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IMPROVING STUDENTS’ READING SKILL THROUGH QUIZIZZ

APPLICATION OF THE TENTH GRADE STUDENTSOF

SMA NEGERI 1 PANGKEP (Pre Experimental Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Makassar Muhammadiyah University in partial fulfillment of the requirement for

the degree of education in English department

MAGFIRATUL JANNAH RASYID

105351107916

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMDIYAH MAKASSAR

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : Magfiratul Jannah Rasyid

NIM : 10535 1107916

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Improving students’ reading skill through Quizizz Application of

the tenth grade students of SMA Negeri 1 Pangkep.

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, April 2021

Yang membuat pernyataan

Magfiratul Jannah Rasyid

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMDIYAH MAKASSAR

SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini:

Nama : Gatri Raka Putri Karsa

NIM : 10535 1109416

Program : English Education Department

TITLE : Improving students’ reading skill through Quizizz Application of

the tenth grade students of SMA Negeri 1 Pangkep.

Dengan ini menyatakan perjanjian sebagai berikut:

1) Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya

akan menyusun sendiri skripsi saya (Tidak dibuatkan oleh siapapun)

2) Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3) Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi.

4) Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2,

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Februari 2021

Yang membuat perjanjian

Magfiratul Jannah Rasyid

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MOTTO AND DEDICATION

‘’ If you look at what you have in life, you’ll always have more. If you look at

what you don’t have in life, you’ll never have enough.’’ – Oprah winfrey

This thesis is dedicated to My Parents as a sign of my respect and gratitude for

supporting me and giving a lot of love.

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ABSTRACT

MAGFIRATUL JANNAH RASYID, 2021. Thesis of English Department,

Faculty of teacher Training and Education, Muhammadiyah University of

Makassar. “ Improving Students’ Reading Skill Through Quizizz Application of

the Tenth Grade Student of SMA Negeri 1 Pangkep” Under the supervision of

Andi Tenri Ampa and Andi Asri Jumriaty.

The research aimed at investigating the use of Quizizz application in

improving students’ reading skill. A Pre experimental design was employed only

one classes of the tenth graders at one school Kab. Pangkep selected with total

sampling as sampel. The data were obtained through a pre-test, a post-test. The

reading comprehension was covering identify literal comprehension (the main

Ideas) and interpretive comprehension (Understanding vocabulary).

The compulation showed that the used Quizizz application was improving

the students’ reading comprehension skill, students’ reading comprehension skill

using the Quizizz application show better learning outcomes than before the

Quizizz application was applied. The result of pre-test and post-test, the result of

t-test value of level significant (p) = 0.05 with degree of freedom in Literal (main

idea) (df) = 21; in interpretative (understanding vocabulary) (df) = 21. Indicated t-

table value is 1.720 and t-table Literal (main idea) is 6.868; in interpretative

(understanding vocabulary) 4.500.After the calculating the value t-test analysis,

then is it compared with t-table value. As the result, the researcher finds that the

value of t-test is higher than the t-table. It means that null hypothesis (H0) is

rejected and alternative hypothesis (H1) is accepted.because there is difference

significant mean score of the test that have given by researcher using Quizizz

application in reading class.

Key words: Quizizz application, Literal comprehension and Interpretative

comprehension

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ABSTRAK

MAGFIRATUL JANNAH RASYID, 2021. Skripsi jurusan Pendidikan Bahasa

Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah

Makassar.“ Improving Students’ Reading Skill Through Quizizz Application of the

Tenth Grade Student of SMA Negeri 1 Pangkep”Dibimbing oleh Andi Tenri

Ampa and Andi Asri Jumriaty.

Penelitian ini bertujuan untuk mengetahui apakah dalam penggunaan

aplikasi Quizizz dapat meningkatkan keterampilan membaca siswa. Sebuah

desain pra-eksperimental yang digunakan hanya meneliti satu kelas dari siswa

kelas sepuluh di satu sekolah Kabupaten Pangkep dipilih dengan total sampling

sebagai sampel. Data diperoleh melalui pre-test dan post-test. Pemahaman bacaan

meliputi pemahaman literal (gagasan utama) dan pemahaman interpretatif

(pemahaman kosakata).

Hasil perhitungan menunjukkan bahwa Aplikasi Quizizz yang digunakan

dapat meningkatkan kemampuan pemahaman bacaan siswa, sedangkan

kemampuan pemahaman bacaan siswa menggunakan aplikasi Quizizz

menunjukkan hasil belajar yang lebih baik dari pada sebelum aplikasi Quizizz

diterapkan. Hasil tes awal dan tes akhir diperoleh nilai dari t-test value atau taraf

signifikan (p) = 0,05 dengan derajat kebebasan literal (gagasan utama) (df) = 21;

dalam interpretatif (pemahaman kosakata) (df) = 21. Nilai t-tabel terindikasi 1,720

dan t tabel Literal (gagasan utama) 6,868; dalam interpretatif (pemahaman

kosakata) 4,500. Setelah dilakukan analisis nilai t-test kemudian dibandingkan

dengan nilai t-tabel. Hasilnya, peneliti menemukan bahwa nilai t-test lebih tinggi

dari t-tabel. Artinya hipotesis nol (H0) ditolak dan hipotesis alternatif (H1)

diterima, karena terdapat perbedaan yang signifikan nilai rata-rata tes yang telah

diberikan peneliti dengan menggunakan aplikasi Quizizz dalam membaca di

kelas.

Key words: Quizizz application, Literal comprehension and Interpretative

comprehension

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ACKNOWLEDGMENTS

Alhamdulillahi Robbil ‘Alamin. The writer expresses her high gratitude to

the Almighty of Allah SWT because of His blessing and His mercies upon him, so

the writer could finish this thesis entitle “Improving Students’ Reading Skill

Through Quizizz Application of the Tenth Grade Student of SMA Negeri 1

Pangkep”. Shalawat and greeting are addressed to beloved and chosen messenger

to the Prophet Muhammad SAW peace be upon him.

In writing thesis the writer found many difficulties, so the writer realized

that the thesis has a lot of mistakes and weakness. In order to become perfect, the

writer needs correction and suggestion. The writer would like to say thank you

very much for the people who gave pray, spirit, advice, suggestion, and helping to

the write as follows:

a. Prof. Dr. H. Ambo Asse, M.Ag. As the Rector of Muhammadiyah

University of Makassar for his advices during his studied at the university.

b. Erwin Akib S.Pd., M.Pd.,Ph.D. the Dean of Teacher Training and

Education of University of Muhammadiyah Makassar.

c. Ummi Khaerati Syam, S.Pd.,M.Pd. The head of English Education

Depertment of Teacher Training and Education of University of

Muhammadiyah Makassar.

d. Her high appreciation and great thankful are due to consultant Dr. Hj. Andi

Tenri Ampa, M.Hum. as the first consultant and Andi Asri Jumiaty S.Pd.,

M.Pd. as the second consultant who has given guidance, correction,

patience and support since preliminary state of manuscript till the

completion of this thesis.

e. Her heartfelt to all lectures of the FKIP UNISMUH especially lectures of

English Department and all staff of muhammadiyah University of

Makassar for their guidance during the years of the writer study.

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f. Drs. H. Nurdin Abu M.Si. the head master of SMA Negeri 1 Pangkep and

Muhammad Arif Yusuf S.Pd., M.Pd., the teacher of English and all

students in class X MIPA 1 of SMA Negeri 1 Pangkep and all of the

Teacher in this school who have contributed as respondents of this

research, without them this research will never be accomplished.

g. Her special heartfelt to her beloved parents ABD.Rasyid and

Nurhayati.H.S, S.Pd and. My older sister and my younger brothers and,

who always sacrifice, love, care, support for financial and pray for my

safety and every success of mine.

h. My lovely friends and my classmate C class English Department 2016 for

their friendship, togetherness, humors,support, help, and their kidness

thanks for all

i. My lovely frinds Bff (aisyah asti,gatri raka putri karsa,sukmawati ,aisyah

reski rahayu, andi eliza dian sasmita, meidina nur isnaini, st.khadija rajab,

nur faiza haris and farid heriansyah)

j. My lovely fiends in senior high school (Nursyam musfira rahman, Sri

rahayu, Raodatul Jannah ,Zulfadliani, Annisa Syahrawani) who always

provides supportand advice to the outhor.

k. My lovely friends IPPM pangkep (Hainul Qadri, Rusdi saputra, Suci

nurannisa, Awalia nur utari)

l. Finally, for all everybody who gave valuable suggestion, guidance,

assistance, and advice to completion this thesis may Allah SWT always be

with us and give us power and guidance to keep ours belive till the end of

our life. Ameen

Makassar, April 2021

The Researher

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LIST OF CONTENTS

Pages

COVER ........................................................................................................... i

LEMBAR PENGESAHAN .............................................................................. ii

APPROVAL SHEET ....................................................................................... iii

COUNSELING SHEET .................................................................................. iv

SURAT PERNYATAAN ................................................................................. vi

SURAT PERJANJIAN ................................................................................... vii

MOTTO AND DEDICATION......................................................................... viii

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

ACKNOLEDGMENT ...................................................................................... xi

LIST OF CONTENTS .................................................................................... xiii

LIST OF TABLE ............................................................................................. xvi

LIST OF FIGURE ........................................................................................... xvii

LIST OF APPENDICES .................................................................................. xix

CHAPTER I INTRODUCTION ........................................................... 1

A. Background ........................................................................................ 1

B. Problem Statements ............................................................................ . 5

C. Object of the Study ............................................................................ . 5

D. Significance of the Study ................................................................... . 5

E. Scope of the Study ............................................................................. . 6

CHAPTER II REVIEW OF RELATED LITERATURE .................... 7

A. Previous Related Research Findings ................................................... 7

B. Concept of Reading ............................................................................ 9

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1. Defenition of Reading .................................................................. 9

