i
THE USE OF HERRINGBONE TECHNIQUE TO IMPROVE
THE STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT
OF THE EIGHTH GRADE STUDENTS OF SMPN 2 TUNTANG IN THE
ACADEMIC YEAR 2016/2017
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillments of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English
Education Study Program
LATIFAH LISTIYANTI
113-12-035
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2017
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THE USE OF HERRINGBONE TECHNIQUE TO IMPROVE
THE STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT
OF THE EIGHTH GRADE STUDENTS OF SMPN 2 TUNTANG IN THE
ACADEMIC YEAR 2016/2017
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillments of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English
Education Study Program
LATIFAH LISTIYANTI
113-12-035
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2017
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MOTTO
Verily, Allah will not change the good condition of a people as long as they do
not change their state of goodness themselves.
(Q.S. Ar-Ra‟d: 11)
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DEDICATION
This graduating paper is whole heartedly dedicated to:
1. My beloved parents, Mr. Sunardi and Mrs. Supriyati, thank you for
everything. No one better than you.
2. My lovely older brother Nur Febriyanto (Alm.), finally I reach your
dream. My second older brother Dwi Wijayanto thank you for your
support and care; my beloved younger brother Ahmad Mahfudz. Thank
you for your care and makes me always laugh.
3. My second parents, Mr. Nasafi, M. Pd. I. and Mrs. Asfiyah in Islamic
Boarding House Nurul Asna.
4. My beloved friends; Lisna Oktavia, Ridha Ayu Wintari, Umi Fathimah,
Laila Azizah and Veni Putri Pertiwi. Thanks for your care, pray and
support every time. You are the best.
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ACKNOWLEGMENT
Bismillahirrahmanirrahim,
First of all, I would like to express my deepest gratitude to Allah SWT,
God the almighty for blessing given to me in completing this graduating paper as
one of requirement to finished study at IAIN Salatiga.
This graduating paper would not have been completed without support,
guidance and help from individual and institution. Therefore, I would like to
express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for
Islamic Studies (IAIN) Salatiga.
2. Mr. Suwardi, M. Pd., as the Dean of Teacher Training and Education
Faculty.
3. Mrs. Noor Malihah, Ph. D., as the Head of English Education Department.
4. Mrs. Setia Rini, M.Pd., as my counselor who has guided and supported
until the end of finishing the graduating paper. Thanks for your patient,
guidance and care.
5. All lecturers of IAIN Salatiga who has given knowledge to the researcher.
6. All staffs of IAIN Salatiga, thank you for helping during processing of
finished graduating paper administration.
7. All big family of SMPN 2 Tuntang, thanks for helping during research
process.
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8. All English Department students in the Academic Year 2012 especially for
all members of TBI A thanks for your kindness.
The Researcher,
Latifah Listiyanti
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Abstract
Listiyanti, Latifah. 2017. “The Use of Herringbone Technique to Improve the
Students‟ Reading Comprehension in Recount Text of the Eighth Grade
Students of SMPN 2 Tuntang in the Academic Year 2016/2017”. A
Graduating Paper. English Education Department Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN) Salatiga.
Consultant: Setia Rini, M.Pd.
Key words: Herringbone technique, reading comprehension in recount text
The research aims to describe the implementation of herringbone
technique in eighth grade students of SMPN 2 Tuntang and to know to what
extent the technique improving students‟ reading comprehension in recount text.
The methodology of research is cassroom action research (CAR). The subjects of
the research were 30 students in eighth grade of SMPN 2 Tuntang. The research
was conducted two cycles which each cycle consist of planning, acting,
observation and reflecting. The result of the research shows that there is an
improvement of students‟ reading comprehension in recount text. It can be seen
from the result of the score, where in cycle I post-test is higher than pre-test
(69,33 ≥ 67,23) and in cycle II (84,03 ≥ 75,33). The t calculation is 2,80 also
shows that is is higher than t table 2,04. It can be conclude that students‟ reading
comprehension is improved using herringbone technique.
