the effectiveness of using paired reading method in
TRANSCRIPT
THE EFFECTIVENESS OF USING PAIRED READING METHOD IN TEACHING READING RECOUNT TEXT AT THE TENTH
GRADE STUDENTS OF SMK N 1 GIRIMULYO IN THE ACADEMIC YEAR OF 2015/2016
A Thesis
Submitted in Partial Fulfillmentof theRequirements to Acquire Sarjana Pendidikan Degree in English Education Program of
Teacher Training and Education Faculty Muhammadiyah University of Purworejo
by Eka Fitriani Nursolekhah
122120016
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2016
i
MOTTO
LIFE IS CHOICE
Allah will not change the good condition of people as long as they do not
change themselves. ( arRa’du : 11 )
You’ll never know till you have tried, and always be yourself.
I just wanna be a useful person for others.
v
DEDICATION
Proudly, I would like to dedicate this thesis to :
1. Allah SWT, The Almighty God for my talents and many perfect things
having been blessed.
2. My beloved parents (Sri Purwaningsih and Sutanto). Thanks for your love,
attention, support, and prayer. I love you forever.
Robbighfirliwaliwalidayyawarhamhumakamarobbayanishoghiro…
3. My younger sister, Nanda Ayu Prihartanti and Naina Wahyu Atriani,
thanks for everything.
4. My teachers in Musyar, K.H. Noor Asnawi Cholil, Ibu Nyai Shofiyah
Asnawi, Ibu Nyai Mukramah Muktamid, K.H. Najib Fathurrahman, Ibu
Nyai Anisah Nurul Huda, and Ust. Fauzan.
Jazakumullahahsanaljazajazaankatsirofiddunyahattalakhirah…
5. My best friend, Thank you for your support, motivated, and all have you
given to me.
6. My beloved boyfriend, Puput Nur Fahrudin. Thanks for your love,
support, help and prayer.
7. My big family. Thanks for your support and prayer.
8. My beloved friends (PARA WAKEM) thanks for your support, you
always stand by me in all sitiations. Making my life more crazy and
colorful. I hope our friendship would never end.
9. Thanks for Other who have helped and supported the writer
vi
ACKNOWLEDGMENTS
Glory to Allah SWT, most merciful, most compassionatenthat blessed the
writter with health and tremendous power to finish this thesis entitled “The
Effectiveness of Using Paired Reading Method in Teaching Reading RecountText
at the Tenth Grade Students of SMK N 1Girimulyoin the Academic Year of
2015/2016” as a partial requirement for getting Sarjana Pendidikan Degree of
English Education of Muhammadiyah University of Purworejo.
Praise and invocation are also given our great massager, Muhammad
SAW, who is hoped his intercession in the end of the world. Therefore, the writer
would express her appreciation to those who helped her, namely :
1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University of
Purworejo.
2. Yuli Widiyono, M.Pd. as the Dean of Teacher Training and Educational
Sciences Faculty of Muhammadiyah University of Purworejo.
3. Sri Widodo, S.S., M.Hum, as the Head ofEnglish Language Education
Department of Muhammadiyah University of Purworejo who has given the
researcher to write this thesis.
4. Abdul Ngafif, M.Pd.B.I and Ismawati Ike N, M.Hum,as my thesis consultant,
thanks for her understanding, practice, guidance, advice, ideas, correction, and
support for the thesis accomplishment.
5. All of the Lecturers of English Education Department who have given their
guidance.
6. The researcher‘s parents, for their support, prayers, motivations, love and care.
vii
ABSTRACT
Eka Fitriani Nursolekhah. 2016. The Use of Paired Reading Method in Teaching Reading Recount Text at the Tenth Grade Students of SMK N 1 Girimulyo in the Academic Year of 2015/2016. Thesis. English Education Program of Teacher Training and Education Faculty of Muhammadiyah University of Purworejo.
Reading is one of language elements that is important to be mastered. It is the basic rule of a language. In the fact, the students get many problems in teaching-learning. Paired reading method is one of effective methods to improve students’ reading skill recount text. The objective of this research is to find out whether or not using paired reading method is effective in teaching reading recount text at the tenth grade students of SMK N 1 Girimulyo in the academic year of 2015/2016.
This research is a quantitative experimental research. The population of this research is students of the tenth grade of SMK N 1 Girimulyo at the academic year 2015/2016. The number of population is 61 students, and the researcher took 34 students as the sample by using purposive sampling. The sample consisted of two classes. They are X TSM I (17 students) as the control group and X TSM II (17 students) as the experimental group. The researcher used pre-test and post-test to collect the data and then calculate both of them used manual calculation and SPSS 16. The hypothesis analysis used is T-test.
It could be concluded that the distribution both of classes are normal and homogeneous. For hypothesis testing, the researcher used t-test. Based on the t-test calculation, the conclusion is there is positive significant effect of the paired reading method to improve students’ reading skill recount text at tenth grade students of SMK Negeri 1 Girimulyo in the academic year 2015/2016. As the fact, the result of t-value is 3.468. Based on 0.05 significance level, the t-table was 2.032. The computation showed that t-value is higher than t-table that was 3.468 > 2.032. Basedon the result of data analysis the mean of post-test control group was 66.18 while the mean score of experimental group was 73.53. Both of them categorized as good.The mean of pre-test control group was 61.65 and the mean of score post test control group was 66.18. It is increasing of score was 4.53.Besides, the mean of score pre-test experimental group is 66.53 and the mean of score post test is 73.53. Based on the result finding, the researcher concluded that the used of paired reading as a teaching method is effective in teaching reading recount text at the tenth grade students of SMK N 1 Girimulyo in the academic year of 2015/2016. It can be shown that the students’ reading ability increased.
Keywords: Paired Reading method,Teaching Reading, Recount Text
ix
TABLE OF CONTENTS
Title Page ........................................................................................................ i Approval Sheet ................................................................................................. ii Ratification Sheet ............................................................................................. iii Mottos .............................................................................................................. iv Dedications ....................................................................................................... v Statements ........................................................................................................ vi Acknowledgments ............................................................................................ vii Abstracts ........................................................................................................... ix Table of Contents ............................................................................................. x List of Figure .................................................................................................... xi List of Table ..................................................................................................... xii List of Chart .................................................................................................... xiii List of Appendices ........................................................................................... xv CHAPTER I INTRODUCTION
A. Background of the Study .................................................. 1
B. Identification of the Problem ........................................... 3
C. Limitation of the Problem ................................................ 3
D. Statement of the Problem ................................................. 3
E. Objective of the Study ...................................................... 4
F. Significance of the Study ................................................. 4
CHAPTER II THEORITICAL REVIEW A. Theoretical Review ......................................................... 5
B. Previous Study ................................................................ 29
C. Conceptual Framework ................................................... 31
D. Research Hypothesis ....................................................... 33
CHAPTER III RESEARCH METHOD A. Research Design .............................................................. 34
B. Place and Time of the Research ...................................... 35
C. Population,Sampling Technique, and Sample ................ 36
D. Variable of the Research ................................................. 39
E. Technique Collecting ...................................................... 40
F. Instrument of the Research ............................................. 42
G. Technique of Analysing Data ......................................... 43
x
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Data Description ............................................................. 50
B. Data Analysis .................................................................. 56
C. Discussion ....................................................................... 70
CHAPTER V CONCLUSION
A. Conclusion ...................................................................... 78
B. Suggestion ....................................................................... 79
References
Appendices
xi
LIST OF FIGURE
Figure 2.1 Diagram of Flowchart ..................................................................... 32
xii
LIST OF TABLE
Table 3.1 Research Design ......................................................................................... 34
Table 3.2 TheShcedule of the Research ..................................................................... 35
Table.3.3 The Distribution of the Population ............................................................ 36
Table 4.1 The range and its Category Students’ Ability........................................... 50
Table 4.2 Pre-test and Post-test Result of Control Group......................................... 51
Table 4.3 The Percentage of Test Result of Control Group...................................... 52
Table 4.4 Pretest and Post-test Result of Experimental Group................................. 54
Table 4.5 The Percentage of Test Result of Experimental Group............................ 54
Table 4.6 Test Result of Experimental Group and Control Group........................... 63
Table 4.7 The Descriptive Analysis of Control group and Experimental Group
based on the Computation of SPSS.......................................................................... 64
Table 4.8 Interval of Post-test Control Group.......................................................... 66
Table 4.9 Interval of Post-test Experiment Group.................................................... 67
Table 4.10 One Sample Kolmogorov-Smirnov Test Control and Experimental
Group........................................................................................................................ 67
Table 4.11 The Homogeneity Test of the Pre-test of Control and Experimental
Group........................................................................................................................ 69
Table 4.12 Independent Test of Post-test Control Group and Experimental
Group........................................................................................................................ 71
xiii
LIST OF CHART
Chart 4.1 The Comparison Between the Frequency Range of the Pre-Test and
Post-Test of The Students’ Achievement of the Control Group............................... 53
Chart 4.2 The Comparison Between the Frequency Range of the Pre-Test and
Post-Test of the Students’ Achievement of the Experimental Group....................... 55
Chart 4.3 The Comparison Between the Frequency Range of The Post-Test of the
Students’ Achievement of the Control Group and Experimental Group.................. 65
xiv
LIST OF APPEsNDICES
1. Decision Letter of Thesis Consultant
2. Research Proposal Letter
3. Research Prove Letter
4. Instrument
5. Lesson Plan
6. Absence List
7. Students’ Answer Sheet (Pre-Test and Post-Test)
8. Preparation Table of Standard Deviation and Variance of Experimental
and Control Group (Pre-Test and Post-Test)
9. Thesis Consultation Log
10. The Research Photos
xv
1
CHAPTER I INTRODUCTION
A. Background of Study
There are many languages in this world and one of them is English.
English has important role in the world by communication because it becomes
one of the international languages. It is used by people around the world to
communicate. People from different countries use English to bridge their
difficulties in communication because of language differences. It is used in
almost all aspect of modern life in this globalization era such as education,
business, trade, science, technology and many others.
English is similar to other languages, which consists of four basic
language skills. All of them should be mastered by students. They are
listening, speaking, reading and writing. Reading is one of the English
language skills should be mastered by students because they can get the more
knowledge and information from the texts read by them. For many students,
reading is the most important among the four skills in second language. If we
consider the study of English a foreign language around the world, reading is
the main reason why students learn the language.
Related to KTSP curriculum teaching reading cannot be separated
from genres. In addition, they have to deal with some genres of texts to master
reading skills. There are genres of texts: recount, report, analytical exposition,
news item, anecdote, narrative, procedure, description, hortatory exposition,
1
2
explanation, discussion, review, commentary (Hartono, 2005:06). In Senior
High School, students do not learn all, just some. The simple one is recount
text. Recount text is a kind of the text to retell events for the purpose of
informing or entertaining. The focus of this kind is on individual participant,
temporal sequence of events and action (Hartono, 2005:06).
In the teaching learning especially reading, the students get bad score it
because students felt bored to learn reading, they are impatient and lazy to
open the dictionary so they do not get the point, they lost their focus, and
forget what they have read.Knowing the fact above, it is seen that there must
be one way to solve the problem. One of the methods is using paired reading.
Topping (2014:59) defines paired reading is a straightforward and generally
enjoyable way for more able readers to help less able readers develop
betterreading skills (i.e. a form of cross-ability tutoring).
The activity in paired reading make the students active, they can
cooperate with their pair, discuss the text, and share it. In pairs the students are
more involved and concentrate on the task, students feel secured. They help
each other, it does encourage students to share the idea and knowledge and
they can help each other to explore the meaning of a text.
From the statements which the researcher has explained above, the
researcher wants to conduct a research entitled “The Effectiveness of Using
Paired Reading Method in Teaching Reading Recount Text at the Tenth Grade
Students of SMK N 1 Girimulyo in the Academic Year of 2015/2016”.
3
B. Identification of the Problem
Reading is one of language element that is important to be mastered. It
is the basic rule of a language. It is needed in order to communicate well. In
the fact,the students get bad score it because students felt bored to learn
reading, they are impatient and lazy to open the dictionary so they do not get
the point, they lost their focus, and forget what they have read. The most
significant reason of this was the way how the teacher taught reading
influenced the students’ motivation in learning. So it is important to use a new
method that will came their motivation up where they are be active
participants in the teaching learning activity.
C. Limitation of the Problem
Actually there are many methods that can be used in teaching
learning. However, because of the limitation of the time and in order to focus
on the study so the researcher just focuses on the effectiveness of paired
reading method in teaching reading recount text.
D. Statement of the Problem
Based on the statements in background of study, the statement of the
problem can be formulated as follows:
Is using paired reading method effective in teaching reading recount text at
the tenth grade students of SMK N 1 Girimulyo in the academic year of
2015/2016?
4
E. Objective of the Study
Based on the statement of the problem above, the objective of the
study is to find out whether or not using paired reading method is effective in
teaching reading recount text at the tenth grade students of SMK N 1
Girimulyo in the academic year of 2015/2016.
F. Significance Study
The researcher hopes that the result of this thesis will be useful for
persons who are interested in developmental of English learning method.
1. For Teachers
This thesis can enrich knowledge about method to teach reading in
purpose to create an interesting in a class. So, the teacher will find the
way to resolve the problem.
2. For English Students
This thesis can give valuable contribution in learning reading
aspecially recount text and how to comprehend it.
3. For Other Researcher
This thesis can give inspiration and additional reference.
5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Review
1. Teaching
According to Brown (2000:7), teaching is guiding and
facilitating learning, enabling the learner to learn and setting the
condition for learning. It means that teaching is showing or helping
someone to learn how doing something, giving instructions, providing
knowledge, guiding in the study of something, causing someone to
know or understand, and the teacher may become facilitator,
motivator, and evaluator for the students.
