THE EFFECT OF PARTNER READING STRATEGY TOWARDS
STUDENTS’ READING COMPREHENSION AT AHMAD DAHLAN
ISLAMIC JUNIOR HIGH SCHOOL JAMBI CITY
ACADEMIC YEAR 2018-2019
THESIS
RIA ISNAINI
NIM. TE. 141033
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDINJAMBI
2019
THE EFFECT OF PARTNER READING STARTEGY TOWADS
STUDENTS’ READING COMPREHENSION AT AHMAD DAHLAN
ISLAMIC JUNIOR HIGH SCHOOL JAMBI CITY
ACADEMIC YEAR 2018-2019
THESIS
Submitted as Partial Fulfilment of the Requirements to Gain Undergraduate
Degree (S.1) in English Education
RIA ISNAINI
NIM. TE. 141033
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI
2019
MOTTO
(Q.S: Al-‘alaq 1-5)
1. Read! In the Name of your Lord, Who has created (all that exists),
2. Has created man from a clot (a piece of thick coagulated blood)
3. Read! And your Lord is the Most Generous,
4. Who has taught (the writing) by the pen
5. Has taught man that which he knew not.
DEDICATION
Thanks to Allah SWT, The most Gracious, The most Merciful
for the blessing and leading me.
I could finally finish writing this thesis.
Sholawat to the Prophet Muhammad SAW.
His coming really changed the world
This Thesis I dedicate special to:
My adored father ISMAIL.YP, my adored mother ZUBAIDAH, my beloved
sister USWATUN HASANAH and my beloved brothers MIZA ZULMI and M.
RAYYAN SYAKIL who always love and encourage me and never stop praying
for my success now and in the future with endless love, always being with and
guiding me, your prayers are really powerful.
My lovely Friends Yusnida Tanjung, Qurrataini, Siti Fatimah, Susi
susilawati, Halimatussa’diah, Devi Oktavianti, Putri Valensia A.D,Tri Ivo
Nevna, and Sonia Johanisa, who always stand by me no matter what you guys
are always there beside me, support me, help me and won‟t let my tears down.
May Allah SWT always bless us.
Aamiin .
ACKNOWLEDGEMENTS
Alhamdulillahirabbil‟alamin, thanks to Allah SWT because the writer
could complete this research as one of the requirements for getting undergraduate
degree (S1) in English Department of Tarbiyah faculty of State Islamic University
Sulthan Thaha Saifuddin Jambi by presenting a thesis entitled: “The Effect of
Partner Reading Strategy Towards Student’s Reading Comprehension at
Ahmad Dahlan Islamic Junior High School Jambi City Academic Year
2018/2019”
The writer would not have been completed without supports, guidance,
advice and special recognition for their invaluable help in accomplishing this
thesis. Therefore, the writer would like to express deep appreciation to:
1. Dr. H. Hadri Hasan, MA as a rector of the state Islamic University Sulthan
Thaha Saifuddin Jambi
2. Prof.H. Dr. Su‟adi Asy‟ari, M.A.Ph.D, Dr.H.Hidayat, M,Pd, and Dr. Hj.
Fadhila Husen, M.Pd as the vice rectors I, II, III of The State Islamic
University Sulthan Thaha Saifuddin Jambi
3. Dr. Hj. Armida, M.Pd.I as the Dean of Tarbiyah Faculty and Teacher
Training The State Islamic University Sulthan Thaha Saifuddin Jambi
4. Dr. H. Lukman Hakim, M.Pd, Dr. Zawaki Afidal Jamil, M.Pd.I, Dr.
Kemas Imran, M.Pd.I as the vice dean I, II, and III Tarbiyah Faculty and
Teacher Training The State Islamic University Sulthan Thaha Saifuddin
Jambi
5. Amalia Nurhasanah, M.Hum as the chief of English Study Program in
Tarbiyah Faculty of State Islamic University Sulthan Thaha Saifuddin
Jambi
6. Dr. Hj. Dewi Hasanah, M.Ag as the first advisor who has given a lot of
input such as correction, idea, and contribution of thought and beneficial
idea toward the progress of this thesis
ABSTRACT
Name : Ria Isnaini
Major : English Educational Program
Tittle : The Effect of Using Partner Reading
Strategy Towards Reading Comprehension
at Ahmad Dahlan Islamic Junior High
School Jambi City.
This study aimed to find out the effect of using partner
strategy on students’ reading achievement at the ahmad
dahlan islamic grade of junior high school jambi city, this
research was quantitative research and it was conducted by
using quasy-experimental design with nonequivalent control
group design . The subject of this research was 40 students,
20 students in experimental class and 20 students in control
class. The result of the analysis indicated that the mean of
post-test score (71,95) was higher than the mean of pre-test
score (62,6). So that Ha was accepted. It means there was
significant effect of using partner reading strategy towards
student’s reading achievement after giving treatment. Next,
the writer had computed that the score of ttest ≥ ttable (2,28 ≥
2,02), and t-test (to) t-table (tt)or 21,75≥ 2,02. So, Ha was
accepted. It means, there was significant effect of using
partner reading strategy and those who are not at the eight
grade of ahmad dahlan islamic junior high school jambi city.
Keyword : Partner reading strategy, Reading Achievement.
ABSTRAK
Nama : Ria Isnaini
Jurusan : Pendidikan Bahasa Inggris
Judul : Pengaruh menggunakan strategi membaca
berpasangan terhadap pemahaman membaca
siswa di SMP ahmad dahlan kota jambi.
Penelitian ini bertujuan untuk mengetahui pengaruh
menggunakan membaca berpasangan terhadap prestasi
membaca siswa pada kelas delapan di SMP ahmad dahlan
kota Jambi, penelitian ini adalah kuantitatif, yang
menggunakan quasi eksperimental design dan subjek
penelitian ini adalah 40 siswa. 20 siswa di kelas percobaan
dan 20 kelas di kelas kontrol Dari hasil analisis peneliti
mengindikasi bahwasanya hasil dari rata-rata nilai post-test
(71.92) lebih tinggi dari nilai rata-rata pre-test (62,6). Jadi,
Ha bisa diterima, oleh karena itu ada pengaruh yang
signifikan setelah perlakuan. Selanjutnya, peneliti telah
menganalisa nilai thitung ttest ≥ ttable (2,28 ≥ 2,02), dan t-test (to) t-
table (tt)or 21,75≥ 2,02. Jadi Ha diterima. Artinya, ada
pengaruh yang signifikan dari pemahaman membaca siswa
yang menggunakan membaca berpasangan dengan siswa
yang tidak menggunakan membaca berpasangan pada kelas
delapan di SMP ahmad dahlan kota Jambi.
Kata Kunci : stategi membaca berpasangan, Prestasi
Membaca.
TABLE OF CONTENTS
PAGE OF TITLE ....................................................................................................
OFFIAL NOTE ...................................................................................................... i
THESIS APPROVAL ........................................................................................... ii
ORIGINALITY STATEMENT ........................................................................... iii
DEDICATION ..................................................................................................... iv
MOTTO................................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
ABSTRACT ....................................................................................................... viii
ABSTRAK ........................................................................................................... xi
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES .............................................................................................. xii
CHAPTER I : INTRODUCTION
A. Background of the Study ........................................................................... 1
B. Identification of the Problem .................................................................... 3
C. Limitation of the Problem ......................................................................... 4
D. Formulation of the Problem ...................................................................... 4
E. Purpose of he Study .................................................................................. 4
F. Significance of the Study .......................................................................... 5
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Partner Reading Strategy......................................................................... 6
B. Reading Comprehension ......................................................................... 11
C. Descriptive text ....................................................................................... 12
D. Previous
Studies...........................................................................
...........15
E. Hypothesis Research .............................................................................. 16
CHAPTER III : METHOD OF THE RESEARCH
A. Setting of the Research........................................................................... 18
B. Design of the Research............................................................................ 18
C. Population and Sample ............................................................................ 19
D. Variable of the Research ......................................................................... 20
E. Instrument of the research ....................................................................... 21
F. The Technique of Collecting Data ......................................................... 22
G. The Technique of Data Analysis ............................................................. 23
H. Statitiscal Hyphothesis ............................................................................ 29
I. Shcedule of the Reseacrh ........................................................................ 30
CHAPTER IV RESEARCH FINDING AND
INTERPRETATIONS
A. The Descriptive Analysis ........................................................................ 31
B. Statistical Analysis .................................................................................. 33
C. Interpretation .......................................................................................... 39
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion............................................................................................... 41
B. Suggestion ............................................................................................... 42
REFERENCES ................................................................................................ 444
APPENDIXS
LIST OF TABLE
Table 1 Group pretest and posttest ...................................................................... 19
Table 2 Total sample of population .................................................................... 20
Table 3 Schedule of the research ........................................................................ 30
Table 4 Students‟ Score of Experimental Class .................................................. 31
Table 5 Students‟ Score of Control Class ........................................................... 32
Table 6 The Result of Normality Test Pre-test ................................................... 34
Table 7 The Result of Normality Test Post-test .................................................. 35
Table 8 The Result of Homogeneity Test Pre- test ............................................. 36
Table 9 The Result of Homogeneity Test Post-test ............................................ 37
LIST OF APPENDICES
Appendix 1 : Instrument of the Test
Appendix 2 : Hasil Intrument of the Test
Appendix 3 : The Result of Normality Test
Appendix 4 : The Result of Homogeneity Test
Appendix 5 : Paired of the Test
Appendix 6 : Independent of the Test
Appendix 7 : Table Liliefors
Appendix 8 : Table Z
Appendix 9 : Table Distribution F
Appendix 10 : Table Distribution T
Appendix 11 : Lesson Plan in Experimental Class
Appendix 12 :Lesson Plan in Control Class
Appendix 13 : English Syllabus
Appendix 14 : Documentation
CHAPTER I
INTRODUCTION
A. Backgroundof theStudy
Reading is one of the important skills in learning
language beside listening, speaking and writing. This skill
needs to be mastered because it is very important for
language learners. The students need to know of reading skill
because this is a bridge to understand scientific books that
they read and to get information from other printed materials
such as novels, magazines, newspaper, and brochures. In
reading students get about new information and add the
knowledge from the text.In addition, Sheng (2000 as cited in
Romezila, 2014) mention that reading is a process of
communication from the writer to the redear involving the
recognition of letters, words, phrases, clauses and a process
of negotiation between the reader and the writer.
According to Pauline, reading is the process of getting
meaning from print. It is not a passive, receptive activity, but
requires the reader to be active 2 and thinking1 . It means that
when we read the text, there is process of transaction between
the text and the reader. Besides, reading is an essential skill
that should be completed with comprehension, reading will
be completed with another essential skill such as
comprehension. If linked with students, it means that the
purpose of learning to read is that the students have the skills
to interact with the converted language encoded in the text.
Learning to read is an activity to increase students' skills in
reading skills. In teaching and learning language process in
school, reading must be used as a basic skill to help students
in catching knowledge. As a teacher should have 1 Gibbons.
Pauline. Learning to Learn in a Second Language. Australia:
Primary English Teaching Asociation NSW. 1993. p. 70 2
Murcia.M.C. Teaching English as a Second or Foreign
Language Third Edition. USA: Heinle & Heinle, a Division
of Thomson Learning,Inc. 2001.p. 196. 3 Susan Lenski and
Jill Lewis. Reading Success for Struggling Adolescent
Learners. New York: A Division of Guilford Publications,
Inc. 2008 p. 156 3 a strategy in teaching learning languages
skills such as writing, listening, speaking and reading.
The important of reading skill can be seen in education
curriculum. In KTSP (KurikulumSatuan Tingkat Pendidikan)
2006, reading is one of English skill that should be learned
and mastered in any level of education. The students have to
achieve certain competencies at the end of learning process.
In order to achieve the competencies required in curriculum a
genre based approach is suggested. This approach
emphasizes on student mastering in various kind of genre
both oral and written form. There isone kind of texts that
shouldbe learned by 8th
grade students of Junior High School
one of them is descriptive text. In this case, the researcher
corns on the partner reading strategy.
Based on the current issue in learning reading, there
were some problems that found, such as in Ahmad Dahlan
Islamic Junior High School Jambi City. For most of young
learners, reading also becomes difficult subject to learn,
because they need more skills to understand the text, to get
the idea of the text, to know the new words in the meaning of
text. It seems that most students fail in reading. The failure
was caused by some reasons. Firstly, they not have enough
knowledge about vocabulary, because vocabulary is related
with comprehension to get the meaning in the text. Secondly,
the students should knowing about the meaning of words,
phrase and idiom as well as grammatical in sentence structure
that is used the writer to express their ideas in text. However,
the students did not understand about the sentence structure
in the text, so the students miss understanding to comprehend
the meaning.
The problem above might be causedS by many factors,
not only from the students but also teachers are included in
the factors. Such as in Ahmad Dahlan IslamicJunior High
School Jambi City while in teaching reading, the teacher
often asks the students to do assignment individually and the
teacher has limited time to develop the students to read in
English. Most of English teacher often used the same strategy
in teaching reading, so the students are bored and did not
motivation to study.
Based on these cases, English teacher should pay
attention to the strategy and the material of teaching reading.
The teacher must choose one the appropriate strategy to make
students will be motivated and active in the learning process.
One of them is partner reading, where this is a strategy in
teaching in which students considering a problem with their
partner, so that each student can share their works with
students who are in different partner. It also can apply in
sharing group work. It means thatpartner reading is to
provide the students with opportunities to read the selections.
Partner Reading strategy consists of the strategy that helps
the students to discuss and how process the information with
their friend that they learn. They try to get the meaning of the
text together with their partner. This strategy makes them
easier to know the content about text.
Based on phenomena above, the writer is interested to
conduct a research entitled “The Effect of Partner Reading
Strategy Towards Student’s Reading Comprehension at
Ahmad Dahlan Islamic Junior High Shcool Jambi City
Academic Year 2018/2019”.
B. Identification of the Problem
Based on the background and the symptoms above, the
writer identifies the problems of this research as follows:
1. The students do not comprehend English text well.
2. The students cannot get idea from the text.
3. The students are still difficult to identify the
information from the English text.
4. The students are still difficult to get the main idea in
reading English text.
5. The students cheat their friend to get the answer from
the text.
6. The students get the low score in exercises.
7. Most of the students determining the stress of word in
reading.
C. Limitation of the Problem
In this research, the writer focuses on students‟
reading comprehension by using partner reading strategy
of the 8th
students at Ahmad Dahlan Islamic Junior High
School:
1. This research examines English language lessons
especially in student reading skill / achievement.
2. In this research, the researcher only focuses on
the students of the 8th
at Ahmad Dahlan Islamic
Junior High School.
3. The descriptive text of Partner Reading strategy
for the reading comprehension.
D. Formulation of the Problem
Based on the limitation of the problem, the writer
formulates the problemof the study as follows:
1. Is there any significant differences scores of
students‟ reading achievement by using partner
reading strategy before and after treatment?
2. Is the score of students‟ reading achievement
higher in pot-test experimental class than post-
test control class?
E. Purpose of the Study
The purpose of this study to find out effect of using
partner reading strategy towards reading achievement in
descriptive text of the 8th
students at Ahmad Dahlan Islamic
Junior High School Jambi City. Therefore, the purpose of this
study is formulated as follow:
1. To know the differences scores of students‟
reading achievement by using partner reading
strategy before and after treatment
2. To know the score for students‟ reading
achievement higher in post-test experimental
class and post-test control class.
F. Significance of the Study
In this study, there are two significances of the
study, namely;
1. Theoretically Contribution
The ultimate outcome of this study is expected to be
input in practicing and learning process especially for
readingsignificant effect of using partner reading strategy
towards reading comprehension in descriptive text of the
8th
students at Ahmad Dahlan Islamic Junior High School
Jambi City.
