THE INFLUENCE OF COLLABORATIVE STRATEGIC · informasi yang akurat perbedaan pada kemapuan membaca...

THE INFLUENCE OF COLLABORATIVE STRATEGIC

READING (CSR) TECHNIQUE ON STUDENTS’

ACHIEVEMENT IN READING COMPREHENSION OF

NARRATIVE TEXT

(A Quasi Experimental Study on the Implementation of CSR at SMA PGRI 109

Kota Tangerang)

By:

Anike Rosalina

NIM: 109014000113

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

Anike Rosalina, 109014000113. “The Influence of Collaborative Strategic

Reading (CSR) Technique on Students’ Achievement in Reading

Comprehension of Narrative Text (A Quasi Experimental Study on the

Implementation of CSR at SMA PGRI 109 Tangerang)”, Skripsi,

Department of English Education, Faculty of Tarbiyah and Teachers

Training, Syarif Hidayatullah State Islamic University.

Keywords: Collaborative Strategic Reading (CSR), Narrative Text, Reading

Comprehension

This study was aimed to know the empirical evidence of the influence in

using Collaborative Strategic Reading (CSR) technique on students’ achievement

in reading comprehension of narrative text. Therefore, it was intended to get

reliable information whether there was a significant difference in the students’

reading comprehension between the experimental class and the control class. The

research method used in this research was a quasi-experimental study. The sample

was taken from the second grade students of SMA PGRI 109 Kota Tangerang by

using simple random sampling. The experimental class was taught by using CSR

while the control class was taught without using CSR. Before giving the

treatment, the students from both classes were given a pre-test to know to what

extent their ability in reading narrative text. At the end of the treatment, the

students were given a post-test. The tests used as the primary instrument were

consisting of 20 multiple choice questions. The final mean scores gained from

both class was analyzed by using T-test with significance level α = 0.05. By using

SPSS v.16 for Windows program, it was found that the mean score of experimental

class was 82.20, while the control class was 64.57. The T-test revealed that the

result was significant was determined by ρ < 0.05, ρ = 0.0000. Thus, H1 was

accepted that there is an influence of Collaborative Strategic Reading (CSR)

technique on the students’ achievement in reading comprehension of narrative

text. Therefore, it can be concluded that the students’ reading comprehension

achievement of narrative text was influenced by the Collaborative Strategic

Reading (CSR) technique rather than without using it.

ii

ABSTRAK

Anike Rosalina, 109014000113. “The Influence of Collaborative Strategic

Reading (CSR) Technique on Students’ Achievement in Reading

Comprehension of Narrative Text (A Quasi Experimental Study on the

Implementation of CSR at SMA PGRI 109 Tangerang)”, Skripsi,

Jurusan Pendidikan Bahasa Inggris, Facultas Ilmu Tarbiyah dan Keguruan,

Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Kata Kunci: Collaborative Strategic Reading (CSR), Teks Naratif, Pemahaman

Membaca

Penelitian ini bertujuan mengetahui bukti empiris tentang penggunaan

tekhnik Collaborative Strategic Reading (CSR) terhadap pemahaman membaca

siswa dalam teks naratif. Secara khusus, penelitian ini bertujuan mendapatkan

informasi yang akurat perbedaan pada kemapuan membaca siswa di kelas

eksperimen dan kelas kontrol. Metode penelitian ini adalah metode kuasi

eksprimen. Sampel diambil dari siswa kelas XI SMA PGRI 109 Kota Tangerang.

Pada eksperimental kelas diajarkan menggunakan teknik Collaborative Strategic

Reading (CSR) sedangkan pada kelas kontrol diajarkan tanpa menggunakan

tekhnik Collaborative Strategic Reading (CSR). Sebelum diberikan perlakuan,

kedua kelas eksperimen dan kontrol diberikan test awal untuk mengetahui sejauh

mana kemampuan mereka dalam pemmahaman membaca teks naratif. Pada akhir

perlakuan, siswa diberikan tes akhir. Tes-tes yang digunakan sebagai instrumen

utama terdiri dari 20 soal pilihan ganda. Nilai rata-rata akhir diperoleh dari kedua

kelas dan dianalisis mengganakan T-test dengan taraf signifikan α = 0.05. Dengan

menggunakan program SPSS v.16 for Windows, didapatkan nilai rata-rata di kelas

eksperimen adalah 82,20, sedangkan nilai rata-rata di kelas kontrol adalah 64,57.

Hasil T-test menyatakan ρ < 0.05, ρ = 0.0000. Maka, H1 diterima, bahwa ada

pengaruh dari penggunaan Collaborative Strategic Reading (CSR) pada

pemahaman membaca siswa dalam teks naratif. Oleh karena itu, dapat

disimpulkan bahwa pemahaman membaca siswa dalam teks naratif dipengaruhi

oleh penggunaan tekhnik Collaborative Strategic Reading (CSR) dibandingkan

dengan tanpa menggunakan tekhnik tersebut.

iii

ACKNOWLEDGEMENTS

Praised be to Allah, Lord of the world, who has given the writer His love

and compassion to finish the last assignment in her study. Peace and salutation be

upon to the prophet Muhammad SAW., his family, his companion, and his

adherence.

It is a pleasure to acknowledge the help and contribution to all of lecturers,

institution, family and friends who have contributed in different ways hence this

“skripsi” is processed until it becomes a complete writing which will be presented

to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the

requirements for the degree of S.Pd. (S-1) in English Language Education.

In this process of finishing this “skripsi”, the writer would like to express

her deepest gratitude to her wonderful parents, Mr. Karyono and Mrs. Siti Sa’anah

for giving her the motivation, guidance, and pray all the time.

Furthermore, the writer would like to express her great honor and deepest

gratitude to her advisors, Mrs. Nida Husna, M.A. TESOL and Mr. Dadan

Nugraha, M.Pd. for their valuable help, guidance, comments, corrections and

suggestions and who have been very patient to sacrifice their energy and time to

assist the writer so that the writer could finish this “skripsi”.

The writer’s sincere gratitude also goes to:

1. Nurlena Rifa’i, Ph.D., the Dean of the Faculty of Tarbiyah and Teachers’

Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., as the Head of English Department.

3. Mr. Zaharil Anasy, M.Hum., as the Secretary of English Department.

4. All lecturers and staffs in English Education Department who have taught the

writer useful knowledge and skills.

5. The principal and all of the teachers in SMA PGRI 109 Kota Tangerang, for

giving permission to the writer to do observation and conduct the research.

iv

6. All friends in C class of English Education Department 2009 for the great

friendship, support, togetherness and knowledge they have shared. May Allah

the Almighty bless them all, so be it.

The writer realizes that this “skripsi” cannot be considered perfect without

critiques and suggestions. Therefore, it is such a pleasure for her to get critiques

and suggestions to make this “skripsi” better.

Jakarta, January 2014

The Writer

v

TABLE OF CONTENTS

ABSTRACT ............................................................................................. i

ABSTRAK ............................................................................................... ii

ACKNOWLEDGMENTS ..................................................................... iii

TABLE OF CONTENTS ...................................................................... v

LIST OF TABLES ................................................................................. vii

LIST OF PICTURES ............................................................................. viii

LIST OF APPENDICES ....................................................................... ix

CHAPTER I. INTRODUCTION ......................................................... 1

A. Background of the Study ........................................ 1

B. Identification of the Problem .................................. 3

C. Scope of the Study .................................................. 4

D. Problems Formulations ........................................... 4

E. Purpose of the Study ............................................... 4

F. Significance of the Study ........................................ 4

CHAPTER II. THEORETICAL FRAMEWORK ............................. 5

A. Reading ................................................................... 5

1. General Concept of Reading .............................. 5

2. Kinds of Reading ................................................ 7

3. Purposes of Reading ........................................... 8

4. Reading Comprehension .................................... 10

B. Narrative Text ......................................................... 12

1. The Understanding of Narrative Text ................ 12

2. Purposes of Narrative Text ................................. 12

3. Schematic Structures of Descriptive Text .......... 13

C. Collaborative Strategic Reading (CSR) .................. 15

1. Definition of Collaborative Strategic

Reading (CSR) ................................................... 15

2. Purposes of Collaborative Strategic

Reading (CSR) ................................................... 17

3. Procedure of Collaborative Strategic

Reading (CSR) ................................................... 18

vi

D. Teaching Narrative Text Using Collaborative Strategic

Reading (CSR) ........................................................ 21

E. Previous Studies ...................................................... 22

F. Hypothesis ............................................................... 23

CHAPTER III. RESEARCH METHODOLOGY .............................. 25

A. Place and Time of the Study ................................... 25

B. Method of the Study ................................................ 26

C. The Instrument ........................................................ 26

D. The Population and Sample .................................... 27

E. Data Analysis Technique ........................................ 27

1. Normality Test ................................................... 27

2. Homogeneity Test .............................................. 27

3. Hypothesis Test ................................................. 28

CHAPTER IV. RESULT AND INTERPRETATION ....................... 29

A. Result ...................................................................... 29

1. The Description of the Data .............................. 29

2. The Analysis of the Data ................................... 33

a. Results of Pre-test of Experimental Class

and Control Class ........................................ 33

b. Results of Post-test of Experimental Class

and Control Class ......................................... 37

c. Normality Test ............................................ 41

1) Pre-test Normality Test .......................... 41

2) Post-test Normality Test ....................... 42

d. Homogeneity Test ....................................... 43

1) Pre-test Homogeneity Test .................... 43

2) Post-test Homogeneity Test ............................. 43

e. Hypothesis Test ........................................... 44

B. The Interpretation of the Data ..................................... 45

CHAPTER V. CONCLUSION AND SUGGESTION ........................ 47

A. Conclusion ............................................................ 47

B. Suggestion ............................................................ 47

REFERENCES ....................................................................................... 48

APPENDICES ........................................................................................ 51

vii

LIST OF TABLES

Table 4.1 Pre-test and Post-test Score of Experimental Class ................. 29

Table 4.2 Pre-test and Post-test Score of Control Class .......................... 31

Table 4.3 Table of Data Description of Pre-test Result of Experimental

Class ........................................................................................ 33

Table 4.4 Table of Frequency Distribution of Pre-test Result of

Experimental Class .................................................................. 34

Table 4.5 Table of Data Description of Pre-test Result of Control

Class ........................................................................................ 35

Table 4.6 Table of Frequency Distribution of Pre-test Result of

Control Class ............................................................................ 36

Table 4.7 Table of Data Description of Post-test Result of


Table 4.8 Table of Frequency Distribution of Post-test Result of


Table 4.9 Table of Data Description of Post-test Result of Control

Class ........................................................................................ 39

Table 4.10 Table of Frequency Distribution of Post-test Result of

Control Class ........................................................................... 40

Table 4.11 Normality Pre-test Results between Experimental

Class and Control Class ........................................................... 41

Table 4.12 Normality Post-test Results between Experimental


Table 4.13 Homogeneity Pre-test Results between Experimental


Table 4.14 Homogeneity Post-test Results between Experimental


Table 4.15 T-test Result ........................................................................... 44

viii

LIST OF PICTURES

Picture 4.1 Diagram of Pre-test Result of Experimental Class ................ 35

Picture 4.2 Diagram of Pre-test Result of Control Class ......................... 37

Picture 4.3 Diagram of Post-test Result of Experimental Class .............. 39

Picture 4.4 Diagram of Post-test Result of Control Class ........................ 41

ix

LIST OF APPENDICES

1. Interview to the English Teacher ....................................................... 51

2. The Blueprint Test of Pretest ............................................................. 54

3. The Instrument of Validity Test ....................................................... 56

4. The Instrument of Pretest .................................................................. 57

5. The Answer Key of Pretest ............................................................... 61

6. The Instrument of Posttest ................................................................ 62

7. The Answer Key of Posttest .............................................................. 66

8. Lesson Plan of Experimental Class in Treatment 1 ........................... 67

9. Lesson Plan of Control Class in Treatment 1 ................................... 72


11. Lesson Plan of Control Class in Treatment 2 .................................... 82


13. Lesson Plan of Control Class in Treatment 3 .................................... 92

14. ANATEST Result .............................................................................. 96

1

CHAPTER I

INTRODUCTION

A. Background of Study

English is one of the languages which becomes an international

language. Many people from different countries use English in order to be able

to communicate, not only in oral but also in written communication. Thus,

English known as lingua franca that is used worldwide. N. F. Blake states that

“English is used widely as a lingua franca for purposes of commerce and

science because English has virtually achieved the status of a world language.”1

In Indonesia, English which is regarded as a foreign language becomes

one of important subjects taught at school. Thus, based on Kurikulum Tingkat

Satuan Pendidikan (KTSP) 2006, Senior High School students are expected to

be able to master four language skills; listening, speaking, reading, and writing.

Especially for reading skill, the students are expected not only to read fluently,

but also comprehend the text completely. In mastering reading skill student

must understand some kinds of reading texts; narrative, procedure, recount,

expository, descriptive, and etc.2

From the statement above, it can be concluded that there are four skills

that should be mastered by the students in learning English (listening, speaking,

reading, and writing). It is clear that reading is one of the most important skills.

“Educational researchers have found that there is a strong correlation between

reading and academic success.”3 In other words, a student who is a good reader

is more likely to do well in school and pass exams than a student who is a weak

reader.

Based on the Senior High School syllabus, there are several kinds of

reading text that should be mastered by the grade XI students, such as report,

1 N. F. Blake, A History of the English Language, (London: Macmillan Press, 1996), p. 1.

2Peraturan Menteri Pendidikan Nasional RI no. 23 Tahun 2006, Standar Kompetensi Mata

Pelajaran Bahasa Inggris SMA dan MA, p. 366. 3 The Importance of Reading, http://esl.fis.edu/parents/advice/read.htm.

http://esl.fis.edu/parents/advice/read.htm

2

narrative, analytical exposition, spoof, and hortatory exposition.4 In this study,

the researcher focus on doing research of reading narrative text because

narrative text is a part of recent target in teaching English for Senior High

School students. Narrative is a text that tells a story and, doing so, entertains the

readers.5 It consists of orientation, complication of problems, a sequence of

events, and orientation.6

According to the writer’s interview to the English teacher in SMA PGRI

109 Tangerang, there are some difficulties faced by the students in learning

reading, especially in reading narrative text. Reading narrative text is

considered as a boring activity for the students because they feel difficult to

comprehend the text and to conclude the idea of the text by themselves. The

students also faced many unfamiliar words in the reading text because they do

not have good background knowledge about the texts given by the teacher. As

the result, students lost their pleasure in reading and got low score in reading. In

this case, the role of the teacher is very important to develop students’ reading

comprehension. As the students’ facilitators, teachers need to select and to

prepare good teaching materials to help the students gain maximum result of

their reading class. It is in line with McDonough and Shaw who said that

teachers should provide materials that stimulate interest for their students.7

Teachers might also try to find some kinds of methods that could help the

students to get their pleasure in reading and to develop their reading

comprehension.

Nowadays, many teaching methods and techniques are offered to

facilitate teachers in developing their students’ ability in reading. One of those

techniques which are known to improve students’ reading ability is

Collaborative Strategic Reading (CSR). According to Klinger and Vaughn,

4SilabusSemester GanjilKelas XI SMA PGRI 109 Tangerang.

5 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan,

1998), p. 3. 6 Ibid.

7 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A

Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 99.

3

CSR is a collaborative technique that teaches students to use comprehension

strategies while working cooperatively.8 Student strategies include previewing

the text; giving ongoing feedback by deciding "click" (I get it) or "clunk" (I

don't get it) at the end of each paragraph; "getting the gist" of the most

important parts of the text; and "wrapping up" key ideas.9 In other words,

students are given the opportunity to contribute their group by working

together.

Regarding the explanation above, this study is intended to discuss about

The Influence of Collaborative Strategic Reading (CSR) Technique on

Students’ Achivement in Reading Comprehension of Narrative Text (A

Quasi Experimental Study on the Implementation of CSR at SMA PGRI 109

Kota Tangerang).

B. Identification of the Problem

Based on the explanation of background of the study, there are some

problems which can be identified, such as:

1. The students lost their pleasure in reading narrative text.

2. Students got low score in reading narrative text.

3. The teachers have not been exploring more about other varieties of teaching

methods of reading skill.

4. The students feel difficult to comprehend reading narrative text by

themselves.