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TABLE OF CONTENTS
TITLE PAGE ....................................................................................................... .
DECLARATION ..................................................................................................
ATTENTIVE COUNSELOR................................................................................
CERTIFICATION PAGE .....................................................................................
MOTTO.................................................................................................................
DEDICATION .....................................................................................................
ACKNOWLEDGEMENT ....................................................................................
ABSTRACT ..........................................................................................................
TABLE OF CONTENTS ......................................................................................
LIST OF TABLE ..................................................................................................
LIST OF GRAPHIC ..............................................................................................
CHAPTER I INTRODUCTION
A. Background of the Research .....................................................................
B. Statement of the Problems .......................................................................
C. Objectives of the Research ........................................................................
D. Limitation of the Research .......................................................................
E. Definition of the Key Terms .....................................................................
F. Significant of the Research ......................................................................
G. Organitation of Graduating Paper ............................................................
CHAPTER II THEORETICAL FRAMEWORK
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A. Review of Previous Research
..................................................................
B. Reading
1. Definition of Reading .....................................................................
2. Aspect of Reading ............................................................................
3. Process of Reading ...........................................................................
C. Reading Comprehension
1. Definition of Comprehension
..........................................................
2. Level of Comprehension
.................................................................
3. Factors of Affecting Comprehension
..............................................
4. Definition of Reading Comprehension
...........................................
D. Herringbone Technique
1. Definition of Herringbone Technique
............................................
2. Instruction of Using Herringbone Technique
..................................
E. Text Types
1. Literary
..........................................................................................
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2. Factual
...........................................................................................
a. Definition of Recount Text
.....................................................
b. Structure of Recount Text
.......................................................
c. Language Fetures of Recount Text
..........................................
d. Example of Recount Text
........................................................
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Research .............................................................................
B. Type of the Research ................................................................................
C. Model of the Research .............................................................................
D. Object of the Research .............................................................................
E. Time Allocation ........................................................................................
F. Procedure of the Research ........................................................................
CHAPTER IV FINDINGS AND DISSCUSSIONS
A. Research Findings .....................................................................................
B. Discussions ................................................................................................
CHAPTER V CLOSURE
A. Conclusion.................................................................................................
B. Suggestions ...............................................................................................
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REFERENCES
APPENDICES
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LIST OF TABLES
Table 2.2
Table 3.2
Table 3.3
Table 3.4
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Types of text ..................................................................................................
List of students VIII C SMPN 2 Tuntang ...........................................................
List of schedule of the research ......................................................................
Evaluation rubric..........................................................................
Observational checklist for teacher Cycle I....................................................
Observational checklist for students Cycle I .................................
Result of pre-test and post-test in Cycle I ....................................
Observational checklist for teacher Cycle II .................................
Observational checklist for Students Cycle II ..............................
Result of pre-test and post-test Cycle II ........................................
Calculation of the means of students score..................................
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LIST OF GRAPHIC AND CHART
Graphic 2.1 Graphic of Herringbone.................................................................. 17
Graphic 3.1 Model of the implementation of CAR........................................... 29
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CHAPTER I
INTRODUCTION
A. Background of the Research
Language is intimately tied to man‟s feelings and activity. It is
bound up with nationality, religion, and the feeling of self. It is used for
work, worship, and play by everyone, be he beggar or banker, savage or
civilized. To the language teachers and the linguists, it is the central
subject of study, with the linguist concentrating on its description and the
teacher on learning and teaching it (Lado, 1964: 11)
English is one of the international languages that most used in
many countries in the world, including Indonesia. As an international
language, English is very important because people around the world
communicate to others using English. In Indonesia, English is learnt and
taught at junior high school, senior high school and university, moreover
in some elementary schools English is introduced to students.
There are four aspects in language learning as follow, listening,
reading, speaking and writing. All academic study requires a lot of
reading. Reading offers more than access to new information that can be
quantitatively added to what we know already; it can also lead to a
qualitative restructuring and re-evaluation of what we know (Risdianto,
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2012: 21). According to Brown (2003:185) in foreign language learning,
teachers count on students to gain a reading skill.
