THE EFFECT OF SOCRATIC QUESTIONING ON
STUDENTS’ READING COMPREHENSION OF
ANALYTICAL EXPOSITION TEXT
(A Quasi-Experimental Study at Eleventh Grade of SMA PGRI
56 Ciputat)
A ―Skripsi‖
Presented to Faculty of Tarbiya and Teachers Sciences
In Partial Fulfillment of Requirements
For Degree of S.Pd (Bachelor of Education) in English Education Department
By
Muhammad Hamim Mahfuddin
11140140000007
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHING SCIENCE
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
ii
iii
ENDORSEMENT SHEET
iv
v
ABSTRACT
Muhammad Hamim Mahfuddin (111401400000007). The Effect of Socratic
Questioning on Students’ Reading Comprehension of Analytical Exposition
Text (A Quasi-Experimental Study at the Eleventh Grade of SMA PGRI 56
Ciputat in the Academic Year 2018/2019). A Skirpsi of Department of English
Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic
University, Jakarta, 2018.
Advisor I : Dr. Nida Husna, M.Pd., MA. TESOL.
Advisor II : Atik Yuliyani, MA. TESOL.
Keyword : Reading, Socratic Questioning Analytical Exposition Text
This study was aimed to gain empirical evidence of the effect of Socratic
Questioning on students‘ reading comprehension of Analytical Exposition Text.
The population was the 76 students of eleventh-grade students of SMA PGRI 56
Ciputat (XI IPA and XI IPS) and all of those students were taken as the sample of
the study. Those students were classified into two classes; experimental and
controlled class through purposive sampling technique. The method was used in
this research was the quantitative method by using the quasi-experimental design
as the research design. The instrument of the data collection was reading tests that
were divided as pre-test and post-test. Furthermore, the data collected from this
study were analyzed using t-test in order to identify the significance level and
using cohen’s d formula to identify the effect size of the results. Based on the
data, t0 (2.99) is higher than ttable (1.99), in the degree of freedom 74 and degree of
significance 5%. However, the effect size calculation did not show a high-level effect.
The effect size (0.05) is in interval 0 – 0.20, which was in a weak effect level. From
the explanation above, it can be concluded that Socratic Questioning applied in
students of the eleventh grade of SMA PGRI 56 Ciputat has a significant effect with
weak effect level on students‘ reading comprehension on analytical exposition text.
vi
ABSTRAK
Muhammad Hamim Mahfuddin (111401400000007). Pengaruh Socratic
Questioning terhadap Kemampuan Membaca Siswa pada Teks Eksposisi
Analitis. (Penelitian Quasi-Eksperimen pada Siswa Kelas XI SMA PGRI 56
Ciputat Tahun Ajaran 2018/2019). Skripi ditujukan kepada Jurusan Pendidikan
Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah
Jakarta, 2019
Dosen Pembimbing I : Dr. Nida Husna, M.Pd., MA. TESOL.
Dosen Pembimbing II : Atik Yuliyani, MA. TESOL.
Kata Kunci : Membaca, Socratic Questioning, Teks Eksposisi Analitis
Penelitian ini bertujuan untuk mendapatkan bukti empiris terkait efek Socratic
Questioning pada kemampuan membaca siswa terhadap teks eksposisi analitis.
Populasi dari penelitian ini adalah 76 siswa kelas XI SMA PGRI 56 Ciputat (XI IPA
dan IPS) dan keseluruhan siswa tersebut sekaligus menjadi sample dari penelitian ini.
Siswa-siswa tersebut dibagi menjadi dua kelompok; kelas eksperimen dan kelas
control, melalui purposive sampling technique. Metode yang digunakan dalam
penelitian ini adalah metode quantitative dengan menggunakan quasi experiment
sebgai desain penelitian. Instrumen pengumpulan data berupa uji kemampuan
membaca yang terbagi dalam pre-test dan post-test. Lebih lanjut, data yang
didapatkan dari penelitian ini dianalisa menggunakan t-test untuk mengetahui
tingkat signifikansi dan menggunakan cohen’s d formula untuk mengidentifikasi
tingkat pengaruh dari hasil tersebut. Berdasarkan data tersebut, t0 (2.99) lebih
tinggi dari ttable (1.99), pada derajat bebas 74 dan derajat signifikasi 5%. Tetapi, hasil
penghitungan tingkatan efek tidak menunjukan pengaruh yang tinggi. Tingkat
pengaruh penelitian ini (0.05) berada pada interval 0 – 0.20 yang mana tingkat
tersebut berada pada tingkat pengaruh lemah. Dari penuturan di atas bias disimpulkan
bahwa Socratic Questioning yang diterapkan pada siswa kelas XI SMA PGRI 56
Ciputat memiliki pengaruh yang signiikan dengan tingkatan yang lemah terhadap
kemampuan membaca siswa pada teks eksposisi analistis.
vii
ACKNOWLEDGMENT
In the name of Allah The Merciful and Blessing
All praise be to Allah the Almighty, the Lord of The Universe, Allah
SWT, who has spared His blessing, mercy, love, and compassion to the writer so
that he is finally able to finish the last assignment in his study. Peace and
salutation be upon the Prophet sent for the humankind, Muhammad SAW, who
has guided us and showed us the straight path to the real happiness in the world
and hereafter.
Here the writer would like to express his huge honor and gratitude to
everyone who has supported the writer to complete his study especially to his
parents, Mr. Tolu and Mrs. Sri Amunah, who have been always praying, giving
everything, and supporting their son in taking every step of his affairs.
The writer also would like to express his great honor to all of the lectures
in the English Education Department especially to his advisors, Dr. Nida Husna,
M.Pd., MA. TESOL. and Atik Yuliyani, MA. TESOL. who have sincerely
sacrificed their time to guide and help the writer to finish this last assignment with
valuable and precious advice, ideas, suggestions, and comments.
The writer would also send his great gratitude to:
1. Dr. Sururin, M.Ag as the Dean of Faculty of Tarbiyah and Educational
Sciences.
2. Didin Nurudin Hidayat MA TESOL Ph.D., as the Head of Department of
English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English
Education.
4. All lecturers of the Department of English Education for the knowledge,
motivation, and support for the writer during the period of his study.
viii
5. The head of SMA PGRI 56 Ciputat, M. Zainuddin, S.Pd. for permitting
and helping the writer to conduct the research.
6. Novia Roza, S. Pd., as the English teacher who has given her special
supports and helps the writer in conducting the study.
7. All teachers of SMA PGRI 56 Ciputat who have given the writer
opportunity and have welcomed the writer to conduct the research.
8. The students of XI IPA 1 and XI IPA 4 of SMA PGRI 56 Ciputat for their
willingness to be participants of this.
9. His special roommates, Haris Ahmad Saputra, and Muhammad
Sutawijaya, that accompanied him along his study in State Islamic
University of Jakarta.
10. All his friends of English Education Department, especially PBI A, for
their endless motivation and supports during the study and in conducting
the research.
11. Everyone, whose each name cannot be mentioned, the writer thanks to
them for every contribution in completing this research.
The writer fully understands that this study is full of imperfection. Thus,
the writer would be pleased to get motivation and constructive critiques and
suggestions in order to make the writer learn more about writing a better research
report.
Jakarta, September 9th
, 2019
Muhammad Hamim Mahfuddin
ix
TABLE OF CONTENTS
ENDORSEMENT SHEET ................................................................................................ iii
........................................................................................................................................... iii
ABSTRACT ........................................................................................................................ v
ABSTRAK ......................................................................................................................... vi
ACKNOWLEDGMENT ................................................................................................... vii
TABLE OF CONTENTS ................................................................................................... ix
LIST OF TABLES ............................................................................................................. xi
LIST OF APPENDICES ....................................................................................................xii
CHAPTER 1 ....................................................................................................................... 1
INTRODUCTION .............................................................................................................. 1
A. Background of The Study ....................................................................................... 1
B. Identification of The Problem ................................................................................. 5
C. Limitation of The Research..................................................................................... 6
D. Research Question .................................................................................................. 6
E. Purpose of The Research......................................................................................... 6
F. Significance of The Research ................................................................................. 6
CHAPTER II ....................................................................................................................... 8
THEORETICAL FRAMEWORK ...................................................................................... 8
A. General Concept of Reading ................................................................................... 8
B. Analytical Exposition Text ................................................................................... 10
1. Definition of Analytical Exposition .................................................................. 10
2. Structure of Analytical Exposition .................................................................... 11
3. Language Features ............................................................................................ 13
4. Example of Analytical Exposition Text ............................................................ 14
C. Socratic Questioning ............................................................................................. 17
1. Definition of Socratic Question ........................................................................ 17
2. Characteristic of Socratic Questioning ............................................................. 18
3. Type of Question in Socratic Questioning ........................................................ 19
4. Using Socratic Questioning in Classroom ........................................................ 23
x
D. Previous Study ...................................................................................................... 24
E. Theoretical Hypothesis ......................................................................................... 26
CHAPTER III ................................................................................................................... 27
A. Research Methodology ............................................................................................. 27
1. Place and Time ...................................................................................................... 27
2. Method and Design ............................................................................................... 27
B. Population and Sample.......................................................................................... 28
1. Population ......................................................................................................... 28
2. Sample............................................................................................................... 28
C. Data Collecting technique ..................................................................................... 28
1. Pre Test ............................................................................................................. 29
2. Post Test ............................................................................................................ 29
D. Data Analysis Technique ...................................................................................... 29
CHAPTER IV .................................................................................................................. 33
RESEARCH FINDING AND INTERPRETATION ........................................................ 33
A. RESEARCH FINDINGS ...................................................................................... 33
B. INTERPRETATION ................................................................................................. 47
CHAPTER V .................................................................................................................... 51
CONCLUSION AND SUGGESTION ............................................................................. 51
A. CONCLUSION ..................................................................................................... 51
B. SUGGESTION ..................................................................................................... 51
REFERENCES ................................................................................................................. 54
Appendix 1 ........................................................................................................................ 57
Appendix 2 ........................................................................................................................ 69
Appendix 3 ........................................................................................................................ 82
Appendix 4 ........................................................................................................................ 83
Appendix 5 ........................................................................................................................ 84
Appendix 6 ........................................................................................................................ 95
Appendix 7 ........................................................................................................................ 96
xi
LIST OF TABLES
Table 2. 1 : Example of Analytical Expoxition Text ............................................ 14
Table 2. 2 : Type of Question oin Socratic Questioning ....................................... 20
Table 4. 1 : Experimental and Control Class Score .............................................. 33
Table 4. 2 : Gained Score ...................................................................................... 36
Table 4. 3 : Test of Normality ............................................................................... 38
Table 4. 4 : Homogeneity Test of Pre-Test ........................................................... 39
Table 4. 5 : Homogeneity Test of Post- Test ........................................................ 40
Table 4. 6 : Comparison between Score of Pre-Test and Post-Test ..................... 41
xii
LIST OF APPENDICES
Appendix 1 : Rencana Pelaksanaan Pembelajaran Kelas Kontrol ........................ 57
Appendix 2 : Rencana Pelaksanaan Pembelajaran Kelas Eksperimen ................. 69
Appendix 3 Test Specification of Item Test (Pre-Test): ....................................... 82
Appendix 4 : Test Specification of Item Test (Pre-Test): ..................................... 83
Appendix 5 : Instruments of The Study ................................................................ 84
Appendix 6 : Validity Test of Pre-Test Instrument ............................................... 95
Appendix 7 : Validity Test of Post-Test Instrument ............................................. 96
Appendix 8 : Documentations ............................................................................... 97
1
CHAPTER 1
INTRODUCTION
This chapter discusses background the study, identification of the problem,
limitation of the research, research question, purpose of the research, and
significance of the research.
A. Background of The Study
As one of the language skills, reading skill is very important to be
mastered by the students. Reading is an important component to make people get
information from any written text. Without good reading skill, it will be difficult
for students to understand and convey the meaning of a written text, so it will
influence their lifestyle in getting information and in the end, it will influence the
result of their study.
Reading is an important part of the EFL curriculum including in Indonesia.
Based on Curriculum 2013, students need to master reading comprehension in
some written texts. The texts that must be learned by students are recount,
narrative, procedure, descriptive, news item, spoof, report, analytical, exposition,
hortatory exposition, explanation, discussion, and simple review in daily life
context to access the knowledge.1
Those texts have their own features and different difficulties. From those
texts, one of the text is analytical exposition text which has its own language
features, structure, and difficulties. Analytical exposition text is a text that is
learned by the eleventh-grade student of senior high school. They must have the
ability to understand analytical exposition in some aspects including the function,
structures, and linguistic features in both spoken and written. It is based on the
1 Rahmad Rifandi.2014.The Effect of Using Literature Circle Strategy on Reading
Comprehension in Analytical Exposition Text.Facculty of Education and Teaching Sciences: UIN
Sultan Syarif Kasim Riau, p.4.
2
2013 curriculum, as it was stated by Ministry of Education states at core
component 3.4 that membedakan fungsi social, struktur teks, dan unsure
kebahasaan beberapa teks exposisi analitis lisan dan tulis dengan memberi dan
meminta informasi terkait isu aktual, sesuai dengan penggunaannya. 2.
Analytical Exposition text is constructed from three main parts, those are
the introduction that shows the thesis statement of the text, arguments, and
conclusion.3 It is also mentioned that analytical exposition text has some language
features, those are using descriptive persuasive words, present tense, mental verb,
conjunction word, word and sentence that express the author‘s position, and
persuasive technique.
Comprehending analytical exposition text is important for students, but it
is not easy, especially for senior high school students. In fact, many problems may
appear in the process of comprehending analytical exposition text. Based on the
research that was conducted by Djoni, he found some problems regarding
student‘s comprehension in analytical exposition text. He said that many students
got difficulties in finding information related to thesis and argument. They got
difficulties to get point, detail, and inference of the text. The problems are the
result of their lack of comprehending analytical exposition text.4
Another research conducted by Rahmad Rifandi found more specific
problems of students in reading analytical exposition text. He showed five
problems as can be seen below. 5
1. Some of the students are not able to identify main ideas from the text.
2. Some of the students are not able to identify the supporting ideas from the
text.
2Kementrian Pendidikandan Kebudayaan.2013.Kurikulum 2013 Kompetensi Dasar
Sekolah MenengahAtas (SMA)/Madrasah Aliyah (MA).Jakarta
:KementrianPendidikandankebudayaan, p.64 3KementrianPendidikandan Kebudayaan.2017.BahasaInggris-
StudidanPengajaran.Jakarta :KementrianPendidikandankebudayaa,.p. 48 4 Djoni.2015.Improving Students’ Reading Comprehension of Analytical Exposition Text
by Using Graphic Organizers at Grade XI Social Science Of SMA Kalam Kudus Padang.Journal
English Language Teaching : State University of Padang. p. 2. 5Rahmad Rifandi.2014.The Effect of Using Literature Circle Strategy on Reading
Comprehension in Analytical Exposition Text.Facculty of Education and Teaching Sciences: UIN
Sultan SyarifKasim Riau. p.4.