2. Practically Contribution
Practically, this study is expected to have
contribution;
a. For the lectures orteachers
The researcher hopes this study can give some
suggestion for the effect of using partner reading
strategy toward reading achievement.
b. For the researcher
The researcher hopes this study will give new
knowledge to the researcher itself about the effect
partner reading strategy. The researcher hopes this
can be developed the writing abilityand this study
will be done by the researcher as one of requirement
on getting S1 Degree
inEnglish Education, Faculty of Teacher Training an
d Education, University Islamic Studies.
c. For Others
The researcher hopes this study will be useful as
guidance of reference to the next researcher in using
partner reading strategy toward reading
achievement.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Partner Reading Strategy
1. Definition of Partner Reading Strategy
Partner reading is another fun and effective
pedagogical strategy for promoting the development of
reading fluency. It is designed to increase the amount of
time children spend reading aloud in the classroom while
providing the support many struggling readers need to
successfully negotiate text. It is a procedure that is best
initiated after children have developed some familiarity
with the text through procedures discussed elsewhere in
this and otherchapters.
According to Brown (2005) the children who
partner-read two to three times per week for 12 weeks
showed an average 29% increase in reading rate on a
standardized test of oral reading fluency, although their
comprehension and reading accuracy were not affected
in a positive manner. It means that provides a model of
fluent reading and helps the students learn decoding
skills by offering positive feedback. Partner reading is
effective for several reasons. First, children benefit from
practicing the reading of connected text and this
approach ensures that students spend significant amounts
of time reading aloud or following along with their
partner. Second, partner reading provides learners with
the opportunity to read a text repeatedly, which supports
the development of automatic word reading. Third,
children receive correction and support from their partner
during the reading; they are able to practice a text that
they cannot yet read independently.
Partner reading has been used successfully as part of
an intervention aimed at reducing and preventing
behavioral problems in school. So, it promotes student
collaboration and empowers readers to support one
another through peer-assisted learning.During partner
reading, students monitor the reading of a fellow student.
Pairs work together on a variety of texts, building their
reading confidence, increasing concentration, practicing
interacting socially in a positive way, and improving their
motivation to read. Partner reading improves fluency,
reading rate, and word attack skills, and helps students
monitor their own comprehension. Partner reading also
fosters a gradual release of responsibility, where students
move away from total dependence on the teacher to
reading independently without the teacher‟s intervention.
According to Meisinger et al., in Melanie‟s book, in
partner reading, children are paired to provide one another
with support in the oral reading of connected text. This is
when students read and reread passages with classmates.
Teachers can pair more proficient readers with less
proficient ones. The less proficient reader reads the
passage first, followed by his or her partner. The students
continue taking turns until they complete the text.
From the explanation above, the researcher
concludes that partner reading is a good strategy for
students‟ reading fluency, by using this strategy the
students receive correction and support from their partner
during reading a text, improving their motivation to read
and teach the students about pairs work together on variety
of text.
The objective are given a selected text, students will
increasefluency by reading it. The materials are copies of
100- to 200-wordinstructional-level passages, individual
student fluency graphs, an Error Correction Card, and one
timer for each student pair (Elizabeth, 2000,p 4). The
sequences of partner reading are as follows:
a. Select a series of short instructional-level passages
for each student. Cumulatively count the number of
words in each row, and write a running total beside
each line. This makes it easier to determine the
number of words read. (Note: Commercially
available fluency-building passages are acceptable
for this activity. These programs generally include
a series of passages at different grade levels with
the number of words per line already noted in the
margin.).
b. Identify an appropriate fluency goal for each
student using grade-level norms.
c. Place a bracket after the word that indicates the
student‟s fluency goal.
d. Explain that students will be working with a
partner to improve their fluency.
e. Pair students, partnering higher-performing readers
with lower performing readers.
f. Explain that fluency goals are marked on the
passages and vary from student to student.
g. Have the higher-performing reader read the lower-
performing reader‟s passage. Next, have the lower-
performing reader read the same passage three
times, while the higher-performing reader provides
feedback using the Error Correction Card. The
higher-performing reader should time his or her
partner‟s third reading for one minute. When done
reading, the lowed performing reader should graph
his or her WCPM.
h. As pairs read, check that students are modeling,
providing appropriate feedback, reading the
passages the required number of times, and
graphing their progress.
i. Monitor students‟ fluency progress, making note of
how many words students read in one minute and
whether
1) Students meet their fluency goal during the
timing, and if so, whether this occurred over
multiple passage
2) Any student requires more or less difficult
reading material; an
3) There are any consistent error patterns.
2. The Procedures of Partner Reading Strategy
According to Lisbeth (1995, p.54) there are se
veral recommendations on how you can organize,
implement, and manage partner reading in
classrooms:
a. Provide adequate instruction of the basic
partner reading script. Begin by explaining
partner reading to your students.
b. Practice what it means to be a good partner.
Go over the jobs of each partner with your
class and discuss what being a good partner
involves and post a summary of the
following points. Good partners listen to
each other and read along silently when it is
not their turn to read aloud. Good partners
help each other read/misread words. They
provide unknown words, or even better, help
each other remember to use word-reading
strategies learned in class. Good partners do
not laugh or jeer at each other‟s misread or
unknown words, but simply provide the
words. Good partner‟s help each other find
their place, if needed, and encourage each
other to go on when tired or frustrated. Good
partners also raise their hand to get their
teacher‟s attention if a problem arises during
partner reading, such as an argument
between the two partners or when neither of
the partners is able to decipher a difficult
word. Good partners have a positive attitude
and stay on task during partner reading.
c. Practice and model partner reading
behaviors. Partner reading is most successful
when your children understand exactly what
behaviors they should exhibit during this
activity.
d. Allow children to choose their own partners.
Children know with whom they get along
and generally choose a partner with whom
they will interact cooperatively. You may
want to instruct students to choose their
partner by groups or by sections to ease the
process.
e. Teachers need to monitor partner reading.
Once the partner reading routine has been
established, your children will generally
require little prompting or redirection,
because it is a simple and enjoyable activity.
However, while the children partner-read, you
should walk around the room listening to them read,
helping pairs that are stuck on an unknown word,
redirecting those who are off task, or modeling
expressive reading when needed. Partner reading
provides a wonderful opportunity for you to listen to
your children read and allows you to monitor their
progress throughout the year.In Sharon Vaughn and
Sylvia Linan-Thompson book, there are several
procedures in partner reading strategy. This adapted
from the University of Texas Center for Reading and
Language Arts and based on the work of Fuchs, Fuchs,
Mathes, and Simmons in Vaughn book.
The objective are given a selected text, students
will increase fluency by rereading it. The materials are
copies of short and interesting texts at the lower-
performing reader‟s instructional level for each pair of
students and a list of high-interest low-vocabulary
texts. The sequences of partner reading are as follows:
1) Pair higher-performing readers with lower-
performing readers for fluency practice. Rank the
students according to performance level, and then
split the class in half, pairing the highest-
performing student in the class with the top-
ranked student from the lower half, the second
highest performing student with the second-
highest performing student from the lower half,
and so on for the remaining students.
2) Provide each pair with reading texts at the lower-
performing student‟s instructional-reading level.
An easy way to match books to students‟ reading
levels is to give students a list of words from the
text; if they have difficulty with no more than
about one in ten words, then the text is considered
to be at their instructional level. (Independent-
level text can also be used.)
3) Model and explain partner reading procedures.
4) Assign roles to student pairs, with Partner A
being the stronger reader and Partner B the lower-
performing reader. Do not explain to students
what A or B stands for.
5) Have students take turns reading. Partner A reads
the text aloud, modeling fluent reading, for one
minute. Partner B follows along. Then Partner B
reads aloud the same text for one minute.
6) The whole class can participate at the same time
while you time the readings.
B. Reading Comprehension
According to Tarigan (2008, p. 9), reading is a
process in which done by reader to get message or
information from the writer through printed media. It
is very complex process in which recognize and
comprehend written symbols are influenced by
perceptual skill, decoding, experiences, language
background, mind set and reasoning of reader.
Reading comprehension has multiple
definitions and explanation. Comprehension has same
meaning with understanding. It is capability to grasp
meaning in a text and also the writer‟s idea. It is
readers‟ ability to understand the author‟s message
which is influenced by their background knowledge in
the topic given by the text. According to Hornby
(1995, p.235), comprehension is means and has
excessive aimed inimproving or testing one‟s
understands of a language whether written or spoken.
Comprehension is not only need in student‟s reading
activities, but also to measure the ability of each
student in classroom. Snow (2010, p. 417) said that
reading comprehension is a complex activity that
involves interaction between the reader and the text.
Carrel (1988, p. 213) stated that reading
comprehension in general viewed is the resulting from
the four way interaction between readers, text, task,
and structured activity. The success of this interaction
depends of the availability of quality of content and
strategist schemata to new problem solving
situations. Moreover, reading comprehension is the
process of simultaneously extracting and constructing
meaning through interaction and involvement with
written language. It entails three elements: the reader
who is doing the comprehending, the text that is to be
comprehended, and the activities.
In short, reading comprehension is the act of
understanding what readers are being read. It is an
intentional, active, interactive process that occurs
before, during and after a person reads a particular
piece of writing.Without comprehension, reading is
nothing more than tracking symbols on a page with
eyes and sounding them out. People read for many
reasons but understanding is always a part of their
purpose. Reading comprehension is important
because without it, reading doesn‟t provide the reader
with any information.
According to Nuttal in Somadoyo (2011, p.
11), the purpose of reading is a part of the process on
reading comprehension, readers get the message or
meaning of the text, the message can be in the form of
information of the text. Tarigan in Somadoyo (2011,
p.12) stated that the main purpose of reading
comprehension to find the answer in questions that is
provided by the reader based on the text of the
reading.According to Grabe and Stoller (2009,p.11)
purposes of reading into several points, they are as
follows (1) Reading to search for simple information;
(2) Reading to skim quickly; (3) Reading to learn
from the text; (4) Reading to integrated information;
(5) Reading to write; (6) Reading critique texts; (7)
Reading for general comprehension.
Based on the purpose of reading
comprehension above, it can be conclude that reading
comprehension has a purpose to seek and obtain the
information, and make closely connected to a
person‟s motivation for reading.
C. Descriptive text
1. Definition of Descriptive Text
Descriptive text is a kind of text with purpose
to give the information. The context of this kind of
text is the description of particular thing, place, and
person.
A descriptive paragraph colorfully describes a
person, place, or thing. It allows you to imagine the
way the person felt, heard, or saw the object or
location at a particular time regardless if the writer
explains a real or imagined circumstance.
Additionally, a descriptive paragraph gives reader‟s
vivid image of a person, place or thing.
2. Generic Structure of Descriptive Text
Descriptive text has two main parts; they are
identification and description that‟s called generic
structure.Dominant generic structure of descriptive
text
a. Identifications
In this part introduces to the subject of the
description.
b. Description
In this part give details of the characteristic
features of the subject. It may describe parts
of qualities, characteristics, size, appearance,
ability, habit, and daily live, etc.
c. Languge Features of Descriptive Text
1) Focus on specipic participants
(My English teacher, Vina‟s car, My
Favorite place)
2) Use a simple Present Tense
3) Vebs of being and having “Relational
Processes”
(My Dad is really cool, he has black
hair)
4) Use descriptive adjectives
(Strong legs, white fangs)
5) Use of thinking verb and filling verb
6) Use of Simple Past Tense if Extent
7) Use of detailed Noun Phrase to give
information about the subject
( Avery beautiful scenery, a sweeet
young lady, very thick fur)
8) Use the action verb „Material Process‟
(It eats grass, it runs fast)
9) Use of adverbial to give additional
information about behaviour
(Fast, at tree house)
10) Use of Figurative Language
(Lia is a white as chalk)
d. The Example of Descriptive Text
3. Language features of descriptive text are:
a. Descriptive often uses adjectives,
numbering, and, classifying. For example;
is really cool, it has very thick fur, etc.
b. Tense which is often used is simple
present tense. However, sometimes it uses
past tense if the thing to be described
doesn‟t exist anymore for example; go,
fly, cook, etc.
c. Descriptive text uses thinking verbs
(believe, think, etc.) and feeling verbs
(feel).
d. Descriptive text also uses adverbs to give
information about character or adjective
that explained. Example; it is extremely
high, it runs definitely past, etc.
4. The purpose of descriptive text
Fink et al said that the purpose of description is
to imagine the reader by using a picture of a
person, subject, or setting. It is allowed by using
picture, so that the reader can visualize it.
According to Febriani the purpose of the
descriptive text is to get the reader imagine within
the story to get pleasure and Lila Fink, et al,
Choices a Text for Writing and Reading, (new
York: Little, Brown and Company Limited,
1983), 41 3information.Generally, the purpose of
descriptive text is to describe something,
someone, a place, animal, or plants specifically.
Alimudin, a Local Footballer
Alimudin is 16 years old. He is a local footballer who
plays for a small football vlub in Paramatta, Sydney. He
works hard to be a profesional footballer.
His day start at 4. Firts, he says his prayer and then he
goes jogging. He goes jogging for one hour. After jogging, he
joins club to do some pratice. After that he takes a rest and
takes a bath. His mother always prepares simple breakfast for
him. After breakfast, he goes to school.
At 3 p.m. he goes to the football field. His football
club practice playing football. He learns a lot from his coach.
His football pratice ends at about 6 p.m. He goes home and
does his other daily activities.
(Source : Erlangga, English on Sky)
D. Previous Studies
The writer has found three relevant studies which
related to this research. First research comes from by
Elizabeth B. Meisinger (2000), in this research the this study
was to identify factors that affect the quality of the partner
reading interaction for the purpose of providing teachers with
empirically based strategies for organizing, managing, and
implementing partner reading. Essential elements of
cooperative interactions were extracted from the cooperative
learning literature and were used to create an observational
rating scale for evaluating the quality of the partner reading
interaction. 43 pairs (86 children) of second grade students
and 10 classroom teachers were observed during partner
reading. An effect was found for partner selection, teacher
instruction, and teacher 2 monitoring for social cooperation,
and an ability pairing strategy X ability discrepancy
interaction was found for on-task behavior .
Second, a reseach was done by Lisbeth A. Dixon-
Krauss (1995). In this research the student engagement in the
partner sessions was staggered so that each student pair was
observed for the duration of the session. The observers
recorded notes on the following behaviors: (a) readers'
miscued words; (b) fluency in the areas of hesitant/halting
reading, punctuation miscues, use of expression; and (c)
excerpts of students' dialogue and notes on the strategies
students used to share text meanings, provide partner
assistance, and evaluate the partner activity.
Third, a research wa done by Widia Astuti (2013). In
this research was an experimental research, precisely a quasi
experimental research. Eight meetings were implemented for
treatments of experimental class. The instruments of this
research were a text. The participants were the second year
students of SMPN 1 Sungai Pakning Bengkalis Regency. The
population of the research is 127 students of the second year
of SMPN 1 Sungai Pakning Bengkalis Regency. The subject
of this research is the second year students of SMPN 1
Sungai Pakning Bengkalis Regency in 2011/2012 academic
year. The objects of this research are the effect of using
partner reading strategy toward students‟ reading fluency and
the significant effect of using partner reading strategy toward
students reading fluency.The research findings showed that
the improvement could be seen from the score of t-test
analysis. The total score of t-test was 8.45. Based on t-table,
2.032.72. It means that null hypothesis (Ho) is rejected, while
the alternative hypothesis (Ha) is accepted. Therefore, it
could be concluded that there was a significant effect of using
partner reading strategy toward students‟ reading fluency at
the second year students of SMPN 1 Sungai Pakning
Bengkalis Regency
Those relevant studies above have differences with
this research. This research was held at the eight grade
students of IslamicJunior High School Ahmad Dahlan Jambi
City which analyze students‟ reading comprehension on
descriptive text by using Partner Reading Strategy. in thia
research, the writer used quasi experimental design which is
consist of two classes. The first class is experiment class and
the second class is control class. In the quasi experimental
design of this research, the writer used nonequivalent control
group design whose groups were not randomly selected.
Moreover, the instrument used in this research only used pre-
test and post test and also only focus on reading.