In English there are some kinds of the text taught at junior high
school, they are recount text, descriptive text, narrative text, procedure
text. In this research, the researcher will discuss about recount text.
Recount defined to tell someone a story or describe a series of events
(Longman, 2004: 1602).
One of the marks of the efficient reader is the extent to which he
can adjust the degree of his comprehension to his objective (Dallmann,
1982: 159). Teaching English in Junior High School is not easy task.
Sometimes, students are difficult to get good score and find good way to
study English. Based on the researcher observations, there are students
have difficulties to understand English text because they do not know the
meaning of vocabulary. In the class VIII C, the students faced that
problem. They difficult to comprehend the content of the text because they
do not know the translation of the text. They think that to understand the
text they must translate it first.
Their teacher said that every students in every class has different
problems and the problem is related each other. For example, students
have problem in vocabulary will influence their comprehension in a text.
When the researcher asked students other difficulties in comprehending
text, they answered “nggak mudeng miss, wong sama bahasa inggris aja
nggak bisa” (I do not understand Miss, moreover I do not understand well
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in English lesson). The other student said, “I can‟t comprehend an English
text because of its language, I mean I don‟t understand the meaning of the
vocabulary so the content of the text don‟t understand”. So, when their
teacher give a questions about the text they could not answer the questions
before their teacher translated it. Some of them also get score under 70, the
Minimum Achievement Criterion (KKM). According to them, the
sollution is only browse on internet to translate the text. But, it will makes
them unhabbitually to think or analyze a text.
In reading we need to comprehend meanings in order to identify
words, and that we generally need to identify words in order to identify
letters (Nunan, 1989: 33). So the researcher needs to implement good
strategy or technique to solve the problem. A technique is implementation
that which actually takes place in classroom. It is a particular trick,
stratagem, or contrivance used to accomplish an immediate objective.
Technique depends on the teacher, his individual artistry, and on the
composition of the class. (Allen, 1972: 7)
In this case, the researcher proposes the use of graphic organizer
which called herringbone technique. According to Thaler (2008) as quoted
by Ningrum et. Al (2015: 3), herringbone technique consists of short
graphic organizer and it is concerts way of helping English learners to find
the comprehensive idea in a paragraph or passage. By using herringbone
technique, students will find out the main idea of a text easily. In the
herringbone technique, students search important information of a text
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from 5W+1H question that written in the graphic. After answered 5W+1H
question, students will find out the main idea of the text. Students will
very helpful in comprehending text, especially recount text by using
herringbone graphic.
Based on the explanation above, the researcher interests to
conduct a research entitled “The Use of Herringbone Technique to
Improve the Students‟ Reading Comprehension in Recount Text of the
Eighth Grade Students of SMPN 2 Tuntang in the Academic Year
2016/2017)”.
B. Statement of the Problems
Considering of background of the research, the problem
statements are:
1. How is the implementation of herringbone technique to improve the
students reading comprehension in recount text at the eighth grade of
SMP N 2 Tuntang?
2. To what extent is the use of herringbone technique improving the
students‟ reading comprehension in recount text at the eighth grade of
SMP N 2 Tuntang in the academic year 2016/2017?
C. Objectives of the Research
The objectives of this research are, as a follow:
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1. To know the implementation of herringbone technique to improve
students‟ reading comprehension in recount text at the eighth grade
of SMP N 2 Tuntang in the academic year 2016/2017.
2. To find out to what extent is the use of herringbone technique in
improving the students‟ reading comprehension in recount text at
the eighth grade of SMP N 2 Tuntang in the academic year
2016/2017.
D. Limitation of the Research
The researcher would like limit in this research as follow:
1. The implementation of herringbone to improve students‟ reading
comprehension in recount text at eighth grade of SMP N 2
Tuntang.