3
3. Some of the students are not able to get information from the text.
4. Some of the students need much time to comprehend the text.
5. Some of the students get difficulties in making inference in analytical
exposition text.
The writer found the problem in teaching reading when the writer
conducted observation during his teaching practice program at SMA PGRI 56
Ciputat. He found that many students were not really involved in the teaching and
learning process especially in reading. When they are taught in a conventional
way, such as the teacher only explains while students only sit and listen to their
teacher, they would not be interested. So varying method that can interest student
is important, because it will invite their participation in the teaching and learning
process.
Understanding analytical exposition text is necessary for students, because
it is one of materials that will be examined in national examination. In the other
hand, students need to have good comprehension in analytical exposition, because
it will influence their ability to comprehend the reference especially English
written text, in order to do their assignment. Besides that, understanding analytical
exposition is important in daily life, for example when students read the news in
newspapers, magazines, and the internet. Lack of comprehension in the analytical
exposition text will make them misinterpret the meaning and make them get the
wrong information.
Comprehending a text means comprehending main ideas and the
supporting idea of the text. Without sufficient comprehension of them, students
cannot understand properly the thesis, arguments, and conclusion of the author.
Therefore, it is very important to help students to improve students‘
comprehension in analytical exposition text. There are many ways can be used to
do it, one of them is activating background knowledge. It is one of the important
things to get the idea, either the main idea or supporting idea in the analytical
exposition text. Because when people have at least little information about the
topic in the text that will be read, people can understand it easier.
4
To activate background knowledge, the writer offers Socratic Questioning.
Socratic Questioning can be used to reveal one‘s prior knowledge. As Paul and
Elder said that ―To deeply probe student thinking, to help students begin to
distinguish what they know or understand from what they do not know or
understand.‖ 6
Even though there are some methods that can be used to activate
background knowledge, however, Socratic Questioning has features that are
different with the other method. Socratic has six types of questions, those are
question of clarification, question of assumption, question of prove, and evidence,
question about perspective and viewpoint, question about implication and
consequences, and question about question. With those types of question, the way
students in getting background knowledge are more systematic, deep, and
comprehensive.
It is in line with the purpose of teaching reading Analytical Exposition text
for eleventh grade of senior high school. Syllabus of English for the eleventh
grade of the senior high school stated that in teaching reading analytical text
students are expected to be able to get the meaning and interpret the analytical
exposition text regarding the current issue or topic.7
By using Socratic Questioning as the method to activate the background
knowledge, students can predict the topic discussed in the text more
comprehensively. It can help students in getting meaning and interpret the text
The teacher will ask students to recall their knowledge about a given topic
or issue through Socratic Questioning. Therefore, the writer believes that Socratic
Question will help the students to comprehend the analytical exposition text
because students will explore their background knowledge by applying the
Socratic Questioning.
Dietrich proved that Socratic Questioning method can improve students
reading comprehension. By using action research, he examined Socratic
Questioning method that was implemented to two students of Summer Literacy
6 Richard Paul and Linda Elder.2007. Critical Thinking :The Art of Socratic
Questioning.Journal of Develpmental Education Volume 31, p.1. 7 Teacher‘s syllabus of English for XI Grade of SMA PGRI 56 Ciputat.
5
Program. The result of the research is both two students show improvement in
their ability to interact in a given text and respond to what have they read based
the discussion with instructor.8
Another research conducted by research found that Socratic
Questioning method improved students‘ study results in social science. By using
class action research with two cycles, she tested Socratic questioning to students
of the fifth grade of SDN 2 Balam Merah, Pelalawan. There was an improvement
from cycle 1 to cycle 2. In cycle 1, students ‗average score was 65,0, while in
cycle two, students got 70,8. Besides that, she found that students tend to be active
and positive in involving the teaching and learning process.9
Socratic Questioning is not a difficult method. It does not require
complex media, but it just needs good preparation, as stated by Intel Foundation,
that Socratic Questioning is suitable at any level and is a tool that really useful for
teachers.10
Based on the statement above, the writer is going to limit his research
on reading comprehension in analytical exposition text, by taking a sample of the
research at the eleventh grade of SMA PGRI 56 Ciputat. The writer takes the title,
“The Effect of Socratic Questioning on Students’ Reading Comprehension on
Analytical Exposition Text at Eleventh Grade of SMA PGRI 56 Ciputat”. As
the research used experimental study, the writer will use two classes, those as
experimental and controlled class.
B. Identification of The Problem
Based on the background of the study above, the low reading
comprehensions of the student in the analytical exposition text are many students:
1. are lack of vocabulary
8Michael Dietrich.2015.The Socratic Seminar’s Effect on Reading Comprehension.
College of Education and Leadership : Cardinal Stritch University. p. 76 9Zuraida.2010. Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Ilmu Pendidikan
Sosial Melalui Metode Socrates di Kelas V SDN 002 BalamMerah Kecamantan Bumut Kabupaten
Pelalawan.Fakultas Tarbiyah dan Keguruan : UIN Sultan Syarif Kassim Riau. p. 60 10
Intel Foundation.2007. Designing Effective Project : Questioning The Socratic
Questioning Technique.Intel Corporation. p. 1
6
2. are not familiar with the text discussed, because of the lack of knowledge they
have
3. are passive in the teaching and learning process
4. are difficult to identify the main idea and supporting idea in the text
5. have difficulties in finding information related to thesis and argument.
6. have difficulties in getting point, detail, and inference off the text.
C. Limitation of The Research
Based on the explanation, the writer limits the research that will be conducted
is focused on the effect of Socratic questioning on students‘ reading
comprehension in analytical exposition text at the eleventh grade of SMA PGRI
56 Ciputat.
D. Research Question
Based on the background above, the research question can be seen as follows.
Does Socratic Questioning affect students‘ reading comprehension on
analytical exposition at Eleventh Grade of SMA PGRI 56 Ciputat?
E. Purpose of The Research
The purpose of this study is to know whether Socratic questioning affects
students of the eleventh grade of SMA PGRI 56 Ciputat in comprehending
analytical exposition text.
F. Significance of The Research
The writer expects the result of this research will be useful for teacher,
students, and colleagues.
For the teachers, this research is expected to enrich teacher techniques in
teaching reading comprehension especially in teaching analytical exposition text,
so they can practice it in the classroom to get the optimal results by practicing
Socratic Questioning. Moreover, the teaching and learning process in the
classroom can be more varied.
For students, the result of this research can be a reference to get information
on how to improve their reading comprehension in analytical exposition text, by
7
activating their background knowledge by using Socratic Questioning. The writer
hopes students be more enthusiastic about practicing reading English written text.
For colleagues, the writer expected that this research can be a resource that
provides some information for future researches. Hopefully, by using some
information in this research, the discussion about Socratic Questioning in English
teaching and learning can be more developed for the best result in the future
8
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer presented general concept of reading, concept of
analytical exposition, concept of Socratic Questioning, and previous studies.
A. General Concept of Reading
Reading is an important English skill. Because of the importance, reading
is learned by people who learn English. Mahmud stated that ―reading is the
process when the readers make meaning of the written text they read.‖1 From the
statement, it can be inferred that text, reader make an effort to understand the
meaning of the text. In other words, reading activity needs interaction between
the reader and the text. The interaction is created when the reader involves the
text and tries to make meaning the message in the text. It is elaborated by the fact
that reading is a receptive skill, as Harmer defines ―listening and reading, on the
other hand, involves receiving messages and is therefore often referred to as
receptive skill.‖2 Since reading is a receptive skill, a reader who reads a passage
is receipting information from the text.
Furthermore, another definition of reading defines that reading is active
thinking process in understanding print and graphic.3 Alderson stated that in
reading activity, the readers is not only looking to the text but also decoding in
some sense the mark of page, what does it mean and how it relates each other 4 It
can be implied that reading is an active thinking process that involves not only
readers and text but also meaning.
1Mahmud, T. 2008. Teahing Raading Strategies Used by ESL Teacher That Facilitate
Teaching and Learning Reading. Sarawak: Universiti Sarawak Malaysia.p.8 2 Jeremy Harmer.2007.The Practice of English Language Teaching (Fourth
Edition.Malaysia: Pearson Education.16 3 Ontario School Board.2004.Think Literacy: Cross Curricular Approaches, Grades 7-
12.Ontario:Quuen Printing. p. 7 4 Charles J. Alderson.2000.Assessing Reading. Cambridge:Cambridge University Press,
p.3
9
Furthermore, according to Roit, ―reading is a highly strategic process
during which readers are constantly constructing meaning using a variety of
strategies, such as activating background knowledge, monitoring and clarifying,
making predictions, drawing inferences, asking questions and summarizing‖. 5It
can be implied from Roit‘s statement that reading is an activity that readers
should apply some strategies to construct the meaning of the written text.
In conclusion, based on the description above, reading is an interaction
between the reader and written text to make and constructing meaning in a
written text by involving an active cognitive process and using some strategies.
The strategies that usually applied in reading are
a. activating background knowledge
b. monitoring and clarifying
c. making predictions
d. drawing inferences
e. asking questions
f. summarizing
As reading is an activity to gain information from written text,
comprehending text is an essential part of reading activity. Singer stated that
comprehension depends on people ability to analyze word meaning, grammatical
structure and sentence semantic.6 Furthermore, Roit simply stated:
―comprehension is the ability of readers to get meaning from text .‖7 It can be
inferred from the statement that comprehension is a kind of ability that needs to
be acquired by a reader to get meaning from the text.
Based on those explanations, the writer can conclude that reading
comprehension is a kind of ability that makes a reader can get and construct
5Marsha L. Roit.2015.Effective Teahing Strategies for Improving Reading
Comprehension In K-3 Students.McGraw Gill Education.p.2. 6 Murray Singer.2013.Validation in Reading Comprehension. Current Directions in
Psychological Science Vol. 22, No. 5. 7Op.Cit
10
meaning from the written text. Reading ability is a core component in reading
activity because reading will be less meaningful when the reader does not have
the ability.
B. Analytical Exposition Text
1. Definition of Analytical Exposition
There are some texts that must be comprehended by students of senior high
school, such as narrative text, recount text, report text, descriptive text, procedure
text, spoof text, and expository text. Among those texts, expository text is a kind
of text included in the 2013 curriculum.
Furthermore, according to Kane, ―exposition reveals what a particular mind
thinks or knows or believes. Expositionconstructed logically. It organizes around
cause/effect, true/false, less/more, positive/negative, general/particular,
assertion/denial‖. 8 In other word, exposition explores a specific argument and
idea. Analytical exposition explores a specific argument. The author of the
analytical exposition text reveals the topic by showing its cause and effect,
correct and incorrect, positive and negative, general and particular, and also by
showing his/her agreement and disagreement.
Furthermore, Gerrot and Wignel explained analytical exposition text as a
type of text that is used to persuade readers that something should be in the case.9
In another word, when an author writes an analytical exposition text, he/she tries
to convince the reader about a topic or issue. Because the purpose of the text is
persuading readers, an author needs to shows the data and the example to support
his/ her arguments.
Simply Coffin explained that analytical exposition exposes the author‘s
point of view or argument.10
From Coffin‘s statement above, it can be inferred
8 Kane, Thomas S.1988.The Oxford Essential Guide to Writing.NewYork : Oxford
University Press. p. 7 9 Gerot, L and Wignell, P.1994. Making Sense of Functional Grammar. New
SouthWales: Antipodeon Educational Enterprises, p.197. 10
Coffin, Caroline.2001.Arguing about how the world is or how the world should be: the
role ofargument in IELTS Tests.UK:The Open University.p.9.
11
that argument is the main component of analytical exposition text. By discussing
the arguments the author will show his/her point of view of the topic discussed.
Analytical Exposition is one type of text that is existed in 2013 curriculum
for senior high school. Ministry of Indonesian Education stated that, analytical
exposition text needs to clearly state point of view, uses research findings to
support author‘s view point, defend his/her view point, support the view point
with factual data like graph, pictures, and charts.11
From those descriptions, it can be concluded that analytical exposition is a
text that discuss and analyze about certain information based on author‘s point of
view by giving some arguments and it is supported by some data to elaborate
those arguments to persuade readers
2. Structure of Analytical Exposition
This type of text has four main components; those are title, introduction,
body, and conclusion. Emilia in Ministry of Education explains the details of
each part as follows.12
a. Title:
1) Tells about the topic of the essay
b. Introduction:
1) This is the starting point of exposition essay.
2) The writer states the topic and establishes the point of view (Thesis
statement).
3) The introductory statement should be an emotional statement or a
question that is an attention grabber.
4) A preview of the points you plan to make to support your thesis.
(argument).
c. Body:
1) A series of arguments to convince the audience.
2) Each paragraph starts with a new argument.
11
Kementerian Pendidikan dan Kebudayaan.2014.Bahasa Inggris SMA/MA/SMK/MAK
Kelas XI Semester 2. Jakarta: KementerianPendidikandanKebudayaan,, p.48. 12
Ibid,p.48.
12
3) Each paragraph has a main point, reason for the main point and evidence
to support the main point.
4) Use of emotive words, mental verbs, causal conjunction to persuade the
audience.
5) Each paragraph has to be logically linked to the previous paragraph and
to the thesis statement.
d. Conclusion:
1) Reiterate or restate the thesis statement
2) Summarize what has been stated.
Gerot and Wignell also stated that the generic structure of analytical
exposition is organized in three stages:13
a. Thesis
Thesis consists of position and preview. Position introduces topic and
indicates writer‘s position. On the other hand, preview is the outlines the
main arguments to be presented.
b. Arguments
This stage consists of point and elaboration. Point restates main argument
outlined in preview and elaboration develops and supports each point.
c. Reiteration
Reiteration is to restate writer‘s position
From those explanations above, it can be concluded that analytical
exposition consist of three parts, those are thesis, arguments, and reiteration.
Thesis is a part where the writer put their position and present the topic of the
problem discussed. Argument is a part that elaboration the writer‘s statement that
is presented in thesis. At last, the writer restates and emphasizes their statement
in the reiteration.
13
Gerot, L and Wignell, P. 1994. Making Sense of Functional Grammar. New SouthWales:
Antipodeon Educational Enterprises, p.197.