E. Hypothesis Research
1. Ha1 : There is significant differences scores of
students‟ reading achievement by using
partner reading strategy before and after
treatment
Ho1 : There is no significant differences scores of
students‟ reading achievement by using
partner reading strategy before and after
treatment
2. Ha2 : The score of students‟ reading achievement
higher in post-test experimental class and
post-test control class
Ho2 : The score of students‟ reading achievement
higher is not in post-test experimental class
and post-test control class
CHAPTER III
METHOD OF THE RESEARCH
The research method has an important role in guiding
the research because the method can detemine the success of
research. Beside that the result of the research will depend on
the method which will be used.
Arief Furhan (1982,p. 50) says that research method is
general strategy that is used to collect and analyzed data
needed in order to respond the problem faced. Based on the
defenition above, the writer reports the procedures which is
used in this study, they are: Setting of the research, The
research design, popualtion and sample of the
study,instrument of the study, and techuniques of data
analysis.
A. Setting of the Research
This research location will be conducted of the
8th
students at Ahmad Dahlan Islamic Junior School Jambi
City that is located Jl. Enggano, Handil Jaya, Jelutung, Kota
Jambi, Jambi 36129.
B. Design of the Reseacrh
In this research, the writer uses quantitative design
which is Quasi-experimental design. The research used
Quasi Experimental design in this research to know about
the effectiveness of using small group discussion in
teaching reading reading comprehension. According to
Creswell (2009), quasi experiment involves control group
and experimental group. However, participants are non-
randomly assigned into both groups. Quasi experimental
still includes other group without treatment, but it is under
observation. This other group, called control group, is a
comparator to the experiment group with treatment. The
exact design of research is non-equivalent pretest-postest
control group design.
According to Charles, C.M. (1995, p.118) states that
quantitative data are analyzed mathematichally, and the result
are expressed in statiscal termology.
The writer would like to find the significant progress
between the w reading before and after used partner reading.
The writer wanted to know whether there is no significant
progress of reading achievement before and after used partner
reading strategy.
The experimental class was taught by using partner
reading strategy descriptive text to improve student‟s reading
skill. In addtion, control class was only given a pre-test and
post-test without treatment as what was given for
experimental group. These group used different techniques,
but both experimental and control class were treated with the
same test.
Table 1. Group Pre-test Treatment Post-test
Group Test Pre-test Treatment Post-test
Experimental test O1 X O2
Control test O3 - O4
Where:
O1 : Pre-test of experimental class
O2 : Post-test of experimental class
X : Treatment in the experimental class
O3 : Pre-test of control class
O4 : Post-test of control class (Sugiyono, 2009)
C. Population and Sample
1. Population
Sugiyono (2017,p. 80)states that “Population
is generalization region consisting of objecst or
subjects that have certain characteristic and the
quality of their set by investigators to be learned and
then drwan consclution”. It means that the
population of this research are the whole students of
8th
Ahmad Dahlan Islamic Junior High School Jambi
City. There are two classes, the total of the
population is 40 students. The researcher took two
classes as thesample of the research. It can be seen
in the following table.
Table 2. The Population of the Research
No Class Population Total
Male Female
1 8 A 7 13 20
2 8 B 6 14 20
Total 13 27 40
2. Sample
Sample is a small group in population.
Arikunto (2010, p. 174) defined that sample is a part
or the representative of the population that will be
studied. Furthermore, According to Sapsford and Jupp
(2006, p. 26), a sample is a set of elements selected in
some way from a population. In this research, the
writer used purposive sampling technique to get the
sample. The purpose of the writer is to find a
homogeneous ability of the students in the class.
Therefore, the way of writer selects the sample by
asking one of the English teacher at the school and
looking at the list of students grades from each class.
Based on the research design, the researcher
will take two classes for the sample. One class is
control group that is 8A consists of 20 students and
another is experimental group that is 8B consists of
20 students.
D. Variable of the Research
Variable is the object of research that became
the focus of the writer in a research. Sugiyono (2017, p.
38) said that variable is an anttributes or the nature or
value of a person, object or activity that has a certain
variation set by the writer to be studied and then drawn
conclusion. There are two variables in this research,
namely independent and dependent variable.
Independent variable is variable that
influences the change of the dependent variable.
According Sugiyono (2013, p. 39), independent
variable is an anttributes or the nature or value of a
person, object or activity that has a certain variation set
by the writer to be studied and then drawn conclusion.
There are two variables in this research, namely
independent and dependent variable.
Dependent variable is variable that changes
because the cause of the variables that influence.
Sugiyono (2013, p. 39) stated that dependent variable is
variable that is influenced or which becomes the effect
because of the independent variable. Dependent variable
in this research is students‟ reading achievement.
E. Instrument of the Research
The instrument in this research used reading
test of descriptive text. The reading test was in both
pre-test and post-test. The pre-test it self was given to
know the students reading comprehension before
doing the treatment while the post-test was given to
know students reading comprehension after doing the
treatment.
The procedure of collecting the data for
experimental group can be seen as follows :
a. Pre test
The pre-test carried out to determine the
students‟ achievement with their score. The items used
for pre-test consist of 25 items (descriptive text).
b. Treatment
The treatment conducted for experimental
group by using partner reading strategy was applied for
six meetings.
c. Post test
After conducting the treatment, the post-test
administered and analyzed as final data of this
research. The post-test given was the same test as the
pre-test.
While, the procedure of collecting data for
control group :
a. Pre test
The control group was given pre test to know
their reading achievement. The test was the same as
experimental group.
b. PPP (Presentation, Practice, Production) Strategy
In this case, the teaching of reading
comprehension for control group by using PPP
(Presentation, Practice, Production)strategy or classical
method. It means, in control group, the writer did not
use partner reading strategy in learning process.
c. Post test
Post test also given to control group and the
result analyzed and used as final data for this
research.
F. The Technique of Collecting the Data
The writer used the reading test of descriptive text to
collect the data.The test will give for getting the objectives
data of the students‟ reading comprehension by using partner
reading strategy in the class especially for the8th
gradestudents at Ahmad Dahlan Islamic Junior High
SchoolJambi City. The test
will apply two test, those are pretest and posttest. Pre test is
given before the material will give to the
students and post test will give after the material was taugh.
The testconsists of 25 questions of descriptive text. The
implementation of the test is aimed to measure students‟
achievement before and afterthe treatment is conducted can
be measured. This technique is utilized as the primary
technique to collect the research data.
G. The Technique of Data Analysis
In this research, the data were analyzed by using
statistical method. The researcher uses students post test
scores of the experimental and the control group. The
researcher analyzed the data by using t-test to knowwhether
the result of the research statistically significant.
Where:
to : Table Observation
SDx : Standard Deviation variable x
SDy : Standard Deviation variable y
Mx : Mean of variable x
My : Mean of variable y
N : The Number of respondent
After computing t-test, it is necessary to obtain the
degree of freedomthat is used to determine whether the t-
score is significant or not. The obtainedvalue is consulted
with the value of t-table by using degree of freedom. The
formula of degree of freedom is as follows:
(df) = (N1 + N2) – 2.
Where:
df : the degree of freedom
Nx : the number of students in experimental class
Ny : the number of students in control class
1. Descriptif Analysis
What is meant by describing the data is describe
the exsiting data in order to obtain the real form of the
respondent, so more that easily understood researchers
or others who are interested in the result of research
conducted. Describe the data in form of quantitative or
transferred in number then how to describe the data can
done by descriptive statistics. The purpose of
descriptive analysis using statistical techniques is to
summarize data to be easily seen and understood.
2. Statistical Analysis
The analysis of data will be done by manual data.
Pearson product moment will be uses in order to see
the effect partner reading strategy towards students
reading comprehension.
a. Normality test
Normality test calculated to see whether the data
were normally or not. The normality test was employed by
using Liliefors test because the sample of this research ≤
20. According to Sudjana (2005, p. 466-467), the ways to
look for normality tests as follows :
1) Sort the sample data from small to large data
( )
2) Calculate the average of sample score by using a
single average
3) Calculate the Standard Deviation
4) Determine the Z value of each data by the formula
:
5) Determine the Ztable basedon the Zvalue
6) Determine the F(Zi)basedon the Ztable
If Zi negative (-), so 0,5 - Ztable
If Zi positive (+), so 0,5 + Ztable
7) Determine the S(Zi) by the formula :
S(Zi) =
8) Calculate the Lcount by the formula : F(Z1) – S(Zi)
If , so the sample of the data is
normally distributed.
b. Homogeneity Test
The purpose of homogeneity test was to see
whether the data or sample in both classes were
homogenous or heterogeneous. The test of homogeneity
used homogeneity variance. The formula used can be
seen as a follows:
Fcount=
𝑡ℎ𝑒ℎ𝑖𝑔ℎ𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Systematic calculation:
1) Conduct assessment of the students test result
2) Determining for variance X (Sx2)
3) Determining for variance Y (Sy2)
4) Calculate the largest variance and smallest variance
5) Compare the ftablewithfcount
6) Criteria of test
If fcount<ftablethen the data homogeneus
If fcount>ftablethen the data abhomogen.
a) T-test
In this part, the writer calculated the data by using
two sample t-test. They are paired sample t-test and
independent sample t-test. Paired sample t-test is used to
see whether or not there is a significant effect of students‟
reading comprehension before and after the treatment. The
independent sample t-test is used to compare the means of
one variable for two groups of cases (Taniredja, 2014 p.
38).
c. Paired Sample T-test
According to Sugiyono(2013, p. 197), the formula
of Paired Sample T-test is express as follows:
√
(
√ ) (
√ )
Where :
t0 : T-test
X1 : Mean score of pre-test experimental class
X2 : Mean score of post-test experimental class
S1 : Standard deviation of of pre-test experimental
class
S2 : Standard deviation of post-test experimental class
S12 : Variance ofpre-test experimental class
S22 : Variance ofpost-test experimental class
: Total of sample
: The correlation between pre-test and post-test
experimental class
The formula above is the main formula. Before
using the formula, the writer also used some calculation
procedure such as below :
1) Determining mean of variable X1 (Pre-test
experimental class), with the formula:
∑
2) Determining mean of variable X2 (Post-test
experimental class), with the formula:
∑
3) Determining variance(s12) and standard
deviation (s1) of variable X1, with the formula:
s12
∑
and s1= √
2
4) Determining variance(s22) and standard
deviation (s2) of variable X2, with the formula:
s22
∑
and s2= √
2
5) Determining t0 (t-test), with the formula:
√
(
√ ) (
√ )
6) Give the interpretation to t-test (to)to several
process as follow:
a) Formulating the hypothesis of the research
and statistic hypothesis
b) Test significance of to by comparing the
amount of to with ttable by setting of
degrees of freedom (df) or (db), by the
formula of df/db = N-1.
Determining criticism of „t‟ in the table
value of „t‟ by adhering to the df or db
have been obtained, both at a significance
of 5%
c) Conduct the comparing between to and
ttable as bellow:
Criteria Hypothesis Decision
to > ttable H0 Rejected
Ha Accepted
to < ttable H0 Accepted
Ha Rejected
7) Conclusion
d. Independent Sample T-test
According to Sudijono (2000, p.297) in Diktat
Statistik Pendidikan (2016, p.55), the formula of
Independent Sample T-test is express as follows:
Where:
t0 : „t‟ test
M1 : Mean of experimental class
M2 : Mean of control class
SEM1-M2 : Standard error
The formula above is the main formula. Before
using the formula, the writer also used some calculation
procedure such as below :
1) Determining mean of variable X, with the formula :
∑
2) Determining mean of variable Y, with the formula :
∑
3) Determining standard of deviation score of variable
X, with the formula
√∑
4) Determining standard of deviation score of variable
Y, with the formula :
√∑
5) Determining standard error mean of variable X, with
the formula
√
6) Determining standard error mean of variable Y, with
the formula :
√
7) Determining standard error of different mean of
variable X of variable Y, with the formula :
√
8) Determining t0 (t-test), with the formula :
9) Give the interpretation to t-test (to)to several process
as follow:
a) Formulating the hypothesis of the research and
statistic hypothesis
b) Test significance of to by comparing the amount
of to with ttable by setting of degrees of freedom
(df) or (db), by the formula of df/db = N-1
c) Determining criticism of „t‟ in the table value of
„t‟ by adhering to the df or db have been
obtained, both at a significance of 5%
d) Conduct the comparing between to and ttable as
bellow:
Criteria Hypothesis Decision
to > ttable H0 Rejected
Ha Accepted
to < ttable H0 Accepted
Ha Rejected
10) Conclusion
H. Statistical Hypothesis
1. Ha1 = to> tt
Ho1 = to< tt
2. Ha2 = to> tt
Ho2 = to< tt
1. Ha1= If t-test (to) is higher than ttable (tt) after treatment,
then Ha is accepted.
Ho1= If t-test (to) is lower than ttable (tt) after treatment,
then Hois accepted.
2. Ha2= If t-test (to)is higher thant ttable (tt) after post-test
experimental class, then Hais accepted.
Ho2= If t-test (to) is lower than ttable(tt) after post-test
experimental class, then Ho is accepted.
I. Schedule of the Research
To undertake this research easily, below is the
schedule of the research:
Table 3. Schedule of the Research
No. Activities Months of 2018
Apr May Juni July Aug Sept Oct Nov Dec
1. Proposal
Arrangement X
2. Consultation of
Proposal X X X X X X
3. Proposal
Seminar
X
4. Collecting Data
X
5. Research
Improvement
X X
No. Activities Months of 2019
Jan Feb March
1. Writing Thesis X X
2. Thesis
Examination X
CHAPTER IV
FINDING AND DISCUSSION
A. The Descriptive Analysis
After collecting the data, the writer got data from
students‟ score in pre-test and post-test. The data will
be described into two points as the data of experimental
class and the data of control class.
1. The Data of Experimental Class
The writer makes a table of students‟ score in
both pre-test and posttest. The table also shows the
scores gained by students.
Table 4. Students’ Score of Experimental Class
No Students Pre-test Post-test
Gained
Score
1 A 45 55 10
2 B 45 55 10
3 C 50 60 10
4 D 50 60 10
5 E 50 63 13
6 F 56 63 7
7 G 58 65 7
8 H 60 65 5
9 I 60 70 10
10 J 63 70 7
11 K 63 75 12
12 L 67 75 8
13 M 67 75 8
14 N 68 80 12
15 O 70 80 10
16 P 70 80 10
17 Q 75 83 8
18 R 75 85 10
19 S 80 90 10
20 T 80 90 10
Total Score 1252 1439 187
Mean Score 62,5 71,9 9,35
Max 80 90 -10
Min 45 55 -5
Based on the showed the scores of the
experimental class. It also mentioned the score of pre-
test and post-test of each students. The KKM score in
Ahmad Dahlan Islamic Junior High School Jambi City
was 68. Based on the table,the result of pre-test score
students showed there were 7 students reach kkm
score, but there were 13 students who almost reaches
the KKM score in experimental class. The minimum
score of pretest is 45 which is owned by two students
and the maximum score is 80 which is also owned by
two students, while in the post-test result, there are 12
students got scores above kkm. The minimum score of
post-test is 55 which is owned by two students and the
maximum score of post-test is 90 which is owned by
two students. The table also informs that the total score
of pretest is 1252, the total score of post-test is 1439,
and the total score of gained score is 187 It also shows
that the mean of pre-test is 62,5, the mean of post test is
71,9 and the mean of gained score is 9,35.
2. The Data of Control Class
After calculated and made the table about the
pretest and posttest in experimental class, the writer
also calculated and made a table for control class. This
table is table of control class students‟ score in both
pre-test and post-test. The table also showed the scores
gained by students.