2. Kinds of Reading.......................................................................... 10

3. Reading Techniques ..................................................................... 12

4. Descriptive Text ........................................................................... 14

C. Concept of Reading Comprehension ................................................... 16

D. Quizizz Application ........................................................................... 17

E. Conceptual Framework ...................................................................... 21

CHAPTER III RESEARCH METHOD ............................................... 22

A. Research Design................................................................................. 22

B. Population and Sample ....................................................................... 23

C. Variable and Indicators ...................................................................... 24

D. Instrument .......................................................................................... 24

E. Technique of the Data Collection ....................................................... 25

F. Technique of Data Analysis ............................................................... 26

CHAPTER IV FINDINGS AND DISCUSSIONS................................. 29

A. Findings ............................................................................................. 29

B. Discussions ........................................................................................ 35

CHAPTER V CONCLUSIONS AND SUGGESTIONS ....................... 38

A. Conclusions ....................................................................................... 38

B. Suggestions ........................................................................................ 38

BIBLIOGRAPHY

APPENDICES

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LIST OF TABLE

Tabel Pages

3.1 One Grouo Pretest-Posttest Design .......................................................... 22

3.2Population of the Tenth Grade SMAN 1 Pangkep .................................... 23

3.3Classifiying the score of the students’ ..................................................... 26

4.1Mean score of literal and interpretative comprehension ............................ 30

4.2Students improvement in literal and interpretative comprehension ........... 31

4.3Frequency of the Students’ improvement to find out Literal and interpretative

Reading comprehension in pre-test and post-test .................................... 32

4.4The T-test value of students reading comprehension................................. 34

4.5The T-test value of students’ reading comprehension ............................... 34

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LIST OF FIGURE

Figure Pages

2.1 Quizizz Application in Laptop ............................................................... 20

2.2Quizizz Application in Android .............................................................. 20

2.3Quizizz Application for Teacher............................................................. 20

2.4Quizizz Application for Students ............................................................ 21

2.5Conceptual Framework .......................................................................... 21

4.1Mean score of literal and interpretative comprehension .......................... 30

4.2Frequency of the students’ improvement to find out literal and interpretative

comprehension in pre-test and post-test ....................................................... 32

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LIST OF APPENDICES

appendices Pages

Appendix A: Pre-test................................................................................... 40

Appendix B: Post-test ................................................................................. 45

Appendix C: Treatment ............................................................................... 51

Appendix D: The list name of X MIPA 1 .................................................... 54

Appendix E: Data analysis of Students Score pre-test and post-test ............. 55

Appendix F: Data From Application Spss 3.0 ............................................. 56

Appendix G: The improvement of students in reading comprehension ........ 59

Appendix H: T-test Analysis ....................................................................... 60

Appendix I: Distributon of T-table .............................................................. 61

Appendix J: RPP ......................................................................................... 62

Appendix K: Turnitin Certificate................................................................. 68

Appendix L: Research Permit ..................................................................... 69

Appendix M: Surat Keterangan Telah Meneliti ........................................... 71

Appendix N: Research control card ............................................................. 72

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CHAPTER I

INTRODUCTION

A. Background

The progress of education in Indonesia is developing rapidly along with

technological advancements. One lesson that is no less important is English. In

learning English, there are several aspects that are considered in accordance

with basic skills, namely reading, writing, speaking, and listening. All of these

skills have one and the same bond, especially in reading skills. Reading is an

activity carried out by people every day, with the aim of knowing what

information is happening right now. Reading is where someone needs a very

high focus or concentration to understand the reading they are reading, with a

high concentration the reader will get information about what the writer is

conveying to the reader. (Rahayu,2014)

Stated that, reading is a process carried out by the reader to get a

message, which will be conveyed from the author by intermediary words or

writing media. In addition, reading is a process carried out and used for readers

to find out messages that use the word author or written language. Reading is

also needed to find answers to certain questions or problems that someone

reads. To quench one's thirst for knowledge, reading a book is needed, and

most books. But in reading a lot of difficulties someone makes the message

conveyed by the writer does not reach the reader (Pardon,2004).

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Indonesian students may have difficulty understanding English reading

texts because English is not their main language. For example, the first students

find some difficulties when the teacher asks them about some information that is

not purely mentioned in the text but is still in context. the second is that

Indonesian students lack vocabulary and that makes it difficult for them to

understand the text. the third difficulty faced by students is in finding the main

ideas of the text. Students must master these aspects so they can understand the

text and answer the questions presented well. (Aryanti Puspita,2017)

Based on observations from Magang 1,2,3 and P2K, most difficulties and

problems occur in students when reading books. Sometimes students face

books but don't read at all. They can only mention the word symbol without

getting an idea from a book. Researchers themselves experience when reading

a book without understanding anything that tends to feel sleepyso that students

who feel bored will have difficulty understanding the reading text. Students

who do not understand the content of the text they read will find it difficult to

answer questions.For example, what are the main ideas they read. Not only

that, students will find it difficult to understand new vocabulary words that

they see in reading.

As the explanation above, the data from observation magang 1,2,3 and

P2k indicates that the students also face the same problems. Most of them are

not competent to understand the text in English well. Many learners can read

the word perfectly in the passage, but can not answer the questions. They can

say words, but they can't get the sense out of words. They find reading

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materials hard to grasp. The author also noticed that the instructor only asked

the students to read, and then they first had to answer the question without

explaining the text. So those students who didn't understand what they were

reading.As a result, they did not correctly answer all the questions. The

students have to read critically in this situation, and the instructor must choose

the best technique or method for teaching it.

What a teacher has to consider as an essential primary task is how to

design the reading course with strategies and techniques to help students to

grasp the idea in the text from the mind of the author. Many professionals

familiar with reading comprehension have addressed many approaches and

methods. One of the techniques to be offered here is Quizizz Application.As a

fun multiplayer class activity, Quizz is an online evaluation platform that

allows all students to practice with their computer, smartphone and I Pad

together. The researchers used this application media because this application

media is a type of learning model (Ju, 2018).

In overcome students' problems in reading, we can see the current

situation and see the development of technology, there are many schools that

allow students to bring mobile phones to school, but the use of mobile phones

also accepts many pros and cons because not all students use it properly, or in a

sense that they carry a cellphone but don't use it properly.

Therefore, how students can obtain some information through the

Quizizz Application and students can work together with their friends and

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share with their teacher. So students are encouraged to collaborate with friends

about the advantages of using the Quizizz Application media.

Regarding to Adam, (2018) in Implementing Quizizz Application as

Game Based Learning in the Arabic Classroom The Arabic classroom by

implementing Quizizz as a game based learning in the Arabic classroom of

Sultan Idris Education University Malaysia. found that all the students were

very active on the topic of research and more concentrated on the topic. In

addition, the results of the questioners show that the students displayed the

position of attorney as an online teaching and assessment tool during the

Arabic class.

Quizizz Application also integrated with Google Classroom. So if

students are using that learning management system can easily push out your

quizzes to your students, and they will already be authenticated with their

school emails. Some of the features of Google Classroom integration include

the following: Google Classroom Integrated Reports Quizizz is definitely fun.

But when someone reacts to multiple questions at different times, you lose a

little bit of enthusiasm. You can check all the questions all at once when a

game of Quizz is over and you lose the isolation.(Medvedovska, et al.(2016).

Based on the explanation above, the researcher is interested in carrying

out a study entitled "Improving students reading skill through Quizizz

application of the tenth grade students of SMA Negeri 1 Pangkep."

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B. Problem Statement

The research question are formulated as follows :

1. How is the Improvement of Students’ reading comprehension in terms of

literal and interpretative comprehension through the use of Quizizz

application in teaching English at SMA Negeri 1 Pangkep?

2. Is the improvement of the students’ reading comprehension in terms of

literal and interpretative comprehension through the use of Quizizz

Application in in teaching English significant or not?

C. Objective of the study

This Reasearch To find out :

1. The Improvement of students’ reading comprehension in terms of literal

and interpretative comprehension through the use of Quizizz application

in teaching English at SMA Negeri 1 Pangkep.

2. The improvement of the students’ reading comprehension in terms of

literal and interpretative comprehension through the use of Quizizz

application in in teaching English significant or not.

3. Significance of the Study

In this research it is hoped that it can be useful and provide positive

things especially for researchers, teachers and students.

1. Teacher

It is hoped that this research will provide a positive side to the

teacher get to know the latest learning through the application and can

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also motivate students by providing varied learning especially in reading

learners.

2. Students

Students are expected to improve their reading skills with using

Quizizz application or another applications and also students are

expected so that with this research can be motivated in learning.

3. Researcher

It is expect that the result give some knowledge an exprerience for

the researccher in teaching learning process, especially in teaching

reading usingquizizz application. It is also can be use as new reference

about media in teaching learning process especially in teaching reading.

4. Scope of the study

The aim of this study is to Improve the use of Quizizz Applications for

Improve Reading Skills in class X students at SMA Negeri 1 Pangkep. Focus

on literal comprehension (the main Ideas) and interpretive comprehension

(understanding vocabulary).

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

Mei (2018) The main purpose of this research is evaluating the

effectively interesting of students for Arabic class by implement of Quizizz as

a game based learning in the Arabic classroom of Sultan Idris Education

University Malaysia . The researchers tested 85 students for 3 sections during

Arabic course titled ―Arabic skill‖. And created 20 questions relevant to the

topics which are students already learned before by using Quizizz as games

based learning for 20 minutes before finishing Arabic class once the students

feel very tired, sleeping and bored for their Arabic class. And a set of

questioners was distributed to those students regarding to their opinion of

implementing Quizizz during the Arabic class. According to testing the

implementing of Quizizz by researcher during the Arabic skill classroom,

found that all students were very active to answer the questions which

provided by researches, and more concentrated on the topic. And the results

of the questioners shows that the students displayed the 24 position attitude

for quizizz as a online teaching and assessment tool during the Arabic class.

Nurhidayah (2018) This research focused on the use of pictoral poster to

provide useful information for students, the students can improve knowladge

about effectiveness of using pictorial in descriptive text. The researcher used

pre-experimental design with one group pre-test and post-test. This strategy

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was very useful in English language teaching and learning especially in

english reading process to improve students reading comprehension.

Nanda (2018) conducts research about improving reading comprehension

using “ Quizizz Application” strategy. The research aimed at investigating the

use of Quizizz application in improving students‘ reading comprehension

skill. A Pre experimental design was employed only one classes of the tenth

graders at one school Kab. Takalarseelected with total sampling as sample.

The data were obtained through a pretest, a post-test. The Reading

comprehension assessment was covering identify main idea, identifying

supporting details, identifying reference, understanding vocabulary, and

making inference. The finding of Siti Reski Nanda’s work show

improvement. The students’ reading comprehension after Quizizz Application

was implemented.

