the effect of think aloud strategy on students‟ …

1

THE EFFECT OF THINK ALOUD STRATEGY ON

STUDENTS‟ READING SKILL (A Pre-Experimental Research at the Eleventh Grade of SMA NEGERI 5

TAKALAR)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Partial Fulfillment of

the Requirement for the Degree of Education in English Education

Department

NUR IZMI PRATIWI

10535655215

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

4

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERNYATAAN

Nama : Nur Izmi Pratiwi

NIM : 10535 6552 15

Program : English Education Department

TITLE : The Effect of Think Aloud Strategy on Students‟ Reading Skill

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

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Februari 2020

Yang membuat perjanjian

Nur Izmi Pratiwi

5

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERJANJIAN

Nama : Nur Izmi Pratiwi

NIM : 10535 6552 15

Program : English Education Department

TITLE : The Effect of Think Aloud Strategy on Students‟ Reading Skill

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan

menyusun sendiri skripsi saya.

2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.

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

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3

maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Februari 2020

Yang membuat perjanjian

Nur Izmi Pratiwi

6

MOTTO AND DEDICATION

MOTTO

“INTELLIGENCE IS NOT THE

DETERMINANT OF SUCCES, BUT

HARD WORK IS THE REAL

DETERMINANT OF YOUR

SUCCES”

DEDICATION

A Thesis for My Beloved Family

Especially for My Parents

My Best Brothers,

ALSO,

For My Own Self

I Deserve this Billion Times

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ABSTRACT

NUR IZMI PRATIWI. 2019. “THE EFFECT OF THINK ALOUD

STRATEGY ON STUDENTS‟ READING SKILL” (A Pre-Experimental

Research)”. A thesis of English Education faculty of Teacher Training and

Education University Muhammadiyah of Makassar (supervised by

NunungAnugrawati and AndiAsri Jumiaty)

The main objective of this research was to measure whether there was any

significant effect of Think Aloud Strategy on students‟ reading skill at the

eleventh grade of SMA Negeri 5 Takalar. This research used Pre-experimental

design with 250 students‟ of SMA Negeri 5 Takalar as population and 26

students‟ as sample taken by purposive sampling technique. The researcher used

completion test as the instrument of this research.

The result showed the Effect of Think Aloud Strategy can improve

students‟ reading skill. It was proved by the mean score before and after treatment

(63.07became76.57) with the t–test value was greater than t–table (12.73>

2.060).Score of post-test was higher than the pre-test. The result of testing

hypothesis determined that the Alternative Hypothesis (Ha) stating that there was

significant. This strategy recommended to the teacher should use this strategy to

increas their English skill especially in reading.

Keywords: The Effect, Think Aloud, reading, Comprehension Skill

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ABSTRAK

NUR IZMI PRATIWI. 2019. “Efek Dari Strategi Think Aloud Pada

Kemampuan Membaca Siswa”. Skripsi jurusan Bahasa Inggris Fakultas

Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar (di

bimbing oleh Nunung Anugrawati dan Andi Asri Jumiaty).

Tujuan utama penelitian ini adalah untuk mengukur apakah ada pengaruh

yang signifikan dari Strategi Think Aloud pada keterampilan membaca siswa di

kelas sebelas SMA Negeri 5 Takalar. Penelitian ini menggunakan desain

ekseperiman dengan populasi 250 siswa SMA Negeri 5 Takalar dan 26 siswa

sebagai sampel yang diambil dengan teknik purposive sampling. Peneliti

menggunakan tes penyelesaian sebagai instrument penelitian ini.

Hasil penelitian menunjukkan Pengaruh Strategi Think Aloud dapat

meningkatkan keterampilan membaca siswa. Itu dibuktikan dengan skor rata-rata

sebelum dan sesudah perlakuan (63.07 menjadi 76.57) dengan nilai t-tes lebih

besar dari t-tabel (12.73>2.060). Hasil pengujian hipotesis menunjukkan bahwa

Hipotesis Alternatif (Ha) menyatakan signifikan. Strategi ini direkomendasikan

kepada guru agar menggunakan strategi ini untuk mningkatkan keterampilan

bahasa inggris mereka tertumata dalam membaca.

Kata Kunci: Efek, Think Aloud, Membaca, Keterampilan Pemahaman

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ACKNOWLEDGMENTS

In the name of Allah Most Gracious Most Merciful

First of all, i would like to say thanks to Allah SWT, God the Almaighty

for the blessing and mercy given to me during my study and completing this final

project entitled “The Effect of Think Aloud Strategy on Students‟ Reading Skill of

The Eleventh Grade Students SMA Negeri 5 Takalar”. Shalawat and Salam are

addressed to the final chosen religious messenger, the Prophet Muhammad SAW.

I would be very grateful to many people who havecontributed their ideas

and time in completing this final project. I would like to express my sincere

gratitude to the following people who have supported her and made this thesis

possible:

1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of

Muhammadiyah University of Makassar for his academic advisor to the

researcher during the researcher‟s study.

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

Educationfaculty, Muhammadiyah University of Makassar for his

motivation and academic advisor to the researcher during the researcher‟s

study.

3. The researcher also thank the Head of English Education Department,

Ummi Khaerati Syam, S.Pd., M.Pd for her academic advisor, also for all

lecturers and staffs of English Education Department for giving the

knowledge and guidance and help during the researcher‟s study.

4. The researcher high appreciation and great thankful are due to consultants

NunungAnugrawati, S.Pd.,M.Pd and Andi Asri Jumiaty, S.Pd., M.Pd

for their guidance as well as motivation and their patience from the

beginning until the end of writing this thesis.

5. Azis Basir, S.Pd., M.Pd the Headmaster of SMA NEGERI 5 Takalar

thanks for accepted the researcher doing this research

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6. Ahmad Juanda, S.Pd, M.Pd the English teacher class XI PIA 1, thank

you for the time, supports, and suggestion that given to the researcher.

7. Thank you for all the researcher‟s friends at English Education

Department 2015 in Immortal Class.

8. Thank you for all the researcher‟s beloved friends at Cemara Squad,

Hermiati Ramli, Andi Chaerana, Sulastri L, Fitrya Ramadhani, Nur

Mujahidah, Nurul Fadillah, Chaerul Anam, and Wandi Abi Mayu. You all

would never be forgotten and would be pleasant memories till the end.

9. And the last, Thankyou to the researcher‟s beloved parents, family, and all

friends for their love, support and prayers to the researcher.

May thanks also go to the principle and to SMA NEGERI 5 Takalar for

allowing me to conduct the research at their institution and for giving their

contribution while I was carrying out the study there.

Finally, the researcher is fully aware that her writing is still far from being

perfect, however, the researcher hopes that this writing will be useful for the

improvement to English learner.

Makassar ,February rd

2020

NUR IZMI PRATIWI

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TABLE OF CONTENT

Page

APPROVAL SHEET ………………. ........................................................... i

COUNSELING SHEET 1 ............................................................................. ii

COUNSELING SHEET 2 ............................................................................. iii

SURAT PERNYATAAN ............................................................................... iv

SURAT PERJANJIAN .................................................................................. v

MOTTO AND DEDICATION ...................................................................... vi

ABSTRACT .................................................................................................... vii

ACKNOWLEDGMENT................................................................................ ix

TABLE OF CONTENT ................................................................................. xii

LIST OF TABLE ………………................................................................... xiv

LIST OF FIGURE ………………................................................................. xv

LIST OF APPENDICES ………………....................................................... xvi

CHAPTER I INTRODUCTION

A. Background of the Research ................................................................ 1

B. Research Problem................................................................................. 3

C. Objective of the Research .................................................................... 4

D. Significance of the Study ..................................................................... 4

E. Scope of the Research .......................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Findings ..................................................................... 5

B. Reading ................................................................................................. 7

C. Think Aloud........................................................................................... 19

D. Conceptual Framework ......................................................................... 22

E. Hypothesis ............................................................................................. 23

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CHAPTER III RESEARCH METHOD

A. Research Design ................................................................................... 24

B. Population and Sample ......................................................................... 27

C. Instrument ........................................................................................... 27

D. Data Collection Method ....................................................................... 28

E. DataAnalysis ........................................................................................ 30

CHAPTER IVFINDINGS AND DISCUSSION

A. Findings ................................................................................................ 34

B. Discussion ............................................................................................ 38

CHAPTER VCONCLUSION AND SUGGESTION

A. Conclusion............................................................................................ 43

B. Suggestion ........................................................................................... 44

BIBLIOGRAPHY …………………………………………………………… 45

APPENDIX …………………………………………………………………… 48

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LIST OF TABLE

Page

Table 3.1 Research Design ..................................................................................... 26

Table 3.2 Classification of The Students Score ..................................................... 30

Table 4.1 The Improvement Percentage of Students‟ Score ................................. 35

Table 4.2 The Rate Percentage of pre-test and post-test Score .............................. 36

Table 4.3 Test of Significance (t-Test) .................................................................. 37

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LIST OF FIGURE

Page

Table 2.1 Conceptual Framework .......................................................................... 22

Table 4.1 The Mean Score of Pre-test and Post-test ............................................. 35

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LIST OF APPENDICES

Page

Appendix I Lesson Plan/RPP ......................................................................... 47

Appendix II Pre-test ........................................................................................ 70

Appendix III Post-test ...................................................................................... 74

Appendix IV Answer Key................................................................................. 78

Appendix V Score of Pre-test.......................................................................... 79

Appendix VI Score of Post-test ........................................................................ 80

Appendix VII Analysis of Pre-test and Post-test ............................................... 81

Appendix VIII Rate Percentage of Students‟ Score ........................................... 82

Appendix IX Mean Score and Improvement Percentage................................. 83

Appendix X T-test Value................................................................................. 84

Appendix XI The Distribution of T-Table Value ............................................ 85

Appendix XII Documentation .......................................................................... 87

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CHAPTER I

INTRODUCTION

This chapter presents background of the research, research problem,

research objective, research hypothesis, significance of the research, scope and

limitation of the research, and definition of key terms.

A. Background of the Research

Globalization era, language takes the important role to communicate with

the other people in the world. One of the language that is usually used is English.

The rapid growth of English as international lamguage has stimulated but often

controversial discussion about the status of English in its varieties of what is now

commonly world English, stated Kachru and Nelson (in Brown, 2000: 192)

Ideally, country has its own language, even it has more than one language,

everyone wants to communicate with all people in the world. But, they may face

some difficulties, one of them is different language. To solve the problem, it is

necessary to make international language such as English, Mandarin, Arabic, and

etc.

English is one of an interactional language which has an important role in

the world. In some countries the power language is the official language which is

used for government education commerce and international communication. In

Indonesia English is a foreign language that is taught from elementary school to

university. English is a foreign language used a mediumof instruction at school,

many students think that English is the most difficult subject.

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The goal of teaching and learning English is to produce and comprehend

language that are spoken and written. Some people think that a successful English

learner is a person who can speak English fluently. They do not know that a

person who is said a success English learner is a person who is master in all of

English skills.

There were four skills in English, they were speaking, writing, reading, and

listening. It was better for English learners to master in all those skill, but the fact

was different. Many English learners do not master in all of those skills. For

example, some of English learners are good in writing, but not for speaking or

vice versa. The other example, some English learners are good in reading, but not

well in listening or vice versa. It means that these English learners have different

ability in acquiring language.

Based on the importance of reading for the students, teacher reading to the

students, teaching reading to the students is a necessity. In order for the students

master the skill optimally, teaching reading strategies to the students is one way as

also outlined by Hoein and Lundberg (2000), Grab and Stoller (2002), and

Pressley (2002) stating that when students learn to read they need to be tought

how to use specific strategies to understand the text.

According to Snow (2003:15) reading does not occur in vacuum, it done for

a purpose to achieve some ends. During reading the reader processes the text with

regard to the purpose. To be a good reader, the learner must learn how to

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comprehend and understand the passage. So, her or she can achieve the purpose of

reading is done.