13
3. Language Features
Every text in English has different language features that become
characteristic of the text. It can be tenses, diction, and so on. As one of English
text Analytical Exposition has language features as well.
She stated that analytical exposition text has at least three language features,
First the use of modality or word which shows the writer‘s attitude. Second, the
use of the word that expresses the feelings of the writer. Third, use of linking
words to connect cause and effect.14
In addition, more specific explanation about language features of Analytical
Exposition are given as follows.15
a. Using descriptive persuasive words with emotive connotations to emphasize
author‘s point of view.
b. Using present tense
c. Using mental verbs
d. Using connecting words
e. Using causal conjunction
f. Using words and sentence that express the author's position.
g. Using persuasive technique
From the explanation above, it can be sum that there are some language
features of analytical expositions. To show the writer‘s attitude and feelings,
she/he uses mental verb, persuasive words, and any other words and sentence
that shows the writer‘s position. The writer can use connecting words and causal
conjuction to link between cause and effect. At last, the writer generally uses
simple present as a tense in the text.
14
Kurnia Prasetyawati.2017.The Effect of Grammatical Knowledge, Creative Thinking on
Students’ Writing of Analytical Expostion Ability. Faculty of Education : UIN Jakarta, p.12 15
Kementerian Pendidikan dan Kebudayaan.2014.Bahasa Inggris SMA/MA/SMK/MAK
Kelas XI Semester 2. Jakarta: Kementerian Pendidikan dan Kebudayaan, p. 49.
14
4. Example of Analytical Exposition Text
Here is the example of analytical exposition text including its generic
structure and language features, according Ministry of Education.16
Table 2. 1
Example of Analytical Exposition Text
Text
Organization
Banning of motorbikes
is necessary in the
housing areas.
Language Features
Introduction
Thesis
Statement
Motorbikes are a
nuisance and a cause for
great distress. Even
though
motorbikes are
considered as the most
convenient form of
transportation, I think
they are a hazard to
humans, animals as well
as the environment. I
think motorbikes should
be banned in housing
areas due to the
following reasons: cause
of unreasonable amount
of noise, air
Mental verbs
I think
I believe
Argument 1
+
First of all, I would like
to point out that
Conjunctive relations
First of all
16
Ibid. p.50.
15
elaboration motorbikes are major
contributor to the
pollution in the world.
Research has shown
that motorbikes emit a
deadly gas that is
dangerous for
environment.
Consequently, long-
term emission of gas
from motorbikes is a
major contributor of
global warming (Science
Daily).
Secondly
Causal conjunctions
Consequently,
Argument 2
+
elaboration
Secondly, according to a
report from BBC News
Channel, motorbikes are
also responsible for
causing diseases such as
bronchitis, cancer and
are a major trigger of
asthma and high blood
pressure. Some of the
diseases are so ghastly
that
they can kill people
(BBC News, 2009).
Generic
reference
Accidents
Argument 3
+
elaboration
Furthermore,
motorbikes create so
much noise. There is
Expert opinion
Expert
research show
16
―vroom vroom” noise
everywhere. It is
extremely
difficult to sleep.
Parents with infants
find it extremely
challenging. The
moment their babies fall
asleep, one or
other motorbike passes
by and the baby wakes
up. It is also arduous for
children to concentrate
on their homework.
Experts are of opinion
that if there is extreme
noise, it can lead to
deafness
and lack of
concentration in
children and adults
(Fields, 1993).
Argument 4
+
elaboration
Finally, motorbikes are
responsible for horrible
accidents. In some cases
there
are deaths. Motorbike
riders go so fast that
they are unable to stop
on time thus they end up
hitting other people or
Present tense
Go fast
Are responsible
There is
17
animals. Many a times
lot of animals are
trampled and found
death on road.
Motorbikes are known to
be the biggest killers on
road (Fields, 1993).
Conclusion :
Reiteration of
Thesis statement
In conclusion, from the
arguments
above, I strongly
believe that motorbikes
should be banned from
housing areas.
C. Socratic Questioning
1. Definition of Socratic Question
Socratic Questioning was named from the famous Greek Philosopher,
Socrates.17
Bam stated that Socratic approach in teaching is based on the
dialogue that is disciplined and rigorous. In addition, Woro Kusmayarni
explained that Socratic Method is a method in teaching and learning processes
constructed by Socrates which stressed self-examination through questioning.18
Furthermore, Paul and Elder explains ―Socratic Questioning is disciplined
questioning that can be used to pursue thought in many direction and for many
purposes, including: to explore complex idea, to get the truth of things, to open
up issues and problem, to uncover assumption, to analyze concept, to distinguish
17
Megan Bam. 2012.Socratic Method: Asking good Questions that Promote Thoughtful and
Relevant Responses. University of Carleton‘s Geoscience Department,p.1. 18
Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning
Method.Atlantis Press, p. 2.
18
what we know from what we don‘t know and to follow out logical implication of
thought‖19
.
From those statements‘, the writer defines that Socratic questioning is a
method that using disciplined questions through dialogue between teachers and
students. By asking and answering the question, students are expected to improve
their understanding and create a conclusion about a chosen material or topic by
themselves.
In Socratic Questioning, teachers do not explain the material or the topic,
because as stated before, students try to find their own understanding, so the
teacher play role as a facilitator. In other word, he or she is not the source of the
knowledge, which does lecturing. It is supported by Reis who said that “Socratic
inquiry is emphatically not ―teaching‖ in the conventional sense of the word. The
leader of Socratic inquiry is not the purveyor of knowledge, filling the empty
minds of largely passive students with facts and truths acquired through years of
study.‖20
2. Characteristic of Socratic Questioning
Socratic Questioning has some characteristics that distinguish from any
other type of questioning. Paul and Elder stated that Socratic Questioning has
four characteristics, those are :21
a. Systematics
b. Disciplined
c. Deep
d. Focuses on concepts, theories, principles, issues, or problems.
In addition, Samples states more specific characteristics of Socratic
Questioning method. Those are:
19
Richard Paul and Linda Elder.2007. Critical Thinking :The Art of Socratic
Questioning.Journal of Develpmental Education Volume 31, p.1. 20
Rick Reis.2003.The Socratic Method : What is it and How to Use it in
Classroom.Tomorrow‘s Professor Posting, p.1 21
Richard Paul and Linda Elder.2007.Critical Thinking : The Art of Socratic Questioning.
Journal of Developmental Education, p. 1.
19
a. The method is skeptical.
b. It is conversational. Socrates uses dialog as the main aspect of this
method. Discussion, question, and the answer are important in this
method. Due to the use of dialog, this method is also known as the
dialectic method or elenchus method.
c. It is conceptual or definitional. Socrates argued that the truth is started
with the correct definition. Finding a precise definition through dialog
is a step that must be done before the problem solving process.
d. The Socrates method is empirical or inductive. Socrates criticizes the
proposed definition by using an example. Common experience and
general usage are always used to a tested definition.
e. The method is deductive. Deducing the consequences is used to test
the given definition. In another word, Socrates examined the definition
by drawing out its implication.22
From the explanation above, it can be summarized that Socratic
Questioning is skeptical, conversational, conceptual, empirical, and deductive.
Furthermore, it is systematic, disciplined, deep, and focuses on concepts,
theories, principles issues or problems.
3. Type of Question in Socratic Questioning
In Socratic Questioning, there are six types of question that must be
conducted along the teaching and learning process that uses Socratic Questioning
method. Kusmayarni explained that those types of questions consist of
Conceptual clarification questions, Probing assumptions, Probing rationale,
reasons, and evidence, Questioning viewpoints and perspectives, Probe
implications and consequences, Questions about the questions23
.
22
Kenneth R. Samples.2013. The Socratic Method. Retrieved at 2 pm, November 11th
2018 from
www.str.org/. 23
Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning Method.
Advances in Social Science, Education and Humanities Research, p. 2.
20
Paul mentioned six types of Socratic Questioning type as follows:24
Table 2. 2
Types of Question in Socratic Questioning
Question of Clarification
1. What do you mean by ?
2. What is your main point ?
3. How does relate to ?
4. Could you put that another way?
5. What do you think is the main issue here?
6. Is your basic point or ?
7. Could you give me an example?
8. Would this be an example: ?
9. Could you explain that further?
Would you say more about that?
Why do you say that?
Let me see if I understand you; do you
mean or ?
How does this relate to our
discussion/problem/issue?
What do you think John meant by his
remark? What did you take John to
mean?
Jane, would you summarize in your own
words what Richard has said? Richard, is
that what you meant?
Question that Probe
Purposes
1. What is the purpose of ?
2. What was your purpose when you said ?
3. How do the purposes of these two people
24
Intel Foundation.2007. Designing Effective Projects: Questioning The Socratic Questioning
Technique.Intel Corporation, p.1.
21
vary?
4. How do the purposes of these two groups
vary?
5. Was this purpose justifiable?
6. What is the purpose of addressing this
question at this time?
Question that Probe
Assumption
1. What are you assuming?
2. What is Karen assuming?
3. What could we assume instead?
4. You seem to be assuming_______. Do I
understand you correctly?
5. All of your reasoning depends on the idea
that_______. Why have you based your
reasoning on______ rather than______ ?
6. You seem to be assuming______ How
would you justify taking this for granted?
7. Is it always the case? Why do you think
the assumption holds here?
Question that Probe
Information, Reason,
Evidence, and Causes
1. What would be an example?
2. How do you know?
3. What are your reasons for saying that?
4. Why did you say that?
5. What other information do we need to
know before we can address this
question?
6. Why do you think that is true?
7. Could you explain your reasons to us?
8. What led you to that belief?
22
9. Is this good evidence for believing that?
10. Do you have any evidence to support
your assertion?
Are those reasons adequate?
How does that information apply to this
case?
Is there reason to doubt that evidence?
What difference does that make?
Who is in a position to know if that is the
case?
What would convince you otherwise?
What would you say to someone who
said________ ?
What accounts for ?
What do you think is the cause?
How did this come about?
By what reasoning did you come to that
conclusion?
How could we go about finding out
whether that is true?
Can someone else give evidence to
support that response?
Question about Viewpoint
or Perspectives
1. You seem to be approaching this issue
from_____ perspective. Why have you
chosen this perspective rather than that
perspective?
2. How would other groups or types of
people respond? Why? What would
influence them?
3. How could you answer the objection that
23
would make?
4. Can/did anyone see this another way?
5. What would someone who disagrees say?
6. What is an alternative?
7. How are Ken‘s and Roxanne‘s ideas
alike? Different?
Question that Probe
Implication and
Consequences
1. What are you implying by that?
2. When you say____, are you implying ?
3. But if that happened, what else would
also happen as a result? Why?
4. What effect would that have?
5. Would that necessarily happen or only
probably happen?
6. What is an alternative?
7. If this and this are the discusses, then
what else must be true?
Teachers do not always use the same question when practicing Socratic
questioning. Teacher can modify the question based on the topic, level of the
student, and the topic discussed in the classroom.
4. Using Socratic Questioning in Classroom
Socratic questioning as a technique in Socratic Method is applicable in
teaching and learning process. The procedure can be varied based on the
situation. Paul and Blinker posed suggestion to practice Socratic questioning in a
discussion.25
a. Teacher prepares the topic, and does exploratory discussion. Exploratory
Socratic Questioning enables teachers to find out what student know and
25
Richard Paul and A.J. Binker.2012. Socratic Questioning. Retrieved September 8 from
https://www.criticalthinking.org.
24
probe know or think and to probe to student thinking on a variety of issue.
Teacher put the student into ―fishbowl‖ discussion, which one small group
make a circle, while the rest of the others surround them. The small group do
the discussion and the bigger one listens, takes a notes, then discusses the
discussion.
b. Teacher asks the student to write student point of interest about the discussion.
c. Teacher asks the student to create summaries
In addition, another suggestion to practice Socratic Questioning in classroom
was delivered by Cleveland that describes the steps more specifically as
follows:26
a. Teacher chooses the topic that will be discussed. In this step, teacher also
prepares series of questions for the students.
b. Teacher asks students to make two circles; inner circle and outer circle. Inner
circle will discussed about the text and the outer circle will be an observer and
give feedback..
c. Teacher asks students to read the text twice.
d. Teacher begins the discussion with the inner circle as the focus. Teacher asks
the students to state their perspective and assumption by giving them probing
question delivered by teacher.
e. After the students claim their perspective, teacher asks them to show the
evidence to support their claim.
f. Teacher asks the students to think and deliver the different point of view.
D. Previous Study
The first previous research was conducted by Miyoung Lee, Hyewoon
Kim, and Minjeong Kim, entitled The Effects of Socratic Questioning on Critical
Thinking in Web-Based Collaborative Learning. This research examined the
impact of Socratic questioning on pre-service teachers‘ critical thinking skills in
26
Julie Cleveland.2015.Beyond Standardization: Fostering Critical Thinking in a Fourth
Grade Classroom Through Comprehensive Socratic Circles. Arizona State University, p.35.
25
web-based collaborative learning. The participants in this study are 46
undergraduate university students who were on the pre-service education
program. The researchers used both qualitative and quantitative methods. The
result of this study is content analysis showed that novel, and critical messages
were found on the pre-service teachers‘ discussion boards in which the instructor
provided Socratic questionings. Furthermore, a multinational logistic regression
showed that the group that used Socratic Questioning developed consensus
through a conflict-oriented process.27
The second previous study is a research that was conducted by Woro
Kusumayarni from Borneo University, entitled Assessing Student’s Speaking
Through Socratic Questioning Method. This study is conducted to describe the
use of Socratic Questioning in assessing student‘s speaking. The participants of
this study are the fourth student of University of Tarakan. The researcher used
descriptive qualitative in the study. The result is student‘s speaking scores
achieved 31%students got A, 38% of students got B+, and 31% of students got B,
which was the expected standard. The interview showed that Socratic
Questioning can be used not only for teaching speaking skill but also for
increasing student‘s critical thinking, although there are still many obstacles such
as the topic discussed, type of Socratic questioning, lecture preparation, and time
allotted.28
From those two previous studies, there are some differences aspect
between them and this research. Those differences are the objective and the
participants. In Lee, Kim, and Kim research they used Socratic Questioning to
examine critical thinking, while in Kusumayarni‘s research, Socratic Questioning
was used to assess speaking skill. Those are different from the objectives of this
research that the writer examined the effectiveness of Socratic Questioning in
27
Miyoung Lee, Hyewoon Kim, and Minjeong Kim. 2014.The Effects of Socratic
Questioning on Critical Thinking in Web-Based Collaborative Learning. Education as A Change.
