the use of question answer instruction in teaching …
TRANSCRIPT
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THE USE OF QUESTION – ANSWER INSTRUCTION IN
TEACHING READING COMPREHENSION
(A Pre-Experimental Research at the Eleventh grade Students of SMA
Muhammadiyah Disamakan Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Part Fulfillment of the Requirement the Degree of
Education in English Department
ANDI MUHAMMAD RIDWAN
10535 5588 13
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Andi Muhammad Ridwan
NIM : 10535 5588 13
Program : English Education Department
TITLE : The Use of Question – Answer Instruction in Teaching Reading
Comprehension
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Januari 2020
Yang membuat pernyataan
Andi Muhammad Ridwan
v
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama : Andi Muhammad Ridwan
NIM : 10535 5588 13
Program : English Education Department
TITLE : The Use of Question – Answer Instruction in Teaching Reading
Comprehension
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan
menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3
maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang membuat perjanjian
Andi Muhammad Ridwan
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ABSTRACT
ANDI MUHAMMAD RIDWAN. 2020. “The Use of Question-Answer
Instruction in Teaching Reading Comprehension (A Pre Experimental
Research at the Eleventh Grade Students of SMA Muhammadiyah Disamakan
Makassar)”, under the thesis of English Education Department the Faculty of
Teachers Training and Education, Makassar Muhammadiyah University (guided
by Hj. Andi Tenri Ampa and Herlina Daddi)
The research aimed at finding out the improvement of students‘ reading
comprehension by using Question-Answer Instruction at the eleventh grade
students of SMA Muhammadiyah Disamakan Makassar. The researcher applied
pre-experimental research. The researcher has conducted pre-test, treatment and
post-test. The population of this research was the eleventh grade of students SMA
Muhammadiyah Disamakan Makassar academic years 2018/2019. The number of
sample this research was 12 students. The variables were dependent and
independent variables. Dependent variable was students‘ reading comprehension
in term literal comprehension and interpretative comprehension, while
independent variable was question answer instruction.
The t-test value of Literal Comprehension (main idea) is greater than t-
table (3.78 > 2.20) and t-test value of Interpretative Comprehension (conclusion)
are greater than t-table (4.95 > 2.20). The value of the t-test is greater than t-table.
It is said that the null hypothesis (Ho) is rejected and the alternative hypothesis
(H1) is accepted. It means that there is a significance difference between, the
result of the students‘ literal and interpretive reading comprehension in reading
through Question-Answer Instruction after treatment.
Key Words: Question-Answer Instruction, Reading Comprehension, Literal
Comprehension, Interpretative Comprehension
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ABSTRAK
ANDI MUHAMMAD RIDWAN. 2020. “PENGGUNAAN INSTRUKSI
TANYA JAWAB DALAM PENGAJARAN PEMAHAMAN MEMBACA
(SEBUAH PENELITIAN PRA-EXPERIMENTAL PADA SISWA KELAS XI
SMA MUHAMMADIYAH DISAMAKAN MAKASSAR)”, Skripsi Jurusan
Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas
Muhammadiyah Makassar (Dibimbing oleh, Hj. Andi Tenri Ampa and Herlina
Daddi)
Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman membaca
siswa dengan menggunakan Instruksi Tanya Jawab pada siswa kelas XI SMA
Muhammadiyah Disamakan Makassar. Peneliti menerapkan penelitian pra-
eksperimental. Peneliti telah melakukan pre-test, perawatan dan post-test.
Populasi penelitian ini adalah siswa kelas XI SMA Muhammadiyah Disamakan
Makassar tahun akademik 2018/2019. Jumlah sampel penelitian ini adalah 12
siswa. Variabelnya adalah variabel dependen dan independen. Variabel terikat
adalah pemahaman bacaan siswa dalam pengertian literal dan pemahaman
interpretatif, sedangkan variabel bebas adalah instruksi menjawab pertanyaan.
Nilai t-test Pemahaman Literal (ide utama) lebih besar dari t-tabel (3,78>
2,20) dan nilai uji-t dari Pemahaman Interpretatif (kesimpulan) lebih besar dari t-
tabel (4,95> 2,20). Nilai uji-t lebih besar dari t-tabel. Dikatakan bahwa hipotesis
nol (Ho) ditolak dan hipotesis alternatif (H1) diterima. Ini berarti bahwa ada
perbedaan yang signifikan antara, hasil dari pemahaman membaca literal dan
interpretatif siswa dalam membaca melalui Instruksi Tanya Jawab setelah
perawatan.
Kata Kunci: Instuksi Tanya Jawab, Pemahaman Membaca, Pemahaman Literal,
Pemahaman Interpretatif
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ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
universe, master of the Day of Judgment, God almighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled The Use of
Question – Answer Instruction in Teaching Reading Comprehension. Peace is
upon Prophet Muhammad SAW, the great leader and good inspiration of world
revolution.
The researcher would like to say thank you so much for the people who gave
spirit, advice, suggestion, and helping to write as follows:
1. The researcher highest appreciation and deepest thankful to the beloved
parents, Kadir, S.Pd., M.Si and ST. Asni, S.Pd who always be the best
parents. And all of the researcher family for the attention, support and
their love.
2. The researcher appreciation for the Rector of Makassar Muhammadiyah
University, Prof. Dr H. Abd. Rahman Rahim, S.E., MM.
3. The researcher deeply and most great full to Erwin Akib, M.Pd., Ph.D as
the Dekan of FKIP Muhammadiyah University of Makassar.
4. The researcher appreciation also was due to Ummi Khaerati Syam,
S.Pd., M.Pd as the Head of English Department.
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5. The researcher gave appreciation and deepest thankful were due to Dr.
Hj. Andi Tenri Ampa, M.Hum as the first consultant and Herlina Daddi
S.Pd., M.Pd. as the second consultant who had guided the researcher
very well during my thesis.
6. The researcher heartful thanks to all lecturers of the FKIP UNISMUH
especially to the lecturer of English Department and all staff
Muhammadiyah University of Makassar.
7. The gratitude also goes to all the researcher friends from EDSA and
especially for F Class in 2013 and other that the researcher can not
mention one by one.
8. The last gratitude also goes to the researcher beloved partner, Nurzamna
that always helps supports and motivates the researcher to complete this
thesis.
The words were not enough to say many appreciations for their help and
contribution in finishing this thesis. The researcher realizes that this thesis was
still far from perfection. The researcher highly expects criticism and suggestions
from all parties to perfect this thesis. Only Allah Rabbil Alamin can provide a
worthy reward. Hopefully all our activities will always be worthy of worship at
His side.
Makassar, Januari 2020
Andi Muhammad Ridwan
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TABLE OF CONTENTS
COVER .............................................................................................................. i
APPROVAL SHEET ........................................................................................ ii
CONSELING SHEET ...................................................................................... iii
SURAT PERNYATAAN .................................................................................. iv
SURAT PERJANJIAN ..................................................................................... v
ABSTRACT ....................................................................................................... vi
ACKNOWLEDGEMENT ................................................................................ vii
TABLE OF CONTENT .................................................................................... ix
LIST OF FIGURE............................................................................................. xi
LIST OF TABLE............................................................................................... xii
LIST OF APPENDICES................................................................................... xiii
CHAPTER I: INTRODUCTION
A. Background ........................................................................................... 1
B. Research Question ................................................................................ 3
C. Objective of the Research ..................................................................... 4
D. Significance of the Research ................................................................. 4
E. Scope of the Research ........................................................................... 5
CHAPTER II: REVIEW OF RELATED RESEARCH
A. The Concepts of Question-Answer Instruction ..................................... 6
B. Reading Comprehension ....................................................................... 8
C. Assessing Reading ................................................................................ 15
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D. Conceptual Framework ......................................................................... 17
CHAPTER III: RESEARCH METHOD
A. Research Design.................................................................................... 18
B. Research Variables and Indicators ........................................................ 19
C. Population and Sample ......................................................................... 19
D. Instrument of Research ......................................................................... 20
E. Procedure of Data Collection ................................................................ 20
F. Technique of Data Analysis .................................................................. 21
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings................................................................................................. 25
B. Discussion ............................................................................................. 31
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................ 37
B. Sugestion ............................................................................................... 37
BIBLIOGRAPHY ............................................................................................. 39
APPENDICES
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LIST OF FIGURES
Figure 2.1 Teaching Learning Process ............................................................... 17
Figure 3.1 Research Design ............................................................................... 18
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LIST OF TABLE
Table 3.1 Research Design ............................................................................... 22
Table 3.2 Rubric Assessment Literal Comprehension (Main Idea)
Table 3.3 Rubric Assessments Interpretative Comprehension
(Conclusion) ..................................................................................... 22
Table 3.4 Classification of Score ..................................................................... 23
Table 4.1 The mean score of Students‘ improvement in Literal
Comprehension (Main Idea)............................................................. 26
Table 4.2 Classification of the students Score Reading
Comprehension in term of Main Idea (Pre-Test and Post-
Test) .................................................................................................. 27
Table 4.3 The mean score of Students‘ Interpretative Reading
Comprehension (Conclusion) ........................................................... 28
Table 4.4 Classification of the students Score Reading
Comprehension in term of Conclusion (Pre-Test and
Post-test) ........................................................................................... 29
Table 4.5 The Comparison of T-test and T-table Score of the
Students‘ Reading Comprehension .................................................. 30
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LIST OF APPENDICES
Appendix A Lesson Plan
Appendix B Instruments Pre-Test and Post-Test
Appendix C Teaching Material
Appendix D Data Analysis of Students‘ Score Pre-test and Post-Test in Literal
and Interpretative Comprehension
Appendix E The Students‘ Scores of Pre-test and Post-test, Gain/Difference
between The matched pairs (D), and Square of the Gain
Appendix F The Scoring Classification of the Students pre-test and post-test
Appendix G The Mean score of the Pre-test and Post-test and Gain (D)
Appendix H The Percentage of Students‘ Improvement in Pre Test and Post
Test
Appendix I Test of Significance
Appendix J Table Distribution of T-Value
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CHAPTER I
INTRODUCTION
A. Background
Everyone has a way to comprehend and understand the information
that they want to get. If you want to share the information for everyone, you
should understand the information that you want to share. Indeed, the readers
are not able to understand the information if they cannot understand the
information clearly. Reading is one of the language skills that enable you to
understand the information clearly. However, some people are not interested
in reading because they do not have good topic for reading. Reading skill is
one of the basic‘s English skills. Kenyon (2008) states that when you plan
reading sessions with your learners, make sure that there is time to talk about
the text (passage, story and to write). Thus, the readers can explain what they
have read from the story or passage and they also can write some messages
and explore their ideas in reading. Stone (2009) states that reading is a
fundamental goal that children must master in order to be successful in school
and in life.