5. There are too many unfamiliar words in narrative text because of the

students do not have good background knowledge about the narrative texts

given by the teacher.

8J K. Klingner and S. Vaughn, Using Collaborative Strategic Reading, (The Council for

Exceptional Children, 1998), p. 32. 9Ibid.

4

C. Scope of the Study

In order to avoid misunderstanding in interpreting the problem, the

writer makes the scope of the study. In this paper, the writer limits the problem

on the influence of Collaborative Strategic Reading (CSR) on students’

achievement in reading comprehension of narrative text at the second year

students at SMA PGRI 109 Kota Tangerang.

D. Problems Formulation

Since there are many problems to identify, the writer formulates the

problems as follows:

“Was there any influence of Collaborative Strategic Reading (CSR) technique

on students’ achievement in reading comprehension of narrative text?”.

E. Purpose of Study

The purpose of this study was to know the empirical evidence of the

influence of using Collaborative Strategic Reading (CSR) technique on

students’ achievement in reading comprehension of narrative text, especially in

second grade of Senior High School.

F. Significance of the study

1. The result of the study hopefully can give information for the English

teachers about the using of Collaborative Strategic Reading (CSR)

technique in teaching reading.

2. The research is expected to be useful input for the students to encourage

them to master their reading comprehension by using a different technique.

3. This study may also be a reference for the next researches who want to

conduct a further research related to teaching reading, especially CSR.

4. The writer expects that the research will be useful for the writer herself, so

it will broaden her knowledge in teaching reading.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Reading

Reading is viewed as one of the important skills in learning English as a

foreign language. It is in line with McDonough who said that as a skill, reading

is the most important foreign language skill.1 It can be seen that reading

becomes the most important skill because in some cases students have to read

the English material to understand the written text. Furthermore, reading will be

useful if someone can read many different materials and being able to

understand them.2 It means that reading is an important tool that can give so

much helps in life.

1. General Concept of Reading

Reading has many definitions given by linguists. According to Grabe

and Stoller, reading is the ability to draw meaning from the printed page and

interpret this information appropriately.3 Therefore, reading seems difficult skill

for students who use English as a second language and foreign language

because they have to transfer their mother language to the foreign language in

comprehending the text.

Based on the point of view above, generally reading is a complex

process of human‟s activity. As they are reading, they use their eyes and brain

to get the meaning of the author‟s message. In this sense, Harmer said that

reading is an activity that uses the eyes and the brain in which the eyes have

function to get the message or information and to send the message to the brain,

1Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A

Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 89.

2Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (New York: Addison-

Wesley Publishing Company, 1996), p. 2.

3William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (England:

Pearson Education Limited, 2002), p. 11.

6

and then the brain gets the message from the eyes and manages the message.4 In

addition, Aeberson stated that “reading is what happens when people look at a

text and assign meaning to the written symbols in that text.”5 It means that in

activity of reading there is an interaction between what the reader looks of the

text and what the author writes into printed symbols.

In addition, Farris explained that:

“Reading means getting meaning from print. Reading is not phonics,

vocabulary, syllabication, or other „skills‟, as useful as these activity

may be. The essence of reading is a transaction between the words of an

author and the main of a reader, during which meaning is constructed.

This means that the main goal of reading instruction must be

comprehension: above all, we want students to understand what is on a

page.”6

The explanation above shows the general of reading as a transaction

between the author and the reader in getting the meaning of the written text. It

is strengthen by Nuttal who said that:

“The view of reading offered in this book is essentially concerned with

meaning, specifically with the transfer of meaning from mind to mind:

the transfer of a message from writer to reader. As we shall see, it is not

quite as simple as that, but we exclude any interpretation of word

reading in which meaning is not central. We shall explore how we get

meaning by reading and how the reader, the writer and the text each

contribute to the process.”7

From the explanations above, it can be known that reading is

transformation from mind to mind, especially how the reader gets the meaning

from the writer‟s mind.

4Jeremy Harmer, The Practice of English Language Teaching: New Addition, (New York:

Longman Publishing, 1991), p. 190.

5Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and

Strategies for Second Language Classrooms, (New York: Cambridge University Press, 1997),

p. 15.

6Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New

York: McGraw Hill, 2004), p. 324.

7Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Macmillan,

2005), p. 3.

7

2. Kinds of Reading

Nuttal describes reading into two approaches, they are8:

a. Intensive Reading

Intensive reading involves approaching in text under the close guidance

of teacher or under the guidance of a task, which force the students to pay

great attention to the text.9 The aim of intensive reading is to arrive at a

profound and detailed understanding of the text: not only of what it means,

but also how the meaning is produced. For example, students read a text

and spending an hour to analyze grammar point and difficult vocabularies.

In this activity, the teacher and the students work together to explain the

meaning of the text and to analyze words and grammatical, sentence by

sentence.10

b. Extensive Reading

Extensive reading on the other side is reading program that will actively

promote reading out class.11

This activity is reading a longer text and

skipping or guessing unknown words. It carries out to achieve a general

understanding of a text.12

For example, students read a book, such as novel,

fairy tales, biographic or essays based on their interest and their level, and

spending an hour for reading whole text book. Extensive reading can make

students enjoy in reading.13

In the other hand, Broughton et al. identifies kinds of reading, such as:

a. Reading Aloud

The most important characteristic in reading aloud is oral matter,

including pronunciation, tone, speed, and pauses. Other activity that

improved in reading aloud is conversation. Few people are required to read

8 Christine Nuttal, Ibid., pp. 38—39.

9 Christine Nuttal, Ibid, p. 38.

10 I. S. P. Nation, Teaching ESl/EFL Reading and Writing, (New York: Routledge, 2009),

p. 25. 11

Christine Nuttal, loc. cit., p. 39. 12

Francoise Grellet, Developing Reading Skills. A Practical Guide to Reading

Comprehension Exercise, (Cambridge: Cambridge university Press, 1986), p. 4. 13

I. S. P. Nation, loc. cit., p. 27.

8

aloud as matter of daily routine, radio newscasters, clergymen, and even

actor.

b. Silent Reading

The aim of silent reading is understanding. While doing silent reading,

there is no oral expression. In silent reading, we use our ability to

understand the meaning of the written sign.14

3. Purposes of Reading

When people read something, they have their own purpose. For example

when they read a newspaper the purpose is to get information. When they read

a comic the purpose is to get the pleasure. As stated by Aeberson, people read

because they have a purpose.15

Some people read the text because their

purposes want to find the information of the text.

Some linguists have explanation about the purpose of reading.

According to Nuttall, the main purpose of reading is to get the meaning or the

message from a text.16

In reading activity the readers have a major purpose to

get the information of the text. Another idea stated that, generally the mainly

purpose of reading is to get new information and pleasure.17

Based on

McDonough & Shaw at the previous, reading activities is not merely get the

point of the text but also provide fun. The readers‟ purpose may want to gain

meaning and pleasure.

In addition, Williams (1984) usefully classifies reading into:

a. Getting general information from the text

b. Getting specific information from a text

c. For pleasure or for interest18

14

Geofrey Broughton, et al., Teaching English as a Foreign Language, (New York: Taylor

& Francais e-Library, 2003), pp. 91—92. 15

Aebersold and Field, loc. cit., p. 15. 16

Nuttal, op. cit., p. 4. 17

McDonough and Shaw, op. cit., pp. 91—92. 18

Ibid., p. 90.

9

Based on that, reading has two main purposes. Those are reading for

getting information and for pleasure.

Meanwhile, Harmer stated that reading has some purposes:

a. Identifying the topic

In identifying the topic of the text, they get the topic by relating their

own schemata; it will help them to get the idea about the text quickly and

effectively.

b. Predicting and Guessing

The readers sometimes guess in order to try and understand what the

text is about, especially if they have first identified the topic. And they try

to predict what is coming and make assumptions about the content of the

text. Then they try to relate their schemata with the text that they read.

c. General understanding

The readers have not to understand the text specifically, but they just

understand the general idea of the text and they do not need to focus on

details information. It is called as skimming. It means running your eyes

over a text to get a quick idea of the gist of a text.

d. Specific information

The readers need the specific details that include in the text. It is called

as scanning. For example the readers want to find the name of director or

movie stars in a film review.

e. Detailed information

Sometimes the readers read in order to understand everything in details

information. It is usually in written instructions or directions or description

of scientific procedures. For example if someone writes an address and

telephone number.

f. Interpreting text

10

The readers are able to get the meaning of the passage, using a variety

of clues to understand what the writer is implying. The readers will be

success in interpretation if they have schemata.19

From purposes stated by many linguists above the writer concludes that

the readers have their purposes in reading the written text based on what they

need and what they want. The readers need to know the information of the text,

such as news paper, magazines, or instruction book in using or making

something, and to get specific information in answering the questions related to

the text, and then to develop their vocabulary. Next, the readers want to get

pleasure and enjoyment when read something.

4. Reading Comprehension

Undoubtedly, reading cannot be separated from comprehension.

Comprehension skills are the capability to use context and prior knowledge to

aid reading and to make sense what one reads and hears.20

To comprehend a

text, the readers have to repeat continually and connect each word, sentence, or

page of what they have read before.21

In reading activity, sometimes the reader finds the difficulty in

understanding same meaning on the writer‟s mind because reading is a complex

process. According to Aebersold and Field, the meaning the reader gets from

the text may not be exactly the same as the meaning the writer of the text

wished to convey.22

Thus, they have to think when they are reading by

integrating comprehensively.

Lems et al. state that “reading comprehension is not a static

competency; it varies based on the purposes for reading and the text that is

19

Harmer, op. cit., pp. 201—202. 20

Susan Israel & Gerald G. Duffy, Handbook of Research on Reading Comprehension,

(New York: Routledge, 2009), p. 32. 21

Judy Willis, M. D, Teaching the Brain to Read, (Alexandria: ASCD, 2008), pp. 126-127. 22

Aebersold and Field, loc. cit., p. 5.

11

involved.”23

It is in line with Gillet et al., who state that reading is an active

process of making meaning. Good readers can find the main ideas, summarize,

and draw a conclusion from the text.24

Comprehension is evident when readers can:

a. Interpret and evaluate events, dialogue, ideas, and information.

b. Connect information to what they already know.

c. Adjust current knowledge to include new ideas or look at those ideas in a

different way.

d. Determine and remember the most important points in the reading.25

To comprehend reading materials successfully, fluent readers need some

strategies to help them. Gebhard describes what they have to do in

comprehending reading text:

a. Skip the unknown words

b. Predict meaning by relating the context of the text

c. Do not translate each word

d. Have a schemata about the text

e. Draw a conclusion by using pictures or illustration

f. Read things of interest

g. Repeating reading activity to check comprehension26

In sum up, from the explanations were given by linguists above related

for understanding of reading, the writer conclude that reading comprehension is

an important skill that includes specific skills like comprehending, interpreting,

organizing idea, recalling the experience and getting the meaning from the text.

Thus, the readers need to maximize their eyes and brain to grasp the author‟s

23

Kristin Lems, et al., Teaching reading to the English Language Learners, (New York:

The Guilford Press, 2010), p. 170. 24

Jean Wallace Gillet, et al., Understanding Reading Problems, (Boston: Pearson

Education, 2012), p. 166. 25

Kristin Lems, op. cit., p. 170. 26

Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (USA: The

University of Michigan Press, 1999), p. 199.

12

message while they are reading. Again, they have the schemata to get easily in

comprehending the text.

B. Narrative Text

1. The Understanding of Narrative Text

Anderson and Anderson define that a narrative is a text that tells a story

to entertain the audience. Narrative can be presented as written or spoken texts.

Written narrative often takes form of novels. The story is said to be told in the

first person. If a person outside the story is the narrator, then the story is being

told in the third person.27

Meanwhile, according to Siahaan and Shinoda,

narrative text is a text which is written to entertain people and to tell a story or

experience in different ways.28

It means that the narrator intended to make the

story interesting to read by setting the characters, events, and something can be

learned from the story.

From those explanations above, it can be concluded that narrative text is

a text which tells a story of series or events. It tells the readers about an

amusing story. The components of narrative text are made to entertain the

readers.

2. The Purpose of Narrative Text

The aim of narrative, other than providing entertainment, it can also

make the audience think about the issue, teach them a lesson, or excite their

emotion.29

Its purpose is to present a view of the world that entertains or informs

the reader or listener.30

It is in line with Rudi Hartono who states that the social

27

Mark Anderson and Kathy Anderson, op.cit., p. 3. 28

Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,

2008), p. 73. 29

Mark Anderson and Kathy Anderson, op.cit., p. 3. 30

Ibid., p. 4.

13

function of narrative text is to amuse and to deal with actual or various

experience in different ways.31

3. Schematic Structures of Narrative Text

Generally, narrative text has a schematic structure, there are:

a. Orientation

In this paragraph, the narrator tells the audience who is in the story,

when it is happening, where it is happening, and what is going on.

b. Complication

This is the part of the story where the narrator tells about something that

will begin in a chain of events. These events will affect one or more of the

characters. The complication is the trigger.

c. Sequence of event

This is where the narrator tells how the characters react to the

complication. It includes their feelings and what they do. The events can be

told in chronological order (the order in which they happen) or with

flashback. The audience is given the narrator‟s point of view.

d. Resolution

In this part of the narrative, the complication is sorted out or problem is

solved.

e. Coda

The narrator includes a coda if there is a moral or message to be learned

from the story.32

31

Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6. 32

Ibid., p. 4

14

The example of schematic structure of narrative text:

Cinderella

Once upon a time there was a young girl

named Cinderella who lived with her stepmother

and two stepsisters.

Cinderella‟s stepmother and stepsisters

were conceited and bad tempered. They treated

Cinderella very badly. Her stepmother made

Cinderella do the hardest work in the house, such

as scrubbing the floor and cleaning the pots and

pans. She gave Cinderella an old ragged dress to

wear. The two stepsisters, on the other hand, did

no work about the house, and their mother gave

them many handsome dresses to wear.

One day, the two stepsisters received an

invitation to a ball that the king‟s son was going

to give at the palace. They were excited about this

and spent so much time choosing the dresses they

would wear. At last the day of the ball came, and

away went the sisters to it. Cinderella could not

help crying after they had left.

“Why are you crying, Cinderella?”, a

voice asked. She looked up and saw her fairy

godmother standing beside her. “Because I want

to go to the ball.”, said Cinderella. “Well,”, said

her godmother, “You‟ve been such a cheerful,

uncomplaining, hardworking girl that I am going

to see that you do go to the ball”.

Magically, the fairy godmother changed a

pumpkin into a fine coach and mice into a

coachman and two footman. Her godmother

tapped Cinderella‟s ragged dress with her wand,

and it became a beautiful ball gown. Then she

gave her pair of pretty glass slippers. “Now,

Cinderella,,”, she said, “You must leave before

midnight.” The, away she drove in her beautiful

coach.

Cinderella was having a wonderful good

time. She danced again and again with the king‟s

son. Suddenly, the clock began to strike twelve.

She ran towards the door as quickly as she could.

In her hurry, one of her glass slippers came off

and was left behind.

Orientation

Complication

Complication

Resolution

15

A few days later, the king‟s son

proclaimed he would marry the girl whose foot

fitted the glass slipper. The king‟s page came to

Cinderella‟s house her stepsisters tried on the

slipper but it was too small for them no matter

how hard they squeezed their toes into it. The

king‟s page let Cinderella try on the slipper. She

stuck out her foot, and the page slipped the

slipper on. It fitted perfectly.

Finally, she was driven to the palace. The

king‟s son was overjoyed to see her again. They

were married and lived happily ever after.33

C. Collaborative Strategic Reading (CSR)

1. Definition of Collaborative Strategic Reading

Collaborative Strategic Reading (CSR) was found and developed by

Klinger & Vaughn in 1998. They state that “Collaborative Strategic Reading

(CSR) is an excellent teaching technique for teaching students‟ reading

comprehension and building vocabulary and also working together

cooperatively.”34

It means that Collaborative Strategic Reading (CSR) is a

technique that can improve students reading comprehension, increase their

vocabulary, and also enhanced cooperative skills during reading activity.