Table 5. Students’ Score of Control Class
No Students Pre-test Post-test Gained Score
1 A 40 50 10
2 B 40 50 10
3 C 43 52 9
4 D 43 52 9
5 E 47 60 13
6 F 50 60 10
7 G 52 60 8
8 H 54 61 7
9 I 58 63 5
10 J 58 65 7
11 K 60 65 5
12 L 60 70 10
13 M 62 70 8
14 N 62 70 8
15 O 66 72 6
16 P 66 72 6
17 Q 70 73 3
18 R 70 73 3
19 S 72 75 3
20 T 72 78 6
Total Score 1145 1291 146
Mean Score 60,85 57,28 7,3
Max
72 78 -2
Min 40 50 -10
Based on the table it showed that the scores of
the control class. It also mentioned the score of pre-test
and post-test of each students. Based on the table, there
were 4 students reached KKM score in pretest of
control class. The minimum score of pretest is 40
which is owned by two students and the maximum
score is 72 which is also owned by two students, while
in the post-test result, there were 9 students got scores
above KKM. The minimum score of post-test is 50
which is owned by two students and the maximum
score of post-test is 78 which is also owned by a
student.
The table also informed that the total score of
pretest is 1145, the total score of post-test is 1291, and
the total score of gained score is 146. It also showed
that the mean of pre-test is 60,85, the mean of post test
is 57,28 and the mean of gained score is 7,3.
B. Statistical Analysis
After the writer got and described the data, then she
analyzed the data. The analysis of data will be presented in
three points namely normality test, homogeneity test, and
hypothesis test.
1. Normality Test
The normality test is proposed to know
whether the data is normally distributed or not. The
writer used Liliefors to do the normality test. After
finished the normality test, the writer got two kinds of
value; Lmax and Ltable. The both values can be used to
see the normality of the data.
We use the criteria below to see the normality of data:
Ha : Lcount> Ltable
H0 : Lcount ≤ Ltable
Note: Ha = Data is not normally distributed
H0 = Data is normally distribute.
a) The Result of Normality Test Pre-test
The writer tested normality test after she got
score of pre-test students reading comprehension in
experimental and control class. The result of normality
test pretest in experimental and control class, it can be
seen in the table below :
Table 6. The Result of Normality Test Pre-test
B
as
ed
on
th
e
ta
bl
e 6
ab
ov
e,
Lcount is 0,116 in experimental class. Therefore, H0 is
accepted because the result shows that Lcount is lower
than Ltable or 0,116 ≤ 0,190. While in control class,
Lcount is 0,181. Therefore, H0 is accepted because the
result shows that Lcount is lower than Ltable or 0,181 ≤
0,190. So, it can be concluded that the data of pre-test
experimental and control class are normally distributed.
For the calculating of normality test, it can be seen in
appendix 3.
No Statistics
Pre-test
Control Eksperimen
1
2 62,5
3
4
5
6 Conclusion So, the data of pre-
test experimental and control class
are normally distributed.
b) The Result of Normality Test Post-test
The writer tested normality test after she got
score of post-test students reading comprehension in
experimental and control class. The result of normality
test pretest in experimental and control class, it can be
seen in the table below :
Table 7. The Result of Normality Test Post-
test
Bas
ed on the
table 7
above, Lcount is 0,135 in experimental class. Therefore, H0 is
accepted because the result shows that Lcount is lower than
Ltable or 0,135 ≤ 0,190. While in control class, Lcount is 0,165.
Therefore, H0 is accepted because the result shows that Lcount
is lower than Ltable or 0,165 ≤ 0,190. So, it can be concluded
that the data of post-test experimental and control class are
normally distributed. For the calculating of normality test, it
can be seen in appendix 3.
Statistics
Pre-test
Control Eksperimen
71,9
Conclusion So, the data of pre-
test experimental and control class
are normally distributed.
2. Homogeneity Test
The writer tested homogeneity test was to see
whether the data or sample in both classes were
homogenous or heterogeneous. The writer uses Fisher
test to do the homogeneity test. After finishing the
homogeneity test, the writer got two kinds of value;
and . The both values can be used to see
the homogeneity of the data.
The writer used the criteria below to see the
homogeneity of data:
α = 0.05
H0 : ≤
Ha : ≥
Note : H0 = The experimental class is homogenous
to the control class
Ha = The experimental class is not
homogenous to the control class
Table 8. The Result of Homogeneity Test
for Pre-test
No Statistik Score pre-test
1 S2
Exsperimental
120,28
2 S2 Control 127,95
3 Fhitung 1,07
4 Ftabel 2,21
5 Compare 1,07 < 2,21
6 Conclusion Fhitung<Ftabel
means both the
sample is
homogeneous
Based on the calculation, the result showed
that the data of experimental and control class post-test
was homogenous. It can be seen from ≤
or 1,07 ≤ 2,21. For the calculating of
homogeneity test, it can be seen in appendix 4.
Table 9. The Result of Homogeneity Test
for Post-test
No Statistik Score pos-test
1 S2
Exsperimental
119,05
2 S2 Control 78,48
3 Fhitung 1,52
4 Ftabel 2,21
5 Compare 1,07 < 2,21
6 Conclusion Fhitung<Ftabel
means both the
sample is
homogeneous
Based on the calculation, the result showed
that the data of experimental and control class post-test
was homogenous. It can be seen from ≤
or 1,52 ≤ 2,21. For the calculating of
homogeneity test, it can be seen in appendix 4.
3. T-test
In this part, the writer calculated the data by
using two sample t-test. They are paired sample t-test
and independent sample t-test.
a. Paired Sample T-test
The writer used paired sample t-test to test the
hypothesis that whether there was a significant effect of
students‟ reading comprehension before and after being
taught by using partner reading strategy.
The writer used the criteria below to analyze the test
hypothesis :
1) If t-test (t0) ≥ t-table (tt) in the significance
degree of 0,05, H0 (null hypothesis) is rejected
2) If t-test (t0) ≤ t-table (tt) in the significance
degree of 0,05, H0 (null hypothesis) is
accepted
Where :
Ha1 : There is significant differences scores of
students‟ reading comprehension by using
partner reading strategy before and after
treatment
Ho1 : There is no significant differences scores of
students‟ reading comprehension by using
partner reading strategy before and after
treatment
Based on the writer‟s calculation, the result of
paired sample t-testshowed thatH0was rejected because
the t-test( was higher than t-table (tt)or -2,28 ≥ -2,02.
So, it means that there was a significant effection
students‟ reading comprehension before and after being
taught by using partner reading stategy. For the
calculating of paired sample t-test, it can be seen in
appendix 5.
b. Independent Sample T-test
The writer used independent sample t-testto
test the hypothesis that whetherthere was a significant
difference on students‟ readingcomprehension between
the students who taught by using partner reading
strategy and those who were not.
The writer used the criteria below to analyze the test
hypothesis :
1) If t-test (t0) ≥ t-table (tt) in the significance
degree of 0,05, H0 (null hypothesis) is
rejected
2) If t-test (t0) ≤ t-table (tt) in the significance
degree of 0,05, H0 (null hypothesis) is
accepted
Where :
Ha2 : The score of students‟ reading comprehension
higher in pot-test experimental class and post-test
control class
Ho2:The score of students‟ reading comprehension
higher is not post-test experimental class and
post-test control class
Based on the calculation,the result showed
that H0was rejected because the t-test( was higher
than t-table (tt)or 2,28 ≥ 2,02. It means that there was a
significant difference on students‟ reading
comprehension between the students who taught by
using partner reading strategy and those who were not.
For the calculating of independent sample t-test, it can
be seen in appendix 6.
C. Interpretation
The aims of this research were to find out whether
or not there was asignificant effect on students‟ reading
achievement before and after being taught by using partner
reading strategy and there was a significant different score on
students‟ reading comprehension who taught by using partner
reading and who are not taught by using partner reading
strategy atIlamic Junior High School Ahmad Dahlan Jambi
City. Based on the analysis,it can be seen from the pre-test
and post-test result in both of class. The mean score of pre-
test in experimental class was 62,6 and the mean score of
post-test was 71,95. Meanwhile, the mean score of pre-test in
control class was 57,52 and the mean score of post-test was
59,55. Both of class from pre-test and post-test score got a
normality and homogeneity data with the significant (ơ =
0,05). Where the result of pretest score in experimental class
shows that Lcount is lower than Ltable or 0,116 ≤ 0,190 and the
pretest score in in control class shows that Lcount is lower than
Ltable or 0,181 ≤ 0,190. Meanwhile, the result of posttest score
in experimental class shows that Lcount is lower than Ltable or
0,135 ≤ 0,190 and the posttest score in control class shows
that Lcount is lower than Ltable or 0,165 ≤ 0,190. So, it can be
concluded that the data of pretest and post-test in
experimental and control class are normally distributed.
Furthermore, The result of calculated the homogeneity test
shows that the data of experimental and control class post-test
is also homogenous. It can be seen from ≤ or
1,52 ≤ 2,21. Besides that, the gained of hypothesis of test by
using paired sample t-test showed that tvalue is higher than
ttableor (21,75 ≥ -2,02), while the gained of hypothesis of test
by using independent sample t-test showed that tvalue is higher
than ttableor (2,28 ≥ 2,02). The ttable value is based on the
number of degrees of freedom (df) which is 48 with a
significant level (α) 0.05 or 95% confidence level.
Partner reading strategy as technique as the
treatment in experimental class. Before the treatment was
conducted in this class, the atmosphere of classroom is
passive during the lesson. The students feel uninteresting
when they are in process of learning because the teacher just
asked the students to read the text every meeting, identifying
the difficult words, translating the words and look up the
dictionary if they don‟t know the meaning. So, the students
have difficultiesin reading comprehension, such as lack of
vocabulary, the concept of the words, unfamiliar syntaticcal
grammar, etc. But, the atmosphere of classroom was changed
during treatment, the students felt that they had new
innovation when they learnt English by using partner reading
strategy and PPP (presentation,practice and production).
The result of the test showed that students‟ score on
reading achievement before and after being taught by using
Partner reading strategy and PPP (presentation,practice and
production) as a technique in experimental class was
improved. It can be seen from themean score ofpre-test in
experimental class had lower than the mean score of posttest.
So, it can be concluded that there was a significant effect on
students‟ reading achievement before and after being taught
by using partner reading strategy and PPP
(presentation.practice and production)
at Islamic Junior High School Ahmad Dahlan Jambi City Aca
demic Year 2018/2019.
Furthermore, the mean score of post-test in
experimental class which given treatment by using partner
reading strategy technique had higher score compared with
control class was using PPP (presentation,practice,and
production) strategy or tradition method while reading
achievement process. So,it means that there was a significant
difference on students‟ reading achievement between the
students who taught by using partner reading strategy and PP
P(presentation,practice and production) and those who were
not at Islamic Junior High School Ahmad Dahlan Jambi City
Academic Year 2018/2019.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting the research, there were some
conclusions about the study of the effect of usingPartner
Reading Strategy Towards Reading Comprehension as
follows:
1. The result of reading comprehension by using patrner
reading strategy in post-test of experimental class
showed that highest score was 90 and pre-test of
experimental class lowers score was 55. Moreover, the
score of t-test by using paired sample t-test with
signifficant level 0,05 showed that t-test was higher than
ttable or (21,75 . So, it can be concluded that,there
is compared score between by using partner reading
strategy at Ahmad Dahlan Islamic Junior High School
Jambi City Academic Year 2018/2019, because there
was differences score of students‟ reading
comprehension before and after by using partner reading
strategy.
2. The result of reading comprehension in post-testof
experimental class was 71,9 and the result of students‟
reading comprehension in post-test of control class was
66 or (71,91 ≥ 66), Moreover, the score of t-test by using
independet sample t-test with a significant level (α) 0.05
showed that to was higher than ttable or (2,28 ≥ -2,02). So,
it can be concluded that Partner Reading Strategy and
PPP ( presentation, practice and production) is effective
to be used to increase students‟ reading comprehension
at the 8th
Ahmad Dahlan Islamic Junior High School
Jambi City Academic Year 201/2019.
B. Suggestion
Based on the conclusion above and based on the
study that has been done, the writer would like to offer some
suggestions. The teachers, especially those teach at Islamic
Junior High School Ahmad dahlan Jambi City could use
Partner Reading Strategy as an alternative technique to
improvement students reading comprehension score. It can be
useful to improve their English teaching and learning
especially for teaching reading comprehensiont. The teacher
should be well prepared before entering the classroom. The
learning material should be related to the context of the
students lives in order to make the students easier to relate
new information and their background knowledge.
The teacher must be a creative teacher to make the
teaching learning activity more interesting by using this
technique. The reason is to make the students enjoy in
teaching and learning activity and make them interested in
learn English, most of them do not like English because they
feel boring and think that English is difficult for them to
understand. The teacher asks the students to bring the
dictionary, it will help them when they found the difficult
words. For other researchers who want to conduct the
research in teaching reading could use the result of this
research as a source for conducting the research and as an
additional references for further relevant research certainly
with different material and sample. The other researchers also
can consider the weaknesses of the result from this research
to conduct a better research.
REFERENCES
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Praktik. Jakarta: Rineka Cipta
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Department of Education U.S, (2004). A Closer Look at the
Five Essential Components of Effective Reading
Instruction: A Review of Scientifically Based Reading
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Elizabeth, B. M. (2000). “Quality of the Interaction During
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Latief, M. A. (2015). Research Methods on Language
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Melanie R. Kuhn, Paula J. Schwanenflugel. (2008). Fluency
in the Classroom. New York: The Guilford Press.
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Riduwan. (2013). Dasar-dasar Statistika. Bandung: Alfabeta
Susan Lenski and Jill Lewis. (2008). Reading Success for
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Tim Penyusun. (2017). Pedoman Penulisan Skripsi
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Curriculum Development.
APPENDIX 1
Question for Pre-test and Post-test
Students Worksheet!
Name :
Class :
Read the text and answer the question number 1-5!
Alimudin, a Local Footballer
Alimudin is 16 years old. He is a local footballer who
plays for a small football vlub in Paramatta, Sydney. He
works hard to be a profesional footballer.
His day start at 4. Firts, he says his prayer and then he
goes jogging. He goes jogging for one hour. After jogging, he
joins club to do some pratice. After that he takes a rest and
takes a bath. His mother always prepares simple breakfast for
him. After breakfast, he goes to school.
At 3 p.m. he goes to the football field. His football
club practice playing football. He learns a lot from his coach.
His football pratice ends at about 6 p.m. He goes home and
does his other daily activities.
(Source: Erlangga, English on Sky)
1. From the text above we know that....
a. He is a local footballer
b. He can‟t play football
c. He likes basketball
d. He is not a good player
e. He doesn‟t like basketball
2. The second paragraph talks about....
a. Alimudin‟s personality
b. Alumudin‟s physical apparance
c. Alimudin‟s activities
d. Alimudin‟s attitude
e. Alimudin‟s practice
3. What does alimudin do? He is a.....
a. Vocallist
b. Singer
c. Footballer
d. Atheletic
e. Jogging
4. Alimidin starst his day at....
a. 3 p.m
b. 4 a.m
c. 5 p.m
d. 4. P.m
e. 3. a.m
5. Alimudin ......... jogging for one hours.
a. Went
b. Going
c. Go
d. Gone
e. Goes
Read the following to answer the question number 6-10!
Brownie
I have a pet. It is a dog and I call it Brownie. Brownie
is a Chinese breed. It is small, fluffy, and cute. It has thic
brown fur. When I cuddleit, the fur feels soft. Brownie does
not like bones. Every day it eats soft food like steamed rice,
fish or bread. Every morning I give her milk and bread. When
I am at school, Brownie play with my cat. They get along
well, and never fight maybe because Brownie does not bark a
lot. It treats the other animals in our house gently, and it
never eats shoes. Brownie is really a sweet and friendly
animal.
( Source: The Bridge- English Competence 1)
6. From the text above we know that....
a. Brownie is a dog
b. Brownie is not a pet
c. Brownie is a bad dog
d. Brownie likes bones
e. Brownie is not a dog
7. These are the charactheristic of Brownie, except.....
a. A small
b. Fluffy
c. Cute
d. Ugly
e. Beautiful
8. It is small, fluffy, and cute. It has got think brown fur.
The underlined word means.....
a. Ugly
b. Bad
c. Short
d. Big
e. Beautiful
9. What is the type of the text above?
a. Narrative text
b. Report text
c. Descriptive text
d. Recount text
e. Procedure text
10. Brownie is chineces a breed
What is the adjective of the sentence above!
a. Chineces
b. Brownie
c. Breed
d. Is
e. A
Read the following to answer the question number 11-15!