Reading was very important for English learners because reading can

enlarge their knowledge, vocabulary, and information. From reading, able to get

complete understanding of the text. This might be cause by the fact that many of

those students do not know the essential in formation needed to understand a

word, including how a word combines with other words difficult to get

information from the passage and difficult to make a conclusion of the passage.

All of those problems will affect the learner in comprehending the passage and

reading achievement. Therefore those students need strategies or technique in

order to overcome the problem.

Nowadays, at school some students have problem in reading, first, how to

pronounce. Second, about the difficult words that their find in the passage. Three,

unfamiliar words and the last was about the grammatically instead.

Based on the problem and the benefit of the strategy, thats why I as writer

interested in choose this topic used the think aloud strategy how to increased

students reading skill.

In relation to the condition above the researcher wants to investigate the

effect of Think Aloud Strategy on Students‟ Reading Skill.

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B. Research Problem

Based on the background of the research above, the problem statement of

this research “What is the effect of think aloud strategy on students‟ reading skill

at the Eleventh grade of SMA NEGERI 5 TAKALAR?”

C. Objective of the Research

Based on the research problem above, the objective of this research was find

out whether think aloud strategy can effect student‟s reading skill or not.

D. Significance of the Study

The result of this study was expected to give contribution for the teacher as

feed back to improve their strategy in teaching English especially in reading

achievement.

The researcher hopes that the result of this study was expected to give feed

back to motivate the student‟s selves to get a good result especially in reading

achievement.

This research was expected to be used as a reference in conducting further

research in the same field.

E. Scope and Limitation of the Research

The scope of this research is narrative text. The researcher chooses this kind

of the text because narrative text is more interesting for the students than other

kind of text. Most of narrative is fantastic, so it was increase the students‟

motivation in reading class.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses related theories to support the study. This includes:

definition of reading, the purpose of reading, strategies in reading, approaches in

reading, teaching reading, technique in teaching reading, testing reading,

definition of reading comprehension, strategies for reading comprehension, types

of reading comprehension, the definition of think aloud strategy, how to use think

aloud strategy.

A. Previouse Related Research Finding

The research reports several studies in improving the student‟s reading skill,

some researchers‟ findings are briefly cited as follows:

Herlina (2017) In accordance with the effect of reciprocal teaching strategy

on the students‟ reading comprehension, the findings show that reciprocal

teaching strategy enhanced the students‟ reading comprehension, which was

indicated by the post-test scores of the students who were treated by using

reciprocal teaching strategy. The scores of experimental group were higher than

those of control group. The students who were taught by using reciprocal teaching

strategy improved their comprehension. Therefore, the use of reciprocal strategy

could be beneficial for the students when taking comprehension tests such as

National Examination later because the indicators of comprehension used in this

study were based on students‟ graduate competence.

Hamid &Rahmati2 (2017) The research Given the fact

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that anxiety can impact foreign language reading, this study examined the possible

solution of using reading strategies to tackle the problem. Based on the above

arguments, students might benefit from special instructions in specific strategies

to help them decrease their anxiety and consequently improve their reading

comprehension. In this study, explicit instruction was performed and the results

revealed that explicit instruction of reading strategies need to be applied to

influence students‟ reading comprehension positively. Accordingly, teaching

reading strategies could be incorporated within the pedagogical curriculum to help

students improve their reading comprehension.

Gilakjani (2016)The researcher findings of this study showed that reading

strategies have a great impact on the students‟ reading comprehension ability.

Students are not just passive receivers of information but they are active makers

of meaning. Successful readers try to apply numerous skills to grasp meaning

from the texts. Readers should be involved in the reading process by using

different strategies to monitor their meaning.

Asmawati (2015)Based on the research result findings, the data showed that

the differences of students reading comprehension after treatment are influenced

by treatment given to them. It was proved by the result of statistical data analysis

which indicated to the students‟ progress. Therefore, it can be concluded that there

was a significant difference of students‟ reading comprehension before and after

being taught by using Skimming-Scanning Strategy.

Aliponga (2013) The researches In order for extensive reading to be

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successful, there are many factors to be considered. This study looked at the

benefits of reading journal in extensive reading. Based on the findings, it can be

concluded that the reading journal motivated students to read more, enabled them

to understand the main idea and important details of the reading materials of their

choice, and enabled them to think critically.

Students‟ responses revealed that they were motivated to read more because

the reading journal enabled them to learn new vocabulary, increased their reading

speed, enabled them to concentrate, and aided them when they had the previous

studies above, there are some similarities and differences in this research. The

similarity of the research findings above is the variable. The variable is the lack

of student understanding in reading. Whereas the difference in this research with

previouse findings above is the previouse researches focus on the new vocabulary

that students will get after reading. Do not observe the effects of students' thinking

after reading, whether students understand or not. In order that, in this study,

researchers wished to know the effects of student thinking on students' reading

skill.

B. Reading

1. The Definition of Reading

There are four skill in English, they are: speaking, listing, reading and

writing. All those skills are very important for English learner. Each skill has

different function in English. So it is better for English learner to master all of

those skills. One of those skills is reading skill.

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Based on Harmer (2007:99) reading is useful for language acquisition.

Heilman (1981:4) states reading is an active and ongoing process that is affected

directly by an individual‟s interaction with his environment. Reading is a process

of understanding written language. Since reading is a process, it stars from

viewing the linguistic surface representation and ends with the certain ideas or

meaning about the messages intended by the writer. Thus reading is the

combination of perceptual process and cognitive process.

Reading means that a language acquisition for communication and sharing

information or ideas (Tahir & Hanapi, 2017). It is complex interaction between

the reader and text. In fact, reading is not a simple one, because in this skill,

students do not only read a text but also try to understand the message or

information about the text they learnlerning (Bin-Tahir et al, 2017). In reading

process students must know what they get from a passage (Bin-Tahir et al, 2018).

“Reading as the meaningful interpretation of printed written verbal

symbols. It means that reading is a result of the interaction between the perception

of graphic symbols that represents language and reader‟s language skills and the

knowledge of the world. In the process the readers tries to recreate the meaning

intended by the writer” certain ideas or meaning about the messages intended by

the writer. Thus reading is the combination of perceptual process and cognitive

process.

The understanding that result is called reading comprehension. According

to Snow (2003;15) said that reading does not accur in vacuum, it done for a

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purpose to achievement and during reading thereader processes the text, with

regard to the purpose. To be a good reader the must learn, how to comprehend and

understand the passage, so heor she can achievement, the purpose of reading is

done, reading is done, reading is very important for English learners, because

reading canenlarge their knowledge, vocabulary, and information from reading,

able to get complete understanding of the text.

Reading involves an interaction between thought and language. It means

that the reader carries to the task a formidable amount of information and ideas,

attitudes and beliefs. This knowledge joined with the ability to make ability

predictions, determines the expectation of the readers. Concerning the reading,

Simanjutak said (1980:14), propose definition of reading that:

“Reading as the meaningful interpretation of printed written verbal

symbols. It means that reading is a result of the interaction between the perception

of graphic symbols that represents language and reader‟s language skills and the

knowledge of the world. In the process the readers tries to recreate the meaning

intended by the writer”.In addition, the reading is perceiving and saying a written

text in order to understand its content. Reading is an intellectual and emotional

perceptionof printed message, lending to the understanding that the perception of

the reader is influence by feeling and language prompted by the writer. There are

two kinds of reading, they are:

a. Silent Reading

Silent reading usually used in order to understand the result of reading that

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is done.

b. Oral Reading

Oral reading is saying a written text aloud. This can be done with or

without understanding its contents.

From the definition above, it can be concluded that a reading is not a

passive process and not merely word recalling. So, it can be said that reading is a

process of perceiving a written text in order to understand its contents.

2. The Purpose of Reading

In doing reading, it is understand the content of the written text. According

to Cahyono et al. (2011:68) the purpose of reading as follows:

a. Readersareabletodiscriminateamongeventsastheyhavebeen presented.

b. They recognize the order of presentation in the stated sequence.

c. The reader identifies the main idea of a paragraph.

d. They must have knowledge of prescribed or denotative meaning.

e. They understand from of figurative language.

3. Strategies in Reading

Reading may be defined as decoding and attaining the meaning as the

result of the interplay between perception of graphics symbols that represent a

language and the memory traces of reader‟s experiences. A process is a method, a

movement toward an end that is accomplished by going through all necessary

steps. According to Mukhroji (2011). A product is the consequence of utilizing

certain aspects of a process in an appropriate sequence. Reading is not only

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receiving meaning in a literal sense, but it is also bringing the one‟s entire life

experience and thinking power to bear to understand what the writer has encoded.

The purposes of the reading cannot be separated from comprehension.

Each purpose will determine what to achieve after reading process. Reading

comprehension requires the ability to perceive the exact nature of the passage

being read or communicated. Based on Mukhroji (2011), three are three strategies

in reading, that involve bottom-up strategies, top-down strategies, and interactive

strategies.

2. Bottom-up Strategies

Mukhroji (2011) states that the bottom-up strategies of reading assume that

process of translating print to meaning begins with print. The process initiated by

decoding graphic symbols into sounds. Therefore, the reader first identifies

feature of letters; link these features together to recognize letters,combine letters

to recognize words, and then proceeds to sentences, paragraph, and text level

processing.

The process of deriving meaning from print in bottom-up strategies is

triggered by graphic information embedded in print. By applying the bottom-up

strategies, readers start to process the text from the low linguistic level to the

higher one. According to mukhroji (2011) the readers start from identifying to

recognize words; and then proceeds to the phrase, sentences, paragraph, and then

text level processing. The understanding is constructed based on the visual data

that are on the page. It triggers from one linguistic step after another, beginning

27

with the recognition of the letter and continuing to words-by-words, sentences-by-

sentences until reaching the top-the meaning of the text being read.

The bottom-up strategies are also used by the readers when they feel the

text being read is difficult. The difficult of the text can be about the language and

contents of the text. When the language text is felt difficult, readers start to

identify the words meaning. Then, they combine the word meaning to get the

understanding of the phrases, sentences, and paragraph until reaching the entire

meaning of text.

3. Top-down Strategies

The process of deriving meaning of the text in top-down strategies starts

the reader‟s prior knowledge and experience to the print. By top-down strategies,

reader start to process the text by applying the higher level stage.

In this case, readers start with hypothesis and predictions and attempt to

verity them by working down the print stimuli. These strategies are in line who

indicates that reading is a process that involves the use of available language cues

selected from perceptual input on the basis of the reader‟s predictions.

Readers usually us top-down strategies when they have background

knowledge and sufficient language competence about the text being read, and

when the cues in the text can activate the content schemata. Although readers

have sufficient knowledge about the topic and can understand the meaning of

every word in the text.

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4. Interactive Strategies

The interactive strategies of reading assume that the process of translating

print to meaning involve making use of both print and prior knowledge. The

process is initiated by making prediction about the meaning and or by decoding

graphic symbols. Interactive strategies in reading require both bottom-top and top-

down strategies combination. Readers in understanding a text use these two

strategies interactive and simultaneously.

According to Mukhroji (2011), the interactive strategies suggest that the

process of reading is initiated by decoding letters and words and by formulating

hypotheses about the meaning. Readers in understanding a text start at the first by

processing the visual information the exists in the text. In understanding a text,

readers apply more interactive strategies than two otherstrategies. In the attempt

of getting meaning of the text, readers cannot just rely on visual information or

non visual information. The knowledge is applied interactively.

4. Approaches in Reading

The range of approach to teaching reading in the classroom may include

several aspects within the skills to whole language instructional continuum. A

major approach should meet two basic criteria; observable in actual classroom and

derived from theoretical base that is top-down, bottom-up, or interactive.

Adhering to these criteria, there are four major approaches to the teaching of

reading: prescriptive approach, basal reading approach, language experience

approach, and literature based approach.