Meanwhile, Bremer et al. state that “Collaborative Strategic Reading

(CSR) is a reading comprehension practice that combines two instructional

elements: (a) modified reciprocal teaching, and cooperative learning or student

pairing.”35

In this statement, reciprocal teaching means teacher and students are

33

Rudi Hartono, op.cit., p. 20. 34

J K. Klingner and S. Vaughn, Using Collaborative Strategic Reading, (The Council for

Exceptional Children, 1998), p. 32. 35

Christine D. Bremer, et al., Collaborative Strategic Reading (CSR): Improving

Secondary Students’ Reading Comprehension Skills,( Research to Practice Brief, volume 1,

2002), p. 1.

Crisis

Major Resolution

16

working together in summarizing, questioning, clarifying, and predicting the

reading materials.36

Initially, the teacher presents the strategies to the whole class using

modeling, role playing, and teacher think-aloud.37

The concept of this strategy

is engaging students to work in small cooperative groups and applying four

reading strategies: Preview, Click & Clunk (fix-it strategies), Get the Gist (main

idea), and Wrap Up (summarizing and questioning strategies).38

Klingner and Vaughn describe the four strategies a follows:

a. Preview: Prior to reading, students recall what they already know about the

topic and to predict what the passage might be about.

b. Click and Clunk: During reading, students monitor comprehension by

identifying clunks, or difficult words and concepts in the passage, and using

fix-up strategies when the text does not make sense.

c. Get the Gist: During reading, students restate the most important idea in a

paragraph or section.

d. Wrap-up: After reading, students summarize what has been learned and

generate questions that a teacher might ask on a test.39

During Collaborative Strategic Reading (CSR), students are divided into

small group consists of 4-6 students each group, and perform a different role.40

In this technique, role is an important aspect of Collaborative Strategic Reading

(CSR) because cooperative learning seems to work best when all group

members have been assigned in a meaningful task. Thus, students are assigned

36

Ibid. 37

Dian Novita, The Effectiveness of Collaborative Strategic Reading (CSR) for Teaching

Reading Comprehension at Muhammadiyah University of Sidoarjo, p. 4. Retrieved on January

2012. 38

Ibid. 39

J. K. Klingner and S. Vaughn, The Helping Behaviors of Fifth Gragers While Using

Collaborative Strategic Reading During ESL Content Classes, ( TESOL Quarterly, volume 34.

No. 1, 2000), p. 73. 40

Ibid.

17

roles in Collaborative Strategic Reading (CSR) lessons that they must fulfill

together.

Possible roles include the following:

a. Leader: Tells the group what to read next and what strategy to use next.

b. Clunk Expert: Uses clunk cards to remind the group of the steps to follow

when trying to figure out the meaning of their clunk(s).

c. Gist Expert: Guides the group toward getting the gist and determines that

the gist contains the most important idea(s) but no unnecessary details.

d. Announcer: Calls on group members to read a passage or share an idea.

e. Encourager: Give feedback and encourages all group members to

participate and assist one another.

f. Timekeeper: sets the time for each portion of CSR.41

In Collaborative Strategic Reading (CSR), all students are actively

involved, and everyone has the opportunity to contribute as group members

understand the text with CSR. Meanwhile, the role of the teacher in CSR is

connecting each group, clarifying the clunks, and providing assistance.42

2. Purpose of Collaborative Strategic Reading (CSR)

There are some purposes of Collaborative Strategic Reading (CSR).

According to Abidin, “The goals of CSR are to improve reading comprehension

and increase conceptual learning in ways that maximize students'

involvement.”43

It means that Collaborative Strategic Reading (CSR) is

designed to maximize students‟ engagement and help all students to be

successful in improving their reading comprehension. It is in line with Klingner

et al. who state that “Collaborative Strategic Reading (CSR) was design to

41

J. K. Klingner and S. Vaughn, op cit., pp. 73-74. 42

Christine D. Bremer, op. cit., p. 6. 43

M. J. Z. Abidin, Collaborative Strategic Reading (CSR) within Cognitive and

Metacognitive Strategies Perpectives, European Journal of Bussines and Management, vol. 4.

No. 1, 2012, p. 62.

18

facilitate reading comprehension for students with reading, learning, and

behavior problems included in general education classroom.”44

In addition, Klingner et al. also state that:

“Collaborative Strategic Reading (CSR) helps students learn specific (preview),

monitoring understanding (click and clunk), finding the main idea (get the gist),

and generating question and reviewing key ideas (wrap up). Collaborative

Strategic Reading (CSR) also provides student plays a critical role associated

with the effective functioning of the group and the implementation of strategies

(e.g., leader, clunk expert, gist pro).”

Based on the statement above, Collaborative Strategic Reading (CSR)

can increase involvement, improve the quality of discussions, and enhance

students‟ abilities to help each other, particularly with unknown vocabulary.

M. J. Z. Abidin describes the benefits of Collaborative Strategic

Reading (CSR) as follows:

a. Promoting student and academic achievement

b. Increasing students retention

c. Enhancing student satisfaction with their learning experience

d. Helping students develop skills in oral communication

e. Developing students‟ social skills

f. Promoting students self-esteem

g. Helping to promote positive race relation45

In sum up, the purpose of Collaborative Strategic Reading (CSR) is to

facilitate the students to improve their reading comprehension by working

in groups and to better understand the material in their reading assignments.

3. Procedure of Collaborative Strategic Reading (CSR)

CSR can be implemented in two phases: (a) teaching the strategies, and

(b) cooperative learning group activity or student pairing.46

44

J. K. Klingner et. al., Collaborative Strategic Reading: “Real-World Lessons from

Classroom Teachers, Remedial and Special Education, vol. 25, no. 5, 2004, p. 292. 45

M. J. Z. Abidin, op cit., p. 65. 46

Christine D. Bremer, op. cit., p. 2.

19

a. Phase 1. Teaching the Strategies

In this phase, students learn four strategies: preview, click and clunk, get

the gist, and wrap up. Preview is used only before reading the entire text for

the lesson. Meanwhile, wrap-up is used only after reading the entire the text

for the lesson. The other two strategies, click and clunk and get the gist, are

used many times while reading the text, after each paragraph or two.47

Here the CSR‟s Plan for Strategic Reading according to Klingner and

Vaughn:

Before Reading

1. Preview

a. Brainstorm: What do we already know about the topic?

b. Predict: What do we think we will learn about the topic when we

read the passage?

R E A D (the first passage or section)

During Reading

2. Click and Clunk

a. Were there are any parts that we hard to understand (clunks)?

b. How can we fix the clunks? Use fix-up strategies:

1) Reread the sentence and look for key ideas to help you

understand the word.

2) Reread the sentence with the clunk and the sentences before

or after the clunk looking for clues.

3) Look for a prefix of suffix in the word.

4) Break the word apart and look for smaller words.

3. Get the Gist

a. What is the most important person, place, or thing?

b. What is the most important idea about the person, place, or

thing?

R E A D (Do steps 2 and 3 again, with all the paragraphs or sections

in the passage)

After Reading

4. Wrap Up

a. Ask questions: What questions would show we understand the

most important information? What are the answers to those

questions?48

47

Ibid. 48

J K. Klingner and S. Vaughn, op cit., p. 33

20

b. Phase 2. Cooperative Learning Group Roles

In cooperative groups, each student must have a key role and

responsibility for their group success. They also need a preparation in order to

work productively and effectively.49

Bremer et al. describe the procedures for

using in groups as follows:

1) Set the stage

First, the teacher assigns students to groups. Each group should include

about four students of varying ability. Then, the teacher assigns roles to

students. Roles should rotate on a regular basis so that students can

experience a variety of roles. Possible roles include a leader, a clunk expert,

a gist expert, an announcer, an encourager, and a timekeeper.

2) Materials.

The following materials may be helpful as a teacher assists students to

use CSR and cooperative learning techniques.

1. Reading materials. When selecting reading materials for CSR, the

following factors are recommended for consideration:

a) Providing clues that help students predict what they will be learning

b) Having one main idea in a paragraph

c) Providing context that helps students connect information

2. Clunk cards. Each of the four clunk cards contains one fix-up strategy. Fix-

up strategies included in the clunk cards are:

a) Reread the sentence with the clunk and looks for key ideas to help you

figure out the word - think about what makes sense

b) Reread the sentences before and after the clunk looking for clues

c) Look for a prefix or suffix in the word that might help

d) Break the word apart and look for smaller words that you know.

3. Cue cards. Cue cards outline the procedures to be followed in a cooperative

learning group. They remind students of each step of CSR for each role.

49

Dian Novita, op. cit., p. 4.

21

Each role comes with a corresponding cue card that explains the steps to be

followed to fulfill that role.

4. Learning log. CSR learning logs serve two roles: (a) written documentation

of learning, assuring the individual accountability that facilitates

cooperative learning, and (b) study guides for students.

5. Timer (optional). Timers that students set by themselves can help groups to

remain on task.

6. Score card (optional). The scorekeeper in a group follows a cue card to find

out when to award points, and records these points on a score card.50

Based on the explanation above, it can be concluded that in CSR,

readers are engaged to generate their pre-existing knowledge by previewing

overall look of the text while looking at non linguistics features such as; charts,

pictures and diagrams. Through this process, the readers predict what they will

learn from the text. CSR engages students to work in small group

cooperatively, so they have opportunity to discuss and share the ideas among

the members of the groups as well as develop their social skills.

D. Teaching Reading Using Collaborative Strategic Reading (CSR)

The following is procedures in teaching narrative text using

Collaborative Strategic reading (CSR):

First: Introduce the procedures of Collaborative Strategic reading

(CSR). Tell students about the advantages in learning reading

using Collaborative Strategic reading (CSR) and explain them

that Collaborative Strategic reading (CSR) is useful for them to

develop their reading comprehension of narrative text.

Second: Divide students into small groups. Each group consists of 5 - 6

students. After all students get a group, they have to choose the

50

Christine D. Bremer, op. cit., p. 4.

22

role as a leader, a clunk expert, a gist expert, an announcer, an

encourager, and a timekeeper.

Third: Give students the instruction to practice reading activity using

Collaborative Strategic reading (CSR) including preview, click

and clunk, get the gist, and wrap up.

Fourth: Control all group when the students work and help if they find

problem.

Fifth: Retell the text in front of the class and other students give their

argument.

Sixth: Give students some questions related to the text. This activity is

done individually. After finishing, they collected the answer

sheet. Finally, make an evaluation about students‟ answer; it will

make the teacher knows their score in reading comprehension.

E. Previous Studies

The first study using CSR was done by Vaughn & Schumm in 1998.

This research was conducted with 26 seventh and eighth graders with low

learning abilities who used English as a second language. In this study, students

learn to use modified reciprocal teaching methods in cooperative learning

groups (i.e., brainstorm, predict, clarify words and phrases, highlight main idea,

summarize main ideas and important detail, and ask and answer the questions.

The researchers found that CSR was effective in improving reading

comprehension for most of the students with low learning abilities.51

The second previous study was conducted by Klinger and Vaughn in

1998. Vaughn and Schumm implemented CSR with fourth graders with a wide

range of reading levels. Students in the CSR group significantly outperformed

those in the control group on comprehension. In a subsequent study, fifth-grade

students were taught to apply CSR by trained classroom teachers during

51

J. K. Klinger and S. Vaughn, Using Collaborative Strategic Reading.Teaching

Exceptional Children.(TESOL Quarterly, 1998).

23

English as a Second Language (ESL) science classes. It was shown that the

students significantly increased their vocabulary from pre- to post-testing.

Furthermore, students in CSR groups spent greater amounts of time engaged in

academic-related strategic discussion and assisted one and another while using

CSR.52

The third study was conducted by Mirwan Saputra at the first grade of

SMAN 1 Tulang Bawang Tengah, Lampung. In this study, the researcher

applied one group pretest and posttest design. After being taught through CSR

technique, the researcher draws a major conclusion that there was a significant

increase of students‟ reading comprehension achievement. The T-test results

showed that the students‟ mean score of posttest in experimental class was

higher than pretest. Thus, the researcher can conclude that CSR is appropriate

and effective to be used in increasing students‟ reading comprehension

achievement in all level education.53

F. Theoretical Hypothesis

There are two kinds of hypotheses which can be estimated here, those

are:

H1 : By using Collaborative Strategic Reading (CSR) technique, it will

improve the students‟ achievement in reading comprehension of narrative text.

H0 : By using Collaborative Strategic Reading (CSR) technique, it will

not improve students‟ achievement in reading comprehension of narrative text.

From the basis of problem of the study and theoretical framework which

have been started, the researcher draws the hypothesis of the research which

can be started as follows:

52

J.K. Klingner, et al., Collaborative Strategic Reading during Social Studies in

Heterogeneous Fourth Grade Classroom.(The Elementary School Journal, volume 99 no. 1,

1998). 53

Mirwan Saputra, The Implementation of Collaborative Strategic Reading Technique in

Increasing Students’ Reading Comprehension Achievement at the First Grade of SMAN 1

Tulang Bawang Tengah.

24

“By using Collaborative Strategic Reading (CSR) technique, it will improve the

students‟ achievement in reading comprehension of narrative text at the second

grade of SMA PGRI 109 Kota Tangerang.”

25

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

This research took place in SMA PGRI 109 Kota Tangerang which is

located at Jl. Untung Suropati II No. 14, Cimone Jaya, Karawaci, Tangerang,

Banten, on the first semester.

The school has 424 students that are divided into 12 classes. There are 4

classes for tenth class, 4 classes for eleventh grade and 4 classes for twelfth

grade. The researcher had conducted the research for three weeks. It began on

November 27th

2013 and ended on December 20th

2013.

B. Method of the Research

In this research, the researcher uses quantitative research. According to

Creswell, in quantitative research there are three design; experimental,

correlation and survey1. The writer uses experimental design. Experiment is a

procedure for testing a hypothesis by setting up a situation in which the strength

of the relationship between variables can be tested.2 Also, it establishes possible

cause and effect between independent and dependent variables.3 This study will

use A Quasi Experiment Design specifically. It is because the interactions of

selection with other factors are possibilities.4 It is one of approaches of research

that uses two groups; those are experimental class and control class. Arikunto

stated that, generally, the researcher in experimental research uses two groups,

1 John W. Creswell, Educational Reserach: Planning, Conducting, and Evaluating

Quantitative and Qualitative Reserach – International Edition, (Boston: Pearson, 2002), p.12. 2 David Nunan. Research Method in Language Learning. (New York: Cambridge

.University Press, 1992), p. 25. 3 John W. Creswell. op. cit., p. 295.

4 Ibid, p. 310.

26

experimental group as a group that gets the treatment and the control group that

did not get treatment.5

The researcher implements Collaborative Strategic Reading (CSR)

technique in the first class and Grammar Translation Method is implemented in

the second class. This study focuses on giving treatment to the experimental

class by applying Collaborative Strategic Reading in teaching reading, and then

the researcher observes the result through classroom observation and test.

C. The Population and Sample

The researcher conducted the experiment of SMA PGRI 109 Kota

Tangerang. The population of the research is the second grade of senior high

school. There are 4 classes of second grade. The total number of students or

population is 140 students. The sampling technique of this research is

Purposive Sampling, because it takes the sample with any consideration.6 In

this research, the researcher chooses XI IPA 1 as the experimental class and XI

IPA 2 as the control class, because according to the English teacher in that

school, those classes were appropriate to become the object of this research.

Both of those classes consist of 35 students. The researcher chooses the second-

grade because reading skill is the crucial skill for them in the preparation of

facing the National Examination in the third grade.

D. The Instrument of the Data

The instrument of this study is a test of English which consist of 25

multiple choice questions taken from some books of English for Second Grade.

The 25 items of the tests is tested to the students from the third grade. After the

test is applied, the researcher measures the instruments’ validity and reliability

used ANATEST. For the ANATEST result, it can be seen on appendices.

5 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Rineka

Cipta, 2006), p. 311. 6 Sugiyono. Metode Penelitian Pendidika,. (Bandung: Alfabeta, 2012), p. 124.

27

E. Data Collection Techniques

Technique of collecting data in this research is using pretest and posttest

that was given to both experimental class and control class. In this research, the

researcher gave pre-test to see students’ basic capability in reading before using

Collaborative Strategic Reading (CSR) technique in reading class. The next test

was post-test which will measure the effectiveness of CSR technique towards

students’ reading comprehension achievement in a certain period.