Harmer (2002: 56), states that ‘teaching’ means ‘to give
(someone) knowledge or to instruct or train (someone)’. It means that
teaching is to transmit knowledge or showing somebody how to do
something or making somebody understands things or to guide
someone to do something. It also can be concluded that teaching is to
give information to somebody or transmitting particular subject do by
the teacher to his students and helping them to learning something.
By reading the definitions above, the researcher concludes that
teaching is all of the aspects of teacher activity in guiding his students
to be able to understand or master something taught by him.
5
6
2. Learning
a. Definition of Learning
Kimbel and Garmezy in Brown (2000:7), states that
learning is relatively permanent change in a behavioral
tendency and is the result of reinforced practice.
Brown (2000:7) says that learning can be defined as follow:
1. Learning is acquisition or “getting”.
2. Learning is retention of information or skill.
3. Retention implies storage system, memory, and cognitive
organization.
4. Learning involves active, conscious focus on, and acting
upon events outside or inside organism.
5. Learning is relatively permanent but subject to forgetting.
6. Learning involves some form of practice, perhaps
reinforced practice.
7. Learning is change in behavior.
According to Illich in Harmer (2002: 70), learning is
human activity which at least needs manipulation by other. It
means that learning is a process in getting knowledge from the
people who know more or whom we called them as teacher.
According to the definitions above, the researcher can
conclude learning is the process of getting knowledge or skill
7
do by person in a subject or activity by a study through
practices and experiences affected to the changing behavior.
b. Types of Learning
According to Gagne in Brown (2007:100) classifies the
types of learning. Those follow:
1) Signal Learning. The individual learn to make general diffuse
response to a signal. This is the classical conditioned response
of Pavlov.
2) Stimulus-Response Learning. The learner acquires a precise
response to discriminated operant, sometimes called an
instrumental an instrumental response.
3) Chaining. What is acquired is a chain of two or more stimulus
response connections, the conditions for such learning have
also been described by Skinner.
4) Verbal Association. Verbal Association is the learning of chain
that is verbal. Basically, the conditions resemble those for other
(motor) chains. However, the presence of language in the
human being make this a special type of the chaining because
the internal links maybe selected from the individual’s
previously learners repertoire of language.
5) Multiple Discrimination. The individual learns to make a
number of different identifying responses to many different
stimuli which may resemble each other in physical appearance
8
to a greater or lesser degree. Although the learning of each
stimulus-response connection is a simple occurrence, the
connection tends to interfere with one another.
6) Concept Learning. The learner acquires the ability to make a
common response to class of stimuli even though the individual
members of that class may differ widely from each other. The
learner is able to make a response that identifies an entire class
of objects or events.
7) Principle Learning. In simple terms, a principle is a chain of
two or more concepts. In function to organize behavior and
experience. In Ausubel’s terminology, principle is “subsuming”
a cluster of related concepts.
8) Problem Solving. Problem Solving is a kind of learning that
requires the internal events usually referred to as “thinking”.
Previously acquired concepts and principles are combined in a
conscious focus on an unresolved or ambiguous set of events.
In conclusion, learning is a process of getting new
knowledge which affected to the changing behavior.
3. Teaching and Learning Process
Teaching and learning process is planned interaction that
promotes behavioral change that is not a result of maturation or a
result of coincindence. Teaching implies many variables such as
acquisition or getting process memory (storage) system,
9
reinforcement, and the role of practice. On the other hand, teaching
is guiding and facilitating learning, enabling the learners to learn
and setting the condition for learning( Brown, 2000:7).
The researcher conclude that teaching and learning process is
a planned to change that is not a result of maturation or a result of
coincindence. In teaching and learning process there is some
variable such as acquisition or getting process memory (storage)
system, reinforcement, and the role of practice. While teaching and
learning process, teaching is guiding and facilitating learning.
4. Reading
a. Definition of Reading
Patel and Jain (2008:113) states that reading means to
understand the meaning of printed words i.e. written symbols.
Reading is an active process which consists of recognition and
recognition and comprehension skill. Reading is an important
activity in life with which one can update his/her knowledge.
Reading skill is an important tool for accademic success.
According to Linse and Nunan (2005 : 77), reading is a set of
skills that involves making sense and deriving meaning from
the printed word. In order to read, we must be able to decode
(sound out) the printed words and also comprehend what we
read. Ueta (2005:3) states that we should now what reading is.
However, it is difficult to explain briefly and correctly.
10
From the definitions above, the researcher can conclude
that reading is most useful and important skill for people, by
reading they can get the more knowledge and information from the
texts read by them.
b. Types of Reading
According to Patel and Jain (2008:117-123) types of
reading are as follows:
1) Intensive Reading
Intensive reading is related to further progress in
language learning under the teacher's guidance. Intensive
reading will provide a basis for explaining difficulties of
structure and for extending knowledge of vocabulary and
idioms. It will also provide material for developing greater
control of the language in speech and writing. Intensive
reading material will be the basis for classroom activity. It
will not only be read but will be discussed in detail in the
target language, sometimes analyzed and used as a basis for
writing exercises. At this stage, some teachers fall into the
monotonous pattern of setting a section of reading material
for homework preparation every night. Then they begin the
lesson each day by asking student to translate what they
have prepared, sentence by sentence around the class. This
becomes a tedious chore, completed in a purposeless way,
11
and soon destroys any pleasure in the reading assignment.
Teachers must work continuously for variety of
presentation in the classroom. Sometimes sections of
intensive reading material may be set for preparation before
hand, the students being supplied with questions to think
about before they come to class. The ability of the students
to talk and write in the foreign language about the material
chosen for intensive reading will be very dependent on the
teacher's choice of texts. The literature chosen for intensive
study should be predominantly contemporary. Intensive
reading is text reading or passage reading.
Intensive reading is text reading or passage reading.
In this reading the learner read the text to get knowledge or
analysis. The goal of this reading is to read shorter text.
This reading is done to carry out to get specific
information. Learner reads book to acquire knowledge is
the kind of intensive reading. There are few characteristics
of intensive reading:
a) This reading helps learner to develop active
vocabulary.
b) Teacher play main role in this Reading.
c) Linguistic items are developed.
d) This reading aims at active use of language.
12
e) Intensive reading is reading aloud.
f) In intensive reading speech habit are emphasized and
accent, stress, intonation and rhythm can be corrected.
2) Extensive Reading
Material for extensive reading will be selected at a
lower level of difficulty than that for intensive reading. The
purpose of extensive reading will be to train the student to
read directly and fluently in the target language for
enjoyment, without the aid of the teacher. Extensive
reading can be made the basis for oral reports, to the rest of
the class, or full class discussion. It may be the source for
written compositions in which students deal with specific
issues arising from the material in the book. On occasions,
the class may be divided into groups to read interrelated
material. Each group may prepare some part of the project
on some present a group report to the rest of the class. This
type of class project gives a point and purpose to extensive
reading by building reading practice into a matrix of
purposeful activity. Thus, the attention of the reader is
directed toward the extraction of information from the text,
rather than towards the reading process itself.
Few Characteristics of Extensive Reading are :
a) It helps learner to develop to active vocabulary.
13
b) Extensive reading is silent reading.
c) In extensive reading the subject matter is
emphasized.
d) In the extensive reading the learners play main role
because they have to ask for measures.
e) In extensive reading the idea can be developed.
f) The aim of extensive reading is to enrich learners'
knowledge.
g) Through extensive reading the good reading habit
can be developed.
3) Aloud Reading
Reading aloud also play important role in teaching
of English. Teacher should know that the training of
reading aloud must be given at primary level because it is
the base of words pronunciation. If it is not cared, it will be
vary difficult at secondary level. According to
Venkateswaran in Patel and Jain (2008:120) reading aloud
is not useful at the secondary level because of the following
reasons:
a) It is very difficult skill. In unseen text or in other text
there are many words which student does not know how
to pronounce it.
14
b) If student have riot prepared himself for reading, it will
be very difficult for him. The reading will be unnatural.
c) Reading basically is reading silently.
d) According to Venktes, only those text should be read
aloud, which have been written to read aloud like poetry,
dialogue, and other type of text. The texts which have no
need not to read aloud should not be read aloud.
4) Silent Reading
Silent reading is a very important skill in teaching
of English. This reading should be employed to increase
reading ability among learners. Silent reading is done to
acquire a lot of information. Teacher has to make them read
silently as and when they are able to read without any
difficulties. It is kind of habit in which learner are enabled
to read without any audible whisper.
c. Purposes of Reading
According to Grabe and Stoller (2002:13),reading purposes
can be classified as follows :
1. Reading to search for simple information
Reading to search for simple information is a
common reading ability, thought some researchers see it is
a relatively independent cognitive process. It is used so
often in reading tasks that it is probably best seen as a type
15
of reading ability. In reading to search, we typically scan
thetext for specific piece of information or specific word.
2. Reading to skim quickly
Reading to skim is a common part of many reading
task and a useful skill in its own right. It involves, in
essence, a combination of strategies for guessing where
important information might be in the text, and then using
basic reading comprehension skills on those segments of
the text until a general idea is formed.
3. Reading to learn from texts
Reading to learn typically occurs in academic and
professional contexts in which a person needs to learn a
considerable amount of information from a text. It requires
abilities to remember main ideas as well as a number of
details that elaborate the main and supporting ideas in the
text, recognise and build rhetorical frames that organise the
informationthe text, link the text to the reader’s knowledge
base.
4. Reading to intergrate information
Reading to intergrate information requires
additional decisions about the relative importance of
complementary, mutually supporting or conflicting
information and the likely restructuring of a rhetorical
16
frame to accomodate information from multiple sources.
These skills inevitably require critical evaluation of the
information being read so that the reader can decide what
information to integrate and how to integrate it for the
reader’s goal. In this respect, both reading to write and
reading to critique texts may be task variants of reading to
integrate information. Both require abilities to compose,
select and critique information.
5. Reading for general comprehension
Reading for general comprehension when
accomplished by a skill fluent reader, requires very rapid and
automatic processing of words, strong skill in forming a general
meaning represenation of main idea, and efficient coordination
of many processes under very limited time constrains.
Based on the kinds of reading purposes, the
researcher can include reading to learn from texts as
appropiate of reading purpose. Reading to learn from texts
occurs in academic contexts to learn based on the
information in the texts.
5. Paired Reading
a. Definition of Paired Reading
According to Topping (2014:59), paired reading is a
straightforward and generally enjoyable way for more able
17
readers to help less able readers develop better reading skills
(i.e. a form of cross-ability tutoring).
Close (2001:16) defines paired reading is a popular and
widely used teaching technique trough out the United Kingdom
because it is simple and inexpensive in time and resources for
the both schools and parents.
From the definitions above, the researcher can conclude
that paired reading is a research-based fluency strategy used
with readers who lack fluency. In this strategy, students read
aloud to each other. When using partners, more fluent readers
can be paired with less fluent readers, or children who read at
the same level can be paired to reread a story they have already
read.
b. Principle of Using Paired Reading
According to Topping (2014:59), principle of using
paired reading are as follows:
1. Reading together
The technique has two main aspects. Initially, tutor
and tutee read out loudsimultaneously in close synchrony.
The tutor adjusts theirreading speed to the tutee's pace. The
tutee must read all the words out loud correctly.
18
2. Error analysis
Corrected merealy by the tutor again giving a
perfect example of how to read theerror word, and ensuring
that the tutee repeats it correctly - then the pair continues
reading.
3. Reading alone
When the tuteefeels confident enough to read a
section of text unsupported, the tutee signals by a
knock,nudge or other non-verbal signal for the tutor to be
silent. The tutor praises the tutee for taking this initiative,
and subsequently praises the tutee very regularly, especially
formastering very difficult words or spontaneously self-
correcting.
c. Advantages of Using Paired Reading
According to Topping (2014:68), there are some
advantages of paired using reading method, they are:
1) Children are encouraged to pursue their own interests in
reading material. They have more enthusiasm from reading
about their own favorite things, and so try harder. Paired
Reading gives them as much support as they need to read
whatever book they choose.
2) Children are more in control of what is going on - instead
of having reading crammed into them, they make decisions
19
themselves in the light of their own purposes (e.g. about
choice of books, going onto reading alone, going on longer
in the session.)
3) There is no failure - it is impossible not to get a word right
within 4 seconds.
4) Paired Reading is very flexible - the child determines how
much support is necessary according to the current level of
interest, mood, degree of tiredness, amount of confidence,
difficulty of the books, and so on.
5) The child gets lots of praise – it is much nicer to be told
when you're doing well, instead of just being moaned at
when you go wrong.
6) There is lots of emphasis of understanding - getting the
meaning out of the words –and that is what reading is all
about. It is no use being able to read the words out loud
mechanically without following the meaning.
7) Paired Reading gives continuity - it eliminates stopping and
starting to "break up" hard words. Doing that often leaves
children having forgotten the beginning of the sentence by
the time they get to the end. With Paired Reading it is
easier for children to make sensible guesses at new words,
based on the meaning of the surrounding words.
20
8) During Reading Together, a child can learn (by example) to
read with expression and the right pacing - e.g. by copying
how the tutor pauses at punctuation, or gives emphasis to
certain words.
9) Children are given a perfect example of how to pronounce
difficult words, instead of being left to work it out
themselves and then perhaps thinking their own half-right
efforts are actually 100% correct.
10) When doing Paired Reading, children get a bit of their own
their own peaceful, private attention from their helper,
which they might not otherwise have had. There is some
evidence that just giving children more attention can
actually improve their reading.
11) Paired Reading increases the amount of sheer reading
practice children get. Because children are supported
through books, they get through them faster. The number of
books read in a week goes up, the number of words
children look at in a week goes up, and more words stick in
the child's memory.
12) Paired Reading gives tutors a clear, straightforward and
enjoyable way of helping their children - so no-one gets
confused, worried or bad-tempered about reading.
