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THE USE OF “PORPE STRATEGY” IN TEACHING ENGLISH AT SMAN 1 TAKALAR
(A-Quasi Experimental Research at the First Grade Students of SMAN 1 Takalar)
A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fulfillment of Requirement for the Degree of Education in English Department
Lisa Erlisa 10535639715
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
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Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkp.unismuh.ac.id
SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini:
Nama : Lisa Erlisa
NIM : 10535 6397 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Use of “PORPE Strategy” in Teaching English at SMAN
1 Takalar
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain atau pun dibuatkan oleh siapa pun.
Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020 Yang Membuat Pernyataan
Lisa Erlisa
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
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Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkp.unismuh.ac.id
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : Lisa Erlisa
NIM : 10535 6397 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
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, 2020
Yang Membuat Perjanjian
Lisa Erlisa
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ABSTRACT
Lisa Erlisa, 2019. The Use of “PORPE Strategy” in Teaching English at SMAN 1
Takalar (A-Quasi Experimental Research at the first Grade Students of SMAN 1 Takalar). Thesis of English Department. The Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Supervised by Hj. Andi Tenri Ampa and Amar Ma’ruf.
This research aimed to find out: (1) the improvement of students’ reading
comprehension through the use of PORPE strategy (2) the improvement of students’ listening comprehension through the use of PORPE strategy (3) The significant difference between the improvement of students’ reading
comprehension and listening comprehension taught by using PORPE strategy and group discussion.
This research used quasi-experimental design because it was comparable to collect the data from the students’ reading comprehension and listening
comprehension, and gave pre-test and post-test to collecting the data. The instrument that used in this research were reading test and listening test. The sample of this research was class X IPS 1 and X IPS 2 of SMAN 1 Takalar which consist of 60 students. The sample was taken by using purposive sampling technique.
Based on the findings, it was found that the students’ reading
comprehension was improve where the pre-test t-value (0.070) < t-table (2.918) and p-value (0.944) > α (0.05) and the post-test t-value (6.323) > t-table (2.918) and p-value (0.000) < α (0.05). And the students’ listening comprehension was
also improve where the pre-test t-value (0.637) < t-table (2.918) and p-value (0.527) > α (0.05) and the post-test t-value (3.068) > t-table (2.918) and p-value (0.003) < α (0.05). It can be concluded that the students’ reading comprehension
and listening comprehension was improve significantly through the use of PORPE strategy. Keywords: PORPE strategy, Reading and Listening
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ABSTRAK
Lisa Erlisa, 2019. Penggunaan “Strategi PORPE” dalam pengajaran bahasa
Inggris di SMAN 1 Takalar (Penelitian Quasi Eksperimental pada Siswa Tingkat pertama SMAN 1 Takalar). Tesis Jurusan Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Hj. Andi Tenri Ampa and Amar Ma’ruf. Penelitian ini bertujuan untuk menemukan: (1) peningkatan pemahaman membaca siswa melalui penggunaan strategi PORPE (2) peningkatan pemahaman mendengarkan siswa melauli penggunaan strategi PORPE (3) Perbedaan signifikan antara peningkatan pemahaman membaca dan pemahaman mendengarkan siswa yang diajar menggunakan strategi PORPE dan grup diskusi.
Penelitian ini menggunakan desain quasi-experimental karena sebanding untuk mengumpulkan data dari pemahaman membaca dan mendengarkan siswa, dan memberikan tes awal dan tes akhir untuk mengumpulkan data. Instrumen yang digunakan adalah tes membaca dan tes mendengarkan. Sampel penelitian ini adalah kelas X IPS 1 dan X IPS 2 di SMAN 1 Takalar yang terdiri dari 60 orang siswa. Sampel diambil menggunakan teknik purposive sampling.
Berdasarkan temuan, ditemukan bahwa skor siswa dalam memahami makna dari teks bacaan meningkat dimana pre-test t-value (0.070) < t-table (2.918) dan p-value (0.944) > α(0.05) dan post-test t-value (6.323) > t-table (2.918) dan p-value (0.000) < α (0.05). Dan skor siswa dalam memahami makna
dari teks lisan juga meningkat dimana pre-test t-value (0.637) < t-table (2.918) dan p-value (0.527) > α(0.05) dan post-test t-value (3.068) > t-table (2.918) dan p-value (0.003) < α(0.05). Dapat disimpulkan bahwa peningkatan siswa dalam
memahami makna dari sebuah teks bacaan meningkat secara signifikan dan peningkatan siswa dalam memahami makna dari sebuah teks lisan meningkat secara signifikan dengan menggunakan strategy PORPE. Kata kunci: Strategi PORPE, membaca dan mendengarkan
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MOTTO “Don’t worry! Everything is gonna be
okay.”
I honestly truly completely dedicated this thesis especially to my beloved parents (Hasan Sukki and Siti Jamilah)
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ACKNOWLEDGMENT
Alhamdulillahirabbil’aalamiin, in the name of Allah, the Most Gracious, the
Most Merciful and the Almighty who never stop blessing me so that I could finish
this proposal. Shalawat is also delivered to our prophet Muhammad SAW who
has brought us from the darkness to the brightness and read the truth to the human
being.
In accomplishing the study, I realised that I never finish this thesis without
help from the other people around me. Therefore, I would like to express my
gratitude and appreciation to:
1. Dr.H.Abdul Rahman Rahim,S.E.,M.M., The Rector of the Muhammadiyah
University of Makassar.
2. Erwin Akib, M.Pd, Ph.D., The Dean of Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar
3. Ummi Khaerati Syam, S.Pd., M.Pd., The Head of English Education
Department of FKIP Muhammadiyah University of Makassar and also to the
all lecturers who have taught me during the years of my study.
4. My high appreciation and much thankful to my first consultant, Dr Hj. Andi
Tenri Ampa and my second consultant, Amar Ma’ruf, M.Hum., Ph.D. for their
valuable time, knowledge, and guidance with all their patience and wisdom
during the process of accomplishing this thesis.
5. My beloved parents, Hasan Sukki and Siti Jamilah, who always pray for me
every single time, never stop to motivate and support me to finish my study.
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6. My beloved Brothers and Sisters, Kak Putra, Kak Udin, Kak Ato, Kak Ari, Kak
Lina, Kak Wana, Kak Rini and Kak Uni for giving me more strength and
sharing the same struggle in our different life.
7. All of my best teachers and lecturers that have taught me patiently and
sincerely since the first years of elementary school till the end of my study in
the university.
8. My beloved friends, Sri Hartina Alwi, Ince Ayu Afriani Rizal, Nurwajida,
Aisyah Saqinah, and Wa Ode Nur Uci Cahyani for always be there when I
need and giving me strength and support to finish my thesis.
9. My close friends, Herliza Miftachul Jannah Mangun Lestari, Sri Anggi Pradita,
Dian Ekawati, and Fifi Elvira for anything we shared during the college. I
really thankful to meet all of you.
10. All of my friends in E (Edelweiss) Class 2015 that I can not mention one by
one, thanks for all of we share in four years.
11. And the last thankful for Imam Fadhli as my partner in all situation, for
giving me strenght, support, and cheer me up in every single day.
May Allah the Almighty bless them all. Moreover, the researcher also
realised that this paper is far from perfection. It is a pleasure to get critiques and
suggestions to make this paper better.
The Researcher
Lisa Erlisa
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TABLE OF CONTENTS
TITLE PAGE .......................................................................................................... i LEMBAR PENGESAHAN .................................................................................... ii APPROVAL SHEET .............................................................................................. iii COUNSHELLING SHEET .................................................................................... iv SURAT PERNYATAAN ......................................................................................... vi SURAT PERJANJIAN ............................................................................................ vii ABSTRACT .............................................................................................................. viii ABSTRAK ................................................................................................................ ix MOTTO .................................................................................................................... x ACKNOWLEDGMENT.......................................................................................... xi TABLE OF CONTENTS ........................................................................................ xiii LIST OF TABLES ................................................................................................... xv LIST OF FIGURE.................................................................................................... xvi LIST OF APPENDICES.......................................................................................... xvii CHAPTER I INTRODUCTION
A. Background ................................................................................... 1 B. Problem Statement ......................................................................... 3 C. Objective of the Research .............................................................. 3 D. Significance of the Research.......................................................... 4 E. Scope of the Research ................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. PORPE Strategy ............................................................................. 5
1. Steps of PORPE Strategy .......................................................... 7 2. The Advantages of PORPE Strategy ........................................ 9
B. Reading Skill ................................................................................. 10 1. Types of Rading ........................................................................ 11 2. Purpose of Reading ................................................................... 15
C. Listening Skill ............................................................................... 16 1. Types of Listening .................................................................... 17 2. The Parts of Listening ............................................................... 18 3. The Principles of Listening ....................................................... 19
D. Conceptual Framework .................................................................. 21
CHAPTER III RESEARCH METHOD A. Research Design ............................................................................ 22 B. Population and Sample .................................................................. 25 C. Variables and Indicators ................................................................ 26 D. Hyphotesis ..................................................................................... 26
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E. Research Instrument ...................................................................... 27 F. Procedure of Data Collection ......................................................... 27 G. Technique of Data Analysis ........................................................... 27
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ......................................................................................... 29 B. Discussion ...................................................................................... 38
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ..................................................................................... 47 B. Suggestion ...................................................................................... 48
BIBLIOGRAPHY APPENDICES CURRICULUM VITAE
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LIST OF TABLE
Page 3.1 : Research Design ...................................................................................... 22
3.2 : The Population of the Research .............................................................. 25
4.1 : The improvement of students’ reading comprehension in experimental
class and control class ............................................................................. 29
4.2 : The mean score and standart deviation of the students pre-test and post-
test in comprehending the main idea ...................................................... 30
4.3 : The mean score and standart deviation of the students pre-test and post-
test comprehending the specific information .......................................... 31
4.4 : The mean score and standart deviation of the students pre-test and post-
test comprehending the reference ........................................................... 31
4.5 : The improvement of students’ listening comprehension in experimental
class and control class ............................................................................. 32
4.6 : The mean score and standart deviation of the students pre-test and post-
test comprehending the main idea........................................................... 33
4.7 : The mean score and standart deviation of the students pre-test and post-
test comprehending the specific information .......................................... 34
4.8 : The mean score and standart deviation of the students pre-test and post-
test comprehending the reference ........................................................... 34
4.9 : The probability value of t-test reading comprehension in experimental
class and control class ............................................................................. 36
4.10 : The probability value of t-test listening comprehension in experimental
class and control class........................................................................... 37
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LIST OF FIGURE
Page 2.1 : Conceptual Framework .........................................................................21
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LIST OF APPENDICES
Appendix 1: Lesson Plan for Experimental Class
Appendix 2: Lesson Plan for Control Class
Appendix 3: Pre-test and post-test
Appendix 4: List of Students’ Score
Appendix 5: Normality and T-test
Appendix 6: Documentation
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CHAPTER I
INTRODUCTION
A. Background
Teaching English as a foreign language involves being able to convey
the English language in an articulate and interesting manner for the students.
The students are encouraged to improve their English skill. In teaching
English, the skills are divided into two types. They are productive skills and
receptive skills. According to Harmer (2007:265), productive skills is the
term for speaking and writing skill where the students have to produce
language by their selve. While, receptive skills is a term used for reading and
listening skill where the students read and listen to the something to get the
meaning or gain the information from written text or spoken language.
In the context of teaching English, reading and listening are very
important to be taught for the students at Senior High School. Because the
students are encouraged to understand or comprehend what they have read
and listened to get the information that is delivered using English which is not
their own language. On the other hand, specially for reading. It is taught by
the teacher at most in the class since the students mostly deal with the text
when they pass national exam. According to Brown (2001) states that reading
is comprehending. It means that students do the reading activity to get the
meaning or information from the text. While listening is also important to be
taught for the students. According to Nunan (2003:26) listening skill is one of
the most important skills to understand the spoken language. It means that the
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students have to master the listening skill because it is the essential part of
communication, they have to comprehend what the speaker said to get the
meaning or information.
Halim (1987:2) states that most students encounter the problem in
learning English. The problems are the students get bored and difficult in
learning English. The factor of the students get bored and difficult in learning
English because they consider that English is difficult and not as their own
language. Specially in reading, the students are bored to read the text because
it is not interesting and students don’t know the structure of sentence and
many vocabularies that they don’t know the meaning and it makes the
students get difficult to comprehend the text. And, it is almost same in
listening. The students get difficult because they are rarely do the listening
activity and they are lack of vocabulary, so they need to know some strategies
to solve the problems. Thats’s why the teacher have to choose the suitable
strategy that can solve the students’ problem in learning English.
The strategy that would be used by the researcher was PORPE (Predict,
Organize, Rehearse, Practice, and Evaluate) Strategy. This strategy was
introduced by Simpson that is designed to help the students become actively
in learning process and comprehend the text by doing the consecutive steps.
And the researcher will do the research in SMAN 1 Takalar because of the
observation that had done by the researcher showed that the students’ interest
in reading and lstening was very low, they still had difficulties in
comprehending the meaning of the text and they were passive during the
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teaching and learning proces. That’s why the researcher chose the PORPE
Strategy because it can help the students become active and also gave the
students become easy to understand the text.
