the effectiveness of wall magazine project to
TRANSCRIPT
THE EFFECTIVENESS OF WALL MAGAZINE PROJECT TO
IMPROVE STUDENTS’ READING ABILITY
AT SENIOR HIGH SCHOOL
(A Pre-Experimental Research at the second Grade of SMAN 9 MAKASSAR)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of English Eduaction
UMMUL MUKMININ
105351105416
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini :
Nama : UMMUL MUKMININ
NIM : 10535 11054 16
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : the Effectiveness of Wall Magazine Project to Improve
Students’ Reading Ability at Senior High School
(A Pre-Experimental Research at the second Grade of
SMAN 9 MAKASSAR)
Dengan ini menyatakan :
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya
saya sendiri bukan hasil ciplakan dan tidak di buatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan
bersedia menerima sanksi apabila pernyataan saya tidak benar.
Makassar, 2021
Yang membuat
Pernyataan
Ummul Mukminin
105351105416
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SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini :
Nama : Ummul Mukminin
NIM : 105351105416
Jurusan : Pendidikan Bahasa Inggris
Judul skripsi : the Effectiveness of Wall Magazine Project to Improve
Students’ Reading Ability at Senior High School
(A Pre-Experimental Research at the second Grade of
SMAN 9 MAKASSAR)
Dengan ini menyatakan perjanjian sebagai berikut :
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi
saya, saya akan menyusun sendiri skripsi saya, tidak di buatkan
oleh siapapun
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi
dengan pembimbing.
3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun
skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada
butir 1,2 dan 3, maka saya bersedia menerima sanksi sesuai dengan
aturan yang berlaku.
Demikian perjanjian saya buat dengan penuh kesadaran.
Makassar, 2021
Yang membuat
Perjanjian
Ummul Mukminin
105351105416
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MOTTO
Be useful to others people wherever you are
(bermanfaatlah bagi sesama di manapun kamu berada)
DEDICATIONS
In the name of Allah, I dedicate my thesis for :
My beloved parents, Aris and Rosminih
My beloved brother and sisters, Ario, Khaerunnisa, Zahrah
All of my friends and my bestie
You are the best support system, i fortunate have you
Thanks a lot for always praying on me, standing by my side, and espouse every
moment in my life.
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ABSTRACT
Ummul Mukminin. 2021. The Effectiveness of Wall Magazine Project to
Improve Students’ Reading Ability at Senior High School(A Pre-Experimental
Research at the second Grade of SMAN 9 Makassar). Thesis. English Education
Department, Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar. Supervised by Arief Paturusi and Eka Prabawati Rum.
This research aimed to know the Effectiveness of Using Wall Magazine as
media in improving students’ reading ability at second grade of SMAN 9
Makassar, the researcher used one-group pretest-posttest design. There was not
control group. The researcher gave pre-test to students, then, the researcher gave
the students’ treatment about reading ability using wall magazine media in
learning. After treatment is given, the researcher gave the students post-tets. The
population in this research were the students of SMAN 9 Makassar. The
researcher used cluster random sampling were students of XI MIA 7 and XI MIA
8 class as the sample of this research, the total of students in this class was 30
students.
The results showed that the value of t-test is higher than the value of t-
table, the t-test value of reading ability in term of scanning was greater than t-
table (14,88>2.045) it is said that the null hypotesis (H0) was rejected and
alternative hypotesis (H1) was accepted, it meant that there was a significance
difference between the result of the students’ scanning in reading ability by using
wall magazine as a media project of treatment.
Keywords : Reading Text, Wall Magazine.
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ABSTRAK
Ummul Mukminin. 2021. The Effectiveness of Wall Magazine Project to
Improve Students’ Reading Ability at Senior High School(A Pre-Experimental
Research at the second Grade of SMAN 9 Makassar). Skipsi. Program studi
pendidikan bahasa inggris, fakultas keguruan dan ilmu pendidikan, universitas
muhammadiyah makassar. Di bimbing oleh Arief Paturusi dan Eka Prabawati.
Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan media
majalah dinding dalam meningkatkan kemampuan membaca, menemukan
informasi dalam text di kelas sebelas SMAN 9 MAKASSAR, peneliti
menggunakan one group pretest-posttest design. Tidak ada kelompok kontrol.
Peneliti memberikan pre-test kepada siswa, kemudian, peneliti memberikan
treatment kepada siswa tentang penggunaan majalah dinding sebagai media,
setelah memberikan treatment, peneliti memberikan post-test kepada siswa,
populasi dalam penelitian ini adalah siswa SMAN 9 Makassar. Peneliti
menggunakan cluster random sampling dengan memasukkan kelas XI MIA 7 and
XI MIA 8 sebagai sampel penelitian. Total siswa di kelas ada 30 siswa.
Berdasarkan hasil yang di capai, hasil penelitian menunjukkan bahwa nilai
t-test lebih tinggi dari nilai t-tabel, nilai t-test kemampuan membaca dalam hal
scanning lebih besar dari t-tabel (14,88> 2,045) dikatakan bahwa Hipotesis nol
(H0) ditolak dan hipotesis alternatif (H1) diterima, artinya terdapat perbedaan
yang signifikan antara hasil teknik scanning siswa dalam kemampuan membaca
dengan menggunakan majalah dinding sebagai media telah meningkat.
Kata kunci : Membaca teks, majalah dinding.
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ACKNOWLEDGEMENTS
In the name of Allah, Most gracious, Most Merciful
Alhamdulillah the researcher expressed thankyou very much for the
gratitude Allah SWT for blessing and mercy on the researcher during the process
until the finished writing this thesis shalawat and salam are addresed to the final
chosen religious messager, the prophet Muhammad SAW, who has bring us from
the darkness to the brightness.
In writing this thesis the researcher found many difficulties, so the
researcher realized that the thesis a lot of mistakes and weakness. In order to
become perfect, the researher needs correction and suggestion. The researcher
would like to say thank you so much for the people who gave spirit, advice,
suggestion, and helping to write as follow :
1. My highest appreciation and deepest thankful to my beloved parents Aris
Rasyid S.Tr Gz and Rosminih who always be my best parents. And all of
My Family for their attention, support and their love.
2. My highest appreciation for the Rector of Makassar Muhammadiyah
University, Prof Dr H. Ambo Asse, M.Ag.
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3. My highest appreciation and deepest thankful are due to Dr. M. Arief
Paturusi, M.Pd. as my first consultant and Eka Prabawati Rum, S.Pd.,
M.Pd as my second consultant who had guided me very well during my
thesis.
4. My highest appreciation also is due to Ummi Khaerati Syam, S.Pd.,M.Pd
as the Head of English Dapartement.
5. My deeply my most great full to Erwin Akib, M.Pd.,Ph.D as the Dean
FKIP Muhammadiyah University of Makassar.
6. The next thank you also goes to all my friends and people closest to me,
especially for class B (Beyond Class) since 2016, thank you for support,
never forgotten, i love you all.
7. The last thank you to EXIT (Excellent Islamic Generation) , IYG
(Indonesian Youth Generation) , SM (Sahabat Mengajar) , HI (Human
Initiative) members. Big thanks for the experience, knowledge, and
extraordinary moments of my life.
The words were not enought to say many appreciations for their help and
contribution in finishing this thesis. May Allah SWT guides and give them
the happiness throught your life. Finally the researcher realizes that this
“thesis” was far from being perfect. So, it was a pleasure for him to accept
constructive critiques and suggestions for improving this thesis.