Based on three experts above, all the researcher focuses on reading skill

through Quizizz Application and using Descriptive text, the first research

focus in evaluating the effectively interesting of students for Arabic class by

implement of Quizizz as a game based learning in the Arabic classroom, the

second research focus to improve reading comprehension of descriptive text

by using pictorial poster to motivate the students to improve imagination in

the mastering of reading ability. The last research focus in investigating the

use of Quizizz application in improving students‘ reading comprehension

skill. However in this research focus to improve reading skill of descriptive

text by using quizizz application because quizizz application is one of the

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interesting media in teaching English reading ability. So the teacher use

quizizz application media to motivate the students’ to improve students' in

learning to be more active and interested in the mastering of reading ability.

B. Concept of Reading

1. Definition of Reading

Reading is one of the most important skills in learning language besides

listening, speaking and writing. It has the fundamental goal to know enough

the concept and the language. It operational means an activity that the

students perform to gain information or message from the written material the

read. Therefore, in reading activity students have intention to obtain

knowledge from their reading.

According to (Tarigan (1990:7) in Jaenal 2010) argues that reading is a

process that is carried and used by readers who want to get the message

delivered by the author through the medium of words or written language.

According to (Oka (1983:15) in Jaenal 2010) if viewed in terms of

differences in scope, it can be distinguished three kinds of meaning to read:

Understanding the first is a narrow sense, namely the sense that regards

reading it as a process of written symbols recognition. Into this process

included the recognition of words carefully, in a wide range, and quickly.

According to William (2014:486) reading can be point as four steps

process. The four steps are interrelated to another, they are:

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a. Word perception, the ability to recognize a point

b. Comprehension, the ability to infer ideas from words

c. Reaction, a step in which the reader interacts intellectually and

emotionally.

d. Integration, absorbing the ideas in context of one’s personal

background. Based on the definition of reading above, reading is the

procces of looking at a series of written symbols and getting meaning

from them.

2. Kinds of Reading

As reference to the conception of reading comprehension highlighted in

preceding discussion, there are four types of reading according to Petel& Jain,

(2008: 117-123) : (1) reading aloud, (2) silent reading, (3) intensive reading,

(4) extensive reading.

a. Reading Aloud

Aloud reading is basic form of classroom organization and

disciplines. In reading aloud, the students are confronted with written

sentences which haven‘t spoken before. The aim of reading aloud is the

achievement or better speaking ability and the pronunciation of the

students.

b. Silent Reading

Silent reading is a very important skill in teaching of English. This

reading should be employed to increase reading ability among learners.

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Silent reading is done to acquire a lot of information. Silent reading must

be based on student‘s selected text. Silent reading enables the students to

read completely silently without making sounds and moving his lips. It

helps him read with speed, ease and fluency. It aids comprehension and

expands the student‘s vocabulary.

c. Intensive Reading

Intensive reading is related to further in language learning under the

teacher‘s guidance. Intensive reading will provide a basic for explaining

difficulties of structure and for extending knowledge of vocabulary and

idioms. Intensive reading material will be the basis for classroom

activity. It will not only be read but will be discussed in detail in the

target language, sometimes analyzed and used as a basis for writing

exercises. Intensive reading is text reading or passage reading. In this

reading the learner read the text to get knowledge or analysis. The goal of

this reading is to read shorted text. This reading is done to carry out to

get specific information.

d. Extensive Reading

Extensive reading is used to obtain a general understanding of a

subject and includes reading longer texts for pleasure. The reader wants

to know about something. The reader doesn‘t care about specific or

important information after reading. Usually people read for to keep them

update.

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3. Reading techniques

To achieve the purpose of reading one should read effectively. Olivia

(2006) states that effective reading means being able to read accurately,

efficiently and to understand as much of the pessage as you read in order

to achieve your purpose. To achieve the pupose of reading, people can

apply some reading technique as follows:

a. Survey Reading

Brown (2006:903) says surveying is specialized technique for

getting a mountain top new of article chapter content and it helps to give

a general point of view.

b. Skimming

Skimming is a kind of reading that make our eyes move quickly in

order to get the main idea from the reading material. Skimming enable

people to select content that want to read and to discard that which is an

consequential for their purpose.

c. Scanning

Scanning is reading the text quickly to answer a specific question.

This technique enables people to locate specific information without

reading all the material. Brown (2006:138) states that scanning serves

two functions. It uncoveres relevant information and accelerates your

reading speed.

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d. Pre-reading

Pre-reading is a technique that a reader uses before he began to

read the material to improve his comprehension and recall. States that

pre-reading involves only at that part of reading maerials that will tell

you that is about or how it is organize. Further he explains the port on to

look at in reading text book chapters are :

1) Read the tittle.

2) Read the introduction or opening paragraph.

3) Read the first sentence under each heading.

4) Read each boldface heading.

5) Notice any typograpical.

6) Notice any graph or pictures.

7) Read the last paragraph or summary.

Grabe (2002) state that pre-reading activities are very useful in the

reading class because they have been referee to as instruments teachers

can use in the class to active students’ background knowladge, it can be

conduct that pre-reading is very effective because it helps a reader to give

basic information about the organization and the content of the materials.

4. Decriptive text

Descriptive Text is a text which says what a person or a thing is

like. Its purpose is to describe and reveal a particular person, place, or

thing.” According to Friedman (2010), descriptive details mean to grab

the reader’s attention. A descriptive text is considered as the simplest and

14

easiest writing form compared to narrative, recount, or procedure,

particularly for the beginning writers.

Descriptive is to describe something, such as a person, place, or

thing. Usually when the people want to describe something, for example

in describing people, they often describe each of people in terms of age,

nationality, clothes, hair, face, height,etc. Descriptive has two types or

kinds :

a. Description of a place

When we start to write anything in a description, it should be clear.

As stated by Sandra Mckay that the best wa to describe a place it to

show someone the actual place or to take a picture of it or just give the

characteristics of the place. For example, the place home or a room, so

it is important to give clearly picture of the size and arrangement of the

space involved. Therefore, in describing a place we should be taken

considerations of (a) the location of the object of the place should be

clear, (b) the details should be arranged logically and systematically so

that it is easy for readers to imagine the objects in their minds, and (c)

controlling idea, this is the most important in writing procces, because

if we have a strong controlling idea it can give the paragraph focus.

The grammatical is used in describing a place is subject-verb

agreement and as a notice that since the selection describes and area

thet now exists, all the verbs in the present tense.

b. Description of a person

15

If you are writing a description of a person, you gather informative

details about that person and the ask your self what these details add up

to. In describing of a person, there are many ways such as his/her face,

color of hair, clothes, skin body shape,etc. In describing person,

however, you are not oblinges to give every single detail about a

persons’ appearance. You can focus on one or two striking features that

convey something about the person’s character.

C. The Concepts of Reading Comprehension

1. Definition of Reading Comprehension

According to Mayor (in Firmansyah, 2015: 236) reading comprehension

is understanding a text that is read, or the process of “constructing meaning”

from a text. Comprehension is a “construction process” because it involves all

of the elements of the reading process working together as a text is read to

create representation of the text in the reader’s mind. Furthermore, Turner

Alexander (1998) points out that reading comprehension involves taking

meaning to a text in order to obtain meaning from the text. Comprehension is

the act or process of comprehending. Besides, Holt (1996: 175) states that

reading comprehension is the minds act or power of understanding.

From definitions above, the researcher concludes that Reading

Comprehension is knowledge to understand the text and know the meaning of

the text.

2. Reading Comprehension Levels

16

Reading has different levels of comprehension. Burn divided

comprehension into four levels, namely: literal comprehension,

interpretive comprehension, critical comprehension, and creative

comprehension.

a. Literal Comprehension

Literal comprehension is the most obvious comprehension at this

level involves surface meaning. At this level teacher can ask students to

find information and idea that they are explicitly stated in the text. The

readers can usually outline, paraphrase, or summarize the ideas

expressed by the author.

Literal comprehension is the understanding of information and

facts directly stated in the text. It is recognised as the first and most

basic level of comprehension in reading. Students can employ literal

comprehension skills (keywords, skim reading and scanning) to better

locate information efficiently.

According to Rubin (1982: 107) literal understanding requires

lower than three levels of thinking skills think at another level of

understanding. According to him understanding literal indicates the

ability to gain understanding low level using only the information

mentioned explicitly. In this type of literal understanding the reader

only directed at answers to literal questions that students demand

remember what is stated explicitly.

17

In line with opinion above, Burns (1996: 255) states that

understanding literal is understanding obtained by reading what is

stated directly in the reading text.

b. Interpretive Comprehension

Interpretive reading involves reading between the lines or making

interferences. It is process of deriving ideas that are implied rather than

directly stated.

Burns (1996: 263) interpretive understanding is read between lines

to make inference. Interpretive reading is the process of tracing

unsubstantiated ideas live. Interpretive reading includes making

conclusions, for example about the main idea of the reading, causal

relationships, and analysis of the reading such as finding the purpose of

the author of writing the reading, the interpretation of figurative

language.

c. Critical Comprehension

Critical reading is evaluating within material, comparing the ideas

discovered in the material with known standards and drawing

conclusion about the accuracy appropriate and timelines.

d. Creative Comprehension

It is text involves going beyond the material presentably by author.

It required thinking as they read.

18

D. QuizizzApplication

1. Definition Quizizz

Application Quizizz is an online assessment tool as a fun multiplayer

classroom activity that allows all students to practice together with their

computer, Smartphone and I Pad. The main purpose of this research is

evaluating the interesting of students for Arabic class by implement of

Quizizz (Ju, 2018).

According to Samet Bal (2018), quizizz is web-based learning that

significantly affects the learning process among foreign language laerners.

So, the technology based learning like quizizz can create pleasant learning

condition by helping students activate their background knowledge before

reading and evaluate their understanding after reading.

Quizizz is an alternative to Kahoot! and constitutes a great online tool

which helps students check their knowledge and progress in learning. In

Quizizz, the question order is randomized for each student. With Quizizz,

teachers can also assign homework to give students additional practice.

Each question ought to be multiple choice with two or four possible

answers. friendly online formative assessment tools which help teachers

assess students‘ language as well as their curriculum knowledge (Baeta

Bury, 2007).