Based on the explanation above, the researcher was interested to
conduct a research under the title “The Use of “PORPE Strategy” in Teaching
English at SMAN 1 Takalar”
B. Problem Statement
Based on the background above, the research question is formulated as
follows:
1. How is the improvement of students’ reading comprehension through the
use of PORPE strategy?
2. How is the improvement of students’ listening comprehension through
the use of PORPE strategy?
3. Is there any significant difference between the improvement of students’
reading comprehension and listening comprehension taught by using
PORPE strategy and group discussion?
C. Objective of the Study
Relating to the problem statement above, the researcher states the
objectives of research are to find out:
1. The improvement of students’ reading comprehension through the use of
PORPE strategy.
2. The improvement of students’ listening comprehension through the use
of PORPE strategy.
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3. The significant difference between the improvement of students’ reading
comprehension and listening comprehension taught by using PORPE
strategy and group discussion.
D. Significance of the Research
The result of this research is expected to be useful for the students and
teachers. The students are expected to become actively in learning process.
And for the teachers, the result of this research is as information about the
strategy that can be used in teaching English.
E. Scope of the Research
This research is focused on the use PORPE Strategy in teaching English
to improve the students’ reading and listening skill in comprehending the
meaning of the text. It will be focused on the main idea, specific information,
and reference.
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CHAPTER II
REVIEW RELATED LITERATURE
A. PORPE Strategy
PORPE is the strategy that is effective in teaching reading
comprehension. It can make the students become active in learning to get a
knowledge. It is also one of the most basic ways to facilitate students to get
understanding and comprehending in reading activity. According to Simpson
(1986) in Pajriah’s journal, PORPE is study to assist students in learning
content material. Help the students in the process of constructing the meaning
and build their knowledge.
Mahendrayana (2016) found that the PORPE strategy improved the
learning process of reading, which is where the students become more active
and enthusiastic in participating in learning reading. Furthermore, Wong
(2004) in Huzil’s journal states that PORPE is a strategy was designed to help
students when required to take essay examinations. It means the strategy will
be useful for the students in doing essay which consist of text. The text in
essay examination is usually long and difficult to interpret.
Vaughn (2007) in Dewi’s jourmal define that PORPE is an effective
strategy to lead student extracting passage, code, or symbol into a
comprehending meaning. In brief, they will lead the students get the
comprehension meaning from what they read from the text. It means that
students can comprehend the text because they do the consecutive steps of
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PORPE strategy by doing a brainstorming to get the key ideas in every
passage and they will make the correlation of them t get the point.
According to Sejnest (2010), PORPE is a comprehensive strategy system
for studying and learning content areas. In this strategy students encourage to
be active readers who can identify the information for a series written passage
into a good comprehension. In brief, thisstrategy makes students active and
have motivation in reading activity. Huzil (2010) found that PORPE strategy
is effective in teaching reading process. It made the students become active in
learning to get knowledge into application especially reading. PORPE is also
one of the most basic ways to facilitate students to get understanding and
comprehending in reading activity.
Dewi (2013) found that using PORPE strategy significantly affected the
students’ reading comprehension. The analysis showed that the scores of the
students in the experimental group were significantly higher than the scores
of the students in the control group at the level of significance 0.05 with the
degree of freedom (df) 58 , t-observed value 2.8 > t-table value 2.00.
Martasari (2018) found that the students’ averagescore in experiment
classwas higher thanthecontrol class. The averagescoreof experiment class
was 85,52, and the average score of control class was 83,47. Then, based on
the result of hypothesis test, the researcher found that the value of Sig (2
tailed) was 0,135whereas > 0,05. Based on this finding, Ho isrejected and H
isaccepted. It can be concluded that there is a significant effect of Predict,
Organize, Rehearse, Practice, Evaluate (PORPE) strategy toward students’
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reading comprehension at the twelfth grade of SMAN 18 Merangin academic
year 2018/2019.
Based on the explanation above, there is the similiarity of the strategy
that used by the previous researchers that is PORPE Strategy. And the
difference is the researcher use that strategy for two skills that are reading and
listening while the previous researchers used it for just one skill that is
reading. The researcher chose two skill (reading and listening) because of the
curriculum that is used at that school is curriculum 2013. In curriculum 2013
the skills in English have been integrated. So, in teaching English there are
more than one skill are taught in every lesson.
1. Steps in PORPE Strategy
According to Simpson (1986) there are five steps that are applied in
teaching using PORPE strategy. The five steps are predict, organize,
rehearse, practice, and evaluate. Here are the explanation of each step:
a. Predict
In this step, the students predict the text by brainstorming activity.
The teacher asks the students to predict what the text might tell about
using text clues such as the title, headings, pictures/diagrams or initial
paragraphs, etc. The brainstorming activity allows the students to tap
into their prior knowledge. The teacher can also guide students in the
prediction step by asking questions like “What do you think this text is
going to be about?” or “What clues from the text helped you make
your prediction?” these questions can encourage the students to be
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aware of their own metacognitive processes. It is clear that the
prediction step has the purpose to activate the students’ prior
knowledge while doing the brainstorming activity.
b. Organize
Organize is the step when the students arranging their brainstorme
ideas in the prediction step into a semantic map. This semantic map
assists the students in organizing their thoughts and searching for the
structure of the text. Klingner and Vaughn (2007) state that semantic
maps are used to help students learn important words and to make
connections with related key words or ideas. Semantic mapping
activity has the purpose to introduce key terms, activate prior
knowledge, and as a pre-assessment. In organize step also, the
students prepare themselves for reading. The teacher also discusses
with students what new ideas they have learned about the topic.
c. Rehearse
In this step, students are verbally answering their self - predicted
essay questions so that the key ideas can become transferred to
working memory.
d. Practice
In this step, the students are asked to write down a passage that is
based on the text that they have read and listen. The students will
write the passage that is contain some ideas that they have found in
the text after do the first step until the third step. The students try to
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build the connections between their existing knowledge and the key
ideas from the text.
e. Evaluate
This is the final step of PORPE. The students are asked to check
the passage that they have write to make it sure that what they have
write can answer their predict questions that they have done at the first
step to facilitate this monitoring and evaluating, the students are
provided a checklist and are asked to read their essays with these six
questions in mind: (a) Did I answer the question directly? (b) Did my
essay have an introductory sentence which restated the essay question
or took a position on the question? (c) Was my essay organized with
major point or ideas which were made obvious to the reader? (d) Did
my essay include relevant details or examples to prove and clarify
each point? (e) Did I use transitions to cue the reader? (f) Did my
essay make sense and show my knowledge of the content?.
2. The Advantage of PORPE Strategy
PORPE Strategy has many advantages for the students and the
teacher in reading process. Here are the advantages:
a. The students become the active readers who can identify the
information for a series written passage into a good comprehension.
b. The students become can be active and have motivation in reading
activity.
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c. The students become easy to answer the question from the reading
text by doing a consecutively steps.
d. The students become easy to write a text by follow the steps of
PORPE.
e. The student enjoy the learning process.
f. The teacher become easy to help the students orginize their ideas
g. The teacher become easy to guide the students in comprehending the
text by using a consecutive steps.
B. Reading Skill
Reading is the most important activity in any class, it is not only a source
of information but also a meaning of consolidating and extending one’s idea
and knowledge of language. According to Hodgson (1960:43) reading is the
process carried out by reader in order to get a message, which will be
conveyed from the author with the intermediary media of words and written
language. If the written and implied message can be understood, then the
process of reading will be carried out properly. In other words, reading is
taking and understanding a meaning and its meaning contained in the written
language. The students also need to understand the patterns or grammar of the
text to make them easy to understand the meaning.
According to Farris (1993:303) reading is the processing of words,
concepts, information, and ideas put forward by the author relating to the
reader’s knowledge and initial experience. Thus, understanding is obtained
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when the reader has prior knowledge or experience with what is contained in
the reading. In other words, reading is the process of recognizing words and
integrating words meaning in sentences and reading structures. So that, the
final result of the reading process is the students are able to make the essence
of the reading.
According to Petty and Jensen (1980) states that reading is a complex
process consists of two stages. The first stage is the stage where the
individual makes a distinction of what he sees, then the individual tries to
recall, analyze, decide, and evaluate what he reads. As a complexprocess,
reading has a high value in one’s self development. In uderstanding a text, the
reader must be able to use information to make conclusion and read with
critically and creatively in order to understand the figurative language, goals
set by the author, evaluate the ideas written by the author and use the ideas in
the right situation. This whole process is a thought process.
From the definitons above, it can be concluded that reading is a process
of understanding and taking the meaning of words, ideas, information that is
given vy the author through a thought process.
1. Types of Reading
Reading, which is one of the four language skills, can be classified into
two types, they are initial reading and reading comprehension (Wilda,
2013:12)
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a. Initial Reading
According to Abdurrahman (2002:201) states that initial reading
is the second stages in reading. This stage is characterized by
mastering the alphabetical code, where the child is limited to reading
letter by letter or reading technically. The point is to emphasize the
process of encoding reading mechanically. Initil reading is a process
of recording and decoding. Through the recording process, the reader
associates the sound pictures and their combinations with the sounds.
With this process, the series of writing that the reader reads
transform into a series of language sounds in meaningful
combinations of words, groups of words, and sentences.
b. Reading Comprehension
Reading comprehension is different from initial reading. In
reading comprehension, the reader tries to take information and
understand the meaning of the text. According to Snow (2002:9)
cited in Yulianti (2014:14) states that reading comprehension is the
process of simultaneously extracting and constructing meaning
through interaction and involvement with written language. It means
that the students must be able to interpret the words, understand the
meaning and the relationships between ideas conveyed in the text.
Another definition comes from Kennedy (1981:192) states that
reading comprehension is a thought process through which the rader
become aware an idea, understand it in terms of their experimental
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background, and interpret it in relation to their own needs and
purpose. It means that students must be able to take the information
based on what they want to know.
Suparman (2012) states that there are several aspects of reading
comprehension should be mastered by the reader to comprehend the
text. They are main idea, specific information, reference, inference,
and vocabulary.
Here are the explanation of each aspect:
1) Main Idea
Main idea is the important information that tells more
about the overall idea of a paragraph or section of a text. it is the
primary point or concept that the author wants to communicate
to the readers about the topic. It covers everything the paragraph
talks about in general way, but does not include the specifics.
Those details will come in later sentences or paragraphs and add
nuance and context; the main idea will need those details to
support its argument.
2) Specific Information
Specific information is additional information that
explains, defines or proves the main idea. It is exampels and
extra information that help you understand the main idea.
Supporting details helps the reader to get a better picture and
more information of the text.
14
3) Reference
Reference words (words that refer back to a previous word
or phrase but without repeating it) are very common many
reading text and can often cause some confusion.
4) Inference
Inference in reading is the ability to understand the
meaning of a passage of text without all the information being
spelled out. Making inference involves using what the readers
know to make a guess about what the reader don’t know or
reading between the lines. Readers who make inferences use the
clues in the text along with their own experiences to help then
figure out what is not directly said, making the text personal and
memorable.
5) Vocabulary
Understanding the vocabulary is important in
comprehending English text. the reader can’t understand the
meaning of the text if they are lack of vocabulary. Vocabulary
helps the readers become easy to understand the text explixit
and implicit. The reader will not get difficulties to find
information in the text. the reader quickly find the meaning of a
series of words or sentences in the text. So that, the reader can
be concluded the content of the text quickly.
15
2. Purpose of Reading
The purpose of reading is the students can be able to understand the
writer’s language. In another words, how the students get the message
from the writer symbols.
According to Tarihoran (2012:6) in Jeni’s journal, there are four
types of purpose of reading, they are:
a. Reading for pleasure
1) To follow a narrative
2) To enjoy the sound and the ryhtme of a literally text
b. Reading for a general impression
1) To gain an idea of the writers view points
2) To decide whether or not to read the text
c. Reading for organizing reading and study
1) To identify the important content of the text
2) To answer a specific question
3) To decide which section of a text to start studying
d. Reading for learning content or procedure
1) To gain an understanding of new concept
2) To learn certain fact from a text
3) To follow instruction
16
C. Listening Skill
Listening skill is one of the most important skill. Because, listening is the
skill to understand the spoken language. It is an essential part of
communication. Listening is an activity with full of attention, comprehension,
appreciation, and interpretation to get the information, the meaningof
communication by the speaker.
According to Nunan (2003:26), listening is a process of decoding the
sounds that are heard from the phonemes to the text completely. Brown
(2001:263) suggests that learning to listen really means learning to respond
and continue responding to listening as a chain. Listening skill means the skill
of listening in order to understand the meaning of what the speaker said.
Moreover, listening is the key to all effective communication. It means that a
good listening is very important to avoid the misunderstood.
Listening comprehension refers to the understanding of the implications
and explicit meanings of words and sentences of spoken language. Listening
comprehension is more than just hearing what is said, it is the ability to
understand the meaning of the words they hear and to relate to them in some
ways. When the students hear a story, for instance, good listening
comprehension enables them to understand it. Remember it, discuss it, and
even retell it in their own words.
17
1. Types of Listening
Listening is the process of receiving and constructing the meaning
which divided into some types. Here are the four types of listening
according to Richards (1993):
a. Appreciative Listening
Appreciative listening is listening for pleasure and enjoyment, it
is like when we listening the music, comedy or entertaining speech.