28 Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning
Method. Advances in Social Science, Education and Humanities Research,
26
teaching reading comprehension. The second differences are the participants
used in the researches, While the writer in this research took the data from
eleventh-grade students of senior high school, Lee, Kim, and Kim took 46
undergraduate students, and Kusumayarni took the fourth semester of university
as her participant. Even though there are some differences, but this research and
those researches have same the same variable that is Socratic Question.
E. Theoretical Hypothesis
Based on the explanation above, the writer constructs the assumption that
Socratic questioning can be used to improve students‘ reading comprehension on
Analytical Exposition text.
27
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place and time of the research, method and design of
the research, population and sample of the research, technique of data collection,
technique of data analysis, and statistical hypothesis.
A. Research Methodology
1. Place and Time
This research was conducted at SMA PGRI 56 Ciputat, which is located
at Jalan Pendidikan No.30, Ciputat, Kota Tangerang Selatan, Banten 15411,
Tangerang Selatan. The research was conducted on June 2019.
2. Method and Design
This research is quantitative research and it uses quasi-experimental
design. The writer used quantitative research because he compared groups
using statistical analysis and collected data from the sample using an
instrument with preset questions and responses. Furthermore, the writer
chose quasi-experimental as the design of the research. As stated by
Cresswell, the design used when the writer cannot artificially create groups
for the experiment is called quasi-experimental design.1 That is the design
that was used by the writer because the writer used the existing class in the
school without forming a new group of experiments.
The writer wants to find out the significance effect between two
variables. In this research, students at XI grade of SMA PGRI 56 Ciputat are
going to be used as the object. The writer used two classes which were
experimental class and controlled class. The experimental class is taught
1 John W. Cresswell.2012.Educational Research.Boston:Pearson Education Inc, p 309.
28
reading of analytical exposition text by using Socratic Questioning then the
control class which is taught reading of analytical exposition in conventional
way.
B. Population and Sample
1. Population
Population is a community of individuals that have the same
characters.2 The population in this research consists of 2 classes of XI grade
students of SMA PGRI 56 Ciputat. The total numbers of the student are 76
students.
2. Sample
Sample is a subgroup chosen by the researcher for generalizing the
target population.3 Because of the small population, the writer used all of the
population as the sample. The population was divided into two classes, those
are XI IPA which has 37 students and XI IPS which has 39 students. The
total sample of this research is 76 students.
Furthermore, the writer chose XI IPA to be the experimental class and
XI IPS as the controlled class. The selection of the controlled class and the
experimental class was taken by considering the teacher‘s suggestion and
pre-test result
C. Data Collecting technique
The instruments used in this research were observation and test. The
observation is conducted before and during the teaching and learning
process. The test was divided into three types of test, those are pre-test and
post-test. The pre-test is conducted before the treatment is applied and the
post-test is conducted after the class has the treatment. The same pre-test and
post-test are given to both experimental class and controlled class. In this
2 John W. Cresswell.2012.Educational Research.Boston:Pearson Education Inc, p 142.
3 Ibid.
29
research, collecting data is an important thing that will be done. There two
type of collecting data, those are pre-test and post-test to collect the data.
1. Pre Test
The pre-test is given to know the students‘ knowledge of the material
that will be tested. The instrument consists of 26 multiple choices question.
The participants are asked to answer questions related to the text given. Here
is the scoring formula for Pre-Test.
Score =
2. Post Test
This test is given after the experiment finished to figure out the
student‘s ability in comprehending Analytical Exposition text after the
learning and teaching process. The instrument consists of 26 multiple choice
questions related to the text. Here is the scoring formula for Post-Test.
Score =
D. Data Analysis Technique
Data analysis is the last step in this research. This step is done to know
the result of this result after collecting the data. Data that has collected must be
analysed, to know the interpretation of the data before it can be concluded.
The writer uses t-test to find out the differences in students‘ scores in
between before the experiment and after the experiment. The writer used a
comparative technique to know the result of this research. In the comparative
technique, the variables are compared to recognize whether the differences are
significant or not. The t-test is formulated as follows:
to =
to = t value
M1 = mean variable of experimental class
M2 = mean variable of controlled class
30
SEM1 = standard error of mean variable of experimental class
SEM2 = standard error of mean variable of experimental class
To operate t-test, there are some elements that must be found first. Those
are mean, standard error and standard deviation. Mean, standard error, and
standard deviation are formulated as follows:
a. Determining Mean with formula
Mi = M2
+ i(∑
)
Mi = the average of variable score
∑ = sum of frequency multiplies the student‘s choice.
N = number of students
b. Determining the standard deviation score with formula
SD1 = i √∑
(
∑
)
SD1 = standard deviation
∑ = sum of squared gained score
N = number of students
c. Determining standard error with formula
SE Mi =
√
SE M1 = standard error
SD = standard deviation
N = number of student
d. Determining standard error from mean of variable X and variable Y, with
the formula
SE M1 M2 = √
31
Determining t- table in significant level 5% and 1% with the degree of
freedom, with formula:
df = (N1+N2)-2
df = degree of freedom
N = number of student
32
33
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
This chapter presents the research findings and interpretation of the data.
In this chapter, it discussed the way to improve students‘ reading comprehension
of analytical exposition by using Socratic Questioning at eleventh-grade students
of SMA PGRI 56 Ciputat.
A. RESEARCH FINDINGS
1. Description of The Data
The study was conducted at the eleventh class of SMA PGRI 56 Ciputat.
The writer took test in this research as an instrument to figure out the effect of
Socratic Questioning on student‘s reading comprehension in analytical
exposition text. The test was divided into pre-test and post-test which were
given to controlled class and experimental class. The writer chose XI IPA to
be the experimental class and XI IPS as the controlled class. The selection of
the controlled class and experimental class was taken by considering the
teacher‘s suggestion and pre-test result. The class that got lower score than the
other would be the experimental class.
a. Pre-Test and Post-Test Score
Data gained from experimental and controlled class were provided in
the table as follows:
Table 4. 1
Experimental and Control Class Score
Experimental Class Control Class
Student
Pre
Test
Post
Test Student Pre Test Post Test
A1 73 86 B1 56 60
A2 70 83 B2 53 60
A3 66 76 B3 50 56
34
A4 53 70 B4 83 80
A5 50 63 B5 73 66
A6 60 66 B6 70 86
A7 43 60 B7 73 80
A8 50 60 B8 70 66
A9 40 53 B9 56 63
A10 53 56 B10 73 76
A11 73 66 B11 83 80
A12 80 93 B12 66 70
A13 80 86 B13 80 90
A14 40 53 B14 66 70
A15 60 66 B15 60 63
A16 53 66 B16 80 86
A17 56 63 B17 50 56
A18 63 80 B18 66 66
A19 83 80 B19 86 86
A20 76 76 B20 60 60
A21 73 80 B21 56 60
A22 60 50 B22 50 53
A23 40 60 B23 53 53
A24 66 56 B24 50 56
A25 56 66 B25 73 66
A26 76 80 B26 60 73
A27 60 63 B27 83 80
A28 50 60 B28 66 76
A29 46 63 B29 76 66
A30 50 53 B30 46 50
A31 66 63 B31 66 63
A32 60 70 B32 76 76
35
A33 60 73 B33 56 50
A34 56 70 B34 76 70
A35 76 80 B35 76 73
A36 46 63 B36 66 73
A37 76 86 B37 70 70
B38 66 70
B39 66 63
∑ 2239 2538 ∑ 2585 2661
Mean 60.51 68.59 Mean 66.28 68.23
Min 40 50 Min 46 50
Max 83 93 Max 86 90
Based on Table 4.1, it is presented that in the experimental class, the
highest pre-test score is 83 while the lowest pre-test score is 40. Meanwhile,
the students of control class got 86 as the highest pre-test score, while they got
46 as the lowest pre-test score. Moreover, in the experimental class, the
average score is 60.51. On the other hand, in the control class, the average
score is 66.28.
Table 4.1, also shown the post-test score of the experimental and control
class. The highest post-test score in the experimental class is 93 while the
lowest pre-test score is 50. Meanwhile, the highest post-test score of the control
class was 90 while the lowest score is 50. In addition, the average score of the
experimental class is 68.59. On the other hand, the average score of the control
class is 68.23.
b. Gain Score
Gain score is a score that is gained by finding the difference between
the post-test score and the pre-test score. The description of the gain score
is presented in table 4.2 as follows:
36
Table 4. 2
Gained Score of Experimental and Control Class
No Experimental Class Control Class
1 13 4
2 13 7
3 10 6
4 17 -3
5 13 -7
6 6 16
7 17 7
8 10 -4
9 13 7
10 3 3
11 -7 -3
12 13 4
13 6 10
14 13 4
15 6 3
16 13 6
17 7 6
18 17 0
19 -3 0
20 0 0
21 7 4
22 -10 3
23 20 0
37
24 -10 6
25 10 -7
26 4 13
27 3 -3
28 10 10
29 17 -10
30 3 4
31 -3 -3
32 10 0
33 13 -6
34 14 -6
35 4 -3
36 17 7
37 10 0
38 4
39 -3
∑ 299 92
Mean 8.08 2.30
On Table 4.2, it is shown that the highest gain score from the
experimental class is 20 and the lowest score is -10. Furthermore, the
highest gain score of the control class is 16 and the lowest score is -10. This
calculation result indicates that some students, both in the experimental
class and control class, gained better results in the post-test than in the pre-
test. However, on the other hand, the score of some students is worst in
their post-test than in their pre-test. In addition, the average gain score for
the experimental class is 8.08, while the average score of the control class
38
is 2.30.
2. Data Analysis
The data in this research was analyzed using t-test to confirm the statistical
hypothesis. However before it was tested using t-test, the data must be analyzed
using the normality test and homogeneity test first. Normality test is a test to
check whether the data is normally distributed or not, while the homogeneity
test is conducted to check the data is in the same variant or not. After the data
was confirmed that is normally distributed and in the same variant, the t-test can
be conducted. The test in this research was conducted by using manual
calculation.
a. Normality Test
Normality test is a requirement before conducting a parametric test. If
the data was not normally distributed, parametric test cannot be conducted, in
other word, the researcher need to conduct non-parametric test.
In this research, the data was analyzed using Kolmogorov-Smirnov and
Shapiro-Wilk. The data is normally distributed when the score was higher
than 0.05. The result of normality using IBM SPSS 24 in this result is
presented in a table 4.3 as follows :
Table 4. 3
Tests of Normality
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statisti
c df Sig.
Statisti
c df Sig.
Read
ing
Pretest
Experiment
.113 37 .200* .957 37 .158
39
Com
prehe
nsion
Posttest
Experiment
.159 37 .019 .950 37 .095
Pretest Control .133 39 .077 .948 39 .069
Posttest Control .097 39 .200* .972 39 .436
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Table 4.3 shows that Kolmogorov-Smirnov score of pretest in
experimental class is 0.200 and in control class is 0.077. Both of
significance score shows that the score is higher than 0.05. It can be
concluded that the pretest score of experimental and control class are
normally distributed. Furthermore, the table above shows the significance
score of post-test as well. Kolmogorov-Smirnov score of experimental
class is 0.019 and control class is 0.200.It proved that the data was
normally distributed as the significance score of post-test is higher than
0.05.
b. Homogeneity Test.
After the normality test was conducted, it is necessary to prove that the
data is in same variant or homogeneous, by conducting Homogeneity test.
Homogeneity test was employed to pre-test score and post-test score. The
result of homogeneity test of post-test score is presented in table 4.4 as
follows.
Table 4. 4
Homogeneity Test of The Pre – Test
Levene
Statistic df1 df2 Sig.
Pre-test Based on Mean .514 1 73 .476
Based on Median .437 1 73 .511
40
Based on Median and
with adjusted df
.437 1 71.895 .511
Based on trimmed
mean
.507 1 73 .479
Table 4.4 shows that the degree of significance based on the mean in the
pre-test is 0.476, that is higher than 0.05. Therefore it can be concluded that
both groups in the pre-test are homogenous or in the same variant.
In other hand, the analysis of the homogeneity variances of both groups
in the post-test was conducted as well. The result of the homogeneity test of
the post test can be seen at table 4.5 as follows
Table 4. 5
Homogeneity Test of The Post - Test
From the result of homogeneity test in the Table 4.7, it can be seen that
the degree of significance based on mean of post test score is 0.558 which is
higher than 0.05. From the table above, it can be proved that that groups,
Levene
Statistic df1 df2 Sig.
Post-test Based on Mean .345 1 75 .558
Based on Median .128 1 75 .721
Based on Median and
with adjusted df
.128 1 74.628 .721
Based on trimmed
mean
.320 1 75 .573
41
experimental and control class, in the post-test are homogenous.
c. Hypothesis Test
The normality test and homogeneity test that was explained before proved
that the data in this research are qualified to be analyzed by using parametric
test. The writer used t test formula to find the empirical evidence and to prove
the hypothesis of this research. T-test formula was employed to find the
existence of significance effect using Socratic Questioning on students‘ reading
comprehension in analytical exposition text.
The hypothesis test was conducted by using manual calculation. Here is
the manual calculation of the t-test.