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a) Prescriptive Approach

According to Mukhroji (2011) prescriptive approach is a kind of

individualized which is often favored by the teachers who devote large chunks of

the reading period to work on phonic. They focus on sound-letter relationship

instruction. This approach of teaching reading has come to mean two very

different approaches to teachers.

a) Basal Reading Approach

Based on Mukhroji (2011) states, basal reading is kind of approach

occupying the central and broadest position on the reading instructional

continuum. This approach used basal readers to teaching reading. Basalreading

program comes to the closest to an eclectic approach. That is, within the basal

reading program itself some elements of the other approaches are incorporated.

b) Language Experience Approach

Language experience approach needs students to experience reading as a

rewarding and successful process. It is difficult to assemble an adequate supply of

literature for the wide range of abilities found in every classroom, especially if

some of the students are not proficient in English. This approach is tied closely to

an interactive or top-down theory of reading. It is considered a kind of beginning

reading approach although strategies of teaching are often connected to writing

process.

c) Literature-Based Approach

Literature-based approach is also named a whole language approach in

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which students engage in reading for enjoyment and for the purpose of locating

information, rather that in order to earn a good grade. Mukhroji (2011) states that

literature-based approach is an approach that the teacher uses to provide

individual students interesting and enjoyment. In this approach, teachers

encourage their students to personally select books that they want to read and then

share and compare insight gained. Reading instruction emanates from assumption

about the reading process is interactive and top-down.

a. Teaching Reading

The teacher has to be more concern in teaching reading because it is very

important to increase students‟ knoledge and information in learning foreign

language. There are many reason why getting students‟ to read English text is an

important part of the teacher‟s job.

Reading is agood thing in language‟s learners. At the very least, some of

the language sticks in their mind: part of the process of language acquistion.

Reading text also can provide good models for English writing.

In teaching reading, the teachers have to concern about the material that is

used. The topic and type of reading texts are worth considering too. This topic and

reading taxts should depend on who students are. If the students are science

students, reading scientific text many be a priority. If the students are junior high

school students, reading narrative text may be a priority.

According to Mukhroji (2011), teaching reading is more influence by

interactive strategies. Teachers teach skill directly, especially in the beginning and

31

provide plenty opportunities for the students to experience by having them read

whole books. In regard, the teaching of reading indicates process interactive

models of reading.

In reading class, the teachers have to decide what the purpose in reading

will be done. It is reading for pleasure or reading for getting understands the

passage. If the purpose of reading that will be done is for pleasure, the topic of

reading text can be free, such as narrative. If the purposef reading text that will be

done is for getting understands the passage, the topic of reading text should be

prepared before.

b. Techniques in Teaching Reading

Psycho linguistically, reading is viewed as an interactive process between

language and thought. There are three kinds of activities involved in relation to

the reading class activities: pre-reading activities, during/whilst reading activities,

and post-reading activities.

a) Pre-reading Activities

Pre-reading activities are instructional activities carried out before students

conduct the real reading activities. In pre-reading activities, activation is

concerned with the students‟ background knowledge, objectives of reading class,

learning activities, and motivating the students. In this stage, teachers try to

activate the students‟ schemata related to the topic or explaining briefly the

contents of the text.

Pre-reading is to tell students the purpose of reading and learning. Pre-

32

reading is also to motivate the students. Motivation in reading attracts students‟

attention to the text. The activities of pre-reading are activities aiming at

facilitating the students‟ understanding about the reading text.

b) During/whilst Reading Activities

During reading activities are the activities that reader does while reading

takes place. Mukhroji(2011) mentions that while reading includes:(a)

identify the main idea, (b) finding detail the text, (c) following a sequence, (d)

inferring from the text, and (e) recognizing the discourse patterns.

During whilst reading activities are instructional activities that are going

on while reading activities are happening. According to Mukhroji (2011), five

activities to do while reading. First, readers identify main idea of the text and

identifying topic sentence through skimming. Second, readers find the details in

the text and finding specific information. Third, readers follow a sequence by

relating items in particular order or process. Fourth, readers infer from the text by

trying to understand the using their schemata and experience. Fifth, readers

recognize the discourse patterns to understand the text holistically.

c) Post-reading Activities

Post-reading activities are the activities conducted by a reader after

reading. In post reading activities, students do post-questions, feedback. The post-

questions are more effective in incidental comprehension and the objective, since

information of both greater and lesser importance is learned.

33

Post-reading activities are instructional activities that the students and

teacher do after reading take place. According to Mukhroji (2011) point out that

post-question, feedback, and group and whole class discussions are activities that

can be done in the phase of reading activities. The activities function to check

students‟ comprehension about the text being read. The post-questions a after

reading class activity are very important since information of both greater and

lesser important learned. Besides asking question, summarizing the contents of the

text is also applicable to the students

The activity of post-reading can also be in the form class discussion. The

discussion may depend on the class size. If the is big, it will be better to have

group discussion. If the class is small, it will be better to have whole class

discussion.

c. Testing Reading

Similar to listening skill, reading skill is a receptive skill. The task of

language tester is, then to set reading task which result in behavior that will

demonstrate their successful completion.

The reading macro-skill (directly related to course objectives) are scanning

text to locate specific information, skimming text to obtain general idea,

identifying stage of argument, and identifying examples presented in support of an

argument. The micro-skill underlying reading skill are identifying referents of

pronouns, using context to guess meaning of unfamiliar words, and understanding

relations between part of the text is, true or false items, matching items, re-

34

arrangement items, completion items, completion table of items, and open-ended

question (Heaton, 1989:107).There are several ways of testing reading, ranging

from multiple choice item.

C. Think Aloud

1. Definition of Think Aloud

In this research, it was decided to implement the think-aloud strategy

because it was used as an instructional approach, and also because this strategy

helped readers to comprehend more easily what was being read by them.

Afflerbach and Johnston cited by McKeown and Gentilucci (2007), claim that

think-aloud serves firstly as a method of measuring the cognitive reading process,

then as metacognitive tool to monitor comprehension. In that sense, the think

aloud is appropriate for this study because through this strategy the students can

monitor their comprehension process.

Another definition of this strategy is provided by Pressley et al. in

McKeown and Gentilucci‟s (2007) work: “think-aloud is one of the "transactional

strategies" because it is a joint process of teachers and students working together

to construct understandings of text as they interact with it” (p. 1). Through the

interactions that think aloud promotes, a better understanding of the texts may

emerge in the classroom. Think aloud is also a process in which readers report

their thoughts while reading (Wade 1990). It helps students to reflect upon their

own reading process.

In a similar way, Keene & Zimmerman, (1997) declare that “think aloud is

35

a technique in which students verbalize their thoughts as they read” (p. 1). Thus,

this strategy is useful because students are verbalizing all their thought in order to

create understanding of the reading texts. Another illustration about think aloud is

provided by Tinzmann in Teacher Vision website (2009), he says that:

When students use think out loud with teachers and with one another, they

gradually internalize this dialogue [...] it becomes their inner speech, the means by

which they direct their own behaviours and problem-solving processes. Therefore,

as students think aloud, they learn how to learn, and they develop into reflective,

metacognitive, independent learners, an invaluable step in helping students

understand that learning requires effort and often is difficult.

This argument encloses all the issues that imply think-aloud in a reading

process. Think aloud are also used to model comprehension processes such as

making predictions, creating images, linking information in text with prior

knowledge, monitoring comprehension, and overcoming problems with word

recognition or comprehension (Gunning, 1996 in teacher vision). These sub-

strategies will be defined in the ensuing sections.

The think-aloud is a technique in which students verbalize their thoughts

as they read and thus bring into the open the strategies they are using to

understand a text (Baumann, Jones, & Seifert-Kessell, 1993; Davey, 1983; Wade,

1990). Readers' thoughts might include commenting on or questioning the text,

bringing their prior knowledge to bear, or making inferences or predictions.

These comments reveal readers' weaknesses as well as their strengths as

36

comprehenders and allow the teacher to assess their needs in order to plan more

effective instruction.

2. Using of Think Aloud

How to use this strategy“when the teachers make the invisible mental

processes visible, they arm readers with powerful weapons, I stop often to think

out loud for my students. I describe what is going on in my mind as I read. When I

get stuck, I demonstrate out loud the comprehension strategies I use to

construction meaning.” (Tovani,2000, p. 27)

a. Explain that reading is a complex process that involves thinking and

sense-making; the skilled reader's mind is alive with questions she asks

herself in order to understand what she reads.

b. Explain that reading is a complex process that involves thinking and

sense-making; the skilled reader's mind is alive with questions she asks

herself in order to understand what she reads.

c. While students read this passage silently, read it aloud. As you read,

verbalize your thoughts, the questions you develop, and the process you

use to solve comprehension problems. It is helpful if you alter the tone of

your voice, so students know when you are reading and at what points you

begin and end thinking aloud.

d. Coping strategies you can model include:

1) Making predictions or hypotheses as you read: "From what he's said so

far, I'll bet that the author is going to give some examples of poor

eating habits."

37

2) Describing the mental pictures you " see" : "When the author talks

about vegetables I should include in my diet, I can see our salad bowl

at home filled with fresh, green spinach leaves."

3) Demonstrating how you connect this information with prior

knowledge: "'Saturated fat'? I know I've heard that term before. I

learned it last year when we studied nutrition."

4) Creating analogies: "That description of clogged arteries sounds like

traffic clogging up the interstate during rush hour."

5) Verbalizing obstacles and fix-up strategies: "Now what does

'angiogram' mean? Maybe if I reread that section, I'll get the meaning

from the other sentences around it: I know I can't skip it because it's in

bold-faced print, so it must be important. If I still don't understand, I

know I can ask the teacher for help,"

e. Have students work with partners to practice "think-aloud" when reading

short passages of text. Periodically revisit this strategy or have students

complete the assessment that follows so these meta comprehension skills

become second nature.

38

D. Conceptual of Framework

Figure 2.1 Conceptual of Framework

Based on the conceptual of framework above, this research was

usingexperimental research method. The first meeting the researcher

wasexplain the purpose of the research. After that, the researcher wasgive the

students pre-test. Consist of 20question, in the form of multiple choice to

know students mean score before give the treatment. The next meeting, the

researcher wasexplain about reading especially in narrative text.

Reading Skill

Process Think

Aloud Strategy

INPUT

Reading Material

39

The students are expected to find the purpose of reading from the narrative

text that has ben shared. While doing these activities, researcher shold be

aware that it is impossible for students to quicqly grasp the intent to make

some repetitions to the next meeting to help the students in understanding the

text.

The researcher was share the narrative text with each students and then

give the stuents time to read the text. After students read the text, students is

expected to express what they have read in oral or written from.

The last meeting, the researcher was give post-test or the same question of

pre-test. The writer was check students post-test which wasbe different from

the pre-test. So the researcher wasknowthe effect of think aloud strategy

toward students‟ reading skill.

E. Research Hypothesis

1. Alternative Hypothesis (H1) states that there is significant effect of using

Think Aloud Strategy on student‟s achievements in reading.

2. Null Hypothesis (Ho) states that there is no significant effect of using

Think Aloud Strategy.

40

CHAPTER III

RESEARCH METHOD

In this chapter the researcher described the research method. It consist of

research design, population and sample, research instrument, validity and

reliability tasting, data collecting method, and data analysis.

A. Research Design

The data of this research was in the form of quantitative research. Ary

(2002:22) states the quantitative research uses objective measurement and

statistical analysis of numeric data to understand and explain phenomena. In

quantitative research there are experimental and non-experimental research

design. Experimental research involves a study of the effect of the systematic

manipulation of one variable on another variable and non experimental research,

the researcher identifies variables and may look for relationship among them, but

does not manipulate the variable (Ary, 2002:24).

The design of this research was conducted an experimental research

design. According to Ary (2002:276) an experimental is a scientific investigation

in which the researcher manipulates on e or more independent variable, control

any other relevant variable, and observes the effect of the manipulation on the

dependent variable. An experimental design serves two function:

1. It establishes the condition for the comparisons required to test the

hypothesis of before and after being taught using Think aloud strategy.