F. Data Analysis Technique

The researcher used T-test to find out the differences between the

students’ scores which were taken from pre-test and post-test in experiment

class and control class. Before calculate the hypothesis testing, the researcher

first measure normality and homogeneity test. Moreover, the writer analyzed

the data by using SPSS v.16 for Windows software to do the normality test, the

homogeneity test, and T-test.

1. Normality Test

Normality test is done towards two classes; those are experimental class

and control class. Normality Test is used to know whether the data from both

sample groups which is examined comes from the population of normal

distribution or not. The normality test is done with SPSS v.16 for Windows with

requirement as follows: If the significance score of (Asyim Sig 2 tailed) > 0.05,

so the data is come from the normal population, but if (Asyim Sig 2 tailed) <

0.05, so the data is not come from normal population.

2. Homogeneity Test

After normality test gives indication that data is distributed normally, so

it needs to do homogeneity test. Homogeneity Test is used to know the

similarity of the two conditions or population. The researcher also uses SPSS

28

v.16 for Windows to do homogeneity test which is Analyze-Compare Means-

One Way ANOVA.

3. Hypothesis Testing

For The Hypothesis Test, the researcher uses T-Test to find out whether

there is the differences between two variables in this study. The researcher uses

SPSS v.16 for Windows program to find the result. After gaining the t-value, the

researcher compares T-value and T-table.

Testing hypothesis uses criteria with significance degree 0.05. The

conclusion is gained as follows:

If t-value < t-table, the Ho is accepted.

If t-value > t-table, the Ho is rejected or H1 is accepted.7

H1 : There is an influence of Collaborative Strategic Reading (CSR)

technique on the students’ achievement in reading comprehension of

narrative text.

H0 : There is no influence of Collaborative Strategic Reading (CSR)

technique on the students’ achievement in reading comprehension of

narrative text.

7 Suharsimi Arikunto, op. cit., p. 311.

29

CHAPTER IV

RESULT AND INTERPRETATION

A. Result

1. The Description of the Data

In this research, the researcher gave treatments to both experimental class and

control classabout reading narrative text. In the experimental class the researcher

implemented Collaborative Strategic Reading (CSR) Technique, while in the control

class the researcher implemented Grammar Translation Method (GTM). After that,

the researcher measured students’ reading comprehension achievement by using a test

in multiple choice forms.

The instrument of the study was 25 numbers of questions given to the 35

students of class XII IPA 1 of SMA PGRI 109 Kota Tangerang.The researcher

conducted the validity and reliability instrument test before she administered the test

to both classes.From the validity and reliability test, there were 16 valid questions

from 25 questions which were gained. It should be 20 questions used in pre-test and

post-test. Therefore, there were 4 numbers of questions should be revised.

The Table 4.1 below shows the result of the test which analyzes the students’

scores of pre-test and post-test in experimental class (variable X).

Table 4.1

Pre-test and Post-test Score of Experimental Class

Students

(X) Pre-test Post-test

1 55 75

2 55 70

3 40 95

4 80 85

5 70 75

30

Students


6 40 80

7 60 80

8 55 90

9 50 85

10 40 85

11 70 90

12 55 85

13 55 95

14 50 80

15 30 75

16 80 90

17 75 90

18 60 80

19 35 70

20 65 85

21 65 85

22 65 80

23 75 90

24 65 80

25 60 85

26 60 95

27 75 75

28 55 90

29 80 95

30 65 90

31

Students


31 70 90

32 60 70

33 75 80

34 45 70

35 35 75

Based on the table above, it could be seen the lowest and the highest score

from 35 students in the class. The lowest score in the pre-test was 35 and the highest

score was 80. After the writer giving the treatment using Collaborative Strategic

Reading (SCR) Technique, the writer gave the students post-test. The data showed in

post-test that the lowest score was 70 and the highest score was 90.

The table 4.2 below shows the result of the test which analyzes the students’

scores of pre-test and post-test in control class (variable Y).

Table 4.2

Pre-test and Post-test Score of Control Class

Students

(Y) Pre-test Post-test

1 60 65

2 65 65

3 60 70

4 50 55

5 65 60

6 45 45

7 40 55

8 70 75

32

Students


9 70 70

10 55 60

11 30 60

12 50 60

13 40 55

14 65 65

15 65 65

16 60 65

17 50 65

18 75 70

19 50 75

20 60 65

21 55 70

22 70 70

23 65 70

24 50 65

25 55 60

26 80 80

27 60 65

28 65 70

29 60 60

30 60 60

31 75 75

32 50 80

33 70 70

33

Students


34 45 55

35 50 45

Table 4.2 showed the lowest and the highest score from 35 students in the

control class. The lowest score in the pre-test was 30 and the highest score was 80.

The data showed in post-test that the lowest score was 45 and the highest score was

80.

2. The Analysis of the Data

a. Results of Pre-test of Experimental Class and Control Class

The result of pretest of experimental class and control class based on SPSS

v.16 for windows program was gained from the steps as follows: Analyze –

description statistic – frequencies statistic. Results gained from a pre-test in class XI

IPA 2 as an experimental class of this research are presented in a table below:

Table 4.3

Table of Data Description of Pre-test Result of Experimental Class

N Valid 35

Missing 0

Mean 59.28

Median 60.00

Mode 55.00

Std. Deviation 1.356

Variance 184.0

Range 50.00

Minimum 30.00

Maximum 80.00

Sum 2075

34

The table above shows that the dataof the experimental class is 35 students.

The total of all data which is divided with the number of data determined as mean

score from the experimental class is 59.28. Median score is 60.00. The median is the

numerical value separating the higher half of a data sample, a population, or a

probability distribution, from the lower half.The mode is defined as the element that

appears most frequently in a given set of elements. The mode score from the table is

55.00. The set of scores constitute a population determined as variance score is 184.0,

and deviation standard is 1.356. Deviation standard is a quantity calculated to indicate

the extent of deviation for a group as a whole. The highest score of the experimental

class is 80.00 and the lowest score is 30.00. The sum gained from the total scores is

2075.

According to the table above, it can be made a table of frequency distribution

which is presented as follows:

Table 4.4

Table of Frequency Distribution of Pre-test Result of Experimental Class

Score Frequency Percent (%)

30 1 2.9

35 2 5.7

40 2 5.7

45 2 5.7

50 2 5.7

55 6 17.1

60 5 14.3

65 5 14.3

70 3 8.6

75 4 11.4

80 3 8.6

Total 35 100.0

35

The table above is a tool of presentation consisting of columns and rows and

there are numbers which describe the division and the percentage of frequency

distribution.

Beside the table of frequency distribution, it also can be describe by a diagram


Picture 4.1

Diagram of Pre-test Result of Experimental Class

Results gained from a pre-test in class XI IPA 1 as a control class of this

research are presented in a table below:

Table 4.5

Table of Data Description of Pre-test Result of Control Class

N Valid 35

Missing 0

Mean 58.14

Median 60.00

Mode 50.00

0

1

2

3

4

5

6

30 35 40 45 50 55 60 65 70 75 80

36

N Valid

Missing

Std. Deviation

35

0

1.112

Variance 123.6

Range 50.00

Minimum 30.00

Maximum 80.00

Sum 2035

The table above shows that the data of the control class is 35 with sum 2035.

Mean score from the control class is 58.14, the variance score is 123.6, and deviation

standard is 1.112. The highest score of the control class is 80.00 and the lowest score

is 30.00. The median score is 60.00 and the mode score is 50.00

The table of frequency distribution from the data above is presented as

follows:

Table 4.6

Table of Frequency Distribution of Pre-test Result of Control Class

Score Frequency Percent

30 1 2.9

40 2 5.7

45 2 5.7

50 7 20.0

55 3 8.6

60 7 20.0

65 6 17.1

70 4 11.4

75 2 5.7

80 1 2.9

Total 35 100.0

37

The diagram from the data above is presented as follows:

Picture 4.2

Diagram of Pre-test Result of Control Class

b. Results of Post-test of Experimental Class and Control Class

The result of posttest of experimental class and control class based on SPSS

v.16 for windows program was gained from the steps as follows: Analyze –

description statistic – frequencies statistic. Results gained from a post-test in class XI

IPA 1 as control class of this research are presented in a table below:

Table 4.7

Table of Data Description of Post-test Result of Experimental Class

N Valid 35

Missing 0

Mean 82.42

Median 80.00

Mode 80.00


0

1

2

3

4

5

6

7

30 35 40 45 50 55 60 65 70 75 80

38

N Valid

Missing

Variance

35

0

59.37

Range 25.00

Minimum 70.00

Maximum 95.00

Sum 2885

The table above shows that the data of the experimental class is 35 with sum

2885. Mean score from the experimental class is 82.42, the variance score is 59.37,

and deviation standard is 7.705. The highest score of the experimental class is 95.00

and the lowest score is 70.00. The median score is 80.00 and the mode score is 80.00

According to the table above, it can be made a table of frequency distribution


Table 4.8

Table of Frequency Distribution of Post-test Result of Experimental Class


70 4 11.4

75 6 17.1

80 8 22.9

85 7 20.0

90 6 17.1

95 4 11.4

Total 35 100.0

Beside the table of frequency distribution, it also can be describe by a

diagram which is presented as follows:

39

Picture 4.3

Diagram of Post-test Result of Experimental Class

Results gained from a post-test in class XI IPA 1 as a control class of this

research are presented in a table below:

Table 4.9

Table of Data Description of Post-test Result of Control Class

N Valid 35

Missing 0

Mean 64.57

Median 65.00

Mode 65.00


Variance 68.19

Range 35.00

Minimum 45.00

Maximum 80.00

Sum 2260

0

1

2

3

4

5

6

7

8

70 75 80 85 90 95

40

The table above shows that the data of the control class is 35 with sum 2260.

Mean score from the control class is 64.57, the variance score is 68.19, and deviation

standard is 8.257. The highest score of the control class is 80.00 and the lowest score

is 45.00. The median score is 65.00 and the mode score is 65.00

According to the table above, it can be made table of frequency distribution


Table 4.10

Table of Frequency Distribution of Post-test Result of Control Class


Valid 45 2 5.7

55 4 11.4

60 7 20.0

65 9 25.7

70 8 22.9

75 3 8.6

80 2 5.7

Total 35 100.0

Beside the table of frequency distribution, it also can be describe by a diagram


41

Picture 4.4

Diagram of Post-test Result of Control Class

c. Normality Test

1) Pre-test Normality Test

The normality test in this research use Kolmogorov-Smirnov methods in SPSS

v.16 for Windows with criteria ρ > 0.05. The results of normality test of the data are

presented as follows:

Table 4.11

Normality Pre-test Results between Experimental Class and Control Class

CLASS

Kolmogorov-Smirnova

Statistic df Sig.

PRETEST 1 EXPERIMENT .119 35 .200*

2 CONTROL .138 35 .091

From the table 4.11, it can be seen that the significance of pre-test score in

experimental class is 0.200. It can be concluded that the data are normally distributed

because 0.200 > 0.05. Meanwhile, the significance of pre-test score in control class is

0

1

2

3

4

5

6

7

8

9

45 50 55 60 65 70 75 80

42

0.091. According to the requirement that had mentioned in chapter III, if the

significance score of (Asyim Sig 2 tailed)> 0.05, so the data is come from the normal

population, but if (Asyim Sig 2 tailed)< 0.05, so the data is not come from normal

population.Therefore, the data are normally distributed because 0.091 > 0.05. In other

words, the pretest result in both experimental class and control class are normally

distributed.

2) Post-test Normality Test

The normality test in this research use Kolmogorov-Smirnov methods in SPSS

v.16 for Windows with criteria ρ > 0.05. The results of normality test of the data are

presented as follows:

Table 4.12

NormalityPost-test Results between Experimental Class and Control Class

CONTROL

Kolmogorov-Smirnova

Statistic df Sig.

POSTTEST 1 .138 35 .090

2 .149 35 .108

From the table 4.12, it can be seen that the significance of post-test score in

experimental class is 0.090. It can be concluded that the data are normally distributed

because 0.090 > 0.05. Meanwhile, the significance of post-test score in control class

is 0.108. Therefore, the data are also normally distributed because 0.108 > 0.05. In

other words, the post-test result in both experimental class and control class are

normally distributed.

43

d. Homogeneity Test

1) Pre-test Homogeneity Test

Based on the calculation of normality, the researcher got the result that all

data in pre-test and post-test of both experiment class and control class have been

distributed normally. The next step of the calculation was finding the pre-test and

post-test homogeneity of the data by usingSPSS v.16 for Windows¸ specificallyby

using Kolmogorov-Smirnov method.

The results of pre-test homogeneity test of the data are presented as follows:

Table 4.13

HomogeneityPre-test Results between Experimental Class and Control Class

Levene Statistic df1 df2 Sig.

1.133 1 68 .291

The table 4.13 shows that the significance of pre-test result between

experimental class and control class is 0.291. Therefore, it can be concluded that

there is no a significant difference between experimental class and control class

because 0.291 > 0.05.

2) Post-test Homogeneity Test

The post-test homogeneity of the data is also done by using SPSS v.16 for

Windows¸ specificallyby using Kolmogorov-Smirnov method. The results of post-test

homogeneity test of the data are presented as follows:

Table 4.14

HomogeneityPost-test Results between Experimental Class and Control Class

Levene Statistic df1 df2 Sig.

.048 1 68 .827

44

The table 4.13 shows that the significance of post-test result between

experimental class and control class is 0.827. Therefore, it can be concluded that

there is no a significant difference between experimental class and control class

because 0.827 > 0.05.

e. Hypothesis Test

The last calculation was testing the hypothesis. This was the crucial

calculation to answer the problem formulation of this research that whether there is

significant different between students’ reading achievement in experiment classwhich

were given Collaborative Strategic Reading (CSR) technique and students’ reading

achievement in control class which were not. The writer used SPSS v.16 for

Windowsprogram which is Paired Sample Test.

The criteria for hypothesis test are as follow:

If the significance of T-test > 0.05 the Ho is accepted

If the significance of T-test < 0.05 the Ho is rejected or H1 is accepted

The table below shows the result between the experiment class which were

given Collaborative Strategic Reading (CSR) technique in reading class, and the

control class which were not.

Table 4.15

T-test Result

Paired Differences

t df

Sig.

(2-

tailed)

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence Interval

of the Difference

Lower Upper

Postest Experim

ent -

Control

1.78571E1 11.89944 2.01137 13.76954 21.94474 8.878 34 .000

45

Based on the hypothesis that has been explained in chapter II, which is:

a. H1 :There is an influence of Collaborative Strategic Reading (CSR) technique

on the students’ achievement in reading comprehension of narrative text.

b. H0 : There is no influence of Collaborative Strategic Reading (CSR) technique

on the students’ achievement in reading comprehension of narrative text.

From the table 4.14, it presents that sig. (2-tailed) is 0.000. It can be seen from

the calculation of reading test result between the experiment class and the control

class, if ρ > 0.05 the H0 is accepted, and the H1 is accepted because 0.0000 < 0.05.

Therefore, it can be concluded that there is a significance difference of students’

score between the experimental class and the control class.

B. Interpretation

Based on the analysis of the data, it found that there is a significant difference

between students’ achievement in reading comprehension in experimental classwhich

were given Collaborative Strategic Reading technique and the control class which

were not. It can be seen from students’ pre-test and post-test score. The pre-test mean

score of students in experimental class was 59.28, and the post-test mean score of

students in experimental class was 82.42. Meanwhile, the pretest score in control

class was 58.14, and the post-test mean score in control class was 64.57.

Therefore, it can be concluded that teaching reading through Collaborative

Strategic Reading (CSR) technique had an influence on students’ reading

achievement on narrative text.It was showed by students’ reading achievement after

given the treatment of using Collaborative Strategic Reading (CSR) technique were

higher than the students’ reading achievement before they were given the treatment.

Thus, the results of the present study support the idea thatCollaborative

Strategic Reading (CSR) technique contributes very much to the increase of the

students’ achievement after in the teaching and learning processes for reading

comprehension in Senior High School. It is in line with the previous studies of this

research. MirwanSaputra found that that there was a significant increase of students’

46

reading comprehension achievementafter being taught through Collaborative

Strategic Reading (CSR) technique.1That previous studies strengthen this research

result that Collaborative Strategic Reading (CSR) technique give influence in

enhancing students’ reading comprehension.