The purpose of teaching language is the students are expected to
master all language skills which must be applied in teaching English. Reading
is one of the receptive skills that must be mastered by the students besides the
other language skills such as listening, speaking and writing. The importance
of teaching reading for the teacher is not similar to the importance of reading
activity in the classroom for the students. Hager (2005) states that in reading
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teachers are often guided by what they know about the stages and components
of the reading process, but they may not share this information with learners.
By understanding, how others become fluent readers, learners can reflect on
their own process of improving 2 reading skills. Teaching reading is a process
where the teacher teaches the students to understand about the text which has
been read.
However, in reality, reading is difficult skill in language especially the
students who are still difficult to understand the content of the reading text.
Generally, the teachers only provide text for students and teachers ask students
to read and look for the answers of the existing text with aids namely English
dictionary and the students do it individually or work with their partner.
Based on the interview with one of English teachers in SMA
Muhammadiyah Disamakan Makassar; the teacher said that the students were
still difficult to comprehend the reading text. The students were confused to
identify general information, find specific information, recognize textual
meaning and recognize textual references in reading text. When students were
given questions by the teacher and they looked for the answers in the text, the
students were still confused how to answer the questions with correct
grammatical forms.
There are some ways that can be used to improve the students‘ ability
in reading comprehension. To build the students‘ motivation in learning
reading especially the Eleventh grade students of SMA Muhammadiyah
Disamakan Makassar, some techniques can be used by the teachers. In this
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case, the researcher can apply a technique which can be used to improve
reading comprehension of the students. The technique is question-answer
instruction.
Question-Answer Instruction is a technique which could be useful as
an alternative strategy which is expected to improve reading comprehension of
the students. Question-Answer Instruction is a technique that can help students
to determine general information, find specific information, recognize textual
meaning and recognize textual 3 references in the reading text. Therefore,
question and answer instruction is a technique that makes the learning process
more interesting, enjoyable, understandable, and more communicative.
Based on the explanation above, it is important to conduct a research
to improve reading comprehension through Question-Answer Instruction. The
researcher decides to conduct a research that concerns on improving reading
comprehension through question-answer instruction of the Eleventh Grade
Students of SMA Muhammadiyah Disamakan Makassar in Academic Year
2018/2019.
B. Research Questions
Based on the background above, the researcher formulates research
questions as follows:
1. How is the improvement of students‘ reading comprehension in terms of
literal comprehension through the use of Question-Answer Instruction at
the eleventh grade students of SMA Muhammadiyah Disamakan
Makassar?
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2. How is the improvement of students‘ reading comprehension in terms of
interpretative comprehension through the use of Question-Answer
Instruction at the eleventh grade students of SMA Muhammadiyah
Disamakan Makassar?
C. Objective of the Research
Based on the question above, the purpose of this research are:
1. To know the improvement on of students‘ reading comprehension in terms
of literal comprehension through the use of Question-Answer Instruction
at the eleventh grade students of SMA Muhammadiyah Disamakan
Makassar.
2. To know the improvement on of students‘ reading comprehension in terms
of interpretative comprehension through the use of Question-Answer
Instruction at the eleventh grade students of SMA Muhammadiyah
Disamakan Makassar.
D. Significance of the Research
The result of this research would be expected to be useful information
for many people such as:
1. For students: The implementation of Question-Answer Instruction expects
students to be better in reading comprehension.
2. For the teachers: The implementation of Question-Answer Instruction can
be used as an alternative in improving students‘ reading comprehension.
3. For the next research: This research is expected to give information or
contribution to other similar research.
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E. Scope of the Research
In limitation of the study, the researcher limit on teaching of reading
comprehension using Question-Answer Instruction that would focus on literal
comprehension in the term of main idea and interpretative comprehension in
the term of conclusion at the Eleventh Grade Students of SMA
Muhammadiyah Disamakan Makassar in 2018/2019 academic year.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Concepts of Question-Answer Instruction
Namdi (2005) states that the manual explores various methods and
activities that help pupils to maintain and continue to develop reading
comprehension. Boardman (2008) states that teaching students to ask
questions 9 before, during, and after reading supports engagement and
understanding. Although teacher questions are most commonly used as an
assessment strategy, they can also be used as an effective comprehension
practice when they teach students how and where to find answers.
According to Raphael in Harabagiu (2003) states that question-answer
is the students learned to distinguish among three types of question such as the
question and the answer were explicitly stated in the text, questions and
answer in the text but some searching and inferential text connections were
required to make the link and the question was motivated by some text
element or item of information but the answer had to be generated from the
students‘ prior knowledge and able to help students develop a sense of
efficacy and confidence in their ability to differentiate strategies in both
responding.
Armbruster and Osborn (2003) state that question-answering
instruction encourages students to learn how to answer questions better and
therefore to learn more as they read. In this instruction, readers learn to answer
questions that require an understanding of information that is text explicit
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(stated explicitly in a single sentence); text implicit (implied by information
presented in two or more sentences); or scriptal (not found in the text at all,
but part of the reader‘s prior knowledge or experience).
1. Text Explicit
It means anything that is clear, detail and easy to understand. Answer the
question in the text not beating around the bush or being confusing or
stated explicitly in a single sentence.
2. Text Implicit
It means that something is understood but not detail and clearly stated by
information presented in one or more sentences.
3. Scriptal
The answer is not found in the text. It means that the answer is found in
the mind or students‘ experience.
In addition, according to previous researcher Wahyuni (2014)
Question and Answer Instruction is a method that has been used as research
material to improve reading comprehension of the eighth grade students at
SMP Sapta Andika Denpasar. This method could be useful to find answer of
the questions that they cannot answer after the initial reading by looking back
in the text.
The empirical review is provided for showing the use of question-
answering instruction in improving students‘ ability in reading comprehension
and as the references for this study. There are two reviews study that had been
done on the area of Question-Answer Instruction.
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The research which is relevant to present study was done by Arianto
(2011) entitled ―Improving Reading Comprehension through Question-
Answer Instruction Strategy to the Eighth Grade Students of SMPN 4
Tembuku in Academic Year 2010/2011‖. The result showed that after giving
the treatment, the students‘ ability in reading comprehension was much better
than the previous one before the students were given treatment.
From those two researches that had been explained above by using
question-answer instruction, the students‘ reading comprehension in English is
an effective method. The result of each research explained that after giving the
treatment, the students‘ ability in reading comprehension was much better and
higher than the previous one before the students were given treatment.
However, in those two researches only multiple choice tests were used as
instrument. According to experts said that the essay test is used to understand
the questions and realize their ideas through written language, so the type of
essay test is more powerful test. In addition, the present research using essay
test to measure the students‘ understanding based on the text that has been
read and the students can learn how to answer the question correctly based on
the reading text.
B. Reading Comprehension
Reading comprehension is essentially defined as the ability to
understand the information which has been read. Reading comprehension is a
process to recognize the text and remember any information in the text.
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Walberg (2003) states that reading is about understanding written
texts. It is a complex activity that involves both perception and thought.
Reading consists of two related processes: word recognition and
comprehension. Word recognition refers to the process of perceiving how
written symbols correspond to one‘s spoken language. Comprehension is the
process of making sense of words, sentences and connected text. Readers
typically make use of background knowledge, vocabulary, grammatical
knowledge, experience with text and other strategies to help them understand
written text.
Blachowicz and Ogle (2011) state that reading is essential. It is the
process which people gain information and ideas from books, newspapers,
letters, advertisements and other materials. Thus, people find any information
in various media. Patel and Jain (2008) state that reading comprehension
involves 7 understanding the meaning of context, vocabulary, and
grammatical structure. Moreover, the students are also given the opportunity
to explore the language that they are learning. Warsnak (2006) states that
reading comprehension is a process of constructing meaning from written text.
Reading is important skill that enables you to find some information
for your knowledge and you can share the information for everyone when they
need it. Walberg (2003) states learning to read is an important educational
goal. For both children and adults, the ability to read opens up new worlds and
opportunities. It enables us to gain new knowledge, enjoy literature, and do
everyday things that are part and parcel of modern life, such as, reading the
newspapers, job listings, instruction manuals, maps and so on.
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Broadway (2006) states that the reading process is the same whether
the text is long or short, complex or simple and the way to respond to the
questions correctly. Patel and Jain (2008) state that reading is an active
process which consists of recognition and comprehension skill. Reading is an
important activity in life which one can update his/her knowledge.
Teaching reading is a process that you use knowledge, strategies and
skill to find what that meaning is. Santa (2000) states that every child deserves
excellent reading teachers because teachers make a difference in child‘s
reading achievement and motivation to read. Serravallo (2010) states that to be
a good teacher of reading, we need to know the student‘s tricks. We need to
understand everything from the student‘s book choices to how she plows
through each page. We need to get underneath how she/he does what she/he
does so that we can help her/his to engage with texts and think with more
sophistication as she/he reads. We need to assess well and make teaching
decisions based on those assessments.
Walberg (2003) states reading is a skill that will empower everyone
who learns it. They will be able to benefit from the store of knowledge in
printed materials and, ultimately, to contribute to that knowledge. Good
teaching enables students to learn to read and read to learn.
Burns in Lutfiah (2008) states four levels of reading skills. They are
literal reading, interpretive reading, and creative reading. Each of these skills
could be explained as follows:
1. Literal Reading
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Literal reading refers to the idea and fact that are directly stated at
the printed pages. The literal level comprehension is fundamental to all
reading skills at any level because a reader must first understand what the
researcher said before he can draw inference or make evaluation.
Literal reading is getting the primary, direct, literal meaning of an
idea in context. The readers are only able to use the information which is
stated explicitly in the text. The readers are able to answer such a question
that simply, demand them to recall from memory what the exact words
given in the book. Although it only needs little or no thinking on the part of
the readers, it gives them opportunity to practice in recalling and
reproducing statements of facts and have a place in detailed factual reading
refers to the acquisition of meaning of ideas or information that is explicitly
stated in the text. Some specific reading skill at the literal level of
comprehension are: identifying the main idea and supporting idea,
sequencing ideas when explicitly signal is given, and following instructio
a. Identifying the Main idea
A paragraph is a group of sentences related to a particular topic or
central theme. Every paragraph has a key concept or main ideas. The main
idea is the most important piece of information the author wants you to
know about the concept of that paragraph. When authors write, they have
an idea in mind that they trying to get across. This is especially true as
authors compose paragraphs. An author organizes each paragraph‘s main
idea and supporting details in support of the topic or central theme, and
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each paragraph supports the paragraph preceding it. By breaking it up into
logical steps, you will succeed in determining the main thread in the text
you‘re reading. According to Burns and Roe (2002), How to finding the
main idea of the paragraph:
1) The main idea is the point of the paragraph. It is the most important
thought about the topic. To figure out the main idea, ask yourself this
question: What is being said about the person, thing, or idea (the
topic)?