Marco
Marco is musician from the Philipines but he lives and
work s in Jakarta., the capital city if Indonesia. He is 37 years
old and he is married. His wife is from Manado, Sulawesi.
They have two children, and they are both boys. He speaks
Indonesia and his children speak Indonesia and English. He
plays the guitar and he works with his band. He practice from
Monday to Friday and he gives two or three every week. In
his free time, he stays at home and writes song.
(Source:
Erlangga,
English on Sky)
11. From the text above we know that....
a. Marco is an actor
b. Marco is a musician from Philipines
c. Marco is a musician from Jakarta
d. Marco is a business man
e. Marco is a policeman
12. Marco‟s wife is from......
a. Jakarta
b. Indonesia
c. Manado,Sulawesi
d. Philipines
e. Jakarta
13. Marco is musician. He plays......
a. Guitar
b. Volin
c. Keyboard
d. Piano
e. Suling
14. The capital city of Indonesia is.....
a. Manado
b. Sulawesi
c. Philipnies
d. Indonesia
e. Jakarta
15. They ................. two children and they are both boy
a. Have
b. Had
c. Has
d. Are
e. Is
Read the following to answer the question number 16-20!
Peter
Peter is the youngest brother in our family. He is
fourteen years old and four years younger than me. He has
long, and straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does
what he is asked to do.
Peter is interested in sports very much, and at school, he
plays football and tennis. He is the best badminton player in
our family.
(Source: pegangan guru untuk SMP/MTS
olehBachtiarBimaMustriana, 2009, PT IntanPariwara)
16. How old is Peter? He is … years old.
a. Four
b. Fourteen
c. Fourty
d. Ten
e. Fifty
17. The writer is … years old.
a. Fourteen
b. Sixteen
c. Eighteen
d. Nineteen
e. fifteen
18. Which of the following statement is not true about
Peter?
a. He does‟nt have bright eyes.
b. He has bright eyes.
c. He is not interested in sports.
d. He plays football and tennis.
e. He has long and straight hair
19. According to the passage, we know that Peter is ….
a. The writer‟s youngest brother
b. The writer‟s elder brother
c. A naughty boy
d. A friendly boy
e. Not a friendly boy
20. It is implied in the passage that ….
a. Peter is naughty.
b. Peter is lazy.
c. Peter is unfriendly.
d. Peter is diligent.
e. Peter is smart.
Read the following to answer the question number 21-25!
Bag
When I just hang out in a mall one day, I saw a very
beautiful bag. I love this bag at the first sight.This was the
first time I've spent much money on a bag and I don't regret
it.
The bag is wonderful. It is made of thin but strong leather.
The weight is light and the size keeps it from getting stuffed
with junk. It has a long shoulder strap that I like because it
keeps the bag hands-free. Its neutral color is fun and sporty.
The design is simple and well-made.
The bag is very functional. It is the perfect size to
carry a cell phone, a pocket sized wallet, a small book, a pack
of gum, and pens. It also fits well into my laptop backpack
for bike commuting to school. This bag also has more
pockets inside so my small items don't all fall to the bottom.
In overall I am really satisfied with bag.
( Source: Ahmad Dahlan Jambi City)
21. Where does the writer usually put her small items?
a. In her pockets.
b. In her laptop backpack.
c. In her pocket size wallet.
d. In the pockets of her leather bag.
e. In her call the phone
22. What makes the small items of the writer not
falling down in the bag?
a. The satisfying bag
b. Her laptop backpack
c. A pocket-sized wallet
d. The pockets inside the bag
e. The pockets
23. “I've spent much money on a bag and I don't
regret it”. The underlined word refers
to …the bag.
a. Having
b. Seeing
c. Buying
d. Loving
e. Playing
24. What is the main idea of the last paragraph?
a. The writer has a new bag.
b. The bag is very functional.
c. The bag has many pockets.
d. The writer is satisfied with the bag
e. The bag is call the phone
25. What is the purpose of the text?
a. To retell the past event
b. To entertain the readers
c. To describe the writer‟ s new bag
d. To give instruction how to buy a bag
e. To give not instruction how to buy a bag
KEY ANSWER
1. A 11. B 21. D
2. C 12. C 22. D
3. C 13. A 23.C
4. B 14. E 24. B
5. E 15. A 25. C
6. A 16. B
7. D 17. C
8. E 18. A
9. C 19. A
10. A 20.A
APPENDIXS 2
The score of Pre-test and Post-test
(Experimental class)
Students Pre - Test (Y1) Post - Test (Y2)
Gained Score
(Y)
1 45 55 10
2 45 55 10
3 50 60 10
4 50 60 10
5 50 63 13
6 56 63 7
7 58 65 7
8 60 65 5
9 60 70 10
10 63 70 7
11 63 75 12
12 67 75 8
13 67 75 8
14 68 80 12
15 70 80 10
16 70 80 10
17 75 83 8
18 75 85 10
19 80 90 10
20 80 90 10
Total Score 1252 1439 187
Mean Score 62,5 71,9
Max 80 90 44
Min 45 55 0
The score of Pre-test and Post-test
(Controll class)
Students Pre - Test (Y1) Post - Test (Y2)
Gained Score
(Y)
1 40 50 10
2 40 50 10
3 43 52 9
4 43 52 9
5 47 60 13
6 50 60 10
7 52 60 8
8 54 61 7
9 58 63 5
10 58 65 7
11 60 65 5
12 60 70 10
13 62 70 8
14 62 70 8
15 66 72 6
16 66 72 6
17 70 73 3
18 70 73 3
19 72 75 3
20 72 78 6
Total Score 1145 1291 146
Mean Score 60,85 57,28
Max 72 78 32
Min 40 50 -12
A. The Calculating of Frequency Distribution,
Mean, Variance, Standar Deviation.
( Pre-test Experimental Class)
1. Sample total (n) 20
2. Distribution of score
45 45 50 50 50 56 58 60 60 63
67 67 60 68 70 70 75 75 80 80
3. Maximal Score : 80
Minimal Score : 45
4. Range (R)
R =Xmax- Xmin
= 80-45+1 = 36
5. Number of class
K= 1 + 3,3 log (n)
K= 1 + 3,3 log 20
=1 + 3,3 X 1,30102996
=1 + 4,332429886
= 5,332429886 = 6
6. Length of Interval class (P)
=
= 6
Table 1 Frequency Distribution ( Pre-test
ExperimentalClas)
Interval F X FX X2 F.X2
75-80 4 77,5 310 6006,25 24025
69-74 2 71,5 143 5112,25 10224,5
63-68 5 65,5 327,5 4290,25 21451,25
57-62 3 59,5 178,5 3540,25 10620,75
51-56 1 53,5 53,5 2862,25 2862,25
45-50 5 47,5 237,5 2256,25 11281,25
20 1250 80465
7. Mean (X)
MX =
=
= 62,5
8. Standar Deviation (S)
S = √ ∑ (∑
=√ ( (
(
= √
(
= √
= √
= 11,09765267
= 11,09
B. The Calculating of Frequency Distribution,
Mean, Variance, Standar Deviation.
( Pre-test Controll Class)
1. Sample total (n) 20
2. Distribution of score
40 40 43 43 47 50 52 54 58 58
60 60 62 62 66 66 70 70 72 72
3. Maximal Score : 72
Minimal Score : 40
4. Range (R)
R =Xmax- Xmin
= 72-40+1 = 33
5. Number of class
K= 1 + 3,3 log (n)
K= 1 + 3,3 log 20
1 + 3,3.1,30102996
=1+ 4,332429886
= 5,332429886 = 6
6. Length of Interval class (P)
=
= 5
Table 2. Frequency Distribution ( Pre-test
ControllClas)
Interval F X FX X2 F.X2
70-72 4 69,5 278 4830,25 19321
65-69 2 71,5 143 5112,25 10224,5
60-64 4 66,5 266 4422,25 17689
55-59 2 61,5 123 3782,25 7564,5
50-54 3 56,5 169,5 3192,25 9576,75
45-49 1 51,5 51,5 2652,25 2652,25
40-44 4 46,5 46,5 2162,25 8649
20 1271 75677
7. Mean (X)
Mx =
=
= 60,85
8. Standar Deviation (S)
S = √ ∑ (∑
=√ ( (
(
= √
(
= √
= √
= 9,241069658
= 9,25
C. The Calculating of Frequency Distribution,
Mean, Variance, Standar Deviation.
( Post-test Experimental Class)
1. Sample total (n) 20
2. Distribution of score
55 55 60 60 63 63 65 65 70 70
75 75 80 80 80 80 83 85 90 90
3. Maximal Score : 90
Minimal Score : 55
4. Range (R)
R =Xmax- Xmin
= 90-55+1 = 36
5. Number of class
K= 1 + 3,3 log (n)
K= 1 + 3,3 log 20
1 + 3,3.1,30102996
=1+ 4,332429886
= 5,33242996 = 6
6. Length of Interval class (P)
=
= 6
Table 3. Frequency Distribution ( Post-test
Experimental Class)
Interval F X FX X2 F.X2
85- 90 3 87,5 262.5 7656,25 22969.75
79- 84 4 81,5 326 6642,25 26569
73- 78 3 75,5 226,5 5700,25 17100,75
67- 72 2 69,5 139 4838,25 9676,5
61- 66 4 63,5 254 4032,25 16129
55- 60 4 57,5 230 3306,25 13225
20 1438 105669
7. Mean (X)
Mx =
=
= 71,9
8. Standar Deviation (S)
S = √ ∑ (∑
=√ ( ( (
(
= √
(
= √
= √
= 10,9467611
= 10,95
D. The Calculating of Frequency Distribution,
Mean, Variance, Standar Deviation.
( Post-test Controll Class)
1. Sample total (n) 20
2. Distribution of score
50 50 52 52 6060 60 61 63 65
75 70 70 70 72 72 73 73 75 78
3. Maximal Score : 78
Minimal Score : 50
4. Range (R)
R =Xmax- Xmin
= 78-50+1 = 29
5. Number of class
K= 1 + 3,3 log (n)
K= 1 + 3,3 log 20
2 + 3,3.1,30102996
=1+ 4,332429886
= 5,33242996 = 6
6. Length of Interval class (P)
=
= 5
Table 4. Frequency Distribution ( Post-test
ControllClas)
Interval F X FX X2 F.X2
75- 79 2 77,5 155 6006,25 24025
70- 74 7 72,5 507,5 5256,25 36793,75
65- 69 2 67,5 135 4556,25 9112,5
60- 64 5 62,5 312 3906,25 19531,25
55- 59 0 57,5 0 3306,25 0
50- 54 4 52,5 210 2756,25 11025
20 1320 89572,75
7. Mean (X)
Mx =
=
= 66
8. Standar Deviation (S)
S √ ∑ (∑
=√ ( (
(
= √
(
= √
= √
= 11,36013343
= 11,36
Appendix 3 :
Normality Test
A. Normality Test of Pre-test Experimental Class
1. Sort the sample data from small to large data
( )
Sample Score
1 45
2 45
3 50
4 50
5 50
6 56
7 58
8 60
9 60
10 63
11 63
12 67
13 67
14 68
15 70
16 70
17 75
18 75
19 80
20 80
N 20
2. Calculate the average of sample score by using a
single average
X F FX
45 2 90
50 3 150
56 1 56
58 1 58
60 2 120
63 2 126
67 2 134
68 1 68
70 2 140
75 2 150
80 2 160
Total 20 1252
The formula of mean :
3. Calculate the Standard Deviation
X F FX X x2 fx2
45 2 90 -17,3 299, 29 598, 58
50 3 150 -12,3 151, 29 435, 87
56 1 56 -6,3 39, 63 39, 69
58 1 58 -4,3 18, 49 18, 49
60 2 120 -2,3 5, 29 10, 058
63 2 126 0,7 0, 49 0,98
67 2 134 4,7 22, 09 44, 18
68 1 68 5,7 32, 49 32, 49
70 2 140 7,7 59, 29 118, 58
75 2 150 12,7 161, 29 322, 58
80 2 160 17,7 313, 29 626, 58
Total 20 1252 91,7 1102,99 2266, 078
The formula of Standard Deviation :
√∑
√
√
√
4. Determine the Z value of each data by the
formula :
-1,62
To Calculate Z2 and so on, the follow the method
of calculating Z1
5. Determine the Ztable basedon the Zvalue
Z1 = round it into two numbers behind the comma
become -1,49, then the minus value is released to
be positive then in the table the critical value of
the normal distribution is obtained by the value of
Z1 is 0,431
To find the Ztable from Z2 and so on can follow the
method above.
6. Determine the F(Zi)basedon the Ztable
If Zi negative (-), so 0,5 - Ztable
If Zi positive (+), so 0,5 + Ztable
Z1 = -1,51 , because the value of Z1 is negative,
so calculate the F(Zi) as follow :
F(Z1) = 0,5 – 0,431 = 0,069
To find the F(Z2) and so on can follow the
method above.
7. Determine the S(Zi) by the formula :
S(Zi) =
0,05
8. Calculate the Lcount by the formula : F(Z1) – S(Zi)
L1 = |F(Z1) – S(Zi)| = |0,069 – 0,05| = 0,019
So that the table as below is found :
No Xi Zi Ztable f(zi) f(kum) s(zi) Ifzi-szil
1 45 -1,576 0,441 0,095 1 0,050 0,009
2 45 -1,576 0,441 0,095 2 0,100 0,041
3 50 -1,126 0,366 0,134 3 0,150 0,016
4 50 -1,126 0,366 0,134 4 0,200 0,066
5 50 -1,126 0,366 0,134 5 0,250 0,116
6 56 -0,585 0,219 0,281 6 0,300 0,019
7 58 -0,405 0,155 0,345 7 0,350 0,005
8 60 -0,225 0,087 0,413 8 0,400 0,013
9 60 -0,225 0,087 0,413 9 0,450 0,037
10 63 0,045 0,016 0,516 10 0,500 0,016
11 63 0,045 0,016 0,516 11 0,550 0,034
12 67 0,405 0,155 0,655 12 0,600 0,055
13 67 0,405 0,155 0,655 13 0,650 0,005
14 68 0,495 0,187 0,687 14 0,700 0,013
15 70 0,675 0,248 0,748 15 0,750 0,002
16 70 0,675 0,248 0,748 16 0,800 0,052
17 75 1,126 0,368 0,868 17 0,850 0,018
18 75 1,126 0,368 0,868 18 0,900 0,032
19 80 1,576 0,441 0,941 19 0,950 0,009
20 80 1,576 0,441 0,941 20 1,000 0,059
9. The value of Ltable with the significance ơ = 0,05
and n = 20 , then found the Ltable of the critical
value for the lilliefors test is 0,190.
Based on the table,Lcount is 0,116. Therefore, H0
is accepted because the result shows that Lcount is
lower than Ltable or 0,116 ≤ 0,190. It means that
the data in pre-test experimental class is
normally distributed.
B. Normality Test of Pre-test Control Class
1. Sort the sample data from small to large data
( )
Sample Score
1 40
2 40
3 43
4 43
5 47
6 50
7 52
8 54
9 58
10 58
11 60
12 60
13 62
14 62
15 66
16 66
17 70
18 70
19 72
20 72
N 20
2. Calculate the average of sample score by using a
single average
X F FX
40 2 80
43 2 86
47 1 47
50 1 50
52 1 52
54 1 54
58 2 116
60 2 120
62 2 124
66 2 132
70 2 140
72 2 144
Total 20 1145
The formula of mean :
3. Calculate the Standard Deviation
X F FX X x2 fx2
40 2 80 -20,85 434,7225 869,445
40 2 86 -17,85 318,6225 637,245
47 1 47 -13,85 191,8225 191,8225
50 1 50 -10.85 117,7225 117,7225
52 1 52 -8,85 78,3225 78,3225
54 1 54 -6,85 46,9225 46,9225
58 2 116 -2,85 8,1225 16,245
60 2 120 -0,85 0,7225 1,445
62 2 124 1,15 1,3225 2,645
66 2 132 5,15 26,5225 53,045
70 2 140 9,15 83,7225 167,445
72 2 144 11,15 124,3225 248,645
Total 20 1192
1432,87 2430,95
The formula of Standard Deviation :
√∑
√
√
√
=11,32
4. Determine the Z value of each data by the
formula :
-1,52
To Calculate Z2 and so on, thfollow the method
of calculating Z1
5. Determine the Ztable basedon the Zvalue
Z1 = round it into two numbers behind the comma
become -1,52, then the minus value is released to
be positive then in the table the critical value of
the normal distribution is obtained by the value of
Z1 is 0,435
To find the Ztable from Z2 and so on can follow the
method above.