May Allah, the Almighty, Bless them all.
Makassar, Mei 2021
The Researcher
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LIST OF CONTENTS
Page
COVER
LEMBAR PENGESAHAN .................................................................................. i
APPROVAL SHEET ........................................................................................... ii
COUNSELLING SHEET ................................................................................... iii
SURAT PERNYATAAN .................................................................................... iv
SURAT PERJANJIAN ......................................................................................... v
MOTTO ............................................................................................................... vi
ABSTRACT ........................................................................................................ vii
ACKNOWLADGEMENTS ............................................................................. viii
LIST OF CONTENTS ........................................................................................ ix
LIST OF TABLES ............................................................................................. xii
LIST OF FIGURES .......................................................................................... xiii
LIST OF APPENDICES .................................................................................. xiv
CHAPTER I INTRODUCTION
A. Background of the Research ................................................................... 1
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B. Poblem of Statement ................................................................................ 3
C. Objective of the Research ......................................................................... 4
D. Scope of the Research ............................................................................... 4
E. Scope of the Research ................................................................................ 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous of Related Research Findings ..................................................... 5
B. Some Pertinent Ideas .................................................................................. 9
C. Conceptual Framework ........................................................................... 18
CHAPTER III RESEARCH METHOD
A. Research Design ....................................................................................... 20
B. Research Variable ................................................................................... 21
C. Population and sample ............................................................................ 21
D. Instrument ................................................................................................ 22
E. Data Collection Procedure ....................................................................... 22
F. Technique Analysis Data .......................................................................... 25
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings .................................................................................................... 26
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B. Discussion ................................................................................................. 32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusions .............................................................................................. 35
B. Suggestion ................................................................................................. 36
BIBLIOGRAPHY ............................................................................................... 38
APPENDICES ..................................................................................................... 41
CURRICULUM VITAE ...................................................................................... 69
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LIST OF TABLE
Page
Table 3.1 One-Group Pretest-Posttest Design ........................................................ 32
Table 3.2 Classifyng students’ score in reading ..................................................... 36
Table 3.3 Hypotesis testing .................................................................................... 37
Table 3.4 main score Pre-test and Post-test in Reading .......................................... 39
Table 3.5 the mean score of students’ Reading text ............................................... 40
Table 4.1 the percentage of students’ reading ability using wall magazine ............ 41
Table 4.2 the comparison t-test and t-table score reading ability using wall
magazine .................................................................................................................. 43
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LIST OF FIGURE
Page
Figure 2.1 Conceptual framework ....................................................................... 31
Figure 2.2 Mean Score of Pre-test and Post-test .................................................. 32
Figure 2.3 the Improvement of Students’ Score Reading Ability in Scanning .... 33
Figure 2.4 the Percetage of the Students’ Reading Ability in Scanning .............. 36
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LIST OF APPENDICES
Page
Appendix A Lesson Plan ..................................................................................... 47
Appendix B Pre-Test And Post-Test .................................................................... 62
Appendix C Data Analysis ................................................................................... 64
Appendix D Documentation ................................................................................ 70
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CHAPTER I
INTRODUCTION
A. Background
Harrison as cited in marista (2016) argues that the importance of reading is
not only related to the development of knowledge but also it is related to people
thinking capability. This capability will be the basic development of emotional,
moral, and verbal intelegence. Moreover, these development determines what
kind of person people would be. Therefore, reading is important for students both
to develop their knowledge and to develop the way they think related to the
development of moral, emotion, as well as verbal intelegence.
In this case the researcher tried to find interesting and effective way for the
students they can do their reading activity well. According to Kasihani as cited in
marhamah (2020) many students just sit, look and listen to the material that has
been verbally delivered by the teacher. Teachers feel that using conventional
methods in teaching will be easier to supervise, control and direct students, but the
students tend to become passive and less able to develop the potential that exists.
Through reading skill the students will get a lot of advantages. Reading increases
the student’s knowladge, information from what they have read, the students can
improve their vocabulary through reading the text and also Reading will make the
students to have widely knowladge.
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Slameto in cited Pakpahan (2016) stated that there are internal factors and
external factors influence the students in learning. External factors for instance the
school environment could be created in order to give learning atmosphere for the
pupils. The school environment include teachers are the part of motivation triggers
for the pupils to construct their reading habit.
According to hidi (2001) said that the wall magazine should be eye-catchy
in order to attract the students’ attention and then, trigger their interest to read.
The language should be easily understood for students in purpose of generating
their confidence to read and valuing their reading competence. The content should
be selected carefully by school management and teachers to avoid unnecessary
and inappropriate content for students to read. The content of the text for wall
magazines should be interesting in its visual mode since the pupils were observed
being triggered their reading interest by visual stimulus such as a play object or
viewing a picture.
The reading has an important to help the learners to comprehend a text
they read. It is necessary to conduct a research in improving the students’ reading
skills by using wall magazine project. It allows the students to imagine and
explore association between the concepts in a passage they read Davies in susanti
(2010). When the students can represent or manipulate a complex set of the
passage in a creativity make a wall magazine, they can be able to analyse the
componen parts of the text, the researcher focused on reading skills at Senior High
School 9 Makassar, because based on the researcher’s result observation at
SMAN 9 Makassar since 20 march 2018, the researcher found the students’ less
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interesting to read the books, therefore in this research the researcher tries to use
wall magazine as media to improve the students’ reading ability at SMAN 9
Makassar.
However, many students have difficulties in learning reading such as
students often experience or in terms of reading, English reading comprehension
is among the skills that students in Indonesia must be skilled at since the
recent tests in the Indonesia’s national examination more emphasized much on
reading Yusuf & Fauzan, (2016). Therefore the students need a strategy to
improve their reading ability.
B. Problem statement
Based on the background above, the researcher is formulated the problem
statement at SMAN 9 Makassar as follows :
1. How is the improvement of students’ used of wall magazine media in
reading?
2. How is the effective students’ in learning reading ability?
C. Objective of the Research
The objective of this study is to improvement of students’ reading ability is:
1. To figure out aim the effectiveness of using wall magazine as a media in
improving students’ reading skill.
2. To figure out aim the students’ effectiveness in learning reading ability.
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D. Significant of the Research
The result of the research are expected to become useful and helpful
information to the English students’ creativity in reading, and it also hope to
motivate the researchers as well as the readers to investigate the research in
mastering reading by using Wall Magazine media in the classroom, and
contributing to the reading methodology in learning reading.
E. Scope of the Research
In this research, the researcher focused on the improving students’ reading
ability using the wall magazine media which found the specific information
and content in reading text at the eight grade SMA Negeri 9 Makassar.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous of Related Research Findings
A few researchers have been carried out the studies about the effectiveness of
wall magazine media to improve students’ reading ability. They are somehow
related to this research :
Lia (2010) in her research entitled “Using wall magazine to improve students’
motivation in writing of descriptive text (a classroom action research with 8th
grade students of MTs Al Hidayah Getassrabi Gebog Kudus in the academic year
of 2009/2010). Undergraduate (S1) thesis, IAIN Walisongo. The objectives of this
study are to describe the implementation of using wall magazine in improving
students’ motivation in writing descriptive text and To identify the improvement
of students’ motivation in writing descriptive text after being taught using wall
magazine. The study was conducted at MTs Al Hidayah Getassrabi Gebog Kudus
in the academic year of 2009-2010.