It describes how well the speakers choose and use the words, tell the
story and ask question.
b. Emphatic Listening
Emphatic listening is used fro understanding feeling and
emotion of the speaker and sometimes the listener caan feel what the
speaker feels. The listener should focuse and give a close attention to
the speaker and take a deep connection with the emotion of the
speaker.
c. Comprehensive Listening
Comprehensive listening is understanding the meaning of the
message. It involves understanding the message based on
vocabulary, body language and gesture, language skill, and
someone’s perception. Comprehensive listening involves the
implementation of cognitive skill which the people interpret and
uderstand the message based on their knowledge, understanding, and
perception.
18
d. Critical Listening
Critical listening is done to evaluate the message of the speaker
based on some dementions, or point of view, include a logic,
argumentation, a proof, the purpose and motivation of the speaker
and some important things that are avoided by the speaker. But, in
doing a comprehension and evaluation in the same time is not easy.
That’s why, in listening we have to focuse on the message
comprehending, the evaluation will be done after that according to
the explanantion. Critical listening is done to reveal the speaker’s
point of view and her/his ideology.
2. The Parts of Listening
According to Tarigan (1986), there are three parts of listening.
a. Pre-listening
In real life situations, it is rare that people listen to something
without certain background information. Therefore, when asking
students to do listening practice, teachers had better provide related
information, which will facilitate students’ listening comprehension.
Students should be provided and opportunity to learn new
vocabulary or sentence structures used in the listening material and a
chance to activate their prior knowledge.
19
b. While-listening
While-listening activities are usually designed to help learners
develop the skill of elicitng messages from spoken language. Here
are some suggested while-listening activities.
c. Post-listening
Post-listening activities can be used to check comprehension.
The comprehension check is either related to pre-listening activities,
such as predicting, or extands the topic and helps students remember
new vocabulary.
3. The Principles of Listening
According to Harmer (2007:135) there are six principle in listening. Here
are the principles:
a. Encourage the students to listen as often and as much as possible.
The more students listen the better they understand. They get
understanding by the pronunciation and using it appropriately
themselves.
b. Help students prepare to listen.
The students have to be ready to listen. It means that they will
discuss the topic or read the question first. For example, in order to
be in a position to predict what is coming.
20
c. Once may not be enough.
When the teacher play the audio track only once, the students
will ask to repeat it. They want to hear it again to pick up the missing
things at the first time they hear.
d. Encourage students to respond to the content of a listening, not just
to the language.
In this part, the teacher shoul encourage the students to give
their repsond about what they have listened. The teacher may ask
question such as “Do you agree with what the speaker say?’ or “Did
you find the listening interestinh?”.
e. Different listening stages demand different listening tasks.
For the first listening, the task that is given by the teacher may
need to be fairly straightforward and general. So that, the students’
general understanding and response can be succesful.
f. Good teachers exploit listening texts to the full.
If the teacher ask students to invest time and emotional energy
in listening text and if they themselves have spent time choosing and
preparing the listening sequence then in makes sense to use the audio
track or live listening experience for as many different applications
as possible.
21
D. Conceptual Framework
The conceptual framework of this research is designed as follow:
Figure 2.1 Conceptual Framework.
The diagram consists of three main points:
1. Input refers to the English material of reading and listening. That is
descriptive text.
2. Process refers to the implementation of using PORPE Strategy in
experimental class. This strategy consist of five steps where the students
are asked to do the reading and listening acitvity by using the consecutive
steps. And, the implementation of using group discussion in control class.
This strategy used by divided the students into some group to discuss
about the lesson.
3. Output refers to the improvement of students’ reading comprehension
and listening comprehension
Input
Reading and listening material
(descriptive text)
Process Teaching English
(reading and listening)
through the use of PORPE
strategy and group
discussion
Output The
improvement of students’
reading comprehension and listening
comprehension
22
CHAPTER III
RESEARCH METHOD
This chapter consists of research design, variables and indicators of the
research, population and sample, instruments of the research, procedures of
data collection, and technique of data analysis.
A. Research Design
The method that was used in this research was experimental method
which focused on quasi-experimental research design. The researcher chose
two classes in this research. The first class was experimental group. In this
class, the students were given the pre-test, treatment by using PORPE
strategy, and post-test. The second class was control group. In this class the
students were given the pre-test, treatment without using PORPE strategy,
and post-test.
Table 3.1 Research Design
E O1 X1 O2
C O1 X2 O2
(Gay, 2006)
Where:
E= Experimental class O2= Post-test
C= Control class X1= Usual treatment (using PORPE Strategy)
O1= Pre-test X2= Control treatment (without using PORPE
Strategy)
23
1. Pre-test
The students were given the reading and listening test before giving
the treatment. While the teacher explained how to do the test.
2. Treatment for Experimental Group
In this tretament, the teacher taught the students by using PORPE
Strategy that is consist of five steps. The treatment was conducted for 8
meetings. This was the steps in teaching English by using PORPE
Strategy:
a. The teacher explained about the lesson (descriptive text) and gave
some questions related to the topic.
b. The teacher gave the opportunity for the students to aks questions
about the lesson.
c. The teacher introduced the PORPE Strategy and explained it to the
students
d. The teacher asked the students to predict some possible essay
questions from information in the text.
e. The teacher asked the students to organize the key ideas.
f. The teacher asked the students to recite (rehearse) aloud infomation
after they orginized the ideas.
g. The teacher asked the students to answer their predict questions
(practice).
h. The teacher asked the students to evaluate the answers to their
predict questions.
24
i. The teacher gave a text to the students and asked them to answer the
questions which related to the text after doing the steps of PORPE
Strategy
j. The teacher presented the audio to the students and ask them to
asnwer the questions which related to the audio after doing the steps
of PORPE Strategy.
k. The tecaher gave a conclusion about the material and close the
meeting.
3. Treatment for Control Group
In this treatment, the teacher taught the students without using
PORPE Strategy. Here are the steps:
a. The teacher explained the lesson (descriptive text) to the students.
b. The teacher divided the students into some groups.
c. The teacher asked the students to discuss about the material.
d. The teacher gave the opportunity for the students to ask questions
about the lesson.
e. The teacher gave a text to the students and ask them to asnwer the
questions about the text.
f. The teacher presented the audio to the students and ask them to
asnwer the questions about the audio.
g. The teacher gave a conclusion at the end of the class
25
4. Post-test
After did the treatment, the students were given a post-test. The
post-test was same with the pre-test which has the same questions and
topic. In order to find out the value of the tretament whether the result of
post-test is better than the pre-test.
B. Population and Sample
1. Population
The population of this research was the eleventh grade students of
SMAN 1 Takalar in 2019/2020 academic year. Which consisted of 418
students which spread in 12 classes obviously can be seen in the
following table:
Table 3.2 The population of the research
Number Class Number of Student
1. X. MIPA 1 35
2. X. MIPA 2 35
3. X. MIPA 3 35
4. X. MIPA 4 35
5. X. MIPA 5 35
6. X. MIPA 6 35
7. X. MIPA 7 35
8. X. MIPA 8 33
9. X. IPS 1 35
10. X. IPS 2 35
26
11. X. IPS 3 35
12. X. IPS 4 35
Total 418
(Source of TU SMAN 1 Takalar)
2. Sample
The sample were selected by using purposive sampling technique
which the researcher selected two classes that were experimental class
and control class. X IPS 1 as the experimental class which consisted of
35 students and X IPS 2 as the control class which consisted of 35
students. So, the total number of sample was 70 students.
C. Variables and Indicators
The variables of this research were dependent variable and independent
variable. Dependent variable was teaching English, specially in reading and
listening. While independent variable was PORPE strategy. The indicators for
reading were the students can be able to comprehend the main idea, specific
information and reference. And the indicators for listening were same with
reading.
D. Hypothesis
The hypothesis of this research were formulated as follows:
(H0) = Theres was no improvement of students’ reading comprehension and
listening comprehension through the use of PORPE strategy.
(H1) = Theres was improvement of students’ reading comprehension and
listening comprehension through the use of PORPE strategy.
27
E. Research Instrument
In this research, the researcher used two instruments for collecting data
that were reading test and listening test. The pre-test was given in order to
find out the students’ reading comprehension and listening comprehension.
While the post-test was given in order to find out the improvement of
students’ reading comprehension and listening comprehension after gave the
treatment used PORPE strategy.
F. Procedure of Data Collection
The procedures of collecting data in this research were as follows:
1. Reading
In reading test, the students were given a descriptive text with some
questions related to the text and the students answered the question. The
text was about tour place/history place.
2. Listening
In listening test, the students were presented an audio with some
questions related to the audio and the students asnwered the question. The
audio was about descriptive text.
G. Technique of Data Analysis
In analyzing the data collection, the researcher used the techniques as
follows:
1. Score
Calculating the score of the students’ answer by using the following
formula:
28
(Gay, 1981:298 cited in Karmila, 2013)
2. Statistic (SPSS)
In this research, the researcher used SPSS in analyzing the students’
score in pre-test and post-test by following steps:
a. Firstly, the researcher added the students’ score in pre-test and post-
test of the experimental class and control class in the table.
b. Second, the researcher tested the normality of the students’ score in
pre-test and post-test
c. And then, the reseracher analyzed the t-test of the students’ score in
pre-test and post-test
29
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Findings
After conducting this research, it was found that there was improvement
of students’ reading comprehension and listening comprehension through the
use of PORPE strategy in teaching English at the tenth grade students of
SMAN 1 Takalar. The improvement of students’ reading comprehension and
listening comprehension can be seen clearly in the following explanation:
1. The improvement of students’ reading comprehension through the use of
PORPE strategy.
In this section, the researcher describes the improvement of
students’ reading comprehension through the use of PORPE strategy. It
also presents the mean score and standard deviation of students’ pre-test
and post-test score in each indicator of reading comprehension. They are
the main idea, specific information, and reference.
Table 4.1 The improvement of students’ reading comprehension in
experimental class and control class.
Variables Mean score Percent
Improvement Pre-test Post-test
Experiment 45.67 70.67 54.74%
Control 45.33 46.70 3.02%
30
The table above showed that the mean score of experimental class in pre-
test was 45.67 and in post-test was 70.67. And the mean score of control
class in pre-test was 45.33 and in post-test was 46.70. It also showed the
improvement of the students’ mean score in experimental class that was
54.74% and the improvement of the students’ mean score in control class
that was 3.02%. Based on data above, there is the improvement of
students’ reading comprehension in the both of class. But, the
improvement of students’ comprehension in experimental group was
higher than control group.
In this research there are three indicators in reading
comprehension. They are main idea, specific information, and reference.
The mean score of those indicators can be seen in the following tables:
Table 4.2 The mean score and standard deviation of the students pre-test
and post-test in comprehending the main idea
Group Statistics Class N Mean Std. Deviation Std. Error Mean
Premain Experimental 30 45,83 21,857 3,991 Control 30 54,17 22,822 4,167
Postmain Experimental 30 71,67 18,257 3,333 Control 30 55,17 25,498 4,655
The table above explains that the mean score of the students’ pre-
test in experimental group was 45,83 and standard deviation was 21,857
and in post-test was 71,67 for the mean score and standard deviation was
18,257. Meanwhile, the mean score of the students’ pretest in control
group was 54,17 and standard deviation was 22,822 and in posttest the
31
mean score was 55,17 and standard deviation was 25,498. The mean
score of both pretest and posttest were different after the treatment done.
It means that the mean score of posttest is higher than pretest
(71,67>45,83 and 55,17 >54,17).
Table 4.3 The mean score and standard deviation of the students pre-test
and post-test in comprehending the specific information
Group Statistics
Class N Mean Std. Deviation Std. Error
Mean Prespecific Experimental 30 58,33 23,057 4,210
Control 30 52,50 23,072 4,212 Postspecific Experimental 30 81,67 17,287 3,156
Control 30 55,00 23,119 4,221
The table above explains that the mean score of the students’ pre-
test in experimental group was 58,33 and standard deviation was 23,057
and in post-test was 81,67 for the mean score and standard deviation was
17,287. Meanwhile, the mean score of the students’ pretest in control
group was 52,50 and standard deviation was 23,072 and in posttest the
mean score was 55,00 and standard deviation was 23,119. The mean
score of both pre-test and post-test were different after the treatment was
done. It means that the mean score of post-test is higher than pre-test
(81,67>58,33 and 55,00 >52,50).
Table 4.4 The mean score and standard deviation of the students pre-test
and post-test in comprehending the reference.
32
Group Statistics
Class N Mean Std.
Deviation Std. Error
Mean Prereference Experimental 30 32,50 20,917 3,819
Control 30 30,00 22,167 4,047 Postreference Experimental 30 52,50 15,186 2,773
Control 30 25,00 18,570 3,390
The table above explains that the mean score of the students’ pre-
test in experimental group was 32,50 and standard deviation was 20,917
and in post-test was 52,50 for the mean score and standard deviation was
15,186. Meanwhile, the mean score of the students’ pre-test in control
group was 30,00 and standard deviation was 22,167 and in post-test the
mean score was 25,00 and standard deviation was 18,570. The mean
score of both pre-test and post-test were different after the treatment was
done. It means that the mean score of experimental group in post-test is
higher than pre-test and the mean score of control group in post-test is
lower than pre-test (52,50>32,50 and 25,00 <30,00).