Table 4. 6
Comparison of Students’ Gain Score between Students in Experimental
Class and Students in Control Class
No X Y x = X - x y = Y - x x2 y2
1 13 4 9.32 7.02 86.8624 49.2804
2 13 7 9.32 7.29 86.8624 53.1441
3 10 6 6.32 4.02 39.9424 16.1604
4 17 -3 13.32 11.29 177.4224 127.4641
5 13 -7 9.32 7.02 86.8624 49.2804
6 6 16 2.32 0.29 5.3824 0.0841
7 17 7 13.32 11.02 177.4224 121.4404
8 10 -4 6.32 4.29 39.9424 18.4041
9 13 7 9.32 7.02 86.8624 49.2804
10 3 3 -0.68 -2.71 0.4624 7.3441
11 -7 -3 -10.68 -12.98 114.0624 168.4804
12 13 4 9.32 7.29 86.8624 53.1441
13 6 10 2.32 0.02 5.3824 0.0004
14 13 4 9.32 7.29 86.8624 53.1441
42
15 6 3 2.32 0.02 5.3824 0.0004
16 13 6 9.32 7.29 86.8624 53.1441
17 7 6 3.32 1.02 11.0224 1.0404
18 17 0 13.32 11.29 177.4224 127.4641
19 -3 0 -6.68 -8.98 44.6224 80.6404
20 0 0 -3.68 -5.71 13.5424 32.6041
21 7 4 3.32 1.02 11.0224 1.0404
22 -10 3 -13.68 -15.71 187.1424 246.8041
23 20 0 16.32 14.02 266.3424 196.5604
24 -10 6 -13.68 -15.71 187.1424 246.8041
25 10 -7 6.32 4.02 39.9424 16.1604
26 4 13 0.32 -1.71 0.1024 2.9241
27 3 -3 -0.68 -2.98 0.4624 8.8804
28 10 10 6.32 4.29 39.9424 18.4041
29 17 -10 13.32 11.02 177.4224 121.4404
30 3 4 -0.68 -2.71 0.4624 7.3441
31 -3 -3 -6.68 -8.98 44.6224 80.6404
32 10 0 6.32 4.29 39.9424 18.4041
33 13 -6 9.32 7.02 86.8624 49.2804
34 14 -6 10.32 8.29 106.5024 68.7241
35 4 -3 0.32 -1.98 0.1024 3.9204
36 17 7 13.32 11.29 177.4224 127.4641
37 10 0 6.32 4.02 39.9424 16.1604
38
4
-5.71
32.6041
39
-3
-2.3
5.29
∑ 299 92 159.16 74.59 2825.429 2330.396
The statistical calculation to conduct t test was done in the followingsteps:
43
1) Determine the Mean of Variable X with formula:
Mx = ∑
=
= 8.08
2) Determine the Mean of Variable X with formula
MY = ∑
=
= 2.30
3) Determining the Standard Deviation Score of Variable X with formula :
SDX =√∑
= √
= 8.74
4) Determine the Standard Deviation Score of Variable Y with formula :
SDy =√∑
= √
5) Determine Standard Error of Mean of Variable X with formula :
SEMX =
√
=
√
44
6) Determine Standard Error of Mean of Variable Y with formula :
SEMY =
√
=
√
7) Determine Standard Error of Difference with formula :
SEMX - SEMY √ –
= √ –
= √
8) Determine t0 with formula :
t0 =
= 2.99
9) Determine degree of freedom (df) with formula :
df = N1 + N2 – 2
45
= 37 + 39 – 2
= 74
It can be seen, from the result of manual calculation above, that the value
of t0 is 2.99 and the degree of freedom (df) is 74. The value of t-table in the
degree of freedom of 74 and at the degree of significance 5% is 1.99. It can be
conclude that the ttest is higher than ttable.
The theoretical hypothesis in this research are :
a) Null Hypothesis (H0) = There is no significant different result of using
Socratic Questioning and without using it on students‘ reading
comprehension in analytical exposition in the eleventh grade of SMA
PGRI 56 Ciputat.
b) Alternative Hypothesis (H1) = There is significant different result
between using Socratic Questioning and without using it on atudents‘
reading comprehension in analytical exposition in the eleventh grade of
SMA PGRI 56 Ciputat.
The criteria to prove the hypothesis from the obtained data of experimental class
and control class are:
a) If ttest ≤ ttable, in significant degree of 5%, the Null Hypothesis (H0)
is accepted and the Hypothesis Alternative (Ha) is rejected. It can be
inferred that there is no significant effect of Socratic Questioning on
students‘ reading comprehension in analytical exposition text in the
eleventh grade of SMA PGRI 56 Ciputat.
b) If ttest ≥ ttable, in significant degree of 5%, the Null Hypothesis (H0)
is rejected and the Hypothesis Alternative (Ha) is accepted. It can be
inferred that there is significant effect of Socratic Questioning on
students‘ reading comprehension in analytical exposition text in the
eleventh grade of SMA PGRI 56 Ciputat.
46
The value of ttable in degree of significance 5% (0.05) and tdegree of
freedom 74 is 1.99. By comparing the result of ttable and ttest, in the degree of
significance of 5%, the hypothesis can be interpreted in the following formula:
Ha = t0 ≥ ttable,
= 2.99 ≥ 1.99
According to those results, a conclusion the research can be drawn
that the H0 was rejected meanwhile the Ha wasaccepted. It means that there
is significant effect of Socratic Questioning on students‘ reading
comprehension in analytical exposition text in the eleventh grade of SMA
PGRI 56 Ciputat.
10) . Effect Size
To identify the strength of the effect, the writer analyzed the data by
using Cohen‘s formulation. The steps of calculation are :
d =
Determining pooled standard deviation with formula :
SDpooled = √ ( )
√
√
√
47
Determining the effect size with the formula :
d =
To interpret the result of effect size, the Cohen‘s d effect size criteria was
used to figure out the level of the effect strengthens. The criteria can be seen as
follows :
0 – 0.20 = weak
0.20 – 0.50 = modest effect
0.50 – 1.00 = moderate effect
>1.00 = strong effect
The result of the effect size is 0.05. Referring to the Cohen‘s effect size,
0.05 is on the interval 0 – 0.20. It can be inferred that the effect size of Socratic
Questioning on Students‘ reading comprehension in analytical exposition text at
eleventh grade of SMA PGRI 56 Ciputat has weak effect.
B. INTERPRETATION
The aim of this study is to obtain empirical evidence that Socratic
Questioning has significant effects on students‘ reading comprehension in
analytical exposition text for Eleventh Grade of SMA PGRI 56 Ciputat.
48
Another objective is to support related to previous study teaching using
Socratic Questioning.
The research findings above show that the experimental students got an
average pre-test score (60.51) which is lower than pre-test score of control
class student (66.28). However, in post- test, students from the experimental
class perform better than students from control class. Experimental students
obtained average post-test scores (68.59), while the control class students
obtained average post-test scores (68.23). Furthermore, The experimental class
students obtained average gained score of 8.08, while the control class
students only got 2.30.
In the data description it can be said that in pre-test, experimental class
students got low mean score (60.51) before they were treated using Socratic
Questioning. After using Socratic Questioning, this class got a higher score in
their post-test (68.59) than in their pre-test. It can be inferred that there is a
significant difference between student‘s score in before using Socratic
Questioning and after using it. There is a significance gain score between pre-
test and post-test of experimental class 8.08. The gain score of the
experimental class is higher than the gain scores of control class. It means that
using Socratic Questioning gives more improvement in students‘ reading
comprehension than without using it.
Meanwhile, from the data description, it can be seen that students‘ of
control class got low score (66.28) but it was higher than pre-test score of
experimental class. After treated by applying a conventional way and
conducting a post-test , their score increased, but the improvement is not as
significant as the experimental class score. They got 68.23 in their post-test
that means their gain score is 2.03. It can be inferred that the writer did not get
a significance difference by using the conventional way.
Then, the data were analyzed to prove the significance by using statistical
calculation. Before the data were calculated using t-test, the writer conducted
normality and homogeneity test. It was conducted to see the distribution and
49
the variant of the data as the requirement to do t-test. The normality test shows
that pretest in experimental class is 0.200 and in control class is 0.077.
Furthermore, the normality test of post-test in experimental class is 0.19 and
control class is 0.200. The scores was above 0.05, that means the data was
normally distributed. Meanwhile, the score of homogeneity test based on the
mean in the pre-test is 0.476, and based on the mean in the post-test is 0.558.
Both of degree significance of pretest and post-test were higher than 0.05
which mean the data were homogeny or in same variant. The next step is
calculating the data using t-test, it was proved by the hypothesis test that in degree
of significance 5% and degree of freedom 74, Null Hypothesis (H0) was
rejected and Alternative hypothesis (Ha) was accepted and since t0 (2.99) was
higher than the tt(1.99). However, after the effect size was calculated, it shows
that the effect size of Socratic Question has weak effect, since the effect size
calculation (0.05) was in interval 0 – 0.20.
Furthermore, in measuring to the level of effectiveness of Socratic
Questiong on students‘ reading comprehension, the writer used Cohens’s d
formula. The result of Cohens’s d formula showed that the effect size score
that gained is 0.05. Based on the criteria of the effect size, it is categorized
into weak effect. It means Socratic Questioning gave weak effect in students‘
reading comprehension of analytical exposition text. So, it can be inferred that
Socratic Questioning has weak effect toward students‘ reading comprehension
of analytical exposition text at the eleventh grade students of SMA PGRI 56
Ciputat.
From the statistical calculation above, it can be concluded that Socratic
Questioning has significant effect with weak effect level for students‘ reading
comprehension in analytical exposition text. This research support the
previous study conducted by Kusmayarni that found Socratic Questioning
gave positive impact on learning and teaching English.
Specifically, this statistical calculation is in line with what Paul and Elder
theories that Socratic Questioning can be used to pursue thought for analyzing
50
concept and explore background knowledge. It was shown by the result of
experimental class students who got higher post – test score than their pre-test
score.
This research also proved Paul and Elder‘s theory that Socratic
Questioning can be used to explore complex idea, uncover assumption, logical
impact of something, and open up problem and issue. It can be seen based on
the writer‘s observation during the research that many students can reveal their
background knowledge more comprehensively. They stated their assumption,
their arguments about impact, and explore their thought when the writer asked
them six types of Socratic Questioning.
However, the Cohen‘s d calculation showed that the level of score
improvement was in weak level. It can be seen from the observation during
the treatment. The writer noted that some students lack of motivation, less in
participation, and tended to follow their friends‘ arguments. Students who had
lack motivation can be seen form their attitude. They looked lazy to follow the
treatment. When they were asked about their arguments, they did not want to
use their critical thinking optimally and tended to copy their friends‘ answer.
From the explanation above, it can be summarized that Socratic
Questioning has impact in improving students‘ reading comprehension. It is
proven by the result of t-test. In the other hand, some factors made this method
did not give impact as high as the writer‘s expectation. However, the result of
this study can be reference to further research about Socratic Questioning.
51
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion. In this chapter,
the writer gave some conclusions and offered some suggestions that relate to the
research.
A. CONCLUSION
According to the statistical calculation which was analyzed in chapter IV,
a conclusion can be taken by the writer that Socratic Questioning has a significant
effect on students reading comprehension in the analytical exposition test. The
writer used ttest formula to analyze students' score, and Cohen’s d formula to
identify the effect level.
The conclusion was taken referring to data analysis of this study which
shows that t0 (2.99) is higher than ttable(1.99), in degree of freedom 74 and degree
of significance 5%. However, the effect size calculation did not show the high-
level effect. The effect size (0.05) is in interval 0 – 0.20, which was in a weak
effect level.
To conclude, this research answer the research question that Socratic
Questioning applied in students of the eleventh grade of SMA PGRI 56 Ciputat
has a significant effect on students reading comprehension in analytical exposition
text but the effect level of the treatment is weak.
B. SUGGESTION
At the end of this study, some suggestions were given by the writer related
to the conclusion. The researcher also hopes that this study can give benefit to
anyone who reads it and gives a contribution to educational research. Here are
some suggestions that may help teacher, students, or other researchers that intend
to conduct further research about Socratic Questioning.
52
For English teacher, as the facilitator of the teaching and learning process,
applying various techniques and method is really suggested. Socratic Questioning
can be applied as alternative technique in teaching English, especially in teaching
reading comprehension. Socratic Questioning can be used in order to make the
students more interested and more actively engagement in teaching-learning
process, consequently, it would not make them bored and passive.
For the students, they need to realize that learning is not one-way process,
which means only depends on the teacher. To reach the goal of learning, students
should involve themselves and be active in the classroom activity built by the
teacher. By taking part in the activity, students can also improve their ability in
English and their social skills as well. Students‘ English proficiency is not solely
the teacher‘s responsibility; it depends also on students‘ active role in learning
English.
For the researchers who intend to conduct further research, It is expected
that other researchers can conduct further research related to this study using a
qualitative method or both qualitative and quantitative methods since this study
only used the quantitative method. Teachers and students‘ perceptions can be
explored more by not only using quantitative research. Furthermore, the future
researches are expected to use a bigger population and sample since this research
only use two class as the sample to make the results more reliable.
53
54
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57
Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN KELAS KONTROL
Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 2
Materi Pokok : Analytical Exposition Text
Alokasi Waktu : 3 x 45 menit
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun,
responsif dan pro-aktif dan menunjukan 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
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metoda sesuai kaidah keilmuan
58
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
KOMPETENSI DASAR INDIKATOR
1.1. Mensyukuri kesempatan dapat mempelajari
bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan
dalam semangat belajar
2.3. Menunjukkan perilaku tanggung jawab,
peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional
3.10. Menganalisis fungsi sosial, struktur teks, dan
unsur kebahasaan dari teks eksposisi analitis
tentang topik yang hangat dibicarakan umum,
sesuai dengan konteks penggunaannya.
4.14 Menangkap makna dalam teks eksposisi
analitis tentang topik yang hangat dibicarakan
umum
1.1. Siswa dapat mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar
2.3. Siswa dapat menunjukkan perilaku
tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan
komunikasi fungsional
3.10. Siswa dapat menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks
eksposisi analitis tentang topik yang hangat
dibicarakan umum, sesuai dengan konteks
penggunaannya.
4.14. Siswa dapat menangkap makna dalam teks
eksposisi analitis tentang topik yang hangat
dibicarakan umum
C. Tujuan Pembelajaran
1.1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris
sebagai bahasa pengantar komunikasi internasional yang diwujudkan
dalam semangat belajar
59
2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama,
dan cinta damai, dalam melaksanakan komunikasi fungsional
3.10. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks eksposisi analitis tentang topik yang hangat
dibicarakan umum, sesuai dengan konteks penggunaannya.
4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik
yang hangat dibicarakan umum
D. Materi Pembelajaran
D. Materi Pembelajaran
1. Fungsi sosial: untuk menguraikan masalah social, peristiwa dan
kejadian untuk menemukan,melaporkan dan mencari solusi dari
berbagai masalah social, kejadian dan peristiwa.
2. Struktur teks:
a. Thesis : Introducing the topic and indicating the writer’s position.
b. Argument : Explaining the argument to support the writer’s
position. It consists of a point and elaboration sequence
c. Reiteration : Restating the writer’s position. It is a conclusion that
sums up the arguments and reinforces the writer’s point of view
Contoh text:
The Unhealthy Fast Food
Thesis
Fast food nowadays is considered a normal eating venture. People
are not just eating out on special occasions or weekends anymore.
60
It means that all the time they mostly eat fast foods. However, is
fast food good for health?
Argument Fast food has its popularity in the 1940‘s. Within a few
years, fast-food operations popped up everywhere. With the
compelling rise in fast-food restaurants since the 1940‘s, oddly it
started the rise in obesity and cancer during that same time period.
Argument
Fast food is highly processed with a wide array of additives. To
ensure fast food‘s low cost, the fast food products are made with
highly-processed ingredients to give it shelf-life, to hold
consistency, and to enhance flavor. Fast food is altered from its
original healthy form.
Argument 3 It is not the calories in fast food which damage health
and waistline. It is the chemical additives such as aspartame and
MSG (monosodium glutamate). Studies show that the chemical
additives lead to weight and disease issues. Reiteration So, there is
absolutely nothing nutritional about fast food. Fast food simply
feeds hunger and craving.