41

Then both of the score were computed by using t-test to find out if there is

significant influence of teaching reading comprehension by using Think

Aloud Strategy. The design of this research can be seen at the table

below:the experiment.

2. It enables the experimenter through statistical analysis of the data to make

a meaningful interpretation of the result of the study. This experimental

design used pre- experimental research design (one- group pretest-posttest

design) that consist of pre-test, treatment and post-test.The pre-test and

post-test were given to take the score of the student‟s achievement.

Table 3.1 Randomized group, pre-test and post-test

Pre test Treatmen Post test

Y1 X Y2

Notes :

Y1 = pre-test

X = Treatment

Y2 = post-test

This research intended to investigation the effectiveness of using Think

Aloud Strategy in the teaching reading comprehension at SMA Negeri 5 Takalar.

The used of the treatment was aimed at proving whether the increase scores

possibly got by the researcher. Thus, the effectiveness of that treatment would be

known the significant score when the students taught using Think Aloud Strategy.

42

B. Population and Sample

1. Population

The population of this study was the eleventh grade students of SMA

Negeri 5 Takalar academic year 2019/2020, which consisted of five classes. Each

classes consisted of 25 students, it means the total of population were 125

students.

2. Sample

Selected of the sample is very important step in conducting a research

study. According to Arikunto (2006:109), a sample is part of population of

representative of it. Based on Ary (2002:163) a sample is a person of a population.

It mean that a good sample must be representative of the entire as possible, so that

the generalization of the sample as true as population. The researches choose at

eleventh grade consist of 25 students. There were five classes and the research

will choose one classes as a sample.

C. Instrument

Research instrument is tool of collecting data that should be valid and

reliable. According to Arikunto (2006:126) the device the researcher uses to

collect data is called instrument. The instrument in this research was test.

Arikunto (2006:127) states that “test is a series question, exercise or other

means which are used to measure the skill, knowledge, intelligent, ability or talent

that have by individual or group”. Thus a test is a method to gain the data by

43

giving some question to the respondent.

In this research the researcher used achievement test, Isnawati (2011:14)

“achievement test is test that is used to measure the process that students making

after learn something”. This test used to measure the students achievement in

reading comprehension before and after they taught by using Think Aloud

Strategy in SMA Negeri 5 Takalar.

The test were multiple choice and essay. It consisted of 25 items to asses

the students‟ that consisedt of pre-test and post-test. Form of pre-test and post-test

content 25 question. The students was learning and teaching process. Every single

word in pre-test and post-test was same.

D. Data Collection Method

When we talking about the kind of methods and data, actually it was quite

the same when we talk about doing evaluation. It has the purpose to get data and

then it can be measured by the researcher. The data collecting method was the

method to obtain the data in the research. The aim of the data collecting in

conducting scientific research was to get material that needed by the research the

technique of collecting data was clarified as follow:

1. Pre-test

A pre-test provides a measure on some attribute or characteristic that you

assess for participant in an experimental before they receive a treatment,

Creswell (2008:301). At the first meeting, the researcher gave a pre-test to the

44

students. It was conducted to know how far the students score in reading. This

test was given in order to know how far the students ability in reading

comprehension of narrative text. The pre-test comprised 25 items, in the form

of multiple choices and essay

2. Treatment

After conducting the pre-test, the researcher gave the treatment to the

students. The researcher applied the technique or treatment using Think Aloud

Strategy. Here the steps of the treatment.

Apperception

a. For the first time, the researcher explained to the students about what

is narrative text by using think aloud strategy in learning reading

b. After the students got that point, the researcher gave some motivation

to the students.

Opening

a. The researcher led the students to pray together.

b. The researcher explained about the objective of the study.

c. The researcher explained about the material.

d. Then, the researcher gave pre-test.

Steps of learning

a. The researcher explained about think aloud strategy

b. The researcher explained about narrative text

45

c. The researcher gave question related the topic of narrative text.

Closing

a. Summary.

b. Evaluation.

c. The researches explained to the students about the next material

d. The researcher lets the students to pray together.

3. Post-test

The post-test is a measure on some attribute or characteristic that is

assessed for participants after a treatment, Creswell (2008:301). The

researcher conducted post-test after conducting the teaching through

ThinkAlou Strategy. The post-test comprised also 25 items, in the form of

multiplechoice and essay

E. Data Analysis

In analyzing the data collect through the pre-test and post-test the

researcher used, the procedureas follows:

1. Scoring the students correct answer of the vocabulary test by using

formula:

Student answer:

' X 100

Studentscorrect answer Score

Total number of items

46

(Depdikbud, 1985:8)

2. The Classification of the Students‟ Score.

Table 3.2Classification of the Students‟ Score

NO Classification Score

1 Excellent 95– 100

2 Very good 85 – 90

3 Good 75 – 80

4 Fairly good 65 – 70

5 Fair 55 – 60

6 Poor 45– 50

7 Very poor 0 – 40

(Jacobs in Soleha 2008:20)

3. Finding out the mean score of the students‟ answer by using the formula:

N

Notation:

= Mean score

∑X = Total score

N = Total sample

(Gay,in Satria 1981:298).

4. Calculating the percentage of students‟ improvement based on the pre-test

and post-test.

P (%) =

x 100%

Where:

47

P : the percentage of the students’ increase score

X1 :the total score of pre-test

X2 :the total score of post-test(Gay, 1987)

5. To find out the significant differences between the score of pre-test and

post-tes by using the formula:

t =

√ (

)

Where:

t : Test of significance

: The mean of the differences score

: The sum of total score of difference

D : The square of the sum score of different

N : The total number of student

(Gay, 1981)

6. To calculate the percentage of the students‟score, the formula used as

follows:

48

Where:

P: Rate Percentage

F: Frequency of the Correct Answer

N: The Total Number of Students

(Sudjana,1999)

49

CURRICULUM VITAE

NUR IZMI PRATIWI was born on Juny, 6th

1997 in

Ujung Pandang. She is the first child of Syahruddin A and

Hj. Hapsani Sehu. She has one brother the name is

Muhammad Afdhal. She started her study at SDN No 73

Bontorita 1 and graduated in 2009. She continued her study

at SMPN 1 Galesong Selatan and graduated in 2012. Then she studied in SMAN 3

Takalar and finished in 2015. She was accepted at Muhammadiyah University of

Makassar as A Students of English Education Department in 2015. At the end of

her study, she could finish with her thesis under the title “The Effect of Think

Aloud Strategy on Students‟ Reading Skill” (A Pre-Experimental Research at the

eleventh grade of SMA NEGERI 5 Takalar).

E-mail : [email protected]

34

CHAPTER IV

FINDINGS AND DISCUSSIONS

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

findings consisted of the data obtained through completion test to see the students‟

performance after being taught the materials of reading through Think Aloud

Strategy.

A. Findings

This study aimed to know whether Think Aloud Strategy improve students‟

reading skill at the eleventh grade of SMA Negeri 5 Takalar. The data from pre-

test and post-test used formula in the chapter 3 to know the percentages,

classification score and scoring testof the students‟ reading skill. The findings of

this study can be seen as follow:

1. The Improvement of Students‟ Reading Skill

a. Students‟ Score in Pre –test and Post – test

A pre – test conducted to find out the data of the students‟ ability in

mastering reading test before the treatment given. The result of the test showed

the students‟ achievement in vocabulary before the treatment was given. The

higher score was 88 and the lowest score was 32. The mean (X) was 63.07.

The post – test was also conducted to find out the data of the students‟

ability in mastering vocabulary after getting the treatment. The higher score

was 94 and the lowest score was 50. The mean (X) was 76.57.

35

The improvement percentage can be seen in the following table:

Table 4.3 The Improvement Percentage of Students‟ Score

Indicator Reading Improvement

(%) Pre-test Post-test

Mean Score 63.07 76.57 21.40%

The improvement of the students‟ reading skill that are through taught by

using Think Aloud Strategy above also can be seen at the chart below:

Figure 4.4 The mean score of Pre-test and Post-test

The chart showed the significantly different of mean score of pre-

test and post-test. Before the treatment, the researcher conducted pre-test,

0

10

20

30

40

50

60

70

80

Pre-test Post-test Improvement

36

the mean score was 63.07. After the treatment, the mean score was 76.57. It

means that the progress happened after the Think Aloud Strategy applied in

teaching reading.

As the conclusion, it was relatively fair to state that Think Aloud

Strategy in teaching reading at the XII PIA 1 grade of students SMA Negeri

5 Takalar can improve students‟ reading especially in narrative text.

b. The Rate Percentage of the Students‟ Score

The rate percentages of the students‟ pre-test scores were presented in the

following table.

Table 4.5 The Rate Percentage of Pre-test and Post-test Score

NO Classification Score

Pre – Test Post – Test

F % F %

1 Excellent 95 – 100 0 0% 0 0%

2 Very good 85 – 90 2 7.69% 5 19.23%

3 Good 75 – 80 0 0% 13 50%

4 Fairly good 65 – 70 8 30.76% 4 15.38%

5 Fair 55 – 60 3 11.53% 3 11.53%

6 Poor 45 – 50 4 15.38% 1 3.84%

7 Very poor 0 – 40 9 36.61% 0 0%

∑ 26 100% 26 100%

37

The table 4.2 showed that in the pre-test, which was done before treatment,

which 2 students (7.69%) who belonged to „very good‟ category, 8 students

(30.76%) belonged to „fairly good‟ category, 3 students (11.53%) who

belonged to „fair‟ category, 4 students (15.38%) who belonged to „poor‟

category and 9 students (36.61%) belonged to „very poor‟ category.

While in the post-test that done after the treatment, from 26 students, there

was 5 students (19.23%) who belonged to „very good‟ category, 13 students

(50%) who belonged to „good‟ category, 4 students (15.38%) who belonged to

„fairly good‟ category, 3 students (11.53%) who belonged to „fair‟ category,

and 1 students (3.84%) who belonged to „very poor‟ category. Based on the

result, it can be concluded that the rate percentage in the post-test was higher

than the rate percentage of pre-test.

c. The Value of t-Test

In order to know whether the pronunciation ability in difference

between the pre-test and post-test at the level of significance 0.05 with degrees

of freedom (df) = N-1, t-test from independent sample was employed.

Table 4.6 T-Test of the Students Result

Components t-Test t-Table Comparison Classification

Noun and verb 12.73 2.060

t-test > t-

table Accepted

The data above showed that the t-table value was smaller than the t-test

value. It means that there was significant difference in students‟ reading ability

between before and after treatment using Think Aloud Strategy. reading to the

38

null hypothesis (H0) stated that teaching reading by Think Aloud Strategy was

not effective to improve students‟ reading and alternative hypothesis (H1)

stated that teaching reading by Think Aloud Strategy was effective to

improve the students‟ reading skill was accepted. Since the Think Aloud

Strategy was effective to improve students‟ reading skill, so the hypothesis

proved in this research was alternative hypothesis (H1). Both in pre-test and

post-test of students, has increased. However, readingin terms of narrative text

is higher in post-test

The difference showed that after getting the treatment, the students got

better reading skill than before. It could be seen that there was a significance

of the students‟ reading skill after the Think Aloud applied in teaching. It also

can be concluded that Think Aloud Strategy was effective in teaching reading.

B. Discussion

In this section, the researcher presented the discussion about the researcher

findings about the research question of what is the effect of Think Aloud Strategy

on students‟ reading skill for senior high school at SMA 5 Takalar.

This research was conducted to found out reading skill students‟ in term

narrative text with the process the learning using Think Aloud Strategy. Before

given treatment, the data of the result means of the class was 63.07 after given

treatment the result class was 76.57. From the results of the analysis it appears that

of the Think Aloud Strategy effective on the learning of English students in

improving reading skill.