In other words, Collaborative Strategic Reading (CSR) technique is found to

be helpful and effective to improve the students’ achievement in reading

comprehension on narrative text, especially the students of SMA PGRI 109 Kota

Tangerang.

1MirwanSaputra, The Implementation of Collaborative Strategic Reading Technique in Increasing

Students’ Reading Comprehension Achievement at the First Grade of SMAN 1 TulangBawang Tengah.

47

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the result of the data analysis, the researcher draws a major

conclusion that there was a significant increase of students’ reading comprehension

achievement after being taught through Collaborative Strategic Reading (CSR)

technique. This could be seen from the T-test result which showed that the students’

mean score of post-test in experimental class (82.20) was higher than pre-test (59.28)

with gained score was 22.92. The T-test revealed that the result was determined by ρ

< 0.05, ρ = 0.0000. Thus, H1 was accepted.

Furthermore, the researcher also draws the following conclusion that

Collaborative Strategic Reading (CSR) technique gave the influence in increasing

students’ reading comprehension achievement in narrative text. It was showed by

students’ reading achievement after given the treatment of using Collaborative

Strategic Reading (CSR) technique were higher than the students’ reading

achievement before they were given the treatment. Thus, it can be concluded that

Collaborative Strategic Reading (CSR) technique can affect students’ reading

comprehension and working together cooperatively.

B. Suggestion

Based on the conclusion above, it can be delivered some suggestions as

follows:

- English teachers of Senior High are suggested to use CSR as an alternative

strategy in teaching reading comprehension since it have been proven that

Collaborative Strategic Reading (CSR) technique can impact effectively in

increasing students’ reading comprehension.

48

- The teachers should be well prepared. It means that before entering the

classroom, they should prepare the materials that are going to be taught to the

students.

- The students need to realize that learning has two way process, not only

teacher-center but also student-center. It means that they have significant roles

in achieving their success in study.

- The students have to read more reading text in order to have more knowledge.

48

REFERENCES

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Rineka Cipta, 2006.

Blake, N. F. A History of the English Language, London: Macmillan Press, 1996.

Bremer, Christine D., et al., Collaborative Strategic Reading (CSR): Improving

Secondary Students’ Reading Comprehension Skills. Research to Practice

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Broughton, Geofrey, et al., Teaching English as a Foreign Language, New York:

Taylor & Francais e-Library, 2003.

Creswell, John W. Educational Reserach: Planning, Conducting, and Evaluating

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Farris, Pamela J. Teaching Reading: A Balanced Approach for Today’s Classrooms,

New York: McGraw Hill, 2004.

Gebhard Jerry G., Teaching English as a Foreign or Second Language, New York:

The University of Michigan Press, 1999.

Gillet, Jean Wallace, et al., Understanding Reading Problems, Boston: Pearson

Education, 2012.

Grabe, William and Stoller, Fredricka L., Teaching and Researching Reading,

England: Pearson Education Limited, 2002.

Grellet, Francoise, Developing Reading Skills. A Practical Guide to Reading

Comprehension Exercise, Cambridge: Cambridge University Press, 1986.

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Harmer, Jeremy, The Practice of English Language Teaching: New Addition, New

York: Longman Publishing, 1991.

Hartono, Rudi. Genres of Text, Semarang: UNNES, 2005.

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, New York: Routledge,

2009.

Israel, Susan and Duffy, Gerald G., Handbook of Research on Reading

Comprehension, New York: Routledge, 2009.

Klingner, J K. and Vaughn, S., Using Collaborative Strategic Reading, The Council

for Exceptional Children, 1998.

Klingner, J. K. and Vaughn, S., The Helping Behaviors of Fifth Gragers While Using

Collaborative Strategic Reading During ESL Content Classes. TESOL

Quarterly, volume 34. No. 1, 2000.

Klingner, J. K., et. al., Collaborative Strategic Reading: “Real-World Lessons from

Classroom Teachers, Remedial and Special Education, vol. 25, no. 5, 2004.

Klinger, J. K., et al., Collaborative Strategic Reading during SocialStudies in

Heterogeneous Fourth Grade Classroom. The Elementary School Journal,

volume 99 no. 1, 1998.

Lems, Kristin, et al., Teaching reading to the English Language Learners, New York:

The Guilford Press, 2010.

McDonough, Jo and Shaw, Christopher. Materials and Methods in ELT: Second

Edition A Teacher’s Guide, Malden: Blackwell Publishing, 2003.

Mikulecky, Beatrice S., et al., More Reading Power, USA: Addison-Wesley

Publishing Company, 1996.

Novita, Dian. The Effectiveness of Collaborative Strategic Reading (CSR) for

Teaching Reading Comprehension at Muhammadiyah University of Sidoarjo.

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University Press, 1992.

Nuttal, Christine, Teaching Reading Skills in a Foreign Language, London:

Macmillan, 2005.

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Saputra, Mirwan. The Implementation of Collaborative Strategic Reading Technique

in Increasing Students’ Reading Comprehension Achievement at the First

Grade of SMAN 1 Tulang Bawang Tengah.

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Willis, Judy M. D, Teaching the Brain to Read, Virginia: ASCD, 2008.

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“Bahasa Inggris sebagai Bahasa Asing Pertama di Indonesia dan Mata

Pelajaran Wajib untuk SLTP Sampai Perguruan Tinggi.”

Silabus Semester Ganjil Kelas XI SMA PGRI 109 Tangerang.

The Importance of Reading, http://esl.fis.edu/parents/advice/read.htm.

.

http://esl.fis.edu/parents/advice/read.htm

Interview to the English Teacher

SMA PGRI 109 Kota Tangerang

Pewawancara : Anike Rosalina

Pihak yang diwawancarai : Rosyiana Oktaviani, S. Pd.

Jabatan : Guru Bahasa Inggris

Hari / Tanggal : Senin, 2 September 2013

Waktu : 09.30 – 10.00

Tempat : Ruang Guru

Keterangan:

T: Teacher

R: Researcher

A. Kategori Kondisi Umum Kelas

R: Bagaimana kondisi siswa di kelas yang Ibu ajar?

T: Siswa yang saya ajar khususnya kelas XI cukup aktif dalam setiap pelajaran.

Belajar pun cukup kondusif karena semua siswa berpartisipasi.

R: Bagaimana tanggapan siswa Ibu ketika mereka sedang belajar bahasa Inggris?

T: Mereka memiliki respon yang sangat baik. Sebagian dari mereka senang

berinteraksi dalam bahasa Inggris di kelas dan itu merupakan awal yang baik

untuk kegiatan belajar mengajar. Tetapi ada juga beberapa murid yang

kurang semangat dalam pelajaran bahasa Inggris. Hal itu mungkin

dikarenakan mereka tidak menyukai pelajaran bahasa Inggris, atau mungkin

juga mereka menganggap susah pelajaran tersebut.

R: Berapa nilai KKM untuk pelajaran bahasa inggris? Dan sejauh ini bagaimana

hasil yang diperoleh para siswa? Apakah sudah mencukupi atau belum?

T: Nilai KKM untuk pelajaran bahasa Inggris yaitu 73. Sebagian siswa sudah

mencukupi nilai KKM. Tetapi, sebagian siswa belum mencukupi meskipun

bagi siswa yang belum mencukupi KKM, bisa memperbaiki nilai dengan

remedial.

R: Khusus untuk kelas XI, kelas manakah yang nilai-nilai siswanya masih

kurang mencukupi KKM?

T: Semua kelas XI memiliki kemampuan yang hampir sama. Tetapi jika

dibandingkan antara kelas IPA 1 dan IPA 2, kelas IPA 1 memiliki rata-rata

nilai yang lebih tinggi.

B. Kategori Kesulitan Siswa

R: Menurut Ibu, skill apa yang dianggap sulit oleh siswa?

T: Pada dasarnya, siswa memiliki kesulitan tersendiri untuk masing-masing skill.

Tetapi, yang paling mereka naggap sulit adalah Reading dan Writing. Untuk

Reading, mereka agak malas untuk menguasai teks yang diajarkan karena

terlalu panjang dan pertanyaannya dianggap sulit. Untuk Writing, mereka juga

agak kesulitan untuk menuangkan ide mereka ke dalam bahasa Inggris.

R: Jenis teks apa saja yang harus dikuasai oleh siswa kelas XI?

T: Narrative, descriptive, analytical exposition, hortatory exposition, dan report.

R: Apa tanggapan para siswa ketika Ibu meminta mereka untuk membaca dan

memahami teks bahasa inggris?

T: Mereka agak jenuh untuk mempelajari teks, khususnya untuk Reading skill.

Mereka memiliki respon yang agak kurang karena mungkin kurang

menguasai tekhnik membaca. Kecuali jika guru memberikan metode tertentu

untuk membantu.

R: Apa kiranya kesulitan siswa dalam memahami isi teks?

T: Menentukan main idea dalam tiap paragraph atau menceritakan kembali apa

yang ada dalam teks.

R: Apa yang menyebabkan siswa mengalami kesulitan tersebut?

T: Mungkin karena kosa kata yang mereka kuasai yang masih kurang. Meskipun

grammar mereka sudah cukup menguasai. Akibatnya, mereka kesulitan dalam

memahami isi teks, juga untuk menjawab pertanyaan yang diberikan

C. Kategori Strategi Pembelajaran

R: Tekhnik mengajar seprti apa yang Ibu gunakan dalam mengajar reading?

T: Saya tidak terlalu sering memberikan tekhnik tertentu dalam Reading. Saya

lebih sering memberikan tugas individu, atau meminta mereka untuk

membaca dan memahami isi teks bersama-sama. Metode Group Work

biasanya saya berikan untuk Speaking skill.

R: Menurut Ibu, kira-kira metode apa yang tepat untuk memecahkan kesulitan

siswa dalam membaca?

T: Mungkin dengan membentuk grup-grup kecil sehingga mereka lebih

komunikatif dalam belajar sehingga belajar bisa menjadi lebih efektif. Selain

itu, membantu mereka untuk lebih bersemangat karena terdapan interaksi

dalam metode tersebut.

R: Jenis teks apa yang mungkin bisa saya jadikan materi dalam penelitian ini?

T: Sepertinya teks narrative saja, karena teks itu yang sedang dipelajari di kelas

XI.

R: Menurut Ibu, kira-kira kelas mana yang cocok untuk saya jadikan kelas

penelitian?

T: Sebaiknya kamu ambil kelas XI IPA 1 dan XI IPA 2 saja. Karena siswanya

lebih tepat untuk diterapkan metode kerja kelompok.

The Teacher

______________________

Rosyiana Oktaviani, S. Pd.

KISI-KISI SOAL INSTRUMEN PENELITIAN

Nama Sekolah : SMA PGRI 109 Tangerang

Kelas/Semester : XI / I (Satu)

Mata Pelajaran : Bahasa Inggris

Standar Kompetensi : Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative dalam konteks

kehidupan sehari-hari

Materi Kompetensi Dasar Indikator Jenis Butir

Soal

Nomor Soal Jumlah

Narrative

Text

Merespon makna dan

langkah retorika dalam

esai yang mengggunakan

ragam bahasa tulis secara

akurat, lancer, dan

berterima dalam konteks

kehidupan sehari-hari

dalam teks berbentuk

narrative

1. Mengidentifikasi makna

gagasan utama dalam teks

berbentuk narrative

2. Mengidentifikasi informasi

dalam sebuah teks berbentuk

narrative

3. Mengidentifikasi tujuan

komunikatif dalam teks

berbentuk narrative

4. Mengidentifikasi ciri-ciri

kebahasaan dalam teks

berbentuk narrative

PG

1, 2, 11, 17,

3, 4, 12, 13, 16,

7, 14, 18

21, 22, 23, 24, 25,

25

5. Mengidentifikasi generic

structure yang ada dalam teks

berbentuk narrative

6. Memahami makna kosa kata

sulit dalam teks berbentuk

narrative

5, 8, 15, 20

6, 9, 10, 19

SOAL INSTRUMEN UJI VALIDITAS

Name :

Class :

CHOOSE THE CORRECT ANSWER A,

B, C, D, or E!

Text for no. 1 –10

Once, Master Fox was taking his

usual stroll beneath the moonlight in the

woods. He saw a number o Pheasants

perched quite of his reach on a limb of a tall,

old tree. The sly Fox soon found a bright

patch of moonlight, where the Pheasants

could see him clearly. There he raise himself

up on his hind legs, and began a wind dance.

First he whirled „round and „round like a

top. Then he hopped up and down. He cut

all sort of strange capers. The Pheasants

stared giddily. They hardly dared bilk of fear

of losing him out of their sight in a few

moments.

Now the Fox made as if he wanted to

climb a tree. He fall over and slay still,

playing dead. Then he was hopping on all

fours. His back was in the air and his bushy

tail was shaking. It seemed that he threw out

silver sparks in the moonlight.

By the time, the poor birds‟ head

were in the whirl. And when the Fox began

his performance all over again, they become

so dazed. They lost their hold on the limb.

They fell down one by one and they were

immediately dead.

1. What is the text about?

A. The wind animal in the woods

B. The Fox and the Pheasants

C. The happy day for the fox

D. The beautiful moonlight

E. The dead Pheasants

2. What is the main idea of the last

paragraph?

A. The Pheasants tried to hold on the

tree

B. The Fox attacked the Pheasants one

by one

C. The Fox continued his dancing

performance

D. The Pheasants dropped to the ground

E. The fox climbed the tree

3. The Pheasants lost their hold on the limb

because…

A. They were silly and weak animals

B. The branch was too small and

slippery

C. The pheasants were exhausted

D. The Fox moved very quickly

towards them

E. They were shocked to see the Fox‟s

performance

4. Based on the text, we can infer that the

story happened…

A. At night

B. At dawn

C. At midday

D. In the morning

E. In the afternoon

5. The last paragraph is called…

A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

6. Once, Master Fox was taking his usual

stroll beneath the moonlight in the

woods. (line 2)

What does the underlined word mean?

A. Before

B. Near

C. After

D. In front of

E. Under

7. What is the purpose of the text above?

A. To amuse the readers

B. To give information about something

C. To persuade people to do something

D. To tell the reader about the writer‟s

experience

E. To describe about something

8. The first paragraph is called…

A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

9. The sly Fox soon found a bright patch of

moonlight……. (line 5)


A. Awesome

B. Tricky

C. Greedy

D. Joyful

E. Smart

10. The Pheasants stared giddily. (line 12)


A. Dizzily

B. Hungrily

C. Angrily

D. Disappointedly

E. Tragically

Text for no 11 - 15

The Magic Candle

One day, a young wanderer got lost

in a wood. Suddenly, he saw a light from an

old hunt and found an old woman who was

crying. She said that the devil had stolen her

magic candle. The candle could grant

anything she asked.

The wanderer went to the castle.

There he found the devil, but he was old and

weak. Therefore, the wanderer grabbed the

magic candle from the devil‟s table and ran

away.

But the wanderer was not a kind

man. He didn‟t return the candle to the old

woman, but kept it for himself. He lit the

candle and made a wish, „I want to go far

away from here.” Suddenly, the genies

appeared and took him to a beautiful palace.

He met a beautiful princess there and fell in

love with her. They got married the next

day. In his happiness, the wanderer told the

princess about his adventure and the magic

candle. Hearing that, the princess got angry.

At night she lit the candle and wished that

the wanderer disappear.

In the morning, the wanderer woke

up and found himself back in his ugly house

in the village.

11. What is the main idea in the second

paragraph?

A. The devil kept the magic candle

carefully

B. The wanderer took the magic candle

from the devil

C. The wanderer gave the magic candle

to the princess

D. The devil helped the wanderer to

find the magic candle

E. The wanderer borrowed the magic

candle from the devil

12. The princess was angry with the

wanderer because…

A. The wanderer married her

B. The wanderer fell in love with her

C. She finally knew the wanderer‟s bad

attitude

D. The wanderer prohibited her to stay

in the palace

E. She wanted to visit the old woman at

the old hut

13. Who stole the magic candle from the old

woman?

A. The wanderer

B. The princess

C. The genies

D. The devil

E. The prince


A. To entertain people

B. To give information about the magic

candle



experience

E. To describe about the magic candle

15. The third paragraph is called…

A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

Text for no 16 - 20

The Stingy and the Generous

Long, long time ago, there lived two

brothers. They had completely different

characters. The big brother was very stingy

and greedy. He never shared his wealth with

poor people. He even had no money left

because he had shared it with poor people.

