpartisipasi dalam kegiatan belajar dan sibuk dengan
urusan mereka sendiri.
Cycle 1 Meeting 2
Tanggal : 23 September 2011
Kelas : XI IPA
Waktu : 07.00 – 08.30
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Saya memasuki kelas di 07:00, bu Ratmi datang 5 menit kemudian. Kelas itu
sangat kotor. Jadi, saya meminta beberapa siswa untuk menyapu lantai dan
membersihkan sampah ke tempat sampah. Butuh waktu 5 menit untuk
membersihkan kelas. Saya meminta siswa untuk kembali ke kursi mereka. Mereka
mulai berdoa bersama-sama. Kemudian, saya menyambut para siswa dan memeriksa
daftar hadir dengan memanggil nama siswa. Semua siswa yang hadir pada hari itu.
Saya telah menyiapkan materi tentang The Legend of Prambanan Temple.
lalu saya membagikan kartu dan menyuruh siswa melakukan procedure seperti
pertemuan sebelumnya. Dalam pertemuan ini, ada salah satu kelompok yang
mempunyai pendapat lain soal jawaban dari pertanyaan yang saya berikan. Ada
seorang siswa yang protes tentang word meaning dari Famous. Siswa tersebut bilang
bahwa word meaning dari famous tidak hanya popular tapi bisa juga well known.
Kemudian, siswa lain yang melakukan presentasi mulai terlihat percaya diri.
Setelah kegiatan selesai, saya memberikan kesimpulan tentang jawaban yang
benar. Lalu saya mengucapkan selamat tinggal dan meninggalkan kelas.
Catatan:
Situasi kelas tampak lebih hidup.
Para siswa mulai ikut serta dalam pembelajaran.
Saya harus lebih aktif dalam mengawasi mereka untuk mencegah kegiatan di luar
pembelajaran.
Cycle 1 Meeting 3
Tanggal : 22 September 2011
Kelas : XI IPA
Waktu : 07.00-08.30
Saya dan bu Ratmi memasuki kelas dan menyapa siswa. Saya dan bu Ratmi
tersenyum bahagia karena semua siswa telah duduk rapi. Kemudian, peneliti
meletakkan bahan ajar di atas meja guru, sementara bu Ratmi mengambil tempat
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duduk di sisi belakang. Saya memeriksa daftar hadir dengan memanggil nama
masing-masing siswa. Pada hari itu semua siswa hadir..
Saya membagikan kartu. Pertemuan kali ini teksnya berjudul "The eves dan
The Shoemaker". Saya menyusruh siswa untuk membaca kartu yag sudah mereka
dapat dan menyusunnya menjadi paragraph yang benar. Mereka tampak antusias.
Setelah selsai menyusun paragraph. Setiap keolompok menunjuk seorang siswa
untuk presentasi ke depan. Pada pertemuan ini, semua siswa mengerjakan dengan
baik. Hanya saja salah satu kelompok masih salah dalam menyusun paragraph.
Setelah semua kelompok selesai presentasi, kemudian saya memberikan jawaban
yang benar. Saya memberi kesempatan pada siswa untuk bertanya. Siswa terlihat
masih kesulitan dalam memahami arti kalimat.
Saya memuji para siswa dan memotivasi mereka untuk belajar lebih baik
untuk pertemuan berikutnya. Lalu saya meninggalkan kelas.
Catatan:
Saya mulai aktiv menanyakan kesulitan siswa.
Kegiatan belajar sangat aktif dan menyenangkan.
Siswa mulai percaya diri
Cycle 1 Meeting 4
Tanggal : 1 Oktober 2011 2014
Kelas : XI IPA
Waktu : 07.00 – 08.30
Langit tampak begitu cerah, dan siswa tampak begitu khawatir karena sinar
matahari masuk kelas mereka, sehingga siswa harus menutup pintu dan menutup
jendela dengan tirai. Saya dan bu Ratmi menyapa siswa dan tidak ada siswa yang
tidak hadir. Saya memeriksa daftar hadir dan memberikan tanda centang. Pada hari
itu semua siswa hadir.
