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

Brown, H. D. (2000). Teaching by principle: An interactive

approach to language pedagogy (4nded). New York,

NY: Longman.

Cresswell, Jhon W. (2009). Research Design-Qualitative,

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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

Research for Teachers. Naperville: Learning Point

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Elizabeth, B. M. (2000). “Quality of the Interaction During

Partner Reading”. Georgia: The University of North

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George R. T., & MacKenney, L. (2008). Improving Human

Learning in Classroom: Theories and Teaching

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Gay L.R.., & Airasian, A. (2000). Educational Research

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Harmer, J. (2001).How to Teach English. England:

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Latief, M. A. (2015). Research Methods on Language

Learning An Introduction

Melanie R. Kuhn, Paula J. Schwanenflugel. (2008). Fluency

in the Classroom. New York: The Guilford Press.

Murcia, M.C. (2001). Teaching English as a Second or

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Heinle, a Division of Thomson Learning,Inc.

Richards, J. C. ,&Renandya, W. A. (2002).Methodology in

language teaching an anthology of current

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Riduwan. (2013). Dasar-dasar Statistika. Bandung: Alfabeta

Susan Lenski and Jill Lewis. (2008). Reading Success for

Struggling Adolescent Learners. New York: A

Division of Guilford Publications, Inc.

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif,

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Taridi, M. (2016). Diktat Materi Kuliah Statistik Pendidikan.

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Tim Penyusun. (2017). Pedoman Penulisan Skripsi

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Islam Negeri Sultha Thaha Saifuddin Jambi Malang:

IKIP Malang.

Vaughn. Sharon, Sylvia.Linan-Thompson. (2004). Research-

Based Methods of Reading Instruction, Grades K–3.

Alexandria: Association for Supervision and

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

253

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 : Riaisnaini838@gmail.com

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