The subjects of this study were the eighth graders class A. The number of the
subject was forty-eight. Instrument that were used in collecting the data were
questionnaire, documentation, observation, test and interview.
The process of this research was conducted in three stages, including, pre
cycle, cycle 1, and cycle 2. Pre cycle was done to know the initial condition
before students given wall magazine. The planning of cycle 1 was planned after
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conducting pre cycle. And Cycle 2 was conducted based on the reflection results
of cycle 1. The result of this research showed the improvement of the students’
ability in writing descriptive text. It could be seen from their score. The average
on pre-test was 56,98, in cycle I got 64,81 and in cycle II got up to 72,29.
Students’ activeness to write descriptive text also improved. It means that
students’ motivation in writing descriptive was increased. So, the hypothesis can
accepted. Based on the result of the analysis, the researcher concludes that the use
of wall magazine can improve students’ motivation in writing descriptive text.
Thus, the writer recommends the using wall magazine in writing class, especially
in descriptive writing.
Wardhani (2013) in her research entitled “the implementation of project-
based learning by using wall magazine as students’ project in teaching writing
descriptive text” . The researcher described the result of the observation done
about the implementation of project-based learning to teach writing descriptive
text for the seventh graders of 26 State Junior High School Surabaya. The
observation was conducted in class VII G where the teacher implemented it in his
teaching process. The researcher did the observation for two days. The first was
conducted on 25th November 2013. The second was on 28th November 2013. The
time allocated was 2x40 minutes for each meeting. In this observation, the
researcher had a role as an observer who sat down behind the class and observed
to the all activities and behaviour between the teacher and students in the
classroom.
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The researcher found the implementation of project-based learning to teach
writing descriptive text in the field for seventh graders. The project was wall
magazine as the media to present the students’ writing in school public.
Moreover, the objective of this research was to know the implementation of
project-based learning by using wall magazine as students’ project to teach
writing descriptive for seventh graders and the students’ writing ability.
After conducted the observation, the researcher found that project-based
learning can be implemented to teach writing descriptive text. Besides, the project
could motivate the students to write as well. The main goal of conducting the
project was to passionate the students in learning, train them to be a critical
thinker and problem-solver, give them a responsibility in their own learning and
doing, etc.
Anawati (2016) in her research entitled “wall magazine competition to
increase the writing skill of short functional texts”. The objectives of this study
are (1) to test whether the wall magazine competition can improve the ability to
write short functional texts of eighth grade students of SMP NU Nawa Kartika
Kudus in the academic year 2015/2016 or not and (2) to explain how the eighth
grade students of SMP NU Nawa Kartika Kudus 2015/2016 academic year in the
wall magazine competition can improve students' writing skills. The form of this
research is classroom action.
This research was conducted in the classroom with the aim of improving the
ability to write short functional texts of eighth grade students of SMP NU Nawa
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Kartika Kudus in the 2015/2016 academic year. The researcher chose one class to
be researched, namely class VIII B. The number of students was 40 children.
Yutantin, Y. (2018). in her research entitled “Wall magazine project in
teching narrative writing at senior high school. English Education”. Journal of
English Teaching and Research, 3(2), 142-156. This study investigated the ways
teacher employed PjBL in teaching narrative writing, students’ responses and the
result of the students’ writing at senior high school. Interview, observation, and
documentation were employed to obtain the data. The results showed that the
teacher applied the teaching and learning based on the suggested steps of PjBL
coherently with different portion of stressing. Besides that, the students’ gave
positive responses which produced some learning improvement issues; creating
positive environmental learning, fostering group cohesiveness, encouraging self-
potential learning, enrich students’ writing ability, and enhancing students’
independent learning. Accordingly, students’ group work discussion had
effectively enhanced their writing ability. In addition, students could also create
the appropriate wall magazine based on the criteria of informing and entertaining
requirements.
This study recommended the teacher conduct the writing drills before coming
to the intended project of writing and compromise with other teachers related to
the time management in giving the project to the students. Other researchers were
needed to investigate the implementation of PjBL on other area of skills with
deeper investigation to get deeper responses.
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The similarity between the initial research above and this research is same
using wall magazine as a learning to increase student interest in learning, while
the difference between previous research and this research is that researcher only
focus on improving students' reading in terms of skimming and scanning.
B. Some Pertinent Ideas
1. Concept of reading
a. Reading as a language skill
Klein as cited in wulan (2018) said that young learners change
their mood very quickly so that it is not easy to make them sit for
several minutes. However,it will be different when they find something
that attracts their attention. They will have a strong will to
experience it. Teachers use it as their chance to engage young in
the teaching and learning process. The teacher needs to introduce
the happiness of reading and how reading is enjoyable. Young learners
need something colorful and visually attractive. So it will be more
enticing if the books are full color and have some representative
pictures. It helps students to understand the book clearer.
Teaching reading to young learner means the teacher has to
help young learners derive meaning as well as analyze and synthesize
what they have read in order to fulfill the purpose of reading: reading
for pleasure and information according to Linse & Nunan as cited in
wulan (2018).
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Reading is a set of skills that involves making sense and deriving
meaning from the printed word. Basically, the purpose of reading is
acquiring information, knowledge, insight, and also for the pleasure of
interest that is gotten from reading materials. Reading is not easy to do
because in reading process the reader not only reads the word,
sentences, paragraphs, and texts but also should understand the contents
of reading, according to Linse as cited in fatmawati nasution (2019:6).
Pourkalhor and Kohan as cited in fatmawati nasution (2019: 6),
defined that reading is not just a single skill but a combination of many
skills and processes in which the reader interact with printed words and
texts for content and pleasure.
Alyousef as cited in fatmawati nasution (2019: 7) also defines that
reading can be seen as 7 an interactive process between a reader and
text which leads to automaticity or reading fluency, it means that the
reader should understand the text well and it is purposes to make the
students get the point of the text and whether the text means.
According to Mckool in fatmawati nasution (2019:8), reading
interest is defined as readings done when students are outside the school
compound.
Furthermore, the U.S Department of Education in fatmawati
nasution (2019:8) defined that reading interest as whether or not
students like to read in their spare time or at home or whether they like
to go to the library. Besides, reading interest is also defined by the
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number of books read in a month and the number of times students read
in a week and the favorite genre and types of English reading materials.
Based on the explanation above, the researcher can conclude that
Reading as a language skills aim to know wider world, adding insight
into science knowledge, and obtain informations which is very useful
for students’ better life, students can’t just focus on the textbook, but
can read through media communication for example wall magazine,
handphone, and etc.
1. Reference
According to Lattulipe in Marsiyah (2009) reference is word of
phrases that is used either before or after the reference in the reading
material. They are used to avoid unnecessary repetition of words or
phrases. It means that such words are used to be a signal to the
reader to find the meaning elsewhere in the text or sometimes is
called pronoun.
Based on the explanation above, the researcher can conclude
that Bibliography/reference has an important meaning in a reading,
because with the bibliography the reader can look back on the
original source that made by writers itself.
2. Inference
When a reder adds information that he or she already knows to
what is stated, the reader making an inference. Beech in yulianti dita
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(2014). In orher words, the readers can make conclusion after
reading the text.
Based on the explanation above, the researcher can conclude
that there are many factors that affect the low interest in reading
students in reading, namely the influence of social media, television
and youtube entertainment, tools / media of reading, therefore
researchers will create media in the form of wall magazines, as a
means of increasing student reading interest.