19

2. Purpose of Quizizz Application

Quizizz is a wonderful tool similar to Kahoot in that you can make online

quizzes. It is much less competitive than Kahoot and students can actually

see the question on the device. All students work at their own pace and

timers can be turned off. It is a wonderful way to implement BYOD and it

takes the stress away from students seeing a leaderboard (unless you want

them to see it). You can make a Quizizz a homework assignment or have

students complete them in class. You can easily export the results into an

Excel spreadsheet and the program saves the data. You can log in simply

with your (google) email address. This takes away the stress of students

knowing that they are in last place. You can also create your own memes

which are funny pictures. It is also very easyto make your own quizzes by

building from other people's public quizzes. It saves a lot of time in grading.

(Medvedovska, et.al. 2016).

3. The Implementing of Quizizz Application

The implementing of Quizizz application, According to Chandler, (2015)

are :

First, Quizizz is free tool that allows teachers to quickly turn introductory

and review activities into fun, multiplayer activities for students. It works on

any device with a browser, and allows you to create your own activities or

to use those already made by other educators. No usernames or passwords

are required.

20

Second, Quizizz To ‗play,‘ students simply go to the Quizizz site and

enter the game code provided by their teacher. Once the quiz ends, teachers

are provided a detailed report of student responses that can be downloaded

and saved.

Third, Quizziz has some unique features that most free gamification tools

don‘t. For example, Quizizz is designed to be student-paced, rather than

teacher-driven. The teacher dashboard provides excellent real-time updates

of student progress, but also allows teachers to customize each learning

activity.

Finally, There are options that allow you to jumble the question order,

decide if you want to use timers and leaderboards, and even provide a list of

correct questions and answers at the end of the quiz. Quizizz injects quiz-

taking with a bit of badly needed fun. Equally important, it provides

teachers with excellent feedback on how their students are doing.

4. Features of Quizizz Application

a) Quizizz Application can use in Laptop and Android

Figure 2.1 Quizizz Application in Laptop

21

Figure 2.2 Quizizz Application in Android

b) The quizizz application can be used for teachers to make

questions and for students.

Figure 2.3 Quizizz Application for Teacher

Figure 2.4 Quizizz Application for students

22

E. Conceptual Framework

Figure 2.5. Conceptual Framework

In this research, the researcher use Quizizz Application by the class X

students at SMA 1 Pangkep as the media in learning process. . The researcher

focus on Input refers to text read by students through reading papers and students

can identify main ideas andidentyfy understand vocabulary, indescriptive texts

teaching reading skills in class and the Output refers to achieving Does the use of

Quizizz application can improve the reading of the students.Then the teacher as

the controller to assist the students. And the result gave impact to the students

achievement in literal comprehension and interpretative comprehension. Do the

students get significant developing or not.

Interpretive

Comprehension

improvement in

Reading skill

Reading Skill

Quizizz application

Reading

Comprehension

Literal

Comprehension

improvement in

Reading skill

23

CHAPTER III

RESEARCH METHOD

A. Research Design

In this study, researchers used Pre-experimental research to determine

students' reading skills through Quizizz Application method at the tenth grade

students of SMA NEGERI 1 PANGKEP. Researchers conduct a pre-test to

find out the basic knowledge of students about their reading skills. The next

step is treatment, and the researchers will use quizizz application method as a

method. At the end of the study, there will be a post-test. By getting students'

scores in the pre-test and post-test, the significance between them display.

The research design can be describing as:

Table 3.1 One Group Pretest-Posttets Design

Pre-test Treatment Post-test

O1 X O2

Source: (Emzir, 2014)

Where:

O1 = pre-test

O2 = post-test

X = treatment using Quizizz game

24

The procedures are as follows :

1. Pre-Test

In this part, the researcher gave a pre-test to the students used

google forms to replace paper in this situation and than to measure how

much they understand a text used google form/paper before used quizizz

application was implemented.

2. Treatment

After the pre-test, the researcher gave the treatment to students. The

treatment procedure explained as follows:

a. The first, the researcher introduce how to use quizizz application to the

students by using google meet and group whatsapp students.

b. Next, the researcher introduce the material (Descritive text) in

theQuizizzApplication to the students by using Google meet.

c. The researcher explain to the students about how to join in the quizizz

application room reading:

1) The researcher gave password to join in the room .

2) The researchergave reading text based on the classical of

students’ quality.

3) The students read silently for the full 15-20 minutes.

4) In the next 20-40 minutes, students’ answer the question

correctly.

5) The researcherinstruct the students to push the finish button.

25

3. Post-Test

After giving the treatment, the researcher did a Post-tes. Questions

given was consisted of ten numbers of multiple choices same as pre-test.

Post-test given to see the effectiveness of the Quizizz application. Post-test

used to measure how deep students' understanding of the text and measure

how interes students' after the quizizz application was applied.

B. Population and sample.

1. Population

The population of this research at the Tenth grade of SMA

NEGERI 1 Pangkep which consists of 11 classes and 282 students.

Obviously, it can be seen in the following table.

Table 3.2. Population of The Tenth Grade SMA NEGERI1 Pangkep.

No Class Number of Students

1 MIA 1 22

2 MIA 2 25

3 MIA 3 27

4 MIA 4 24

5 MIA 5 22

6 MIA 6 27

7 MIA 7 28

8 IIS 1 25

9 IIS 2 28

10 IIS 3 27

11 IBB 1 27

Source : UPT SMANegeri1 Pangkep

2. Sample

This research used Cluster random sampling in the tenth grade of SMA

NEGERI1Pangkep.The sample of this research choose 1 class students from

all of class randomly.The class is X MIA 1 consist of 22 students.

26

C. Research Variable and Indicator

1. Variable

The variables in this research, Independent variable was Quizizz

Application and dependent variable wasdescriptive text.

2. Indicator

The indicator of this research was literalcomprehension were the

main ideas and interpretative comprehension were understanding

vocabulary.

D. Instrument

The instrument of this research was reading test. Pre-test and post-test will

be committed by reading. The students was read the text and answer question

from the text. The aspects that the researcher focused on this study in reading

and student interest in reading after using quizizz application.

E. Technique of Data Collection

The procedure of data collecting use the following steps:

1. Pretest refers to present which is descriptive text read by students through

reading with google forms to replace papers in this situation and students can

answer the question from the text to identify main idea and identify

understand vocabulary, in descriptive text on teaching reading skills in class.

2. Treatment of referring to the text read by students through the Quizizz

application. The teacher provides an explanation of what is Descriptive Text

27

and how to using Quizizz Application by whatsapp group students’ and

Google meet. Next, students can: identify the main idea and

identifyingunderstanding vocabulary in descriptive in teaching reading skills

in class.

3. Post-test refers post test which is to achieving Does the use of Quizizz

application can improve the reading of the students.

F. Technique of Data Analysis

The data was analyzed quantitativly. The steps that the writer took in the

quantitative analysis were as follows:

1. Scoring the students’correct answer pre-test and post-test

Students Score = The number of students’ correct answer X 100

Maximum Score

(Gay,2012)

2. Calculating the collection data from the students in answering the test, the

researcher used formula to get the mean score of the students as follows :

x = N

x

Where :

x = Mean Score

x = The sum of all scores

N = The total number of samples

(Gay,2012)

28

3. To find the students’ improvement the formula as follows :

% = 1

12

x

xx

X 100

Where :

% = the students’ improving

X1 = the mean score of post-test

X2 = the mean score of pre-test

(Gay,2012)

4. Classifying the score of the students’ using the following scale:

Table 3.3. Score Classifying the score of the students

No Score Classfication

1 96 – 100 Execllent

2 86 – 95 Very Good

3 76 – 85 Good

4 66 – 75 Fairly Good

5 56 – 65 Fair

6 36 – 55 Poor

7 0 – 35 Very Poor

(Depdikbud,2006)

5. Finding out the significant difference between the score of the pre-test and

post-test by using SPSS 4.0.

29

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals the findings and discussion of the research. The findings

shows the data obtained through the test to see achievement of the tenth grade of

Sma Negeri 1 Pangkep after being taught through Quizizz application. The

discussion contains the description and interpretation of the findings of the

research. It would be based on the analysis of data collected.

A. Findings

The purpose of this research was to find out whether there is the

significance differences the students’ after used Quizizz application. This research

was conducted at the X MIPA 1 students of SMA Negeri 1 Pangkep in the

academic year of 2020/2021 which consists of 22 students.

The result of data findings found that teaching reading comprehension

through Quizizz Application was improve the students’ achievement in literal

comprehension in main idea and interpretive comprehension understanding

vocabulary, at the X MIPA 1 of SMA Negeri 1 Pangkep. It could be seen the

result data analysis was follow :

1. The improvement of Students’ Literal comprehension (Main idea) and

Interpretative comprehension (Understanding vocabulary)

In order to answer the research question in the previous chapter, the

researcher administrated two kinds of test such as pre-test that given before

the treatment and post-test that given after the students got the

30

treatmentbefore. The result of the students’ improvement in reading by using

descriptive text multiple choice text was presented in the table below :

Table 4.1 mean score of literal and interpretative comprehension.

Criteria Pre - test Post – test

Literal Comptehension

(Main idea) 53,63 79,09

Interpretative Comprehension

(Understanding vocabulary) 63,63 80,00

The table shows the students’ improvement in finding literal (Main idea) in

reading as the result of calculating the students pre-test and post-test in terms of

content and organization by using descriptive text. The students’ reading score

about main idea in pre-test (53,63) lower than the post-test (79,09). It mean score

of the students’ pre-test.

Figure 4.1 mean score of literal and interpretative comprehension.

In explanation the table also scan be shown in chart of the students’

improvement in finding understanding vocabulary in reading as the result of

calculating the students’ pre-test and post test in terms of main idea and

understanding vocabulary by using descriptive test withe the Quizizz application.

The students’ reading score about understanding vocabulary in pre-test (63,63) is

lower than the post-test (80,00). It means that the mean score of the students’

post-test is higher than the mean score of the students’ pre-test.

0

50

100

Pre - Test Post - Test

Literal (Main Idea)

Interpretative(Vocabulary)

31

Table 4.2 Students’improvement in literal and interpretative comprehension.

Criteria Mean

Pre - test

Mean

Post - test Improving

Literal Comptehension (Main idea)

53,63 79,09 47,47%

Interpretative

Comprehension

(Understanding vocabulary)

63,63 80,00 25,72%

Based on the table 4.2 shows that in Literal comprehension(main idea)

the mean score of pre-test was 53,63 and post-test was 79,09. The

improvement of pre-test and post-test was 47,47%. In interpretative

comprehension (understanding vocabulary) the mean score of pre-test was

63,63, and post-test was 80,00. The improvement of pre-test and post-test was

25,72%. Based on the result, it concluded that the using Quizizz application

was able to give greater contribution in teaching and learning reading text.