6. Determine the F(Zi)basedon the Ztable
If Zi negative (-), so 0,5 - Ztable
If Zi positive (+), so 0,5 + Ztable
Z1 = -1,35 , because the value of Z1 is negative,
so calculate the F(Zi) as follow :
F(Z1) = 0,5 – 0,435 = 0,065
To find the F(Z2) and so on can follow the
method above.
7. Determine the S(Zi) by the formula :
S(Zi) =
0,05
8. Calculate the Lcount by the formula : F(Z1) – S(Zi)
L1 = |F(Z1) – S(Zi)| = |0,065 – 0,05| = 0,015
So that the table as below is found :
No Xi zi Ztable f(zi) f(kum) s(zi) Ifzi-szil
1 40 -2,254 0,487 0,013 1 0,050 0,037
2 40 -2,254 0,487 0,013 2 0,100 0,087
3 43 -1,929 0,472 0,028 3 0,150 0,122
4 43 -1,929 0,472 0,028 4 0,200 0,172
5 47 -1,197 0,431 0,069 5 0,250 0,181
6 50 -1,172 0,379 0,121 6 0,300 0,179
7 52 -0,956 0,326 0,174 7 0,350 0,176
8 54 -0,0740 0,270 0,230 8 0,400 0,170
9 58 -0,308 0,117 0,383 9 0,450 0,067
10 58 -0,308 0,117 0,383 10 0,500 0,117
11 60 -0,091 0,035 0,465 11 0,550 0,085
12 60 -0,091 0,035 0,465 12 0,600 0,135
13 62 0,124 0,047 0,547 13 0,650 0,103
14 62 0,124 0,047 0,547 14 0,700 0,153
15 66 0,556 0,208 0,708 15 0,750 0.042
16 66 0,556 0,208 0,708 16 0,800 0,092
17 70 0,989 0,336 0,836 17 0,850 0,014
18 70 0,989 0,336 0,836 18 0,900 0,064
19 72 1,205 0,384 0,884 19 0,950 0,066
20 72 1,205 0,384 0,884 20 1,000 0,116
9. The value of Ltable with the significance ơ = 0,05
and n = 20 , then found the Ltable of the critical
value for the lilliefors test is 0,190.
Based on the table, Lcount is 0,181. Therefore, H0
is accepted because the result shows that Lcount is
lower than Ltable or 0,181 ≤ 0,190. It means that
the data in pre-test experimental class is
normally distributed.
C. Normality Test of Experimental ClassPost-test
1. Sort the sample data from small to large data
( )
Sample Score
1 55
2 55
3 60
4 60
5 63
6 63
7 65
8 65
9 70
10 70
11 75
12 75
13 75
14 80
15 80
16 80
17 83
18 85
19 90
20 90
N 20
2. Calculate the average of sample score by using a
single average
X F FX
55 2 110
60 2 120
63 2 126
65 2 130
70 2 140
75 3 225
80 3 240
83 1 83
85 1 85
90 2 180
Total 20 1439
The formula of mean :
3. Calculate the Standard Deviation
X F FX X x2 fx2
55 2 110 -16,9 285,61 571,22
60 2 120 -11,9 141,61 283,22
63 2 126 -8,9 79,21 158,42
65 2 130 -6,9 47,61 95,22
70 2 140 -1,9 3,61 7,22
75 3 225 3,1 9,61 19,83
80 3 240 8,1 65,61 196,83
83 1 83 11,1 123,21 123,21
85 1 85 13,1 171,61 171,61
90 2 180 18,1 327,61 655,22
Total 20 1439
1225,3 2282
The formula of Standard Deviation :
√∑
√
√
√
4. Determine the Z value of each data by the
formula :
-1,54
To Calculate Z2 and so on, thfollow the method
of calculating Z1
5. Determine the Ztable basedon the Zvalue
Z1 = round it into two numbers behind the comma
become -1,54, then the minus value is released to
be positive then in the table the critical value of
the normal distribution is obtained by the value of
Z1 is 0,438
To find the Ztable from Z2 and so on can follow the
method above.
6. Determine the F(Zi)basedon the Ztable
If Zi negative (-), so 0,5 - Ztable
If Zi positive (+), so 0,5 + Ztable
Z1 = -1,54 , because the value of Z1 is negative,
so calculate the F(Zi) as follow :
F(Z1) = 0,5 – 0,438 = 0,062
To find the F(Z2) and so on can follow the
method above.
7. Determine the S(Zi) by the formula :
S(Zi) =
0,05
8. Calculate the Lcount by the formula : F(Z1) – S(Zi)
L1 = |F(Z1) – S(Zi)| = |0,062 – 0,05| = 0,012
So that the table as below is found :
No Xi Zi Ztable f(zi) f(kum) s(zi) Ifzi-szil
1 55 -1,543 0,438 0,062 1 0,050 0,012
2 55 -1,543 0,438 0,062 2 0,100 0,038
3 60 -1,086 0,359 0,141 3 0,150 0,009
4 60 -1,086 0,359 0,141 4 0,200 0,059
5 63 -0,812 0,291 0,209 5 0,250 0,041
6 63 -0,812 0,291 0,209 6 0,300 0,091
7 65 -0,630 0,235 0,265 7 0,350 0,085
8 65 -0,630 0,235 0,265 8 0,400 0,135
9 70 -0,173 0,067 0,433 9 0,450 0,017
10 70 -0,173 0,067 0,433 10 0,500 0,067
11 75 0.283 0,110 0,610 11 0,550 0,060
12 75 0,283 0,110 0,610 12 0,600 0,010
13 75 0,283 0,110 0,610 13 0,650 0,040
14 80 0,739 0,267 0,767 14 0,700 0,067
15 80 0,739 0,267 0,767 15 0,750 0,017
16 80 0,739 0,267 0,767 16 0,800 0,033
17 83 1,013 0,343 0,843 17 0,850 0,007
18 85 1,196 0,343 0,883 18 0,900 0,017
19 90 1,652 0,450 0,950 19 0,950 0,000
20 90 1,652 0450 0,950 20 1,000 0,050
9. The value of Ltable with the significance ơ = 0,05
and n = 20 , then found the Ltable of the critical
value for the lilliefors test is 0,190.
Based on the table,Lcount is 0,135. Therefore, H0
is accepted because the result shows that Lcount is
lower than Ltable or 0,135 ≤ 0,190. It means that
the data in pre-test experimental class is
normally distributed
D. Normality Test of Post-test Control Class
1. Sort the sample data from small to large data
( )
Sample Score
1 50
2 50
3 52
4 52
5 60
6 60
7 60
8 61
9 63
10 65
11 65
12 70
13 70
14 70
15 72
16 72
17 73
18 73
19 75
20 78
N 20
2. Calculate the average of sample score by using a
single average
X F FX
50 2 100
52 2 104
60 2 180
61 1 61
63 1 63
65 2 130
70 3 210
72 2 144
73 2 146
75 1 75
78 1 78
Total 20 1191
The formula of mean :
3. Calculate the Standard Deviation
X F FX X x2 fx2
50 2 100 -16 256 512
52 2 104 -14 196 392
60 3 180 -6 36 108
61 1 61 -5 25 25
63 1 63 -3 9 9
65 2 130 -1 1 2
70 3 210 4 16 48
72 2 144 6 36 72
73 2 146 7 49 98
75 1 75 9 81 8
78 1 78 12 144 144
Total 20 1191
849 1418
The formula of Standard Deviation :
√∑
√
√
√
4. Determine the Z value of each data by the
formula :
-1,105
To Calculate Z2 and so on, thfollow the method
of calculating Z1
5. Determine the Ztable basedon the Zvalue
Z1 = round it into two numbers behind the comma
become -1,53, then the minus value is released to
be positive then in the table the critical value of
the normal distribution is obtained by the value of
Z1 is 0,353
To find the Ztable from Z2 and so on can follow the
method above.
6. Determine the F(Zi)basedon the Ztable
If Zi negative (-), so 0,5 - Ztable
If Zi positive (+), so 0,5 + Ztable
Z1 = -1,105 , because the value of Z1 is negative,
so calculate the F(Zi) as follow :
F(Z1) = 0,5 – 0,353 = 0,485
To find the F(Z2) and so on can follow the
method above.
7. Determine the S(Zi) by the formula :
S(Zi) =
0,05
8. Calculate the Lcount by the formula : F(Z1) – S(Zi)
L1 = |F(Z1) – S(Zi)| = |0,485 – 0,05| = 0,535
So that the table as below is found :
No Xi Zi Ztable f(zi) f(kum) s(zi) Ifzi-szil
1 50 -1,408 0,419 0,081 1 0,050 0,031
2 50 -1,408 0,419 0,081 2 0,100 0,019
3 52 -1,232 0,390 0,11 3 0,150 0,040
4 52 -1,232 0,390 0,11 4 0,200 0,090
5 60 -0,528 0,198 0,302 5 0,250 0,052
6 60 -0,528 0,198 0,302 6 0,300 0,002
7 60 -0,528 0,198 0,302 7 0,350 0,048
8 61 -0,440 0,170 0,33 8 0,400 0,070
9 63 -0,264 0,102 0,398 9 0,450 0,052
10 65 -0,088 0,031 0,469 10 0,500 0,031
11 65 -0,088 0,031 0,469 11 0,550 0,081
12 70 0,352 0,136 0,636 12 0,600 0,036
13 70 0,352 0,136 0,636 13 0,650 0,014
14 70 0,352 0,136 0,636 14 0,700 0,064
15 72 0,528 0,198 0,698 15 0,750 0,052
16 72 0,528 0,198 0,698 16 0,800 0,102
17 73 0,616 0,229 0,729 17 0,850 0,121
18 73 0,616 0,229 0,729 18 0,900 0,119
19 75 0,792 0,285 0,785 19 0,950 0,165
20 78 1,056 0,353 0,853 20 1,000 0,147
9. The value of Ltable with the significance ơ = 0,05
and n = 20 , then found the Ltable of the critical
value for the lilliefors test is 0,190.
Based on the table, Lcount is 0,165. Therefore, H0
is accepted because the result shows that Lcount is
lower than Ltable or 0,165 ≤ 0,190. It means that
the data in pre-test experimental class is
normally distributed.
Appendix 4 :
Homogeneity Test
In order to know the homogeneity of the data, the
writer did the homogeneity test. To do the homogeneity test,
he tested the score of pretest and post-test in both experiment
and control class using Fisher test.
Hypothesis:
H0 : The experimental class is homogenous to the control
class
Ha : The experimental class is not homogenous to the
control class
Thecriteria of the test:
α = 0.05
H0 : ≤
Ha : ≥
The formula used in homogeneity test can be seen as follows
:
With :
∑(
A. Homogeneity Test of Experimental and Control
Class Post-test
a. Score of Experimental Class Post-test
No Students Score
1 A 55
2 B 55
3 C 60
4 D 60
5 E 63
6 F 63
7 G 65
8 H 65
9 I 70
10 J 70
11 K 75
12 L 75
13 M 75
14 N 80
15 O 80
16 P 80
17 Q 83
18 R 85
19 S 90
20 T 90
From the data above, can be obtained :
No Students Score X-Xbar (x-x)2
1 A 55 -16,9 285,61
2 B 55 -16,9 285,61
3 C 60 -11,9 141,61
4 D 60 -11,9 141,61
5 E 63 -8,9 79,21
6 F 63 -8,9 79,21
7 G 65 -6,9 47,61
8 H 65 -6,9 47,61
9 I 70 -1.7 2,89
10 J 70 -1,7 2,89
11 K 75 3,1 9,61
12 L 75 3,1 9,61
13 M 75 3,1 9,61
14 N 80 8,1 65,61
15 O 80 8,1 65,61
16 P 80 8,1 65,61
17 Q 83 11,1 123,21
18 R 85 13,1 171,61
19 S 90 18,1 327,61
20 T 90 18,1 327,61
Total Score
1439 0 2262,05
b. Score of Control Class Post-test
No Students Score
1 A 50
2 B 50
3 C 52
4 D 52
5 E 60
6 F 60
7 G 60
8 H 61
9 I 63
10 J 65
11 K 65
12 L 70
13 M 70
14 N 70
15 O 72
16 P 72
17 Q 73
18 R 73
19 S 75
20 T 78
From the data above, can be obtained :
No Students Score X-Xbar (x-x)2
1 A 50 -16 256
2 B 50 -16 256
3 C 52 -14 196
4 D 52 -14 196
5 E 60 -6 36
6 F 60 -6 36
7 G 60 -6 36
8 H 61 -5 35
9 I 63 -3 9
10 J 65 -1 1
11 K 65 -1 1
12 L 70 4 16
13 M 70 4 16
14 N 70 4 16
15 O 72 6 36
16 P 72 6 36
17 Q 73 7 49
18 R 73 7 49
19 S 74 9 81
20 T 78 12 144
Total Score
1291 0 1491
1) Process of Homogeneity Test
X1 (x-x)2 X2 (x-x)2
55 285,61 50 256
55 285,61 50 256
60 141,61 52 196
60 141,61 52 196
63 79,21 60 36
63 79,21 60 36
65 47,61 60 36
65 47,61 61 25
70 2,89 63 9
70 2,89 65 1
75 9,61 65 1
75 9,61 70 16
75 9,61 70 16
80 65,61 70 16
80 65,61 72 36
80 65,61 72 36
83 123,21 73 49
85 171,61 73 49
90 327,61 75 81
90 327,61 78 144
Total 2262,05 1491
X 1439 1291
∑(
∑(
2) Compare with
With the formula as follow :
with the significance ơ = 0,05 is 2,21
According to the calculation above, the data of
experimental and controll class pre-test is homogenous. It
can be seen from ≤ or 1,52 ≤ 2,21.