3. Vocabulary
Vocabulary is greatly related to the reading ability because it is a
major part in reading comprehension. By knowing the meanings of
the words, readers can decrease their difficulty in processing
information provided in the text. According to Brown in yusuf
(2017:46), the more vocabulary a reader has, the easier him or her
in understanding the text, in other words, an increase in vocabulary
size has noticeable effects on reading comprehension.
Based on the explanation above, the researcher can conclude
that the importance of students learning vocabulary is to know the
formation of new words in the text, there are also concepts of
infliks and derivations consisting of suffix, prefix, and inflix every
words. the researcher will explain to students the concepts in the
vocabulary when conducting research.
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b. Technique of reading.
1. Skimming
According to Liao in yusuf (2017), skimming is done at a
speed three to four times faster than normal reading. Readers often
skim when they have masses of materials to read in a limited
amount of time. In skimming, readers only have to take the most
important information and the main idea rather than read all of
the words Sutz & Weverka in yusuf (2017).
As skimming is related to speed, Abdelrahman and
Bsharah in yusuf (2017) propose that to improve reading speed,
readers also need to increase concentration, improve memory
and recall, and reduce sub vocalization, interruptions,
procrastination and stress. They also provide the procedure of
the skimming technique into three steps as follows :
a. read first sentence of paragraph
b. read last sentence of paragraph
c. read key words in between
They further added two skimming patterns in the process :
1. For formal style, and this is typical of most text books (with
long involved sentences and long paragraphs), therefore readers
should read using the three steps outlined above.
2. For informal style (shorter sentences and paragraphs), the
readers should read using first two steps only.
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In teaching, the students are taught to skip words and learn to
select key words or phrases to captivate important information
with concentration and practice. To conclude, because
skimming technique deals with the process of rapid coverage of
reading a text to determine its gist or main idea Brown in yusuf
2017).
This is done so that they do not have to translate detailed
information in the text. And so, it is typically recommended to
read the first and the last sentence of the paragraph, because the
main idea of the text is usually stated in those parts.
Based on the explanation above, the researcher can conclude
that the important for students to know skimming techniques that
can find something specific information needed in a reading text
or book quickly and more efficiently, or at the chapter headings,
subheadings, ets. can also explore each paragraph or page in a
short time.
2. Scanning
Scanning is unlike skimming, because readers are not
concerned with the broader meaning of the text, but the detail, it
involves moving your eyes quickly down the page seeking specific
words or phrases. the reader should have full concentration while
reading, be able to scan for the two or three search terms that
describe the information needed and look for italicized, bolded or
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underlined words which may carry specific information in the
text Sutz & Weverka in yusuf (2017).
In this technique, the readers look for specific information
within a text such as dates, names, and places, among others.
Moreover, Brown as cited in yusuf (2017) explains that scanning
is the process of quickly searching for particular piece or pieces
of information in a text. Scanning is important to improve
reading skill. The procedures of scanning technique are Olson &
Ames as cited in yusuf (2017) :
a. Keep in mind only the particular information to be found out.
b. Make a choice, which clues would support the finding of the
required information.
Have a rush view and sweeps down the page quickly to find
out the clues. If the clues are found out, read that section to get the
information needed. Table and index within the text can also lead
the reader into the information needed.
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2. Definition of wall magazine as media
In this global era, wall magazine becomes so popular among
teenagers. Therefore, by looking at that phenomenon, teacher can imitate it
as students’ project in school. Wall magazine usually tangible physical
form sheets of plywood, cardboard, or other materials with diverse sizes.
They are relatively large size is 120 cm x 240 cm. However, people can
customize the size based on their need. Wardhani (2013).
According to Nursisto as cited wardhani (2013) explained wall
magazine is one of written communication media. It is called as wall
magazine because it is presented on the wall. The visual presentation of
wall magazine can be in a form of written, picture, or the combination of
both. In wall magazine, people can organize the content creatively and
arrange it attractively.
Based on the explanation above the definition of wall magazine as
media Based Learning, the researcher will be tell students the important
wall magazine project to improve reading ability.
3. Procedure of wall magazine as media
Susanti (2010), explained how picture can improve students’
ability in writing descriptive text. It showed from the result of students’
achievement in post test that increase from pre test.
According to Muntaha (2009), wall magazines are made by
teachers/students for the internal interest of the school as a means of
communication and education as well as entertainment between students
17
and teachers and employees (internal) of the school. Therefore, wall
magazines are a necessity related to reading facilities and containers to
accommodate students' creativity, including the results of students' writing
skills obtained from learning in class or outside of class (extracurricular).
Wall magazines as school media are very likely to be held because they
are a form of low-cost mass media, but do not reduce the effectiveness of
the forum as part of learning activities.
According to Agus Budi Wahyudi (2018) in School Magazine
Management, in terms of content in every wall magazine there are two
main content sections, namely information, opinion, and recreation.
Briefly explained as follows: a. Information: Information is all writing that
contains news. b. Opinion: opinion is an opinion that comes from
someone's opinion. c. Recreation or Entertainment: recreation is broadly
the same as entertainment, namely writing, painting, or other forms whose
function is to create freshness in the hearts and minds of the readers.
Judging based on the publication of the school magazine, it contains: (a)
editorial or editorial rubric, (b) news rubric, (c) scientific work rubric, (d)
creative rubric, and (e) general rubric. Based on the elements, there are
three main elements, namely the name of the school magazine, the
presentation material, and the editorial composition. The editor who runs
two wall magazine managements, namely organizational management and
editorial management. The two managements have different tasks from
each other.
18
A. Conceptual framework
The conceptual framework of this research is shown below :
Stude
Figure 2.1 Conceptual Framework.
In this research, the researcher analyzed the students' ability in reading
skills by using wall magazines as a learning. First, the researcher gave pre-
tests to the students in the form of reading tests, after giving a pre-test
researcher provided treatment using wall magazines as a learning media for
the students. While providing treatment, researcher focus on improving
students' reading skills. according to Brown in yusuf (2017) explains that
scanning is the process of quickly searching for particular piece or pieces
of information in a text. Scanning is important to improve reading skill. After
using the wall magazine as a learning the researcher was gave a final test or
post-test to find data using the wall magazine as a learning that can help
improve students' reading ability.
INPUT PROCCESS OUTPUT
Previous students’ reading
ability
Teaching reading using
wall magazine media
Students’ improvement
and interest in learning
throught wall magazine
19
CHAPTER III
RESEARCH METHOD
A. Reasearch Design
In this research, the researcher used one-group pretest–posttest design.
Ary, Jacobs, Irvine, and Walker (2018: 250) explain that one group pretest-
posttest design usually involves three steps: (1) administering a pretest which
measuring the dependent variable; (2) applying the experimental treatment to
the subjects; and (3) administering a posttest, again measuring the dependent
variable. Differences attribute in application of the experimental treatment is
evaluation by comparing the pre-test and post-test scores.
In this research design, there is not control group. The researcher gives
pre-test to student, then, researcher gives the students’ treatment. After
treatment is given, researcher gives the student post-test.
Table 3.1 One-Group Pretest–Posttest Design
Pre Test Treatment Post test
Y1 X Y2
Notes :
Y1 = Pre-test.
X = Treatment
Y2 = Post-test.
(Ary et al., 2018: 250)
20
B. Research Variable
1. Independent variable was the students reading achievement in wall
magazine.
2. Dependent variable was the students’ reading ability that effective using
wall magazine.