This part presented the result of the students’ reading comprehension, such

as main idea and understanding vocabulary. The student’ score of pre-test and

post test was classified into some criteria and percentage as followed:

Table 4.3 the frequency of the students’ improvement to find out main idea and

undestanding vocabulary of pre-test and post-test.

No Classifications Score Test

Pre-

test Percentage%

Post-

test Percentage%

1 Excellent 96 –

100 - - 4 11,8 %

2 Very Good 86 – 95 - - 14 63,6

3 Good 76 – 85 - - 7 31,8

4 Fairly Good 66 – 75 - - - -

5 Fair 56 – 65 5 14,7 - -

6 Poor 35 – 55 8 17,6 - -

7 Very Poor 0 – 35 3 88% - -

32

Figure 4.2 the frequency of the students’ improvement to find out main idea

and undestanding vocabulary of pre-test and post-test.

Based on the table above, it showed the students’ improvement was pre-test,

there was not students’ who got excellent, very good, good and fearly good, so did

very good and good classifications. Then, there are 3(88%). While, the students

who got fair there are 5(14,7).

Based on the table above, it shows that students’ improvement in post-test,

there was 4(11,8%) students got excellent, 14(63,6) students got very good. Then

there are 7(31,8) got good.

2. The significance of the students improvement in terms of Literal

comprehension (Main idea) and Interpretative comprehension (undestanding

vocabulary)

The hypothesis testing in the next step to got conclusion of analysis this

research. The researcher committed test in one class was taught by using Quizizz

application. So to know the level of significance of the pre-test and post-test, the

researcher used t-test analysis on the level of significance (p) + 0,05 with the

degree of freedom (dl) = N-1 where the N- number of subject (22 students) then

0

20

40

60

80

Excellent VeryGood

Good FairlyGood

FairlyGood

Poor Very Poor

Pre - Test

Post - Test

33

the value of table is 1.720the t-test statistic, analysis of independent sample was

applied. The researcher uses program SPSS 24 to analysis the T-test.

As for the hypothesis in this research were H0 states that there is no

significant difference students’ reading comprehension before and after treatment

reading material by using quizizz application in descriptive text of tenth grade

students of SMA Negeri 1 Pangkep in the academic years 2020/2021. While the

alternative Hypothesis (H1) states that there is significant difference students’

reading comprehension before and after treatment reading material by using

quizizz application on descriptive text of tenth grade students of SMA Negeri 1

Pangkep in the academic years 2020/2021. Hypothesis test can be done after the

normality and correlation test were done.

Table 4.4 T-Test calculation/value

Paired Differences

t df

Sig.

(2-

tailed) Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 preliteral -

postliteral -25.45455 17.38288 3.70604 -33.16168 -17.74741 -6.868 21 .000

Pair 2 preinterpre

-

postinterpre

-16.36364 17.05606 3.63636 -23.92587 -8.80140 -4.500 21 .000

Note: Preliteral : Pre-Test Of Main Idea

Postliteral : Post-Test Of Main Idea

Preinter : Pre-Test Of Understanding Vocabulary

Postinter : Post-Test Of Understanding Vocabulary

34

The result of t-test for reading comprehension focus on literal and interpretative

levels as follows:

Table 4.5 the T-test Value of Students’ Reading Comprehension

Variable T-test T-table comprehension classification

Literal

comprehensions

6.868 1.720 t-test > t-table Significantly

different

Interpretative

comprehensions

4.500 1.720 t-test > t-table Significantly

different

Table 45, showed that t-test value for reading comprehension focused on

literal with the t-test value was 68,68>1.720 and interpretative with t-test

4.500>1.720. It indicated that the result of t-test value in all of variable and

indicator was lower than t-table value. It means that there were as a significant

different between the result of pre-test and post-test in reading comprehension.

Based on the result, it concluded that there was improvement of the

students‟ reading comprehension deal with literal and interpretative

comprehension by using Quizizz Application.

B. Discussion

In this section discussed about the result of data collected and analysis to

depict students’ reading comprehension in teaching and learning process by using

Quizizz Application. The description of data collected from reading of the text as

explanation in previous section showed that the students reading comprehension

was improved. It was supported by mean score and percentage of the students’

35

pre-test and post-test result. Based on the finding above, the use of Quizizz made

students had mean score was higher in comprehension.

Literal comprehension represents the ability of the students to understand the

content of the text (Hidayah N., 2019). This level is the simplest level. It means

that what the reader needs to do is to reproduce the fact as they are related by the

writer. At this level, Questions are factual and detailed. The skills needed for this

level are nothing factual data, sequence, chronology, and enumeration.

The aims in this research was using Quizizz application in improve their

literal and interpretative reading comprehension based on one text, desriptive text.

Reffering to the comparison text between pre-test and pos-test of the pre-

experimental class. There was an increase on students‘ score where pre-test and

post-test. It can be conclued the students score between pre-test and post-test had

a significance different.

For the pre-test and the post-test consisted of four readingdescriptive texts.

Two literal comprehension (Main idea) and two interpretative comprehension.

Which consists of several questions. At the time of pre-test the students

experienced many difficulties in answering the pre-test questions, Because more

students underline the vocabulary they don't know the meaning At the time of the

treatment, for the text descriptve the students knew more about the vocabulary in

the text and they were very easy to read especially for the vocabulary they knew

before inthe text descriptve. And in giving treatment that is in the form of using

Quizizz application in the material of reading text (descriptive text). Students have

many changes to reading and try to find out the words they did not know

36

beforehand. In addition, when giving pre-tests to students. This indicates that the

percentage of reading ability is included in the category for descriptive text, and

for post-test students answer questions correctly and underline the vocabulary

they do not know in descriptive text.

Through the result of pre-test and post-test, the result of t-test value of level

significant (p) = 0.05 with degree of freedom in Literal (main idea) (df) = 21; in

interpretative (conclusion) (df) = 21. Indicated t-table value is 1.720 and t-table

Literal (main idea) is 6.868; in interpretative (understanding vocabulary) 4.500.

After the calculating the value t-test analysis, then is it compared with t-table

value. As the result, the researcher finds that the value of t-test is higher than the t-

table. It means that null hypothesis (H0) is rejected and alternative hypothesis

(H1) is accepted because there is difference significant mean score of the test that

have given by researcher using Quizizz application in reading class.

From the discussion above, it can be concluded that using Quizizz application

is one of teaching media that can improve students’ reading comprehension at the

Tenth grade of SMA Negeri 1 Pangkep.

37

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

Based on discussion proposed in previous chapter, the following

conclusion was it can be concluded that the use of Quizizz application can

improve students’ reading skills, particularly in reading descriptive text at the

tenth grade of SMANegeri1Pangkep. It was proven by the students’ mean

score improvement from pre-test to post-test. It means that there was a

significant difference. Therefore H0 was rejected and H1 was accepted.

B. Suggestion

Based on the conclution above the researcher proposes the following

suggestions:

1. In the pandemic Covid-19, the english teacher should be more creative to

choose media, method, strategy or etc. in teaching descriptive text, so that

the students would be more interested and motivated to study english.

2. The English teacher must understand what the students need in the

pandemic Covid-19 for making students more active.

3. Using Quizizz application as learning media should be applied in learning

materials to develop the students main idea and understanding vocabulary

details mastery. Because it could be improved students reading

comprehension.

38

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reading. Universitas Negeri Makassar.

Sugiono. 2005. Metodologi Penelitian. SabanaPustaka : Jakarta.

Petel.,& Jain. (2008). The analysis if skimming and scanning tehnique to improve

students in teaching reading comprehension. IkipSiliwangi.

Puspita, Arianti. (2017) Students’ difficulties in comphering english reading text

at second grade students of SMAN 2 metro. University of Lampung.

40

Appendix A

PRE-TEST

Name :

Class :

Read the following text to answer question number 1 - 3.

One of the most interesting places to visit is the Bird Park. It is located in

the industrial area in singapore, called jurong. The bird park is about twelve

kilometers from the centre of the city,and it’s easy to get there by bus or by taxi.

It is one of the largest birth park in the world. The birds are kept in large

cages,and there are hundreds of beautiful birds from many different parts of the

world, including penguins,parrots, eagles and ostriches. There is large lake in the

park a restaurant beside it. There is also a very large cage which you can walk in

to get a closer look at the birds.

It takes about two hours to see all the birds. You can walk around the park

or ride on a bus. The best time to visit the park in the early morning late

afternoon,when it is cooler.

1. What is the main idea of the second paragraph?

A. The most interesting place in Singapore is the bird park.

B. There is a restaurant next to large lake in the park.

C. There are hundreds of very beautiful birds in the cages.

D. Singapore Bird Park is the largest bird parkin the world.

2. What are line the main idea in the first paragraph?

A. 1

41

B. 1-2

C. 2

D. 3

3. What is the main idea of the first paragraph?

A. One of the most interesting

B. Industrial in singapore

C. Bird park

D. Twelve kilometers from the centre of the city.

Read the following text to answer question number 4 - 6.

Peter is the youngest in our family. He is fourteen years old and four years

younger than me. He has long, straight hair, bright eyes and a friendly smile.

Sometimes he is rather naughty at home, but he usually does what he is asked to

do. Peter is interested in sports very much, and at school, he plays football and

tennis. He is the best badminton player in our family.(sumber: pegangan guru

untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan Pariwara).

4. ‘Peter is interested in sports very much, and at school he plays

football and tennis.” The underlined phrase can be replaced by ….

A. Dislike sport

B. Really likes sport

C. Hates sport very much

D. Finds sport not really entertaining

5. ”He is fourteen years old . . . Than me.” The underlined word refers to

….

42

A. Peter

B. The writer

C. The writer’s brother

D. The writer’s family

6. “But he usually does what he is asked to do.” The underlined phrase

means …

A. He does anything he wants.

B. He always asks.

C. He is lazy.

D. He is diligent.

Read the following text to answer question number 7 - 8.

When I just hang out in a mall one day, I saw a very beautiful bag. I love

this bag at the first sight.This was the first time I've spent much money on a bag

and I don't regret it.