One day, the generous brother was

sitting in his garden when suddenly a little

bird fell into his lap. It was wounded. He

took care of it, fed it, and put it in a nice

cage. After the bird was healthy, the

generous brother let it fly. After some time

the bird turned to him and gave him a

watermelon seed.

The generous brother, then, planted

the seed and watered it until it grew into a

good watermelon plant. Yet, the plant was

very strange. It had only one fruit, a big and

heavy one. When the watermelon was

ripped enough, the generous brother picked

it and cut it into two. How was surprised he

was. The watermelon was full of gold.

The generous brother sold the gold

and become very rich. He built a big house

and bought a very large field. Still, he never

forgot to share his wealth with the poor

people.

16. Who was the very stingy and greedy?

A. The wounded

B. The poor people

C. The older brother

D. The younger sister

E. The younger sister

17. What is the main idea on the second

paragraph?

How did the generous brother get the

watermelon seed?

A. the generous brother finding the

watermelon seed in the field

B. the generous brother get the

watermelon seed after stole it from

the wounded

C. the generous brother get the

watermelon seed after curing a

wounded bird

D. the generous brother planting the

watermelon

E. Asking for the seed to his brother






experience


19. It was wounded. (line 9)


A. Fainted

B. Shocked

C. Flew

D. Sank

E. Injured

20. The second paragraph is called…

A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

Text for no 21 -25

Once upon a time, there were a king

and his queen who …(21)… in the Kingdom

of Belinyu. They didn‟t have any child.

Until one night, the queen had a dream of a

turtle. It said that the queen would have a

baby, and she had to give a Komala

necklace to her baby. The queen …(22)…

and she was holding a Komala necklace in

her hand. She told her dream to the king,

and he was very happy.

Shortly, the queen‟s dream became

reality; she delivered a beautiful baby girl.

The king named her, Komala. She …(23)…

as a pretty girl. However, she had a bad

attitude because her parents always spoiled

her too much.

One day, Komala …(24)... her

parents were talking about the turtle in her

mother‟s dreams. She thought that the turtle

was very interesting animal, so she wanted it

as her pet. She insisted to find it, and the

king allowed her to look for the animal.

Accompanied with the king‟s guard,

Komala …(25)… the turtle. And finally, she

found it in a beach. She shouted to it,

“Penyu busuk wait for me.” in several times,

but the turtle kept swimming. Komala ran

after it into the sea, she tried to catch it.

Until then she finally drowned and

disappeared, and all of her guards could not

save her. Now, people call the beach,

Penyusuk.

21. A. live

B. lives

C. living

D. lived

E. were living

22. A. Wake up

B. wakes up

C. woke up

D. waking up

E. woken up

23. A. grow up

B. grows up

C. grew up

D. growing up

E. Grown up

24. A. hear

B. hears

C. heard

D. hearing

E. has been heard

25. A. search

B. searches

C. searching

D. searched

E. has been searching

Good luck!

SOAL PRE-TEST

Name :

Class :

CHOOSE THE CORRECT ANSWER A, B,

C, D, or E!

Text for no. 1 –8

Once, Master Fox was taking his

usual stroll beneath the moonlight in the

woods. He saw a number of Pheasants

perched quite of his reach on a limb of a tall,

old tree. The sly Fox soon found a bright

patch of moonlight, where the Pheasants

could see him clearly. There he raise himself

up on his hind legs, and began a wind dance.

First he whirled „round and „round like a

top. Then he hopped up and down. He cut

all sort of strange capers. The Pheasants

stared giddily. They hardly dared bilk of fear

of losing him out of their sight in a few

moments.

Now the Fox made as if he wanted to

climb a tree. He fall over and slay still,

playing dead. Then he was hopping on all

fours. His back was in the air and his bushy

tail was shaking. It seemed that he threw out

silver sparks in the moonlight.

By the time, the poor birds‟ head

were in the whirl. And when the Fox began

his performance all over again, they become

so dazed. They lost their hold on the limb.

They fell down one by one and they were

immediately dead.


paragraph?

A. The Pheasants tried to hold on the

tree

B. The Fox attacked the Pheasants one

by one

C. The Fox continued his dancing

performance

D. The Pheasants dropped to the ground

E. The fox climbed the tree

2. The Pheasants lost their hold on the limb

because…

A. They were silly and weak animals

B. The branch was too small and

slippery

C. The pheasants were exhausted

D. The Fox moved very quickly

towards them

E. They were shocked to see the Fox‟s

performance

3. Why did the Pheasants finally dead?

Because…

A. The Fox killed them

B. They were admired with the Fox‟s

dance

C. They couldn‟t fly

D. They tired of holding on the limb

E. They were giddied of the Fox‟s

performance


A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

5. Once, Master Fox was taking his usual

stroll beneath the moonlight in the

woods. (line 2)


A. Before

B. Near

C. After

D. In front of

E. Under






experience


7. Then he hopped up and down. (line 10)


A. Rotated

B. Fell

C. Jump

D. Somersaulted

E. Squatted

8. The Pheasants stared giddily. (line 12)


A. Dizzily

B. Hungrily

C. Angrily

D. Disappointedly

E. Tragically

Text for no 9 - 13

The Magic Candle

One day, a young wanderer got lost

in a wood. Suddenly, he saw a light from an

old hunt and found an old woman who was

crying. She said that the devil had stolen her

magic candle. The candle could grant

anything she asked.

The wanderer went to the castle.

There he found the devil, but he was old and

weak. Therefore, the wanderer grabbed the

magic candle from the devil‟s table and ran

away.

But the wanderer was not a kind

man. He didn‟t return the candle to the old

woman, but kept it for himself. He lit the

candle and made a wish, „I want to go far

away from here.” Suddenly, the genies

appeared and took him to a beautiful palace.

He met a beautiful princess there and fell in

love with her. They got married the next

day. In his happiness, the wanderer told the

princess about his adventure and the magic

candle. Hearing that, the princess got angry.

At night she lit the candle and wished that

the wanderer disappear.

In the morning, the wanderer woke

up and found himself back in his ugly house

in the village.


paragraph?

A. The devil kept the magic candle

carefully

B. The wanderer took the magic candle

from the devil

C. The wanderer gave the magic candle

to the princess

D. The devil helped the wanderer to

find the magic candle

E. The wanderer borrowed the magic

candle from the devil

10. The princess was angry with the

wanderer because…

A. The wanderer married her

B. The wanderer fell in love with her

C. She finally knew the wanderer‟s bad

attitude

D. The wanderer prohibited her to stay

in the palace

E. She wanted to visit the old woman at

the old hut

11. Who stole the magic candle from the old

woman?

A. The wanderer

B. The princess

C. The genies

D. The devil

E. The prince


A. To give information about the magic

candle

B. To entertain people



experience

E. To describe about the magic candle

13. The third paragraph is called…

A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

Text for no 14 - 17

The Stingy and the Generous

Long, long time ago, there lived two

brothers. They had completely different

characters. The big brother was very stingy

and greedy. He never shared his wealth with

poor people. He even had no money left

because he had shared it with poor people.

One day, the generous brother was

sitting in his garden when suddenly a little

bird fell into his lap. It was wounded. He

took care of it, fed it, and put it in a nice

cage. After the bird was healthy, the

generous brother let it fly. After some time

the bird turned to him and gave him a

watermelon seed.

The generous brother, then, planted

the seed and watered it until it grew into a

good watermelon plant. Yet, the plant was

very strange. It had only one fruit, a big and

heavy one. When the watermelon was

ripped enough, the generous brother picked

it and cut it into two. How was surprised he

was. The watermelon was full of gold.

The generous brother sold the gold

and become very rich. He built a big house

and bought a very large field. Still, he never

forgot to share his wealth with the poor

people.

14. What is the main idea on the second

paragraph?

How did the generous brother get the

watermelon seed?

A. the generous brother finding the

watermelon seed in the field

B. the generous brother get the

watermelon seed after stole it from

the wounded

C. the generous brother get the

watermelon seed after curing a

wounded bird

D. the generous brother planting the

watermelon

E. Asking for the seed to his brother


A. To give information about something

B. To persuade people to do something

C. To amuse the readers


experience


16. It was wounded. (line 9)


A. Fainted

B. Shocked

C. Flew

D. Sank

E. Injured


A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

Text for no 18 - 20

Once upon a time, there were a king

and his queen who …(18)… in the Kingdom

of Belinyu. They didn‟t have any child.

Until one night, the queen had a dream of a

turtle. It said that the queen would have a

baby, and she had to give a Komala

necklace to her baby. The queen woke up

and she was holding a Komala necklace in

her hand. She told her dream to the king,

and he was very happy.

Shortly, the queen‟s dream became

reality; she delivered a beautiful baby girl.

The king named her, Komala. She grew as a

pretty girl. However, she had a bad attitude

because her parents always spoiled her too

much.

One day, Komala …(19)... her

parents were talking about the turtle in her

mother‟s dreams. She thought that the turtle

was very interesting animal, so she wanted it

as her pet. She insisted to find it, and the

king allowed her to look for the animal.

Accompanied with the king‟s guard,

Komala …(20)… the turtle. And finally, she

found it in a beach. She shouted to it,

“Penyu busuk wait for me.” in several times,

but the turtle kept swimming. Komala ran

after it into the sea, she tried to catch it.

Until then she finally drowned and

disappeared, and all of her guards could not

save her. Now, people call the beach,

Penyusuk.

18. A. live

B. lives

C. living

D. lived

E. were living

19. A. hear

B. hears

C. heard

D. hearing

E. has been heard

20. A. search

B. searches

C. searching

D. searched

E. has been searching

Good luck!

ANSWER KEY

1. C

2. D

3. E

4. D

5. E

6. A

7. C

8. A

9. B

10. C

11. D

12. B

13. C

14. C

15. C

16. E

17. B

18. D

19. C

20. D

SOAL POST-TEST

Name :

Class :

CHOOSE THE CORRECT ANSWER A, B,

C, D, or E!

Text for no. 1 –8

Once upon a time, there was a

beautiful princess named Dewi Kadita.

Because of her beauty, she was called Dewi

Sengrenge. It means the goddess of the sun.

Her father was King Munding Wangi.

Although he had a beautiful daughter, he

was unhappy because he always expected to

have a son.

The King decided to marry Dewi

Mutiara. He had a son from her. Dewi

Mutiara wanted her son to become a king in

the future. She asked the King to send his

daughter away. The King did not agree.

Dewi Mutiara called a black wizard

to curse Kadita. She wanted Kadita’s

beautiful body full of ulcer.

The King was very sad. No one

could cure the illness of his daughter. He did

not want her to be a rumor, so he sent his

daughter away.

The poor princess did not know

where to go. However, she had a noble

heart. Se did not have any bad feelings about

her stepmother. She walked for almost seven

days and found an ocean. She jumped into

the water and swam.

Suddenly, the ocean cured her

illness. She became more beautiful than

before. She also had a power to command

the whole South Ocean. She became a fairy

called Nyi Roro Kidul the Queen of South

Ocean.


paragraph?

A. The princess drowned into the ocean

B. The princess came back to the palace

and became the Queen in the palace

C. The princess recovered her illness

and became the Queen in South

Ocean

D. The princess mad to her stepmother

E. The princess could not cure her

illness

2. The King sent his daughter away

because…

A. The King did not want hear anyone

make a bad news about her daughter

B. The King did not want her daughter

to command the palace

C. Dewi Mutiara wanted to kidnap her

D. The King wanted to cure her illness

E. The King was mad to Dewi Kadita

3. Why did the King marry Dewi Mutiara?

Because…

A. The King wanted to have a son

B. The King did not like Dewi Kadita

C. Dewi Kadita was not beautiful

D. Dewi Mutiara is a good woman

E. Dewi Kadita’s body is full of ulcer


A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

5. However, she had a noble heart.

(paragraph 5)


A. tricky

B. sublime

C. wicked

D. envious

E. spite





D. To tell the reader about the writer’s

experience


7. Dewi Mutiara called a black wizard to

curse Kadita.


A. present

B. compliment

C. legacy

D. magic

E. power

8. She also had a power to command the

whole South Ocean. (paragraph 6)


A. curse

B. stay

C. help

D. leave

E. order

Text for no 9 - 13

Once upon a time, a farmer planted a

beet. The beet grew and grew.

One day, the farmer pulled on the

beet, but the beet did not come up. “Horse,

please help me pull up this beet. I want to

eat it for dinner,” said the famer. “Sure, I’ll

help you,” said the horse. But the beet did

not come up.

Then the farmer went to the cow,

“Dear cow, please help me pull up this beet.

I want to eat it for dinner, “said the farmer.

“Sure, I’ll help,” said the cow. But the beet

did not come up. So the farmer went to the

goat. “My lovely goat, please help me pull

up this beet. I want to eat it for dinner, “said

the farmer. “Sure, I’ll help,” said the cow.

But the beet did not come up.

Next, the farmer went to the cat. “Oh

my dear cat, please help me pull up this

beet. I want to eat it for dinner, “said the

farmer. “Sure, I’ll help,” said the cow. But

again the beet did not come up. So the

farmer went to the mouse. Lovely mouse,

please help me pull up this beet. I want to

eat it for dinner, “said the farmer. “Sure, I’ll

help,” said the cow. So the mouse pulled on

the cat. The cat pulled on the goat, and the

goat pulled on the cow. The cow pulled on

the horse, the horse pulled on the beet came

up! “Thank you, horse. Thank you, cow.

Thank you, goat. Thank you, cat. And thank

you, mouse!” said the farmer. “Now we can

eat call all eat dinner.” And they did.


paragraph?

A. The farmer asked the horse to pull up

the beet alone

B. The farmer asked the horse to help

him pull up the beet

C. The farmer wanted the horse to went

to the cow

D. The horse did not want to help the

farmer

E. The farmer finally could pull up the

beet

10. The farmer wanted to pull up the beet

because…

A. He wanted to give it to the horse

B. He wanted to throw it away

C. He wanted to eat it for dinner

D. He wanted to plant it again

E. He wanted to give it to the mouse

11. Who help the farmer to pull up the beet?

EXCEPT…

A. The cat

B. Te cow

C. The horse

D. The buffalo

E. The mouse



B. To entertain people



experience



A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

Text for no 14 - 17

Once upon a time, there were two

butterflies, Teri and Roni. They are friends.

Teri and roni had the same crown.

One day, Kodi a frog, saw Teri and

Roni quarreling “You took it!”, said Roni.

“No, I did not!”, said Teri.

“Hei, what’s the matter?”, asked

Kodi,

“Teri stole my crown!”, said Roni.

“No, I didn’t.”, said Teri.

“Yesterday, I still had my crown

when she came to visit me.”, said Roni.

“Today I cannot find the crown!

Look! She is wearing it!”, Roni shouted.

“My mom gave me this crown.”,

Teri explained.

Kodi suggested they all go to Roni’s

house.

“Where did you put it?”. Said Kodi

to Roni.

“I put it on the table.”, Roni answered.

They didn’t find the crown.

“may be, it fell down.”, Kodi looked

under the table. Nothing was there.

“It was my favorite crown!”, Roni

sobbed.

“I didn’t steal yours, but if you like it so

much, you can have mine.”, Teri give

Roni the crown.

“It’s here!” Kodi saw the crown behind

the curtain.

Roni stopped crying. “Thank God, Kodi

found it!”

“Sorry, Tery. I accused you. I’m a

terrible friend!”

“It’s OK.”, said Teri. “Let’s say thanks to

Kodi!”

14. What does the text tell about?

A. Kodi’s missing crown

B. Roni’s missing crown

C. Teri’s missing crown

D. Teri and Roni are friends

A. Teri stole Roni’s crown



B. To persuade people to do something

C. To amuse the readers


experience


16. Roni quarreling “You took it!”, said

Roni. (line 5)


A. Commending

B. Disputing

C. Insulting

D. Following

A. Suggesting

17. The first paragraph is called…

A. Orientation

B. Complication

C. Resolution

D. Re-orientation

E. Event

Text for no 18 - 20

One afternoon, Daud and his sister

were playing in a park near the seaside.

Suddenly, Daud heard a voice shouting,

“Help! Help!” He looked out to the sea. He

…(18)… a boy about four years old

struggling in the water. The boy grew

weaker and slowly sank into the water.