C. Population and Sample of Research
1. Population
The research population was the second grade students of SMA
Negeri 9 Makassar which consisted of 1.187 students.
2. Sample
The researcher used cluster random sampling, it takes 2 class, the
researcher took XI MIA 7 and XI MIA 8 as an experimental class
consisted of 30 students.
D. Research Instrument
In this research, the researcher used pre-experimental According to
Sugiyono (2014), that the research instrument relates to the validity and
reliability of the instrument and the quality of data collection. Instrument
Research is a tool used by researchers to make work easier In collecting
research data, the research instruments used by The authors in this study are:
observations, and tests.
According to Nurgiyantoro (2014) the test is a form of measurement,
and tests are one way to get information (competence, knowledge, and skills)
about students. Nurgiyantoro said that the collection of information through
21
tests is usually done through giving a set of tasks, exercises, or questions that
must be done by students being tested.
In this research, the research use reading test online as an Instrument in
collecting data, the students read text and answer the question give limited
time to read also the students must to know about the structure in writing and
about the content using wall magazine as a media to improve students reading
ability.
E. Procedure of Collecting Data
1. Giving the pre-test
The pre-test is administered before the researcher present the use of wall
magazine media throught scanning technique. It is aimed to know
students’ knowledge in the reading ability.
2. Giving the treatment
The treatment concluded the following procedures :
A. First Meeting
a. The researcher gave the pre test to students answer the question on the
zoom meeting.
b. The reseracher explained how do excercises.
c. The researcher limited time to the students to read and answer the
question
B. Second meeting
1. The researcher gave students time to read the kinds of text has the
teacher gave to the zoom meeting.
2. The researcher asked students to how many kinds of text students read.
22
3. The researcher instructed students to make some text with the themes
that have been determined by the teacher before.
C. Third meeting
1. The students listened to the researcher explanation of scanning
material using power point via zoom meeting.
2. The researcher asked students about the scanning technique in reading.
3. The researcher explained how to do exercises.
4. The researcher gave homework to do exercises using wall magazine.
D. Four meeting
1. The researcher collected exercises students’ that was given last week.
2. The reseacher asked students to make 4 kinds of text in reading.
3. The researcher asked students to created wall magazine include 4 text
as follow descriptive text, recount text, narrative text, recount text.
4. The researcher asked students to read 4 text and understanding the
text.
5. The students have done doing the task.
3. Post-test
After doing the treatment, the Post test were given to students, it aims to
know the effectivenes of implementation wall magazine project using
scanning technique in reading ability for students.
23
F. Procedure of Data Analysis
1. Text
In analyzing the data collected throught pre-test and post-test the
researcher used the procedure as follow :
Tabel 3.2 Classifyng the student rubric score in reading
Rated aspect Quality Score Clasification Explanation
Content 40 35– 40 SB Mastering the topic of writing; substantive;
development of complete short story text;
relevant to the topic under discussion.
25– 30 B Simply master the problem; enough
adequate; limited observation development;
relevant to the topic but lacking in detail.
20– 25 C Limited problem control; substance not enough; insufficient topic development.
10– 15 K Not mastering the problem; there is not any
substance; irrelevant; or not worth judging
Structure 40 35– 40 SB Smooth expression; ideas are clearly expressed; congested; well organized; logical order; cohesive.
25– 30 B Not that smooth; less organized but idea
main turns out; limited support; logical but incomplete.
20– 25 C Not smooth; confused or unrelated ideas;
less logical sequence and development.
10– 15 K Not communicative; disorganized; or
not worth assessing.
Nurgiantoro (2014)
Table 3.3 Reading Rating Scale
24
2. Calculating the mean score of students’ answer in both pre-test and post-
test by this formula:
𝑥 =∑ 𝑥
𝑁
Note : x = Mean Score
∑ 𝑥 = The row score
N = Number of subject
(Sudjiono, 2003 : 78)
3. Calculating the percentage of students improvement based on pre-test and
post test:
P = 𝑋2−𝑋1
𝑋1 𝑥 100%
Where:
P= Percentage
X2= Average score of Post-test
X1= Average score of Pre-test
(Sudjiono, 2003 : 76)
4. Computing the frequency and rate percentage of students’ score :
P =𝐹
𝑁 𝑥 100%
Where : P = Percentage
N = Total number of students
F = Frequency
(sudjiono,2003 : 40)
25
5. To find out significant differences score of students’ reading skill,
researcher use t-test:
�̅�
√∑ 𝐷2 −(∑𝐷)2
𝑁𝑁(N − 1)
Where:
t = Test of significant difference
�̅� = The mean of the difference score
∑𝐷 = The sum of all score
∑𝐷2 = The square of the sum for difference
N = The total number of sample.
(Sudjiono,2003 : 326)
6. The criteria for the hypothesis testing is as follows:
Table 3.4 Hypothesis Testing
Comparison Hypothesis
H0 H1
t-test < t-table Accepted Rejected
t-test > t-table Rejected Accepted
The table above meant (1) the t-test value is smaller than t-
table value, the null hypothesis is accepted, while the alternative
hypothesis is rejected, and (2) the t-test value is equal to greater than
t-table value, the null hypothesis is rejected while the alternative is
accepted.
26
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The findings of the research based on the result of data analysis, the students’
mean score of the pre-test and post-test, the rate percentage and frequency of the
students’ scores answer the task and the interest. These findings are described as
follows :
Table 3.5 Mean Score of Pre-Test and Post-Test in Reading
Reading ability
Pre test Post test
X = 60,5 X = 75,50
From the results of the reseach in the pre-test researcher found the reults
of students knowladge in reading, especially in scanning was 60,5 (fair) because
of the students were by limited knowladge about technic scanning, small reading
subtance, and inadequate topic development, the students’ ideas was still
confusing or disturbing, reading had no logical sequence or free text development.
From the results of the post-test research, researcher found an increase in
students knowladge outcomes in reading, especially in Scanning was 75,50 (good)
because students were to read some knowladge about technic scanning on media
wall magazine project.
27
Based on the result of the analysis above, it can be conluded mean score
pre test scanning is lower than mean score of students’ post test scanning, that is
more clearly shown in the chart below :
Figure 2.2 Mean Score of Pre-test and Post-test
The finding deal with the students’ mean score, pre-test and post-test
improvement and also the significance between the students’ score of the pre-test,
it could be seen the result of data analysis was follow :
1. the improvemennt of students’ Reading ability in term of scaning
Table 4.1 the mean score of students’ Reading text in scanning
Pre Test Post test Improvement
60,5 75,50 19,86%
Based on the table, it indicates that the improvement of students’ reading
ability by using media wall magazine in term of scanning technique was
successful. The students’ mean score in pre-test was 60,5 (fair) and the students’
mean score in post-test was 75,50 (good). So, the improvement of the students’ of
0
10
20
30
40
50
60
70
80
pre test post test
scanning 2
scanning 1
28
the students’ reading ability in term of scanning between pre-test to post-test was
19,86%.
Based on the result of analysis above, it can be conclude that students’
score of post-test was higher than pre-test, it means that, there was influence of
the students’ reading ability in term of scanning, it is more clearly showed in the
chart below :
Figure 2.3 the improvement of students’ score reading ability in scanning
2. the percentage of the improving students’ reading ability in term of scanning.
The following table and chart show the percentage improvement of
students’ reading ability in term of scanning before and after giving techniqie
scanning.