The bag is wonderful. It is made of thin but strong leather. The weight is

light and the size keeps it from getting stuffed with junk. It has a long shoulder

strap that I like because it keeps the bag hands-free. Its neutral color is fun and

sporty. The design is simple and well-made.

The bag is very functional. It is the perfect size to carry a cell phone, a

pocket sized wallet, a small book, a pack of gum, and pens. It also fits well into

my laptop backpack for bike commuting to school. This bag also has more

pockets inside so my small items don't all fall to the bottom. In overall I really

satisfy with bag. (Soal UN SMP/MTS 2013)

43

7. “I've spent much money on a bag and I don't regret it”.

The underlined word refersto …

A. The bag.

B. Having

C. Seeing

D. Buying

8. What is the main idea of the last paragraph?

A. The writer has a new bag.

B. The bag is very functional.

C. The bag has many pockets.

D. The writer is satisfied with the bag

Read the following text to answer question number 9 - 10.

Boyolali regency is located in north of Solo and east of Merapi and

Merbabu Mountains. This regency has been known for its production of fresh

milk for a long time. No wonder, the cow statues adorn Boyolali town.

There are six main cow statues in Boyolali. They are displayed in different

places. The statues are made of concrete. The colour and shape are made in such a

way to resemble the real cows. However, the size is made bigger to catch the eye.

Besides decorating the town, the statues also turn out to be helpful for

people from out of town to find places they are seeking in Boyolali. By

mentioning the position of the statue, people can get their way easily.

9. " ... they are seeking in Boyolali" (paragraph 3)

What does the underlined word refer to?

44

A. People from out town

B. Places in Boyolali.

C. Cow statues.

D. Real cows.

10. What is the main idea of the last paragraph?

A. The statues help people to find places easily.

B. The statues decorate the town beautifully.

C. The cow can get their way easily around the town.

D. The people from out of town easily find the statues

45

Appendix B

POST-TEST

Name :

Class :

Read the following text to answer question number 1 - 3.

My robot is very nice. I just got a toy from my uncle. My uncle is a sailor.

He bough me a robot when he sailed abroad. I love this robot. It is about twenty

centimeters tall. The color of the robot is yellow. The robot has strong body. It has

two big blue eyes. It’s two strong lengs are covered with blade boots

My robot can be moved with two medium sized batteries. After interesting

the batteries at the back of the robot body, we can make it move when we push the

button behind it’s neck. The robot will move it’s left and right foot in turn. It will

move its two arms in turn too. However, the robot could not bend its feet and it

moves forward only.

1. What are line the main idea of paragraph one?

A. I just got a new toy from my uncle

B. My robot is very nice

C. My uncle is a sailor

D. Its two strong lengs are covered with blade boots.

2. What is the main idea of paragraph two?

A. My robot can be moved with two medium sized batteries

B. The robot’s feet are bendable

C. The robot can’t move at all

46

D. The robots has no arms

3. .....”We can make it move when we push the button behind its neck.” The

underlined word refers to ….

A. strong body

B. The batteries

C. The robot

D. The lengs

Read the following text to answer question number 4 - 5.

Tabuik Ceremony is a traditional on the west coast of west sumatera.,

indonesia,especiaally in pariaman. It is held at the Asura day which falls on the

10th of muharram of the Islamic calendar. In Bengkulu it was known as Tabot.

Tabuik is the made of bamboo, rattan, and paper. During the week of Tabuik

many activities are held including kite race and other traditional activities. Tabuik

is also a term used to refer to thr high funeral biers carried around during the

rememberance procession. On the appointed day, all participants of the ceremony

gather in the centre of the city. All goverment officials also attended his colossal

ceremony in the west Sumatera.

One Tabuik was carried by 40 people. Behid Tabuik, a group of people

wearing traditional clothes carry various of percussion stop, dozens of people

perfom martial arts accompanied by Minang Tetabuhan. The sunset marks the end

of the procession the Tabuik was the bought to a shore and then floated out to sea.

This is conducted as they believe that throwing Tabuik in to the sea will dispose

of bad luck.

47

4. What is the main idea of paragraph one?

E. Tabuik Ceremony is a tradional on the west coast of west Sumatera,

Indonesia.

F. It is held at the Asura day which falls on the 10th of Muharram of the

Islamic calendar.

G. In Bengkulu it was known as Tabot

H. All government offocials also attended his colossal ceremony in the

west Sumatera

5. What is the main idea of paragraph two?

E. One Tabuik was carried by 40 people.

F. Behid Tabuik, a group of people wearing traditional clothes carry

various of percussion stop, dozens of people perfom martial arts

accompanied by Minang Tetabuhan.

G. The sunset marks the end of the procession the Tabuik was the bought

to a shore and then floated out to sea .

H. This is conducted as they believe that throwing Tabuik in to the sea

will dispose of bad luck.

Read the following text to answer question number 6 - 8.

Orchard Road is a Boulevard which becomes business and entertainment

center in Singapore. Orchard Road is surrounded by a lush tropical and flower

48

gardens which are beautiful. At first, Orchard Road is just a suburban street lined

with orchards, plantations nutmeg, and pepper farming. However, in the 1970s, it

turned into a shopping center in SingaporE. In 1960 and 1970 entertainment

industries began to enter this roaD. Shopping centers such as mall and Plaza was

built in 1974.

Orchard Road runs along about 2.2 km. This road is one-way street flanked by

a variety of shopping malls, hotels and restaurants. The shopping area which is

nearly 800,000 square meters provides a wide range of Things, food, and

entertainment. In this area there are many options that can satisfy visitors from all

walks of life starting from the luxury branded things to the Popular branded, from

exclusive restaurants to fast food.

There are so many ways that can be accessed to get to Orchard road such as:

by taxi, bus or drive your own car. For those who are driving to Orchard Road can

be entered from the west through the Napier RoaD. Vehicles from Dunearn Road

can turn to left at the intersection of the Marriott Hotel junction. Vehicles that

come from Paterson can turn right onto Orchard RoaD. Orchard is always

crowded so you have to be careful in order not to get lost.

6. Words “it” in line 4 refers to?

A. The plantation

B. Luxury branded things

C. The plaza

D. Suburban street

49

7. The word “satisfy” in line eighth has the closet meaning with?

A. Pleased

B. Frighten.

C. Threat.

D. Loved

8. " ... always crowded so you have to be careful in order not to get lost."

What does the underlined word refer to?

A. Singapore

B. Orchard road

C. Suburban street

D. Mall and Plaza

Read the following text to answer question number 9 - 10.

Picasso was one of the most outstanding and important artists of the

1900’s. He was best known for his paintings. Almost every style in modern art

was represented in Picasso’s works. Picasso was born in 1881 in Malaga, Spain,

as the son of an art teacher. He studied painting with his father and also in Madrid.

From 1895 to 1901, he painted realistic works in a traditional style. Then

he entered what was called the Blue period. During this time, he only used shades

of blue in his paintings to show poverty in Barcelona.

After 1907, he entered the style of cubism. Among his well-known cubist

paintings are “The Three Musician” and “The man with a guitar” which depicted

the destruction of Spanish town. Picasso died in France in 1973.

50

9. " ... Which depicted the destruction of Spanish town" (paragraph 3)

The underlined word has the same meaning as ...

A. Dreawed

B. Described

C. Painted

D. Presented

10. What is the main idea of paragraph three?

A. Picasso used shades of blue in his paintings.

B. Picasso died in France on 1973.

C. Picasso was taught by his father.

D. Picasso was taught by his father

51

Appendix C

TREATMENT

A. Pengertian Descriptive Text

Descriptive Text adalah salah satu jenis text dalam Bahasa Inggris yang

menggambarkan dengan jelas sifat-sifat yang melekat pada sesuatu, baik itu

manusia, hewan, tumbuhan mau pun benda mati. Tujuan dari teks ini adalah

memberikan informasi dengan jelas mengenai objek yang digambarkan kepada

pembaca.

B. Ciri-ciri Descriptive Text

1. Menggunakan Simple Present Tense

Teks ini menggunakan Simple Present Tense karena kita akan

mendiskripsikan fakta-fakta yang melekat pada suatu objek, dan salah

fungsi dari Simple Present Tense sendiri adalah untuk menunjukkan suatu

fakta atau kebenaran.

Misalkan kamu ingin mendeskripsikan mengenai tempat tidur

kamu, kamu bisa menggunakan kalimat:The color of my bedroom is blue.

2. Menggunakan banyak kata sifat (adjective).

Karena fungsi dari teks ini adalah untuk memberikan informasi

dengan menggambarkan suatu objek yang dideskripsikan, maka dalam

Descriptive Text akan banyak dijumpai kata sifat (adjective).

Contohnya adalah big, small, colorful, dan lain sebagainya.

3. Menggunakan kata kerja penghubung (relating verb).

52

Relating verb adalah kata kerja yang memberikan penjelasan

kepada kata benda yang menjadi subjek dari suatu kalimat.

Contohnya: is, have, seem, appear, dan kata kerja lainnya.

C. Generic Structure of Descriptive Text

1. Identification

Bagian ini, terletak pada paragraf pertama, tujuannya adalah untuk

mengidentifikasi suatu objek yang ingin dideskripsikan. Indentification

berfungsi untuk memperkenalkan kepada pembaca tentang objek yang

akan kita jelaskan, sebelum kita memberitahu tentang lebih rinci mengenai

objek tersebut pada paragraf selanjutnya.

2. Description

Bagian ini, terletak pada paragraf kedua dan seterusnya, berisi

tentang sifat-sifat yang melekat pada sesuatu yang sudah kamu kenalkan

pada pembaca pada paragraf pertama.

Contoh text descriptive :

Kediri is a name of a town. It is situated in a valley between the Kelud

and Willis mountains and inhabited by about 1.3 million people. In the centre

of the town there is a large hill which is called the Dathok Mountain. Because

of the topography of the region, Kediri is called a chilly town by the locals.

There is a big river called Brantas cutting off the centre of the town.

53

Beside the temples, Kediri is also famous for its products like

cigarettes and a special kind of tofu or bean curd. This highly nutritious food

is delicacy of Kediri and has a distinctive taste. The cigarettes factory

dominates the town economy and employs the majority of the women labor

force. Kediri and the cigarettes factory are inseparable and it is considered

the biggest cigarette factory in Indonesia. Most of the local people work in

this factory. Those who do not work here are farmers or traders.