2. The improvement of students’ listening comprehension through the use
of PORPE strategy.
In this section, the researcher describes the improvement of
students’ listening comprehension through the use of PORPE strategy. It
also presents the mean score and standard deviation of students’ pre-test
and post-test score in each indicator of listening comprehension. They are
the main idea, specific information, and reference.
Table 4.5 The improvement of students’ listening comprehension in
experimental class and control class.
33
Variables Mean score Percent
Improvement Pre-test Post-test
Experiment 32.67 52.00 59.16%
Control 30.33 40.33 32.97%
The table above showed that the mean score of experimental class
in pre-test was 32.67 and in post-test was 52.00. And the mean score of
control class in pre-test was 30.33 and in post-test was 40.33. It also
showed the improvement of the students’ mean score in experimental
class that was 59.16% and the improvement of the students’ mean score
in control class that was 32.97%. Based on data above, there is the
improvement of students’ reading comprehension in the both of class.
But, the improvement of students’ comprehension in experimental group
was higher than control group.
In this research there are three indicators in listening
comprehension. They are main idea, specific information, and reference.
The mean score of those indicators can be seen in tho following tables:
Table 4.6 The mean score and standard deviation of the students pre-test
and post-test in comprehending the main idea.
Group Statistics
Class N Mean Std.
Deviation Std. Error
Mean Premain Experimental 30 34,17 16,717 3,052
Control 30 35,83 22,441 4,097 Postmain Experimental 30 59,17 21,257 3,881
Control 30 48,33 22,680 4,141
34
The table above explains that the mean score of the students’ pre-
test in experimental group was 34,17 and standard deviation was 16,717
and in post-test was 59,17 for the mean score and standard deviation was
21,257. Meanwhile, the mean score of the students’ pre-test in control
group was 35,83 and standard deviation was 22,441 and in post-test the
mean score was 48,33 and standard deviation was 22,680. The mean
score of both pre-test and post-test were different after the treatment was
done. It means that, the mean score of post-test is higher than pre-test
(59,17>34,17 and 48,33 >35,83).
Table 4.7 The mean score and standard deviation of the students pre-test
and post-test in comprehending the specific information
Group Statistics
Class N Mean Std.
Deviation Std. Error
Mean Prespecific Experimental 30 53,33 24,330 4,442
Control 30 36,67 22,489 4,106 Postspecific Experimental 30 70,83 19,787 3,613
Control 30 55,00 21,173 3,866
The table above explains that the mean score of the students’ pre-
test in experimental group was 53,33 and standard deviation was 24,330
and in post-test was 70,83 for the mean score and standard deviation was
19,787. Meanwhile, the mean score of the students’ pre-test in control
group was 36,67 and standard deviation was 22,489 and in post-test the
mean score was 55,00 and standard deviation was 21,173. The mean
score of both pre-test and post-test were different after the treatment was
35
done. It means that, the mean score of post-test is higher than pre-test
(70,83>53,33 and 55,00 >36,67).
Table 4.8 The mean score and standard deviation of the students pre-test
and post-test in comprehending the reference
Group Statistics
Class N Mean Std.
Deviation Std. Error
Mean Prereference Experimental 30 10,83 15,652 2,858
Control 30 18,33 17,287 3,156 Postreference Experimental 30 27,50 12,017 2,194
Control 30 19,17 14,208 2,594
The table above explains that the mean score of the students’ pre-
test in experimental group was 10,83 and standard deviation was 15,652
and in post-test was 27,50 for the mean score and standard deviation was
12,017. Meanwhile, the mean score of the students’ pre-test in control
group was 18,33 and standard deviation was 17,287 and in post-test the
mean score was 19,17 and standard deviation was 14,208. The mean
score of both pre-test and post-test were different after the treatment was
done. It means that, the mean score of post-test is higher than pre-test
(27,50>10,83 and 19,17 >18,33).
3. The significant difference between the improvement of students’ reading
comprehension and listening comprehension taught by using PORPE
strategy and group discussion.
In this section, the researcher describes the significant difference
between the improvement of students’ reading comprehension and
listening comprehension taught by using PORPE strategy (experimental
36
class) and group discussion (control class). It can be seen in the
following table:
Table 4.9 The probability value of t-test reading comprehension in
experimental class and control class.
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t Df
Sig. (2-
tailed)
Mean Difference
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Upper PRETEST Equal variances
assumed ,283 ,597 ,070 58 ,944 ,333 4,757 -9,188 9,855
Equal variances not assumed
,070 57,278
,944 ,333 4,757 -9,190 9,857
POSTEST Equal variances assumed
20,869
,000 6,323 58 ,000 25,667
4,059 17,541 33,792
Equal variances not assumed
6,323 42,224
,000 25,667
4,059 17,476 33,858
Based on the table above, it showed that there is a significant
difference of students’ reading comprehension that taught by using
PORPE strategy (experimental class) and group discussion (control
class). Because, based on the data showed H0 was accepted in pre-test
because t-value (0.070)< t-table (2.918) and p-value(0.944) > α(0.05) and
the post-test of experimental class and control class in the table above
shows that the t-value was 6.323 with degree of freedom 58 and p-value
was 0.000. From the degree of freedom we can know that the t-table
2.918. Based on the table above H1 was accepted in post-test because t-
value (6.323) > t-table (2.918) and p-value (0.000)< α (0.05).
37
Table 4.10 The probability value of t-test listening comprehension in
experimental class and control class.
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean Differe
nce
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Upper PRETEST Equal variances
assumed ,001 ,973 ,637 58 ,527 2,333 3,665 -5,002 9,669
Equal variances not assumed
,637 57,890 ,527 2,333 3,665 -5,002 9,669
POSTTEST Equal variances assumed
,765 ,385 3,068 58 ,003 11,667 3,802 4,056 19,277
Equal variances not assumed
3,068 57,095 ,003 11,667 3,802 4,053 19,280
Based on the table above, it showed that there is a significant
difference of students’ listening comprehension that taught by using
PORPE strategy (experimental class) and group discussion (control
class). Because, based on the data showed H0 was accepted in pre-test
because t-value (0.637)< t-table (2.918) and p-value(0.527) > α(0.05) and
the post-test of experimental group and control group in the table above
shows that the t-value was 3.068 with degree of freedom 58 and p-value
was 0.003. From the degree of freedom we can know that the t-table
2.918. Based on the table above, H1 was accepted in post-test because t-
value (3.068) > t-table (2.918) and p-value (0.003)< α (0.05)
38
B. Discussion
The discussion section reports the interpretation of the findings about the
improvement of students’ reading comprehension and listening
comprehension through the use of PORPE strategy. The result of findings
would be explained clearly about the improvement of students’ reading
comprehension and listening comprehension through the use of PORPE
strategy. It also explaines about the indicators in reading comprehension and
listening comprhension. They are main idea, specific information and
reference. In findings, the data shows that the improvement of students’
significant after analyzing the t-test and t-table. The discussion discussed
about the interpretation of the research findings from the result of students
improvement. The previous researcher Martasari (2018) found that “The
students’ average score in experiment class was higher than thecontrol class.
The average score of experiment class was 85,52, and the average score of
control class was 83,47. Then, based on the result of hypothesis test, the
researcher found that the value of Sig (2 tailed) was 0,135whereas > 0,05.
Based on this finding, Ho isrejected and H isaccepted. It can be concluded
that there is a significant effect of Predict, Organize, Rehearse, Practice,
Evaluate (PORPE) strategy toward students’ reading comprehension at the
twelfth grade of SMAN 18 Merangin academic year 2018/2019”. The other
researcher, Mahendrayana (2016) found that “The PORPE strategy improved
the learning process of reading, which is where the students become more
active and enthusiastic in participating in learning reading. Furthermore,
39
Wong (2004) in Huzil’s journal states that PORPE is a strategy was designed
to help students when required to take essay examinations. It means the
strategy will be useful for the students in doing essay which consist of text.
The text in essay examination is usually long and difficult to interpret”.
According to Sejnest (2010), “PORPE is a comprehensive strategy
system for studying and learning content areas. In this strategy students
encourage to be active readers who can identify the information for a series
written passage into a good comprehension. In brief, this strategy makes
students active and have motivation in reading activity”.
Based on the result of this research, it has shown that PORPE strategy
can improve the students’ reading comprehension and listening
comprehension. It could be seen from the result of post-test score was
significant improved than the pre-test score. The students become more easy
to comprehend the the text because they do the consecutive steps of PORPE
strategy. So, they can comprehend the meaning of descriptive text specially in
comprehending the main idea, specific information, and reference.
Eventhough, at the first meeting the researcher got difficult in teaching and
learning proces beacuse the students did not interest in learning descriptive
text. They were lazy to read the text because they were not often in doing the
reading activity. But, the researcher gave the explanation about how important
to do a reading activity because it can gives us more knowledge and it is very
helpful for us in the future. So, they understand and they want to read more to
gain a knowledge. After that, the next meeting was gone very interesting and
40
the students become more active. They always ask about the lesson and the
researcher give the explanation. In additon. The students also felt enjoy to
express their ideas and they were very enthusias in listening the text. It is
because they were not often to do the listening comprehension. After the
treatment was done the students can comprehend the meaning of the text in
reading and lsitening. It has relation with the theory of the expert, according to
Snow (2002:9) states that reading comprehension is the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language. It means that the students must be able to
interpret the words, understand the meaning and the relationships between
ideas conveyed in the text. Another definition comes from Kennedy
(1981:192) states that reading comprehension is a thought process through
which the rader become aware an idea, understand it in terms of their
experimental background, and interpret it in relation to their own needs and
purpose. It means that students must be able to take the information based on
what they want to know.
This is the clearly explanation of the improvement of students’ reading
comprehension and listening comprehension through the use of PORPE
strategy:
1. The improvement of students’ reading comprehension through the use of
PORPE strategy.
Based on the table 4.1, it showed the mean score of the students
post-test in the both of class is improved after giving the treatment. It can
41
be seen through the mean score of the students which was 45.67 become
70.67 in the post-test for the experimental class, while the students’ pre-
test for control class was 45.33 become 46.70 in the post-test. It can be
seen that the students’ score in post-test of the both class is different. The
students’ score in post-test for the experimental class is higher than control
class. The differences between the both classes can be seen from the mean
score of pre-test and post-test. The mean score of pre-test which was
obtained from experimental class was 45.67, while the mean score of post-
test was 70.67. So, the students’ improvement in reading increased about
20. In other hand, the mean score of pre-test of control class was 45.33,
while the mean score of post-test was 46.70, the students’ improvement in
reading increased about 1.37.
Based on the table 4.2, it showed that the mean score of the
students’ pre-test in experimental group was 45,83 and standard deviation
was 21,857 and in post-test was 71,67 for the mean score and standard
deviation was 18,257. Meanwhile, the mean score of the students’ pretest
in control group was 54,17 and standard deviation was 22,822 and in
posttest the mean score was 54,17 and standard deviation was 25,498. The
mean score of both pretest and posttest were different after the treatment
done. It means that the mean score of posttest is higher than pretest
(71,67>45,83 and 55,17 >54,17). In comprehending the main idea, the
students got difficult before the researcher gave the treatment because
almost all of the students did not know the placement of the main idea in
42
the text. But, after giving the treatment, the students became easy to find
the main idea in the paragraph of the text because they have known the
placement of the main idea in the paragraph of the text. Thats’s why the
mean score of the students’ post-test improved about 25.84. And for the
control group, the mean score of the students’ post-test is also improved
about 1.
Based on the table 4.3, it showed that the mean score of the
students’ pre-test in experimental group was 58,33 and standard deviation
was 23,057 and in post-test was 81,67 for the mean score and standard
deviation was 17,287. Meanwhile, the mean score of the students’ pretest
in control group was 52,50 and standard deviation was 23,072 and in
posttest the mean score was 55,00 and standard deviation was 23,119. The
mean score of both pre-test and post-test were different after the treatment
was done. It means that the mean score of post-test is higher than pre-test
(81,67>58,33 and 55,00 >52,50). In comprehending the specific
informatin the students got difficult because they have to read a whole
text. and the other difficulty is the students did not know the meaning of
the text so that they were confuse in reading the text. But, after giving the
treatment the students became easy to know the specific information by
searching the key words or the key ideas of the text. That’s why the mean
score of the students’ post-test improved about 23.34. And for the control
group, the mean score od the students’ post-test is also improved about
2.5.
43
Based on the table 4.4, it showed that the mean score of the
students’ pre-test in experimental group was 32,50 and standard
deviation was 20,917 and in post-test was 52,50 for the mean score and
standard deviation was 15,186. Meanwhile, the mean score of the
students’ pre-test in control group was 30,00 and standard deviation was
22,167 and in post-test the mean score was 25,00 and standard deviation
was 18,570. The mean score of both pre-test and post-test were different
after the treatment was done. It means that the mean score of
experimental group in post-test is higher than pre-test and the mean score
of control group in post-test is lower than pre-test (52,50>32,50 and
25,00 <30,00). In experimental class, the mean score of students’ post-
test is increase about 20 after giving the tretament. But in control class,
the mean score of students’ post-test is decrease about 5. It is because the
students got difficult to comprehend the reference because it related to
their prior knowledge.
2. The improvement of students’ listening comprehension through the use of
PORPE strategy.