21
d. Procedure of Teaching Reading Using Paired Reading
According to Harmin and Toth (2006:189-190), there are
some steps of paired reading as follows:
1. Divide students in pairs.
2. The students take turns reading the next section to
each other, one person volunteers to start read aloud
for bit.
3. The students talk over the reading and what they think
when they finish the reading. In this case the students
share in pair about the information of text, guess the
meaning of text to get the main idea, detail
information, find the implicit and explicit meaning
and determine the generic structure of genre text.
4. The students identify some things that they like, think
something in their own life that the reading reminds
them of, or think of something about the person that
they like or found interesting in the reading, make
notes then report (share) to with one another.
5. The students may pair up with new partner and ask
one students to summarize the reading to classmate.
6. The students write what they disagree of the
summary, or what they would have done differently.
They rewrite the part of reading in their word.
22
7. The students begin to do individual work.
6. Genre
a. Definition of Genre
According toFreadmanin Knapp and Watkins
(2005:21), state that genre have characteristic : First, genre is
an organising concept for our cultural practices;second, any
field of genres constitutes a network of contrasts accordingto a
variety of parameters; third, genre is place occasion,
function,behaviour and interactional structures: it is very rarely
useful to thinkof it as a kind of ‘text’; fourth, cultural
competence involves knowingthe appropriateness principle for
any genre, knowing the kind ofmargin you have with it, being
able to vary it, knowing how to shiftfrom one to another and
how many factors would be involved in any such shift.
According to Hyland (2004: 4), genre is a term for
grouping text together, representing how writers typically use
language to respond to recurring situations.
According to Richard and Schmidt (2010: 245), genre is
a type of discourse that occurs in a particular setting, that has
distinctive and recognizable patterns and norms of organization
and structure, and that has particular and distinctive
communicative function.
23
From the definitions above, the researcher can conclude
that genre means a particular type or style of literature, art,
film, or music that you can recognize because of its special
feature.
b. Kinds of Genre
According to Hartono (2005 : 6-9), there are some kinds
of genre as follows:
1) Spoof
Spoof is kind of genre that has social function to retell an
event a humorous twist.
2) Recount
It is a kind of genre that social function to retell event for
the purpose ofinforming people entertaining.
3) Report
Report is a kind of genre that social function to describe the
way things are with reference to range natural, man-made
and social phenomena in our environment.
4) Analytic exposition
It is a kind of genre that social function to persuade the
reader or listener that something is the case.
5) Narrative
Narrative is a kind of genre that social function to amuse,
entertain and to deal with actual or vicarious exprience in
24
different ways. Narrative deal with problematic events
which lead to crisis or turning point of some kinds, which
in turn finds a resolution.
6) Descriptive
It is a kind of genre that social function to describe a
particular person, place or thing.
7) Hortatory exposition
It is a kind of genre that social function to persuade the
reader or listener that something should not be the case.
8) Explanation
Explanation is a kind genre that social function to explain
the process involved in the formation or working of natural
or sociocultural phenomena.
9) Reviews
It is a kind of genre that social function to critique an art
work or an event for a public audience.
10) Discussion
It is a kind of genre that social function to present (at least)
two points of view about an issue.
11) Procedure
It is a kind of genre that social function to describe how
something is accomplished through a sequence of actions or
steps.
25
12) News item
It is a kind of genre that social function to infrom reader,
listener, viewers, about events of the day which are
considered newsworthy or important.
7. Recount text
a. Definition of Recount Text
According to Hartono (2005:06), recount text is a kind
of the text to retell events for the purpose of informing or
entertaining.According to Rohim (2009:20), recount text is to
retell events for the purpose of informing or
entertaining.According Knapp and Watkins (2005:223),
recounts are the simplest text type in this genre. Formally,
recounts are sequential texts that do little more than sequence a
series of events.
From the definitions above, the researcher can conclude
that recount is kind of text that focus on individual participant,
temporal sequence of events and action. It has expressions of
attitude and feeling, usually made by the writer about the
events.
b. Generic Structure of Recount Text
According to Rohim (2009:20) there are some kinds
generic structure of recount text are :
26
1) Orientation : provides the setting and introduce
participants.
2) Events : tell what happened, in what sequence.
3) Re-orientation : optinal-closure of events.
According to Knapp and Watkins (2005:223-224),
there are two generic structure of recount text are :
1. Orientation : Every story, no matter how simple, needs
an orientation. Indeed, it is impossible to tell a story
unless we see that there are characters set up in a
particular time and place, although many postmodern
narratives play with these conventions. In simple
recounts the orientation stage need only be a sentence.
2. Squence of events is more complex than the previous
recount. Here the student provides a record of all the
important activities that happened on the excursion.
c. The Significant Lexicogrammatic of Recount Text
According to Rohim (2009:20) there are some
significant lexicogrammatic al features of recount text, they
are:
1. Focus on specific participants.
2. Use of material processes.
3. Circumstances of time and place.
4. Use of past tense.
27
5. Focus on temporal sequence.
According to Knapp and Watkins (2005:221-222),
there are some gramatical features of recount text are :
1. When sequencing people and events in time and space
using action verbs and temporal connectives.
2. Recounts and stories are typically written in the past tense
unless quoting direct speech.
3. In action sequences, mainly action verbs (bold) are used,
while in reflections/evaluations, mental verbs (italicised)
predominate.
4. Often use action verbs metaphorically.
5. Use rhythm and repetition to create particular effects.
d. Example of the Text and its Generic Structure &
Lexicogramatical Features
a) Example of the text and its Generic Structure
Our trip to the Blue Mountain Orientation
On Friday we went to the Blue Mountains. Westayed at
David and Della’s house. It has a big garden with lots of
colourful flowers and a tennis court.
Events
On Saturday we saw the Three Sisters and went on the
scenic railway. It was scary. Then, Mummy and I went
28
shopping with Della. We went to some antique shops and I
tried on some old hats.
On Sunday we went on the Scenic Skyway and it rocked.
We saw cockatoos having a shower.
Reorientation
In the afternoon we went home.
b) The language features of recount text are:
1. Focus on specific participant.
Recount text focus on what an individual or a group
of people were doing.It can be written in the first or the
third person. Fist person, is happening to the person
writing the recount. Example: I went to the park.The
third person, an observer is telling it.
Example: Vera went to the park, she saw a pond near
that park.
2. Using of Material Process
Processes are processes of material doing. They
express the notion that some entity physically does
something-which may be done to some other entity.
3. Circumstances of time and place
It shows adverb of time and place. For example : On
Friday we went to the Blue Mountains.
29
4. Using past tense
Past tense is the form a verb used to describe actions
in the past. Simple Past The simple past indicates that the
activity or situation began and ended at a particular time
in the past.
For example: I walked to school yesterday.
5. Focus on temporal sequence
Focus on temporal sequence of events (temporal
conjunction) Conjunction is a connective. It is a part of
speech (or word class) that serves to connect words,
phrases, clause or sentence.
Example: Last year, on the weekend, then, etc
B. Previous Study
In this section, the researcher quotes from other theses as the
reference of this thesis. The first previous study which the researcher
quotes is from Ana Widyastuti’s thesis entitled “Improving Students’
Reading Skill Using Paired Reading (An Action Research at the Eight
Grade Students of SMP Negeri 16 Surakarta in the Academic Year of
2011/2012)”. The purposes of the thesis are to know whether the
implementation of paired reading to the eighth grade students of SMP
Negeri 16 Surakarta can improve the students reading skill and what
happens to the class situation when paired reading implemented in
30
improving students reading skill. It is a collaborative action research that is
conducted in two cycles to class 8E. The result of this research showed
that the use of paired reading could improve students reading skill and the
class situation in English learning. It is seen from the mean of pre-test
score (46.37) and post test score (61.86 and 72.45). The improvement of
classroom situation include 1) students’ behavior change, they do not do
useless activity during the lesson, 2) almost all of students give more
attention to the teacher explanation, 3) students are active, they answer and
share with the other students, 4) the students are interested in the lesson
and discuss with their partner, 5) they are not silence and give response-
students are confident to say something to the teacher, and students not
shy and afraid to ask if they have difficulties. In conclusion, the use of
Paired Reading Method is effective to improve reading skill at the Eight
Grade Students of SMP Negeri 16 Surakarta in the Academic Year of
2011/2012.
Meanwhile, the second is from Arum ArthaPratiwi’s thesis entitled
“Improving Students’ Writing Skill In Recount Text Using Four Square
Writing Method (A Classroom Action Research At The Eighth Grade Of
SmpNegeri 2 Jatisrono In The Academic Year 2012/2013)”. The research
aims at: (1) identifying and whether four square writing method can
improve the writing skill, and (2) describing what happens to the
classroom situation when four square writing method is used to teach
writing. The mean score increases from 59.07 (pretest) to 65.73 (in cycle
31
1) and 75.26 (in cycle 2) which was above the passing grade of the school,
(KriteriaKetuntasan Minimum/ KKM); 75. From the result above, it could
be concluded that Four Square writing method could improve students’
writing skill and classroom situation. Considering the result of this study,
the researcher suggested that the teacher use Four Square writing method
in teaching writing (Recount Text).
The differences of both of the previous study above and this study.
The first study is using paired reading in teaching reading skill and this
research is using paired reading in teaching reading recount text. The
second study is also different from this study. The second study is using
four square writing method in teaching writing skill in recount text, so
both of them are different.
C. Conceptual Framework
In teaching-learning, teacher always found problems especially in
reading. The problems such as get bad score, felt bored to learn reading,
they are impatient and lazy to open the dictionary so they do not get the
point, they lost their focus, and forget what they have read.
Reading is one of the fundamental skills in language. Reading
ability will be developed best in association with listening, writing,
speaking activities. In general, goals of inter relationship each of skills will
be achieved especially in reading. Teaching reading using paired reading
is one of the ways which cen be used by teacher to teaching reading. It is
32
easy to use and can be applied to readings in most academic subjects. By
using paired reading method, students can solve the problem, because the
teaching-learning becomes an interesting activity in the class. In this case,
students share in pair about the information of text, guess the meaning of
text to get the main idea, find the implicit and explicit meaning and
determine the generic structure of genre text.
Therefore, the researcher believes the use of paired reading method
can make students confidents in learning reading especially in recount
text.
Figure 1. Diagram of Flowchart
Problem : 1.Students get bead score in reading 2.Felt bored to learn reading 3. Lazy to open the dictionary and lost their focus.
Language skill: • Reading • Writing • Speaking • Listening
Raeding skill
Paired reading method
Genres : 1. Recount 2. Report 3. Narrative 4. Procedure 5. Discriptive
Reading recount text
33
D. Hypothesis
According to Sugiyono (2015: 64), hypothesis is temporary answer
about statements of the problem. Hypothesis a prediction about what the
researcher expects to find (Creswell, 2012: 125).
Based on the theoretical review and the conceptual framework, a
hypothesis is proposed in this study. The hypothesis in this research is as
follows:
1. Ho (Null Hypothesis)
Using paired reading method in teaching reading recount
text at the grade students of SMK N 1 Girimulyo in the academic
year of 2015/2016 is not effective.
2. Ha (Alternative Hypothesis)
Using paired reading method in teaching reading recount
text at the grade students of SMK N 1 Girimulyo in the academic
year of 2015/2016 is effective.
34
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
To conduct this research, it is necessary to consider the type of this
research. The type of this research is an experimental research. It is
because the researcher doing experiment and giving treatment to compare
the result of pre-test and post-test. The goal of this research is to know the
effectiveness of using paired reading method in teaching reading recount
text at the tenth grade students of SMK N 1 Girimulyo in the academic
year of 2015/2016.
The researcher uses control group pre test–post test design. This
design sees the difference achievement between control and experimental
group. Systematically, this research can be drawn as the figure below:
Table 1. Research Design
Note:
E : Experimental Group
C : Control Group
O1 : Pre-test result of Experimental Group
O2 : Post-test result of Experimental Group
O3 : Pre-test result of Control Group
O4 : Post-test result of Control Group
X : Treatment which is given (Sugiyono, 2007: 125-126)
E O1 X O2 C O3 - O4
34
35
B. Time and Place of the Research
This researchconducting in SMK Negeri 1 Girimulyo. It is located in
Kulonprogo, Yogyakarta. This study takes the tenth grade students of SMK
Negeri 1 Girimulyo in the academic year 2015/2016 as the subject of this
research. The researchis held on April-May 2016.
Table2. The Shcedule of the Research
No
Act
ivity
Feb
Mar
ch
Apr
il
May
June
July
Aug
ust
1
Proposing a title
2
Accepted title
3
Making proposal
4
Seminar proposal
5
Research license
6
Making instrument
7
Conducting pre-test
8
Giving treatment
9
Conducting post-test
10
Analysing data
11
Discussing data analysis
12
Thesis
36
C. Population, Sampling Technique, and Sample
a. Population
According to Arikunto (2010: 173), population is the whole
of research subject. Population is a group of individuals who have
the same characteristic (Creswell, 2012: 142). Sugiyono (2007: 61)
defines population as generalization of area which consists of objects
or subjects that have certain qualities and characteristics that is
carried out by the researcher to learn and then take the conclusion.
Creswell (2012: 142) states population is a group of individuals who
have the same characteristic. Based on those theories above, it can
be concluded that population is the whole of research subject which
have quality and certain characteristics.
The population which is taken in this research is the students
at the tenth grade of SMK Negeri 1 Girimulyo in the academic year
2015/2016. The total number of the population is 61 students who
are divided into 3 classes. The distribution of the population can be
seen in the following table:
Table 3 The Distribution of the Population
No. Class Number of Students 1. Akuntansi 27 2.
Tsm 1 17 3. Tsm 2 17
Total 61
37
b. Sampling Technique
Sampling is the act, process, or the technique of taking the
sample, or a representative part of a population in purpose to
determine parameters or characteristics of the whole population.