54

Appendix D

The list name of X MIPA 1 students at SMA Negeri 1 Pangkep.

NO NAME CODE

1 Suhani S – 1

2 Annisa Safiqha Aulia S – 2

3 Nur Istiqamah S – 3

4 Aluna Putri Sagina S – 4

5 Aluna Putri Sagita S – 5

6 Nur Halisa Aprilianti S – 6

7 Maudy Aprilia Ahmad S – 7

8 Naya Suraiyah S – 8

9 Lutfiah S – 9

10 Rahmawati Nandar S - 10

11 Hasmaul Husna S – 11

12 Alysyah Syahrawani T.A S – 12

13 Fitrah Asy Syaumi Ramadani S – 13

14 Alysa Fitra Yuni S – 14

15 St. Marwah S – 15

16 Rianita Putri Puspita S – 16

17 Abdi Januar Burhanuddin S – 17

18 Ahmad Aqiil Farras S – 18

19 Fatima Azzahra Sofyan S – 19

20 Auli Inda Marisa S – 20

21 Nailah Azizah Seroh S – 21

22 Sri Ratnasari.H S - 22

55

Appendix E

Data Analysis of Students’ Score Pre-Test and Post-Test

Note : Preliteral : Pre-Test Of Main Idea

Postliteral : Post-Test Of Main Idea

Preinter : Pre-Test Of Conclusion

Postinter : Post-Test Of Conclusion

NO SAMPEL Pre-Literal Post-Literal Pre-inter Post-inter

1 S – 1 60 80 80 80

2 S – 2 100 100 40 80

3 S – 3 20 80 20 80

4 S – 4 40 80 60 80

5 S – 5 40 60 60 80

6 S – 6 100 100 80 100

7 S – 7 60 80 80 80

8 S – 8 40 80 60 80

9 S – 9 00 60 20 60

10 S – 10 100 100 60 80

11 S – 11 20 60 40 60

12 S – 12 60 80 40 60

13 S – 13 40 80 20 60

14 S – 14 80 100 60 80

15 S – 15 60 80 100 100

16 S – 16 60 80 80 80

17 S – 17 80 100 80 100

18 S – 18 100 100 80 80

19 S - 19 20 60 80 80

20 S – 20 40 60 100 100

21 S – 21 40 60 80 80

22 S - 22 100 100 80 80

56

Appendix F

Students’ Score in Literal Comprehension in Pre – Test

N Valid 22

Missing 12

Mean 53.6364

Std. Deviation 29.68813

Variance 881.385

Range 90.00

Minimum 10.00

Maximum 100.00

Frequency and Rate Percentage of the Students’ Literal Reading

Comprehension in Pre-Test

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 10.00 2 5.9 9.1 9.1

20.00 3 8.8 13.6 22.7

40.00 6 17.6 27.3 50.0

60.00 5 14.7 22.7 72.7

80.00 2 5.9 9.1 81.8

100.00 4 11.8 18.2 100.0

Total 22 64.7 100.0

Missing System 12 35.3

Total 34 100.0

57

Students’ Score Literal comprehension (main idea) in Post - Test

N Valid 22

Missing 12

Mean 79.0909

Std. Deviation 15.70838

Variance 246.753

Range 40.00

Minimum 60.00

Maximum 100.00

Frequency and Rate Percentage of the Students’ Literal Reading

Comprehension in Post-Test

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 60.00 7 20.6 31.8 31.8

80.00 9 26.5 40.9 72.7

100.00 6 17.6 27.3 100.0

Total 22 64.7 100.0

Missing System 12 35.3

Total 34 100.0

Students’ Score in interpretative reading comprehension in Pre – Test

N Valid 22

Missing 12

Mean 63.6364

Std. Deviation 24.40637

Variance 595.671

Range 80.00

Minimum 20.00

Maximum 100.00

58

Frequency and Rate Percentage of the Students’ Interpretative

Reading comprehension in Pre-Test

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 20.00 3 8.8 13.6 13.6

40.00 3 8.8 13.6 27.3

60.00 5 14.7 22.7 50.0

80.00 9 26.5 40.9 90.9

100.00 2 5.9 9.1 100.0

Total 22 64.7 100.0

Missing System 12 35.3

Total 34 100.0

Students’ Score Interpretative Reading comprehension in Post - Test

N Valid 22

Missing 12

Mean 80.0000

Std. Deviation 12.34427

Variance 152.381

Range 40.00

Minimum 60.00

Maximum 100.00

Frequency and Rate Percentage of the Students’ Interpretative

Reading comprehension in Post-Test

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 60.00 4 11.8 18.2 18.2

80.00 14 41.2 63.6 81.8

100.00 4 11.8 18.2 100.0

Total 22 64.7 100.0

Missing System 12 35.3

Total 34 100.0

59

Appendix G

The Improvement of Students in Reading Comprehension

1. Improvement students’ in Literal Comprehension (Main idea)

% = 𝑋2 − 𝑋1

𝑋1× 100

% = 79.09 − 53.63

53.63× 100

% = 25.46

53.63× 100

% = 0.4747 × 100

% = 47.47

The students’ improvement= 47.47%

2. Improvement Students’ In Interpretative Comprehension (Understanding

Vocabulary)

% = 𝑋2 − 𝑋1

𝑋1× 100

% = 80.00 − 63.63

63.63× 100

% = 16,37

63.63× 100

% = 0.2572 × 100

% = 25.72

The students’ improvement= 25.72%

60

Appendix H

T-TEST ANALYSIS

Paired Samples Statistics

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 preliteral 53.6364 22 29.68813 6.32953

postliteral 79.0909 22 15.70838 3.34904

Pair 2 preinterpre 63.6364 22 24.40637 5.20346

postinterpre 80.0000 22 12.34427 2.63181

Paired Samples Correlations

N

Correlatio

n Sig.

Pair 1 preliteral&postliteral 22 .886 .000

Pair 2 preinterpre&postinterpre 22 .759 .000

T-Test calculation/value

Paired Differences

t df

Sig.

(2-

tailed) Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 preliteral -

postliteral -25.45455 17.38288 3.70604 -33.16168 -17.74741 -6.868 21 .000

Pair 2 preinterpre -

postinterpre -16.36364 17.05606 3.63636 -23.92587 -8.80140 -4.500 21 .000

61

Appendix I

Distribution of T-table

Pr 0.25 0.10 0.05 0.025 0.01

Df 0.50 0.20 0.10 0.050 0.02

1 1.00000 3.07768 6.31375 12.70620 31.82052

2 0.81650 1.88562 2.91999 4.30265 6.96456

3 0.76489 1.63774 2.35336 3.18245 4.54070

4 0.74070 1.53321 2.13185 2.77645 3.74695

5 0.72669 1.47588 2.01505 2.57058 3.36493

6 0.71756 1.43976 1.94318 2.44691 3.14267

7 0.71114 1.41492 1.89458 2.36462 2.99795

8 0.70639 1.39682 1.85955 2.30600 2.89646

9 0.70272 1.38303 1.83311 2.26216 2.82144

10 0.69981 1.37218 1.81246 2.22814 2.76377

11 0.69745 1.36343 1.79588 2.20099 2.71808

12 0.69548 1.35622 1.78229 2.17881 2.68100

13 0.69383 1.35017 1.77093 2.16037 2.65031

14 0.69242 1.34503 1.76131 2.14479 2.62449

15 0.69120 1.34061 1.75305 2.13145 2.60248

16 0.69013 1.33676 1.74588 2.11991 2.58349

17 0.68920 1.33338 1.73961 2.10982 2.56693

18 0.68836 1.33039 1.73406 2.10092 2.55238

19 0.68762 1.32773 1.72913 2.09302 2.53948

20 0.68695 1.32534 1.72472 2.08596 2.52798

21 0.68635 1.32319 1.72074 2.07961 2.51765

22 0.68581 1.32124 1.71714 2.07387 2.50832

23 0.68531 1.31946 1.71387 2.06866 2.49987

24 0.68485 1.31784 1.71088 2.06390 2.49216

25 0.68443 1.31635 1.70814 2.05954 2.48511

26 0.68404 1.31497 1.70562 2.05553 2.47863

27 0.68368 1.31370 1.70329 2.05183 2.47266

28 0.68335 1.31253 1.70113 2.04841 2.46714

29 0.68304 1.31143 1.69913 2.04523 2.46202

30 0.68276 1.31042 1.69726 2.04227 2.45726

31 0.68249 1.30946 1.69552 2.03951 2.45282

32 0.68223 1.30857 1.69389 2.03693 2.44868

33 0.68200 1.30774 1.69236 2.03452 2.44479

34 0.68177 1.30695 1.69092 2.03224 2.44115

62

Appendix J

RENCANA PELAKSANAAN PEMBELAJARAN MODA DARING

(RPP)

SEKOLAH : SMA NEGERI 1 PANGKEP

MATA PELAJARAN : BAHASA INGGRIS

KELAS/SEMESTER : X / GANJIL

MATERI POKOK : Describing A Tourism

Destination And Historical Place

ALOKASI WAKTU : 3 X 45 MENIT (3x Pertemuan)

A. KOMPETENSI INTI

1. Menghargai dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli

(gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif,

dan pro-aktif melalui keteladanan, pemberian nasehat, penguatan,

pembiasaan, dan pengkondisian secara berkesinambungan serta

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan

dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta

dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan

faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis,

spesifik, detil, dan kompleks dalam ilmu pengetahuan, teknologi, seni,

budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian pada

bidang kerja yang spesifik untuk memecahkan masalah.

4. Menunjukkan keterampilan menalar, mengolah, dan menyaji secara:

efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan

solutif.

B. KOMPETENSI DASAR (KD) DAN INDIKATOR PENCAPAIAN

KOMPETENSI (IPK)

KOMPETENSI DASAR INDIKATOR PENCAPAIAN

KOMPETENSI

63

3.4 Membedakan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks deskriptif lisan dan tulis

dengan memberi dan meminta

informasi terkait tempat wisata dan

bangunan bersejarah terkenal, pendek

dan sederhana, sesuai dengan konteks

penggunaannya.

3.4.1 Mengidentifikasi fungsi sosial ,

struktur teks, dan unsur kebahasaan pada

teks deskriptif sederhana tentang tempat

wisata

3.4.2 Merespon makna dalam teks

deskriptif, lisan dan tulis, sederhana tentang

tempat wisata

4.4 Membedakan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks deskriptif lisan dan tulis

dengan memberi dan meminta

informasi terkait tempat wisata dan

bangunan bersejarah terkenal, pendek

dan sederhana, sesuai dengan konteks

penggunaannya.