39

Based on test result, it showed that the students‟ reading test improved by

using Think Aloud strategy in teaching reading. It was because students‟ could

explore their idea in reading and share their idea with their teacher. So, they could

comprehend the reading text as well as explore their idea. mcKnown and

Gentilucci‟s (2007) stated that think aloud is one of the transactional strategies,

because it is a joint process of teacher and students working together to construct

understanding of text as they interact with it.

In this research, the improvement of the students‟ reading test could be

affected by the using of Think Aloud strategy, because in this strategy there were

several strategies to do in learning process, as follows : (1) Making prediction, (2)

Developing Mentalimages, (3) Making analogy, (4) Connecting new information

to be background knowledge, (5) Sel-question, and (6) Using fix-upstrategies to

regulate comprehension.

All of the steps or strategies in the Think Aloud strategy, made the students‟

have more self confident in reading skill, they got more motivation in

understanding the text given. They could verbalize about what they read. It is along

with Wade (1990) says that “Think aloud is also a process in which readers report

their thoughts while reading”. Furthermore, it helps students to reflect upon their

own reading process. In which students verbalize their thoughts as they read.

Think aloud strategy was implemented in the process of teaching reading. The

strategy made students‟ in reading lesson. Then, students‟ were to comprehend

English text. Students‟ is comprehending English text by eight specification of

40

reading comprhension. The aspect of reading comprehension as main idea,

inference, and detail more dominant in think aloud strategy but specification

phrases in content, grammatical future, excluding fact not written, supporting idea

vocabulary can be used in think aloud also think aloud strategy to improve

students‟ reading skill.

In general, the teaching learning process ran well, the students‟ cooperative

well troughout third treatment. Based on the analysis of the data and the testing of

hypothesis, the result of the calculation by formula found that the hypothesis null

(Ho) was rejected and the hypothesis alternative (H1) was accepted. From the

analysis above, we knew that the students‟ using think aloud strategy in teaching

narrative text could improve students‟ reading skill on narrative text.

The result of the data analysis showed that the used of Think Aloud Strategy

in teaching reading seem to be applicable for the eleventh grade of SMA Negeri 5

Takalar. The strategy ancouraged the students‟ in teaching skill is good. They are

easier to comprehend English text. Then, students‟ are enthusiastic in process

teaching reading by used of Think Aloud Strategy.

43

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two sections, they are conclusion and suggestion.

Conclusion present the finding of this research based on data analysis and

discussion in previous chapter, while suggestion deal with the researcher

recommends to do.

A. Conclusion

Based on the researcher findings and discussion in the previous chapter and

looking at the result of the research, the researcher found that applying Think

Aloud Strategy in the class, students‟ reading at the eleventh grade of SMA Negeri

5 Takalar could be improved. The researcher analyzed the data obtained from the

students with one class of pre-test and post-test. The result proved that this method

was effective to improve students‟ reading skill.

The result of t-test showed that t-test value was higher than t-table value

(12.73>2.060). Therefore, it could be concluded that alternative hypothesis (H1)

was accepted and the null hypothesis (H0) was rejected. It could be concluded that

the used of Think Aloud Strategy in improving reading skill at the eleventh grade

of SMA Negeri 5 Takalar was effective to improve students‟ reading skill.

44

B. Suggestion

Suggestions are directed to:

1. English Teacher

Teacher should try Think Aloud Strategy in teaching English especially

reading as the English component. The teacher can be more creative in

applying that method to the students and use it in teaching reading so that the

students are motivated, interested, and not bored in learning English.

2. Future Researchers

In this research has not perfect yet, it is suggested for the future researchers

to conduct further researchers in the same field, especially on using Think

Aloud Strategy as method on teaching reading. This research was very

important because it will give some knowledge to the researcher. In order to

know the effect of using Think Aloud Strategy in teaching reading.

45

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Pearson Education.

https://www.leagle.com/decision/incaco20110222029

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Heinle Publisher.

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49

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50

APPENDICES

51

APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Sekolah : SMA

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X / 2 (Dua)

Materi Pokok : Teks Narative

Alokasi Waktu : 4x 45 menit ( 2 x pertemuan)

Tahun Ajaran : 2019/2020

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

52

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya,

dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya

untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator:

No. Kompetensi Dasar Indikator

1.1. Mensyukuri kesempatan dapat

mempelajari bahasa Inggris

sebagai bahasa

pengantar komunikasi

internasional yang diwujudkan

dalam semangat belajar.

2.1. Menunjukan perilaku santun dan

peduli dalam melaksanakan

komunikasi interpersonal dengan

guru dan teman.

2.2. Menunjukkan perilaku jujur,

53

disiplin, percaya diri, dan

bertanggung jawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

2.3. Menunjukkkan perilaku

tanggung jawab, peduli,

kerjasama, dan cinta damai,

dalam melaksanakan

Komunikasi fungsional.

3.9. Menganalisis fungsi sosial,

struktur teks, dan unsur

kebahasaan pada teks naratif

sederhana berbentuk legenda

rakyat sesuai dengan konteks

penggunaannya.

Menganalisis struktur teks naratif


sederhana.

Menganalisis unsur

kebahasaanteks naratif sederhana

berbentuk legenda sederhana.

4.15. Menangkap makna teks naratif

lisan dan tulis berbentuk legenda

sederhana.

Menangkap gagasan utama,

makna kata, dan menggali

informasi tentang teks naratif tulis

legenda sederhana.

Menyajikan gagasan utama dan

makna kata dalam teks naratif tulis


Menyimpulkan pesan moral

(moral value) dalam teks naratif

tulis berbentuk legenda sederhana.

C. Tujuan Pembelajaran

54

Sikap:

1. Selama dan setelah proses pembelajaran,peserta didik dapat mensyukuri

kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan dalam semangat belajar.

2. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap

dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang ditunjukkan oleh

tokoh dalam teks naratif berbentuk legenda sederhana.

3. Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan

perilaku jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam

pembelajaran teks naratif berbentuk legenda sederhana.

Pengetahuan:

4. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan

struktur teks naratif sederhana berbentuk legenda rakyat (orientation,

complication, resolution dan coda).

5. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan unsur

kebahasaanteks naratif sederhana berbentuk legenda rakyat.

Keterampilan:

6. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna kata,

dan menggali informasi tentang teks naratif lisan dan tulis berbentuk legenda

sederhana.

7. Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan makna kata

dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

8. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan moral

(moral value) dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

D. Materi Pembelajaran

Konsep :

- Teks Naratif : The Story of Lake Toba

55

- Tujuan teks naratif : To amuse, entertain and to deal with actual or various

experience in different ways; Narratives deal with problematic events which lead

to a crisis or turning point of some kind, which in turn finds 2 resolution.

- Struktur teks naratif :

1. Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting tempat/

latar, waktu.

2. Complication: berisi tentang awal mula terjadinya masalah dan konflik-konflik

yang dialami tokoh utama.

3. Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik yang

terjadi

.

4. Metode Pembelajaran

Ceramah, diskusi kelompok, penugasan dan presentasi

5. Media, Alat, dan Sumber Pembelajaran

1. Media : Power Point tentang teks naratif “The Story of Lake Toba”

2. Alat : LCD Proyektor, Laptop,hand out, dan lembar kerja siswa tentang teks

naratif “The Story of Lake Toba”

3. Sumber Pembelajaran:

http://englishstory83.blogspot.com/2008/09/social-function-narrative.html

http://en.wikipedia.org/wiki/Text_types#Narrative_text_type

http://shared777.blogspot.com/2014/02/narrative-text-

56

Langah-Langkah Kegiatan Pembelajaran

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan dengan

kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

5 menit

2. Kegiatan Inti Mengamati

Siswa membaca teks narrative tentang legenda “The

Story of Lake Toba” yang di berikan oleh guru.

Siswa mencermati fungsistruktur teks dan structure

yang dignakan dalam teks legenda “The Story of Lake

Toba”.

Siswa mencari pesan yang terkandung dalam teks

legenda “The Story of Lake Toba”.

siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks legena

“The Story of Lake Toba”.

Menanya

siswa mempertanyakan ide pokok setiap paragraf,

70 menit

57


waktu

makna dari kata-kata baru dan informasi rinci dalam teks


Mengeksplorasi

siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “The Story

of Lake Toba”.

Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “The Story of Lake

Toba”.

Mengasosiasikan

Secara berkelompok siswa menganalisis teks legenda

“The Story of Lake Toba” dengan fokus pada fungsi

sosial, struktur, dan unsur kebahasaannya.

Mengkomunikasikan

Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks

legenda “The Story of Lake Toba”..

Peserta didik menyimpulkan nilai moral yang ditemukan pada teks legenda “The Story of Lake Toba”.

3. Penutup Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

Peserta didik menyempurnakan kembali struktur teks

naratif “The Story of Lake Toba” berdasarkan umpan

balik (feedback) dari guru dan teman.

Peserta didik menerima informasi tentang rencana

10 menit

58


waktu

pelaksanaan pembelajaran pertemuan mendatang

E. Penilaian

1. Sikap Sosial

1. Jenis/Teknik Penilaian : penilaian diri

2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri

Penilaian Sikap Sosial

No Pernyataan Ya Tidak

1 Mengerjakan dengan mandiri atau sesuai perintah guru

2 Mengerjakan tugas tidak mencontek

3 Datang tepat waktu di kelas

4 Berpakaian rapi sesuai ketentuan

5 Mentaati aturan guru saat pembelajaran berlangsung

6 Berbicara, berbahasa lisan dan tulis dengan baik

7 Mengumpulkan tugas tepat waktu

8 Mengejakan tugas yang diberikan guru dengan baik

9 Tidak menyalahkan teman lain dalam bekerja

10 Meminta maaf atas kesalahan yang dilakukan

59

3. Pedoman Penskoran

Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)

SB = jika skor 11 - 12

B = jika skor 9 - 10

C = jika skor 6 - 8

2. Pengetahuan

1. Jenis/Teknik Penilaian : tes tertulis

2. Bentuk instrument : uraian

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Sekolah : SMA


Kelas / Semester : X / 2 (Dua)

Materi Pokok : Teks Narative

Alokasi Waktu : 4x 45 menit ( 2 x pertemuan)

Tahun Ajaran : 2019/2020

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-

aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

60

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam

serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya,

dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya

untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator:

No. Kompetensi Dasar Indikator

1.1. Mensyukuri kesempatan dapat

mempelajari bahasa Inggris

sebagai bahasa

pengantar komunikasi

internasional yang diwujudkan

dalam semangat belajar.

2.1. Menunjukan perilaku santun dan

61

peduli dalam melaksanakan

komunikasi interpersonal dengan

guru dan teman.

2.2. Menunjukkan perilaku jujur,

disiplin, percaya diri, dan

bertanggung jawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

2.3. Menunjukkkan perilaku

tanggung jawab, peduli,

kerjasama, dan cinta damai,

dalam melaksanakan

Komunikasi fungsional.

3.9. Menganalisis fungsi sosial,

struktur teks, dan unsur

kebahasaan pada teks naratif


rakyat sesuai dengan konteks

penggunaannya.

Menganalisis struktur teks naratif


sederhana.

Menganalisis unsur

kebahasaanteks naratif sederhana


4.15. Menangkap makna teks naratif

lisan dan tulis berbentuk legenda

sederhana.

Menangkap gagasan utama,

makna kata, dan menggali

informasi tentang teks naratif tulis

legenda sederhana.

Menyajikan gagasan utama dan

makna kata dalam teks naratif tulis


Menyimpulkan pesan moral

62

(moral value) dalam teks naratif

tulis berbentuk legenda sederhana.

C. Tujuan Pembelajaran

Sikap:

1. Selama dan setelah proses pembelajaran,peserta didik dapat mensyukuri

kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan dalam semangat belajar.

2. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap

dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang ditunjukkan oleh

tokoh dalam teks naratif berbentuk legenda sederhana.

3. Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan

perilaku jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam

pembelajaran teks naratif berbentuk legenda sederhana.

Pengetahuan:

4. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan

struktur teks naratif sederhana berbentuk legenda rakyat (orientation,

complication, resolution dan coda).

5. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan unsur

kebahasaanteks naratif sederhana berbentuk legenda rakyat.

Keterampilan:

63

6. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna kata,

dan menggali informasi tentang teks naratif lisan dan tulis berbentuk legenda

sederhana.

7. Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan makna kata

dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

8. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan moral

(moral value) dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

D. Materi Pembelajaran

Konsep :

- Teks Naratif : The Story of Lake Toba

- Tujuan teks naratif : To amuse, entertain and to deal with actual or various

experience in different ways; Narratives deal with problematic events which lead

to a crisis or turning point of some kind, which in turn finds 2 resolution.

- Struktur teks naratif :

1. Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting tempat/

latar, waktu.

2. Complication: berisi tentang awal mula terjadinya masalah dan konflik-konflik

yang dialami tokoh utama.

3. Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik yang

terjadi

.

4. Metode Pembelajaran

64

Ceramah, diskusi kelompok, penugasan dan presentasi

5. Media, Alat, dan Sumber Pembelajaran

1. Media : Power Point tentang teks naratif “The Story of Lake Toba”

2. Alat : LCD Proyektor, Laptop,hand out, dan lembar kerja siswa tentang teks

naratif “The Story of Lake Toba”

3. Sumber Pembelajaran:

http://englishstory83.blogspot.com/2008/09/social-function-narrative.html

http://en.wikipedia.org/wiki/Text_types#Narrative_text_type

http://shared777.blogspot.com/2014/02/narrative-text-

Langah-Langkah Kegiatan Pembelajaran


waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan dengan

kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

5 menit

2. Kegiatan Inti Mengamati

Siswa membaca teks narrative tentang legenda “The

70 menit

65


waktu

Story of Lake Toba” yang di berikan oleh guru.

Siswa mencermati fungsistruktur teks dan structure

yang dignakan dalam teks legenda “The Story of Lake

Toba”.

Siswa mencari pesan yang terkandung dalam teks

legenda “The Story of Lake Toba”.

siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks legena


Menanya

siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam teks


Mengeksplorasi

siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “The Story

of Lake Toba”.

Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “The Story of Lake

Toba”.

Mengasosiasikan

Secara berkelompok siswa menganalisis teks legenda

“The Story of Lake Toba” dengan fokus pada fungsi

sosial, struktur, dan unsur kebahasaannya.

66


waktu

Mengkomunikasikan

Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks

legenda “The Story of Lake Toba”..

Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks legenda “The Story of Lake Toba”.

3. Penutup Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

Peserta didik menyempurnakan kembali struktur teks

naratif “The Story of Lake Toba” berdasarkan umpan

balik (feedback) dari guru dan teman.

Peserta didik menerima informasi tentang rencana pelaksanaan pembelajaran pertemuan mendatang

10 menit

E. Penilaian

1. Sikap Sosial

1. Jenis/Teknik Penilaian : penilaian diri

2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri

Penilaian Sikap Sosial

No Pernyataan Ya Tidak

1 Mengerjakan dengan mandiri atau sesuai perintah guru

2 Mengerjakan tugas tidak mencontek

3 Datang tepat waktu di kelas

67

4 Berpakaian rapi sesuai ketentuan

5 Mentaati aturan guru saat pembelajaran berlangsung

6 Berbicara, berbahasa lisan dan tulis dengan baik

7 Mengumpulkan tugas tepat waktu

8 Mengejakan tugas yang diberikan guru dengan baik

9 Tidak menyalahkan teman lain dalam bekerja

10 Meminta maaf atas kesalahan yang dilakukan

3. Pedoman Penskoran

Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)

SB = jika skor 11 - 12

B = jika skor 9 - 10

C = jika skor 6 - 8

2. Pengetahuan

1. Jenis/Teknik Penilaian : tes tertulis

2. Bentuk instrument : uraian

E. Penilaian Hasil Pembelajaran

1. Sikap

- Penilaian Observasi

Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik

sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.

Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen

penilaian sikap

N

o Nama Siswa

Aspek Perilaku yang Dinilai Jumla

h Skor

Skor

Sikap

Kode

Nilai BS JJ TJ DS

1 Soedarmono 75 75 50 75 275 68,75 C

2 ... ... ... ... ... ... ...

68

Keterangan :

• BS : Bekerja Sama

• JJ : Jujur

• TJ : Tanggun Jawab

• DS : Disiplin

Catatan :

1. Aspek perilaku dinilai dengan kriteria:

100 = Sangat Baik

75 = Baik

50 = Cukup

25 = Kurang

2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100

x 4 = 400

3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75

4. Kode nilai / predikat :

75,01 – 100,00 = Sangat Baik (SB)

50,01 – 75,00 = Baik (B)

25,01 – 50,00 = Cukup (C)

00,00 – 25,00 = Kurang (K)

5. Format di atas dapat diubah sesuai dengan aspek perilaku yang ingin dinilai

- Penilaian Diri

Seiring dengan bergesernya pusat pembelajaran dari guru kepada peserta

didik, maka peserta didik diberikan kesempatan untuk menilai kemampuan

dirinya sendiri. Namun agar penilaian tetap bersifat objektif, maka guru

hendaknya menjelaskan terlebih dahulu tujuan dari penilaian diri ini,

menentukan kompetensi yang akan dinilai, kemudian menentukan kriteria

penilaian yang akan digunakan, dan merumuskan format penilaiannya Jadi,

singkatnya format penilaiannya disiapkan oleh guru terlebih dahulu. Berikut

Contoh format penilaian :

No Pernyataan Ya Tidak Jumlah

Skor

Skor

Sikap

Kode

Nilai

1

Selama diskusi, saya ikut

serta mengusulkan

ide/gagasan.

50

250 62,50 C 2

Ketika kami berdiskusi,

setiap anggota

mendapatkan kesempatan

untuk berbicara.

50

3

Saya ikut serta dalam

membuat kesimpulan

hasil diskusi kelompok.

50

4 ... 100

69

Catatan :

1. Skor penilaian Ya = 100 dan Tidak = 50

2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 4 x 100 =

400

3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (250 : 400) x

100 = 62,50


75,01 – 100,00 = Sangat Baik (SB)

50,01 – 75,00 = Baik (B)

25,01 – 50,00 = Cukup (C)

00,00 – 25,00 = Kurang (K)

5. Format di atas dapat juga digunakan untuk menilai kompetensi

pengetahuan dan keterampilan

- Penilaian Teman Sebaya

Penilaian ini dilakukan dengan meminta peserta didik untuk menilai temannya

sendiri. Sama halnya dengan penilaian hendaknya guru telah menjelaskan

maksud dan tujuan penilaian, membuat kriteria penilaian, dan juga

menentukan format penilaiannya. Berikut Contoh format penilaian teman

sebaya:

Nama yang diamati : ...

Pengamat : ...

No Pernyataan Ya Tidak Jumlah

Skor

Skor

Sikap

Kode

Nilai

1 Mau menerima pendapat

teman. 100

450 90,00 SB

2 Memberikan solusi

terhadap permasalahan. 100

3

Memaksakan pendapat

sendiri kepada anggota

kelompok.

100

4 Marah saat diberi kritik. 100

5 ... 50

Catatan :

1. Skor penilaian Ya = 100 dan Tidak = 50 untuk pernyataan yang positif,

sedangkan untuk pernyataan yang negatif, Ya = 50 dan Tidak = 100

2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 5 x 100 =

500

3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (450 : 500) x

100 = 90,00


75,01 – 100,00 = Sangat Baik (SB)

70

50,01 – 75,00 = Baik (B)

25,01 – 50,00 = Cukup (C)

00,00 – 25,00 = Kurang (K)

- Penilaian Jurnal(Lihat lampiran)

2. Penilaian Pengetahuan

Tabel Penilaian Aspek Pengetahuan

No Aspek yang

Dinilai Kriteria

Skor

1-5

Skor

1-4

1 Tujuan

Komunikatif

Sangat memahami 5 4

Memahami 4 3

Cukup memahami 3 2

Kurang memahami Hampir tidak

memahami

2 1

Tidak memahami 1

2 Keruntutan

Teks

Struktur teks yang digunakan sangat

runtut 5 4

Struktur teks yang digunakan runtut 4 3

Struktur teks yang digunakan cukup

runtut 3 2

Struktur teks yang

digunakan kurang

runtut

Struktur teks

yang

digunakan

hampir

tidak runtut

2 1

Struktur teks yang

digunakan tidak

runtut

1

3 Pilihan

Kosakata

Sangat variatif dan tepat 5 4

Variatif dan tepat 4 3

Cukup variatif dan tepat 3 2

Kurang variatif

dan

tepat Hampir tidak

variatif dan tepat

2 1

Tidak variatif dan

tepat 1

4 Pilihan Tata

Bahasa

Pilihan tata bahasa sangat tepat 5 4

Pilihan tata bahasa tepat 4 3

Pilihan tata bahasa cukup tepat 3 2

71

Pilihan tata bahasa

kurang tepat Pilihan tata

bahasa

hampir tidak

tepat

2 1

Pilihan tata bahasa

tidak tepat 1

3. Penilaian Keterampilan

a. Penilaian Presentasi/Monolog

Nama peserta didik: ________ Kelas: _____

No. Aspek yang Dinilai Baik Kurang

baik

1. Organisasi presentasi (pengantar, isi, kesimpulan)

2. Isi presentasi (kedalaman, logika)

3. Koherensi dan kelancaran berbahasa

4. Bahasa:

Ucapan

Tata bahasa

Perbendaharaan kata

5. Penyajian (tatapan, ekspresi wajah, bahasa tubuh)

Skor yang dicapai

Skor maksimum 10

Keterangan:

Baik mendapat skor 2

Kurang baik mendapat skor 1

b. Rubrik untuk Penilaian Unjuk Kerja

AKTIVITAS KRITERIA

TERBATAS MEMUASKAN MAHIR

Melakukan

Observasi

Tidak jelas

pelaksanaannya

Beberapa kegiatan jelas

dan terperinci

Semua kegiatan

jelas dan

terperinci

Role Play

Membaca script,

kosakata terbatas, dan

tidak lancar

Lancar dan kosakata

dan kalimat

berkembang, serta ada

transisi

Lancar mencapai

fungsi sosial,

struktur lengkap

dan unsur

72

kebahasaan

sesuai

Simulasi

Fungsi social tidak

tercapai, ungkapan

dan unsur kebahasaan

tidak tepat

Fungsi social kurang

tercapai, ungkapan dan

unsure kebahasaan

kurang tepat

Fungsi social

tercapai,

ungkapan dan

unsure

kebahasaan tepat

Presentasi

Tidak lancar, topik

kurang jelas, dan

tidak menggunakan

slide presentasi

Lancar, topik jelas, dan

menggunakan slide

presentasi tetapi kurang

menarik

Sangat lancar,

topic jelas,

menggunakan

slide presentasi

yang menarik

Melakukan

Monolog

Membaca teks, fungsi

social kurang

tercapai, ungkapan

dan unsur kebahasaan

kurang tepat, serta

tidak lancar

Kurang lancar, fungsi

social tercapai, struktur

dan unsure kebahasaan

tepat dan kalimat

berkembang, serta ada

transisi

Lancar mencapai

fungsi sosial,

struktur lengkap

dan unsur

kebahasaan

sesuai, kalimat

berkembang,

serta ada transisi

Keterangan:

MAHIR mendapat skor 3

MEMUASKAN mendapat skor 2

TERBATAS mendapat skor 1

c. Penilaian Portofolio


Alokasi Waktu : 1 Semester

Sampel yang Dikumpulkan : karangan

Nama Peserta didik : ______________

Kelas :_________

No Kompeten

si Dasar

Period

e

Contoh aspek yang dinilai Catatan

pendidi

k Tata

bahas

Perbendahara

an kata

Kelengkap

an

Sistemati

ka

73

a gagasan

1.