0
20
40
60
80
very poor poor fair good very good
post-test
pre-test
60,5
75,50
29
Table 4.2 the percentage of students’ reading ability in content & structure
No. Classification Score Reading
Pre Test Post Test
Frequency (%) Frequency (%)
1. Very good 86-100 0 0 0 0
2. Good 71-85 0 0 16 53,4
3. Fair 56-70 19 63,4 14 46,7
4. Poor 41-55 5 16,7 0 0
5. Very poor 0-40 6 20 0 0
Total 30 100 30 100
The table above shows the result of students’ reading ability in term of
scanning in pre-test and post-test, in pre-test, 6 students (20%) got very poor
score, 5 students (16,7%) classified into poor, 19 students (63,4%) classified into
no body got good and very good in pre-test. In post-test, there were 14 students
(46,7%) classified into fair score , 16 students (53,4%) classified into good score,
no body classified into very good, poor, and very poor score.
30
The data was also shown in the chart below :
Figure 2.4 the percentage of the students’ reading ability
3. Hypotesis testing
The hypotesis was tested by using inferential analysis, in this case, the
researcher used t-test (test of significance) for independent sample test, that was a
test to know the significanct difference between the result of students’ mean
scores in pretest and posttest the writer used t-test analysis on the level significant
(α) = 0.05 with the degree of freedom (df) = N – 1, where N = Number of subject
(30 students) then the value of t-table was 2.045 the t-test statistical, analysis for
independent sample was applied.
0
10
20
30
40
50
60
70
pre-test post-test
very good
good
fair
poor
very poor
0 0
63,4
16,720
0
53,4
46,7
0 0
31
Table 4.3 the comparison t-test and t-table score of the students’ reading ability
Indicators T-test T-able description
Scanning 14,88 2.045 significant
Table 4.5 show that the value of t-test is higher than the value of t-table,
the t-test value of reading ability in term of scanning was greater than t-table
(14,88>2.045) it is said that the null hypotesis (H0) was rejected and alternative
hypotesis (H1) was accepted, it meant that there was a significance difference
between the result of the students’ scanning in reading ability by using wall
magazine as a media project of treatment.
32
B. Discussions
In this part, discussion deals with the interpretation of the findings
derivered from the result of experiment and the researcher’s notes during the
zoom meeting. It examines the result of treatment teaching and learning process
toward the used of wall magazine media to improve reading ability at the second
grade of SMAN 9 Makassar city of Makassar on 2020/2021 academic year which
is conducted during 6 meetings.
The description of the data collected test in the previous section shows that
the students’ reading ability was improved. It was supported by frequency and the
rate percentage of the students’ score in pre-test and post-test, there was different
result between pre-test and pos-test in teaching reading using wall magazine
media, the researcher may say that the teaching reading throught wall magazine is
a effective to improving students’ reading ability significantly increased.
This result is in line with lia (2010) who states that the process of this
research was conducted in three stages, including, pre cycle, cycle 1, and cycle 2.
Pre cycle was done to know the initial condition before students given wall
magazine. The planning of cycle 1 was planned after conducting pre cycle. And
Cycle 2 was conducted based on the reflection results of cycle 1. The result of this
research showed the improvement of the students’ ability in writing descriptive
text. It could be seen from their score. The average on pre-test was 56,98, in cycle
I got 64,81 and in cycle II got up to 72,29. Students’ activeness to write
33
descriptive text also improved. It means that students’ motivation in writing
descriptive was increased. So, the hypothesis can accepted. Based on the result of
the analysis, the researcher concludes that the use of wall magazine can improve
students’ motivation in writing descriptive text. Thus, the writer recommends the
using wall magazine in writing class, especially in descriptive writing.
Siti hotimah (2018) states that the students reading comprehension was
significant by Scanning technique. the collected data were analyzed by using IBM
statistical SPSS version 24. The result of data analysis showed an increase of the
average score of experiment class from 20,47 to 30.70, and the average score of
control class from 13,47 to 17,57. It prove that each class has increased, but which
increased higher was experiment class. It means that there are significant effect in
the experiment class by using Scanning Technique, than the control class that
using another technique in learning process. and than there is a significant effect
of Scanning technique on the students reading comprehension on narrative text at
the eleventh grade of SMA Tunas Bangsa in academic year 2018/2019
significantly increased.
Hasanah (2020) in her states that the students ability in reading text after
the implementation of scanning technique is improved. She applied scanning
technique with test it was found that the mean score between the pre-test (69,25)
and post-test (81,43), the mean score in the post-test was better than in pre-test.
34
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results of data analysis of findings in the previous chapter,
the researcher concluding that :
1. The use of wall magazine project as media is effective in teaching reading
text in terms of scanning technique, as evidenced by the mean score of content
before and after treatement 60,5 to 75,50 increased 19,86% with t-test values
greater that t-table (14,88>2.045).
2. The strategy use of wall magazine project it was make the students more
active, reading continuously involved the conventional activity in which students
was read, the students also was got the main idea, inference , and information
from the many text that researcher was given, futhermore the result of technique
scanning in reading make students was interest and happy do wall magazine
project, Alhamdulillah the students at class second grade SMAN 9 MAKASSAR
understood the way of this method.
35
B. Suggestion
Based on the conclusion above, the researcher tries to give some
suggestion for anyone who read this thesis as follows :
1. For Education
Using wall magazine project in teaching and leaning process is the most
effective in reading English lesson, not to bored for read the many text throught
scanning technique.
2. For the Students
There are a lot of benefit this media of wall magazine project for students
are can improve the students’ reading ability in learning, also can understood a lot
of new vocabulary, than creativity create the wall magazine and technique reading
fast, this for english lesson students can repeat reading many text also can
increase students interest in learning.
3. For the English Teacher
For the english teacher at Senior High School 9 Makassar, the apply of the
wall magazine is one media that can be considered in teaching english to help
improve students’ reading ability.
4. For Next Researcher
For next resesarcher, it is assumed that the implementation of wall
magazine can interest media in learning and teaching especially in reading, so
36
this thesis recomended to next researcher and school make this strategy and
technique scanning in the class.
37
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A
P
P
E
N
D
I
C
E
S
41
42
APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Materi Pokok : Reading the text on the wall magazine
Alokasi Waktu : 90 menit (5x pertemuan)
Hari/tanggal : 20 Oktober
A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 3.2
Membanding kan
teks cerita, baik
melalui lisan
maupun tulisan.
a. Menemukan topik untuk menulis
cerita pendek
b. Menulis kerangka cerita dengan
memperhatikan karateristik cerita
(unsur pembangun : pelaku, peristiwa,
latar, konflik)
c. Mengembangkan kerangka yang telah
dibuat (pelaku, peristiwa, latar, konflik)
dengan memperhatikan pilihan kata,
tanda baca, dan ejaan.
2.
4.2 Mengumpulkan
teks cerita, yang
sesuai dengan
karakteristik teks
dan di buat melalui
majalah dinding
secara tertulis
maupun lisan
43
B. Tujuan Pembelajaran
Pertemuan Pertama
Setelah diberikan contoh scanning siswa mampu:
1. Menentukan tujuan komunikatif membaca dalam teknik scanning
berdasarkan materi dan arahan yang diberikan dengan tepat.
2. Mengidentifikasi cara membaca siswa dalam teknik scanning berdasarkan
materi yang diberikan dengan tepat.