3. Unsur kebahasaan:
a. Simple present tense: Fast food nowadays is considered a normal eating
venture.
b. Internal conjunction : However is fast food good for health
c. Material process
d. focus on generic human and nonhuman participant
61
E. Metode Pembelajaran
Pendekatan Saintifik dengan menggunakan metode diskusi
F. Kegiatan Pembelajaran
Pertemuan Pertama
Fase Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan -Guru memberi salam (greeting)
-Guru memeriksa kehadiran siswa
-Guru berkomunikasi dengan siswa dan memberi
beberapa pertanyaan pancingan untuk materi yang
akan diajarkan
10 menit
Kegiatan inti
Mengamati
· Siswa menyimak berbagai contoh teks eksposisi
analisis yang diberikan/ diperdengarkan guru
· Siswa mengamati fungsi sosial, struktur dan unsur
kebahasaannya
· Siswa belajar menemukan gagasan utama,
informasi rinci dan informasi tertentu dari teks
eksposisi analitis
Mempertanyakan (questioning)
· Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain perbedaan antar
berbagai teks eksposisi yang ada dalam bahasa
Inggris, Siswa mempertanyakan gagasan utama,
informasi rinci dan informasi tertentu
60 menit
62
Mengeksplorasi
· Siswa mencari beberapa text eksposisi analitis dari
berbagai sumber.
· Siswa berlatih menemukan gagasan utama,
informasi rinci dan informasi tertentu
· Siswa secara berkelompok menuliskan /menyalin
teks eksposisi analitis dengan memperhatikan fungsi
sosial, struktur, dan unsur kebahasaan dengan runtut
· Siswa membacakan teks eksposisi kepada teman
dengan menggunakan unsur kebahasaan yang tepat
Mengasosiasi
· Secara berpasangan siswa menganalisis beberapa
teks eksposisi dengan fokus pada fungsi sosial,
struktur, dan unsur kebahasaan
· Siswa memperoleh balikan (feedback) dari guru
dan teman tentang hasil analisis yang disampaikan
dalam kerja kelompok.
Mengkomunikasikan
· Siswa membuat laporan berupa catatan hasil
membaca dan mendengarkan
· Berkelompok, siswa bertukar cerita tentang teks
eksposisi dengan memperhatikan fungsi sosial,
struktur dan unsur kebahasaannya.
· Siswa mempresentasikannya di kelas
· Membuat laporan evaluasi diri secara tertulis
tentang pengalaman masing-masing dalam
63
mencari teks eksposisi selama proses pembelajaran
di dalam dan di luar kelas, termasuk kendala yang
dialami.
· Siswa membuat ‗learning journal‘
Penutup
-Peserta didik dan guru melakukan refleksi terhadap
kegiatan pembelajaran dan manfaatnya
-Peserta didik dan guru saling memberi umpan balik
terhadap proses dan hasil pembelajaran
-Peserta didik menerima tugas mandiri .
-Peserta didik dan guru mengucapkan salam penutup
10 menit
Pertemuan Kedua
Fase Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan -Guru memberi salam (greeting)
-Guru memeriksa kehadiran siswa
-Guru berkomunikasi dengan siswa dan memberi
beberapa pertanyaan pancingan untuk materi yang
akan diajarkan
10 menit
Kegiatan inti
Mengamati
· Siswa menyimak berbagai contoh teks eksposisi
analisis yang diberikan/ diperdengarkan guru
· Siswa mengamati fungsi sosial, struktur dan unsur
kebahasaannya
· Siswa belajar menemukan gagasan utama,
informasi rinci dan informasi tertentu dari teks
60 menit
64
eksposisi analitis
Mempertanyakan (questioning)
· Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain perbedaan antar
berbagai teks eksposisi yang ada dalam bahasa
Inggris, Siswa mempertanyakan gagasan utama,
informasi rinci dan informasi tertentu
Mengeksplorasi
· Siswa mencari beberapa text eksposisi analitis dari
berbagai sumber.
· Siswa berlatih menemukan gagasan utama,
informasi rinci dan informasi tertentu
· Siswa secara berkelompok menuliskan /menyalin
teks eksposisi analitis dengan memperhatikan fungsi
sosial, struktur, dan unsur kebahasaan dengan runtut
· Siswa membacakan teks eksposisi kepada teman
dengan menggunakan unsur kebahasaan yang tepat
Mengasosiasi
· Secara berpasangan siswa menganalisis beberapa
teks eksposisi dengan fokus pada fungsi sosial,
struktur, dan unsur kebahasaan
· Siswa memperoleh balikan (feedback) dari guru
dan teman tentang hasil analisis yang disampaikan
dalam kerja kelompok.
Mengkomunikasikan
· Siswa membuat laporan berupa catatan hasil
65
membaca dan mendengarkan
· Berkelompok, siswa bertukar cerita tentang teks
eksposisi dengan memperhatikan fungsi sosial,
struktur dan unsur kebahasaannya.
· Siswa mempresentasikannya di kelas
· Membuat laporan evaluasi diri secara tertulis
tentang pengalaman masing-masing dalam
mencari teks eksposisi selama proses pembelajaran
di dalam dan di luar kelas, termasuk kendala yang
dialami.
· Siswa membuat ‗learning journal‘
Penutup
-Peserta didik dan guru melakukan refleksi terhadap
kegiatan pembelajaran dan manfaatnya
-Peserta didik dan guru saling memberi umpan balik
terhadap proses dan hasil pembelajaran
-Peserta didik menerima tugas mandiri .
-Peserta didik dan guru mengucapkan salam penutup
10 menit
Pertemuan Ketiga
Fase Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan -Guru memberi salam (greeting)
-Guru memeriksa kehadiran siswa
-Guru berkomunikasi dengan siswa dan memberi
beberapa pertanyaan pancingan untuk materi yang
akan diajarkan
10 menit
66
Kegiatan inti
Mengamati
· Siswa menyimak berbagai contoh teks eksposisi
analisis yang diberikan/ diperdengarkan guru
· Siswa mengamati fungsi sosial, struktur dan unsur
kebahasaannya
· Siswa belajar menemukan gagasan utama,
informasi rinci dan informasi tertentu dari teks
eksposisi analitis
Mempertanyakan (questioning)
· Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain perbedaan antar
berbagai teks eksposisi yang ada dalam bahasa
Inggris, Siswa mempertanyakan gagasan utama,
informasi rinci dan informasi tertentu
Mengeksplorasi
· Siswa mencari beberapa text eksposisi analitis dari
berbagai sumber.
· Siswa berlatih menemukan gagasan utama,
informasi rinci dan informasi tertentu
· Siswa secara berkelompok menuliskan /menyalin
teks eksposisi analitis dengan memperhatikan fungsi
sosial, struktur, dan unsur kebahasaan dengan runtut
· Siswa membacakan teks eksposisi kepada teman
dengan menggunakan unsur kebahasaan yang tepat
Mengasosiasi
· Secara berpasangan siswa menganalisis beberapa
60 menit
67
teks eksposisi dengan fokus pada fungsi sosial,
struktur, dan unsur kebahasaan
· Siswa memperoleh balikan (feedback) dari guru
dan teman tentang hasil analisis yang disampaikan
dalam kerja kelompok.
Mengkomunikasikan
· Siswa membuat laporan berupa catatan hasil
membaca dan mendengarkan
· Berkelompok, siswa bertukar cerita tentang teks
eksposisi dengan memperhatikan fungsi sosial,
struktur dan unsur kebahasaannya.
· Siswa mempresentasikannya di kelas
· Membuat laporan evaluasi diri secara tertulis
tentang pengalaman masing-masing dalam
mencari teks eksposisi selama proses pembelajaran
di dalam dan di luar kelas, termasuk kendala yang
dialami.
· Siswa membuat ‗learning journal‘
Penutup
-Peserta didik dan guru melakukan refleksi terhadap
kegiatan pembelajaran dan manfaatnya
-Peserta didik dan guru saling memberi umpan balik
terhadap proses dan hasil pembelajaran
-Peserta didik menerima tugas mandiri .
-Peserta didik dan guru mengucapkan salam penutup
10 enit
68
G. Media dan Sumber Belajar
1. Buku Paket Bahasa Inggris
2. Internet
3. Teks analytical exposition
4. Daftar pertanyaan Socratic
H. Penilaian Hasil Pembelajaran (Assessment)
Kriteria penilaian:
Instrumen penilaian terdiri dari 30 soal Pre-Test dan 30 soal post-test
dalam bentuk pilihan ganda.
1. Pre-Test (30 soal) :
2. Post- Test (30 Soal) :
Guru Mata Pelajaran
Novia Roza, M.Pd.
Mahasiswa
Muhammad Hamim Mahfuddin
69
Appendix 2
RENCANA PELAKSANAAN PEMBELAJARAN KELAS EKSPERIMEN
Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 2
Materi Pokok : Analytical Exposition Text
Alokasi Waktu : 3 x 90 menit (3 pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif
dan pro-aktif dan menunjukan 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
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
KOMPETENSI DASAR INDIKATOR
1.1. Mensyukuri kesempatan dapat mempelajari
bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan
dalam semangat belajar
2.3. Menunjukkan perilaku tanggung jawab,
peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional
1.1. Siswa dapat mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar
2.3. Siswa dapat menunjukkan perilaku
tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan
komunikasi fungsional
70
3.10. Menganalisis fungsi sosial, struktur teks,
dan unsur kebahasaan dari teks eksposisi
analitis tentang topik yang hangat
dibicarakan umum, sesuai dengan konteks
penggunaannya.
4.14 Menangkap makna dalam teks eksposisi
analitis tentang topik yang hangat
dibicarakan umum
3.10. Siswa dapat menganalisis fungsi
sosial, struktur teks, dan unsur
kebahasaan dari teks eksposisi analitis
tentang topik yang hangat dibicarakan
umum, sesuai dengan konteks
penggunaannya.
4.14. Siswa dapat menangkap makna
dalam teks eksposisi analitis tentang
topik yang hangat dibicarakan umum
C. Tujuan Pembelajaran
1.1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris
sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional
3.10. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks eksposisi analitis tentang topik yang hangat dibicarakan umum,
sesuai dengan konteks penggunaannya.
4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik
yang hangat dibicarakan umum
D. Materi Pembelajaran
4. Fungsi sosial: untuk menguraikan masalah social, peristiwa dan
kejadian untuk menemukan,melaporkan dan mencari solusi dari berbagai masalah social, kejadian dan peristiwa.
5. Struktur teks:
d. Thesis : Introducing the topic and indicating the writer’s position.
e. Argument : Explaining the argument to support the writer’s position. It consists of a point and elaboration sequence
f. Reiteration : Restating the writer’s position. It is a conclusion that sums up the arguments and reinforces the writer’s point of view
71
Contoh text:
The Unhealthy Fast Food
Thesis
Fast food nowadays is considered a normal eating venture. People
are not just eating out on special occasions or weekends anymore.
It means that all the time they mostly eat fast foods. However, is
fast food good for health?
Argument Fast food has its popularity in the 1940‘s. Within a few
years, fast-food operations popped up everywhere. With the
compelling rise in fast-food restaurants since the 1940‘s, oddly it
started the rise in obesity and cancer during that same time period.
Argument
Fast food is highly processed with a wide array of additives. To
ensure fast food‘s low cost, the fast food products are made with
highly-processed ingredients to give it shelf-life, to hold
consistency, and to enhance flavor. Fast food is altered from its
original healthy form.
Argument 3 It is not the calories in fast food which damage health
and waistline. It is the chemical additives such as aspartame and
MSG (monosodium glutamate). Studies show that the chemical
additives lead to weight and disease issues. Reiteration So, there is
absolutely nothing nutritional about fast food. Fast food simply
feeds hunger and craving.
6. Unsur kebahasaan: a. Simple present tense: Fast food nowadays is considered a normal eating
venture.
b. Internal conjunction : However is fast food good for health
c. Material process
d. focus on generic human and nonhuman participant
72
E. Metode Pembelajaran
Socratic Questioning
F. Kegiatan Pembelajaran
Pertemuan Pertama
Fase Kegiatan Pembelajaran Alokasi
Waktu
Pendahuluan 1. Guru memberi salam (greeting)
2. Guru memeriksa kehadiran siswa
3. Guru berkomunikasi dengan siswa dan
memberi beberapa pertanyaan pancingan
untuk materi yang akan diajarkan
10 menit
Kegiatan inti
1. Guru membagi kelas menjadi dua kelompok
yang akan membentuk inner circle (lingkaran
dalam) dan outer circle (lingkaran luar)
2. Guru memberikan teks analytical exposition
dengan tema Moslem Headscarf.
3. Siswa diberi waktu 5 menit untuk membaca
teks secara sekilas
4. Guru memimpin diskusi untuk kelompok
siswa di inner circle
5. Guru mengajukan 6 tipe pertanyaan Socratic,
mulai dari Question of Assuption, Question of
Clarification, Question of Example, Question
that Probe Implication and Consequesnces,
Question about Perspective, Question about
Perspective kepada masing-siswa yang berada
di inner circle.
6. Siswa menjawab pertanyaan guru secara
bergantian.
7. Guru memberikan waktu bagi siswa untuk
menyampaiakn pendapat dan tanggapan
terhadap jawaban dari teman-temannya.
8. Guru meminta siswa untuk bertukar posisi.
Siswa yang berada di inner circle bertukar
posisi dengan siswa yang berada di outer
circle.
9. Guru memberikan teks dengan tema
Homeschooling.
60 menit
73
10. Siswa diminta untuk membaca teks ersebut
secara sekilas.
11. Guru mengulang prosedur nomor 4-7.
Penutup
Peserta didik dan guru melakukan refleksi
terhadap kegiatan pembelajaran dan
manfaatnya
Peserta didik dan guru saling memberi umpan
balik terhadap proses dan hasil pembelajaran
Peserta didik dan guru mengucapkan salam
penutup
10 menit
Pertemuan Kedua
Fase Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan 1. -Guru memberi salam (greeting)
2. -Guru memeriksa kehadiran siswa
3. -Guru berkomunikasi dengan siswa dan
memberi beberapa pertanyaan pancingan
untuk materi yang akan diajarkan
10 menit
Kegiatan inti
4. Guru membagi kelas menjadi dua kelompok
yang akan membentuk inner circle
(lingkaran dalam) dan outer circle (lingkaran
luar)
5. Guru memberikan teks analytical exposition
dengan tema Private School
6. Siswa diberi waktu 5 menit untuk membaca
teks secara sekilas
7. Guru memimpin diskusi untuk kelompok
siswa di inner circle
8. Guru mengajukan 6 tipe pertanyaan Socratic,
60 menit
74
mulai dari Question of Assuption, Question
of Clarification, Question of Example,
Question that Probe Implication and
Consequesnces, Question about Perspective,
Question about Perspective kepada masing-
siswa yang berada di inner circle.