Sugiyono (2007: 62) stated that sampling is certain technique that is
used to take sample of a research.
There are many sampling techniques which can be chosen to
draw a sample accurately in the research such as:
a) Random Sampling
Random sampling is a technique of drawing out sample
randomly. Each research subject has same chance to be chosen as
a sample.
b) Stratified Sampling
The research assumed that the population is divided into
stratification. The sample takes based on strata.
c) Area Probability Sampling
Area probability sampling is sampling technique in which
the sample is drawn from every area, so the sample will present
different area in the population.
d) Purposive Sampling
It is one of the sampling by drawing out the sample based
on certain purpose. The researcher uses this technique because of
some factors, i.e. limitation of time, budget, expense, etc.
38
e) Incidental Sampling
It is determination of the sample based on the coincidence
technique, anyone who by chance met the researcher that is used
as a sample.
f) Quota Sampling
It is based on determined number of population. The
important thing in using this technique is if the population has
fulfilled the determined number.
g) Cluster Sampling
The technique based on certain group or cluster. This is
found in the society, such as school, farmers, police, etc.
h) Double Sampling
Double Sampling is a technique which draws out two
samples at the same time in order to complete the number of data
of the first sample. In other words this sample function is to check
the truth of the data of the first sample (Arikunto, 2010: 177-185).
Based on the kinds of sampling techniques above, the
researcher uses purposive sampling in taking the sample. The
purposive sampling is the drawing of sample based on specific
purpose by considering the time consumed and other factors. The
reason of the researcher chooses this sampling technique is
because of the limitation of time.
39
c. Sample
Sample is a subgroup of the target population that the
researcher plans to study for generalizing about the target population
(Creswell, 2012:142). According to Arikunto (2010: 174), sample is
a part or a representative of population of the research. Sugiyono
(2007: 62) says that sample is part of the whole and characteristics
of research’s population.
In this research the researcher takes two classes as the
sample, class Tsm 1 as the control class and class Tsm 2 as the
experimental class. Class Tsm 1 consists of 17 students while class
Tsm 2 consists of 17 students.
D. Variable of the Research
Arikunto (2010: 161) defined variable as the object or the point of
a research. Hatch and Farhadi in Sugiyono (2007: 3) states that variable
can be defined as an attribute of person or of an object, which varies from
person to person or from object to object. Variable is a characteristic or
attribute of an individual or an organization that researchers can measure
or observe and varies among individuals or organizations studied. They
are keys ideas that researchers seek to collect information (Creswell, 2012:
112).
In this research, the researcher uses two variables. They are
independent variable and dependent variable.
40
a) Independent variable
Arikunto (2010: 162) said that this variable is often called
as stimulus, predicator, and antecedent variable. Independent
variable is an attribute or characteristic that influences or affects
an outcome or dependent variable (Creswell, 2012: 116). It is
usually symbolized by “X”. Independent variable in this research
is teaching reading recount text using paired reading.
b) Dependent variable
A dependent variable is an attribute or characteristic that
is dependent on or influenced by the independent variable
(Creswell, 2012: 115). It is symbolized by “Y”. Dependent
variable of the research is the students’ ability in reading recount
text.
E. Technique of Collecting the Data
Data collecting has important role in a research. It is because in
this process, researcher collects the primary data. To collect the data, there
are many ways, settings, and resources can be used. In this research, the
researcher will use test to get the data. It consists of pre-test and post-test.
There are five steps that carried out by the researcher to
collect the data:
1) Preparing the research instrument
The researcher prepared the research instrument to collect
the data and to analyze them. This test is designed to measure
41
students’ language and skill progress in relation to the syllabus
they follow.
2) Expert judgment
The researcher consults the instrument to her thesis
consultant and the English teacher at school. It is purposed to
check and know whether the instrument proper or not for the
students.
3) Giving pre-test
This test was conducted in the beginning of the
experiment. It is done to know the students’ ability before getting
treatment. Pre-test is a test given before learning has occurred.
The researcher gave pre-test for both classes. Class A as
experimental class and B as control class.
4) Conducting the treatment
In this step, the researcher gives treatment to the
experimental group. The treatment is the use of paired reading in
teaching reading recount text. It means that the experimental
group will be taught using paired reading method. On the other
hand, the control group is taught without any treatment in a same
material.
5) Post-test
Post test is a test given after learning has been occurred
or is supposed to have occurred in teaching. This test was
42
conducted after giving the treatments to the students. It is done to
know the increase student after they get the treatment.
6) Evaluating
After getting the data, the researcher can evaluate the
assessments that are given to the students. The researcher
accumulates the result of pre-test and post-test. The comparison
of pre-test and post-test results measures the amount of progress
a learner has made. From this result, the researcher observes
whether paired reading is appropriate or not as method in
teaching reading recount text. Moreover, by calculating the score
from both tests, the researcher can know how far the
effectiveness of paired reading in teaching reading recount text.
F. Instrument of the Research
Instruments play an important role in collecting data that are
needed by researchers. According to Arikunto (2010: 192), instrument is a
tool which uses many kinds of methods at the time of the research.
Instrument is a tool for measuring, observing, or documenting quantitative
data (Creswell, 2012: 151). Generally, there are are two kinds of
instruments namely test and non-test.
In collecting the data of this research, the researcher uses test
include multiple choice that is consist of 20 questions and True-False
questions that is consist 10 questions as the instrument to get the data.
According to Arikunto (2010: 193), test is a series of questions or
43
exercises, or other instruments used to measure the skill, knowledge,
intelligence, ability or talent which is owned by individuals or groups.
In this research, the researcher uses pre-test and post-test in getting
the data. The questions of the pre-test and post-test that is given to the
control group and experimental group is same. Pre-test which is given
before the treatment, and post-test which is given after the treatment. Each
test is in the form of multiple choice and True-False questions.
The researcher uses category for scoring as follow :
1. Rule :
For multiple choice each right answer given score 10.
For true/false question each right answer given score 10.
2.
The total score (MC+T/F)
Score = 3
G. Technique of Analyzing Data
The data that have been collected should be analyzed. This
research is an experimental research which is a quantitative research, so it
needs a data analysis. The analysis is related to the computation in
answering the problem statement and the hypothesis. To analyze the data,
the researcher applies an appropriate technique as follows:
44
1) Descriptive Analysis
The descriptive analysis is used to describe the variable
of this research. The descriptive analysis includes the
measurement of central tendency (mean, median, mode), and the
measurement of group variance (range, variance, and standard
deviation). The researcher discusses the variable under this study
based on the mean, mode, median, standard deviation; the
highest and lowest scores are also used to analyze the data. The
discussion of mean and standard deviation will be explained as
follows:
a. Mean
Sugiyono (2007: 49) states that mean is the
average score obtained by the subject of the study. The
researcher uses the following formula to determine the
mean:
M = ∑𝑥𝑛
In which:
M : mean
n : the total number of data/ sample
∑x : the total score of variable
b. Median
45
Creswell (2007: 48) says that median is the
middle score among all scores. The median score divides
the score, rank-ordered from top to bottom, in half.
c. Mode
According Sugiyono (2007:47) Mode is a
technique to explain based on the value which is popular
or which is often being found.
d. Range
Range is a way to top about the spread of
distributions of scores. The range formula is as follow:
R = X (highest) – X (lowest)
(Sugiyono, 2007:55)
e. Standard Deviation
It is used to measures the degree to which the
group of scores deviates from mean. According to
Sugiyono (2007:57), there are two ways in computing
standard deviation based on the data whether it is from
population or sample. Because the data taken is from
sample, the formula will be as follows:
s = ( )( )
2
1ix x
n
−
−∑
Where:
s : standard deviation of sample
46
Σ : Epsilon (total)
xi : the value of x from i to n
x : the mean score of the data
N : total number of sample
Sugiyono (2007:57)
f. Variance
According to Sugiyono (2007: 56), Variance is
the quadrate of standard deviation. Because the
researcher has found the standard deviation, she just
needs to quadrate it to get the variance. The formula is as
follows:
s2 = ( )( )
2
1ix x
n
−
−∑
In which:
s2 : variance of sample
Σ : Epsilon (total)
xi : the value of x from i to n
x : the mean score of the data
N : total number of sample
Sugiyono (2007: 56)
47
2) Inferential Analysis
a. Test of Homogeneity of Variance
To determine the t-test formula, the writer applies
the variance homogeneity test to test the variance of two
samples. To know whether the variance of two samples is
homogeneous or not, the writer uses F-test. Statistically,
if the value of F obtained is lower than the value of F
table, it means that the variance of two samples is
homogeneous. The formula is as follows:
F= 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑟 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
(Sugiyono, 2007:140)
b. Test of Normality
To use parametric statistics, it requires that the
data of each variable would be analyzed should have
normal distribution. The researcher uses technique Chi-
Square to calculate the normality of the data. The formula
is as follow:
𝑥2 = ∑(𝑓𝑜 − 𝑓ℎ)2
𝑓ℎ
In which:
X2 : the chi square
Fo : the observed frequency
Fh : the expected frequency
48
Df : degree of freedom (the total class interval-1)
(Sugiyono, 2007:107)
c. Test of Hypothesis
This test is used to know whether is the
effectiveness of using paired reading method in teaching
reading recount text at the tenth grade students of SMK
Negeri 1 Girimulyo in the academic year of 2015/2016.
Sugiyono (2007:138) states that t-test can be formulated
as follow:
Formula 1 (if the data have normal distribution)
a) t =
The researcher uses formula (a) if the data is
homogenous.
b) t = x�1−x�2
��s1n1+s2n2
�
The researcher uses formula (b) if the data not
homogenous.
In which:
t : t-test
𝑋�₁ : The mean score of experimental group
( ) ( )1 2
1 1 2 2
1 2 1 2
1 1 1 12
x xn s n s
n n n n
−
− + − + + −
49
𝑋2��� : The mean score of control group
𝑛1 : Number of sample of experimental group
𝑛2 : Number of sample of control group
𝑆1 : Deviation standard of experimental group
𝑆2 : Deviation standard of control group
Sugiyono (2007:138)
After getting the t-value then it is compared to t-
table in order to get the answer of the hypothesis that
stated in chapter II. When the t-value is higher than t-
table it means that Ha is accepted and Ho is rejected.
Formula 2 (if the data abnormal distribution)
𝑈1 = 𝑛1𝑛2 +𝑛2(𝑛2 + 1)
2− � 𝑅1
𝑛2
𝑖= 𝑛1+1
Then, calculating the value of z-test with the formula is
as follow:
𝑧 = 𝑈 −𝑚𝑈
𝜎𝑈
(Sugiyono, 2007:155-156)
50
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Description
Before doing the analysis, the researcher will give some explanation.
In conducting this research, the researcher takes two classes, it was 34
students. Those are 17 students of TSM 1 as control group and 17 students
TSM 2 as experimental group. The researcher gets the data from pre-test
and post test. The pre-test give before the lesson and the post-test give
after the treatment finish.
By using the test, the researcher collects some data concerning the
test result. To compute the reading test result, the readingability score is
based on criteria of scoring. The level of skill shown in the table is defines
based on the criterion reference scales (Arikunto, 2009:245). They are as
follows:
Table 1. The range and its category students’ ability
Range Category Criteria of ability stage 80-100 66-79 56-65 40-55 <39
A B C D E
Excellent Good
Sufficient Fairly Sufficient
Poor
The level of mastery shown in the table is defines based on the
criteria on referencescales (Arikunto, 2009:245). The goal of doing the
reading test in this researcher is to know the students ability in
50
51
recounttext. The researcher collecting the data of students by using
test. In conducting this research, the researcher uses the result of the
test from both classes; experimental group and control group.
The test results of students in experimental group and control
group are described in the following:
1. The Test Results of Students in Control Group
Control group is a class that does not get treatment.
Students in the control group are taught without paired reading
method. The data include test results of the pre-test and post-test
data. The complete data of the test results are presented in the
following table of control group.
Table 2.Pre-test and Post-test Result of Control Group
NO SAMPLE Test Result Pre-test Post-test
1. S.01 47 63 2. S.02 70 73 3. S.03 60 63 4. S.04 60 67 5. S.05 70 73 6. S.06 57 60 7. S.07 67 63 8. S.08 57 60 9. S.09 73 77 10. S.10 63 70 11. S.11 57 60 12. S.12 67 73 13. S.13 47 53 14. S.14 63 67 15. S.15 60 63 16. S.16 67 73
52
17. S.17 63 67
Total 1048 1125
Interpretation of the test score based on criteria is as follows :
Table 3. The percentage of test result of control group
Value Interpretation Pre-test Post-test F Percentage F Percentage
80-100 Excellent 0 0% 0 0% 66-79 Good 6 35.29% 9 52.94% 55-65 Sufficient 9 53% 7 41% 40-55 Fairly Sufficient 2 12% 1 6% <39 Poor 0 0% 0 0%
Total 17 100% 17 100% Note: f (frequency)
From the table of pre-test and post-test of control group. In
pre-test, there isno student who is excellent, there are 6 students
(35.29%) who are good, there are 9 students (53%) who are good,
there are 2 students (12%) who are fairly sufficient, and there is no
student who iss poor.
Meanwhile, In post-test, there is no student who is
excellent, there are 9 students (52.94%) who are good, there are 7
students (41%) who are sufficient, there is 1 student (6%) who are
fairly sufficient, and there is no student who is poor.
Here the researcher also presented the charts of comparison
between the frequency range of the pre-test and post-test of the
student’s achievement of the control group.
53
Chart 1.The comparison between the frequency range of the pre-
test and post-test of the students’ achievement of the control group
Based on the frequency chart above, it can be concluded
that there are differences between the result of the pre-test and
post-test of control class.In pre-test,there is no student who is
excellent, 6 studentsare good, 9students are sufficient, 2 students
are fairly sufficient, and there is no student who is poor.