3. Mengidentifikasi unsur membaca dalam teknik scanning berdasarkan
materi yang diberikan dengan tepat.
4. Membacakan dan menemukan topic dan informasi dalam teks dengan
teknik scanning dan unsur kebahasaan yang benar dan lancar.
C. Materi Pembelajaran
Unsur Kebahasaan:
1. Mengenali jenis-jenis teks seperti :
- Recount text
- Descriptive text
- Report text
- Narrative text
2. Gambar dan tulisan tangan dan cetak yang jelas dan rapi di
majalah dinding
3. Ucapan, tekanan kata, intonasi, dan kecepatan membaca
menggunakan teknik scanning ketika mempresentasikan secara
lisan.
D. Metode Pembelajaran
1. Metode Ilmiah (scientific approach)
44
E. Media dan Sumber Pembelajaran
1. Media
kertas karton,spidol warna, gambar, dan application zoom.
2. Sumber Pembelajaran
a). Keteladan ucapan peneliti menggunakan media di setiap tindakan
komunikasi interpersonal dan personal dengan benar dan akurat.
F. Langkah-langkah Pembelajaran
Peertemuan 1
Pembukaan
Deskripsi Alokasi waktu
1. The researcher gave the pre test to students answer
the question on the zoom meeting.
2. The reseracher explained how do excercises.
3. The researcher limited time to the students to read
and answer the question
1 jam
Pertemuan ke 2
Inti
Deskripsi Alokasi waktu
1. The researcher gave students time to read the kinds
of text has the teacher gave to the zoom meeting.
2. The researcher asked students to how many kinds
of text students read.
3. The researcher instructed students to make some
text with the themes that have been determined by
the teacher before.
1 jam
Pertemuan ke 3
45
Deskripsi Alokasi Waktu
1. The students listened to the researcher explain
material using power point via zoom meeting.
2. The researcher asked students about the use wall
magazien in reading.
3. The researcher explained how to do exercises.
4. The researcher gave homework to do exercises
using wall magazine.
1 jam
Pertemuan ke 4
Deskripsi Alokasi waktu
1. The researcher collected exercises students’ that
was given last week.
2. The reseacher asked students to make 4 kinds of
text in reading.
3. The researcher asked students to create wall
magazine include 4 text as follow descriptive text,
recount text, narrative text, recount text.
4. The researcher asked students to read 4 text and
understanding the text.
1 jam
Pertemuan ke 5
Deskripsi Alokasi waktu
1. The Researcher Control to created wall magazine in
group whatsApp
1 jam
Pertemuan ke 6
Penutup
Deskripsi Alokasi waktu
46
1. The Researcher Collected students’ wall magazine
media.
30 menit
47
APPENDIX B
Instrument
Pre Test
Name :
Class :
NIS :
Do the question below for 30 minutes!
Source : Google
1. The genre of the text above is?
2. How many films that Raditya Dika has?
48
Source : Google
1. The genre of the text above is?
2. how far they go destinations?
Source : Google
1. The genre of the text above is?
2. what like character bawang merah?
49
Source : Google
1. The genre of the text above is?
2. how many programs radio station have, please mention?
Good Luck ☺
50
Post Test
Name :
Class :
NIS :
Do the question below for 30 minutes!
Source : Google
Descriptive Text
Read the following text to answer question number 1-3
1. what like singapore city?
2. how much restaurants sell chinese?
51
Source : Google
Read the following text to answer question number 1-3
1. who is bought a lot of things text above?
2. what often he go to supermarket?
52
Source : Google
Read the following text to answer question number 1-3
1. who is slept longer in the text above?
2. who is laughing when turtle being so slow walking?
53
Source : Google
Read the following text to answer question number 1-3
1. how many functions long trunks the elephants’ have? (Please mention)
2. what do elephants’ tusks look like?
Good Luck ☺
54
APPENDIX C
C.1. the List of Students
C.2 the Students’ row scrores of pre-test
C.3 the Students’ Row Scores of Post-test
C.4 the Students’ scores of pre-test (X1) and post-test (X2) , Gain/Different
between the matched paors (D), and square of the post-test
C.5 Scoring classificationof students pre-test and post-test
C.6 Table frequency and rate percentage of the stidents pre-test and post-
test
C.7 Calculation of mean score of pre-test, post-test and gain (D)
C.8 the Percentage of the students’ improvement writing ability
C.9. Calculating test of sigmificance
C.10. Table distribution of T-Value
55
APPENDIX C.1
THE LIST OF STUDENTS OF CLASS X
SMAN 9 MAKASSAR
No. Sample Code
1. Natasya Amalia NA
2. Febi Febriani FF
3. Jelita Dwi JD
4. Andi Putri Zhahnaz APZ
5. Nurul Qadriani NQ
6. Febrianti Maria FM
7. Firda Mauliani Dalif FMD
8. Hermansyah Adi HA
9. Muh Khaerul Akbar MKA
10. Shainul Ali SA
11. Andi Faturrahman AF
12. Very Chandra VC
13. Muh Rezki Aditya MRA
14. Laura Agazhi LA
15. Jessely Danti JD
16. Nur Annisa Masyita NAM
17. Muh Hattaibah MH
18. Hambali H
19. Adhan A
20. Hijir Ismail HI
21. Hanifa Hasri HH
22. Nur Asizah Askari NAA
23. Mercia M
24. Putri Anggraini PA
25. Tiara Haris TH
26. Pebrianto P
27. Fitriani Ramadhani FR
28. Wiwied Claudya WC
29. Muh Hattaibah MH
30. Cindy Atika CA
56
APPENDIX C.2
The Students’ Row of Pre-test
Respondents Pre-test
Content & structure
NA 50
FF 60
JD 45
APZ 60
NQ 45
FM 70
FMD 60
HA 45
MKA 35
SA 75
AF 70
VC 55
MRA 45
LA 75
JD 70
NAM 70
MH 75
H 65
A 70
HI 60
HH 55
NAA 45
M 75
PA 65
57
TH 55
P 65
FR 70
WC 55
MH 70
CA 60
Total
Ʃ x = 1.815
Mean score (X)
X = 60,5
58
APPENDIX C.3
The Students’ Row of Post-test
Respondents Post-test
Content and structure
NA 75
FF 80
JD 75
APZ 80
NQ 75
FM 80
FMD 80
HA 75
MKA 65
SA 75
AF 75
VC 80
MRA 65
LA 80
JD 80
NAM 80
MH 65
H 80
A 75
HI 80
HH 80
NAA 70
M 60
PA 75
59
TH 75
P 80
FR 75
WC 80
MH 75
CA 75
Total
Ʃ X = 2265
Mean Score (X)
X = 75,50
APPENDIX C.4