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Kegiatan hari ini berjalan dengan baik. Siswa mulai terbiasa dengan Card
Sort. Mereka tampak dengan mudah mengarjakan soal-soal yang saya berikan. Tapi
ada beberapa dari mereka masih kesulitan dalam mencari arti kalimat.
Sebelum jam pelajaran selesai seperti biasa saya beserta siswa menyimpulkan
materi pada hari ini dan memberitahukan kepada siswa bahwa besok saya akan
memberikan “test” dan diakan di ruang kelas. Kemudian saya menutup pelajaran hari
ini dengan mengucapkan salam dan meninggalkan ruang kelas dengan Bu Ratmi.
Catatan:
Para siswa aktif dalam kerja kelompok namun masih ada sedikit siswa yang yang
malas dalam mengerjakan.
Test in Cycle 1
Tanggal : 4 Oktober 2011
Kelas : XI IPA
Waktu : 07.30 – 08.30
Hari ini saya masuk kelas bersama Bu Ratmi sebelum pelajaran dimulai,
siswa berdoa terlebih dahulu. Setelah itu saya mengecek daftar hadir siswa dan
semua siswa hari ini masuk. Setelah itu saya membagikan lembar soal kepada siswa
untuk dikerjakan. Bu Ratmi mengawasi jaalnnya test pada hari ini. Beliau pun
berpesan kepada siswa agar memperhatikan petunjuk soal yang ada di lembar kerja
mereka masing-masing
Catatan:
Beberapa siswa masih tampak memulai mengerjakan setelah beberapa menit.
Para siswa terlihat tenang dalam mengerjakan soal.
Saya melihat ada beberapa siswa yang bertanya pada temannya .
Saya juga melihat adanya peningkatan pada hasil kerja mereka yaitu mereka.
Cycle 2 Meeting 1
Tanggal : 12 Januari 2012
Kelas : XI IPA
Waktu : 07.00 – 08.30
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Hari ini saya mulai melaksanakan siklus ke 2 dalam penelitian saya karena
setelah saya koreksi hasil tes siswa kurang memuaskan. Saya masuk kelas dan
mempimpin doa lalu mengecek kehadiran mereka. Lalu saya membagikan hasil tes
pertama mereka. Saya dan para siswa membahas kesalahan dalam tes mereka.
Dalam pertemuan pertama siklus 2 ini, saya berfokus pada masalah-masalah
yang terjadi pada siklus 1. Oleh karena itu, saya memberikan beberapa pertanyaan
dari teks yang diberikan yang menekankan pada menemukan gagasan utama, makna
kata pengertian, dan makna kalimat. Saya selalu bertanya kepada siswa apakah
penjelasannya jelas dan dapat diterima atau tidak. Selain itu, saya memberikan kartu
yang berbeda kepada siswa dibandingkan siklus 1 sehingga siswa bisa melakukan
latihan lebih banyak yang menekankan pada tiga indikator. Saya menemukan bahwa
siswa mencoba untuk berkolaborasi satu sama lain dalam kelompok mereka. Sejak
saat itu terbatas, para siswa berkompetisi untuk melakukan yang terbaik untuk
kelompok mereka. Namun demikian, para siswa masih menemukan kesulitan dalam
mencari jawaban yang benar dari ide dan kata utama makna. Beberapa dari mereka
masih bingung untuk mengatur teks. Ini berarti bahwa pengaturan itu gangguan.
Selanjutnya, dalam menyajikan hasil kelompok, siswa yang menjadi presenter
kelompok mereka agak malu meskipun saya mengatakan bahwa itu adalah
kesempatan yang baik bagi mereka.
Saya menutup kegiatan belajar dengan meminta memotivasi mereka agar
lebih percaya diri. Setelah mengucapkan salam saya meninggalkan kelas bersama Bu
Ratmi.
Catatan:
Kegiatan hari ini sebagian besar untuk membahas kesalahan mereka pada tes
pertama.