Based on the table 4.5, the result shows that the mean score of the
students’ listening comprehension in post-test in the both classes is
improved after giving the treatment. It can be seen through the mean
score of the students which was 32.67 become 52.00 in the post-test for
the experimental class, while the students’ pre-test for control class was
30.33 become 40.33 in the post-test. In this case, both of the group
44
improved after giving treatment, but the experimental class was higher
than control class. The differences between two group can be seen from
the mean score of pre-test and post-test. The mean score of pre-test
which was obtained from experimental group was 32.67, while the mean
score of post-test was 52.00. So, the students’ improvement in listening
increased about 19.33. In other hand, the mean score of pre-test in control
group was 30.33, while the mean score of post-test was 40.33, the
students’ improvement in listening increased about 10. It indicated that
the students’ pre-test score for both groups are almost same level before
treatment. But, the students’ mean score in post-test for te both of classes
is different. The students’ mean score in post-test for the experimental
class is higher than control group.
Based on the table 4.6, the mean score of the students’ pre-test in
experimental group was 34,17 and standard deviation was 16,717 and in
post-test was 59,17 for the mean score and standard deviation was
21,257. Meanwhile, the mean score of the students’ pre-test in control
group was 35,83 and standard deviation was 22,441 and in post-test the
mean score was 48,33 and standard deviation was 22,680. The mean
score of both pre-test and post-test were different after the treatment was
done. It means that, the mean score of post-test is higher than pre-test
(59,17>34,17 and 48,33 >35,83).
Based on the table 4.7, The table above explains that the mean
score of the students’ pre-test in experimental group was 53,33 and
45
standard deviation was 24,330 and in post-test was 70,83 for the mean
score and standard deviation was 19,787. Meanwhile, the mean score of
the students’ pre-test in control group was 36,67 and standard deviation
was 22,489 and in post-test the mean score was 55,00 and standard
deviation was 21,173. The mean score of both pre-test and post-test were
different after the treatment was done. It means that, the mean score of
post-test is higher than pre-test (70,83>53,33 and 55,00 >36,67).
Based on the table 4.8, The table above explains that the mean
score of the students’ pre-test in experimental group was 10,83 and
standard deviation was 15,652 and in post-test was 27,50 for the mean
score and standard deviation was 12,017. Meanwhile, the mean score of
the students’ pre-test in control group was 18,33 and standard deviation
was 17,287 and in post-test the mean score was 19,17 and standard
deviation was 14,208. The mean score of both pre-test and post-test were
different after the treatment was done. It means that, the mean score of
post-test is higher than pre-test (27,50>10,83 and 19,17 >18,33).
3. The significant difference between the improvement of students’ reading
comprehension and listening comprehension taught by using PORPE
strategy and group discussion.
Based on the table 4.9, it showed that p-value was lower than α
(0.000<0.005). It can be seen the p-value (0.00) at the level of
significance (0.05), the degree of freedom was 58 and t-value was higher
than t-test (6.323>2.918). It indicated that the alternative hypothesis is
46
accepted and the null hypothesis is rejected. More explanation, there were
two strategies in this research namely PORPE strategy and conventional
way which were different of the students’ result in teaching reading
especially in descriptive text. Even thought, both of the groups were given
the same material, but the results of the experimental group that taught by
using POPRPE strategy were higher than the control group that taught by
using group discussion. It can be concluded that there is a significant
difference between the improvement of reading comprehension that
thaught by using PORPE strategy and group discussion.
Based on the table 4.10, it showed that p-value was lower than α
(0.003<0.005). It can be seen the p-value (0.03) at the level of
significance (0.05), the degree of freedom was 58 and t-value was higher
than t-test (3.068>2.918). It indicated that the alternative hypothesis is
accepted and the null hypothesis is rejected. More explanation, there were
two strategies in this research namely PORPE strategy and conventional
way which were different of the students’ result in teaching listening
especially in descriptive text. Even though, both of the groups were given
the same material, but the results of the experimental group that taught by
using POPRPE strategy were higher than the control group that taught by
using group discussion. It can be concluded that, there is a significant
difference between the improvement of listening comprehension that
thaught by using PORPE strategy and group discussion.
47
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the findings and discussion in the previous chapter in this
study, the researcher concludes that:
1. The improvement of students’ reading comprehension through the use of
PORPE strategy was improve significantly. It was proved by the result of
data analysis that t-test value 6.323 in reading is higher than t-table value
2.918 and p-value 0.000 in reading is lower than p-value 0.05. Based on
the result, hypothesis test showed that H0 was rejected and H1 was
accepted.
2. The improvement of students’ listening comprehension through the use of
PORPE strategy was improve significantly. It was proved by the result of
data analysis that t-test value 3.068 in listening is lower than t-table value
2.918 and p-value 0.003 in listening was lower than p-value 0.05. Based
on the result, hypothesis test showed that H0 was rejected and H1 was
accepted.
3. There is significant difference between the improvement of students’
reading comprehension and listening comprehension taught by using
PORPE strategy and group discussion. It can be proved by the data of p-
value was lower than α (0.000<0.005). It can be seen the p-value (0.00) at
the level of significance (0.05), the degree of freedom was 58 and t-value
48
was higher than t-test (6.323>2.918). And, in listening p-value was lower
than α (0.003<0.005). It can be seen the p-value (0.03) at the level of
significance (0.05), the degree of freedom was 58 and t-value was higher
than t-test (3.068>2.918).
B. Suggestions
Based on the result of data analysis and conclusion, the researcher
suggests as follows:
1. For the teacher, the researcher suggests to give more activity in reading
and listening by using PORPE strategy in order to practice their reading
and listening skill. And it also helps the students become easy to
understand the meaning of the text that they have read and listened.
2. For the students, the rsearcher suggests the students to find a way to
improve their reading and listening skill specially in comprehending the
meaning of the text by various ways for example by using PORPE
strategy.
3. For the next researcher can use the result of this study as a reference.
4. For the school should complete the facility for teaching and learning
proces such as speaker that can be used in listening activity.
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APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Sekolah : SMAN 1 Takalar Mata pelajaran : Bahasa Inggris Kelas/Semester : X / 1 (Ganjil) Materi : Descriptive text Alokasi Waktu : 6 pertemuan
A. Kompetensi Inti KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong , kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Tujuan Pembelajaran Setelah mempelajari materi, siswa diharapkan mampu:
1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
2. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4. Membuat teks descriptive sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
5. Menceritakan kembali teks descriptive sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar
2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang benda, orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. Indikator Pencapain 1.1.1 Siswa berdo’a sebelum dan sesudah pembelajaran. 1.1.2 Siswa mengucapkan salam sebelum dan sesudah menyampaikan
pendapat/presentasi. 1.1.3 Siswa dapat memanfaatkan kesempatan belajar dengan sebaik-baiknya utuk
meraih kesuksesan. 1.1.4 Siswa dapat mensyukuri kesempatan belajar dengan belajar keras. 2.3.1 Siswa dapat enunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional 3.7.1 Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 4.8.1 Siswa dapat menangkap makna dalam teks deskriptive tulis sederhana. 4.10.1 Siswa dapat menyusun teks deskriptif lisan dan tulis sederhana tentang benda, orang, tempat wisata, dan bangunan bersejarah terkenal.
D. Materi pembelajaran
Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik, mempromosikan, dsb.
Struktur text
(1) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
(2) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan
(3) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Unsur kebahasaan
(1) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(3) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi (4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan. (5) Rujukan kata
Topik
Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri. E. Metode Pembelajaran
1. Pendekatan scientific learning 2. PORPE Strategy
F. Media/Alat dan Sumber Pembelajaran 1. Media/alat
a. Laptop b. Papan tulis
2. Sumber Pembelajaran a. Kementerian Pendidikan dan Kebudayaan.2015.Bahasa Inggris Think
Globally Act Locally SMA/MA Kelas X.Jakarta: Kementerian Pendidikan dan Kebudayaan.
b. Buku referensi lainnya G. Langkah-langkah pembelajaran
1. Pertemuan Pertama Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak penjelasan guru tentang PORPE Strategy yang akan diterapkan dalam proses pembelajaran
2. Peserta didik menyimak penjelasan guru tentang teks deskriptif
3. Peserta didik membaca contoh-contoh teks deskriptif di buku paket (Bahasa Inggris SMA/MA/SMK/MAK Kelas X) dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
4. Peserta didik mengamati dan mengidentifikasi fungsi sosial, struktur, dan unsur kebahasaannya.
5. Peserta didik bertanya tentang materi yang belum dipahami
60 menit
tentang descriptive teks
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
2. Pertemuan kedua
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak penjelasan guru tentang simple present tense, tenses yang digunakan dalam membuat teks deskriptif.
2. Peserta didik menyimak penjelasan guru tentang cara membuat simple present tense.
3. Peserta didik diminta untuk membuat contoh kalimat simple present tenses
4. Peserta didik diminta memaparkan hasil kerja mereka
5. Peserta didik diminta menanggapi hasil kerja siswa lain
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
3. Pertemuan ketiga
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai
10 menit
4. Guru menyampaikan cakupan materi
Inti 1. Peserta didik diberikan teks deskriptif 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif tersebut 3. Peserta didik diminta untuk melakukan langkah-langkah PORPE Strategy 4. Peserta didik diminta untuk menyampaikan pemahaman mereka terhadap teks deskriptif tersebut. 5. Peserta didik memperoleh umpan balik dari guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
4. Pertemuan keempat
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik diberikan teks deskriptif beserta lembar soal 2. Peserta didik menyimak penjelasan guru tentang apa yang akan mereka lakukan dengan teks deskriptif yang dibagikan oleh guru 3. Peserta didik diminta untuk melakukan langkah-langkah PORPE Strategy 4. Peserta didik menyampaikan pendapat mereka tentang teks deskriptif tersebut 5. Peserta didik memperoleh umpan balik dari peserta didik lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran
10 menit
2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
5. Pertemuan kelima
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4.Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik mendengarkan audio yang diputar oleh guru yaitu teks deskriptif lisan. 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif lisan yang telah mereka dengarkan. 3. Peserta didik diminta untuk mengajukan pertanyaan. 4. Peserta didik menyimak penjelasan guru tentang cara memahami makna dari teks deskriptif lisan menggunakan PORPE Strategy. 5. Peserta didik mendengarkan kembali teks deskiptif lisan dan memahaminya dengan menggunakan PORPE Strategy. 6. Peserta didik diminta untuk mengemukakan apa yang mereka pahami tentang teks deskriptif lisan. 7. Peserta didik memperoleh umpan balik dari peserta didik yang lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
6. pertemuan keenam
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak audio yang diputar oleh guru yaitu teks deskriptif lisan dengan menggunakan PORPE Strategy. 2. Peserta didik diminta untuk melakukan instruksi yang diberikan oleh guru terkait teks deskriptif lisan. 3. Peserta didik diminta untuk mengemukakan apa yang mereka pahami tentang teks deskriptif lisan yang telah mereka simak. 4. Peserta didik memperoleh umpan balik dari peserta didik yang lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
H. Penilaian, Pembelajaran remedial dan Pengayaan
1. Penilaian Sikap spiritual a. Teknik : Observasi b. Bentuk : Lembar Observasi c. Instrument penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Berdo’a sebelum dan sesudah mengikuti
pembelajaran
2 Memanfaatkan kesempatan belajar sebaik-baiknya untuk meraih kesuksesan
3 Memberi salam sebelum/sesudah menyampaikan pendapat/presentasi
4 Mensyukuri kesempatan belajar dengan belajar keras
Jumlah
d. Rubrik Penilaian
No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman Penskoran
NA =
2. Penilaian Sikap Sosial
a. Teknik : Observasi
b. Bentuk : Lembar Observasi
c. Instrumen Penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Bertanggung jawab atas tindakan anggotanya saat menjadi pemimpin kelompok
2 Mengakui ketika membuat kesalahan 3 Melaksanakan tugas individu dengan baik 4 Tidak menyalahkan orang lain atas tindakannya sendiri
Jumlah
d. Rubrik Penilaian sikap social
No Indikator Skor 1 apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman penskoran
NA =
3. Penilaian Pengetahuan
a. Teknik :Tes Tulis & Lisan
(1) Reading
Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it.
Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?
a. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal b. The mausoleum is a part of a vast complex comprising of a main gateway c. The Taj is at the farthest end of this complex, with the river Jamuna behind it d. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at
Agra
2. What is the main idea of the paragraph 3? a. The Taj seems to glow in the light of the full moon b. The visitors experience the Taj as if suspended when viewed from across the
Jamuna river c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description
3. Where is Taj Mahal located? a. Agra b. Jamuna c. Jahan d. Muntaz
4. What is the concept that used in designing Taj Mahal? a. Self-replicating geometry b. Interlocking arabesque c. Unequal octagon d. Square platform
5. “It was built by a Muslim Emperor Shah Jahan...” (Paragraph 1) The underlined word refers to... a. Taj Mahal b. Mausoleum c. Queen Muntaz’s grave d. Seven wonder
6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to...
a. Queen Muntaz b. Taj Mahal c. Shah Jahan d. Muslim Emperor
Petruk Cave Petruk cave is one of the leading tourist attractions in Kebumen, Central Java.
The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.