Menulis

karangan

deskriptif

30/7

10/8

.... dst

2.

Membuat

Resensi

Buku

1/9

30/9

.... dst

d. Penilaian Kemampuan Menulis

No

Aspek

yang

Dinilai

Kriteria Skor

1-5

Skor

1-4

1 Keaslian

Penulisan

Sangat original 5 4

Original 4 3

Cukup original 3 2

Kurang memahami Hampir tidak

original

2 1

Tidak original 1

2

Kesesuaian

isi dengan

judul

Isi sangat sesuai dengan judul 5 4

Isi sesuai dengan judul 4 3

Isi cukup sesuai dengan judul 3 2

Isi kurang sesuai

dengan judul Isi hampir tidak

sesuai dengan

judul

2 1

Isi tidak sesuai

dengan judul 1

3 Keruntutan

Teks

Keruntutan teks sangat tepat 5 4

Keruntutan teks tepat 4 3

Keruntutan teks cukup tepat 3 2

Keruntutan teks

kurang tepat Isi hampir tidak

sesuai dengan

judul

2 1

Keruntutan teks

tidak tepat 1

4 Pilihan

Kosakata

Pilihan kosakata sangat tepat 5 4

Pilihan kosakata tepat 4 3

Pilihan kosakata cukup tepat 3 2

Pilihan kosakata

kurang tepat

Pilihan kosakata

hampir tidak 2 1

74

Pilihan kosakata

tidak tepat

tepat 1

5 Pilihan tata

bahasa

Pilihan tata bahasa sangat tepat 5 4

Pilihan tata bahasa tepat 4 3

Pilihan tata bahasa cukup tepat 3 2

Pilihan tata bahasa

kurang tepat Pilihan tata

bahasa hamper

tidak tepat

2 1

Pilihan tata bahasa

tidak tepat 1

6 Penulisan

Kosakata

Penulisan kosakata sangat tepat 5 4

Penulisan kosakata tepat 4 3

Penulisan kosakata cukup tepat 3 2

Penulisan kosakata

kurang tepat Penulisan

kosakata hampir

tidak tepat

2 1

Penulisan kosakata

tidak tepat 1

7 Kerapihan

Tulisan

Tulisan rapi dan mudah terbaca 5 4

Tulisan tidak rapi tetapi mudah terbaca 4 3

Tulisan tidak rapi dan tidak mudah

terbaca 3 2

Tulisan tidak rapi

dan sulit terbaca Tulisan rapi dan

hamper tidak

terbaca

2 1

Tulisan tidak rapi

dan tidak terbaca 1

e. Penilaian Kemampuan Berbicara (Speaking Skill)

No Aspek yang

Dinilai Kriteria

Skor

1-5

Skor

1-4

1 Pengucapan

(pronounciation)

Hampir sempurna 5 4

Ada beberapa kesalahan, tetapi

tidak

mengganggu makna

4 3

Ada beberapa kesalahan dan

mengganggu makna 3 2

Banyak kesalahan

dan mengganggu

makna Hampir

semua

salah dan

mengganggu

makna

2 1

Terlalu banyak

kesalahan dan

mengganggu

makna

1

75

2 Intonasi

(intonation)

Hampir sempurna 5 4

Ada beberapa kesalahan, tetapi

tidak

mengganggu makna

4 3

Ada beberapa kesalahan dan

mengganggu makna 3 2

Banyak kesalahan

dan mengganggu

makna Hampir

semua

salah dan

mengganggu

makna

2 1

Terlalu banyak

kesalahan dan

mengganggu

makna

1

3 Kelancaran

(fluency)

Sangat lancar 5 4

Lancar 4 3

Cukup lancar 3 2

Kurang lancar Sangat tidak

lancar

2 1

Tidak lancar 1

4

Ketepatan

Makna

(accuracy)

Sangat tepat 5 4

Tepat 4 3

Cukup tepat 3 2

Kurang tepat Hampir tidak

tepat

2 1

Tidak tepat 1

Skor Penilaian

No. Huruf Rentang angka

1. Sangat Baik (A) 86-100

2. Baik (B) 71-85

3. Cukup (C) 56-70

4. Kurang (D) ≤ 55

4. Pengayaan

Bagi peserta didik yang telah mencapai target pembelajaran sebelum waktu yang

telah dialokasikan berakhir, perlu diberikan kegiatan pengayaan.

76

5. Pengayaan

Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang

telah dialokasikan, perlu diberikan kegiatan remedial

……….............……..,... Juli 20...

Mengetahui

Kepala Sekolah …………. Guru Mata Pelajaran

…………………………………… …………………………………….

NIP/NRK. NIP/NRK.

APPENDIX 2

Pre-test

TELAGA WARNA

A long time ago, there was a kingdom in west java. The King was wise. No

wonder the kingdom was prosperous. Unfortunately, he hadn‟t any children yet.

Wanting to have a child, the king went to the forest and prayed to the God.

God granted his wish.

When the baby girl was born, people welcomed her happily. The king and

queen spoiled her so much. It made the princess had a bad temper.

On her birthday, they gave her beautiful presents. The goldsmith made a

beautiful necklace for her. People gathered in the courtyard. Cheers grew louder

77

and louder when the king, queen and princess appeared. The king gave necklace to

the princess.

The princess accepted and looked at it briefly. “ I don‟t like it. It is ugly!”

The she threw it away. Every body didn‟t believe that the princess would do such

cruel thing to hurt everybody‟s feeling. All were sad.

Then there was a miracle. The earth was crying. Suddenly a spring emerged

from the frond. The water drowned the entire kingdom.

People called the lake “ telaga warna”. On the bright day, it is full of colors

around the lake. However some people said that the shadows are the pieces of the

princess‟s necklace which scattered the bottom of the lake.

1. What does the first paragraph talk about?

a. The king wanted to have a child

b. The King was wise

c. The kingdom was prosperous

d. The wise king didn‟t have a child

2. What is the nearly meaning of prosperous?

a. Clever

b. wealthy

c. arrogant

d. greedy

3. What did the king do to have a child?

a. He went to the forest

b. God granted his wish

c. He prayed to the God

d. He did nothing

4. Why did the princess have bad temper?

78

Because……

a. The parents spoiled her

b. She was beautiful

c. She was the beautiful princess

d. The parents gave her a necklace

5. “It made the princess had a bad temper”. What is the opposite meaning of bad

temper?

a. Kind hearted

b. Beautiful

c. Cruel

d. greedy

6. What is the main idea of the fourth paragraph?

a. The goldsmith made a beautiful necklace for princess

b. People gathered in the courtyard.

c. The princess‟s parents gave her a necklace in her birthday

d. The princess refused the present

7. What happened after the princess threw the necklace?

a. The water drowned the entire kingdom created a lake

b. The princess accepted and looked at it briefly

c. People called the lake “ telaga warna”

d. The princess died

8. What is the contrary meaning of “threw”(parg.5)

a. Fall

b. Attack

c. Catch

79

d. Run

9. What is the function of the text?

a. To tell the reader about certain story in the past

b. To inform the reader about some events

c. To describe about something

d. To retell the past experience

10. What kind of story is that?

a. Drama

b. Dialogue

c. Legend

d. Fairytale

cinderella

cinderella was a young woman living with her step mother and two step sisters.

She worked as a servant for them and caters to their every need. She did all the cooking

and cleaning, and is treated like a servant. The step sisters were very mean.

When the Prince of the Village sent out invitations to a ball held in his honor to all

the villagers, Cinderella begged to go but her step mother would not let her.

The night of the ball arrived, and the sisters and mother laughed and left.

Cinderella cried and wished she could attend also. At that moment her Fairy God Mother

appeared and used her magic so that Cinderella could attend, giving her a dress, glass

slippers, and turning a pumpkin into a carriage. She also informed Cinderella that this spell

will only last until midnight

Cinderella went off onto the ball, and while she was there she attracted quite a bit

of attention especially from the Prince. The two danced all night, till Cinderella heard the

clock chime. She remembered what her god mother said, and dashes off, leaving only a

slipper behind. The Prince desperated to find this mystery woman had his assistant go to

all the women of the village to find its owner.

80

Just when all hope was gone the assistant tried the slipper on the step sisters and

despite a hard effort the shoe did not fit. Cinderella then tried on the shoe and it fits

perfectly shocking everyone, especially her step sisters and evil step mother.

Cinderella married her Prince Charming and lived happily ever after.

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

a. Cinderella worked as servant

b. Cinderella was a young woman living with her step mother and two step sisters

c. The step sisters were very mean

d. Cinderella did all the cooking and cleaning,

12. “The step sisters were very mean”. What is the closest meaning of “mean”?

a. Kind

b. Lazy

c. Stupid

d. Cruel

13. Whom does the prince give the invitation for?

a. Cinderella

b. All villagers

c. The step sister and step mother

d. Fairy Godmother

14. “…sent out invitations to a ball held..”. “Ball” in this question means…

a. Something for playing

b. Dance party

c. Wedding party

d. A place of the palace

15. “her step mother would not let her”. What is the nearly meaning of “let”?

81

a. Permit

b. Go

c. Hang out

d. Prohibit

16. Who helped Cinderella when she wanted to go to the ball?

a. Cinderella

b. All villagers


d. Fairy Godmother

17. Why did Cinderella leave the ball suddenly?

Because…..

a. She was scared of her mother

b. It was almost midnight

c. The prince hated her

d. The prince danced with her

18. What is the ending of the story?

a. Sad ending

b. Sustained ending

c. Happy ending

d. No ending

19. “She remembered what her god mother said”. What is the opposite meaning of

“remember”?

a. Cancel

b. Delay

c. Diligent

82

d. forget

20. What is the function of this text?

a. TO inform something

b. To entertain the readers

c. To describe something

d. To report something

Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the name of a

shark and Baya was a crocodile. They lived in a sea.

Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat.

"Yummy, this is my lunch," said Baya.

"No way! This is my lunch. You are greedy" said Sura. Then they fought for the

goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in the different places. Sura lived in the water

and Baya lived in the land. The border was the beach, so they would never fight

again.

One day, Sura went to the land and looked for some food in the river. He was very

hungry and there was not much food in the sea. Baya was very angry when he

knew that Sura broke the promise.

1.What isthe titleof anarrative textabove?

2. How manycharactersinthestory?

3. What is seenBaya?

4. Why aretheyfighting?

5.Anyonewhoviolatesthe agreementbetweenSuraandBaya?

83

APPENDIX 3

Post-test

cinderella

cinderella was a young woman living with her step mother and two step sisters.

She worked as a servant for them and caters to their every need. She did all the cooking

and cleaning, and is treated like a servant. The step sisters were very mean.

When the Prince of the Village sent out invitations to a ball held in his honor to all

the villagers, Cinderella begged to go but her step mother would not let her.

The night of the ball arrived, and the sisters and mother laughed and left.

Cinderella cried and wished she could attend also. At that moment her Fairy God Mother

appeared and used her magic so that Cinderella could attend, giving her a dress, glass

slippers, and turning a pumpkin into a carriage. She also informed Cinderella that this spell

will only last until midnight

Cinderella went off onto the ball, and while she was there she attracted quite a bit

of attention especially from the Prince. The two danced all night, till Cinderella heard the

clock chime. She remembered what her god mother said, and dashes off, leaving only a

slipper behind. The Prince desperated to find this mystery woman had his assistant go to

all the women of the village to find its owner.

Just when all hope was gone the assistant tried the slipper on the step sisters and

despite a hard effort the shoe did not fit. Cinderella then tried on the shoe and it fits

perfectly shocking everyone, especially her step sisters and evil step mother.

Cinderella married her Prince Charming and lived happily ever after.