Semua siswa sudah tampak serius dalam proses pembelajaran mereka.
Masih ada siswa yang kurang percaya diri.
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Cycle 2 Meeting 2
Tanggal : 19 Januari 2012
Kelas : XI IPA
Waktu : 07.00 – 08.30
Pada hari ini saya masuk kelas seperti biasa didampingi oleh bu Ratmi dan
mengecek daftar hadir siswa, dan hari ini semua siswa masuk.
Saya mengingatkan siswa lagi untuk berkolaborasi satu sama lain dalam
kegiatan semacam kartu. Saya juga mengingatkan kelompok untuk berbagi kartu
untuk semua anggota kelompok kemudian menunjukkan kepada mereka sehingga
akan membuat proses penyortiran kartu berjalan lebih mudah. Dalam pertemuan ini,
para siswa menunjukkan kemampuan mereka dalam memilah dan mengatur kartu.
Setiap kelompok melakukan kegiatan tanpa menunjukkan kebingungan mereka.
Mereka berkolaborasi dengan baik untuk menemukan jawaban dari indikator. Selain
itu, siswa juga menunjukkan rasa ingin tahu untuk memahami teks mereka. Oleh
karena itu, di pertemuan kedua ini, masih ada beberapa masalah yang berkaitan
dengan menentukan pengaturan yang benar. Susunan ayat naik sisi. Saya mengoreksi
kesalahan. Presentasi diskusi kelompok dapat dilakukan dengan baik tanpa berdebat
dalam memilih presenter. Para siswa mulai menyadari bahwa mereka tidak mungkin
menjadi pasif di kelas. Kegiatan ini berjalan lancar dengan peningkatan hasil
kelompok
Saya menutup kelas dengan mengucapkan salam lalu meninggalkan kelas
bersama Bu Ratmi.
Catatan:
Tanpa diminta, para siswa sudah mulai melakukan procedure Card Sort
Siswa tampak aktif dan bersemangat dalam mengerjakan tugas.
Mereka belajar untuk mengerjakan tugas secara kompak.
Cycle 2 Meeting 3
Tanggal : 26 Januari 2012
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Kelas : XI IPA
Waktu : 07.00 – 08.30
Saya memasuki kelas bersama Bu Ratmi dan mempimpin doa lalu mengecek
daftar hadir siswa.
Dalam pertemuan ketiga siklus 2 menunjukkan bahwa dalam setiap membaca
menggunakan teknik Card Sort, kegiatan yang siswa lakukan sangat memuaskan.
Mereka menggunakan latar belakang pengetahuan mereka untuk melakukan aktivitas
menggunakan Card Sort untuk menemukan jawaban dari beberapa pertanyaan yang
berkaitan dengan teks yang akan dibahas. Dalam pertemuan ini, saya dan bu ratmi
melihat bahwa siswa bekerja secara kooperatif. Para siswa berpartisipasi aktif dalam
melakukan kegiatan menggunakan Card Sort . Mereka bisa bekerja sama untuk
menyortir dan menyusun kartu dengan menggunakan waktu yang terbatas secara
efektif. Saya mengungkapkan kebahagiaan saya dengan memuji kemajuan siswa.
Catatan:
Situasi kelas sedikit ramai karena berdiskusi.
Siswa mulai percaya diri dalam mempresentasikan hasil diskusi didepan kelas
Post-test
Tanggal : 2 februari 2012
Kelas : XI IPA
Waktu : 07.00 – 08.00
Saya memasuki kelas bersama Bu Ratmi. Salah satu siswa memimpin doa.
Setelah selesai berdoa, saya mengecek daftar hadir siswa dan seluruh siswa masuk
pada hari ini. Setelah itu saya membagikan lembar soal kepada siswa untuk
dikerjakan. Bu Ning ikut mengawasi jalannya “post-test” pada hari ini.
Catatan:
Seluruh siswa langsung mengerjakan post-test tanpa menunggu beberapa saat.
Mereka tampak tenang dan percaya diri dalam mengerjakan post-test.
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Appendix 10
Pothogrpah
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