2) The main idea is usually at the first sentence. The researcher then using
the rest of the paragraph to support the main idea.
3) According to Hariming (2010) defines the main idea is the most
important piece of information the author wants you to know about the
concept of that paragraph. When authors write they have an idea in
mind that they are trying to get across. This is especially true as
authors compose paragraphs. An author organizes each paragraph‘s
main idea and supporting details in support of the topic or central
theme, and each paragraph supports the paragraph preceding it.
The main idea is very commonly found at the beginning and
followed by supporting sentences. Sometimes the researcher using a few
sentences to introduce the topic, places the main idea in the middle and
follows it with supporting sentences. So, the main idea may be stated at
the beginning, in the middle, or at the end of the paragraph.
b. Sequencing Ideas
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Meaningful reading results from the reader‘s ability to follow the
flow of thought of the researcher. This is so because any discourse is made
up of words and sentences which are not only grammatically linked to one
another, but are also logically related and sequence of ideas as presented
by the researcher enables him to summarize, outline and infer correctly.
2. Interpretative Comprehension
Interpretative reading involves reading between the lines or making
inference. It is the process of deriving ideas that are implied rather than
directly state. This level demand higher of thinking ability because the
questions in the category of interpretation are concern with answer that are
not directly stated in the text but they are suggest or implied.
At this point, Rubbin (2007) further elaborated that some of reading
skill in this level require readers to do things as follows:
a. Determining word meanings from context.
b. Finding main idea.
c. Reading between the lines or making inference
d. Drawing conclusion
e. Making generalization
f. Recognizing cause and effect reasoning
Sometimes an information or concept is not explicitly stated in a text
so that the reader has to go through the process of inferring beyond the
literal meaning. This is the interpretative level or the ―Thinking Side‖ of
comprehension (Tinker and Mc McCullough, 2008) interpretation is reading
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or getting meaning between the lines which requires the reader‘s sensitivity
to clues and the ability to link these clues to his own experience to arrive at
the new information. It is mentally exploring and taking position in relation
to the facts and related details. When the reader does this he is inferring.
Inferences can be categorized as implications, conclusions, generalisation
and predictions.
1) Implication
Implication is any inference expectancy that maybe logically
implied or understanding, bur not directly stated, form the author‘s
arguments in a text.
2) Conclusion.
The conclusion is written summarize of paragraph and it is purpose
to sum up the argument of the essay. The conclusion is written in one
paragraph and its main purpose is to sum up the arguments of the essay,
which the author revealed in the topic sentences of the body paragraphs.
It summarizes the evidence in support for the thesis statement of the
essay and if proved restates this statement. It is a final glance at the
presented facts, which lead to a certain conclusion on the essay matter.
The conclusion does not have a set structure and can be written
according to the peculiarities of the essay but must always have the
mentioned above argument summary analysis writing an essay
conclusion.
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There are some example words or phrases that are typically
included in conclusion: Therefore, thus, it follows that, which proves
/implies that, which means that, as a result, so, we may conclude, and
finally.
And also it is vital to remember that, any conclusion should never
repeat the assertions presented in the essay word for word. Then, if the
researcher wants to make the conclusion really successful it must be
short and very clear. This is the last part of the essay and it makes the
final impression on the reader. A good conclusion is always creative and
logically researcher round.
3. Critical Comprehension
Critical reading is evaluating written material comparing the ideas
discovered in the material with known standard and drawing conclusion
about their accuracy, appropriateness, and timeliness. Critical reading
compares previous experience to element in the new material such as
content style, expression, information, and ideas or values of the author. In
this level of reading skill, the reader must be an active reader, questioning,
searching for fact, and suspending judgment until her or she has considered
all the material.
C. Assessing Reading
Namdi (2005) states that assessment is a tool that measures a learner‘s
knowledge and ability. It shows the areas in the reading program where
learners have weakness and strengths. It shows they are able to extract
information and analyze what are reading. Caldwell (2008) states that there is
15
a tendency to think of assessment as something that happens after instruction,
something apart from instruction such as asking students to answer questions
after they have read a textbook chapter or a story. There is also a tendency to
think of all assessment measures as paper pencil and eraser tests.
Brown (2000), states that a test, in plain words, is a method of
measuring a person‘s ability or knowledge in given domain. A test has the
purpose of measuring. Some measurements are rather broad and inexact, while
others are quantified in mathematically precise terms. Kaner (2003) states that
an 11 test idea is a brief statement of something that should be tested.
Alderson (2000) states that all these aspects of reading are important, but will
probably never be brought together into a coherent and comprehensive
account of what it is we do when we read. The inevitable complications when
we consider the complexities of analyzing texts since the nature of what we
read must have some relation to how we read, and then text analysis must be
relevant to theories of reading.
In this classroom action study, the researcher carries out a series of test
while teaching learning process to access the students‘ ability. Deciding the
test of reading is related how the researcher teaches it. In this case, the
researcher makes an essay test to the students to measure the students‘
achievement. Goode (2010) states that assessment is an integral part of
learning. Good assessment takes into account learning styles, strengths, and
needs. Effective assessment takes place over time and is varied in its
approach.
16
D. Conceptual Framework
The conceptual framework underlying in this research given below:
Reading Comprehension
Figure 2.1 Teaching Learning Process
The conceptual framework explains about the process of teaching
English, especially reading comprehension. The researcher uses Question-
Answer Instruction in teaching reading comprehension which is applied in
Pre-Experimental Research.
This strategy can help the student to develop their reading
comprehension especially for literal and interpretative reading comprehension
and finally with this strategy we can see the improvement of students‘ reading
comprehension.
Question-Answer Instruction
Literal
Comprehension
Interpretative
Comprehension
17
CHAPTER III
RESEARCH METHOD
A. Research Design
The researcher used pre-experimental design. The design of this study
was experimental design because the researcher wanted to know the effect of
Question-Answer Instruction in Teaching Reading Comprehension at the
eleventh grade students of SMA Muhammadiyah Disamakan Makassar.
According to Arikunto (2010) experimental study is a study which aimed to
know there is or not the effect of the variable studied. In line eight, Ary
(1985) said that experimental design refers to the conceptual framework
within which the experimental is conducted. The most important criteria are
the design to appropriate for testing the particular hypothesis of the study.
The researcher used the one-group pre-test and post-test design
usually involved three steps: (1) Administering a pretest measuring the
dependent variable; (2) applying the experimental treatment X to the subjects;
(3) Administering a posttest, again measuring the dependent variable.
Differences attributed to application of the experimental treatment are then
evaluated by comparing the pretest and posttest score.
18
Figure 3.1 Research Design
Where:
X1 : Pretest
T : Treatment
X2 : Post Test
(Hatch 2003)
B. Research Variables and Indicators
In this research consisted of two variables. They were independent
variable and dependent variable. The independent variable was Question-
Answer Instruction and the dependent variable was Students‘ Reading
Comprehension at the Eleventh Grade Students of SMA Muhammadiyah
Disamakan Makassar. Where, the indicator of this research were literal and
interpretative reading.
C. Population and Sample
1. Population
The Population of this research was the Eleventh Grade Students‘
which only one class of SMA Muhammadiyah Disamakan Makassar in the
2018-2019 academic years.
2. Sample
The researcher used Purposive Sampling to the eleventh grade
students‘ of SMA Muhammadiyah Disamakan Makassar. In this research
only would take one class to represent all of the population. The sample of
X2 T X1
19
this research was the members of students‘ in Class XI that consist of 12
students‘.
D. Instrument of the Research
The researcher used a reading test as an instrument for collecting the
data. The researcher gives a text and the students answered the questions
below based on the text. It was used to get information about the students‘
improvement in reading comprehension before and after the treatment.
E. Procedure of Collecting Data
1. The researcher asked permission to the head master of the school.
2. The researcher came to the class to do pre-test.
3. After doing the pre-test the researcher applied Question-Answer
Instructions.
4. After doing the treatment the researcher give post-test to the student in the
last meeting.
5. The teacher compared student score in pre-test and post-test
a) Pre-test
The students were given a pretest before doing the treatment to know
their prior knowledge. In this case, the teacher give a text and let the
students answered the essay test.
b) Treatment
The treatment was given after students had done the pre-test. The
researcher did procedure as follows:
20
1) Teacher gave prior knowledge about Reading Comprehension to
the students.
2) Teacher explained about Question-Answer Instruction.
3) Teacher gave a text which had some questions to all the students
4) Students read the questions before reading the text.
5) Students read the text silently while thinking about the answers of
the questions which had been read before.
6) Students write the answers.
7) Students presented their answers to the class.
8) Teacher and students concluded the correct answers.
c) Post-test
The post-test was given to the students after giving treatment.
F. Technique of Data Analysis
In analyzing, the data collected through the pre-test and post-test the
researcher used the procedures as follows:
1. To find out the mean score of the students‘ answer by using the formula:
∑
Where:
= Mean score
∑ = Total Score
N = The Number of Subjects
(Gay, 2006)
21
Table 3.2 Rubric Assessment Literal Comprehension (Main Idea)
Indicators Score
The answer includes a clear generalization that state or implies
the main idea
4
The answer states or implies the main idea from the story. 3
Indicator inaccurate or incomplete understanding of main idea 2
The answer includes minimal or no understanding of main idea 1
Table 3.3 Rubric Assessment Interpretative Comprehension (conclusion)
Indicators Score
Conclusion reflect reading in development of idea. It is excellent 4
Conclusion reflect reading in development of idea. It is good 3
Conclusion reflect only readings in development of idea. It is
poor
2
Conclusion there answer, but does not reflect any reading of
resources in development idea
1
(Pollard, 2007)
The steps were analyzed by using a quantitative analysis employing
the following formulas:
Score
X 100
(Depdikbud, 2004)
Then the researcher classified the students score into following criteria
to find out the mean score as follows:
22
Table 3.4: Classification of Score
Score Classification
96-100 Excellent
86-95 Very Good
76-85 Good
66-75 Fairly Good
56-65 Fair
36-55 Poor
0-35 Very Poor
(Depdikbud, 2008)
2. To know the development of the students‘ reading comprehension, the
researcher used the precentage technique.