In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you want to explore this cave, you must be led by guides who are ready to take you through the cave. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave. Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of the text?
a. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency
b. There is no lighting that illuminates the cave c. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java
8. What is the main idea of the paragraph 2?
a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave
b. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome
c. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave
d. The cave is used for tourist attractions 9. Which part of Petruk Cave which used for place to put foods for ancestor?
a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave
10. Why did Petruk cave named as one of character in Punokawan puppet? a. Because the cave is belong to Petruk b. Because Petruk is the first explorer of the cave c. Because Petruk is buried at the cave d. Because the cave’s lenght is as long as Petruk’s nose
11. What is stalactites means? a. A type of formation that hangs from the ceiling of caves b. Types of formation that lay on the floor of caves c. Types of food given to ancestor d. Someone who guide the visitor in the cave
12. What is “lead” means in paragraph 2? a. Guide b. Take c. Bring d. Put
(2) Listening
Listen to the audio and choose A, B, C, or D to answer questions number 1-4! 1. What is the main ide of the text?
a. Losari Beach is a beautiful beach b. Losari Beach is an icon of Makassar c. Losari Beach is well-known for its sunset d. Losari Beach is enjoyed by many people
2. Why is Losari Beach easy to access? a. It only takes 10 minutes to drive from the harbor of Makassar b. It only takes 30 minutes to drive from Sultan Hasanuddin Airport c. It can only be reached by car and motorcycle d. It is located near the center of Makassar city
3. Where is Losari beach located? a. In the western part of Makassar b. In the central part of Makassar c. In the southern part of Makassar d. In the edge part of Makassar
4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed d. Situated
Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?
a. Washington D.C b. Large lawns c. White house d. United States
6. What is the main idea of the text? a. White house is one of the famous building in Washington D.C b. White house is the most famous building in Washington D.C c. White house is a very large white building d. White house is the home of the president of the United States
7. How many the main parts of the white house? a. 2 parts b. 3 parts c. 4 parts d. 5 parts
8. “It has three main parts...” The underlined word refers to... a. West wings
b. East wings c. White house d. Central porches
Listen to the audio and choose A, B, C, or D to answer questions number 9-12! 9. What is the main idea of the text?
a. The tower is the highest building in Paris and the most-visited monument in the world
b. The tower is the highest building in the world and the most-visited monument in the world
c. The Eiffel Tower is located on the Champ de Mars in Paris d. The tower is the global icon of France and one of the most recognizable
building in the world 10. Who is the name of the engineer?
a. John Eiffel b. Gustave Eiffel c. James Eiffel d. Gared Eiffel
11. “...it is higher than the Washington Monument” The underlined word refers to... a. Washington Monument b. Eiffel Tower c. Chrysler Building d. Millau Viaduct
12. “It has become both a global icon of France” The underlined word has the same meaning with... a. Idol b. Picture c. Symbol d. Figure
b. pedoman penskoran
NA =
LAMPIRAN Pertemuan ke-1
Pertemuan ke-3
Borobudur Temple Borobudur is a Buddhist temple. It was built in the ninth century under Sailendra
dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 meter high and consists of eight steps like stone terrace. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief. The upper three are circular. Each of them is with a circle of bell shape-stupa. The entire upper structure is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km of passage and stairways.
The design of Borobudur symbolizes the conception of universe in Buddhist cosmology. It is believed that the universe is divided into three spiritual spheres, kamadhatu, rupadhatu, and arupadhatu. The first sphere, kamadhatu, represents respectively the sphere of desires where we are bound to our desires; the second sphere, rupadhatu, represents forms where we abandon our desires but are still bound to name and form; and the last sphere, arupadhatu, represents formlessness where there is no longer either name or form. Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable treasure for Indonesian people. With its magnificent size and architecture, no wonder that Borobudur Temple includes 7 wonders of the world.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-4
Kuta Beach Kuta is a very beautiful beach. Kuta beach located in Badung regency. It’s close
to the Ngurah Rai airport and is about 9 km from Denpasar. Kuta is a beach that is very popular both in Indonesia and international. In Kuta beach, there are a variety of facilitiesnincluding accomodation, restaurant, bar, as well as a very famous surfing spots in the world. In Kuta beach, you will see a lot of tourists with a variety of activities in which they live. The usual tourist will take the time for sunbathing, kite flying, playing volleyball, walking around, and playing beach soccer. This is a beach that is very crowded every day. The activity in Kuta beach is not only takes place during the day, but also in the night. Various types of pubs and restaurants provide night hours for visitors so they can enjoy a meal and entertainment throughout the night. The night life at Kuta beach starts at 23:00. When you visit Kuta beach, then you do not have to worry with the existing system of accomodation. In the vicinity of Kuta beach, there are many types of hotels and resosrts that provide you with an accomodation budget ranging from lowest to the highest. Kuta beach is a beach that is highly recommended for you. In addition to offering the natural beauty, the environment around it also gives a classy facility.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-5 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-6 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Sekolah : SMAN 1 Takalar Mata pelajaran : Bahasa Inggris Kelas/Semester : X / 1 (Ganjil) Materi : Descriptive text Alokasi Waktu : 6 pertemuan
C. Kompetensi Inti KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong , kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
D. Tujuan Pembelajaran Setelah mempelajari materi, siswa diharapkan mampu:
6. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
7. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar
2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
C. Indikator Pencapain 1.1.1 Siswa berdo’a sebelum dan sesudah pembelajaran. 1.1.2 Siswa mengucapkan salam sebelum dan sesudah menyampaikan
pendapat/presentasi. 1.1.3 Siswa dapat memanfaatkan kesempatan belajar dengan sebaik-baiknya utuk
meraih kesuksesan. 1.1.4 Siswa dapat mensyukuri kesempatan belajar dengan belajar keras. 2.3.1 Siswa dapat enunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional 3.7.1 Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 4.8.1 Siswa dapat menangkap makna dalam teks deskriptive tulis dan lisan sederhana.
D. Materi pembelajaran
Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik, mempromosikan, dsb.
Struktur text
(4) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
(5) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan
(6) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Unsur kebahasaan
(6) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(7) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(8) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi (9) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan. (10) Rujukan kata
Topik
Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri. E. Metode Pembelajaran
3. Pendekatan scientific learning 4. Group discussion
F. Media/Alat dan Sumber Pembelajaran 3. Media/alat
c. Laptop d. Papan tulis
4. Sumber Pembelajaran c. Kementerian Pendidikan dan Kebudayaan.2015.Bahasa Inggris SMA/MA
Kelas X.Jakarta: Kementerian Pendidikan dan Kebudayaan. d. Internet source
G. Langkah-langkah pembelajaran
1. Pertemuan Pertama
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 6. Peserta didik menyimak penjelasan guru tentang teks deskriptif
7. Peserta didik membaca contoh-contoh teks deskriptif yang diberikan oleh guru dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
8. Peserta didik membaca contoh-contoh teks deskriptif yang diberikan oleh guru dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
9. Peserta didik mengamati dan mengidentifikasi fungsi sosial, struktur, dan unsur kebahasaannya.
10. Peserta didik bertanya tentang materi yang belum dipahami tentang descriptive teks
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
2. Pertemuan kedua
Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi
10 menit
3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
Inti 1. Peserta didik menyimak penjelasan guru tentang simple present tenses, tenses yang digunakan dalam membuat teks deskriptif.
2. Peserta didik menyimak penjelasan guru tentang cara membuat simple present tense.
3. Peserta didik diminta untuk membuat contoh kalimat simple present tenses
4. Peserta didik diminta memaparkan hasil kerja mereka
5. Peserta didik diminta menanggapi hasil kerja siswa lain
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
3. Pertemuan ketiga
Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik diberikan teks deskriptif 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif tersebut 3. Peserta didik diminta untuk membaca teks tersebut 4. Peserta didik diminta untuk menyampaikan pemahaman mereka terhadap teks deskriptif tersebut. 5. Peserta didik memperoleh umpan balik dari guru
60 menit
Penutup 1. Guru meminta siswa untuk 10 menit
menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
4. Pertemuan keempat
Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik diberikan teks deskriptif beserta soal 2. Peserta didik menyimak penjelasan guru tentang apa yang akan mereka lakukan dengan teks deskriptif yang dibagikan oleh guru 3. Peserta didik diminta untuk merangkum apa yang mereka pahami dari teks tersebut. 4. Peserta didik menyampaikan pendapat mereka tentang teks deskriptif tersebut 5. Peserta didik memperoleh umpan balik dari peserta didik lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
5. Pertemuan kelima
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi
10 menit
3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
Inti 1. Peserta didik dibagi menjadi beberapa kelompok 2. Peserta didik mendengarkan contoh teks deskriptif lisan 3. Peserta didik menyimak penjelasan guru setelah mendengarkan teks lisan 3. Peserta didik diminta untuk mengajukan pertanyaan 4. Peserta didik mendengarkan kembali teks lisan tersebut dan secara berkelompok memahami teks tersebut. 5. Setiap perwakilan kelompok diminta untuk mempresentasikan pemahaman mereka tentang teks deskriptif lisan yang telah mereka simak. 6. Peserta didik mendapat umpan balik dari guru dan peserta didik lainnya
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
6. pertemuan keenam
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak teks deskriptif lisan yang diperdengarkan oleh guru 2. Peserta didik diminta untuk merangkum apa yang mereka pahami
60 menit
terhadap teks tersebut 3. Peserta didik diminta untuk mengemukakan apa yang mereka pahami
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
H. Penilaian, Pembelajaran remedial dan Pengayaan
1. Penilaian Sikap spiritual a. Teknik : Observasi b. Bentuk : Lembar Observasi c. Instrument penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Berdo’a sebelum dan sesudah mengikuti pembelajaran
2 Memanfaatkan kesempatan belajar sebaik-baiknya untuk meraih kesuksesan
3 Memberi salam sebelum/sesudah menyampaikan pendapat/presentasi
4 Mensyukuri kesempatan belajar dengan belajar keras
Jumlah
d. Rubrik Penilaian No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman Penskoran
NA =
2. Penilaian Sikap Sosial
a. Teknik : Observasi
b. Bentuk : Lembar Observasi
c. Instrumen Penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Bertanggung jawab atas tindakan anggotanya saat menjadi pemimpin kelompok
No Sikap yang diamati Melakukan 2 Mengakui ketika membuat kesalahan 3 Melaksanakan tugas individu dengan baik 4 Tidak menyalahkan orang lain atas tindakannya sendiri
Jumlah
d. Rubrik Penilaian sikap social
No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman penskoran
NA =
3. Penilaian Pengetahuan
a. Teknik :Tes Tulis dan lisan
(1) Reading
Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it. Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?
a. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal b. The mausoleum is a part of a vast complex comprising of a main gateway c. The Taj is at the farthest end of this complex, with the river Jamuna behind it d. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at
Agra 2. What is the main idea of the paragraph 3?
a. The Taj seems to glow in the light of the full moon
b. The visitors experience the Taj as if suspended when viewed from across the Jamuna river
c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description
3. Where is Taj Mahal located? a. Agra b. Jamuna c. Jahan d. Muntaz
4. What is the concept that used in designing Taj Mahal? a. Self-replicating geometry b. Interlocking arabesque c. Unequal octagon d. Square platform
5. “It was built by a Muslim Emperor Shah Jahan...” (Paragraph 1) The underlined word refers to... a. Taj Mahal b. Mausoleum c. Queen Muntaz’s grave d. Seven wonder
6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to... a. Queen Muntaz b. Taj Mahal c. Shah Jahan d. Muslim Emperor
Petruk Cave Petruk cave is one of the leading tourist attractions in Kebumen, Central Java.
The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is
taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.
In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you want to explore this cave, you must be led by guides who are ready to take you through the cave. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave. Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of the text?
a. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency
b. There is no lighting that illuminates the cave c. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome
d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java 8. What is the main idea of the paragraph 2?
a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave
b. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome
c. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave
d. The cave is used for tourist attractions 9. Which part of Petruk Cave which used for place to put foods for ancestor?
a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave
10. Why did Petruk cave named as one of character in Punokawan puppet? a. Because the cave is belong to Petruk b. Because Petruk is the first explorer of the cave c. Because Petruk is buried at the cave d. Because the cave’s lenght is as long as Petruk’s nose
11. What is stalactites means? a. A type of formation that hangs from the ceiling of caves b. Types of formation that lay on the floor of caves c. Types of food given to ancestor d. Someone who guide the visitor in the cave
12. What is “lead” means in paragraph 2? a. Guide b. Take c. Bring d. Put
(2) Listening
Listen to the audio and choose A, B, C, or D to answer questions number 1-4! 1. What is the main ide of the text?
a. Losari Beach is a beautiful beach b. Losari Beach is an icon of Makassar c. Losari Beach is well-known for its sunset d. Losari Beach is enjoyed by many people
2. Why is Losari Beach easy to access? a. It only takes 10 minutes to drive from the harbor of Makassar b. It only takes 30 minutes to drive from Sultan Hasanuddin Airport c. It can only be reached by car and motorcycle d. It is located near the center of Makassar city
3. Where is Losari beach located? a. In the western part of Makassar b. In the central part of Makassar c. In the southern part of Makassar d. In the edge part of Makassar
4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed
d. Situated Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?
a. Washington D.C b. Large lawns c. White house d. United States
6. What is the main idea of the text? a. White house is one of the famous building in Washington D.C b. White house is the most famous building in Washington D.C c. White house is a very large white building d. White house is the home of the president of the United States
7. How many the main parts of the white house? a. 2 parts b. 3 parts c. 4 parts d. 5 parts
8. “It has three main parts...” The underlined word refers to... a. West wings b. East wings c. White house d. Central porches
Listen to the audio and choose A, B, C, or D to answer questions number 9-12! 9. What is the main idea of the text?
a. The tower is the highest building in Paris and the most-visited monument in the world
b. The tower is the highest building in the world and the most-visited monument in the world
c. The Eiffel Tower is located on the Champ de Mars in Paris d. The tower is the global icon of France and one of the most recognizable
building in the world 10. Who is the name of the engineer?
a. John Eiffel b. Gustave Eiffel c. James Eiffel d. Gared Eiffel
11. “...it is higher than the Washington Monument” The underlined word refers to... a. Washington Monument b. Eiffel Tower c. Chrysler Building d. Millau Viaduct
12. “It has become both a global icon of France” The underlined word has the same meaning with... a. Idol b. Picture c. Symbol d. Figure
b. Pedoman penskoran
NA =
LAMPIRAN Pertemuan ke-1
Pertemuan ke-3
Borobudur Temple Borobudur is a Buddhist temple. It was built in the ninth century under Sailendra
dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 meter high and consists of eight steps like stone terrace. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief. The upper three are circular. Each of them is with a circle of bell shape-stupa. The entire upper structure is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km of passage and stairways.