Meanwhile, in post-test, there is not studentsbelonged to excellent,
9belonged to good, 7 students belonged tosufficient, 1 students are
fairly sufficient and there is no student who is poor.The chart
shows that the result of post-test is higher than the result of pre-test
of the control group. It shows that there are improves in their score.
2. The Test Results of Students in Experimental Group
Experimental group is a class that gets the treatment
usingmusic video clip. The data include test results of the pre-test
0123456789 Pre-test(Control)
54
and post-test data. The complete data of the test are presented of
the following table experimental group.
Table 4. Pretest and Posttest Result of Experimental Group
NO SAMPLE Test Result Pre-test Post-test
1. S.01 77 70 2. S.02 67 83 3. S.03 70 73 4. S.04 57 66 5. S.05 60 73 6. S.06 60 70 7. S.07 73 77 8. S.08 60 73 9. S.09 60 70 10. S.10 77 77 11. S.11 67 73 12. S.12 73 77 13. S.13 50 60 14. S.14 67 77 15. S.15 83 87 16. S.16 60 70 17. S.17 70 77
Total 1131 1250
Interpretation of the test score based on criteria is as follows:
Table 5. The percentage of test result of experimental group
Value Interpretation Pre-test Post-test F Percentage F Percentage
80-100 Excellent 1 6% 2 12% 66-79 Good 9 52.94% 13 76.47% 55-65 Sufficient 6 35% 2 12% 40-55 Fairly Sufficient 1 6% 0 0% <39 Poor 0 0% 0 0%
Total 17 100% 17 100% Note: f (frequency)
55
From the table of pre-test and post-test of experimental
group above, in pre-test, there is 1 student (6%) who is excellent,
there are 9 students (52.94%) who are good, there are 6 students
(35%) who are sufficient, there is 1students (6%) who are fairly
sufficient, and there is no students who is poor. Meanwhile, in
post-test, the researcher describes that there are 2 students ( 12%)
who are excellent, there are 13 students (76.47%) who are good,
there are 2 students (12%) who are sufficient, there is no student
who is fairly sufficient, and there is no student who is poor.
Here the researcher also presents the charts of comparison
between the frequency range of the pre-test and post-test of the
student’s achievement of the experimental group.
Chart 2.The comparison between the frequency range of the pre-
test and post-test of the students’ achievement of the experimental group
0
2
4
6
8
10
12
14
Excellent Good Sufficient FairlySufficient
Poor
Pre-Test
Post-Test
56
Based on the frequency chart above, it can be concluded
that there are differences between the result of the pre-test and
post-test of control class. In pre-test,there is 1 student who is
excellent, 9 studentsare good, 6students are sufficient, 1 students
are fairly sufficient, and there is no student who is poor.
Meanwhile, in post-test, there are 2 studentsbelonged to
excellent,13 belonged togood, 2 students belonged tosufficient,
there is not students is fairly sufficient and there is no student who
is poor.The chart shows that the result of post-test is higher than
the result of pre-test of the control group.It shows that there are
improves in their score.
B. Data Analysis
1. Descriptive Analysis
a. Pre-Test Experimental and Control Group
1) Central Tendency
a) Mean
From the data score table, the researcher tries to
find the mean of the data by applying the mean formula
and then the researcher found the mean. The following
formula to get mean score:
57
Experimental Group Control Group
The result of mean:
�̅� = ∑ xn
�̅� = 1131
17
�̅� = 66.53
The result of mean:
�̅� = ∑ xn
�̅� = 1048
30
�̅� = 61.65
b) Median
From the data score table, the median of the pre-
test of the experimental group is 67 and the control
group is 61.5.
c) Mode
From the data score table, the mode of the pre-
test of the experimental group is 60and the control
group is 60.
d) Maximum
From the data score table, the data obtained show
that the highest score of the pre-test of the experimental
group is 50 and the control group is 47.
e) Minimum
From the data score table, the data obtained show
that the lowest score of the pre-test of the experimental
group is 47 and the control group is 50.
58
2) Measure of Group Dispersion
a) Standard Deviation
Standard deviation of experimental and
control group can be seen in the appendix. From the
table, the computation of the standard deviation of
the experimental and control group as follows:
Experimental Group Control Group
SD = �∑(𝑥𝑖 − �̅�)2
𝑛 − 1
SD = �1176.23517 − 1
SD = �1176.23516
SD = √73.514
SD =8.574
SD = �∑(𝑥𝑖 − �̅�)2
𝑛 − 1
SD = �861.88217 − 1
SD = �861.88216
SD = √53.868
SD = 7.339
b) Variance
Variance is the square of the standard
deviation. Based on the data of standard deviation,
the computation of the variance of the experimental
and control group as follows:
59
Experimental Group Control Group
S2 =∑(𝑥𝑖 − �̅�)2
𝑛 − 1
S2 =1176.235
17 − 1
S2 =1176.235
16
S2 = 73.514
S2 =∑(𝑥𝑖 − �̅�)2
𝑛 − 1
S2 =861.88217 − 1
S2 =861.882
16
S2 = 53.868
c) Range
Range can be found by the formula as follow:
Range = the highest score - the lowest score
• Experimental group
R = X max – X min
= 83-50
= 33
• Control Group
R = X max – X min
= 73-47
= 26
b. Post-Test Experimental and Control Group
1) Central Tendency
a) Mean
From the data score table, the researcher tries
to find the mean of the data by applying the mean
60
formula and then the researcher found the mean. The
following formula to get mean score:
Experimental Group Control Group
The result of mean:
�̅� = ∑ xn
�̅� = 1250
17
�̅� = 73.529
The result of mean:
�̅� = ∑ xn
�̅� = 1125
17
�̅� = 66.18
b) Median
From the data score table, the median of the
post-test of the experimental group is 73 and the
control group is 65.
c) Mode
From the data score table, the mode of the
experimental group is 77 and the control group is 63.
d) Maximum
From the data score table, the data obtained
show that the highest score of the experimental
group is 87 and the control group is 77.
e) Minimum
From the data score table, the data obtained
show that the lowest score of the experimental group
is 60 and the control group is 53.
61
2) Measure of Group Dispersion
a) Standard Deviation
Standard deviation of experimental and
control group can be seen in the appendix. From the
table, the computation of the standard deviation of
the experimental and control group as follows:
a
n
c
e
b) Variance
Variance is the square of the standard
deviation. Based on the data of standard deviation,
the computation of the variance of the experimental
and control group as follows:
Experimental Group Control Group
SD = �∑(𝑥𝑖 − �̅�)2
𝑛 − 1
SD = �574.23517 − 1
SD = �574.23516
SD = √35.89
SD = 5.990
SD = �∑(𝑥𝑖 − �̅�)2
𝑛 − 1
SD = �648.47117 − 1
SD = �684.47116
SD = √40.529
SD = 6.366
62
Experimental Group Control Group
S2 =∑(𝑥𝑖 − �̅�)2
𝑛 − 1
S2 =574.23517 − 1
S2 =574.235
16
S2 = 35.89
S2 =∑(𝑥𝑖 − �̅�)2
𝑛 − 1
S2 =648.47117 − 1
S2 =648.471
16
S2 = 40.529
c) Range
• Experimental Group
R = X max – X min
= 87-60
= 27
• Control Group
R = X max – X min
= 77-53
= 24
c. Post-Test Recapitulation of Experimental Group and Control
Group
Based on post-test results had been obtained from the
control group and experimental group, it could be recapitulated in
the following table.
63
Table 6.
Test result of experimental group and control group
Group H L Mo Me R M SD V T Control 77 53 63 67 24 66.18 6.36 40.52 1125
Experimental 87 60 77 73 27 73.53 5.99 35.89 1250
Note:
H (Highest) : the highest score of the data.
L (Lowest) : the lowest score of the data.
Mo (Mode) : the most frequently obtained score of the data.
Me (Median) : the score which is at the centre of the distribution.
R (Range) : the spread of the distribution of score.
M (Mean) : the average of the numbers.
SD (Standard Deviation): the measure that is used to quantify the amount
of variation.
V (Variance) : the square of the standard deviation.
T (Total) : the total score of the data.
The researcher describes that there are differences between
control class which doesnotgettreatment using paired reading and
experimental class which got treatment using paired reading. The
table above showed that the highest score control group was 77
while the highest score experimentalgroup was 87, the lowest score
of control group is 53 and experimental group is 60, the median of
controlgroupis 67 and experimental group is73, the mode of
64
controlgroup is 63 and experimental group is77, the mean of
control group is 66.18 while the mean of experimental group is
73.53, the range of control group is 24 while the range of
experimental group is 27, the variance of control group is 40.52
while the variance of experimental group is 35.89, SD of control
group is 6.36 while SD of experimental group is 5.99, and the total
score of control group is 1125 while the total score of experimental
group is 1250.
Table 7. The Descriptive Analysis of control group and
experimental group based on the computation of SPSS
Statistics
Pretest Control
Postest Control
Pretest Experimental
Postest Experimental
N Valid 17 17 17 17 Missing 0 0 0 0
Mean 61.65 66.18 66.53 73.53 Std. Error of Mean 1.780 1.544 2.080 1.453 Median 63.00 67.00 67.00 73.00 Mode 57a 63a 60 77 Std. Deviation 7.339 6.366 8.574 5.991 Variance 53.868 40.529 73.515 35.890 Range 26 24 33 27 Minimum 47 53 50 60 Maximum 73 77 83 87 Sum 1048 1125 1131 1250 a. Multiple modes exist. The smallest value is shown
Here the researcher also presents the charts of comparison between the
frequency range control and experimental group.
65
Chart 3. The comparison between the frequency range of the post-
test of the students’ achievement of the control group and experimental
group
The chart above showed, those post-test Control group and
Experimental group. There isno student in post-test control group who
belonged to excellent, 6 students is good, 9 students are sufficient, 2
students are fairly sufficient and no student belonged to poor.
Meanwhile, there is 1student of experimental group who belonged to
excellent, 9 students are good, 6 students are sufficient, 1 student who
belonged to fairly sufficient and no student belonged to poor.
2. Inferential Analysis
a. Test of Normality
1) Test Normality using Chi Square (X²)
To see whether the two sets of the data have normal
distribution or not, the researcher uses Chi Square (X²) to
check the normality. It is done by comparing the normal
0
5
10
15
Excellent Good Sufficient FairlySufficient
Poor
Post-test Control
Post-TestExperimental
66
curve of collect data and the standard normal curve
(Sugiyono, 2007:107).
The calculation of normality test as follows:
a) Post-test Control Group
Class interval= 𝑇ℎ𝑒𝑔𝑟𝑒𝑎𝑡𝑒𝑠𝑡𝑑𝑎𝑡𝑎−𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑑𝑎𝑡𝑎6
= 77−536
= 4.00 (overall to 4)
Table 8. Interval of post-test control group
INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh
53 – 57 1 0 0.54 0.29 0.64 58 – 61 3 2 0.70 0.49 0.21 62 – 65 4 6 -1.80 3.25 0.56 66 – 69 3 6 -2.80 7.85 1.35 70 – 73 5 2 2.70 7.29 3.17 74 – 77 1 0 0.54 0.29 0.64 Jumlah 17 17 X Value 6.57
The table above shows that the result is 6.57. The
researcher uses the chi square table at the significance of
5% with 17 samples was 11.07. It showed that the result of
manual calculation less than chi square table (6.57< 11.07).
Therefore, the data is normal.
b) Post-test of experimental group
Class interval= 𝑇ℎ𝑒𝑔𝑟𝑒𝑎𝑡𝑒𝑠𝑡𝑑𝑎𝑡𝑎−𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑑𝑎𝑡𝑎6
= 87−606
= 4.50 (overall to 5)
67
Table 9. Interval of post-test experiment group
INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh
60 – 65 1 0 0.54 0.29 0.64 66 – 70 5 2 2.70 7.29 3.17 71 – 75 4 6 -1.80 3.25 0.56 76 – 80 5 6 -0.80 0.64 0.11 81 – 85 1 2 -1.30 1.69 0.73 86 – 90 1 0 0.54 0.29 0.64
Jumlah 17 17 X Value 5.85
The table above shows that the result is 5.85. The
researcher used the chi square table at the significance of 5%
with 32 samples is 11.07. It showed that the result of manual
calculation less than chi square table (5.85< 11.07). Therefore,
the data is normal.
2) Test Normality using SPSS 16
The researcher also calculated the normality test
using SPSS is as follow:
Table 10. One Sample Kolmogorov-Smirnov Test Control and
Experimental Group
One-Sample Kolmogorov-Smirnov Test Post-test
Control Post-test
Experimental
N 17 17 Normal Parametersa Mean 66.18 73.53
Std. Deviation 6.366 5.991 Most Extreme Differences Absolute .162 .164
Positive .162 .164 Negative -.152 -.160
Kolmogorov-Smirnov Z .667 .674 Asymp. Sig. (2-tailed) .766 .753 a. Test distribution is Normal.
68
Based on the computation above, it shows post-test
(Asmp.Sig (2-tailed)) are higher than 0.05 (0.76> 0.05) and (0.75>
0.05) It meant that the data is normal.
b. Test of Homogeneity
To determine the t-test formula, the researcher applies the
variance homogeneity test to test the variance of two samples,
control group and experimental group. To know whether the
variance of two samples is homogenous or not, the researcher uses
F test. The computation of F test as follows:
F = 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
= 73.51553.868
= 1.365
From the computation above, the value of F is 1.365. The, it is
compared with the value of F table with dk of numerator (17-1) and
dk of denominator (17-1). Based on the table of F table, it is known
that the F value on the significant level 0.05 is 2.272. The F value is
lower than F table (1.365<2.272). It meant that the variances of two
samples are homogenous.