Where:
P = Precentage Improvement of The Students
X1 = Pre-Test Mean Score
X2 = Post-Test Mean Score
(Gay, 2006)
To find out the significant different between the pre-test and post-test by
calculating the value of the test used the formula:
=∑
23
Where:
= Deviation
∑ = Standard Deviation
N = Number of Students
(Gay, 2006)
3. To find out the significant differences between the score of pre-test and
post-test, the researcher used the following formula:
√∑
∑
Where:
t = test of Significant
D = The difference between the scores of pre-test and post-
test (X1-X2)
= The mean score of the difference between the scores of
pre-test and post-test
∑ 2 = The Sum of the difference scores
N = The number pairs of subject in the study
1 = Constant Number
(Gay, 2006)
24
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter discusses about the findings and discussion. The findings
describe about the result of the data collected from the test. And discussion
explains and interprets the findings. The result of the research will be described in
the following description.
A. Findings
The findings of the research that teaching reading comprehension by
using Question-Answer Instruction could improve students reading
comprehension in literal comprehension and also could improving reading
comprehension in interpretive comprehension. In the further interpretation of
the data analysis were given below
1. The improvement of Students’ Literal Reading Comprehension by
using Question-Answer Instruction in Term of Main Idea
The improvement of Students‘ literal reading comprehension by
using Question-Answer Instruction have different in pre-test and post-test.
In pre-test students‘ achievement in reading comprehension was less
understandable about main idea but after applied the use Question-Answer
Instruction the students‘ more understandable about main idea, it can be
seen clearly in Table 4.1:
25
Table 4.1 The mean score of Students’ improvement in Literal
Comprehension (Main Idea)
Literal Reading
Comprehesion
The Students‘ Score
Improvement
Pre-Test Post-Test
Main Idea 87.91 93.33 6.16%
Based on the table 4.1 above, it shows that the score of students in
post-test improved after teaching reading comprehension in term of literal
comprehension by using Question-Answer Instruction. The mean score of
the students in pre-test were 87.91 and post-test which to be 93.33.
The result of pre-test and post-test had improved which was 6.16%,
the data showed that Question-Answer Instruction in reading could
improve students reading comprehension terms of Literal Comprehension.
26
Table 4.2 Classification of the students Score Reading Comprehension in
term of Main Idea (Pre-Test and Post-Test)
Classification
Score
Frequency Percentage
Pre-Test Post-Test Pre-Test Post-Test
Excellent 96-100 5 4 41.65% 33.32%
Very Good 86-95 0 5 0 41.65%
Good 76-85 5 3 41.65% 24.99%
Fairly Good 66-75 2 0 16.66% 0
Fair 56-65 0 0 0 0
Poor 36-55 0 0 0 0
Very Poor 0-35 0 0 0 0
Total 12 12 100 % 100%
Based on the table 4.2 above, classification of the students‘ literal
score from pre-test and post-test. In pre-test there were 5 students (41.65%)
got excellent score, 5 students (41.65%) got good score, and 2 students
(16.66%) got fairly good score. In the other hand, in the post-test there were 4
students (33.32%) got excellent score, 5 students (41.65%) got very good
score, and 3 students (24.99%) got good score.
27
2. The improvement of Students’ Interpretative Reading
Comprehension by using Question-Answer Instruction in Term of
Conclusion.
The improvement of Students interpretative reading
comprehension by using Question-Answer Instruction have different in
pre-test and post-test. In pre-test students still less understand about
conclusion but after using Question-Answer Instruction the students more
understand about conclusion, it can be seen clearly in Table 4.3:
Table 4.3 The mean score of Students’ Interpretative Reading
Comprehension (Conclusion)
Interpretive Reading
Comprehesion
The Student‘s Score Improvement
(%) Pre-Test Post-Test
Conclusion 73.75 80,83 9.6%
Based on the table 4.3 above, it shows that the score of interpretive
comprehension from of students in post-test improved after teaching
reading comprehension in term of conclusion by using Question-Answer
Instruction. The mean score of the students in pre-test were 73.75 and
post-test which to be 80.83.
The result of pre-test and post-test had improved which was 9.6%,
the data showed that Question-Answer Instruction in reading could
improve students reading comprehension terms of interpretative
Comprehension.
28
Table 4.4 Classification of the students Score Reading
Comprehension in term of Conclusion (Pre-Test and Post-
test)
Classification Score
Frequency Percentage
Pre-Test Post-Test Pre-Test Post-Test
Excellent 96-100 0 2 0 16,66%
Very Good 86-95 2 1 16.66% 8,33%
Good 76-85 2 6 16.66% 49.98%
Fairly Good 66-75 6 1 49.98% 8.33%
Fair 56-65 0 2 0 16,66%
Poor 36-55 2 0 16.66% 0
Very Poor 0-35 0 0 0 0
Total 12 12 100 % 100%
Based on table 4.4 above, classification of the students‘
interpretative score from pre-test and post-test. In pre-test there were 2
students (16.66%) got very good score, 2 students (16.66%) got good
score, 6 students (49.98%) got fairly good score, and 2 students (16.66%)
got poor score. In the other hand, in the post-test there were 2 students
(16.66%) got excellent score, 1 student (8,33%) very good score, 6
students (50%) got good score, 1 student (8,33%) got fairly good score and
2 students (16,66%) got fair score.
29
3. Hyphothesis Testing
The hyphothesis is tested by using inferential analysis. In this case,
the researcher used t-test (test of significance) for independent sample test,
that is a test to know the significance difference between the result of
students‘ mean score in pre-test and post-test the researcher used t-test
analysis on the level of significant (α) = 0.05 with the degree of freedom
(df) = N – 1, where N = Number of subject (12 students) then the value of
t-table is 2.20 the t-test statistical, analysis for independent sample is
applied.
The result of the data analysis t-test of the students‘ reading
comprehension through Question-Answer Instruction table below:
Table 4.5 The Comparison of T-test and T-table Score of the
Students’ Reading Comprehension
Variables T-test T-table Description
Literal Reading Comprehension 3.78 2.20 Significance
Interpretive Reading
Comprehension
4.95 2.20 Significance
X 8.73 2.20
The table above shows that the value of the t-test is higher than the
value of t-table. The t-test value of Literal Comprehension (main idea) is
greater than t-table (3.78 > 2.20) and t-test value of Interpretative
30
Comprehension (conclusion) are greater than t-table (4.95 > 2.20). The
result of calculating t-test of the indicators in the students‘ T-test in literal
and interpretive reading comprehension is greater than t-table (8.73 >
2.20).
The value of the t-test is greater than t-table. The score in variable
of Reading Comprehension is (8.73 > 2.20). It is said that the null
hypothesis (Ho) is rejected and the alternative hypothesis (H1) is
accepted. It means that there is a significance difference between, the
result of the students‘ literal and interpretive reading comprehension in
reading through Question-Answer Instruction after treatment.
If the t-test value is higher than t-table at the level of significance
0.05 and degree freedom (df) 12 (N-1=12-1), thus the alternative
hypothesis (H1) is accepted and null hypothesis (HO) is rejected in
contrary, if the value is lower than t-table at the level of significance 0.05
and the degree freedom 11, thus the alternative hypothesis is rejected and
null hypothesis is accepted.
B. Discussion
In this part, the result of finding was explained clearly about students‘
improved in literal comprehension focused on main idea and interpretative
comprehension focused on the conclusion of text. In findings, the data shows
that the improvement of students‘ in reading skill was significant after
analyzing t-test and t-table value.
31
1. The Improvement of Students’ Reading Comprehension Skill in
Literal Comprehension (Main Idea)
Reading Comprehension in terms of Literal Comprehensions was
about the comprehension in know main idea of the test that had given form
the researcher and also it was suitable for students‘ needs and wants. It
was happened if we had more interested so the readers understandable and
got information from it. As Harmer (2007) state that reading for general
comprehension means not stopping for every word, not analyzing
everything that the researcher included in the text.
The result of the data analysis through the reading test shows that
the students‘ literal comprehension focused on main idea has improved. It
was indicated by the students‘ score in pre-test and post-test. This part was
the discussion on how question-answer instruction strategy is effective in
teaching reading.
The researcher specified the discussion by concerning in the literal
comprehension. Senior high school students were in the process of
learning some skills in English, and one of them is reading. In the process
of the research, from pre-test until post-test the researcher analyzed
students ability in aswering the question based on the text given was still
lack and need more inprovement. The students tent to spent most of their
time in reading the whole text without understanding the meaning of the
text that they read. It lead them to be confused in answering some question
that given while the research is held.
32
Most of the students were unable to highlight the main idea and
some impotant statements in text which are being the answer of the
questions given. It has been proven by the findings above that in the pre-
test there were 5 students (41.65%) got excellent score, 5 students
(41.65%) got good score, and 2 students (16.66%) got fairly good score.
The entire score only classified in the level of fair to good score because
students were lack in understanding literally the text, all 5 questions which
related with the literal comprehension was not completely answered by the
students.
Furthermore, after giving treatment, the researcher applied
Question-Answer Instruction method in teaching comprehension which
gave the students insight to be more crtitically understand the whole text
that has been given. They were more easily found the literally right answer
of each question. As Boardman (2008) stated that teaching students to ask
questions 9 before, during, and after reading supports engagement and
understanding. Although teacher questions are most commonly used as an
assessment strategy, they can also be used as an effective comprehension
practice when they teach students how and where to find answers. After
treatment was given, the researcher gave post in order to see the
improvement or the progress of the students‘ reading comprehension skill
specificly in literal comprehension.
The result as has been stated above that in post-test the researcher
found quite significant improvement of students‘ score, from 12 samples
33
of the research 4 students (33.32%) got excellent score, 5 students
(41.65%) got very good score, and 3 students (24.99%) got good score.
The percentage in post-test that students got very good score was higher
than percentage in pre-test. It showed that students were able to improve
their reading comrehension skill specificly in literal comprehension of the
text after treatment was given that used question-answer instruction
strategy. The students had a good progress it has been showed by the table
that the students score was significantly higher. Students have been able
to answer completely and comprehensively the question which related to
the literal comprehension of the text.
2. The Improvement of Students’ Reading Comprehension Skill in
Interpretative Comprehension (Conclusion)
The use of Question-Answer Instruction is quite effective in
teaching reading for senior hihg school students. As a fact, based on the
finding, most of the students have a good score in post-test. It meant that,
the treatment was effective in improving the students‘ reading
comprehension skill. Furthermore, this method actually able to make the
learning process became more interesting in learning process in the class.
In connection with the finding in every meeting on treatment, the
researcher concluded that the students enjoyed the class and they felt at
ease to read the text because they have been guided before. They could be
answering the question well because they have been able to highlight the
important point of the text. Moreover, the feedback was also given to the
34
students after reading and answering the questions as a good input for
them in the next reading comprehension exercise or test.