Unfortunately, there was no lifeguard

around and nobody did anything.

Daud quickly …(19)… off his shirt and

threw it to his sister. His sister tried to pull

him back, but he shook off her hand. He ran

towards the spot where the boy has

vanished. He slowly …(20)… towards the

boy, put his arm around his neck and

dragged him back to the shore. Soon, they

were both safe on dry ground.

18. A. see

B. sees

C. seeing

D. saw

E. seen

19. A. take

B. takes

C. taking

D. took

E. taken

20. A. swim

B. swims

C. swimming

D. swam

E. swum

Good luck!

ANSWER KEY

1. C

2. A

3. A

4. D

5. B

6. A

7. D

8. E

9. B

10. C

11. D

12. B

13. B

14. B

15. C

16. B

17. A

18. D

19. D

20. D

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS EKSPERIMEN (Treatment Ke – 1)



Kelas/ Semester : XI (Sebelas)/ I

Linguistic Aspect : Reading

Alokasi Waktu : 2 x 45 menit

Jenis Teks : Narrative Text

Tahun Pelajaran : 2013 / 2014

I. Standar Kompetensi

Memahami makna dalam teks fungsional pendek dan teks tulis esai berbentuk

narrative dalam konteks kehidupan sehari-hari.

II. Kompetensi Dasar

Merespon makna dan langkah retorika dalam esai yang mengggunakan ragam

bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-

hari dalam teks berbentuk narrative.

III. Indikator Pencapaian Kompetensi

Siswa diharapkan mampu:

1. Mengidentifikasi makna gagasan utama dalam teks berbentuk narrative.

2. Mengidentifikasi informasi dalam sebuah teks berbentuk narrative.

IV. Tujuan pembelajaran

Pada akhir pembelajarn siswa dapat:

1. Memahami makna gagasan utama dalam teks berbentuk narrative.

2. Mengetahui berbagai informasi dalam teks berbentuk narrative.

V. Nilai Budaya dan Karakter Bangsa

1. Religius

2. Disiplin

3. Kerja Keras

4. Komunikatif

5. Rasa ingin tahu

6. Tanggung jawab

VI. Materi Pembelajaran

Ali Baba and the Forty Thieves

Ali Baba was such a poor man that he had only one shoe for his two

feet. Even the mice in his house were hungry. One day, his wife said, "We

have no food in the house. No rice. No potatoes. Go and collect leaves in the

forest so that I can make a soup."

Ali was a lazy man. He looked for leaves for about ten minutes and

then he climbed a tree to sleep. He was afraid of wolves. When he woke up,

he was surprised to see forty thieves on forty horses. They stopped in front of

a big rock.

"Open Sesame!" shouted the leader. A door on the rock opened. The

thieves carried sacks full of gold into the cave. When they had finished, the

leader shouted. "Close Sesame!" and the door closed. As soon as the thieves

had disappeared Ali Baba jumped down from the tree, said, "Open Sesame"

and went into the cave.

There were shelves all around the walls. The shelves were full of

sacks. And the sacks were full of gold. Ali took a sack home with him.

Unfortunately, one of the thieves saw Ali's footprints on the sand. He

followed them to Ali's home. He took out his knife and made a cross on the

door.

"Now I shall know which house it is," he said. He rode off to get the

other thieves. But Ali had seen the thief. He and his wife took brooms and

swept away the footprints. Then he made crosses on every door at the street.

When the forty thieves arrived they had their knives between their teeth. But

they couldn't find either Ali – or the gold.

Finally, Ali and his wife lived happily ever after.

(Taken from Doddy et. al. - Developing English Competencies, 2008)

VII. Metode/ TeknikPembelajaran

Collaborative Strategic Reading (CSR) Technique.

VIII. Langkah-langkah Kegiatan

A. KegiatanPendahuluan

1. Apersepsi

Menyapa siswa dengan mengucapkan selamat pagi

Menyanyakan kabar siswa

Mengajak siswa membaca sebelum memulai pembelajaran

2. Motivasi

Bertanya jawab tentang pengetahuan/keterampilan yang terkait dengan

KD

Guru menjelaskan pentingnya materi yang akan dipelajari berikut

kompetensi yang harus dikuasai siswa

B. Kegiatan inti

1. Eksplorasi

Guru memberi penjelasan tentang Collaborative Strategic Reading

(CSR)

Guru membagi murid ke dalam beberapa kelompok kecil (5-6 siswa)

dan memberikan peran sebagai leader, clunk expert, gist expert,

announcer, encourager, dan timekeeper.

Guru menjelaskan langkah CSR (preview, click and clunk, get the gist,

dan wrap up).

2. Elaborasi

Guru meminta siswa untuk mengidentifikasi general structure yang

terdapat dalam teks narrative secara berkelompok

Guru meminta siswa menyimpulkan isi teks narrative

Guru memberikan pertanyaan yang bersumber dari teks tersebut

Guru memberi kesempatan berpikir, menganalisis, dan bertindak tanpa

rasa takut.

3. Konfirmasi

Guru memberikan umpan balik positif dan penguatan dalam bentuk

lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta

didik

Memfasilitasi peserta didik untuk memperoleh pengalaman bermakna

dalam mencapai kompetensi dasar

Guru menjadi fasilitator dalam menghadapi kesulitan yang dihadapi

siswa

C. Penutup

Bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran

Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan secara konsisten dan terprogram

Memberikan umpan balik terhadap proses dan hasil pembelajaran

IX. Alat dan Sumber Belajar : Developing English Competencies Grade XI,

Kertas hvs, papan tulis, spidol, dan penghapus.

X. Penilaian

Teknik : Tes tulis

Bentuk : Pertanyaan tertulis

Instrumen : Terlampir

XI. Pedoman Penilaian

a. Untuk setiap jawaban benar diberi skor = 2

b. Skor maksimal = 5 x 2 = 10

c. Nilai maksimal = 10

d. Nilai siswa

XalSkormaksim

hanSkorperole 10 = Nilai siswa

Rubrik penilaian :

No Uraian Skor

1

2

Urutan paragraf benar

Urutan paragraf salah

2

0

Mengetahui, Tangerang, 12 Desember 2013

Guru Pamong Mata Pelajaran Guru Praktikan

(Rosyiana Oktaviani, S. Pd.) (Anike Rosalina)


KELAS KONTROL (Treatment Ke – 1)

















1. Mengidentifikasi makna gagasan utama dalam teks berbentuk narrative.

2. Mengidentifikasi informasi dalam sebuah teks berbentuk narrative.



1. Memahami makna gagasan utama dalam teks berbentuk narrative.

2. Mengetahui berbagai informasi dalam teks berbentuk narrative.


1. Religius

2. Disiplin

3. Kerja Keras

4. Komunikatif

5. Rasa ingin tahu

6. Tanggung jawab


Ali Baba and the Forty Thieves

Ali Baba was such a poor man that he had only one shoe for his two

feet. Even the mice in his house were hungry. One day, his wife said, "We

have no food in the house. No rice. No potatoes. Go and collect leaves in the

forest so that I can make a soup."

Ali was a lazy man. He looked for leaves for about ten minutes and

then he climbed a tree to sleep. He was afraid of wolves. When he woke up,

he was surprised to see forty thieves on forty horses. They stopped in front of

a big rock.

"Open Sesame!" shouted the leader. A door on the rock opened. The

thieves carried sacks full of gold into the cave. When they had finished, the

leader shouted. "Close Sesame!" and the door closed. As soon as the thieves

had disappeared Ali Baba jumped down from the tree, said, "Open Sesame"

and went into the cave.

There were shelves all around the walls. The shelves were full of

sacks. And the sacks were full of gold. Ali took a sack home with him.

Unfortunately, one of the thieves saw Ali's footprints on the sand. He

followed them to Ali's home. He took out his knife and made a cross on the

door.

"Now I shall know which house it is," he said. He rode off to get the

other thieves. But Ali had seen the thief. He and his wife took brooms and

swept away the footprints. Then he made crosses on every door at the street.

When the forty thieves arrived they had their knives between their teeth. But

they couldn't find either Ali – or the gold.

Finally, Ali and his wife lived happily ever after.



Grammar Translation Method (GTM)



1. Apersepsi




2. Motivasi


KD



B. Kegiatan Inti

1. Eksplorasi

Guru memberikan penjelasan secara rinci mengenai teks berbentuk

narrative

2. Elaborasi



rasa takut

3. Konfirmasi



didik




siswa

C. Penutup








X. Penilaian

Teknik : Tes tulis







d. Nilai siswa

XalSkormaksim


Rubrik penilaian :

No Uraian Skor

1

2



2

0






















1. Mengidentifikasi tujuan komunikatif dalam teks berbentuk narrative.

2. Mengidentifikasi ciri-ciri kebahasaan dalam teks berbentuk narrative.



1. Memahami tujuan komunikatif dalam teks berbentuk narrative.

2. Memahami cirri-ciri kebahasaan dalam teks berbentuk narrative.


1. Religius

2. Disiplin

3. Kerja Keras

4. Komunikatif

5. Rasa ingin tahu

6. Tanggung jawab


Why Does the Cock Eat the Millipede?

Long ago the cock had a pair of beautiful horns on his head. But at that

time there was a dragon who was prevented from ascending into heaven

because he lacked a pair of horns. And so he offered the millipede as a

guarantor, and borrowed the horns from the cock!

When the millipede came for the horns, he said to the cock: "When

you want your horns back, you must call out at dawn: 'Give me back my

horns!' and they will be returned to you at once. You need have no occasion to

be concerned in the least."

The kind cock knew how difficult it was to ascend to heaven, so,

reassured by the good security the millipede offered, he loaned his horns

without hesitation, just twisting them right off his head. He also thought to

himself that when the dragon returned from his visit to heaven, they could sit

down and have a good conversation; he would ask the dragon to tell him how

things were in heaven, and if it really was beautiful there, as he had always

heard. If it was true, he might consider going there himself someday, he

thought.

So, next morning at daybreak (for the dragon's visit was scheduled to

be brief), the cock called out loudly: "Give me back my horns!" But, even

though he repeated this demand ten times over, there was no sign at all of

either the dragon or the horns. Worried, the cock promptly went off to

complain to the millipede, who soothed him, saying: "If the dragon has not

returned the horns this morning, then he will certainly do so tomorrow. At the

very latest, the day after that. Just learn to be a little patient and your horns

will soon be back on your head, just as before."

The cock did wait several days, but although he called out every

morning at sunrise: "Give me back my horns!" They never did reappear. The

cock was extremely annoyed at this deception and loss, as you can well

imagine, therefore he ordered all the members of his family to eat millipedes

on sight.

Even so, the cock has not yet given up hope of getting his horns

returned. He ordered his descendants always to call out at the break of day:

"Give me back my horns!" He still hopes that the dragon may hear him!






1. Apersepsi




2. Motivasi


KD



B. Kegiatan inti

1. Eksplorasi




Guru meminta siswa melakukan langkah CSR (preview, click and

clunk, get the gist, dan wrap up).

2. Elaborasi






rasa takut

3. Konfirmasi



didik




siswa

C. Penutup








X. Penilaian

Teknik : Tes tulis







d. Nilai siswa

XalSkormaksim


Rubrik penilaian :

No Uraian Skor

1

2



2

0






















1. Mengidentifikasi tujuan komunikatif dalam teks berbentuk narrative.

2. Mengidentifikasi ciri-ciri kebahasaan dalam teks berbentuk narrative.



1. Memahami tujuan komunikatif dalam teks berbentuk narrative.

2. Memahami cirri-ciri kebahasaan dalam teks berbentuk narrative.


1. Religius

2. Disiplin

3. Kerja Keras

4. Komunikatif

5. Rasa ingin tahu

6. Tanggung jawab


Why Does the Cock Eat the Millipede?

Long ago the cock had a pair of beautiful horns on his head. But at that

time there was a dragon who was prevented from ascending into heaven

because he lacked a pair of horns. And so he offered the millipede as a

guarantor, and borrowed the horns from the cock!

When the millipede came for the horns, he said to the cock: "When

you want your horns back, you must call out at dawn: 'Give me back my

horns!' and they will be returned to you at once. You need have no occasion to

be concerned in the least."

The kind cock knew how difficult it was to ascend to heaven, so,

reassured by the good security the millipede offered, he loaned his horns

without hesitation, just twisting them right off his head. He also thought to

himself that when the dragon returned from his visit to heaven, they could sit

down and have a good conversation; he would ask the dragon to tell him how

things were in heaven, and if it really was beautiful there, as he had always

heard. If it was true, he might consider going there himself someday, he

thought.

So, next morning at daybreak (for the dragon's visit was scheduled to

be brief), the cock called out loudly: "Give me back my horns!" But, even

though he repeated this demand ten times over, there was no sign at all of

either the dragon or the horns. Worried, the cock promptly went off to

complain to the millipede, who soothed him, saying: "If the dragon has not

returned the horns this morning, then he will certainly do so tomorrow. At the

very latest, the day after that. Just learn to be a little patient and your horns

will soon be back on your head, just as before."

The cock did wait several days, but although he called out every

morning at sunrise: "Give me back my horns!" They never did reappear. The

cock was extremely annoyed at this deception and loss, as you can well

imagine, therefore he ordered all the members of his family to eat millipedes

on sight.

Even so, the cock has not yet given up hope of getting his horns

returned. He ordered his descendants always to call out at the break of day:

"Give me back my horns!" He still hopes that the dragon may hear him! (Taken from Doddy et. al. - Developing English Competencies, 2008)





1. Apersepsi




2. Motivasi


KD



B. Kegiatan Inti

1. Eksplorasi


narrative

2. Elaborasi



rasa takut

3. Konfirmasi



didik




siswa

C. Penutup








X. Penilaian

Teknik : Tes tulis



XI. Penilaian

Teknik : Tes tulis



XII. Pedoman Penilaian




d. Nilai siswa

XalSkormaksim


Rubrik penilaian :

No Uraian Skor

1

2



2

0






















1. Mengidentifikasi generic structure yang ada dalam teks berbentuk narrative.

2. Memahami makna kosa kata sulit dalam teks berbentuk narrative.



1. Mengetahui generic structure dalam teks berbentuk narrative.

2. Memahami kosa kata sulit dan language feature dalam teks berbentuk

narrative.


1. Religius

2. Disiplin

3. Kerja Keras

4. Komunikatif

5. Rasa ingin tahu

6. Tanggung jawab


A Farmer and His Three sons

A farmer had three sons. They were strong and young but never

agreed with one another. They often quarreled among themselves. The farmer

had given them a lot of advice. But they always turned a deaf ear. They

disliked advice. The farmer felt very sad about it.

The farmer thought a lot and then he thought up a good plan. He called

his sons and ordered them, “Bring me a few sticks.” The farmer tied the sticks

into a bundle.

“Each of you, break this bundle of sticks said!” said the farmer. They

did so, but they could not break it. Then, the farmer untied the sticks and gave

each of his sons a stick. Each of them broke the stick easily in the twinkling of

an eye.

“There you are, my sons!”, shouted the farmer. “If you remain united,

you are strong. But if you quarrel with one another, you will be broken one by

one easily. Do you understand what I mean?”

At last, the advice worked out. They lived in harmony and united ever

after. The farmer felt relieved. “Now I can die peacefully,” he wishpered. (Taken from Sudarwati and Grace – Look Ahead, 2007)





1. Apersepsi




2. Motivasi


KD



B. Kegiatan inti

1. Eksplorasi




Guru meminta siswa melakukan langkah CSR (preview, click and

clunk, get the gist, dan wrap up).

2. Elaborasi






rasa takut

3. Konfirmasi



didik




siswa

C. Penutup








X. Penilaian

Teknik : Tes tulis







d. Nilai siswa

XalSkormaksim


Rubrik penilaian :

No Uraian Skor

1

2



2

0






















1. Mengidentifikasi generic structure yang ada dalam teks berbentuk narrative.

2. Memahami makna kosa kata sulit dalam teks berbentuk narrative.



1. Mengetahui generic structure dalam teks berbentuk narrative.

2. Memahami kosa kata sulit dan language feature dalam teks berbentuk

narrative.