The researcher also calculates the homogeneity test using SPSS
as follows:
69
Table 11. The homogeneity test of the pre-test of control and
experimental group
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
PretestExperimental Based on Mean .613 1 32 .439
Based on Median .553 1 32 .463
Based on Median and with adjusted df .553 1 31.961 .463
Based on trimmed mean .620 1 32 .437
From the table above, the researcher concluded that the
result is 0.439 and the level of significance 5% (0.05). The F value
is higher than 0.05 (0.439> 0.05) so the variance of two samples
are homogenous.
c. Test of Hypothesis
There are three points involves in testing hypothesis. There
arenullhypothesisand test of experimental significance. The two
points above are presented in following:
1. Null Hypothesis
In testing hypothesis, the researcher commonly
faced with the null hypothesis. By using the null
hypothesis, the hypothesis statement will be easier to be
proved. The hypothesis of this research (Ha) is “the use of
paired reading method in teaching reading recount text at
the grade students of SMK N 1 Girimulyo in the academic
year of 2015/2016 is effective”.
70
To prove the hypothesis is accepted or rejected, the
researcher changed the hypothesis of this research into the
null hypothesis. The null hypothesis (Ho) of this research is
“the use of paired reading method in teaching reading
recount text at the grade students of SMK N 1 Girimulyo in
the academic year of 2015/2016 is not effective”.
Test of Experimental Significance
t =
t = 73.53−66.18
�(17−1)43.18+(17−1)35.8917+17−2 � 117+
117�
t= 7.35
�690.93+574.2432 (0.059+0.059)
t= 7.35
√39.54𝑥0.118
t = 3.468
After getting t-value, the researcher consults the
critical value on t-table to check whether the difference is
significance or not. Before the experiment is conducted, the
level of significance to use had been divided. The
researcher used the 5% significance level. From the
( ) ( )1 2
1 1 2 2
1 2 1 2
1 1 1 12
x xn s n s
n n n n
−
− + − + + −
71
previous analysis, it showed that with the number of sample
(n1= 17 and n2= 17) and the level of significance is 5%, the
value of t-table is 2.032. The computation shows that t-
value is higher than t-table that is3.468>2.032. Therefore,
the hypothesis is accepted. Meanwhile, the computation
using SPSS is as follows
Table 12. Independent Test of Post-test Control Group and
Experimental Group
Independent Samples Test
Levene's Test for
Equality of Variances
t-test for Equality of Means
F Sig. T Df
Sig. (2-
tailed)
Mean Differenc
e
Std. Error Differenc
e
95% Confidence Interval of the
Difference Lower Upper Score
Equal variances assumed
.442 .511 3.468 32 .002 7.353 2.120 3.034 11.672
Equal variances not assumed
3.468 31.882 .002 7.353 2.120 3.034 11.672
Based on the table above, the t-value (Sig. 2-tailed)
was3.468 and the Sig. (2-tailed) is 0.02 at the 95% confidence
interval of the differences. It meant that there is significant
between post-test of experimental group and control group
72
because the Sig. (2-tailed) is lower than 0.05(0.02< 0.05).
Therefore, the researcher concludes that Ha is accepted.
Based on the hypothesis testing above, it meant that Ho is
rejected and Ha is accepted. Therefore, the hypothesis in this
research (Ha) said “the use of paired reading method in teaching
reading recount text atthe grade students of SMK N 1 Girimulyo in
the academic year of 2015/2016 is effective”.
C. Discussion
In this section, the researcher was going to describe the
interpretation of research result about descriptive analysis and inferential
analysis. The detail explanation about the result score of pre-test and post-
test were as follows:
1. Descriptive analysis
a. The Result Score of Control Group
From 17 samples,thereis no student who is excellent, there
are 9 students (52.94%) who are good, there are 7 students (41%)
who are sufficient, there is 1 student (6%) who are fairly sufficient,
and there is no student who is poor. Meanwhile, the highest score
of the students of control group at the tenth grade students of SMK
N 1 Girimulyo is 77 and the lowest score is 53. Thus, the mean
score of post-test of the control group is 66.18. It included in the
interval 66-79. It means that students of control group oftenth
73
grade students of SMK N 1 Girimulyoarecategorized as good on
theirreading skill in recount text without paired reading method.
b. The Result Score of Experimental Group
From 17 samples,there are 2 students (12%) who are
excellent, there are 13 students (76.47%) who are good, there are 2
students (12%) who are sufficient, there is no student who is fairly
sufficient, and there is no student who is poor. Meanwhile, the
highest score of the students of experimental group at the tenth
grade students of SMK N 1 Girimulyo is 87 and the lowest score is
60.Thus, the mean score of post-test of experimental group is
73.53. It included in the interval 66-79.It means that the studentsof
experimental group the tenth grade students of SMK N 1
Girimulyo are categorized asgood on their reading ability in
recount text using paired reading method. The researcher knows
that the mean of the score post-test of control group is 66.18 and
the mean of score pos-test of the experimental group is 73.53.The
explanation before show that the experimental group is better than
control group. It meant that the use of paired reading method is
effective in teaching reading recount text.
c. The effectiveness of paired reading method in teaching reading
recount text
Based on the result of data analysis the mean of post-test
control group is 66.18 while the mean score of experimental group
74
is 73.53. Both of them categorized as good.The mean of pre-test
control group is 61.65 and the mean of score post test control
group is 66.18. It is increasing of score is 4.53.Besides, the mean
of score pre-test experimental group is 66.53 and the mean of score
post test is 73.53. The increasing of score is 7.00.
2. Inferential Analysis
a. Test of Normality
1) Post-test control group
From the computation, the value of Chi Square
students pre-test is 6.57. The researcher uses the chi square
table at the significance of 5% with 17 samplesis 11.07. It
showed that the result of manual calculation less than chi
square table (6.57< 11.07). Therefore, the data is normal.
2) Post-tets experimental group
The table above shows that the result is 5.85. The
researcher used the chi square table at the significance of 5%
with 32 samples is 11.07. It showed that the result of manual
calculation less than chi square table (5.85< 11.07).
Therefore, the data is normal.
Based on the both computation, it can be seen that
both students post test is normal.
b. Test of Homogenity
From the computation, the value of F testis 1.365. The,
it is compare with the value of F table with dk of numerator
75
(17-1) and dk of denominator (17-1). Based on the table of F
table, it is known that the F value on the significant level 0.05
is 2.272. The F value is lower than F table (1.365<2.272). It
meant that the variances of two samples are homogenous and
the researcher gets that the result is 0.439 and the level of
significance 5% (0.05). The F value is higher than 0.05
(0.439> 0.05) so the variance of two samples are homogenous.
c. Test of hypothesis
There are three points involving in testing hypothesis.
There are levels of significance, null hypothesis and test. The
three points above are presented in the following:
1. Null hypothesis
In testing hypothesis, the researcher commonly
faced with the null hypothesis. By using the null
hypothesis, the hypothesis statement will be easier to be
proved. The hypothesis of this research (Ha)is“the use
of paired reading method in teaching reading recount
text at the grade students of SMK N 1 Girimulyo in the
academic year of 2015/2016 is effective”.
To prove the hypothesis is accepted or rejected, the
researcher changed the hypothesis of this research into
the null hypothesis. The null hypothesis (Ho) of this
research is “the use of paired reading method in
76
teaching reading recount text at the grade students of
SMK N 1 Girimulyo in the academic year of 2015/2016
is not effective”.
2. Test of experimental significance
After getting the t-value, the researcher
consulted the critical value on the t-table to check
whether the difference is significance or not. Before the
experiment is conduct, the level of significance to use is
divided. The researcher uses the 5% (0.05) significance
level.
The t-test result based on SPSS showed that t-
value was 3.468 and p-value < α (0.02<0.05) and the
Sig. (2-tailed) is 0.02 at the 95% confidence interval of
the differences. It meant that there was significant
between post-test of experimental group and control
group because the Sig. (2-tailed) is lower than 0.05
(0.02 < 0.05). Therefore, it can be concluded that Ha
is accepted.
Based on the analysis above, the students’ score in
experimental group is significantly different than the students’
score in control group after experimental group is given treatment
by using paired reading method in teaching reading recount text at
77
the tenth grade students of SMK N 1 Girimulyo in the academic
year of 2015/2016is effective. The Ha is accepted.
78
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussions in chapter IV, conclusion
that can be drawn ispaired reading method is effective in teaching reading
ability recount text at tenth grade students of SMK N 1 Girimulyo in the
academic year 2015/2016. It can be proved from the result of data analysis
the mean of post-test control group was 66.18 while the mean score of
experimental group was 73.53. Both of them categorized as good.The
mean of pre-test control group was 61.65 and the mean of score post test
control group was 66.18. It is increasing of score was 4.53.Besides, the
mean of score pre-test experimental group is 66.53 and the mean of score
post test is 73.53 and the result of t-value is3468. Based on 0.05
significance level, the t-table was 2.032. The computation showed that t-
value is higher than t-table that was 3.468<2.032. Based on the result of
data analysis the mean of post-test control group was 66.18 while the
mean score of experimental group was 73.53. Both of them categorized as
good.The mean of pre-test control group was 61.65 and the mean of score
post test control group was 66.18. It is increasing of score was
4.53.Besides, the mean of score pre-test experimental group is 66.53 and
the mean of score post test is 73.53. In short, the hypothesis is accepted. It
means that by using paired reading method in teaching reading recount
78
79
text to the tenth grade students of SMK N 1 Girimulyo in the academic
year of 2015/2016 is effective.
B. Suggestion
This research had proven that using paired reading method to
teachrecount text showed good results. Then, it is suggested:
1. For Teachers
a) In order to improve the students’reading skill of recount text at
Senior High School, English teachers are suggested to apply
paired reading method in teaching process.
b) Teachers are suggested to be more creative and innovative in
using various kinds of interesting teaching methods and
techniques to deliver the materials, so the students will be more
active and encouraged to learn and they can comprehend the
material well and easily.
2. For students
a) Students are suggested to apply paired reading method in learning
recount text.
b) Students are suggested to learn more by applying the technique so
they will be more skilful in reading skill reount text.
80
3. For the other researchers
For the researches who intend to conduct the research more
detail about the effectiveness in teaching reading recount text towards
the students’ achievement, the researcher suggestion that the research
findings can be used as a starting point of the future researchers who
have the same problems and this research can be utilized as reference.
81
REFERENCES
Arikunto, Suharsimi. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta:PT.Bumi Aksara.
_________________. 2010. Prosedur Penelitian Jakarta:PT.BumiAksara. Brown, H.Doughlas. 2000. Principles of Language Learning and Teaching,
Fourth Edition. New York: Addison Wesley Longman,Inc. _________________. 2007. Principles of Language Learning and Teaching, Fifth
Edition. New York: Pearson Education,Inc. Cresswell, John W. 2012. Educational research : planning, conducting, and
evaluating quantitative and Educational research : planning, conducting, and evaluating quantitative andqualitative research. Boston: Pearson.
Close, Robin. 2001. Parental Involvement and Literacy Achievement.London:
National Literacy Trust. Dr.M.F. Patel and Praveen M.Jain. 2008. English Language
Teaching.Jaipur:Sunrise Publisher and Distributors. Grabe William & Stoller.L.2002.Teaching and Reseaching Reading. London.
Longman. Harmer, Jeremy. 2002. The Practice of English Language Teaching. Malaysia:
Longman. Harmin, Merrill and Melanie Toth. 2006. Inspiring Active Learning. United States
of America: Association for Supervision and Curriculum Development. Hartono, Rudi. 2005. Genres of Texts. UNNES. Hyland, Ken.2004. Second Language Writing. New York. Cambridge University
Press. Knapp, Peter and Megan Watkins. 2005. Genre, Text, Grammar. Australia : A
UNSW Press book. Linse, T.Carolin. Practical English: Language Teaching : Young Lerners.
America: McGraw-Hill,ESL/ELT.
82
Richard, Jack C and Richard Schimdt. 2002. Language Teaching and Applied Linguistics. Malaysia: Perason Education.
Rohim, Fathur. Teaching Reading. Jakarta: Ministry National of Education. Sugiyono. 2007. Statistika untuk Penelitian. Bandung: Alfabeta. Sugiyono. 2015. Metode Penelitian Kuantitati, Kualitatif dan R&D. Bandung:
Alfabeta. Topping, Keith. 2014. Paired Reading and Related Methods for Improving
Fluency. Scotland. International Electronic Journal of Elementary Education.
Ueta, Tae. 2005. Teaching Reading. University of Birminham.
APPENDICES
Pre-test Read the texts carefully then select the correct answer a,b,c,d or e based on the question given!
Text 1
I am so glad that today is over. So many things have gone wrong. For some reasons I didn’t sleep a wink last night. I was very tired when Mum called me this morning. I fell asleep again until Mum called me again. That snooze made me late.
I did not have time for breakfast. I was starving as I ran to catch the school bus. I just missed it. Dad had to ride me to school. He was late for teaching at his school and he was furious with me. He scolded me for being late.
I arrived at school on time. The teacher asked us to hand in our homework. My homework was not in my bag. I had forgotten to put it in my bag the night before. I usually check my bag in the morning. I did not do this because I was late I had to do extra assignment as a punishment.
After Biology lesson, I did not tie my shoelace properly. I tripped over it. And fell down the stairs. I hurt my knee and had to have a bandage on it. What a terrible day! I hope that I have much better one tomorrow.