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

a. Cinderella worked as servant

84

b. Cinderella was a young woman living with her step mother and two step sisters

c. The step sisters were very mean

d. Cinderella did all the cooking and cleaning,

2. “The step sisters were very mean”. What is the closest meaning of “mean”?

a. Kind

b. Lazy

c. Stupid

d. Cruel

3. Whom does the prince give the invitation for?

a. Cinderella

b. All villagers


d. Fairy Godmother

4. “…sent out invitations to a ball held..”. “Ball” in this question means…

a. Something for playing

b. Dance party

c. Wedding party

d. A place of the palace

5. “her step mother would not let her”. What is the nearly meaning of “let”?

a. Permit

b. Go

c. Hang out

d. Prohibit

6. Who helped Cinderella when she wanted to go to the ball?

a. Cinderella

b. All villagers

85


d. Fairy Godmother

7. Why did Cinderella leave the ball suddenly?

Because…..

a. She was scared of her mother

b. It was almost midnight

c. The prince hated her

d. The prince danced with her

8. What is the ending of the story?

a. Sad ending

b. Sustained ending

c. Happy ending

d. No ending

9. “She remembered what her god mother said”. What is the opposite meaning of

“remember”?

a. Cancel

b. Delay

c. Diligent

d. forget

10. What is the function of this text?

a. TO inform something

b. To entertain the readers

c. To describe something

d. To report something

TELAGA WARNA

86

A long time ago, there was a kingdom in west java. The King was wise. No

wonder the kingdom was prosperous. Unfortunately, he hadn‟t any children yet.

Wanting to have a child, the king went to the forest and prayed to the God. God

granted his wish.

When the baby girl was born, people welcomed her happily. The king and queen

spoiled her so much. It made the princess had a bad temper.

On her birthday, they gave her beautiful presents. The goldsmith made a beautiful

necklace for her. People gathered in the courtyard. Cheers grew louder and louder when

the king, queen and princess appeared. The king gave necklace to the princess.

The princess accepted and looked at it briefly. “ I don‟t like it. It is ugly!” The she

threw it away. Every body didn‟t believe that the princess would do such cruel thing to

hurt everybody‟s feeling. All were sad.

Then there was a miracle. The earth was crying. Suddenly a spring emerged from

the frond. The water drowned the entire kingdom.

People called the lake “ telaga warna”. On the bright day, it is full of colors around

the lake. However some people said that the shadows are the pieces of the princess‟s

necklace which scattered the bottom of the lake.

11. What does the first paragraph talk about?

a. The king wanted to have a child

b. The King was wise

c. The kingdom was prosperous

d. The wise king didn‟t have a child

12. What is the nearly meaning of prosperous?

a. Clever

b. wealthy

c. arrogant

d. greedy

13. What did the king do to have a child?

a. He went to the forest

87

b. God granted his wish

c. He prayed to the God

d. He did nothing

14. Why did the princess have bad temper?

Because……

a. The parents spoiled her

b. She was beautiful

c. She was the beautiful princess

d. The parents gave her a necklace

15. “It made the princess had a bad temper”. What is the opposite meaning of bad temper?

a. Kind hearted

b. Beautiful

c. Cruel

d. greedy

16. What is the main idea of the fourth paragraph?

a. The goldsmith made a beautiful necklace for princess

b. People gathered in the courtyard.

c. The princess‟s parents gave her a necklace in her birthday

d. The princess refused the present

17. What happened after the princess threw the necklace?

a. The water drowned the entire kingdom created a lake

b. The princess accepted and looked at it briefly

c. People called the lake “ telaga warna”

d. The princess died

18. What is the contrary meaning of “threw”(parg.5)

a. Fall

88

b. Attack

c. Catch

d. Run

19. What is the function of the text?

a. To tell the reader about certain story in the past

b. To inform the reader about some events

c. To describe about something

d. To retell the past experience

20. What kind of story is that?

a. Drama

b. Dialogue

c. Legend

d. Fairytale

Snow White

Once upon a time there lived a little girl named Snow White. She lived with her aunt and

uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in the castle

because they both wanted to go to America and they didn‟t have enough money to take

Snow White.

Snow White didn‟t want her uncle and aunt to do that so she decided that it would be best

if she ran away. The next morning she ran away into the woods. She was very tired and

hungry. Then she saw a little cottage. She knocked but no one answered so she went inside

and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. There they found Snow

White sleeping. Then Snow White woke up. She saw the dwarfs.

The dwarfs said, “What is your name?”

Snow White said, “My name is Snow White.”

Then, Snow White told the dwarfs the whole story.

89

The dwarfs said, “If you want, you may live here with us.”

Snow White answered, “Oh, could I? Thank you.”

Finally, Snow White and the seven dwarfs lived happily ever after.

1. What type of the text is used by the witer?

2. Why Snow White ran away to the woods?

3. When did Snow White run away to the woods?

4. Where did Snow White live after she ran away to the woods?

5. According to the text, before she ran away into the woods, why did Snow White

live with her uncle and aunt?

APPENDIX 4

ANSWER KEY

PRE-TEST

90

1. D 11. B

2. B 12. D

3. C 13. B

4. A 14. A

5. A 15. B

6. C 16. D

7. A 17. B

8. C 18. C

9. A 19. D

10. C 20. B

1. Sura and baya

2. Two characters

3. See a goat

4. Because they fought for the goat

5. Sura

POST-TEST

1. B 11. D

2. D 12. B

3. B 13. C

4. A 14. A

5. A 15. B

6. D 16. C

7. B 17. A

8. C 18. C

9. D 19. A

10. B 20. C

1. Narrative text

2. Because Snow White didn‟t want her uncle and aunt to do that so she

decided that it would be best if she run away

3. Snow White run in the morning

4. Snow White lives in cottage

5. Because her parents were dead

APPENDIX 5

SCORE OF PRE-TEST

91

No Code Score

1 S-01 44

2 S-02 36

3 S-03 68

4 S-04 40

5 S-05 48

6 S-06 64

7 S-07 64

8 S-08 36

9 S-09 48

10 S-10 68

11 S-11 68

12 S-12 70

13 S-13 64

14 S-14 48

15 S-15 70

16 S-16 68

17 S-17 48

18 S-19 88

19 S-20 44

20 S-21 30

21 S-22 88

22 S-23 44

23 S-24 72

24 S-25 32

25 S-26 36

26 S-27 72

Total 1640

Mean 63.07

92

APPENDIX 6

SCORE OF POST-TEST

No Code Score

1 S-01 72

2 S-02 63

3 S-03 84

4 S-04 56

5 S-05 76

6 S-06 80

7 S-07 80

8 S-08 68

9 S-09 76

10 S-10 84

11 S-11 84

12 S-12 86

13 S-13 80

14 S-14 76

15 S-15 86

16 S-16 84

17 S-17 76

18 S-19 92

19 S-20 72

20 S-21 50

21 S-22 94

22 S-23 72

23 S-24 80

24 S-25 64

25 S-26 68

26 S-27 88

Total 1991

Mean 76.57

93

APPENDIX 7

ANALYSIS OF PRE-TEST & POST-TEST

No. Respondents Pre – test

(X1)

Post – test

(X2)

D=(X2-X1)

D2=(X2-X1)

2

1. S. 1 44 72 38 784

2. S. 2 36 63 27 729

3. S. 3 68 84 16 256

4. S. 4 40 56 16 256

5. S. 5 48 76 28 784

6. S. 6 64 80 16 256

7. S. 7 64 80 16 256

8. S. 8 36 68 32 1024

9. S. 9 48 76 28 784

10. S. 10 68 84 16 256

11. S. 11 68 84 16 256

12. S. 12 70 86 16 256

13. S. 13 64 80 16 256

14. S. 14 48 76 28 784

15. S. 15 70 86 16 256

16. S. 16 68 84 16 256

17. S. 17 48 76 28 784

18. S. 18 88 92 4 16

19. S. 19 44 72 28 748

20. S. 20 30 50 20 400

21. S. 21 88 94 6 36

22. S. 22 44 72 28 784

23. S. 23 72 80 8 64

24. S. 24 32 64 32 1024

25. S. 25 36 68 32 1024

26. S. 26 72 88 16 256

Sum 1620 1991 533 12621

94

Average 63.07 76.57 20.5 485.42

APPENDIX 8

RATE PERCENTAGE OF STUDENTS‟ SCORE

NO Classification Score Pre – Test Post – Test

F % F %

1 Excellent 95 – 100 0 0% 0 0%

2 Very good 85 – 90 2 7.69% 5 19.23%

3 Good 75 – 80 0 0% 13 50%

4 Fairly good 65 – 70 8 30.76% 4 15.38%

5 Fair 55 – 60 3 11.53% 3 11.53%

6 Poor 45 – 50 4 15.38% 1 3.84%

7 Very poor 0 – 40 9 36.61% 0 0%

∑ 26 100% 26 100%

Calculate the frequency and the rate percentage using the following

formula:

1. The rate percentage of Pre – test score

P

x 100 %

2. For „very good‟ Category 2. For „fairly good‟

Category

P

x 100 % P

x 100 %

80

P

x 100 % P

x 100 %

P 0.0769 x 100 % P 0.3076 x 100 %

P= 7.69 % P= 30.76 %

3. For „fair‟Category 4.For „poor‟Category

P

x 100 % P

x 100 %

P

x 100 % P

x 100 %

P 0.1153 x 100 % P 0.1538 x 100 %

P= 11.53 % P= 15.38 %

5. For „very poor‟Category

P

x 100 %

P

x 100 %

P 0.3661 x 100 %

P= 36.61%

3. The rate percentage of Post – test score

P

x 100 %

1. For „very good‟ Category 2. For „good‟

Category

P

x 100 % P

x 100 %

82

P

x 100 % P

x 100 %

P 0.19.23 x 100 % P 0.50 x 100 %

P= 19.23 % P= 50 %

3. For „ fairlygood‟Category 4. For „fair‟Category

P

x 100 % P

x 100 %

P

x 100 % P

x 100 %

P 0.1538 x 100 % P 0.1153 x 100 %

P= 15.38 % P= 11,53%

5. For „poor‟Category

P

x 100 %

P

x 100 %

P 0.3.84 x 100 %

P= 3.84 %

83

APPENDIX 9

MEAN SCORE & IMPROVEMENT PERCENTAGE

A. Mean Score

1. Mean Score of Pre-test

2. Mean Score of Post-test

B. ImprovementPercentage

1. Improvement Percentage

P (%) =

X 100%

P (%) =

X 100%

P (%) =

x 100%

P= 21.40%

84

APPENDIX 10

T-test Value

t =

√

=

=

= 20.5

t =

√

t =

√

t =

√

t =

√

t =

√

t =

t = 12.73

85

APPENDIX 11

THE DISTRIBUTION OF T-TABLE VALUE

Df P

.10 .05 .01 .001

86

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

40

60

120

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

1.279

1.725

1.721

1.717

1.714

1.711

1.708

1.706

1.703

1.701

1.699

1.697

1.684

1.671

1.658

1.645

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

2074

2.069

2.064

2.060

2.056

2.052

2.048

2.045

2.042

2.021

2.000

1.980

1.960

63.657

9.925

5.841

4.604

4.032

3.307

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

2.797

2.787

2.779

2.771

2.763

2.756

2.750

2.704

2.660

2.617

2.576

636.619

31.598

12.941

8.610

6.859

5.959

5.405

5.041

4.781

4.587

4.437

4.318

4.221

4.140

4.073

4.015

3.965

3.922

3.883

3.850

3.819

3.792

3.767

3.745

3.725

3.707

3.690

3.674

3.659

3.646

3.551

3.460

3.373

3.291

(Gay, 1981)

Degree of Freedom (df)

Df = N – 1

= 26 – 1

= 25

87

Df = 25 (see table of “t” value at the degree of significance of 0.05).

At the degree of significance 0.05 = 2.060

The result was 12.73> 2.060

88

APPENDIX 12

DOCUMENTATION

the effect of think aloud strategy on students‟ …

Documents