The students’ Scores of Pre-test (X1) and post-test (X2) , Gain/Difference between
The matched pairs (D), and square of gain (D2)
1. Scanning
Respondents
Content and structure
Pre test Post test D (X2-X1) D2
NA 50 75 25 625
FF 60 80 20 400
JD 45 75 30 900
APZ 60 80 20 400
NQ 45 75 30 900
FM 70 80 10 100
FMD 60 80 20 400
60
HA 45 75 30 900
MKA 35 65 30 900
NN 75 75 0 0
AF 70 75 5 25
VC 55 80 25 625
MRA 45 65 20 400
LA 75 80 5 25
JD 70 80 10 100
NAM 70 80 10 100
MH 75 65 10 100
H 65 80 15 225
A 70 75 5 25
HI 60 80 20 400
HH 55 80 25 625
NAA 45 70 25 625
M 75 60 15 225
PA 65 75 10 100
TH 55 75 20 400
P 65 80 15 225
FR 70 75 5 25
WC 55 80 25 625
MH 70 75 5 25
NA 60 75 15 225
Total
∑ = 1815
Ʃx = 2265
∑d =500
∑d2=10550
C.5 Classification of students’ pre-test and post-test
61
1. The Classification of students’ Scanning Score
Code Content and structure
Pre test Classification Post test Classification
NA 50 Poor 75 fair
FF 60 Fair 80 good
JD 45 very poor 75 fair
APZ 60 Fair 80 good
NQ 45 very poor 75 fair
FM 70 fair 80 good
FMD 60 Fair 80 good
HA 45 very poor 75 fair
MKA 35 very poor 65 fair
NN 75 Fair 75 fair
AF 70 Fair 75 fair
VC 55 poor 80 good
MRA 45 very poor 65 fair
LA 75 Fair 80 good
JD 70 Fair 80 good
NAM 70 Fair 80 good
MH 75 Fair 65 fair
H 65 Fair 80 good
A 70 Fair 75 fair
HI 60 Fair 80 good
HH 55 poor 80 good
NAA 45 very poor 70 fair
M 75 Fair 60 fair
PA 65 Fair 75 fair
TH 55 poor 75 fair
62
P 65 Fair 80 good
FR 70 Fair 75 fair
WC 55 poor 80 good
MH 70 Fair 75 fair
NA 60 Fair 75 good
C.6 the Percentage of the Students’ Improvement in Reading Ability
1. the percentage of the students’ reading ability in Scanning
No. Classification Score Scanning
Pre Test Post Test
Frequency Percentage Frequency Percentage
1. Very good 86-100 0 0% 0 0%
2. Good 71-85 0 0% 14 46,7%
3. Fair 56-70 19 63,4% 16 53,4%
4. Poor 41-55 5 16,7% 0 0
5. Very poor 0-40 6 20% 0 0
Total 30 100% 30 100%
APPENDIX C.7. Mean Score of the Pre-test, Post-test, and Gain (D)
1. Data analysis of reading
a. Score of students’ pre-test in reading
X̅1 = Ʃ𝑋1
𝑁
X̅1 = 1.815
30
X̅1 = 60,5 (Fair)
63
b. Mean score of studets’ post-test in reading
X̅1 = Ʃ𝑋2
𝑁
X̅1 = 2.265
30
X̅1 = 75,50 (Good)
2. the Students’ Mean Score of Gain (D)
Md = Ʃ 𝑑
𝑁
Md = 500
30
Md = 16.66
APPENDIX C.8
The percentage of students’ Improvement in Reading Ability
1. the Students’ Improvement in reading
Pre test score is 60.5
Post Test Score is 75,50
The improvement of students’ score in Scanning from pre-test to post test :
P = X2 – X1
X2 𝑥 100 %
= 75,50 – 60,5
75,50 𝑥 100 %
= 15
75,50 𝑥 100 %
= 1.500
75,50
= 19,86%
64
The Students’ Improvement from pre-test to post test is 19,86
APPENDIX C.9. Calculating test significance of Reading Ability
a. Test of Significant of Scanning
T = 𝑀𝑑
√∑ 𝑑2 –(∑ 𝑑)2
𝑁(𝑁−1
= 16,66
√10550− (500)2
3030(30−1)
= 16,66
√10550−
250.00030
30(29)
= 16,66
√10550− 833,3
870
=16,66
√10550
870
= 16,66
√971,6
870
= 16,66
√1,12
= 16,66
1.12
= 14,88
65
C.10. Table Distribution of T-Value
TABLE DISTRIBUTION OF T-VALUE
Degree of freedom (df) = ta/2(df) = t 0,5/2(n-1) = t 0,025 (30-1) t 0,25 (29) = 2.045
Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001
Df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.000 3.077 6.313 12.706 31.820 63.656 318.308
2 0.816 1.885 2.919 4.30 3 6.964 9.924 22.327
3 0.764 1.637 2.353 3.182 4.540 5.840 10.214
4 0.740 1.533 2.131 2.776 3.746 4.604 7.173
5 0.726 1.475 2.015 2.570 3.364 4.032 5.893
6 0.717 1.439 1.943 2.446 3.142 3.707 5.207
7 0.711 1.414 1.894 2.364 2.997 3.499 4.785
8 0.706 1.396 1.859 2.306 2.896 3.355 4.500
9 0.702 1.383 1.833 2.262 2.821 3.249 4.296
10 0.699 1.372 1.812 2.228 2.763 3.169 4.143
11 0.697 1.363 1.795 2.200 2.718 3.105 4.024
12 0.695 1.356 1.782 2.178 2.681 3.054 3.929
13 0.693 1.350 1.770 2.160 2.650 3.012 3.851
14 0.692 1.345 1.761 2.144 2.624 2.976 3.787
15 0.691 1.340 1.753 2.131 2.602 2.946 3.732
16 0.690 1.336 1.745 2.119 2.583 2.920 3.686
17 0.689 1.333 1.739 2.109 2.566 2.898 3.645
18 0.688 1.330 1.734 2.100 2.552 2.878 3.610
19 0.687 1.327 1.729 2.093 2.539 2.860 3.579
20 0.686 1.325 1.724 2.085 2.527 2.845 3.551
21 0.686 1.323 1.720 2.079 2.517 2.831 3.527
22 0.685 1.321 1.717 2.073 2.508 2.818 3.504
23 0.685 1.319 1.713 2.068 2.499 2.807 3.484
24 0.684 1.317 1.710 2.063 2.492 2.796 3.466
25 0.684 1.316 1.708 2.059 2.485 2.787 3.450
26 0.684 1.314 1.705 2.055 2.478 2.778 3.435
27 0.683 1.313 1.703 2.051 2.472 2.770 3.421
28 0.683 1.312 1.701 2.048 2.467 2.763 3.408
29 0.683 1.311 1.699 2.045 2.462 2.756 3.396
30 0.682 1.310 1.697 2.042 2.457 2.750 3.385
31 0.682 1.309 1.695 2.039 2.452 2.744 3.374
32 0.682 1.308 1.693 2.036 2.448 2.738 3.365
33 0.682 1.307 1.692 2.034 2.444 2.733 3.356
34 0.681 1.306 1.690 2.032 2.441 2.728 3.347
35 0.681 1.306 1.689 2.030 2.437 2.723 3.340
(Subana, et al, 2005:206)
66
APPENDIX D
DOCUMENTATION
67
68
69
70
71
72
CURRICULUM VITAE
Ummul Mukminin was born on April 14, 1998 in
Makassar. She is second child, has one brother and two
sisters from the marriage partner Aris and Rosminih, her
beloved parents. She started her education as an
kindergarten at Islam Musjihad 2003 and graduated in
2004. In the same year she continue at Inpres Minasaupa
Elementrary School student and graduated in 2010. She
registered as student at SMPN 29 Makassar and graduated
in 2013. Then she continued her education at SMKN 6 Makassar and graduated in
2016. Futhermore, the researcher decided to continue her study at English
Dapartement of Muhammadiyah University of Makassar.
At the end of her study, she could finish her thesis entitled the
Effectiveness of Wall Magazine Project to Improve students’ ability at Senior
High School (A Pre-Experimental Research at the second Grade of SMAN 9
MAKASSAR)