4.4.1 Merespon makna dalam teks

deskriptif,lisan dan tulis sederhana tentang

tempat wisata.

C. TUJUAN PEMBELAJARAN

1. Pesserta didik dapat membedakan fungsi sosial, struktur trxt, dan unsur

kebahasaan beberapa teks descriptive lisan dan tulis dengan memberi dan

meminta informasi terkait tempat wisata pendek sederhana.

2. Peserta didik dapat menjawab soal mengenai text descriptive pendek dan

sederhana terkait tempat wisata.

D. MATERI PEMBELAJARAN

Teks lisan dan tulisan mengenai descriptive text

Fungsi Sosial

Struktur Teks

- Identifikasi

- Sifat (ukuran,warna,jauh,bentuk,dsb)

- Fungsi,manfaat

Unsur kebahasaan

- Unsur Kebahasaan simple present tense.

- Nomina singular dan plural secara tepat, dengan atau tanpa a,

the, this, those, my, their.

E. PENDEKATAN DAN MODEL PEMBELAJARAN

1. Pendekatan : Scientific Learning

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2. Model Pembelajaran : Discovery Learning

F. MEDIA DAN BAHAN

Laptop, Smarthphone, Internet, Google Form, Google Meet, Quizizz

Application

G. SUMBER BELAJAR

Buku paket bahasa inggris kelas X, Internet, Quizizz Application

H. LANGKAH-LANGKAH PEMBELAJARAN

1. PERTEMUAN 1 Aktivitas

pembelajaran

Kegiatan Pendahuluan Asinkronous

- Melalui WAG, guru bersama siswa saling memberi dan menjawab

salam serta menyampaikan kabarnya masing-masing.

- Melalui WAG, mengecek kehadiran siswa dengan melakukan presensi

oleh guru yang dilanjutkan dengan bedo’a.

- Melalui WAG, siswa dan guru bertanya jawab tentang Applikasi

Quizizz dan decriptive text.

Penyampaian tujuan dan motivasi siswa

Melalui WAG, siswa Menyimak penjelasan guru tentang semua kegiatan

yang aka dilakukan dan tujuan belajar serta motivasi yang disampaikan guru

di whatsapp group (4C communication)

Kegiatan inti Asinkronous

Sintak Model

Pembelajaran

Kegiatan Pembelajaran

Stimulation Melalui WAG, guru memberikan suatu applikasi

yaitu Quizizz Application dan menanyakan tentang

applikasi tersebut

Melalui WAG siswa diberi motivasi dan panduan

untuk melihat, mengamati, membaca dan

mengaplikasikannya kembali (kegiatan literasi)

Problem

Statement

Melalui WAG, guru memberikan kesempatan untuk

mengidentifikasi hal yang belum dipahami mengenai

desciptive text dalam aplikasi quizizz application(Critical

Thingking)

Data

collection

Menanya

Melalui WAG, guru mengajukan siswa untuk mengajukan

pertanyaan terkait hal-hal yang diamati dari Quizizz

Application(Critikal Thingking)

Data

processing

Mengumpulkan informasi

Didalam WAG, siswa bersama sama dengan guru

mendiskusikan, mengumpulkan informasi, saling tukar

informasi terkait topik dari decriptive text didalam Quizizz

Application dari nberbagai

sumber(communication,collaboration, creating-4C)

Mengasosiasikan

65

Siswa mengerjakan soal sebagai pre-test melalui

goggle form

Generalization Melalui WAG guru dan siswa membuat kesimpulan tentang

hal-hal yang telah di pelajari terkait materi decriptive text

didalam Quizizz Application(Creativity)

Kegiatan Penutup Asinkronous

Melalui WAG, Guru dan Siswa membuat kesimpulan tentang hal-hal yang

telah dipelajari terkait materi descriptive text di dalam Quizizz Application

(Creativity)

2. PERTEMUAN 2 Aktivitas

pembelajaran

Kegiatan Pendahuluan Asinkronous

- Melalui WAG, guru bersama siswa saling memberi dan menjawab

salam serta menyampaikan kabarnya masing-masing.

- Melalui WAG, mengecek kehadiran siswa dengan melakukan presensi

oleh guru yang dilanjutkan dengan bedo’a.

- Melalui WAG, siswa dan guru bertanya jawab tentang materi

decriptive text.

Penyampaian tujuan dan motivasi siswa

Melalui WAG, siswa Menyimak penjelasan guru tentang semua kegiatan

yang aka dilakukan dan tujuan belajar serta motivasi yang disampaikan guru

di whatsapp group (4C communication)

Kegiatan inti Asinkronous

Sintak Model

Pembelajaran

Kegiatan Pembelajaran

Stimulation Melalui WAG, guru memberikan materi tentang

descriptive text dan menanyakan tentang

descriptive text serta penggunaannya tersebut

Melalui WAG siswa diberi motivasi dan panduan

untuk melihat, mengamati, membaca dan membuat

kembali (kegiatan literasi)

Problem

Statement

Melalui WAG, guru memberikan kesempatan untuk

mengidentifikasi hal yang belum dipahami mengenai

desciptive text (Critical Thingking)

Data

collection

Menanya

Melalui WAG, guru mengajukan siswa untuk mengajukan

pertanyaan terkait hal-hal yang diamati dari Materi

descriptive text (Critikal Thingking)

Data

processing

Mengumpulkan informasi

Didalam WAG, siswa bersama sama dengan guru

mendiskusikan, mengumpulkan informasi, saling tukar

informasi terkait topik dari decriptive text dari berbagai

sumber(communication,collaboration, creating-4C)

Mengasosiasikan

Siswa memperhatikan dan menyimak materi

descriptive text didalam quizizz application

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Generalization Melalui WAG guru dan siswa membuat kesimpulan tentang

hal-hal yang telah di pelajari terkait materi decriptive text

didalam Quizizz Application(Creativity)

Kegiatan Penutup Asinkronous

Melalui WAG, Guru dan Siswa membuat kesimpulan tentang hal-hal yang

telah dipelajari terkait materi descriptive text di dalam Quizizz Application

(Creativity)

3. PERTEMUAN 3 Aktivitas

pembelajaran

Kegiatan Pendahuluan Asinkronous

- Melalui WAG, guru bersama siswa saling memberi dan menjawab

salam serta menyampaikan kabarnya masing-masing.

- Melalui WAG, mengecek kehadiran siswa dengan melakukan presensi

oleh guru yang dilanjutkan dengan bedo’a.

- Melalui WAG, siswa dan guru bertanya jawab tentang decriptive text

dan contohnya.

Penyampaian tujuan dan motivasi siswa

Melalui WAG, siswa Menyimak penjelasan guru tentang semua kegiatan

yang aka dilakukan dan tujuan belajar serta motivasi yang disampaikan guru

di whatsapp group (4C communication)

Kegiatan inti Asinkronous

Sintak Model

Pembelajaran

Kegiatan Pembelajaran

Stimulation Melalui WAG, guru memberikan suatu applikasi

yaitu Quizizz Application dan menanyakan tentang

applikasi tersebut

Melalui WAG siswa diberi motivasi dan panduan

untuk melihat, mengamati, membaca dan membuat

kembali (kegiatan literasi)

Problem

Statement

Melalui WAG, guru memberikan kesempatan untuk

mengidentifikasi hal yang belum dipahami mengenai contoh

desciptive text dalam aplikasi quizizz application(Critical

Thingking)

Data

collection

Menanya

Melalui WAG, guru menyuruh siswa untuk mengajukan

pertanyaan terkait hal-hal yang diamati dari Quizizz

Application(Critikal Thingking)

Data

processing

Mengumpulkan informasi

Didalam WAG, siswa bersama sama dengan guru

mendiskusikan, mengumpulkan informasi, saling tukar

informasi terkait topik dari contoh decriptive text didalam

Quizizz Application dari nberbagai

sumber(communication,collaboration, creating-4C)

Mengasosiasikan

Siswa mengerjakan soal sebagai post-test melalui

Quizizz Application

67

Generalization Melalui WAG guru dan siswa membuat kesimpulan tentang

hal-hal yang telah di pelajari terkait materi decriptive text

dan contohnya didalam Quizizz Application(Creativity)

Kegiatan Penutup Asinkronous

Melalui WAG, Guru dan Siswa membuat kesimpulan tentang hal-hal yang

telah dipelajari terkait materi descriptive text di dalam Quizizz Application

(Creativity)

I. TEKNIK PENILAIAN

1. Teknik : Pre-Test& Post-Test

2. Bentuk : Menggukann Aplikasi Google form & Quizizz

3. Instrumen : Pilihan Ganda

4. Pedoman penilaian :

Scoring the students’ correct answer Pre-test and Post-test

Students’ Score = The number of students’ correct answer X 100

Total number of items

Pangkaje’ne, Oktober 2020

Kepala Sekolah Mahasiswa

Drs. H. Nurdin Abu, M.Si. Magfiratul Jannah Rasyid

NIP. 19620426 199003 1 006 NIM.10535 1107916

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Appendix K (Documentation Screen shoot)

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Appendix L (Turnitin Certifcate)

70

Appendix M

a. Research permit (LP3M Unismuh Makassar)

71

b. Research permit (UPT P2T BKPMD Prov. Sul-Sel)

72

Appendix M (Surat Keterangan selesai meneliti)

73

Appendix O (Research Control Card)

74

CURRICULUM VITAE

Magfiratul Jannah Rasyid, was born in Pangkaje’ne, Regency

of Pangkep, South Sulawesi on April, 24th 1998. She is a child

of Abdul Rasyid and Nurhayati.HS. Then She is a student of

English Department in Muhammadiyah University of

Makassar.

She studied at SDN 3 Jagong, Pangkep Regency in 2010. Then she continued her

study in SMP Negeri 1 Pangkaje’ne, Pangkep and finished in 2013. She contiuned

her study in SMA Negeri 13 Pangkep. Furthermore she finished in 2013 and was

accepted in Muhammadiyah University of Makassar as a students of English

Departement.

During the study in Muhammadiyah University of Makassar she joined Ikatan

Pemuda Pelajar Mahasiswa Pangkep (IPPM Pangkep) 2016 until now.