B. Homogeneity Test of Experimental and Control
Class Pre-test
c. Score of Experimental Class Pre-test
No Students Score
1 A 45
2 B 45
3 C 50
4 D 50
5 E 50
6 F 56
7 G 58
8 H 60
9 I 60
10 J 63
11 K 63
12 L 67
13 M 67
14 N 68
15 O 70
16 P 70
17 Q 75
18 R 75
19 S 80
20 T 80
From the data above, can be obtained :
No Students Score X-Xbar (x-x)2
1 A 45 -17,5 306,25
2 B 45 -17,5 306,25
3 C 50 -12,5 156,25
4 D 50 -12,9 156,25
5 E 50 -12,5 156,25
6 F 56 -6,5 42,25
7 G 58 -4,5 20,25
8 H 60 -2,5 6,25
9 I 60 -2,5 6,25
10 J 63 0,5 0,25
11 K 63 0,5 0,25
12 L 67 4,5 20,45
13 M 67 4,5 20,25
14 N 68 5,5 30,25
15 O 70 7,5 56,25
16 P 70 7,5 56,25
17 Q 75 12,5 156,25
18 R 75 12,5 156,25
19 S 80 17,5 306,25
20 T 80 17,5 306,25
Total Score
1252 0 2285,25
d. Score of Control Class Pre-test
No Students Score
1 A 40
2 B 40
3 C 43
4 D 43
5 E 47
6 F 50
7 G 52
8 H 54
9 I 58
10 J 58
11 K 60
12 L 60
13 M 62
14 N 62
15 O 66
16 P 66
17 Q 70
18 R 70
19 S 72
20 T 72
From the data above, can be obtained :
No Students Score X-Xbar (x-x)2
1 A 40 -20,85 433,7225
2 B 40 -20,85 434,7225
3 C 43 -17,85 318,6225
4 D 43 -17,85 318,6225
5 E 47 -13,85 191,8225
6 F 50 -10,85 117,7225
7 G 52 -8,85 78,3225
8 H 54 -6,85 46,9225
9 I 58 -2,85 8,1225
10 J 58 -2,85 8,1225
11 K 60 -0,85 0,7225
12 L 60 -0,85 0,7225
13 M 62 1,15 1,3225
14 N 62 1,15 1,3225
15 O 66 5,15 26,5225
16 P 66 5,15 26,5225
17 Q 70 9,15 83,7225
18 R 70 9,15 83,7225
19 S 72 11,15 124,3225
20 T 72 11,15 124,3225
Total Score 1145 0 2430,956
3) Process of Homogeneity Test
X1 (x-x)2 X2 (x-x)2
45 306,25 40 434,7225
45 306,25 40 434,7225
50 156,25 43 318,6225
50 156,25 43 318,6225
50 156,25 47 191,8225
56 42,25 50 117,7225
58 20,25 52 78,3225
60 6,25 54 46,9225
60 6,25 58 8,1225
63 0,25 58 8,1225
63 0,25 60 0,7225
67 20,25 60 0,7225
67 20,25 62 1,3225
68 30,25 62 1,3225
70 56,25 66 26,5225
70 56,25 66 26,5225
75 156,25 70 83,7225
75 156,25 70 83,7225
80 306,25 72 124,3225
80 306,25 72 124,3223
Total 2282,25 2430,956
X 1252 1145
∑(
∑(
4) Compare with
With the formula as follow :
with the significance ơ = 0,05 is 2,21
According to the calculation above, the data of
experimental and controll class pre-test is homogenous. It
can be seen from ≤ or 1,07 ≤ 2,21.
Appendix 5 :
Paired Sample T-test
Process calculation for hypothesis test
Experimental Class.
No D D2
Pretest Posttest (X - Y) (X -Y)
1 45 55 10 100
2 45 55 10 100
3 50 60 10 100
4 50 60 10 100
5 50 63 13 169
6 56 63 7 49
7 58 65 7 49
8 60 65 5 25
9 60 70 10 100
10 63 70 7 49
11 63 75 12 144
12 67 75 8 64
13 67 75 8 64
14 68 80 12 144
15 70 80 10 100
16 70 80 10 100
17 75 83 8 64
18 75 85 10 100
19 80 90 10 100
20 80 90 10 100
N = 20 187 1821
The formula of Paired Sample t-test is as follows :
The formula above is the main formula. Before using
the formula, the writer also used some calculation procedure
such as below :
1. Mean from difference
= ∑
2. Standard deviation
√∑
(
∑
)
√
(
)
√ (
√
= √
= 1,904599695= 1,90
3. Standard Error
√
√
√
4. Search
The writer used paired sample t-test to test the
hypothesis that whether there was a significant effect of
students‟ reading comprehension before and after being
taught by using partner reading strategy.
The writer used the criteria below to analyze the test
hypothesis
Where:
Ha1 : There is a significant effect on students‟ reading
comprehension before and after being taught by
using story partner reading strategy.
Ho1 : There is no a significant effect on students‟
reading comprehension before and after being
taught by using partner reading strategy.
1. If t-test (t0) ≥ t-table (tt) in the significance degree of
0,05, H0 (null hypothesis) is rejected
2. If t-test (t0) ≤ t-table (tt) in the significance degree of
0,05, H0 (null hypothesis) is accepted.
Based on the writer‟s calculation, the result of paired sample
t-test showed thatH0was rejected because the t-test( was
higher than t-table (tt)or 21,75≥ 2,02. So, it means that there
was a significant effecton students‟ reading comprehension
before and afterbeing taught by using partner reading
strategy. For the calculating of paired sample t-test.
Appendix 6 :
Independent Sample T-test
The formula of independent sample t-test is as follows :
NO X(Exsperimental
Class)
Y (Control
Class
X Y X2 Y2
1. 55 50 -16,9 -16 285,61
2. 55 50 -16,9 -16 285,61 256
3. 60 52 -11,9 -14 141,61 256
4. 60 52 -11,9 -14 141,61 196
5. 63 60 -8,9 -6 79,21 196
6. 63 60 -8,9 -6 79,21 36
7. 65 60 -6,9 -6 47,61 36
8. 65 61 -6,9 -5 47,61 25
9. 70 63 -1,9 -3 3,61 9
10. 70 65 -1,9 -1 3,61 1
11. 75 65 3,1 -1 9,61 1
12. 75 70 3,1 4 9,61 16
13. 75 70 3,1 4 9,61 16
14. 80 70 8,1 4 65,61 16
15. 80 72 8,1 6 65,61 36
16. 80 72 8,1 6 65,61 36
17. 83 73 11,1 7 123,21 49
18. 85 73 13,1 7 171,61 49
19 90 75 18,1 9 327,61 81
20. 90 78 18,1 12 327,61 144
1439 1291 2291,4 1491
∑X ∑Y ∑X2 ∑Y2
The formula above is the main formula. Before using
the formula, the writer also used some calculation procedure
such as below :
1. Determining mean of variable X2 (Post-test
Experimental Class)
∑
2. Determining mean of variable Y2 (Post-test Control
Class)
∑
3. Determining standard of deviation score of variable X2
√∑
√
√
=√
=
4. Determining standard of deviation score of variable Y2
√∑
√
√
√
=
5. Determining standard error mean of variable X2
√
√
√
6. Determining standard error mean of variable Y2
√
√
7. Determining standard error of different mean of
variable X2 of variable Y2
√
√
√
√
8. Determining t0 (t-test)
9. Determining degree of freedom
atau
Because = 48 is not in the table, whereas in the
tables there is = 45 and 50, interpolation is
done as follows ::
With significance ơ = 0,05
(
( (
(
( (
C = 2,03 – 0,006
,02
So, the value of df = 48 at the degree freedom of
significance ơ = 0,05 ( ) is ,02.
10. The testing of hypothesis
The statistical hypothesis of the research is :
Ha3: There is a significant difference on students‟
reading achievementbetween the students who
taught by using partner reading strategy and those
who were not.
Ho3: There is no a significant difference on students‟
reading comprehension between the students who
taught by using partner reading strategy and those
who were not.
The criteria used to analyze the test hypothesis is such
below :
3. If t-test (t0) ≥ t-table (tt) in the significance degree of
0,05, H0 (null hypothesis) is rejected
4. If t-test (t0) ≤ t-table (tt) in the significance degree of
0,05, H0 (null hypothesis) is accepted.
Based on the calculating above,. H0 is rejected
because the result shows that the t-test( is highest than t-
table (ttable) or 2,28 ≥2,02. It means that There is a significant
differences on students‟ reading comprehension between the
students who taught by using partner reading strategy and
those who were not.
Appendix 7 :
TABEL
NILAI KRITIS L UJI LILLIEFORS
Appendix 8 :
Appendix 9 :
Appendix 10 : Tabel Distribusi
untuk uji dua pihak (two tail test)
0,50 0,20 0,10 0,05 0,02 0,01
untuk uji satupihak (one tail test)
0,25 0,10 0,05 0,025 0,01 0,005
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
1,000
0,816
0,765
0,741
0,727
0,718
0,711
0,706
0,703
0,700
0,697
0,695
0,692
0,691
0,690
0,689
0,688
0,688
0,687
0,687
0,686
0,686
0,685
3,078
1,886
1,638
1,533
1,476
1,440
1,415
1,397
1,383
1,372
1,363
1,356
1,350
1,345
1,341
1,337
1,333
1,330
1,328
1,325
1,323
1,321
1,319
6,314
2,920
2,353
2,132
2,015
1,943
1,895
1,860
1,833
1,812
1,796
1,782
1,771
1,761
1,753
1,746
1,740
1,734
1,729
1,725
1,721
1,717
1,714
12,706
4,303
3,182
2,776
2,571
2,447
2,365
2,306
2,262
2,228
2,201
2,179
2,160
2,145
2,131
2,120
2,110
2,101
2,093
2,086
2,080
2,074
2,069
31,821
6,965
4,541
3,747
3,365
3,143
2,998
2,896
2,821
2,764
2,718
2,681
2,650
2,624
2,602
2,583
2,567
2,552
2,539
2,528
2,518
2,508
2,500
63,657
9,925
5,841
4,604
4,032
3,707
3,499
3,355
3,250
3,169
3,106
3,055
3,012
2,977
2,947
2,921
2,898
2,878
2,861
2,845
2,831
2,819
2,807
24
25
26
27
28
29
30
40
60
120
0,685
0,684
0,684
0,684
0,683
0,683
0,683
0,681
0,679
0,677
0,674
1,318
1,316
1,315
1,314
1,313
1,311
1,310
1,303
1,296
1,289
1,282
1,711
1,708
1,706
1,703
1,701
1,699
1,697
1,684
1,671
1,658
1,645
2,064
2,060
2,056
2,052
2,048
2,045
2,042
2,021
2,000
1,980
1,960
2,492
2,485
2,479
2,473
2,467
2,462
2,457
2,423
2,390
2,358
2,326
2,797
2,787
2,779
2,771
2,763
2,756
2,750
2,704
2,660
2,617
2,576
Appendix 11
Rencana Pelaksanaan Pembelajaran (RPP)
(Experimental Class)
Sekolah : SMP Ahmad Dahlan
Mata Pelajaran : VIII/2 (genap)
Materi Pokok : Descriptive Text
Alokasi Waktu : 4 X 40 Menit
A. Tujuan Pembelajaran :
Pada akhir pembelajaran siswa diharapkan dapat :
1. Memahami makna dalam percakapan transactional
dan interpersonal
2. Mengugkapkan makna dalam teks lisan fungsional
3. Memahami makna teks tulis dan esei pendek
sederhana berbentuk descriptive
4. Merespon makna yang terdapat dalam monolog
pendek sederhana berbentukdescriptive
5. Merespon makna dan langkah retorika dalam esei
pendek sederhana berbentuk descriptive.
6. Mengungkapkan makna dan langkah retorika esei
pendek sederhana berbentukdescriptive.
B. Standar Kompetensi
Reading
Memahami makna teks tulis fungsional dan esei
pendek sederhana berbentuk de-scriptive dan recount
untuk berinteraksi dengan lingkungan sekitar.
C. Kompetensi Dasar
Membaca nyaring bermakna teks tulis fungsional
dan esei berbentuk descrip-tive pendek dan
sederhana dengan ucapan, tekanan, dan intonasi
yang berterima yang berkaitan dengan
lingkungan sekitar
Merespons makna dalam teks tulis fungsional
pendek sederhana secara akurat, lancar, dan
berterima yang berkaitan dengan lingkungan
sekitar
Merespons makna dan langkah retorika dalam
esei pendek sederhana secara akurat, lancar, dan
berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive
D. Indikator
Mengidentifikasi teks deskriptif
Merespon teks deskriptif
Mendeskripsikan teks deskrif
E. Materi Ajar
1. Fungsi sosial:
Fungsi sosial dari teks deskriptif adalah untuk
mendeskripsikan seseorang, tempat dan benda.
2. Struktur teks deskriptif
Identifikasi
Deskrip
3. Unsur Kebahasaan
1) Kata benda yang terkait dengan orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan
atau tanpa a dan the , plural (-s),this, that, those,
my, his, dst.
2) Kata sifat tentang orang, binatang, benda dalam
kehidupan siswa dirumah, sekolah,dan
sekitarnya, dengan atau tanpa kata keterangan
quite, very, extremely,dst.
3) Kata kerja untuk menyatakan keadaan dan
tindakan rutin dalam simple present tense
4) Pronunciation (Intonation, pengucapan, tekanan
kata)
5) Ejaan dan tanda baca
Contoh teks:
Alimudin, a Local Footballer
Alimudin is 16 years old. He is a local
footballer who plays for a small football vlub in
Paramatta, Sydney. He works hard to be a
profesional footballer.
His day start at 4. Firts, he says his prayer
and then he goes jogging. He goes jogging for
one hour. After jogging, he joins club to do some
pratice. After that he takes a rest and takes a bath.
His mother always prepares simple breakfast for
him. After breakfast, he goes to school.
At 3 p.m. he goes to the football field. His
football club practice playing football. He learns
a lot from his coach. His football pratice ends at
about 6 p.m. He goes home and does his other
daily activities.
F. Metode Pembelajaran
Pendekatan :Communication practice
Metode : Partner Reading
G. Media, Alat, dan Sumber Pembelajaran
Media : Gambar, worksheet dan teks
Alat : Whiteboard, boarmarker
Sumber belajar :Buku teks B.Inggris Kelas
VIII
H. Langkah- langkah Kegiatan Pembelajaran
1. Pertemuan ke-1
a. Kegiatan Awal(5‟)
Greeting
Guru meminta siswa menyiapkan kelas
Guru mengecek kehadiran siswa
Guru memberikan brainstorming tentang materi
yang akan dipelajari
Guru memperkenalkan materi serta kegiatan yang
akan dilaksanakan
b. Kegiatan Inti (30‟)
Guru menjelaskan tentang partner reading
Guru menjelaskan bagaimana menjadi pasangan
membaca yang baik
Guru meminta siswa untuk memilih partner
readingnya masing-masing dalam bentuk
kelompok
Siswa memulai membaca bersama partner masing-
masing.
Guru memunitor siswa dengan cara mengililingi
kelas, mendengarkan apa yang mereka baca,
membantu jika mereka salah kata dalam
membaca.
c. Kegiatan akhir(5‟)
Guru menjelaskan ulang
Guru memberikan kesempatan kepada siswa jika
ada yang mau bertanya
Guru menutup pelajaran
Pertemuan II
a. Kegiatan Awal
Greeting
Meminta siswa menyiapkan kelas
Guru mengecek kehadiran siswa
Guru memperkenalkan materi serta kegiatan yang
akan di laksanakan.
b. Kegiatan Inti
Guru meminta siswa untuk mengulang tentang
materi miggu lalu
Guru meminta siswa untuk duduk sesuai
kelompok masing-masing
Guru dan siswa kembali mengulang minggu lalu
secara bersama-sama
Guru menanyakan ke siswa tentang materi
minggu lalu
c. Kegiatan akhir
Guru bersama-sama dengan peserta didik
membuat rangkuman atau kesimpulan dari materi
pembelajaran
Guru memberikan umpan balik terhadap kegiatan
yang sudah dihasilkan siswa
Pertemuan III
a. Kegiatan Awal
Greeting
Guru meminta siswa menyiapkan kelas
Guru mengecek kehadiran siswa
Guru memperkenalkan materi serta kegiatan yang
akan dilaksanakan
b. Kegiatan Inti
Guru mengajukan beberapa pertanyaan mengenai
materi yang telah dipelajari sebelumnya
Siswa menyampaikan materi yang telah dipelajari
sebelumnya
Guru membagikan teks bacaan kepada siswa
Guru meminta siswa untuk membaca teks yang di
berikan
Guru meminta siswa untuk menemukan kata yang
sulit dan menuliskannya di papan tulis
Guru memeriksa pemahaman siswa memberikan
soal mengenai teks
Guru meminta beberapa siswa untuk
menyampaikan jawaban di depan kelas
Guru meminta siswa lain untuk menanggapi
jawaban siswa tersebut
c. Kegiatan Akhir
Guru bersama-sama dengan peserta didik
membuat rangkuman atau kesimpulan dari materi
pembelajaran
Guru memberikan umpan balik terhadap kegiatan
yang sudah dihasilkan siswa
I. Penilaian Hasil Pembelajaran
a) Penilaian pengetahuan
Teknik : Tes tulis
Bentuk : Pilihan Ganda
b) Penilaian Keterampilan
Teknik : Produk
Instrumen : Tugas
1) Membaca teks deskrptif
2) Praktik memahami isi teks deskrpsi ( menjawab
pertanyaan hal yang dideskripsikan, apa saja
informasi rincian)
Pedoman Penskoran
Skor untuk nilai Pre-test dan Post-test
Skor untuk 1 soal = 4
Skor maksimal = 100
Skor akhir = jumlah benar dikali 4
242
243
Appendix 12 :
Rencana Pelaksanaan Pembelajaraan
(Control Class)
Sekolah : SMP AHMAD DAHLAN KOTA JAMBI
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII / 1 Ganjil
Materi Pokok : Descriptive Text (My Idol)
Alokasi Waktu : 4 X 40 Menit
A. Tujuan Pembelajaran
1. Siswa mampu mengidentifikasi struktur teks deskriptif yang berkaitan dengan
orang sesuai dengan konteks penggunaannya.