The design of Borobudur symbolizes the conception of universe in Buddhist cosmology. It is believed that the universe is divided into three spiritual spheres, kamadhatu, rupadhatu, and arupadhatu. The first sphere, kamadhatu, represents respectively the sphere of desires where we are bound to our desires; the second sphere, rupadhatu, represents forms where we abandon our desires but are still bound to name and form; and the last sphere, arupadhatu, represents formlessness where there is no longer either name or form. Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable treasure for Indonesian people. With its magnificent size and architecture, no wonder that Borobudur Temple includes 7 wonders of the world.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-4
Kuta Beach Kuta is a very beautiful beach. Kuta beach located in Badung regency. It’s close
to the Ngurah Rai airport and is about 9 km from Denpasar. Kuta is a beach that is very popular both in Indonesia and international. In Kuta beach, there are a variety of facilitiesnincluding accomodation, restaurant, bar, as well as a very famous surfing spots in the world. In Kuta beach, you will see a lot of tourists with a variety of activities in which they live. The usual tourist will take the time for sunbathing, kite flying, playing volleyball, walking around, and playing beach soccer. This is a beach that is very crowded every day. The activity in Kuta beach is not only takes place during the day, but also in the night. Various types of pubs and restaurants provide night hours for visitors so they can enjoy a meal and entertainment throughout the night. The night life at Kuta beach starts at 23:00. When you visit Kuta beach, then you do not have to worry with the existing system of accomodation. In the vicinity of Kuta beach, there are many types of hotels and resosrts that provide you with an accomodation budget ranging from lowest to the highest. Kuta beach is a beach that is highly recommended for you. In addition to offering the natural beauty, the environment around it also gives a classy facility.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-5 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-6 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
APPENDIX 3
Pre-test Name : Class :
The National Monumen The National Monument (Indonesian: Monumen Nasional (Monas)) is a 433 ft
(132 meter) tower in the centre of Merdeka Square, Central Jakarta, symbolizing the fight for Indonesia's independence. Construction began in 1961 under the direction of President Sukarno and the monument was opened to the public in 1975. It is topped by a flame covered with gold foil.
The monument and the museum is open daily from 08.00 - 15.00 Western Indonesia Time (UTC+7), everyday throughout the week, except for the last Monday of each month, when the monument is closed. This flag has now become threadbare, and so nowadays on Independence Day ceremonies, the original flag is taken out but only to accompany the replica flag to be flown in front of the Merdeka Palace. The 137 meter tall National Monument is obelisk shaped, and is topped with a 14.5 meter bronze flame coated with 32 kilograms gold leaf.
Deer roam among the shady trees in the park. Merdeka Square is the center of most important government buildings. During Dutch colonial days here was the center of government, known as Koningsplein or the King’s Square. The north side is dominated
by the Merdeka Palace once the home of the Dutch Governor Generals. To the South is the office of Indonesia’s Vice President, Jakarta’s Governor and provincial parliament
building. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of paragraph 1?
a. The national monumen is a tower in the centre of Merdeka Square b. The national monumen is the center of most important government buildings c. The national monument is the symbol of fight for indepence d. The national monument is one of the history buildings in Indonesia
2. What is the main idea of paragraph 2? a. The national is opened daily from 08.00 - 15.00 Western Indonesia Time b. The national monumen is opened only in weekend c. The national monumen is opened only in holiday d. The national monumen is opened only at the end of the month
3. How high is Monas? a. 137 meter b. 132 meter c. 145 mter d. 433 meter
4. When was Monas can be visited by the visitor? a. 1945 b. 1961 c. 1955 d. 1975
5. The word “symbolizing” in the first paragraph have the same meaning with... a. Representing b. Constructing c. Dominating d. Depicting
6. “where in its center stands the National Monument...” (Paragraph 2)
The underlined word refers to... a. The main Sudirman-Thamrin avenues b. The Merdeka Square c. The National Monumen d. The Museum
The Great Pyramid of Giza The Great Pyramid of Giza is a huge pyramid built by the Ancient Egyptians. It
stands near Cairo, Egypt. It is the oldest of the Seven Wonders of the Ancient World, and the only one to remain mostly intact. When it was built it was 146.5 metres (481 feet) tall. It was the tallest building in the world for over 3,800 years. Erosion and other causes have shrunk it to 138.8 m. The pyramid was probably built for Khufu, an Egyptian pharaoh. It was perhaps built by Khufu's vizier, Hemiunu. It is believed that it took about 20 years to build, and was completed around 2570 BC.
There are three known rooms, or chambers, inside the Great Pyramid. The lowest chamber is cut into the rock on which the pyramid was built. This chamber was not finished. The other two chambers are higher up inside the pyramid. They are called the Queen's Chamber and the King's Chamber, but these are modern labels as we do not know how the Egyptians were going to use them. The Great Pyramid has two passages, one leading up, and the other down. It is the only Egyptian pyramid to have the two passages.
The Great Pyramid is part of a group of buildings, called the Giza Necropolis. This includes two mortuary temples in honour of Khufu. One is close to the pyramid and one near the Nile. There are three smaller pyramids for Khufu's wives. Other buildings include an even smaller "satellite" pyramid, and a raised causeway which joins the two temples. There are other tombs, called mastaba, probably for other important people.
Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of paragpah 1?
a. The Great Pyramid of Giza is a huge pyramid built by the Ancient Egyptians b. The Great Pyramid of Giza is believed that it took about 20 years to build, and
was completed around 2570 BC c. The Great Pyramid of Giza is the oldest of the Seven Wonders of the Ancient
World, and the only one to remain mostly intact d. The Great Pyramid of Giza was the tallest building in the world for over 3,800
years 8. What is the main idea of paragraph 2?
a. There are three known rooms, or chambers, inside the Great Pyramid b. The Great Pyramid of Giza was the tallest building in the world for over 3,800
years c. The lowest chamber is cut into the rock on which the pyramid was built d. The Great Pyramid has two passages, one leading up, and the other down
9. Who is Egyptians? a. The people who built the Great Pyramid b. The people who lived in the Great Pyramid c. The worker who built the Great Pyramid d. All of the option is correct
10. How high is the Great Pyramid now? a. 146.5 metres b. 3800 metres
c. 138.8 metres d. 1465 metres
11. “This includes two mortuary temples in honour of Khufu” (Paragraph 4) The underlined word refers to... a. The Great Pyramid b. Buildings c. Giza Necropolis d. Satellite Pyramid
12. “It was the tallest building in the world for over 3,800 years” (Paragraph 4) The underlined word refers to... a. The Great Pyramid b. Queen’s Chamber c. King’s Chamber d. Giza Necropolis
Instruction: Listen to the text and choose A, B, C, or D to answer questions number 1-3! 1. What is the main idea of the text?
a. Ambarawa mussseum is a musseum which was a railway station for the dutch colonial.
b. The musseum focuses on the collection of steam locomotive c. The Ambarawa railway station was built on 100,027,500 squares meter land d. The Ambarawa railway museum was established much later on October 16,
1976 2. What is the text about?
a. Ambarawa musseum b. Railway station c. Dutch collonial d. King Willem
3. What was the Ambarawa called during the dutch colonial government? a. A military city b. A railway museum c. A new railway town d. King William I stadion
4. “it was known as the Willem I station...” The underlined word refers to... a. Ambarawa railway b. Ambarawa musseum c. King Willem d. Dutch collonial
Instruction: Listen to the text and choose A, B, C, or D to answer questions number 4-6! 5. What is the main idea of the text?
a. The Shard is an 87-storey skyscraper b. The Shard is the famous building c. The Shard is the tallest building in the world d. The Shard is one of the seven wonders in the world
6. When was the construction of The Shard completed? a. 2012 b. 2002 c. 2009 d. 2011
7. What probably makes people interested to stay in the Shard? a. It has multiple uses b. It is the tallest building in UK c. It was built by famous architect d. It is located in the heart of London
8. “...it Western European’s tallest building” The underlined word refers to... a. The Shard b. Renzo Piano c. The building
Instruction: Listen to the text and choose A, B, C, or D to answer questions number 7-10! 9. What is the text about?
a. Tengger people b. Mount Bromo c. National Park d. Majapahit Emoire
10. Who are Tengger people? a. Isolated ethnic group in Bromo Tengger Semeru National Park b. All people in Mount Bromo c. People who live in The Ring of Fire d. People of Majapahit Empire
11. “...you can still see white smoke spewing from the mountain.” The underlined word has closest meaning with... a. Burning b. Splitting c. Erupting d. Absorbing
12. “...their ancestry back to the ancient Majapahit Empire” The underlined word refers to... a. Majapahit Empire b. Tengger people c. The volcanoes d. The peaks
Post-test Name : Class :
Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it. Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?
a. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal b. The mausoleum is a part of a vast complex comprising of a main gateway c. The Taj is at the farthest end of this complex, with the river Jamuna behind it d. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at
Agra 2. What is the main idea of the paragraph 3?
a. The Taj seems to glow in the light of the full moon b. The visitors experience the Taj as if suspended when viewed from across the
Jamuna river c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description
3. Where is Taj Mahal located? a. Agra b. Jamuna c. Jahan d. Muntaz
4. What is the concept that used in designing Taj Mahal? a. Self-replicating geometry b. Interlocking arabesque c. Unequal octagon d. Square platform
5. “It was built by a Muslim Emperor Shah Jahan...” (Paragraph 1) The underlined word refers to... a. Taj Mahal b. Mausoleum c. Queen Muntaz’s grave d. Seven wonder
6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to... a. Queen Muntaz b. Taj Mahal c. Shah Jahan
d. Muslim Emperor
Petruk Cave Petruk cave is one of the leading tourist attractions in Kebumen, Central Java.
The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is
taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.
In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you want to explore this cave, you must be led by guides who are ready to take you through the cave. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave. Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of the text?
a. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency
b. There is no lighting that illuminates the cave c. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java
8. What is the main idea of the paragraph 2? a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and
Petruk cave b. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome c. After arriving at the end of the cave, you can see the beach or waterfall located
near at the end of the cave d. The cave is used for tourist attractions
9. Which part of Petruk Cave which used for place to put foods for ancestor? a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave
10. Why did Petruk cave named as one of character in Punokawan puppet? a. Because the cave is belong to Petruk b. Because Petruk is the first explorer of the cave c. Because Petruk is buried at the cave d. Because the cave’s lenght is as long as Petruk’s nose
11. What is stalactites means? a. A type of formation that hangs from the ceiling of caves b. Types of formation that lay on the floor of caves c. Types of food given to ancestor d. Someone who guide the visitor in the cave
12. What is “lead” means in paragraph 2? a. Guide b. Take
c. Bring d. Put
Listen to the audio and choose A, B, C, or D to answer questions number 1-3! 1. What is the main ide of the text?
a. Losari Beach is a beautiful beach b. Losari Beach is an icon of Makassar c. Losari Beach is well-known for its sunset d. Losari Beach is enjoyed by many people
2. Why is Losari Beach easy to access? a. It only takes 10 minutes to drive from the harbor of Makassar b. It only takes 30 minutes to drive from Sultan Hasanuddin Airport c. It can only be reached by car and motorcycle d. It is located near the center of Makassar city
3. Where is Losari beach located? a. In the western part of Makassar b. In the central part of Makassar c. In the southern part of Makassar d. In the edge part of Makassar
4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed d. Situated
Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?
a. Washington D.C b. Large lawns c. White house d. United States
6. What is the main idea of the text? a. White house is one of the famous building in Washington D.C b. White house is the most famous building in Washington D.C c. White house is a very large white building d. White house is the home of the president of the United States
7. How many the main parts of the white house? a. 2 parts b. 3 parts c. 4 parts d. 5 parts
8. “It has three main parts...” The underlined word refers to... a. West wings b. East wings c. White house d. Central porches
Listen to the audio and choose A, B, C, or D to answer questions number 9-12! 9. What is the main idea of the text?