Interpretative comprehension is one of important factor to prove
that the students were able to understand the whole text. In the treatment
given, the researcher gave 5 questions which are able to make the students
answered the questions by putting their interpretation. It could prove that
the students already understood the meaning of the text. It also could
stimulized the students to explore their idea in answering the questions and
putting their critical thinking in their answer.
Furthermore, after giving pre-test the scores were quite lower. From
12 sample of the research, there were 2 students (16.66%) got very good
score, 2 students (16.66%) got good score, 6 students (49.98%) got fairly
good score, and 2 students (16.66%) got poor score. In the post-test the
researcher found quite significant improvement of students‘ score, from 12
samples of the research 2 students (16.66%) got excellent score, 1 student
(8,33%) very good score, 6 students (50%) got good score, 1 student
(8,33%) got fairly good score and 2 students (16,66%) got fair score. The
percentage in post-test that students got very good score was higher than
percentage in pre-test.
It showed that students were able to improve their in term of
drawing conclusion. After the treatment was given, the data shown in the
table indicated that students were progressive in answering the questions
and try to put their own interpretation in their answer. Being relevant with
35
Armbruster and Osborn (2003) stated that question-answering instruction
encourages students to learn how to answer questions better and therefore
to learn more as they read. In this instruction, readers learn to answer
questions that require an understanding of information that is text explicit
(stated explicitly in a single sentence); text implicit (implied by
information presented in two or more sentences); or scriptal (not found in
the text at all, but part of the reader‘s prior knowledge or experience).
3. The Significant Difference of T-test and T-table
Through the result of pre-test and post-test, the result of t-test value
of the level of the significant = 0.05, degree of the freedom (df) = 11
indicated that t-table value is 2.20 and t-test value is 8.73. Therefore, it can
be concluded that statistically hypothesis of H1 is accepted and the
statistically hypothesis of HO is rejected. It means that the using Question-
Answer Instruction in teaching reading comprehension could improve the
students‘ comprehension of reading.
By seeing the effective of the students‘ literal and interpretive
comprehension in reading skill. It is conclusion that Question-Answer
Instruction improve the students‘ comprehension in literal and interpretive
in reading it could be showed from the students‘ reading test pre-test and
post-test in pre-test, some students were difficult to answer the questions
and find out main idea, conclusion. But, the students‘ reading
comprehension in post-test, which the content of reading comprehension
could be understand. And then, the students‘ were easy to answer the
questions and find out main idea, conclusion.
36
From the discussion above, it could be concluded that the eleventh
grade Students of SMA Muhammadiyah Disamakan Makassar have good
skills in reading after being taught Question-Answer Instruction especially
in comprehending a text.
37
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings and discussion in the previous chapter, the researcher
draws conclusion as follows:
1. Teaching of reading comprehension using question-answer instruction that focus two
parts on improving students‘ reading comprehension skills, those are the t-test value
of Literal Comprehension (main idea) is greater than t-table (3.78 > 2.20) and t-test
value of Interpretative Comprehension (conclusion) are greater than t-table (4.95 >
2.20). The result of calculating t-test of the indicators in the students‘ T-test in literal
and interpretive reading comprehension is greater than t-table (8.73 > 2.20).
2. Improvement of students skills can be seen from the table mean score and frequency
on the pre-test and post-test in Literal Comprehension and Interpretative
Comprehension that have been done by students SMA Muhammadiyah Disamakan
Makassar. Based on the counts that has been examined for improvement in reading
comprehension skills students has more ability in literal comprehension.
B. Suggestion
Based on the research, the researcher gives some suggestions as follow:
1. The role of teacher in the classroom is the most important thing than anything else,
therefore in order to make students more active in the classroom; teacher should give
a great and motivation the students.
2. In teaching reading comprehension, teachers must train or practice reading more in
students and provide easy to understand explanations about reading so students can
better understand how to learn to reading comprehension.
38
3. For the next researcher, the have to apply Question-Answer Instruction in doing
researching. It was suggested that the next researcher who using this method. It was
suitable to be applied in experiment research. There were still many things that have
to be observed by the next research related to the English subject, especially in
reading skill.
39
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APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMA Muhammadiyah Disamakan Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana,
tentang orang, tempat wisata dan bangunan
bersejarah terkenal
Alokasi Waktu : 12 × 45 menit
A. Kompetensi Inti SMA kelas XI :
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan
sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan
Kompetensi dasar dan indikator pencapaian kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1 Semangat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi
internasional
1.1.2 Bersungguh-sungguh dalam melaksanakan setiap kegiatan pada pembelajaran
Bahasa Inggris
1.1.3 Aktif mengikuti pelajaran Bahasa Inggris
2.3. Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
melaksanakan Komunikasi fungsional
2.3.1 Datang tepat waktu dalam setiap kegiatan pembelajaran Bahasa Inggris tentang
teks deskriptif
2.3.2 Menghargai perbedaan pendapat dalam mengerjakan tugas kelompok tentang
teks deskriptif sebagai wujud rasa cinta damai
2.3.3 Menyelesaikan tugas teks deskriptif yang menjadi bagiannya dalam kerja
kelompok
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks penggunaannya.
3.7.1 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang dengan penuh percaya diri, bertanggung
jawab, dan kerjasama yang baik.
3.7.2 Menyimpulkan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang dengan penuh percaya diri, bertanggung
jawab, dan kerjasama yang baik.
4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana tentang
orang, tempat wisata, dan bangunan bersejarah terkenal.
4.8.1 Mengurai gagasan pokok, informasi rinci dan informasi tertentu dari teks
deskriptif tentang orang dengan penuh percaya diri dan bertanggung jawab.
4.8.2 Mendeteksi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
deskriptif tentang orang.
4.9 Menyunting teks deskriptif lisan dan tulis sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.9.1 Menyunting teks deskriptif lisan sederhana tentang orang dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
4.9.2 Menyunting teks deskriptif tulis sederhana, tentang orang dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata, dan bangunan bersejarah terkenal dengan memperhatikan struktur teks,
dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
4.10.1 Menyusun teks deskriptif lisan sederhana tentang orang dengan memperhatikan
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
4.10.2 Menyusun teks deskriptif tulis sederhana tentang orang dengan memperhatikan
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
Tujuan pembelajaran :
Pertemuan 1 dan 2
Peserta didik terampil menganalisis dan menangkap makna teks deskripsi lisan dan tulis
sederhana tentang orang untuk melaksanakan komunikasi transaksional dan fungsional
dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut, unsur
kebahasaan yang benarbdan sesuai konteks, secara jujur, disiplin, percaya diri, bertanggung
jawab, peduli, kerjasama, dan cinta damai.
Pertemuan 3 dan 4
Peserta didik terampil menangkap makna dan menyunting teks deskripsi lian dan tulis
sederhana tentang orang untuk melaksanakan komunikasi transaksional dan fungsional
dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut, unsur
kebahasaan yang benarbdan sesuai konteks, secara jujur, disiplin, percaya diri, bertanggung
jawab, peduli, kerjasama, dan cinta damai.
Pertemuan 5 dan 6
Peserta didik terampil menyunting dan menyusun teks deskripsi lian dan tulis sederhana
tentang orang untuk melaksanakan komunikasi transaksional dan fungsional dengan guru
dan teman, menggunakan ungkapan dengan struktur teks yang runtut, unsur kebahasaan
yang benarbdan sesuai konteks, secara jujur, disiplin, percaya diri, bertanggung jawab,
peduli, kerjasama, dan cinta damai.
Metode Pembelajaran
Question-Answer Instruction
Media, Alat, dan Sumber Pembelajaran:
1. Media : Video berisi deskripsi tentang orang, teks deskriptif tentang
orang, Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
3. Sumber Belajar : Suara Guru, www.dailyenglish.com.
http:/americanenglish.state.gov/files/ae/resource_files
Langkah-langkah pembelajaran
Pertemuan 1
a. Kegiatan Pendahuluan (10’)
Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi
siswa dan kelas
Peserta didik merespon pertanyaan dari guru tentang keterkaitan pengetahuan
sebelumnya dengan materi yang akan dipelajari
Untuk memberikan motivasi peserta didik dalam pembelajaran teks deskriptif, guru
menampilkan contoh teks deskriptif yang disertai gambar mengenai cerita teks
deskriptif tersebut
Peserta didik menerima informasi tentang tujuan pembelajaran dan manfaat
pembelajaran teks deskriptif dan menerima cakupan materi dan penjelasan uraian
kegiatan sesuai dengan silabus
b. Kegiatan Inti (75’)
Peserta didik disiapkan untuk mengikuti pelajaran tentang teks deskriptif dengan
menanyakan teks cerita deskriptif yang pernah mereka baca.
Guru memberikan instruksi agar semua peserta didik mengemukakan pendapat
mereka tentang teks deskriptif.
Guru menjelaskan secara clear, brief, understandable dan aplicable mengenai materi
deskriptif teks.
Guru memberikan contoh sederhana tentang descriptif teks.
Peserta didik belajar menemukan gagasan pokok, informasi rinci dan informasi
tertentu dari teks deskripsi yang dibaca.
c. Penutup (5’)
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran;
Contoh : Thank you very much for your participation. You did a good job today,
I‘m very happy with your activity in the class. How about you, did you enjoy my
class?
Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya
Pertemuan 2
a. Kegiatan Pendahuluan (10’)
Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi
siswa dan kelas
Peserta didik merespon pertanyaan dari guru tentang keterkaitan pengetahuan
sebelumnya dengan materi yang akan dipelajari
Untuk memberikan motivasi Peserta didik dalam pembelajaran teks deskriptif, guru
menampilkan contoh teks deskriptif yang disertai gambar mengenai cerita teks
deskriptif tersebut
Peserta didik disiapkan untuk mengikuti pelajaran tentang teks deskriptif dengan
menanyakan teks cerita deskriptif yang pernah mereka baca.
Peserta didik menerima informasi tentang tujuan pembelajaran dan manfaat
pembelajaran teks deskriptif dan menerima cakupan materi dan penjelasan uraian
kegiatan sesuai dengan silabus
b. Kegiatan Inti (75’)
Dengan bimbingan dan arahan guru (instructional converasion), peserta didik
mempertanyakan antara lain perbedaan antar berbagai teks deskripsi yang ada dalam
bahasa Inggris terutama tentang fungsi sosial, struktur teks, dan unsur kebahasaan.
Peserta didik mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu
dari teks deskriptif tentang orang.