1. What is the purpose of the text? a. To explain about something wrong
b. To inform about the writers activities
c. To entertain the readers about the funny story
d. To discus about how to overcome the problem
e. To retell about the writer’s terrible day
2. The generic structure of the last paragraph is called ….. a. Reason d. Orientation
b. Re-orientation e. Complication
c. Events
3. What made everything went wrong? a. He got up late in the morning
b. His came to school on time
c. His bag was left at home
d. He got punishment from his teacher
e. His father was late to ride him
4. Which of the following statement is NOT TRUE according to the text? a. The writer didn’t sleep a wink at that night
b. He didn’t hand in his homework
c. He had breakfast before leaving for school
d. He fell down the stairs
e. His father rode him to school
Text 2
I really enjoyed my holiday in Australia. Last Sunday I visited a marine park called Sea World which is at surfers’ Paradise near Brisbane. It’s Australia’s largest marine park and I had a wonderful day there.
The first thing I saw was the Oceanorium where you can watch all sorts of sea fish and animal under water. There were huge turtles, sharks, and a beautiful tropical sea fish. The most exciting thing was watching a man feeding the sharks. He wore a special diving suit. Then I watched the performance of sea animals. The saw was in a big outdoor swimming pool. There were killer whales, dolphins and sea lions, and they did all sort of fantastic things in the water. One of the girls in the show rode around the pool on the back of killing whale, and another girl rode underwater on the back of a big turtle. After the saw I had lunch. There were several big restaurant at the park and I had lunch in a restaurant that was shape like a ship! Then I watched a wonderful water-ski show which was held on a lake.
There were lots of other things to do at the park. There was lake cruising, a train ride, a big water slide, swimming pools, and an incredible roller coaster called the ‘corkscrew’- because it goes three loops upside down. But I wish I had gone on the roller coaster ride before lunch rather than after it!
5. Which of the following sea animals is known as ‘killer’? a. Sea lions
b. Dolphins
c. Seals d. Turtles
e. Whales
6. What is the main idea of paragraph two? a. There was a water-ski show held on a lake.
b. The sea animals performed fantastic things in the water.
c. The writer had lunch in one of the restaurants at the park.
d. The Oceanorium displayed all sorts of fish and animals under water
e. The writer visited the Oceanorium to watch all sorts of fish and performance
7. Which of the following had made the writer very excited? a. Watching a girl riding on a back of a turtle
b. Watching a girl riding on a back of a whale
c. Watching a man feeding the shark
d. Riding the roller coaster
e. Water skiing on the lake
8. “There were huge turtles, sharks, and a beautiful tropical sea fish.” (Paragraph 2)
The antonym of the underlined word is …………
a. Tiny d. Massive
b. Enormous e. Wide
c. Heavy
Text 3
I think my first memories started when I was about three or perhaps four years old. I remember falling from a tree and breaking my arms. I think I was playing in the garden of the big, old house we lived in. It was in a suburb of London. I can remember starting school when I was five.
There was a little boy called Thomas in the same class. He used to pull my hair when the teacher was not looking. One day I hit him on the head with a book and he began to cry. The teacher was very angry with me. I remember him saying, “Little girls don’t do things like that.” But since then Thomas never pulled my hair again.
9. The writer started studying in his school when she was …… years old. a. 3 c. 4
b. 5 d. 6
e. 7
10. Thomas never pulled the writer’s hair again because …… a. He was afraid of the writer
b. He writer was bigger than he was
c. He was afraid of the teacher
d. He teacher was angry with the writer
e. He moved to another school
11. “One day I hit him on the head with ……” (Paragraph 2). The underlined word means ……
a. Broke d. Struck
b. Attacked e. Bumped
c. Offended
Text 4
When I lived in Jakarta, I had three celebrities in a big mall. The most unforgettable is when I met a comedian and singer Andre Taulany. I met him when he wanted to buy T-Shirt. Actually I was afraid to close him, I did it. I asked the shopkepper to take a picture of us, and I got his autograph too. I gave him little doll to his child. Actually the doll was for my niece, but i gave it to him. I bought another doll again. Now I live in a village in Surabaya. It’s difficult to see a celebrity unintentionally.
12. What is the text about? a. A beautiful memory in Jakarta b. Meeting three celebrities c. Visiting a Village d. Buying some dolls e. Meeting an idol
13. What is the profession of Andre Taulany?
a. A stunt man b. An athlete c. A comedian d. A presenter e. A big mall’s owner
14. How did the writer spend her time with her idol?
a. Having lunch together b. Asking for his autograph c. Giving him a picture of her daughter d. Buying a doll to her niece e. Giving him a T-shirt
15. “... and I got his autograph too.”
The synonym of the underlined word is... a. Signature b. Photograph c. Souvenir d. Handicraft e. Gift
16. ..., but I gave it to him. The word “it” refers to... a. His child b. A picture c. Another doll d. A litle doll e. The autograph
17. Arrange these sentences into a good paragraph!
1) I went to school hurrendly because I woke up late. 2) I ran to the field, and hid, but many students laughed at me. 3) Fortunately I arrived to school on time. 4) I have an embarrasing experience. 5) I forgot to bring my hat and I had to participate in flag ceremony. 6) It happened last Monday. 7) I was confused. Later i realized that i wore the wrong uniform.
a. 4)-2)-3)-1)-6)-5)-7) b. 4)-5)-6)-7)-2)-1)-3) c. 4)-6)-7)-1)-2)-5)-3) d. 4)-6)-1)-3)-5)-2)-7) e. 4)-1)-2)-7)-3)-5)-6)
Text 5
A Visit to a Wildlife Park
I recently visited Sydney with my parents. We visited many interesting places. The one I enjoyed best was the Wildlife Park.
The Wildlife Park has a lot different Australian animals and birds. There are over 600 animals, including kangaroos, wallabies, koala and crocodiles. They are kept in their natural surroundings. I much preferred the Wildlife Park to a zoo where a lot of animals are in cages.
We were able to walk along the kangaroos and wallabies. We were even allowed to touch them and to feed them. It was very exciting to be very so close to them
We also went to see the crocodiles. The Wildlife Park has a lot of fresh-, water and salt-water crocodiles. Some of them were very big and scary with, huge teeth. I did not get very close to them.
We also visited the aviary. There were some very colorful birds there. I really liked an old parrot which could talk.
I wish we could have spent more time in the Wildlife Park. There were so much to see.
18. What is the main idea of paragraph 2 ? a. The wild life park has a lot a fresh water and solt water crocodiles b. We were able to walk along the kangaroos, and wallabies c. I much preferred the wildlife park to a zoo d. the wild life park has a lot different Australian animals and birds e. I recent visited sonly with my parents
19. …. Allowed to touch them and to feed .. the word them in paragraph 3 refers to ..
a. the writers family b. the visitors of wildlife park c. fresh water and salt water crocodiles d. the kangaroos and wallabies e. koala and wallabies
20. What is the communicative purpose of the text? a. to amuse, entertain and to deal with actual or vocarious experience b. to tell the readers what happened in the past c. to persuade the readers that something a case d. to describe a particular place or thing e. to share with others an account of on unusual or amusing incidents
Visiting Bali
There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The street are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center.
My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied.
Write T if the statements is true and F if the statement is false then correct the false statement.
No. Statement T/F Correction 1. The writer’s friend visited Bali. 2. He spent 2 days on Kuta beach
and one week in Bali.
3. The first place he went to Singaraja.
4. The second place he went to Sangeh and Ubud.
5. Singaraja is a busy but quite town.
6. In Singaraja just built traditional Bali houses.
7. He enjoyed the scenery such as muontain, lake and field at Ubud.
8. The first top at Batubulan a center of stone sculpture.
9. He went shopping at Sukowati every day.
10. He was quite satisfied and enjoyed.
Post-test Read the texts carefully then select the correct answer a,b,c,d or e based on the question given! Text 1
On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu Hotel which is not far from Malioboro.
On Thursday, we visited the temples in Prambanan. There are three big temples, the Brahmana, Syiwa and Wisnu temples. They are really amazing. We visited only Brahmana and Syiwa temples, because Wisnu temple is being renovated.
On Friday morning we went to Yogya Kraton. We spent about two hours there. We were lucky because we were led by a smart and friendly guide. Then we continued our journey to Borobudur. We arrived there at four p.m. At 5 p.m. we heard the announcement that Borobudur gate would be closed.
In the evening we left for Jakarta by wisata bus.
1. The text above mainly discusses about…….. a. The writer’s trip to Yogyakarta b. The writer’s first visit to Prambanan c. The writer’s impression about the guide d. The writer’s experience at Yogya Kraton e. The writer’s impression about Borobudur
2. The text is written in the form of a/an……… a. Narrative b. Recount c. Report d. Anecdote e. Spoof
3. The purpose of the text is to………. a. Tell past events b. Entertain readers c. Describe the smugglers d. Report an event to the police e. Inform readers about events of the day
4. What are the big temples in Prambanan? a. Angkor wat, syiwa, and sudra temples b. Paria, brahmana, and temples c. Brahmana, syiwa, and wisnu temples d. Wisnu, syiwa, and borobudur temples e. Borobudur, syiwa, and brahmana temples
5. When did they go home? a. On Saturday morning b. On Friday evening c. On Thursday evening d. On Friday afternoon e. On Saturday evening
6. Why did they only visit Brahmana and Syiwa temples? a. Because there was no wisnu temple b. Because wisnu temple was amazing c. Because wisnu temple was too small d. Because wisnu temple was being repaired e. Because wisnu temple was being destroyed
Text 2 Last holiday my family and I went to Jakarta. We visited my uncle’s house. It had
a big garden and a lot of colorful flowers and tennis court. On Friday my nephew and I went to National Museum and went up to the top of
monument which had the golden symbol of the spirit of our nation. From the top we could see the beauty of the metropolitan city. On Saturday we went to Ancol beach to see Dunia Fantasi and Dolphin show.
On Sunday we went to Ragunan Zoo and then we went home. We really enjoyed our holiday.
7. What is the text about?
a. Visiting grandfather in Jakarta b. Went to Dufan c. Holiday in Jakarta d. Holiday in Bandung e. He Lunch with uncle
8. “It had a big garden and a lot of colorful flowers and tennis court.” (Paragraph
1). The word “it” refers to...
a. Jakarta b. Grandfather’s house c. My friends’s house d. My neighbour’s house e. My uncle’s house
9. Whit whom the writer went to the museum?
a. His nephew b. His uncle
c. His aunty d. His mother e. His father
10. What the writer could see from the top of Nation Museum?
a. The golden symbol of the spirit our nation b. The beauty of the metropolitan city c. Ancol beach d. Dunia fantasi and Ragunan zoo e. The scenery of sunset
11. When the writer went to Ancol beach?
a. On Sunday b. On Monday c. On Saturday d. On Wednesday e. On Friday
Text 3
The Football Match
My brother and I went to a football match yesterday. Our school team was playing againts another high school team. Our team wore red and white shirts, white shorts, and red stockings. The other team wore orange and black shirts, and black stockings. “They look like bees”. My brother said and we laughed.
They played like bees too. They ran very fast, attacked very hard, and passed the ball to each other very fast. Soon they scored their first goal. My brother and I shouted and shouted, “Come on, Valley School! Come on, the Valleys!” our headmaster was near us and he was shouting too. We were very sad.
Then, one of the “bees”stopped the ball with one of his hands, so our team got the free kick. Our captain took it and scored goal. We shouted, “Hooray!”. The score was now 2-1. That was better.
Now our team began to play better-or the “bees” were getting tired. Our team scored another goal before half-time. In the second half of the match, both teams tried very hard, but neither scored, so at the end the score wa stiil two all.
12. The text tells about... a. Joining a football match b. Winning a football match c. Attending a football match d. The school football team e. Playing football
13. What did writer and his brother do after the arival team scored the first
goal? a. They shouted to support their school team. b. They shouted to the headmaster. c. They laughed at their school team. d. They ran very fast. e. They played like bees.
14. Which statement is true according to the text?
a. The writer and his brother will watch a football match b. The writer’s school team wore orange and black shirts. c. The writer called his school team the “bees” d. The write’s school team scored the first goal e. The opponent schored the first goal
15. A word in the text which has same meaning as “leader” is...
a. Brother b. Goal c. Captain d. Team e. Score
16. “He seemed very anthusiastic.” The antonym of the underlined word i...
a. Energized b. Excited c. Eager d. Apathetic e. Impatient
17. Arrange these sentences into a good paragraph!
1) Then, my friend came and joined in on the laughing. 2) When I was in the sixth grade a group of girls campe up to me and
started calling me Fatty.
3) It just comes to show that true friends come once in a life time. 4) But, now I’m in tenth grade and I have onlu one really good friend and
we have been friends for two years now and I hope the friendship will last for the rest of our lives.
5) I started crying and they started laughing at me. 6) It hurt me really bad.
a. 2)-4)-5)-1)-3)-6) b. 2)-5)-1)-4)-6)-3) c. 2)-5)-1)-6)-3)-4) d. 2)-1)-6)-4)-3)-5) e. 2)-3)-4)-1)-5)-6)
Text 4
One day I went to Bandung with my friend for a vacation. We went there on night bus when we arrived in Cianjur, the bus stopped for a rest. I got of the bus to get a cup of coffee, but my friend didn’t. It took only a few minutes to pray, but when I came out again the bus was not there. It had gone! Shocked and confused. I asked the shopkeeper about the bus. She said that the bus had departed about five minutes ago.
I tried to call my friend on my cell phone, but the battery was running low. I couldn’t do anything but hope and pray. After several minutes, my wish came true. The bus came back! Got on the bus and walked to my seat. I was so ashamed when everybody on the bus looked at me. I could feel my face turn red.
18. What did the story tell us about ....?
a. The writer was left by the bus on his trip to Bandung b. The writer arrived in Cianjur to visit his relatives c. The writer could contact his friend with the cell phone d. The writer got of the bus to get a cup a coffee e. The writer and his friend enjoyed their trip to Bandung
19. What did the writer do when the bus stop for a rest in Cianjur ....?
a. drank a cup of coffee and prayed b. bought souvenir and went to the toilet c. drank a cup of coffee d. drank a cup of milk and bought souvenir
e. drank a cup of coffee and went to the toilet
20. Why couldn’t the writer cell his friend?
a. He didn’t bring his cell phone
b. The battery was running low c. The writer’s cell phone was stolen d. The writer’s cell phone was broken e. There was not any signal in his cell phone
Joining the Traditional Dance Competition
I joined the traditional dance competition in Jakarta last year, I represented
my Junior High School. It was my biggest competition. I practised hard with my teacher for a month. We also prepared the best costume we had.