a. The tower is the highest building in Paris and the most-visited monument in the world
b. The tower is the highest building in the world and the most-visited monument in the world
c. The Eiffel Tower is located on the Champ de Mars in Paris d. The tower is the global icon of France and one of the most recognizable
building in the world 10. Who is the name of the engineer?
a. John Eiffel b. Gustave Eiffel c. James Eiffel d. Gared Eiffel
11. “...it is higher than the Washington Monument” The underlined word refers to... a. Washington Monument b. Eiffel Tower c. Chrysler Building d. Millau Viaduct
12. “It has become both a global icon of France” The underlined word has the same meaning with... a. Idol b. Picture c. Symbol d. Figure
APPENDIX 4
The score of students’ reading comprehension
Students Experimental Class Control Clas
Pre-test Post-test Pre-test Post-test
S1 80 90 40 20
S2 60 70 40 40
S3 30 50 60 20
S4 60 80 20 20
S5 60 70 20 40
S6 50 70 40 60
S7 40 70 80 80
S8 20 70 60 20
S9 60 80 80 30
S10 20 50 20 60
S11 20 60 60 60
S12 50 70 40 60
S13 60 80 60 60
S14 60 70 60 40
S15 80 70 50 30
S16 40 60 20 50
S17 70 80 40 40
S18 20 70 50 30
S19 40 70 50 20
S20 60 80 40 80
S21 30 70 80 20
S22 60 80 20 40
S23 40 60 80 20
S24 40 60 20 40
S25 50 80 40 60
S26 40 90 60 40
S27 30 70 30 70
S28 40 60 40 70
S29 30 70 30 50
S30 30 70 30 80
Mean score 45.67 70.67 45.33.00 46.70
Std. Deviation 17.357 9,803 19.429 19.957
Improvement 54.74% 3.02%
The score of students’ listening comprehension
Students Experimental Class Control Clas
Pre-test Post-test Pre-test Post-test
S1 60 80 20 20
S2 20 60 10 20
S3 20 50 30 40 S4 30 30 40 20
S5 20 50 30 50 S6 20 40 20 30
S7 30 60 50 40 S8 10 40 10 30
S9 20 50 50 60 S10 40 70 40 50
S11 50 80 40 60 S12 20 50 10 20
S13 30 60 50 60 S14 50 70 20 40
S15 40 50 20 30 S16 30 40 40 30
S17 40 30 30 30 S18 50 60 30 50
S19 40 60 50 50 S20 20 50 60 70
S21 50 60 20 30 S22 40 60 30 50
S23 50 80 50 60 S24 40 40 30 40
S25 10 40 20 30 S26 10 30 40 50
S27 30 30 10 40 S28 30 40 20 40
S29 30 30 10 30 S30 50 70 30 40
Mean score 32.67 52.00.00 30.33.00 40.33.00 Std. Deviation 13.880 15.615 14.499 13.767
Improvement 59.16% 32.97%
The score of students’ reading comprehension in each indicators (Experimental class)
Students Main Idea
Specific Information
Reference
Pre-test Post-test Pre-test Post-test Pre-test Post-test
S1 75 100 100 100 75 75
S2 25 50 75 75 75 75
S3 25 50 50 75 25 25
S4 75 75 75 100 25 75
S5 25 75 75 75 75 50
S6 50 50 50 75 50 75
S7 25 50 50 100 50 50
S8 25 50 25 100 0 50
S9 50 50 100 100 25 50
S10 25 25 25 75 0 50
S11 25 50 25 75 0 50
S12 25 75 75 75 50 50
S13 75 100 75 100 25 50
S14 75 75 50 75 50 50
S15 100 75 100 75 50 50
S16 50 75 50 75 25 25
S17 50 75 100 100 50 75
S18 25 75 25 75 0 50
S19 50 75 50 75 25 50
S20 75 100 75 100 25 50
S21 25 75 50 75 25 50
S22 75 100 75 100 25 50
S23 50 75 50 75 25 25
S24 50 75 50 75 25 25
S25 50 70 50 100 50 75
S26 50 100 50 100 25 75
S27 25 75 50 75 25 50
S28 50 75 50 50 25 50
S29 25 75 50 75 25 50
S30 25 75 50 75 25 50 Mean score 45.83 71.67 58.33 81.67 32.50 52.50
SD 21.857 18.257 23.057 17.287 20.917 15.186
The score of students’ reading comprehension in each indicators (Control class)
Students Main Idea Specific Information Reference
Pre-test Post-test Pre-test Post-test Pre-test Post-test
S1 50 25 50 25 25 0
S2 75 50 50 50 0 25
S3 75 25 50 25 50 0
S4 25 25 25 25 0 0
S5 25 50 25 50 0 25
S6 50 75 50 75 25 25
S7 75 100 100 100 75 50
S8 75 25 50 25 50 0
S9 75 25 100 50 75 25
S10 25 75 25 50 0 50
S11 75 75 50 75 50 25
S12 50 75 50 75 25 25
S13 75 75 50 75 50 25
S14 75 50 75 50 25 25
S15 50 25 50 50 50 25
S16 25 50 25 50 0 50
S17 50 75 50 50 25 0
S18 50 25 50 50 50 25
S19 50 25 50 25 50 0
S20 50 100 50 100 25 50
S21 100 25 100 25 50 0
S22 25 50 25 50 0 25
S23 100 25 100 25 50 0
S24 25 50 25 50 0 25
S25 50 75 50 75 25 25
S26 75 50 75 50 25 25
S27 25 75 50 75 25 50
S28 50 75 50 75 25 50
S29 25 50 50 50 25 50
S30 50 100 25 100 25 50
Mean score 54.17.00 55.17.00 52.50.00 55.00.00 30.00.00 25.00.00
SD 22.822 25.498 23.072 23.119 22.167 18.570
The score of students’ listening comprehension in each indicators (Experimental class)
Students Main Idea Specific Information Reference
Pre-test Post-test Pre-test Post-test Pre-test Post-test
S1 50 100 75 100 50 50
S2 25 75 25 75 0 25
S3 25 50 25 50 0 50
S4 50 50 50 25 0 25
S5 0 50 50 75 0 25
S6 25 50 25 50 0 25
S7 25 75 75 75 0 25
S8 0 50 25 50 0 25
S9 25 50 25 75 0 25
S10 50 75 50 100 25 25
S11 50 100 100 100 0 50
S12 25 50 25 75 0 25
S13 25 75 75 75 0 25
S14 50 75 50 75 50 50
S15 50 50 75 75 0 25
S16 25 50 50 75 25 0
S17 50 25 75 50 0 25
S18 50 75 75 75 25 25
S19 50 50 50 100 25 25
S20 25 50 25 75 0 25
S21 50 75 75 75 25 25
S22 50 75 75 75 0 25
S23 50 100 75 100 25 50
S24 50 50 50 75 25 0
S25 0 50 25 50 0 25
S26 25 25 0 50 0 25
S27 25 25 75 50 0 25
S28 25 50 50 50 25 25
S29 25 25 75 50 0 25
S30 50 75 75 100 25 25
Mean score 34.17.00 59.17.00 53.33.00 70.83 18.33 19.17
SD 16.717 21.257 24.330 19.787 15.652 14.208
The score of students’ listening comprehension in each indicators (Control class)
Students Main Idea Specific Information Reference
Pre-test Post-test Pre-test Post-test Pre-test Post-test
S1 25 25 25 25 0 0
S2 25 25 0 25 0 0
S3 50 50 50 50 0 25
S4 50 25 50 25 25 0
S5 50 50 50 75 0 25
S6 25 25 0 50 25 25
S7 75 50 50 50 25 25
S8 0 25 25 50 0 25
S9 50 75 75 75 25 25
S10 50 50 50 75 25 25
S11 50 75 50 100 25 0
S12 25 25 0 25 0 0
S13 75 75 75 75 0 25
S14 25 75 25 50 0 0
S15 25 25 0 50 25 25
S16 50 25 50 75 25 0
S17 25 25 50 75 25 0
S18 0 50 50 75 50 25
S19 50 75 50 50 50 25
S20 75 100 75 100 25 0
S21 25 25 25 50 0 25
S22 25 75 50 50 25 25
S23 75 75 50 75 25 25
S24 25 50 25 50 50 25
S25 0 25 25 50 25 25
S26 50 75 50 50 25 25
S27 0 50 25 25 0 50
S28 25 50 25 50 0 25
S29 25 25 0 25 0 50
S30 25 50 25 50 50 25
Mean score 35.83 48.33.00 36.67 55.00.00 18.33 19.17
SD 22.441 22.680 22.489 21.173 17.287 14.208
APPENDIX 5
The Result of SPSS Reading
Tests of Normality
KELAS
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
PRETEST EXPERIMENT ,162 30 ,043 ,931 30 ,054
CONTROL ,175 30 ,020 ,907 30 ,012
POSTEST EXPERIMENT ,240 30 ,000 ,905 30 ,011
CONTROL ,166 30 ,035 ,907 30 ,013
a. Lilliefors Significance Correction
Test of Homogeneity of Variance Levene Statistic df1 df2 Sig.
PRETEST Based on Mean ,283 1 58 ,597
Based on Median ,105 1 58 ,747
Based on Median and with
adjusted df
,105 1 56,788 ,747
Based on trimmed mean ,262 1 58 ,611
POSTEST Based on Mean 20,869 1 58 ,000
Based on Median 14,106 1 58 ,000
Based on Median and with
adjusted df
14,106 1 46,732 ,000
Based on trimmed mean 20,097 1 58 ,000
PRETEST Histograms
POSTEST Histograms
The mean score and standard deviation of the students’ reading comprehension in pre-test and post-test
Group Statistics KELAS N Mean Std. Deviation Std. Error Mean
PRETEST EXPERIMENT 30 45,67 17,357 3,169
CONTROL 30 45,33 19,429 3,547
POSTEST EXPERIMENT 30 70,67 9,803 1,790
CONTROL 30 45,00 19,957 3,644
Test of significance (T-test)
Independent Samples Test
Levene's Test for Equality
of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error Difference
95% Confidence Interval of
the Difference
Lower
Upper
PRETEST Equal variances assumed
,283 ,597 ,070 58 ,944 ,333 4,757 -9,188
9,855
Equal variances not assumed
,070 57,278
,944 ,333 4,757 -9,190
9,857
POSTEST Equal variances assumed
20,869
,000 6,323
58 ,000 25,667
4,059 17,541
33,792
Equal variances not assumed
6,323
42,224
,000 25,667
4,059 17,476
33,858
The Result of SPSS Listening
Tests of Normality
KELAS
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
PRETEST EXPERIMENT ,153 30 ,072 ,932 30 ,055
CONTROL ,162 30 ,043 ,925 30 ,036
POSTTEST EXPERIMENT ,145 30 ,106 ,926 30 ,040
CONTROL ,174 30 ,022 ,932 30 ,055
a. Lilliefors Significance Correction
Test of Homogeneity of Variance Levene Statistic df1 df2 Sig.
PRETEST Based on Mean ,001 1 58 ,973
Based on Median ,024 1 58 ,876
Based on Median and with
adjusted df
,024 1 57,982 ,876
Based on trimmed mean ,000 1 58 ,995
POSTTEST Based on Mean ,765 1 58 ,385
Based on Median ,568 1 58 ,454
Based on Median and with
adjusted df
,568 1 57,158 ,454
Based on trimmed mean ,782 1 58 ,380
PRETEST Histograms
POSTEST Histograms
The mean score and standard deviation of students’ listening comprehension
Group Statistics KELAS N Mean Std. Deviation Std. Error Mean
PRETEST EXPERIMENT 30 32,67 13,880 2,534
CONTROL 30 30,33 14,499 2,647
POSTTEST EXPERIMENT 30 52,00 15,625 2,853
CONTROL 30 40,33 13,767 2,514
Test of significance (T-test)
Independent Samples Test
Levene's Test for Equality
of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of
the Difference
Lower
Upper
PRETEST Equal variances assumed
,001 ,973 ,637 58 ,527 2,333 3,665 -5,002
9,669
Equal variances not assumed
,637 57,890
,527 2,333 3,665 -5,002
9,669
POSTTEST
Equal variances assumed
,765 ,385 3,068
58 ,003 11,667
3,802 4,056 19,277
Equal variances not assumed
3,068
57,095
,003 11,667
3,802 4,053 19,280
APPENDIX 6
DOCUMENTATION Giving the pre-test:
Giving the treatment:
Giving the post-test:
CURRICULUM VITAE LISA ERLISA was born on February, 18th 1998 in Dili. She is the last child of Hasan Sukki and Siti Jamilah. She has one sister and three brothers. She started her study at SDN No.23 Centre Takalar and graduated in 2009. She continued her study at SMPN 1 Takalar and graduated in 2012. Then she studied in SMAN 1 Takalar and finished in 2015. She was accepted at Muhammadiyah University of Makassar as A Student of
English Education Department in 2015. At the end of her study, she could finish with her thesis under the title “The Use of “PORPE Strategy” in Teaching English
at SMAN 1 Takalar” (A-Quasi Experimental Research at the First Grade Students of SMAN 1 Takalar)
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