Peserta didik secara kelompok membacakan teks deskriptif tentang orang yang sudah
dibawa dengan pengucapan, tekanan kata dan intonasi yang tepat
Peserta didik berpasangan menemukan gagasan pokok, informasi rinci dan informasi
tertentu serta fungsi sosial dari teks deskripsi yang dibaca/didengar.
c. Penutup (5’)
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran;
Contoh : Thank you very much for your participation. You did a good job today, I‘m
very happy with your activity in the class. How about you, did you enjoy my class?
Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
Pertemuan 3
a. Kegiatan Pendahuluan (10’)
Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi
siswa dan kelas
Peserta didik merespon pertanyaan dari guru tentang keterkaitan pengetahuan
sebelumnya dengan materi yang akan dipelajari
Untuk memberikan motivasi Peserta didik dalam pembelajaran teks deskriptif, guru
menampilkan contoh teks deskriptif yang disertai gambar mengenai cerita teks
deskriptif tersebut
Peserta didik disiapkan untuk mengikuti pelajaran tentang teks deskriptif dengan
menanyakan teks cerita deskriptif yang pernah mereka baca.
Peserta didik menerima informasi tentang tujuan pembelajaran dan manfaat
pembelajaran teks deskriptif dan menerima cakupan materi dan penjelasan uraian
kegiatan sesuai dengan silabus
b. Kegiatan Inti (75’)
Guru memberikan instruksi yang jelas tentang apa yang akan di lakukan pada
pertemuan yang sedang berlangsung disertai dengan pemberian contoh dari guru.
Peserta didik secara berkelompok membacakan teks deskriptif dari yang disediakan
oleh guru dengan pengucapan, tekanan kata dan intonasi yang tepat.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang cara
membaca teks descriptive.
c. Penutup (5’)
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran;
Contoh : You did a great job today, I‘m very happy with your activity. Thank you very
much for your participation. By the way, how do you feel to be in my class? Please
write your feeling, your problem and your success during my class in your journal.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memuji
dalam jurnal belajar (learning journal).
Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individua
membaca beberapa teks deskripsi tentang tempat wisata.
Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
Pertemuan 4
a. Kegiatan Pendahuluan (7’)
Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi
siswa dan kelas
Peserta didik merespon pertanyaan dari guru tentang keterkaitan pengetahuan
sebelumnya dengan materi yang akan dipelajari
Untuk memberikan motivasi Peserta didik dalam pembelajaran teks deskriptif, guru
menampilkan contoh teks deskriptif yang disertai gambar mengenai cerita teks
deskriptif tersebut
Peserta didik disiapkan untuk mengikuti pelajaran tentang teks deskriptif dengan
menanyakan teks cerita deskriptif yang pernah mereka baca.
Peserta didik menerima informasi tentang tujuan pembelajaran dan manfaat
pembelajaran teks deskriptif dan menerima cakupan materi dan penjelasan uraian
kegiatan sesuai dengan silabus
b. Kegiatan Inti (75’)
Guru memberikan instuksi secara jelas kepada peserta didik secara berkelompok
menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial
dari teks deskriptif yang dibaca.
Setiap kelompok memperesntasikan hasil kerjanya dan melakukan open discussion.
Siswa memperoleh feedback dari guru dan teman tentang setiap hasil kerja yang telah
mereka presentasikan.
Pertemuan 5
a. Kegiatan Pendahuluan (7’)
Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi
siswa dan kelas
Peserta didik merespon pertanyaan dari guru tentang keterkaitan pengetahuan
sebelumnya dengan materi yang akan dipelajari
Untuk memberikan motivasi Peserta didik dalam pembelajaran teks deskriptif, guru
menampilkan contoh teks deskriptif yang disertai gambar mengenai cerita teks
deskriptif tersebut
Peserta didik disiapkan untuk mengikuti pelajaran tentang teks deskriptif dengan
menanyakan teks cerita deskriptif yang pernah mereka baca.
Peserta didik menerima informasi tentang tujuan pembelajaran dan manfaat
pembelajaran teks deskriptif dan menerima cakupan materi dan penjelasan uraian
kegiatan sesuai dengan silabus
b. Kegiatan Inti (78’)
Guru melakukan tanya jawab kepada siswa mengenai materi descirptive teks yang
telah di pelajari.
Setiap pertanyaan yang diajukan oleh siswa tidak langsung di jawab oleh guru
melainkan guru menanyakan kembali kepada siswa yang bersangukan agar dapat
memecahkan masalah yang dia tanyakan dengan sendirinya.
Guru memberikan latihan membaca kepada siswa untuk mengetahui kemampuan dan
pemahaman membaca siswa.
c. Penutup (5’)
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Contoh : For all of you, thank you very much for your participation. Good job, I like
your performance today. Almost all of active. I hope next time all of you have to be
active in the class. Okay? Now as usual Please write your feeling, your problem and
your success during my class in your journal
Peserta didik menuliskan permasalahan dalam menggunakan bahasa Inggris untuk
memuji dalam jurnal belajar (learning journal).
Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
Pertemuan 6
a. Kegiatan Pendahuluan (7’)
Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi
siswa dan kelas
Peserta didik merespon pertanyaan dari guru tentang keterkaitan pengetahuan
sebelumnya dengan materi yang akan dipelajari
Untuk memberikan motivasi Peserta didik dalam pembelajaran teks deskriptif, guru
menampilkan contoh teks deskriptif yang disertai gambar mengenai cerita teks
deskriptif tersebut
Peserta didik disiapkan untuk mengikuti pelajaran tentang teks deskriptif dengan
menanyakan teks cerita deskriptif yang pernah mereka baca.
Peserta didik menerima informasi tentang tujuan pembelajaran dan manfaat
pembelajaran teks deskriptif dan menerima cakupan materi dan penjelasan uraian
kegiatan sesuai dengan silabus
b. Kegiatan Inti (78’)
Guru memberikan latihan membaca kepada siswa sebagai bentuk evaluasi untuk
mengetahui kemampuan dan pemahaman membaca siswa.
Guru memberikan penjelasan dan pembahasan mengenai evaluasi yang sebelumnya
di laksanakan.
c. Penutup (5’)
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Contoh : For all of you, thank you very much for your participation. Good job, I like
your performance today. Almost all of active. I hope next time all of you have to be
active in the class. Okay? Now as usual Please write your feeling, your problem and
your success during my class in your journal
Peserta didik menuliskan permasalahan dalam menggunakan bahasa Inggris untuk
memuji dalam jurnal belajar (learning journal).
Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No.
Indikator Teknik Bentuk Contoh
1.
2.
Memahami teks
narrative
Membuat teks
sederhana
berbentuk
narrative
Tes Tulis
Unjuk Kerja
Essay
berstruktur
Menulis
Read the text
carefully and
answer the
following
questions
Choose one of the
following topics,
then compose a
narrative text based
on the topic
Pedoman Penilaian
a. Untuk nomor 1, tiap jawaban benar diberi skor 5
b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
No.
Uraian Skor
1.
2.
3.
Isi, langkah retorika dan tata bahasa benar
Isi,langkah retorika dan tata bahasa kurang tepat
Isi, langkah retorika dan tata bahasa tidak tepat
41 – 50
21 - 40
0 - 20
Jumlah skor maksimal 1. 10 X 5 = 50
2. Jika skor maksimal diraih = 50
Jumlah = 100
Mengetahui
Kepala Sekolah Peneliti
H. Ka’bai, S.Pd Andi Muhammda Ridwan
NIP. 19710313200701 1 018 NIM. 10535558813
APPENDIX C
TEACHING MATERIAL
Pertemuan 1
DESCTIPTIVE TEXT
1. Definisi dan fungsi Descriptive text.
Descriptive text adalah suatu jenis teks yang bertujuan untuk menjelaskan atau
mendeskripsikan orang, binatang, tempat ataupun suatu benda. Umumnya, yang
dideskripsikan adalah bentuk, ciri, ataupun sifatnya.
2. Struktur teks (generic structure).
Adapun struktur dari descriptive text adalah sebagai berikut:
Identification: pengenalan objek atau hal yang akan dideskripsikan.
Description: penginformasian ciri-ciri objek, misalnya sifat-sifat psikologis perilaku,
tampilan fisik, dan yang lainnya secara spesifik.
3. Unsur kebahasaan.
Descriptive text biasanya menggunakan unsur kebahasaan sebagai berikut:
Noun: kata benda yang spesifik, misalnya my best friend, my dog, Borobudur Temple,
dan lain – lain. Selain itu, terkadang juga menggunakan kata benda yang mendapat
pemberian kata sifat, misalnya an intelligent student dan a big garden.
Simple present tense: menggunakan kata kerja bentuk pertama (verb1) dan juga kata
kerja yang dapat menggambarkan keadaan objek atau mengisyaratkan kepemilikan,
misalnya my house has 2 living rooms, Sinta is beautiful, dan lain – lain.
Adjective: kata sifat digunakan untuk menjelaskan objek.
Figurative language: menggunakan bahasa figuratif seperti simile atau metafora sebagai
cara untuk memberikan ilustrasi perbandingan, misalnya: My throat is as dry as a
dessert (tenggorokanku sekering gurun) Her skin is as white as cloud and smooth as
water (kulitnya seputih awan dan selembut air).
4. Contoh Descriptive Text
My Best Friend, Ernesto
I have a best friend. His name is Ernesto and he is my classmate. We go to school
together. Ernesto comes from an educated family. His father is a school principal and his
mother is also a teacher.
He is punctual, well-educated, and has good manners. He is really hard working. He
always does his homework. He is also well-dressed and well-behaved. All teachers have a
high opinion of him. Ernesto has a well-built body. He is gentle but fearless. Moreover,
Ernesto takes part in all sports, scout, trekking and mountaineering activities. He has a
good heart and he is truthful.
He also plays the guitar, and he makes his parents very proud of him. He secures good
marks and is usually top of his class in examinations. He inspires me to work harder. He
keeps me away from bad company. I am happy to have such a friend.
Pertemuan 2
My Geetar Hero
He is my geetar hero. Saul Hudson is his real name but he is known professionally as Slash. He
was born July 23, 1965. He is a British-American musician and songwriter. He is best known as
the lead guitarist of the American hard rock band Guns N‘ Roses, with whom he achieved
worldwide success in the late 1980s and early 1990s. He is Rock and Roll. He is frizzy. He has
black eyes and medium nose. He has big lips. He is pretty tall. He has tattoos on his body. He is
wearing a black character hat. He is wearing the earring on the left and nose. He is wearing a
watch, chain bracelets, and a skull ring. He is wearing a chain belt also. He is wearing the black
T-shirt and black leather jeans. He is wearing black converse. He is jumping and playing guitar
on the stage.