9. Siswa menjawab pertanyaan guru secara
bergantian.
10. Guru memberikan waktu bagi siswa untuk
menyampaiakn pendapat dan tanggapan
terhadap jawaban dari teman-temannya.
11. Guru meminta siswa untuk bertukar posisi.
Siswa yang berada di inner circle bertukar
posisi dengan siswa yang berada di outer
circle.
12. Guru memberikan teks dengan tema Public
Transportation.
13. Siswa diminta untuk membaca teks ersebut
secara sekilas.
14. Guru mengulang prosedur nomor 4-7.
Penutup
15. Peserta didik dan guru melakukan refleksi
terhadap kegiatan pembelajaran dan
manfaatnya
16. Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
17. Peserta didik dan guru mengucapkan salam
penutup
10 menit
Pertemuan Ketiga
Fase Kegiatan Pembelajaran Alokasi Waktu
75
Pendahuluan 1. -Guru memberi salam (greeting)
2. -Guru memeriksa kehadiran siswa
3. -Guru berkomunikasi dengan siswa dan
memberi beberapa pertanyaan pancingan
untuk materi yang akan diajarkan
10 menit
Kegiatan inti
4. Guru membagi kelas menjadi dua kelompok
yang akan membentuk inner circle
(lingkaran dalam) dan outer circle (lingkaran
luar)
5. Guru memberikan teks analytical exposition
dengan tema Local Groceries.
6. Siswa diberi waktu 5 menit untuk membaca
teks secara sekilas
7. Guru memimpin diskusi untuk kelompok
siswa di inner circle
8. Guru mengajukan 6 tipe pertanyaan Socratic,
mulai dari Question of Assuption, Question
of Clarification, Question of Example,
Question that Probe Implication and
Consequesnces, Question about Perspective,
Question about Perspective kepada masing-
siswa yang berada di inner circle.
9. Siswa menjawab pertanyaan guru secara
bergantian.
10. Guru memberikan waktu bagi siswa untuk
menyampaiakn pendapat dan tanggapan
terhadap jawaban dari teman-temannya.
60 menit
76
Penutup
11. Peserta didik dan guru melakukan refleksi
terhadap kegiatan pembelajaran dan
manfaatnya
12. Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
13. Peserta didik dan guru mengucapkan salam
penutup
10 menit
G. Media dan Sumber Belajar
5. Buku Paket Bahasa Inggris
6. Internet
7. Teks analytical exposition
8. Daftar pertanyaan Socratic
H. Penilaian Hasil Pembelajaran (Assessment) Kriteria penilaian:
Instrumen penilaian terdiri dari 30 soal Pre-Test dan 30 soal post-test dalam
bentuk pilihan ganda.
3. Pre-Test (30 soal) :
4. Post- Test (30 Soal) :
Guru Mata Pelajaran
Novia Roza, M.Pd.
Mahasiswa
Muhammad Hamim Mahfuddin
77
Lampiran
Teaching Material
1) Teks Analytical Exposition
Teks 1 (Pertemuan Pertama)
The right to freedom of religion is enshrined in the UN charter and considered
by many to be a basic human right. Some religions require special diet, others
prayer at specific times. Why should a religious mode of dress receive as
much protection as these other aspects of religious freedom? Many Muslim
women view the veil as a means to protect their modesty and privacy.
Just as we would not force any women to be seen in public in her underwear
if she did not feel comfortable doing so, why should a woman be forced to
show her hair if she does not want to? Modesty is a personal judgement call;
some are comfortable in the smallest bikini while others prefer a lot more
clothing. No one but the woman herself should make that decision.
Muslim women are not the only ones to feel coerced over their mode of dress.
Most people are affected by the societal norms surrounding them. Fashion
trends could be seen in exactly the same light as religious traditions.
Banning head coverings is only likely to provoke a more extreme reaction
among highly religious communities. Framing laws to ban only Islamic forms
of dress could be considered an attack on one religion. Feeling under attack
could cause the Islamic community to close off into itself. They could set up
religious schools where their children can dress as they want them to and not
mix with children from other faiths. These effects could never be good for the
integration of society and would further the influence of extremists.
Internationally, the perceived attack on Islamic values would inflame wider
Muslim opinion, feed conspiracy theories and add to the dangerous feeling
that there is a clash of civilisations.
Intolerant schools make up problems as an excuse for not allowing Muslims
freedom of religious expression. In a multicultural society, students should be
aware of the different religious practise and cultural traditions of their
classmates, and be taught to understand and respect these. Without such
respect, Muslims and other groups with distinctive dress, such as Orthodox
Jews and Sikhs, will be driven out of mainstream education and forced to
educate their children separately, which will really create divisions and
alienation.
Based on the above discussion, the government should not banned Muslim‘s
headscarf as a part of school or office uniforms.
78
Teks 2 (Pertemuan Pertama)
Home schooling is an education system which provides child‘s main education
programme at home. Home schooling takes the place of full-time school
attendance and, in the United States and Canada, it usually meets state
requirements for compulsory education. Although home schooling could achieve
the objectives of compulsory education, there are some points that should be
noticed from the home schooling.
First, the idea of taking our children‘s education on home schooling can be a bit
intimidating. Since our country is so large and the people are from so many
different kinds of backgrounds, students need some kind of social glue to make
them stick together and to give them a sense of unity in spite of all the differences.
They will not get such a unity when they are in home schooling. They will get the
sense of unity when they are in the compulsory public schools since it is the
easiest and best places to make this glue.
Then, the home schooling may not be able to prepare children to fit into the mass
society, which means, among other things, believing what most people believe
and liking what most people like. Or it may not be able to
help children to find a set of values with which they could resist and reject atleast
many of the values of the mass society. Recognizing the lack of home schooling
in the case of children‘s socialization opportunity, we should afford them
abundant social opportunities. We can have active home school support groups.
We can hold ongoing park days, meetings at the zoo, the science museum, book
clubs, history clubs, language clubs, home school scouting troops and many more
options to provide them opportunities to socialize with others.
Teks 3 (Pertemuan Kedua)
Private schools are schools that are not run by the government. They offer various
types of schools and levels of education. Although the government does not
directly run the private schools, the government should give more attention to
private schools for some good reasons.
Private schools provide parents with an alternative to the state sector, and a
learning environment, which might better suit their children. In addition, whilst
there are many bad state schools, there are also bad private schools, and some
excellent state schools which compete with the best private schools.
The existence of private education can actually be financially beneficial to state
schools. The state funds the education system through taxation. Parents who do
not send their children to state schools still pay the same taxes. Therefore, there is
more money per child in the state sector. There is evidence that a large number of
parents, who send their children to private schools, are both ‗first time buyers‘ –
79
i.e. neither parent attending a private school – and not from the privileged elite
that the opposition would have us believe.
Based on the above discussion, it is obvious that the government should give more
attention to private schools because they also contribute much in the education
world.
Teks 4 (Pertemuan Ketiga)
First, let me define what the question is and isn‘t asking. It isn‘t asking if we
should we all abandon cars right now, nor is it asking if we should abandon them
completely, nor is it asking if every American should do so. It is asking whether
some Americans should have to take public transit some of the time, and I would
say yes.
Oil use and pollution aside, in some cities like Los Angeles and New York there
just isn‘t room for any more roads, so in order for large cities to grow, they need
more people to take public transit or risk permanent traffic jam. One bus can
safely hold 40 people, so even at half capacity that‘s nearly 20 cars‘ worth of
space in traffic cleared up, and nearly 20 parking spaces that don‘t need to be
built.
There are a lot of people that can take public transit with little inconvenience but
simply don‘t because they never have in the past. If residents in areas with plenty
of transit had to buy transit passes as part of their property taxes then they would
have little excuse not to bus occasionally. A number of universities already
bundle a ‗U-Pass‘ with their tuition fees, forcing their students to take the bus.
When given the chance the majority of those students have voted to keep these
programs.
A similar system in apartments where a portion of the tenants are not issued
parking spaces in exchange for a discount on their rent would also be forcing
people to use public transit. This is already being done with the assignment of
one community car to several apartment tenants that arrange a schedule for the
car, and this program gets many positive reviews.
So yes, I would say that Americans should be forced to use public transit, as
Americans whom are already forced to do so find that it works well for them.
Teks 5 (Pertemuan Ketiga)
Everybody should change their way of life to reduce global warming. There are
several things that we can do. One of them is by buying and consuming fresh
local groceries as much as possible. It of course includes local vegetables, fruits,
bread, etc.
80
Local groceries don‘t need much transportation to get it into the market. It of
course means, the amount of carbon dioxide produced is less than the groceries
from other region. Therefore, by buying local groceries we are helping reduce the
amount of carbon dioxide produced.
Consuming fresh groceries instead of frozen ones are healthier for us.
Furthermore, fresh food or groceries means no requirements for it to be freeze
up. It means that no electricity is needed and saving energy means reducing
carbon dioxide and money.
So, from now on we should consume fresh local groceries to reduce global
warming.
Teks 6 (Pertemuan Ketiga)
Public transportation is a form of travel offered locally that enables more people
to travel together along designated routes. Typical examples form of public
transportation include buses and trains. Public transportation becomes important
parts which great advantages
First, boarding public transportation plays a significant role in enhancing
opportunity and productivity. Knowledge, labor, skills and goods in the market
are transported by public transportation which grows the economic. Moreover,
public transportation increases land and property value. Land that would have
been used for parking and roads can be used to profitable use.
Second, it is good for environment. It significantly reduces the number of vehicles
on the road. This means less pollution from motor vehicle emissions. A clean
environment boosts living standards Furthermore, it prevents global warming. By
reducing the number of vehicles, the amount of greenhouse gas produced will not
be enough to cause global warming
Third, it improves health. Fumes produced by vehicles can lead to respiratory
diseases. Few cars on the road mean reduction of the possibility of these
dangerous diseases. Furthermore , public transportation encourages people to
walk to bus and railway stations which is good for health. It also can reduce stress
comes with driving a car on congested roads
It can be concluded that boarding transportation really benefits us for econonomic,
environmental and health.
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2) Daftar Pertanyaan Socratic Questioning
Question of Assumption What do you assume about …?
Question of Clarification What do you mean by …?
Question that Probe Implication and
Consequences
What effect would that have?
Question that Probe Information,
Reason Evidence, and Causes
Why did you say that?
Question about Viewpoint or
Perspectives
What would someone who disagrees
say?
Question that Probe Purposes
What was your purpose when you
said ?
82
Appendix 3
Test Specification of the Test Item (Pre-Test)
Core
Component
Text
Material Total
Type of
Question Indicator
Number of
Items
3.4
Distinguising
social
function, text
structure,
and language
fetures of
some spoken
and written
analytical
exposition
by giving
and asking
information
regarding
actual issue,
related to the
usage
Analytical
Exposition 26
Multiple
Choice
Identifying
the main idea
and topic of
the text
1,4, 8, 12, 18,
19
Understanding
the purpose of
Expository
text in type
analytical
exposition
text
19,
Identifying
the certain
information of
the text
3, 5, 6, 9, 10,
15, 21, 25, 26
Understanding
type and the
generic
structure of
analytical
exposition
text
17, 23
Identifying
the word
meaning and
reference
2, 7, 11, 13,
14, 16, 22, 24,
Identifying
the meaning
of the
sentence.
20,
83
Appendix 4
Test Specification of the Test Item (Post-Test)
Core
Component
Text
Material Total
Type of
Question Indicator Number of Items
3.4
Distinguising
social
function, text
structure,
and language
fetures of
some spoken
and written
analytical
exposition
by giving
and asking
information
regarding
actual issue,
related to the
usage
Analytical
Exposition 26
Multiple
Choice
Identifying the
main idea and
topic of the
text
1, 6, 10, 11, 15, 20, 21, 22, 23
Understanding
the purpose of
Expository text
in type
analytical
exposition text
19, 26
Identifying the
certain
information of
the text
2, 3, 7, 8, 9, 12,
13, 18, 24, 25
Understanding
type and the
generic
structure of
analytical
exposition text
17,
Identifying the
word meaning
and reference
5,14, 16,
Identifying the
meaning of the
sentence.
4,
84
Appendix 5
PRE-TEST
NAMA : …………………………………………………………….
KELAS :……………………………………………………………….
In the past days and weeks schools across Indonesia have been opening up
their doors again to receive students entering the new school year. Naturally
enough, this has been a time of many trials and tribulations as existing students
join new classrooms and new students try to find their way around a new school.
Such times would be difficult enough for even adults. In adult life we need
time to adapt to new settings and find our footing and direction to settle in and
come to terms with what lies ahead. This kind of experience, difficult enough in
adulthood, can prove extremely challenging for the, as yet, still young and
forming hearts and minds of school-age children.
During the first days back at school great opportunities exist to try to
develop a sense of community that will help students settle in and have a firm
foundation on which to build their studies during the coming year. There are
almost constant complaints that there is too much to study for school students and
yet time is, every year, wasted on negative and useless orientation day pranks and
fooling around. Surely, when time pressures are of such a concern and teachers
complain that they have too much to teach from the curriculum, the first days of
school would be a great time to help students prepare for the challenges ahead.
Constructive teambuilding and guidance towards much needed study skills would
serve these students far better than nonsense tasks and ridicule.
Schools should design these days carefully and not let them be so negligently
and dangerously wasted. The benefits of good early learning experiences can be
considerable and the duty that schools should exercise to consider a child's
psychological welfare really have to leave little room in the first days of school.
(Source: Interlanguage: English for senior high school students XI. Grasindo)
85
1. The main idea of paragraph 3 is….
a. The needs of constructive teambuilding and guidance.
b. Complaint of the use of time of first days.
c. Teachers' complaint.
d. Pressure of time.
2. The word in paragraph 3 which has the meaning mischievous trick is ...
a. complaint
b. orientation
c. pressure
d. prank
3. Which of these statements is not true according to the text?
a. First day is the time for trials and tribulation.
b. Schools all over Indonesia had opened registration many days before
the first day.
c. A sense of community can be developed during the first days back to
school.
d. Constructive team-building and guidance for students are better than
meaningless tasks and ridicule.
With flashy colour, iridescent scales, and long fins that flow around them
like underwater ball gowns, betta fish are some of the most eye-catching
creatures you might see for sale at a pet store or flea market. They‘re cheap,
too—the fish are sold for as little as $2 each. It may seem tempting to buy these
little gems as captivating, swimming decorations.