1. Religius

2. Disiplin

3. Kerja Keras

4. Komunikatif

5. Rasa ingin tahu

6. Tanggung jawab


A Farmer and His Three sons

A farmer had three sons. They were strong and young but never

agreed with one another. They often quarreled among themselves. The farmer

had given them a lot of advice. But they always turned a deaf ear. They

disliked advice. The farmer felt very sad about it.

The farmer thought a lot and then he thought up a good plan. He called

his sons and ordered them, “Bring me a few sticks.” The farmer tied the sticks

into a bundle.

“Each of you, break this bundle of sticks said!” said the farmer. They

did so, but they could not break it. Then, the farmer untied the sticks and gave

each of his sons a stick. Each of them broke the stick easily in the twinkling of

an eye.

“There you are, my sons!”, shouted the farmer. “If you remain united,

you are strong. But if you quarrel with one another, you will be broken one by

one easily. Do you understand what I mean?”

At last, the advice worked out. They lived in harmony and united ever

after. The farmer felt relieved. “Now I can die peacefully,” he wishpered. (Taken from Sudarwati and Grace – Look Ahead, 2007)





1. Apersepsi




2. Motivasi


KD



B. Kegiatan Inti

1. Eksplorasi


narrative

2. Elaborasi



rasa takut

3. Konfirmasi



didik




siswa

C. Penutup








X. Penilaian

Teknik : Tes tulis







d. Nilai siswa

XalSkormaksim


Rubrik penilaian :

No Uraian Skor

1

2



2

0




SKOR DATA DIBOBOT=================

Jumlah Subyek = 37Butir soal = 25Bobot utk jwban benar = 1Bobot utk jwban salah = 0Nama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI VALIDITAS ANIKE.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 Annisa 22 3 0 22 22 2 2 April 23 2 0 23 23 3 3 Arif 11 14 0 11 11 4 4 Arni 22 3 0 22 22 5 5 Chairil 18 7 0 18 18 6 6 Dicky 23 2 0 23 23 7 7 Devi 18 7 0 18 18 8 8 Denny 15 10 0 15 15 9 9 Della 17 8 0 17 17 10 10 Dwi 11 14 0 11 11 11 11 Fachri 15 10 0 15 15 12 12 Farhan 13 12 0 13 13 13 13 Febriza 20 5 0 20 20 14 14 Finny 15 10 0 15 15 15 15 Ghani 17 8 0 17 17 16 16 Hamzah 16 9 0 16 16 17 17 Kemas 18 7 0 18 18 18 18 Lisa 16 9 0 16 16 19 19 M. Ben... 23 2 0 23 23 20 20 M. Hanafi 22 3 0 22 22 21 21 M. Kha... 17 8 0 17 17 22 22 Neng 19 6 0 19 19 23 23 Nazia 15 10 0 15 15 24 24 Noviyanti 17 8 0 17 17 25 25 Okky 17 8 0 17 17 26 26 Raden 23 2 0 23 23 27 27 Ricvan 16 9 0 16 16

28 28 Rio 12 13 0 12 12 29 29 Riski P 14 11 0 14 14 30 30 Rizki R 12 13 0 12 12 31 31 Shinta 15 10 0 15 15 32 32 Suci 16 9 0 16 16 33 33 Tika 12 13 0 12 12 34 34 Tri 14 11 0 14 14 35 35 Yolla 12 13 0 12 12 36 36 Yunika 23 2 0 23 23 37 37 Zikri 16 9 0 16 16

RELIABILITAS TES================

Rata2= 16.89Simpang Baku= 3.73KorelasiXY= 0.46Reliabilitas Tes= 0.63Nama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI VALIDITAS ANIKE.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Annisa 11 11 22 2 2 April 12 11 23 3 3 Arif 5 6 11 4 4 Arni 13 9 22 5 5 Chairil 9 9 18 6 6 Dicky 12 11 23 7 7 Devi 10 8 18 8 8 Denny 8 7 15 9 9 Della 11 6 17 10 10 Dwi 6 5 11 11 11 Fachri 9 6 15 12 12 Farhan 8 5 13 13 13 Febriza 11 9 20 14 14 Finny 8 7 15 15 15 Ghani 8 9 17 16 16 Hamzah 7 9

16 17 17 Kemas 9 9 18 18 18 Lisa 11 5 16 19 19 M. Benizar 11 12 23 20 20 M. Hanafi 12 10 22 21 21 M. Khairul 8 9 17 22 22 Neng 10 9 19 23 23 Nazia 8 7 15 24 24 Noviyanti 9 8 17 25 25 Okky 9 8 17 26 26 Raden 13 10 23 27 27 Ricvan 8 8 16 28 28 Rio 4 8 12 29 29 Riski P 10 4 14 30 30 Rizki R 5 7 12 31 31 Shinta 10 5 15 32 32 Suci 10 6 16 33 33 Tika 6 6 12 34 34 Tri 8 6 14 35 35 Yolla 8 4 12 36 36 Yunika 13 10 23 37 37 Zikri 8 8 16

KELOMPOK UNGGUL & ASOR======================

Kelompok UnggulNama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI VALIDITAS ANIKE.ANA

1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 2 April 23 1 - 1 1 1 1 1 2 6 Dicky 23 1 1 - 1 1 1 1 3 19 M. Benizar 23 1 1 - 1 1 1 1 4 26 Raden 23 1 - 1 1 1 1 1 5 36 Yunika 23 1 1 1 1 1

1 1 6 1 Annisa 22 1 - 1 1 1 1 1 7 4 Arni 22 1 - 1 1 1 1 1 8 20 M. Hanafi 22 1 - - 1 1 1 1 9 13 Febriza 20 1 1 - 1 1 1 1 10 22 Neng 19 1 1 - 1 1 1 1 Jml Jwb Benar 10 5 5 10 10 10 10

8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 2 April 23 1 1 1 1 1 1 1 2 6 Dicky 23 1 1 1 1 1 1 - 3 19 M. Benizar 23 1 1 1 1 1 - 1 4 26 Raden 23 1 1 1 1 1 1 1 5 36 Yunika 23 1 1 - 1 1 1 1 6 1 Annisa 22 1 - 1 - 1 1 1 7 4 Arni 22 1 1 1 1 - 1 1 8 20 M. Hanafi 22 1 1 1 1 1 1 1 9 13 Febriza 20 1 1 - 1 1 - 1 10 22 Neng 19 1 1 1 1 - 1 1 Jml Jwb Benar 10 9 8 9 8 8 9

15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 2 April 23 1 1 - 1 1 1 1 2 6 Dicky 23 1 1 1 1 1 1 1 3 19 M. Benizar 23 1 1 1 1 1 1 1 4 26 Raden 23 1 1 1 1 1 1 1 5 36 Yunika 23 1 1 1 1 1 1 1 6 1 Annisa 22 1 1 1 1 1 1 1 7 4 Arni 22 1 1 1 1 1 1 1 8 20 M. Hanafi 22 1 1 1 1 1 1 1 9 13 Febriza 20 1 1 1 1 1 1 1 10 22 Neng 19 1 1 - 1 -

1 1 Jml Jwb Benar 10 10 8 10 9 10 10

22 23 24 25 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 1 2 April 23 1 1 1 1 2 6 Dicky 23 1 1 1 1 3 19 M. Benizar 23 1 1 1 1 4 26 Raden 23 - 1 1 1 5 36 Yunika 23 - 1 1 1 6 1 Annisa 22 1 1 1 1 7 4 Arni 22 - 1 1 1 8 20 M. Hanafi 22 1 1 - 1 9 13 Febriza 20 - 1 - 1 10 22 Neng 19 - 1 - 1 Jml Jwb Benar 5 10 7 10

Kelompok AsorNama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI VALIDITAS ANIKE.ANA

1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 31 Shinta 15 1 - - 1 1 - - 2 29 Riski P 14 1 - - 1 1 - 1 3 34 Tri 14 1 - - 1 1 1 - 4 12 Farhan 13 1 - - 1 1 - - 5 28 Rio 12 1 - - 1 - - 1 6 30 Rizki R 12 1 - - 1 1 - - 7 33 Tika 12 1 - - 1 - 1 - 8 35 Yolla 12 1 - - 1 1 - - 9 3 Arif 11 1 - - 1 - 1 1 10 10 Dwi 11 1 - 1 1 - 1 1 Jml Jwb Benar 10 0 1 10 6 4 4

8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 31 Shinta 15 1 1 - 1 - 1 1 2 29 Riski P 14 1 1 - 1 - 1 - 3 34 Tri 14 1 1 1 1 - - - 4 12 Farhan 13 1 1 1 1 - - - 5 28 Rio 12 1 1 1 - -

- - 6 30 Rizki R 12 1 - - 1 1 - - 7 33 Tika 12 1 1 - 1 - - - 8 35 Yolla 12 1 1 - 1 - - - 9 3 Arif 11 1 1 - 1 - - 1 10 10 Dwi 11 - - - - - - 1 Jml Jwb Benar 9 8 3 8 1 2 3

15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 31 Shinta 15 1 1 - 1 1 - 1 2 29 Riski P 14 1 1 - 1 - - 1 3 34 Tri 14 - 1 - 1 1 - 1 4 12 Farhan 13 - 1 - 1 1 - 1 5 28 Rio 12 - 1 1 1 - 1 - 6 30 Rizki R 12 - 1 - 1 - 1 1 7 33 Tika 12 1 1 - 1 - 1 1 8 35 Yolla 12 1 1 - 1 - - 1 9 3 Arif 11 - 1 - 1 - - - 10 10 Dwi 11 1 1 1 1 - - - Jml Jwb Benar 5 10 2 10 3 3 7

22 23 24 25 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 1 31 Shinta 15 - 1 - 1 2 29 Riski P 14 - 1 - 1 3 34 Tri 14 - 1 - 1 4 12 Farhan 13 - 1 - 1 5 28 Rio 12 1 - 1 - 6 30 Rizki R 12 1 1 - - 7 33 Tika 12 - 1 - - 8 35 Yolla 12 - 1 - 1 9 3 Arif 11 - 1 - - 10 10 Dwi 11 - 1 - - Jml Jwb Benar 2 9 1 5

DAYA PEMBEDA============

Jumlah Subyek= 37Klp atas/bawah(n)= 10Butir Soal= 25Nama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI

VALIDITAS ANIKE.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 10 10 0 0.00 2 2 5 0 5 50.00 3 3 5 1 4 40.00 4 4 10 10 0 0.00 5 5 10 6 4 40.00 6 6 10 4 6 60.00 7 7 10 4 6 60.00 8 8 10 9 1 10.00 9 9 9 8 1 10.00 10 10 8 3 5 50.00 11 11 9 8 1 10.00 12 12 8 1 7 70.00 13 13 8 2 6 60.00 14 14 9 3 6 60.00 15 15 10 5 5 50.00 16 16 10 10 0 0.00 17 17 8 2 6 60.00 18 18 10 10 0 0.00 19 19 9 3 6 60.00 20 20 10 3 7 70.00 21 21 10 7 3 30.00 22 22 5 2 3 30.00 23 23 10 9 1 10.00 24 24 7 1 6 60.00 25 25 10 5 5 50.00

TINGKAT KESUKARAN=================

Jumlah Subyek= 37Butir Soal= 25Nama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI VALIDITAS ANIKE.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 35 94.59 Sangat Mudah 2 2 6 16.22 Sukar 3 3 7 18.92 Sukar 4 4 36 97.30 Sangat Mudah 5 5 31 83.78 Mudah 6 6 28 75.68 Mudah 7 7 21 56.76 Sedang 8 8 34 91.89 Sangat Mudah 9 9 30 81.08 Mudah 10 10 21 56.76 Sedang 11 11 32 86.49 Sangat Mudah 12 12 18 48.65 Sedang 13 13 20 54.05 Sedang 14 14 27 72.97 Mudah 15 15 21 56.76 Sedang 16 16 37 100.00 Sangat Mudah 17 17 21 56.76 Sedang 18 18 34 91.89 Sangat Mudah 19 19 22 59.46 Sedang 20 20 24 64.86 Sedang 21 21 32 86.49 Sangat Mudah 22 22 10 27.03 Sukar 23 23 35 94.59 Sangat Mudah 24 24 12 32.43 Sedang 25 25 31 83.78 Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL=================================


No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 0.025 - 2 2 0.491 Signifikan 3 3 0.389 Signifikan 4 4 0.086 - 5 5 0.445 Signifikan 6 6 0.462 Signifikan 7 7 0.434 Signifikan 8 8 0.233 - 9 9 0.154 - 10 10 0.404 Signifikan 11 11 0.117 - 12 12 0.513 Sangat Signifikan 13 13 0.503 Sangat Signifikan 14 14 0.428 Signifikan 15 15 0.449 Signifikan 16 16 NAN NAN 17 17 0.419 Signifikan 18 18 0.018 - 19 19 0.499 Sangat Signifikan 20 20 0.470 Signifikan 21 21 0.396 Signifikan

22 22 0.315 - 23 23 0.220 - 24 24 0.538 Sangat Signifikan 25 25 0.565 Sangat Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH=================


No Butir Baru No Butir Asli a b c d e * 1 1 0-- 35** 0-- 2--- 0-- 0 2 2 0-- 5+ 14-- 6** 12- 0 3 3 3- 1-- 0-- 7** 26--- 0 4 4 36** 1--- 0-- 0-- 0-- 0 5 5 3-- 0-- 31** 2+ 1+ 0 6 6 0-- 8--- 0-- 1- 28** 0 7 7 21** 8-- 0-- 1-- 7- 0 8 8 34** 3--- 0-- 0-- 0-- 0 9 9 1+ 30** 1+ 4--- 1+ 0 10 10 21** 5++ 7- 2- 2- 0 11 11 1++ 32** 0-- 4--- 0-- 0 12 12 10--- 0-- 18** 9-- 0-- 0 13 13 17--- 0-- 0-- 20** 0-- 0 14 14 27** 3++ 0-- 1- 6--- 0 15 15 0-- 16--- 21** 0-- 0-- 0 16 16 0 0 37** 0 0 0 17 17 0-- 16--- 21** 0-- 0-- 0 18 18 34** 1+ 0-- 2--- 0--

0 19 19 2+ 4++ 3++ 6- 22** 0 20 20 3++ 24** 8--- 0-- 2+ 0 21 21 2- 2- 1++ 32** 0-- 0 22 22 25--- 2- 10** 0-- 0-- 0 23 23 1-- 0-- 35** 0-- 1-- 0 24 24 21--- 3- 12** 0-- 1-- 0 25 25 4--- 1+ 1+ 31** 0-- 0

Keterangan: ** : Kunci Jawaban++ : Sangat Baik+ : Baik- : Kurang Baik-- : Buruk---: Sangat Buruk

REKAP ANALISIS BUTIR=====================

Rata2= 16.89Simpang Baku= 3.73KorelasiXY= 0.46Reliabilitas Tes= 0.63Butir Soal= 25Jumlah Subyek= 37Nama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI VALIDITAS ANIKE.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 0.00 Sangat Mudah 0.025 - 2 2 50.00 Sukar 0.491 Signifikan 3 3 40.00 Sukar 0.389 Signifikan 4 4 0.00 Sangat Mudah 0.086 - 5 5 40.00 Mudah 0.445 Signifikan 6 6 60.00 Mudah 0.462 Signifikan 7 7 60.00 Sedang 0.434 Signifikan 8 8 10.00 Sangat Mudah 0.233 - 9 9 10.00 Mudah 0.154 - 10 10 50.00 Sedang 0.404 Signifikan 11 11 10.00 Sangat Mudah 0.117 - 12 12 70.00 Sedang 0.513 Sangat Signifikan 13 13 60.00 Sedang 0.503 Sangat Signifikan 14 14 60.00 Mudah 0.428 Signifikan 15 15 50.00 Sedang 0.449 Signifikan 16 16 0.00 Sangat Mudah NAN NAN 17 17 60.00 Sedang 0.419 Signifikan 18 18 0.00 Sangat Mudah 0.018 - 19 19 60.00 Sedang 0.499 Sangat Signifikan 20 20 70.00 Sedang 0.470 Signifikan 21 21 30.00 Sangat Mudah 0.396 Signifikan 22 22 30.00 Sukar 0.315 - 23 23 10.00 Sangat Mudah 0.220 -

24 24 60.00 Sedang 0.538 Sangat Signifikan 25 25 50.00 Mudah 0.565 Sangat Signifikan

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