Pembahasan Materi
Descriptive Text dengan menggunakan Simple Present Tense dan Present Continuous
Tense
Simple Present Tense
He is my geetar hero. Saul Hudson is his real name but he is known professionally as Slash.
He is a British-American musician and songwriter.
He is best known as the lead guitarist of the American hard rock band Guns N‘ Roses.
He is Rock and Roll.
He is frizzy.
He has black eyes and medium nose.
He has big lips.
He is pretty tall.
He has tattoos on his body.
Present Continuous Tense
He is wearing a black character hat.
He is wearing the earring on the left and nose.
He is wearing a watch, chain bracelets, and a skull ring.
He is wearing chain belt also.
He is wearing the black T-shirt and black leather jeans.
He is wearing black converse.
He is jumping and playing guitar on the stage.
Note:
* Geetar = Guitar
* Converse = Sneakers
Pertemuan 3
My Beloved Mother
(Identification)
Every people certainly have a mother. It is because people are born from her. The existence of
her among us is definitely important. That is why I love her so much. I owe great debt to what
she has been doing to me until right now. And here is my mother.
(Description)
My mother‘s name is Khodijah. She was born 49 years ago. She is short, but not too short. She is
little fat. And she is old. She has got short white straight hair. She has got brown skin. She is
beautiful. Her hand is so soft, the hand that have taught me to be kind person. She never stops to
support me. She always tells me to not give up so easily.
She always gives me some fine solutions when I have some problems. The importance of her is
never denied. That is why I never reject her willing.
Terjemahan:
Ibuku Tercinta
Setiap manusia pastinya memiliki seorang ibu. Karena manusia lahir darinya. Kehadirannya
diantara kita sungguh sangat penting. Itu lah mengapa saya sangat mencitainya. Saya berhutang
banyak pada apa yang dia lakukan sampai sekarang ini. Dan inilah ibu saya. Ibu saya bernama
Khodijah. Beliau lahir 49 tahun yang lalu. Beliau pendek, tetapi tidak begitu pendek. Beliau
sedikit gemuk. Dan beliau sudah tua.
Beliau memiliki rambut putih pendek yang lurus. Beliau memiliki kulit coklat. Beliau cantik.
Tanganya begitu lembut, tangat yang telah mengajarkan saya untuk menjadi orang yang baik.
Beliau tidak pernah berhenti mendukung saya. Beliau selau memberitahu saya untuk tidak
menyerah dengan gampang. Beliau selalu memberi saya beberapa solusi bijak ketika saya
menghadapi beberapa masalah. Pentingya beliau tidak pernah terelaknya. Itu lah mengapa saya
tidak pernah menolak keinginannya.
Pertemuan 4
Peter is the youngest in our family. He is fourteen years old and four years younger than me. He
has long, straight hair, bright eyes and a friendly smile. Sometimes he is rather naughty at home,
but he usually does what he is asked to do.
Peter is interested in sports very much, and at school, he plays football and tennis. He is the best
badminton player in our family.
(sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan
Pariwara)
Vocabularies: Young: muda, long: panjang, straight: lurus, hair: rambut, bright: cerah, friendly:
ramah, rather: agak, naughty: nakal, interested: tertarik, player: pemain.
1. How old is Peter? He is … years old.
a. Four
b. Fourteen
c. Forty
d. Ten
Jawaban B 2. The writer is … years old.
a. Fourteen
b. Sixteen
c. Eighteen
d. Nineteen
Jawaban C 3. Which of the following statement is not true about Peter?
a. He has long and straight hair.
b. He has bright eyes.
c. He is not interested in sports.
d. He plays football and tennis.
Jawaban C 4. According to the passage, we know that Peter is ….
a. The writer‘s youngest brother
b. The writer‘s elder brother
c. A naughty boy
d. A friendly boy
Jawaban A 5. It is implied in the passage that ….
a. Peter is naughty.
b. Peter is lazy.
c. Peter is unfriendly.
d. Peter is diligent.
Jawaban D 6. From the text, we may conclude that….
a. Many people do not like Peter.
b. People is older that the writer.
c. Peter is a welcoming person.
d. Peter is not diligent at all.
Jawaban C 7. What is the text mostly about?
a. Peter
b. Peter‘s hobby
c. Peter‘s family
d. peters‘ elder brother
Jawaban A 8. ‖He is fourteen years old . . . Than me.‖
The underlined word refers to ….
a. Peter
b. The writer
c. The writer‘s brother
d. the writer‘s family
Jawaban: B 9. ―Peter is interested in sports very much, and at school he plays football and tennis.‖ The
underlined phrase can be replaced by ….
a. Dislike sport
b. Really likes sport
c. Hates sport very much
d. Finds sport not really entertaining
Jawaban B 10. ―But he usually does what he is asked to do‖
The underlined phrase means …
a. He does anything he wants.
b. He always asks.
c. He is lazy.
d. He is diligent.
Jawaban D
Pertemuan 5
descriptive text Losari Beach dan terjemahannya
Losari Beach is a beautiful beach located in the western part of Makassar, South Sulawesi.
The beach has been an icon of Makassar for years and well-known for its beautiful sunset
scenery. Many people spend their afternoon and evening times enjoying the panorama
when the reddish sun looks like to sink to the sea.
Pantai Losari adalah pantai yang indah di daerah barat Makasar, Sulawesi Selatan. Pantai ini
menjadi icon ari Makasar selama bertahutahun dan terkenal dengan keindahan pemandangan
sunsetnya. Banyak orang menghabiskan siang dan sore menikmati pemandangan ketika matahari
yang kemerahan Nampak seperti akan tenggelam dari laut.
Several years ago, Losari Beach was popular for its culinary providing traditional and
modern cuisines. The culinary was located along the coast, approximately one mile length
of the table and stalls selling various menus. For this reason, Losari Beach was also called
as “the world’s longest table”. But, previously, the government of Makassar has moved and
relocated it to the southern part of Losari Beach.
Beberapa tahun yang lalu, Pantai Losari terkenal oleh kuliner yang menyediakan menu
traditional dan modern. Kuliner ini terletak di sepanjang pantai, kira kira satu mi panjangnya
yang menjual tabel dan berbagai makanan. Karena alasan ini, Pantai Losarai disebut juga dengan
― meja terpanjang di dunia‖. Akan tetapi sebelumnya pemerintah Makasar telah memindahkan
dan merelokasikannyake bagian selatan dari Pantai Losari.
Located near the center of Makassar city, Losari Beach is easy to access. It only takes 10
minutes to drive from the harbor of Makassar and 30 minutes to drive from Sultan
Hasanuddin Airport. Residents in Makassar usually go to Losari Beach by car, motorcycle
or on foot.
terletak di dekat pusat Kota Makasar, Pantai Losari mudah untuk diakses. Hanya memerlukan 10
menit berkendara dari Pelabuhan Makasar dan 30 ment dari Bandara Sultan Hasanuddin.
Penduduk di Makasar Biasan pergi ke Pantai Losari dengan mobil, Motor atau dengan jalan kaki.
1. What is the title of the text?
2. Where is the location of losari beach?
3. What are the facilities in locari beach?
4. How to go to losari beach?
5. What is the conclusion of the text?
Pertemuan 6
Makassar is the provincial capital of South Sulawesi, Indonesia, and the largest city on Sulawesi
Island. From 1971 to 1999, the city was named Ujung Pandang, after a pre-colonial fort in the
city, and the two names are often used interchangeably. The port city is located at 5°8′S
119°25′E, on the southwest coast of the island of Sulawesi, facing the Makassar Strait. Its area is
175.77 km2 and has population of around 1.4 million.
Makassar is home to several prominent landmarks including the 16th century Dutch fort Fort
Rotterdam, Trans Studio Makassar—the third largest indoor theme park in the world and the
Karebosi Link—the first underground shopping center in Indonesia.
Makassar has several famous traditional foods. The most famous is Coto Makassar. It is a stew
made from the mixture of nuts and spices with beef parts which include beef brain, tongue and
intestine. Konro rib dish is also popular traditional food in Makassar. Both Coto Makassar and
Konro are usually eaten with Burasa, glutinous rice with coconut milk and sauted coconut
granule.
In addition, Makassar is the home of pisang epe, or pressed bananas. These are bananas which
are pressed, grilled, and covered with palm sugar sauce and sometimes eaten with Durian. Many
street vendors sell pisang epe, especially around the area of Losari beach.
(Adapted from en.wikipedia.org)
Glossary
Interchangeably (adv) Secara tertukar
Strait (n) Selat
Prominent (adj) Terkemuka
Landmark (n) Peristiwa
Mixture (n) Campuran
Spice (n) Rempah-rempah
Intestine (n) Usus
Glutinous (n) Melekat
Granule (n) Biji
Vendor (n) Penjual keliling
1. Where is Makassar located?
2. Based on the text, what is the biggest city on Sulawesi Island?
3. What is the old name of Makassar?
4. According to the text, what is the first underground shopping center in Indonesia?
5. What is the most well-known food in Makassar?
6. It can be inferred from the passage that ...
7. What is the writer‘s main point in the passage?
8. It is a stew made from the mixture of nuts….
1. Pronoun ‗it‘ in line 14 refers to….
9. Makassar is home to several prominent landmarks…
2. Look at the word ―prominent‖ in the passage. Prominent is probably ….
10. Many street vendors sell pisang epe….
3. The underlined word is closest in meaning to ….
APPENDIX B
INSTRUMENT
PRE-TEST
“Giraffe”
Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters and its
weight about 1360 pounds. Giraffe has a unique characteristic. They have a very long neck and
two small horns on its head. Giraffes have big brown eyes and protected by thick and long
eyebrows. Her body is covered with a unique pattern that is attached by brown spots all over
their body.
Just like camels, giraffes can survive without drinking for long time because giraffes can
rely on the water contained in leaves they eat. Giraffes are very selective in choosing food. They
always eat young leaves that grow in the tree tops. Their tongue shaped like a knife help them to
cut branches which are very hard.
Female giraffes can start pregnant at the age of five years, with a gestation period of 15
months. Commonly female giraffe bear one baby, but sometimes two babies at once. Giraffes
bear its baby with a standing position. When the baby is about to be born, they just drop it to the
ground from a 1.5 meter of height. Baby giraffe can stand with about 20 minutes since being
born, and begin breastfeeding within an hour of birth.