But living animals aren‘t decorations, and some animal welfare
advocates are concerned that the betta‘s reputation as an ―easy‖ pet is
exaggerated. Critics argue that such popularity and misconceptions about their
care and biology can lead to them being some of the most commonly mistreated
fish in the pet trade. A new campaign by People for the Ethical Treatment of
86
Animals (PETA) aims to highlight the problems with betta sales and ownership,
so National Geographic is taking a closer look.
There are no ―easy‖ pets, but to be fair, bettas are easier to care for than
many other types of fish. Bettas do, in fact, need less space than other fish, and
they‘re hardier. Like other fish in the same taxonomic suborder, they have a
―labyrinth‖ organ, which allows them to take gulps of air from the surface, so they
can survive in water with lower oxygen levels than other types of fish. Bettas also
live in freshwater, which requires an aquarium environment that is easier to set up
and maintain than saltwater.
Still, rumours of their ease of care are exaggerated. They do not naturally live
in tiny puddles in the wild, despite rumours, and therefore do not thrive in a tank
of less than 9.5 litres gallons (but more is better). They will not be healthy or
happy living in so-called ―self-contained ecosystems‖, confined in a vase with
nothing but a plant on top to feed them—their natural diet is insects and larva, not
roots. Bettas need filtration, warm water, enrichment like plants and caves to
explore, and regular feeding and tank cleaning. Many fish tanks that you can buy
easily, including this fish tank in a stuffed animal, are nowhere near the
appropriate size to keep a fish happy. Without proper education, some fish owners
will even keep the animals in the food container.
4. The topic of the text above is …
a. Bettas fish that must be kept in appropriate way.
b. the population of Betta fish that gradually decrease.
c. the easiest way to keep Bettas Fish in aquarium
d. how people cannot find a good diet for Bettas
5. An uncomfortable circumstance for Bettas fish is …
a. an artificial environment with inappropriate food source.
b. a pool with many insects and larva.
c. Unnatural habitat filled with filtration and warm water.
d. a tank of water that is less than nine liters.
87
6. From the text above we know that, labyrinth …
a. Allows Bettas fish to provide their own oxygen.
b. Provide more oxygen only for Bettas Fish
c. Allow Bettas fish to survive in low level oxygen
d. Requires larger space to get more oxygen.
7. ―It may seem tempting to buy these little gems as captivating,
swimming decorations.‖ (paragraph 1)
The word ―captivating‖ has similar meaning with …
a. Mesmerizing
b. Embellishment
c. Beautification
d. Congruent
If you saw bullying, what would you do to stop it? Would you stand by
and let it happen, take part in it or try to stop it? Not many students think about
this, and that is part of the problem
‗Treat others the way you want to be treated.‘ That‘s the Golden Rule and
it should be followed in every aspect of your life. If someone was in a position to
stop you from being bullied and did nothing, how would you feel? If you find that
unacceptable, you must do everything you can to stop others from hurting people.
Are you even remotely aware of how much pain these victims feel every day?
They go to school knowing they‘re going to be hurt and they see no way out. This
is because people like you and many others stand by and let it happen without
contemplating how much pain this is causing people. Ask yourself this: How
would you feel if you were in the victim‘s position and could see no end to your
pain?
When the victims see no way out, they may choose to tragically end their
life, leaving more hurt behind for those who were unable to stop it. Canada has the
third-highest teen suicide rate of all the industrialized nations, with 15 deaths per
88
100,000 people. Suicide is the second leading cause of death for people ages 10-
24, behind motor vehicle accidents. The death of a young person is always a waste
of life, so how many more lives must be wasted before something is done?
If you condone bullying in any way, shape or form, you are taking part in
it. Bullying is everyone‘s responsibility and the option of doing nothing is
unacceptable in civilized society. Some people may consider mocking someone
funny, even though it is anything but funny to the victim. Small jabs taken every
day can add up to a lot of pain and suffering. While it may seem innocent to the
person taking the shots, the cumulative effect of these daily jabs could be
devastating. In addition to that, as the pain increases, each jab cuts a little deeper.
Bullying can happen in school, so it is the responsibility of students to
protect their classmates and to show everyone the dignity and respect they would
like to be treated with. The first line of defense in bullying is in student‘s own
behavior. But when that fails, it must be brought to the attention of someone in
authority, like a teacher. The concept of someone in authority failing to address
the problem is simply not acceptable. This is why you must speak to a teacher you
trust and know will do something to stop it.
Bullying is happening everywhere, even at your own school. You may not
see it, you may not know it is there, but it is happening and it causes unimaginable
pain to the victims. The only way to end bullying is to talk about it openly rather
than making it a taboo issue. If someone is hurting another person, they will not
stop unless someone (either a fellow classmate or someone in authority) stands up
for the victim and tells their mentor to stop. Bullying is everyone‘s problem;
therefore everyone has to be part of the solution
(Source:http://www.teenink.com/opinion/school_college/article/331645/Bullying-
in-School/)
8. What is the topic of the passage?
a. The campaign to put an end to bullying at school.
b. Teacher‘s reaction regarding bullying incident.
89
c. The experience of bullying victim at school.
d. The fact about school with bullying incident.
9. What does the writer suggest to prevent bullying in school?
a. involving someone that has a higher authority.
b. Finding attention to people in media social
c. Finding help from classmates to stop it.
d. Giving more advice to students that do it.
10. The true statement based on the text above is …
a. Depressed bullying victim may end his/her life through suicide.
b. Bullying in the school is only the student‘s responsibility.
c. Making taboo issue about bullying is one of solution to solve it.
d. Motor vehicle accident related to bullying accident in Canada.
11. ―When the victims see no way out, they may choose to tragically end their
life, leaving more hurt behind for those who were unable to stop it.‖
(paragraph 1)
The word ―they‖ in the sentence above refers to …
a. Bullying
b. Victims
c. Life
d. way
Many young people have difficulty deciding where they will live when the
time comes to leave home and make their own way in the world. Among the more
common alternatives are sharing a house or flat with other young people, and
finding full board and lodgings in someone else's home.
Renting a house with other young people offers the advantage of a high
degree of freedom and independence. On the down side, renting involves a
variety of responsibilities that may be more than you wish to take on. This would
90
mean you would be responsible for making large rental payments if one or more
of the people you are sharing with should move out of the house or flat. It might
also mean that you are held financially responsible if they damage the dwelling.
Finding board and lodgings, on the other hand, has significant advantages.
Generally you have no responsibility for the cleaning or maintenance of the
dwelling or its gardens, other than to take reasonable care of your room. However,
living in board and lodging circumstances has its drawbacks too. You have less
freedom and flexibility in your lifestyle.
In the end, the decision each person makes will depend on their own
personal valuing of independence and of convenience, as well as their feeling of
readiness for taking on the considerable financial and other responsibilities of
house or flat rental.
(Source: Interlanguage: English for senior high school students XI. Grasindo)
12. The text mainly discusses about …
a. sharing a house
b. cleaning a house
c. deciding where to live
d. renting a house
13. ―Finding board and lodgings, on the other hand, has significant
advantages.‖ The underlined word means …
a. gained position
b. rooms rented to live
c. supply of materials
d. work of cutting down tree
14. the pronoun ―you‖ in line 19 third paragraph refers to…
a. a young man
b. the readers
c. the writers
91
d. the audiences
15. Renting a house with other young people is probably …
a. an easily ways to do when we leave our home
b. getting high disadvantages of financial
c. getting high advantages
d. losing much money
16. The word ―freedom and independence‖ is closest in meaning to…
a. It is connected to
b. Depend on something
c. Standing alone
d. Unbounded
17. What type of the passage above is...
a. exposition
b. narrative
c. report text
d. explanation
The government has just published a report which suggest that television is
partly responsible for the serious increase in crime over the last ten years. The
exposure of violence or pornography harmfully effects on children.Many people
who are alive today know what it is like to live in a world without television.
Television as we know is only about forty years old. Yet it is so much a part of
our lives that it seems as if it had always existed.
Some people think that the years before the invention of television were a
better time. They claim that families talked more and did more things together.
92
More books were read. People used their imaginations more fully. People got
more outdoor exercises.
But others disagree. They claim that television is a powerful educational
tool. It informs us of what is going on in the world, from a famine in Africa to a
local politics and fashion. It helps us understand how people live, work, and
struggle. In 1961, Newton Minow, a government official, called prime-time
schedules ― a vast wasteland.‖
Television is credited with being a great teacher, but it is also blamed for
the poor reading and writing skills of our population. Television gets praised for
helping us understand the people of the world. But it has been accused of helping
to destroy family life. Television keeps us informed about the political issues of
the day.
Experts will probably continue to argue about television‘s value. But
everyone agrees that it is one of the most significant inventions of the twentieth
century.
(Source: Interlanguage: English for senior high school students XI. Grasindo)
18. What type of information is included in the third paragraph?
a. The advantages of the television
b. The detailed of television argument
c. The discussion of bad effect of the television
d. An outline of the type of parents who prefers the interactions view of
television
19. The writer wants to tell …..
a. the development of television
b. the advantages of television program
c. how television improves people‘s knowledge
d. the influence of television on people‘s daily life
20. ―Many people claim that television is a powerful educational tool. ―
93
From this statement we know that they ….. with the existence of
television.
a. love
b. agree
c. prefer
d. satisfy
21. Which of the following is good for children in watching TV?
a. The children should watch the violence on TV
b. Children may watch TV whenever they like
c. Children should spend all their time to watch TV program
d. Children should be accompanied by their parents in watching TV
22. ― ….. Television is credited with being a great teacher …‖ (Paragraph 4)
The underlined word means lack of ….
a. appreciated
b. claimed
c. proposed
d. administered
23. What type of the text is.....
a. explanation
b. a report text
c. an exposition text
d. news items
24. The pronoun ―it‖ in line 8 refers to
a. the television
b. educational tool
94
c. educational
d. tool
25. Which of the following is not mentioned in the passage about television?
a. a television is an educational tool
b. television is only about forty years old
c. Television is credited with being a great teacher
d. television helps the learner being good reader and good in writing.
26. Newton Minow, a government official, called prime-time schedules ― a
vast wasteland‖ in…
a. 2015
b. 1996
c. 1999
d. 1961
95
Appendix 6
VALIDITY TEST OF PRE-TEST INSTRUMENT
Rata2 = 14.36 Simpang Baku = 6.96 KorelasiXY = 0.87 Reliabilitas Tes = 0.93 Butir Soal = 26 Jumlah Subyek = 2
5 Nama berkas: C:\USERS\USER\DOCUMENTS\VALIDASIPRETEST.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 57.14 Sedang 0.414 Signifikan
2 3 71.43 Sedang 0.483 Sangat Signifikan
3 4 71.43 Sedang 0.555 Sangat Signifikan
4 7 71.43 Sedang 0.391 Signifikan
5 8 100 Sedang 0.772 Sangat Signifikan
6 10 71.43 Sedang 0.591 Sangat Signifikan
7 11 71.43 Sedang 0.69 Sangat Signifikan
8 12 42.86 Mudah 0.438 Signifikan
9 13 85.71 Sedang 0.721 Sangat Signifikan
10 14 71.43 Sedang 0.532 Sangat Signifikan
11 15 42.86 Sedang 0.369 Signifikan
12 16 42.86 Sangat Mudah 0.507 Sangat Signifikan
13 17 57.14 Sedang 0.504 Sangat Signifikan
14 18 71.43 Sedang 0.571 Sangat Signifikan
15 19 85.71 Sedang 0.711 Sangat Signifikan
16 20 85.71 Sedang 0.732 Sangat Signifikan
17 21 28.57 Sukar 0.398 Signifikan
18 22 71.43 Sedang 0.657 Sangat Signifikan
19 23 28.57 Mudah 0.4 Signifikan
20 24 42.86 Mudah 0.503 Sangat Signifikan
21 25 71.43 Sedang 0.662 Sangat Signifikan
22 26 85.71 Sedang 0.566 Sangat Signifikan
23 27 85.71 Mudah 0.716 Sangat Signifikan
24 28 57.14 Sedang 0.418 Signifikan
25 29 85.71 Sedang 0.665 Sangat Signifikan
26 30 57.14 Sedang 0.45 Sangat Signifikan
96
Appendix 7
VALIDITY TEST OF POST-TEST INSTRUMENT
REKAP ANALISIS BUTIR ============= ======== Rata2 = 16.88 Simpang Baku =6.35 KorelasiXY =0.86 Reliabilitas Tes = 0.93 Butir Soal = 26 Jumlah Subyek = 25 Nama berkas:C:\USERS\USER\DOCUMENTS\VALIDASI POSTTEST.ANA
Btr Baru Btr Asli . D. Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 42.86 Sangat Mudah 0.567 Sangat Signifikan
2 2 85.71 Mudah 0.762 Sangat Signifikan
3 3 71.43 Sedang 0.484 Sangat Signifikan
4 4 85.71 Sedang 0.602 Sangat Signifikan
5 5 42.86 Sangat Mudah 0.508 Sangat Signifikan
6 6 28.57 Mudah 0.426 Signifikan
7 7 42.86 Mudah 0.536 Sangat Signifikan
8 8 85.71 Sedang 0.785 Sangat Signifikan
9 9 42.86 Mudah 0.456 Sangat Signifikan
10 10 14.29 Sangat Mudah 0.35 Signifikan
11 11 71.43 Sedang 0.602 Sangat Signifikan
12 12 57.14 Sedang 0.538 Sangat Signifikan
13 13 42.86 Sukar 0.456 Sangat Signifikan
14 14 57.14 Sedang 0.575 Sangat Signifikan
15 15 85.71 Sedang 0.696 Sangat Signifikan
16 18 57.14 Mudah 0.537 Sangat Signifikan
17 19 71.43 Sedang 0.631 Sangat Signifikan
18 22 71.43 Sedang 0.502 Sangat Signifikan
19 23 28.57 Sangat Mudah 0.397 Signifikan
20 24 85.71 Sedang 0.656 Sangat Signifikan
21 25 71.43 Sukar 0.598 Sangat Signifikan
22 26 42.86 Mudah 0.426 Signifikan
23 27 57.14 Mudah 0.516 Sangat Signifikan
24 28 85.71 Sedang 0.736 Sangat Signifikan
25 29 57.14 Sukar 0.508 Sangat Signifikan
26 30 42.86 Mudah 0.457 Sangat Signifikan
97
Appendix 8
DOCUMENTATIONS
A. Experimental Class
98
99
B. CONTROL CLASS
100
101
102
103
104
105
106
107
108
109
110
111