We only had one day in Jakarta. We went there by plane. We left at 6 a.m. and arrived in Jakarta at 7 a.m. We took a taxi to take us to the plane where the competition was held. It took an hour to get there. There were already some participants when we arrived. The competition would start in anhour.
First, my teacher and I went to the dressing room. My teacher helped me do the make-up and the costume. We spent almost an hour for the preparation. I told my teacher that I was really nervous. I was not ready for this. However, she told me that everything was alright, and I felt better.
Then, the time came for me to perform on stage. There were five judges and about two hundred people watching me. However, i did not feel nervous anymore. I performed on the stages confidently. I really did the best I ould. I was glad when it ended smoothly.
After that, we waited for the announcement of the result. It was 4 p.m. when the judges finished making their final decision. I was so impatient to hear the result. I still could not believe when they called my name as the first winner. I was so happy to be given the trophy. My teacher was also proud of my achivement. Finally, we went back to Yogyakarta in the evening. We were so tired. However, we were satisfied because our effort was not useless.
Write T if the statements is true and F if the statement is false then correct the false statement.
No. Statements T/F Correction 1. The writer joined the modern dance
competition.
2. The writer joined the competition when she was in the Junior High School.
3. The writer went to Jakarta a day before the competition was held.
4. The writer ent to Jakarta alone.
5. The writer spent more than an hour for the preparation before she performed.
6. The writer performed on the stage confidently.
7. The writer’s performance ended gracelessly.
8. The result was announced at 4 a.m.
9. The writer went back to Yogyakarta in the evening.
10. The writer were satisfied because our effort was not useless.
Key Answer Pre-test
1.E
2.B
3.A
4.C
5.E
6.E
7.C
8.A
9.B
10.A
11.B
12.E
13.C
14.B
15.A
16.D
17.D
18.D
19.D
20.B
T/F Questions
No. T/F Correction 1 T The writer’s friend visited Bali.
2 F He spent the first three days on Kuta beach and ten day in Bali.
3 T The first place he went to Singaraja.
4 F The second place he went to Ubud.
5 T Singaraja is a busy but quite town.
6 F In Singaraja there are many old Dutch houses.
7 F He was not see the scenery but see the art and craft of the island.
8 T The first top of Batubulan, a center of stone sculpture.
9 F He stopped at Sukowati for lunch.
10 T He was quite satisfied and enjoyed.
Key Answer Post-test
1.A
2.A
3.A
4.C
5.B
6.D
7.C
8.E
9.A
10.B
11.C
12.A
13.A
14.E
15.C
16.D
17.C
18.A
19.A
20.B
T/F Questions
No. T/F Correction 1 T The writer joined the modern dance competition.
2 T The writer joined the competition when she was in the Junior High School.
3 F The teacher and the writer went to the dressing room.
4 F The writer went to Jakarta with her teacher.
5 F The writer spent almost an hour for the preparation before performed.
6 T The writer performed on the stage confidently.
7 F The writer’s performance ended smoothly.
8 F The result was announced at 4 p.m.
9 T The writer went back to Yogyakarta in the evening.
10 T The writer were satisfied because our effort was not useless.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMK N 1 Girimulyo Mata Pelajaran : Bahasa Inggris Kelas/Semester : X TSM 1 (Control Class) Alokasi Waktu : 2 x 45 menit ( 2x pertemuan ) Topik Pembelajaran : Recount
A. Standar Kompetensi
Mendengarkan 2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
Berbicara 4 Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk
recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.
Membaca 5 Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Menulis 6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.
6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulisdalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa
• Merespon teks monolog sederhana berbentuk recount.
• Melakukan teks monolog sederhana berbentuk recount.
Jujur, toleransi, disiplin, rasa ingin tahu, gemar membaca, tanggung jawab, mandiri.
1.Merespon teks monolog berbentuk recount 2.Memahami makna kata dan kalimat dalam
teks recount 3.Merespon teks recount yang disajikan dengan
menjawab pertanyaan 4.Mengungkapkan makna dalam teks recount
D. Tujuan Pembelajaran
Setelah mempelajari unit ini diharapkan siswa dapat :
• Merespon teks monolog berbentuk recount • Memahami makna kata dan kalimat dalam teks recount • Merespon teks recount yang disajikan dengan menjawab pertanyaan • Mengungkapkan makna dalam teks recount
E. Materi Pokok
1. Definition of Recount
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative
2. Generic Structure of Recount
1. Orientation: Introducing the participants, place and time
2. Events: Describing series of event that happened in the past
3. Reorientation: It is optional. Stating personal comment of the writer to the story
F. Metode Pembelajaran/Teknik:
Discussion
G. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : 1. Guru meminta siswa untuk membaca contoh teks recount. 2. Siswa membaca teks tersebut. 3. Guru menjelaskan teks recount. 4. Siswa memperhatikan guru. Elaborasi Dalam kegiatan elaborasi : 1. Guru bersama siswa mencari kata sulit dalam teks recount. 2. Guru bersama siswa menjawab pertanyaan di LKS . Konfirmasi Dalam kegiatan konfirmasi : 1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru 4. Guru memberikan kesempatan pada siswa yang ingin bertanya
seputar materi recount.
Kegiatan Akhir (10’)
Siswa diminta membuat rangkuman dari materi mengenai teks recount.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai materi yang baru diajarkan (teks recount).
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan 2 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : 1. Guru bertanya kepada siswa seputar materi yang dibahas pertemuan
sebelumnya tentang recount. 2. Siswa menjawab pertanyaan yang diberikan guru. Elaborasi Dalam kegiatan elaborasi : 1. Guru bersama siswa membahas PR yang di berikan guru di
pertemuan sebelumnya. 2. Guru bersama siswa melakukan pembahasan di sumber lain. 3. Guru bersama siswa melanjutkan membahas soal di LKS. Konfirmasi Dalam kegiatan konfirmasi : 1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
Dictionary LKS Internet
I. Penilaian
A. Jenis / Bentuk :
Tes : 20 multiple choices 10 T/F Questions
B. Pedoman Penskoran
1) Ketentuan :
• Untuk soal multiple choices setiap soal yang dijawab benar diberiskor 10.
• Untuk soal T/F Questions setiap soal yang benar dijawab diberiskor 10.
2) Jumlah skor yang diperoleh (MC+T/F)
Nilai =
3
Guru Pamong
Dwi Listiana, S.Pd NIP 19740404 200701 2 016
Kulonprogo, Mei 2016 Mahasiswa Praktikan
Eka Fitriani N.S
Mengetahui,
Kepala SMK Negeri 1 Girimulyo
Fauzi Rokhman, S.Pd NIP. 197110
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMK N 1 Girimulyo Mata Pelajaran : Bahasa Inggris Kelas/Semester : X TSM 2 (Experimental Class) Alokasi Waktu : 2 x 45 menit ( 2x pertemuan ) Topik Pembelajaran : Recount
A. Standar Kompetensi
Mendengarkan 2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
Berbicara 4 Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk
recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.
Membaca 5 Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Menulis 6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.
6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulisdalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa
• Merespon teks monolog sederhana berbentuk recount.
• Melakukan teks monolog sederhana berbentuk recount.
Jujur, toleransi, disiplin, rasa ingin tahu, gemar membaca, tanggung jawab, mandiri.
5.Merespon teks monolog berbentuk recount 6.Memahami makna kata dan kalimat dalam
teks recount 7.Merespon teks recount yang disajikan dengan
menjawab pertanyaan 8.Mengungkapkan makna dalam teks recount
D. Tujuan Pembelajaran
Setelah mempelajari unit ini diharapkan siswa dapat :
• Merespon teks monolog berbentuk recount • Memahami makna kata dan kalimat dalam teks recount • Merespon teks recount yang disajikan dengan menjawab pertanyaan • Mengungkapkan makna dalam teks recount
E. Materi Pokok
Definition of Recount
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative
Generic Structure of Recount
1. Orientation: Introducing the participants, place and time
2. Events: Describing series of event that happened in the past
3. Reorientation: It is optional. Stating personal comment of the writer to the story.
F. Metode Pembelajaran/Teknik:
Discussion
G. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi :
1. Guru meminta siswa untuk membaca contoh teks recount. 2. Siswa membaca teks tersebut. 3. Guru menjelaskan teks recount. 4. Siswa memperhatikan guru.
Elaborasi Dalam kegiatan elaborasi :
5. Guru bersama siswa mencari kata sulit dalam teks recount. 6. Guru bersama siswa menjawab pertanyaan di LKS .
Konfirmasi Dalam kegiatan konfirmasi :
1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru 4. Guru memberikan kesempatan pada siswa yang ingin bertanya
seputar materi recount. Kegiatan Akhir (10’)
Siswa diminta membuat rangkuman dari materi mengenai teks recount.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai materi yang baru diajarkan (teks recount).
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan 2 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : • Guru bertanya kepada siswa seputar materi yang dibahas pertemuan
sebelumnya tentang recount. • Guru memberikan penjelasan mengenai tujuan pembelajaran dan
juga prosedur pembelajaran dalam paired reading method. Elaborasi Dalam kegiatan elaborasi : • Guru bersama siswa memulai pelajaran menggunakan paired reading
method. • Guru bersama siswa melakukan pembahasan di sumber lain. Konfirmasi Dalam kegiatan konfirmasi : • Guru memberikan soal kepada siswa • Siswa mengerjakan soal yang diberikan oleh guru • Siswa mengumpulkan soal kepada guru.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
Dictionary LKS Internet
I. Penilaian
A. Jenis / Bentuk :
Tes : 20 multiple choices 10 T/F Questions
B. Pedoman Penskoran
1) Ketentuan :
• Untuk soal multiple choices setiap soal yang dijawab benar diberi skor 10.
• Untuk soal T/F Questions setiap soal yang benar dijawab diberi skor 10.
2) Jumlah skor yang diperoleh (MC+T/F)
Nilai =
3
Guru Pamong
Dwi Listiana, S.Pd NIP 19740404 200701 2 016
Kulonprogo, Mei 2016 Mahasiswa Praktikan Eka Fitriani N.S
Mengetahui, Kepala SMK Negeri 1 Girimulyo
Fauzi Rokhman, S.Pd
NIP. 1971105 200312 1 003
STANDARD AND VARIANCE OF CONTROL GROUP
NO SAMPLE PRE-TEST (Xi - X ̅ ) (Xi - X ̅ )² POST-TEST (Xi - X ̅ ) (Xi - X ̅ )²
1. S.01 47 -14,65 214,536 63 -3,18 10,090
2. S.02 70 8,35 69,772 73 6,82 46,561
3. S.03 60 -1,65 2,713 63 -3,18 10,090
4. S.04 60 -1,65 2,713 67 0,82 0,678
5. S.05 70 8,35 69,772 73 6,82 46,561
6. S.06 57 -4,65 21,595 60 -6,18 38,149
7. S.07 67 5,35 28,654 63 -3,18 10,090
8. S.08 57 -4,65 21,595 60 -6,18 38,149
9. S.09 73 11,35 128,889 77 10,82 117,149
10. S.10 63 1,35 1,830 70 3,82 14,619
11. S.11 57 -4,65 21,595 60 -6,18 38,149
12. S.12 67 5,35 28,654 73 6,82 46,561
13. S.13 47 -14,65 214,536 53 -13,18 173,619
14. S.14 63 1,35 1,830 67 0,82 0,678
15. S.15 60 -1,65 2,713 63 -3,18 10,090
16. S.16 67 5,35 28,654 73 6,82 46,561
17. S.17 63 1,35 1,830 67 0,82 0,678
Total 1048 861,882 1125 648,471
Mean 61,65 66,18
SD 7,339 6,366
Varians 53,87 40,53
STANDARD DEVIATION AND VARIANCE OF EXPERIMANTAL GROUP
NO SAMPLE PRE-TEST (Xi - X ̅ ) (Xi - X ̅ )² POST-TEST (Xi - X ̅ ) (Xi - X ̅ )²
1. S.01 77 10,47 109,633 70 -3,53 12,457
2. S.02 67 0,47 0,221 83 6,47 41,869
3. S.03 70 3,47 12,045 73 -0,53 0,280
4. S.04 57 -9,53 90,810 66 -7,53 56,692
5. S.05 60 -6,53 42,633 73 -0,53 0,280
6. S.06 60 -6,53 42,633 70 -3,53 12,457
7. S.07 73 6,47 41,869 77 3,47 12,045
8. S.08 60 -6,53 42,633 73 -0,53 0,280
9. S.09 60 -6,53 42,633 70 -3,53 12,457
10. S.10 77 10,47 109,633 77 3,47 12,045
11. S.11 67 0,47 0,221 73 -0,53 0,280
12. S.12 73 6,47 41,869 77 3,47 12,045
13. S.13 50 -16,53 273,221 60 -13,53 183,045
14. S.14 67 0,47 0,221 77 3,47 12,045
15. S.15 83 16,47 271,280 87 13,47 181,457
16. S.16 60 -6,53 42,633 70 -3,53 12,457
17. S.17 70 3,47 12,045 77 3,47 12,045
Total 1131 1176,235 1250 574,235
Mean 66,53 73,53
SD 8,574 5,991
Varians 73,51 35,89
*Give the material to the control class (TSM 1)
*Give the treatment to the Experimental Class (TSM 2)
*Do the Pre-test in Eksperimental Class (TSM 2)
*Do the Post-test in Eksperimental Class (TSM 2)