Question:
Literal:
1. What is the topic of text above?
2. How tall is the giraffe?
3. What are the physical characteristics of giraffe?
4. What do the giraffes usually eat?
5. What is the function of giraffe's tongue shape?
Interpretative:
6. Why do giraffes bear its baby with a standing position?
7. What is the new information you got from the text above?
8. Do you think giraffe is a unique animal? Why?
9. Are giraffes easily found in your country? Where do the people easily find them?
10. Have you ever seen giraffes? When and where?
POST-TEST
“Komodo Dragon"
Do you know what the largest lizard is? This lizard is called komodo. It lives in the scrub
and woodland of a few Indonesian islands.
Komodo dragon is the world‘s heaviest lizard, weighing 150 pounds or more. The largest
Komodo ever measured was more than 10 feet (3 meters) long and weighed 366 pounds (166 kg)
but the average size of komodo in the wild is about 8 feet (2.5 meters) long and 200 pounds (91
kg)
Komodo has gray scaly skin, a pointed snout, powerful limbs and a muscular tail. They
use their keen sense of smell to locate decaying animal remains from several miles away. They
also hunt other lizards as well as large mammals and are sometimes cannibalistic.
The Komodo dragon‘s teeth are almost completely covered by its gums. When it feeds,
the gums bleed, creating an ideal culture for virulent bacteria. The bacteria that live in the
Komodo dragons saliva causes septicemia, or blood poisoning, in its victims. A dragon will bite
its prey, and then follow it until the animal is too weak to carry on.
This lizard species is threatened by hunting, loss of prey species and habitat loss.
Question:
Literal:
1. How long is an average adult Komodo dragon?
2. How does a Komodo dragon poison its prey?
3. Can a Komodo dragon kill a human being?
4. What is Komodo dragon skin used for?
5. How long does a Komodo dragon live?
Interpretative:
6. Whether Komodo dragon can live in all the country?
7. Why Komodo dragons are called ―dragons‖?
8. Why are Komodo dragons important?
9. When do Komodo dragons attack?
10. What does a Komodo dragon look like? (Interpretative)
APPENDIX D
Data Analysis of Students’ Score Pre-test and Post-Test in Literal and Interpretative
Comprehension
1 The Students’ Row of Pre-test
SAMPLE
Pre-Test
Literal Comprehension Interpretative Comprehension
Main Idea Conclusion
STUDENT 1 100 90
STUDENT 2 100 95
STUDENT 3 85 85
STUDENT 4 75 70
STUDENT 5 100 75
STUDENT 6 85 85
STUDENT 7 75 75
STUDENT 8 90 50
STUDENT 9 100 45
STUDENT 10 80 75
STUDENT 11 80 70
STUDENT 12 85 70
Total X= 1055 X= 885
Mean Score (X) X= 87.91 X= 73.75
2 The Students’ Row of Post-test
Respondents
Post-Test
Literal Comprehension Interpretative Comprehension
Main Idea Conclusion
STUDENT 1 100 100
STUDENT 2 100 100
STUDENT 3 85 85
STUDENT 4 85 70
STUDENT 5 100 80
STUDENT 6 95 90
STUDENT 7 85 80
STUDENT 8 95 60
STUDENT 9 100 60
STUDENT 10 90 80
STUDENT 11 90 80
STUDENT 12 95 85
Total X= 1120 X= 970
Mean Score (X) X= 93.33 X= 80.83
APPENDIX E
The students’ Scores of Pre-test 1X and Post-test 2X , Gain/Difference between The
matched pairs (D), and Square of the Gain 2D
1. Literal Comprehension
Respondents Literal Comprehension
Pre-test Post-test D (X2-X1) D2
STUDENT 1 100 100 0 0
STUDENT 2 100 100 0 0
STUDENT 3 85 85 0 0
STUDENT 4 75 85 10 100
STUDENT 5 100 100 0 0
STUDENT 6 85 95 10 100
STUDENT 7 75 85 10 10
STUDENT 8 90 95 5 25
STUDENT 9 100 100 0 0
STUDENT 10 80 90 10 100
STUDENT 11 80 90 10 100
STUDENT 12 85 95 10 100
Total X=1055 X=1120 D=65 D²=625
2. Interpretive Comprehension
Respondents
Interpretive Comprehension
Pre-test Post-test D (X2-X1) D2
STUDENT 1 90 100 10 100
STUDENT 2 95 100 5 25
STUDENT 3 85 85 0 0
STUDENT 4 70 70 0 0
STUDENT 5 75 80 5 25
STUDENT 6 85 90 5 25
STUDENT 7 75 80 5 25
STUDENT 8 50 60 10 100
STUDENT 9 45 60 15 225
STUDENT 10 75 80 5 25
STUDENT 11 70 80 10 100
STUDENT 12 70 85 15 225
Total X= 885 X= 970 D=85 D²=875
APPENDIX F
The Scoring Classification of the Students pre-test and post-test
1. Literal Comprehension
Respondents Literal Comprehension
Pre-test Classification Post-test Classification
STUDENT 1 100 Excellent 100 Excellent
STUDENT 2 100 Excellent 100 Excellent
STUDENT 3 85 Good 85 Good
STUDENT 4 75 Fairly Good 85 Good
STUDENT 5 100 Excellent 100 Excellent
STUDENT 6 85 Good 95 Very Good
STUDENT 7 75 Fairly Good 85 Good
STUDENT 8 90 Very Good 95 Very Good
STUDENT 9 100 Excellent 100 Excellent
STUDENT 10 80 Good 90 Very Good
STUDENT 11 80 Good 90 Very Good
STUDENT 12 85 Good 95 Very Good
2. Interpretative Comprehension
Respondents Interpretative Comprehension
Pre-test Classification Post-test Classification
STUDENT 1 90 Very Good 100 Excellent
STUDENT 2 95 Very Good 100 Excellent
STUDENT 3 85 Good 85 Good
STUDENT 4 70 Fairly Good 70 Fairly Good
STUDENT 5 75 Fairly Good 80 Good
STUDENT 6 85 Good 90 Very Good
STUDENT 7 75 Fairly Good 80 Good
STUDENT 8 50 Poor 60 Fairly
STUDENT 9 45 Poor 60 Fairly
STUDENT 10 75 Fairly Good 80 Good
STUDENT 11 70 Fairly Good 80 Good
STUDENT 12 70 Fairly Good 85 Good
APPENDIX G
The Mean Score of the Pre-test and Post-test and Gain (D)
1. Mean of Students’ Reading Comprehension Score in terms of Literal Comprehension
Pre Test Post Test
∑
∑
2. Mean of Students’ Reading Comprehension Score in terms of Interpretative
Comprehension
Pre Test Post Test
∑
∑
3. The students’ Mean score of gain (D) literal comprehension
D ∑
4. The students’ Mean score of gain (D) interpretive comprehension
D ∑
APPENDIX H
The Percentage of Students’ Improvement in Pre Test and Post Test
1. The Improvement of the Students’ Reading in terms of Literal Comprehension
%
2. The Improvement of the Students’ Reading in terms of Interpretative Comprehension
%
APPENDIX I
Test of Significance
1. Test of significance of Literal Comprehension
√∑ –
∑
√ –
√ –
√
√
√
2. Test of Significance of Interpretive Comprehension
√∑ –
∑
√ –
√ –
√
√
√
APPENDIX J
Table Distribution of T-Value
Degree of freedom (df) = N – 1=12 – 1= 11
T- table= 2.20099
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 1.0000
0
3.07768 6.31375 12.7062
0
31.82052 63.65674 318.30
884 2 0.8165
0
1.88562 2.91999 4.30265 6.96456 9.92484 22.327
12 3 0.7648
9
1.63774 2.35336 3.18245 4.54070 5.84091 10.214
53 4 0.7407
0
1.53321 2.13185 2.77645 3.74695 4.60409 7.1731
8 5 0.7266
9
1.47588 2.01505 2.57058 3.36493 4.03214 5.8934
3 6 0.7175
6
1.43976 1.94318 2.44691 3.14267 3.70743 5.2076
3 7 0.7111
4
1.41492 1.89458 2.36462 2.99795 3.49948 4.7852
9 8 0.7063
9
1.39682 1.85955 2.30600 2.89646 3.35539 4.5007
9 9 0.7027
2
1.38303 1.83311 2.26216 2.82144 3.24984 4.2968
1 10 0.6998
1
1.37218 1.81246 2.22814 2.76377 3.16927 4.1437
0 11 0.6974
5
1.36343 1.79588 2.20099 2.71808 3.10581 4.0247
0 12 0.6954
8
1.35622 1.78229 2.17881 2.68100 3.05454 3.9296
3 13 0.6938
3
1.35017 1.77093 2.16037 2.65031 3.01228 3.8519
8 14 0.6924
2
1.34503 1.76131 2.14479 2.62449 2.97684 3.7873
9 15 0.6912
0
1.34061 1.75305 2.13145 2.60248 2.94671 3.7328
3 16 0.6901
3
1.33676 1.74588 2.11991 2.58349 2.92078 3.6861
5 17 0.6892
0
1.33338 1.73961 2.10982 2.56693 2.89823 3.6457
7 18 0.6883
6
1.33039 1.73406 2.10092 2.55238 2.87844 3.6104
8 19 0.6876
2
1.32773 1.72913 2.09302 2.53948 2.86093 3.5794
0 20 0.6869
5
1.32534 1.72472 2.08596 2.52798 2.84534 3.5518
1 21 0.6863
5
1.32319 1.72074 2.07961 2.51765 2.83136 3.5271
5 22 0.6858
1
1.32124 1.71714 2.07387 2.50832 2.81876 3.5049
9 23 0.6853
1
1.31946 1.71387 2.06866 2.49987 2.80734 3.4849
6 24 0.6848
5
1.31784 1.71088 2.06390 2.49216 2.79694 3.4667
8 25 0.6844
3
1.31635 1.70814 2.05954 2.48511 2.78744 3.4501
9
DOKUMENTASI
CURRICULUM VITAE
Andi Muhammad Ridwan was born in Bulukumba 08th
Juli 1995. He is the
First child from two siblings. His father is Kadir, S.Pd., M.Si and her Mother
is ST. Asni, S.Pd. In 2007 graduated from SDN 134 Kalumpang and
continued his study at SMPN 2 Bontobahari and graduated in 2010. In the
same year, he continued his study at SMA Negeri 4 Bulukumba and finished
in 2013. After finished in senior high school, he proceeded his study in
Muhammadiyah University of Makassar in 2013. He accepted in English
Department of Teachers Traning and Education Faculty. At the end of his
study, he could finish his thesis with the tittle The Use of Question – Answer Instruction In
Teaching Reading Comprehension (A Pre-Experimental Research At The Eleventh Grade
Students of Sma Muhammadiyah Disamakan Makassar)