2. Siswa mampu mengidentifikasi unsur kebahasaan teks deskriptif yang berkaitan
dengan orang sesuai dengan konteks penggunaannya.
3. Siswa mampu memahami makna kata dan kalimat yang terdapat dalam teks
deskriptif terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks
deskriptif
4. Siswa mampu menyusun teks deskriptif dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan yang benar sesuai konteks berdasarkan
gambar
5. Siswa mampu menganalisis teks deskriptif berdasarkan wacana
6. Siswa mampu menjawab pertanyaan berdasarkan informasi yang terdapat
dalam bacaan
D. Materi Pembelajaran
1. Fungsi Sosial :
The social function of a descriptive text is to describe a particular person,
place, or thing. It says what person, thing, place looks like.
2. Structure Text
a. The generic structure of descriptive text :
1) Identification
It identifies the particular participant (person, place, thing, etc)
that will be described.
2) Description
It describes the particular participant detail including the physical
description, characteristic, etc.
b. The languages features usually found in a descriptive text are :
244
1) Focusing on specific participants (person, place, animal, thing),
2) The use of attributive and identifying processes,
3) Frequent use of epithets classifiers in nominal groups (adjective
use),
4) The use of Simple Present Tense.
3. Unsur Kebahasaan
a. Kata benda yang terkait dengan orang, tempat wisata, dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this, that,
those, my, his, dst.
b. Kata sifat tentang orang, binatang, benda dalam kehidupan siswa di
rumah, sekolah, dan sekitarnya, dengan atau tanpa kata keterangan
quite, very, extremely, dst..
c. Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple
present tense.
d. Penggunaan nominal singular dan plural secara tepat, dengan atau
tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
e. Pronunciation (Intonasi, pengucapan, tekanan kata).
f. Ejaan dan tanda baca
g. Tulisan tangan
Contoh teks:
Alimudin, a Local Footballer
Alimudin is 16 years old. He is a local footballer who plays for
a small football vlub in Paramatta, Sydney. He works hard to be a
profesional footballer.
His day start at 4. Firts, he says his prayer and then he goes
jogging. He goes jogging for one hour. After jogging, he joins club to
do some pratice. After that he takes a rest and takes a bath. His mother
always prepares simple breakfast for him. After breakfast, he goes to
school.
245
At 3 p.m. he goes to the football field. His football club practice
playing football. He learns a lot from his coach. His football pratice ends at
about 6 p.m. He goes home and does his other daily activities.
E. Metode Pembelajaran
Pendekatan : Scientific Approach
Metode : Task Based Learning
F. Media, Alat, dan Sumber Pembelajaran
Media : Gambar, worksheet dan teks
Alat : Whiteboard, boardmarker.
Sumber Belajar : Buku teks B.Inggris Kelas VIII
G. Langkah-langkah Kegiatan Pembelajaran
1. Pertemuan ke-1 ( 2JP )
a. Kegiatan Awal (10’)
Greeting
Guru meminta siswa menyiapkan kelas
Guru mengecek kehadiran siswa
Guru memberikan brainstorming tentang materi yang akan dipelajari
Guru memperkenalkan materi serta kegiatan yang akan dilaksanakan.
b. Kegiatan Inti (55’)
Siswa diminta untuk mengamati dan mengidentifikasi gambar yang
ditunjukkan oleh guru
Guru memberikan pertanyaan yang berkaitan dengan gambar secara
lisan
Siswa diminta untuk menyebutkan kata sifat yang terdapat dalam
gambar
Siswa diberikan contoh teks deskriptif singkat yang berkaitan
dengan orang
Beberapa siswa diminta untuk membacakan teks deskriptif di depan
kelas dengan menggunakan unsur kebahasaan yang tepat.
Guru mengoreksi pelafalan yang salah dan meminta siswa untuk
membacanya bersama-sama
Guru memberikan worksheet berupa teks rumpang yang berkaitan
dengan teks deskriptif tentang orang dan beberapa soal yang
berkaitan dengan kata sifat kepada setiap siswa
246
Siswa diminta untuk mengisi teks rumpang tersebut sehingga
menjadi teks deskriptif yang benar dan mencari antonym dari kata
sifat yang telah diberikan
Guru dan siswa secara bersama-sama membahas jawaban dari
workshet tersebut
c. Kegiatan Akhir (15‟)
Guru bersama-sama dengan peserta didik membuat rangkuman atau
kesimpulan dari materi pembelajaran.
Guru memberikan umpan balik terhadap kegiatan yang sudah dihasilkan
siswa.
2. Pertemuan ke-2
a. KegiatanAwal (10’)
Greeting
Guru meminta siswa menyiapkan kelas
Guru mengecek kehadiran siswa
Guru memberikan brainstorming tentang materi yang akan dipelajari.
Guru memperkenalkan materi serta kegiatan yang akan dilaksanakan.
b. Kegiatan Inti (55’)
Guru memberikan contoh teks deskriptif yang berkaitan dengan orang
kepada setiap siswa
Siswa memperhatikan fungsi sosial, struktur text dan unsur kebahasaan
teks deskriptif singkat dan sederhana tentang orang
Siswa diminta untuk membacakan teks yang diberikan
Guru menanyakan kepada siswa tentang fungsi sosial, struktur text dan
unsur kebahasaan teks deskriptif singkat dan sederhana tentang orang
Guru meminta siswa untuk menemukan kata yang sulit dan
menuliskannya dipapan tulis
Guru dan siswa secara bersama-sama membahas tentang kata yang sulit
yang terdapat didalam teks serta tentang fungsi sosial, struktur text dan
unsur kebahasaan yang terdapat didalam teks deskriptif singkat dan
sederhana tentang orang
Siswa diminta untuk menganalisis teks deskriptif yang berkaitan dengan
fungsi sosial, struktur teks, dan unsur kebahasaan serta menjawab
pertanyaan yang terdapat dalam buku teks bahasa inggris
Guru mengoreksi hasil kerja siswa
247
c. Kegiatan Akhir (15’)
Guru bersama-sama dengan peserta didik membuat rangkuman atau
kesimpulan dari materi pembelajaran.
Guru memberikan umpan balik terhadap kegiatan yang sudah dihasilkan
siswa.
3. Pertemuan ke-3
a. KegiatanAwal (10’)
Greeting
Guru meminta siswa menyiapkan kelas
Guru mengecek kehadiran siswa
Guru memberikan brainstorming tentang materi yang akan dipelajari.
Guru memperkenalkan materi serta kegiatan yang akan dilaksanakan
b. Kegiatan Inti (55’)
Guru memberikan gambar presiden-presiden di indonesia kepada setiap
siswa
Setiap siswa diminta untuk mendeskripsikan gambar yang telah diberikan
menjadi berberapa paragraf sesuai dengan fungsi sosial, struktur teks, dan
unsur kebahasaan teks deskriptif secara individu
Guru meminta beberapa siswa untuk membacakan hasil kerjanya didepan
kelas secara bergantian
Guru mengoreksi hasil kerja siswa
c. Kegiatan Akhir (15’)
Guru bersama-sama dengan peserta didik membuat rangkuman atau
kesimpulan dari materi pembelajaran.
Guru memberikan umpan balik terhadap kegiatan yang sudah dihasilkan
siswa.
Guru menginformasikan materi yang akan dipelajari dipertemuan
selanjutnya
H. Penilaian Hasil Pembelajaran
a) Penilaian pengetahuan
Teknik : Tes tulis
Bentuk : Pilihan Ganda
b) Penilaian Keterampilan
Teknik : Produk
Intrumen : Tugas
1) Membaca teks deskripsi
248
2) Praktik memahami isi teks deskripsi (menjawab pertanyaan hal yang
dideskripsikan, apa saja informasi rincian)
I. Pedoman Penskoran
Skor untuk Soal Pre Test dan Post Test
Skor untuk 1 soal = 4
Skor maksimal = 100
Skor akhir = jumlah benar x 4
249
250
Appendix 12
SILABUS BAHASA INGGRIS
Sekolah :SMP AHMAD DAHLAN KOTA JAMBI
Kelas : VIII
Tahun : 2017 - 2018
Kompetensi Inti :
1. Dapat dipercaya ( Trustworthines)
2. Rasa hormat dan perhatian ( respect )
3. Tekun ( diligence )
4. Tanggung jawab ( responsibility )
5. Berani ( courage )
KOMPETENSI DASAR MATERI POKOK PEMBELAJARAN PENILAIAN ALOKASI
WAKTU
SUMBER BELAJAR
3.10 Menerapkan struktur teks dan unsur kebahasaan
untuk melaksanakan fungsi sosial teks deskriptif
dengan menyatakan dan menanyakan tentang deskripsi orang, binatang,
dan benda, pendek dan sederhana, sesuai dengan
Teks deskriptif lisan dan tulis,
pendek dan sederhana, tentang
orang, binatang, dan benda
Fungsi sosial
Mendeskripsikan orang, binatang
dan benda untuk kepentingan
menjual, membeli, mengenalkan,
Mengamati
Siswa mendengarkan/membaca/menonton beberapa contoh teks deskriptif singkat
dan sederhana tentang orang, benda dan binatang.
Siswa mengikuti mengucapkan teks
deskriptif singkat dan sederhana tentang orang, benda dan binatang
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial teks descriptive
singkat dan sederhana tentang orang, benda dan binatang,.
Tingkat kelengkapan dan keruntutan struktur teks teks
16 JP
Buku Teks wajib
Keteladanan ucapan
dan tindakan guru menggunakan setiap tindakan
komunikasi interpersonal dengan benar dan
251
konteks penggunaan nya .
4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan
sederhana.
4.12 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana, tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
melaporkan kehilangan.
Struktur teks
a. Penyebutan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih
untuk dideskripsikan
b. Penyebutan sifat orang, binatang, benda dan bagiannya, dan
c. Penyebutan tindakan dari atau terkait dengan orang, binatang,
benda
Panjang teks: kurang lebih 6 (enam)
kalimat.
I have a niece. Her name is Fanny.
She is five years old. She has chubby
cheeks and flat nose. Her eyes are
slanted. She looks funny when she
smiles.
Unsur kebahasaan
(1) Pertanyaan dan pernyataan tentang deskripsi
How does your brother look like?
He’s short and wears glasses
(2) Penyebutan kata benda singular dengan a dan the, dan plural (-s).
(3) Kata ganti it, they, she, we, dst;
Siswa membaca untuk memahami berbagai informasi dan makna teks
deskriptif singkat dan sederhana tentang orang, benda dan binatang dengan pengucapan dan intonasi yang baik
Siswa berlatih menentukan informasi rinci
Menanya
Dengan bimbingan dan arahan guru, siswa menanya perbedaan antar berbagai teks descriptive singkat dan sederhana tentang
orang, benda dan binatang, dalam berbagai konteks
Mengeksplorasi
Siswa membaca contoh-contoh teks descriptive singkat dan sederhana tentang orang, benda dan binatangdari berbagai sumber lain.
Siswa mendeskripsikan dengan singkat dan sederhana tentang orang, benda dan binatanguntuk tujuanmenjual, membeli,
mengenalkan, melaporkan kehilangan menggunakan Bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan
lain yang terstruktur
Mengasosiasi
Dalam kerja kelompok terbimbing siswa menganalisis fungsi sosial, struktur teks
descriptive singkat dan
sederhana tentang orang, benda dan binatang,
Tingkat ketepatan unsur kebahasaan: tata bahasa,
kosa kata, ucapan, tekanan kata, intonasi
CARA PENILAIAN:
Tes Tulis
Pilihan Ganda
Jawaban singkat
Essay
Kinerja (praktik)
Bermain peran mengenalkan
sahabat pena
Bermain peran membeli/menjual suatu barang
Bermain peran melaporkan orang hilang
Ketepatan dan kesesuaian
menggunakan struktur teks dan unsur kebahasaan dalam menyusun teks deskripsi
Observasi:
Penilaian untuk tujuan
akurat
Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset
Contoh interaksi tertulis
Contoh teks tertulis
Sumber dari internet:
www.dailyengl
ish.com
http://american
english.state.go
v/files/ae/resou
rce_files
http://learnengl
ish.britishcoun
cil.org/en/
252
our, my, your, their, dst.
(4) Kata sifat, tanpa atau dengan penambahan kata quite, very, atau kombinasi seperti dark brown,
nice little cat, dan semacamnya.
(5) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
(6) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
Topik
Berbagai hal terkait dengan orang,
binatang dan benda di sekitar rumah, sekolah dan lingkungan.
dan unsur bahasa serta format penulisan
yang digunakan untuk mendeskripsikan orang, benda atau binatang dengan tujuan menjual, membeli, mengenalkan,
atau melaporkan kehilangan, .
Siswa menanyakan balikan (feedback) dari guru dan teman tentang setiap yang
dia sampaikan dalam kerja kelompok.
Siswa menyimpulkan hasil analisisnya terkait Fungsi sosial, struktur teks dan unsur kebahasaan dari teks deskriptif
tentang orang, benda dan binatang dengan tujuan menjual, membeli,
mengenalkan, melaporkan kehilangan.
Mengomunikasikan
Siswa mendeskripsikan orang benda dan binatang untuk mengenalkan, menjual
atau melaporkan kehilangan dengan bahasa Inggris, di dalam dan di luar kelas serta lingkungan sekitar sesuai
dengan konteksnya
Siswa menulis jurnal untuk mengungkapkan pengalaman yang
mereka peroleh selama pembelajaran, hal-hal yang sulit dan mudah dipelajari dan strategi yang sudah atau akan
dilakukan untuk mengatasinya
memberi balikan. Sasaran
penilaian:
Upaya menggunakan bahasa Inggris untuk mendeskripsikan dengan
singkat dan sederhana tentang orang, benda dan
binatang ketika ada kesempatan.
Kesungguhan siswa dalam proses pembelajaran di
setiap tahapan.
Menunjukkan perilaku tanggung jawab, peduli,
kerjasama, dan cinta damai, dalam melaksanakan komunikasi
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar yang mendukung proses
pembelajaran menyusun teks deskriptif .
Kumpulan karya siswa
yang mencerminkan hasil
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atau capaian belajar
menyusun teks deskriptif tulis, pendek dan sederhana, berupa: draft, revisi, editing
sampai hasil terbaik untuk dipublikasi tentang orang, binatang, dan benda
Kumpulan hasil tes dan latihan.
Penilaian Diri dan Penilaian
Sejawat
Jurnal belajar
254
Apendix 14
Documentain
Experimental Class
255
Control Class
256
CURRICULUM VITAE
NAME : RIA ISNAINI
NIM : TE.141033
Date of Birth : Aur Beduri, Jun 02st, 1994
Gender : Female
Addres : Desa Aur Beduri Bangko Merangin
Motto : “Find yourself for who you are.”
Identity : College Student
Email : [email protected]
Contact Person : 085272360442
Educational Background
No Level of Education Adress Year
1. SDN 212/ Aur Beduri
Desa Aur Beduri 2001-2006
2. MTI CANDUANG
SYANAWIYAH
Canduang Ampek Angkek Bukittinggi 2006-2010
3. MTI CANDUANG
ALIYAH
Canduang Ampek Angkek Bukittinggi 2010-2013
4. UIN STS JAMBI Sei. Duren, Kec.Jaluko, Kab. Muaro
Jambi
2014-2019
The Writer
Ria Isnaini
TE. 141033