2. The improvement of students‟ reading comprehension in recount
text at eighth grade of SMP N 2 Tuntang.
E. Definition of Key Terms
To avoid misunderstanding, the researcher tries to clarify some
key words in this research.
1. Reading
Reading is viewed as a process of decoding written symbol,
working from smaller unit (individual letter) to larger ones (words,
clauses, sentences) (Nunan, 1989:33).
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2. Comprehension
Comprehension is the mind‟s act or power of understanding
(Hornby, 1974: 174)
While Dechant (1982: 311) define that comprehension includes
the correct assosiation of meanings with word symbols, the selection of the
correct meaning suggested by the context, the orgnization and retentin of
meanings, the ability to reason one's way through smaller idea segments,
and the ability to grasp the meaning of a larger unitary idea.
3. Herringbone Technique
Herringbone technique is he graphic organizer supports
comprehension of text by providing a framework upon which the who,
what, when, why, where, and how questions can be visually organized in
relation to the main idea. (Bouchard, 2005: 54)
4. Recount Text
Recount text is a text to reconstruct past experiences by retelling
events in original sequence (Hyland, 2003:20)
F. Significant of the Research
This research hoped give added significance for several include
teacher, students and the researcher.
1. For The Teacher
This research is very useful for the teacher especially for
those who are teaching English language, this research will help
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teacher to determine the best technique to create attractive and active
class in English language especially in reading text. Besides, the
teacher can motivate student for study English.
2. For The Students
By this research, students will motivate that learning
English is enjoyed. Besides, students will understand the content of the
text easier and help them to improve their reading comprehension.
3. For The Researcher
After doing this research, the researcher understand on how
to teach reading especially in recount text. The finding result also can
be used as an alternative way the researcher teaching ability.
4. For The Other Researcher
This research can be used as a reference for who wants to
conduct a research especially in reading comprehension.
G. Organization of the Graduating Paper
Chapter I, in this chapter the researcher present the introduction
which contain background of the research, statements of the problem,
objective of the research, significance of research, limitation of the
research, definition of key terms, and organization of the graduating paper.
Chapter II, this chapter present theoretical framework. It
contains review of previous study and theoretical framework which
discuss about definition of reading, aspect of reading, definition of
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comprehension, level of comprehension, factors affecting comprehension,
definition of herringbone technique, instruction of using herringbone
technique, definition of recount text, structure of recount text, language
features of recount text and the example of recount text.
Chapter III, in this chapter, the researcher present about research
method which contain type of the research, procedure of the research and
procedure of collecting data.
Chapter IV, this chapter present about research finding and
discussion. It discuss about cycle I, cycle II, the data analysis and the
result of the cycles.
Chapter V, it present a closure which contain the summary of
the research includes conclusion and suggestion.
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the researcher would like to explain some theories
related to the research. The researcher will shows general description about
herringbone technique and reading comprehension. Before shows the theories, the
researcher will explain some previous researches which relate to her research.
A. Review of Previous Researches
The researcher have some related previous researches that support
this research, they are:
The first research was done by Puji Riyanti(2015) entitled
Improving Students’ Reading Comprehension in Narrative Text through
Paired Reading (A Classroom Action Research in the Eighth Grade of SMP N
3 Polanharjo in the Academic year 2014/2015). The research aimed to
improve the students‟ reading comprehension through paired reading
technique. The methodology of the research was classroom action research
which consists of two cycles. The result was showed that the students‟
reading comprehension improved differentially. The result of the research
was the majority of mean scores of pre-test is 66,5 and post-test is 73 in cycle
I while in cycle II, mean of pre-test is 81,25 and post-test 88.
The second research was done by Choirin Tria Kartika(2015)
entitled Improving The Students’ Reading Comprehension Through
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Herringbone Technique (A Classroom Action Research of Eighth Grade of
SMP N 1 Bergas, Central Java). The research is aimed to improve the
students‟ reading comprehension through Herringbone technique. The
research method in the study is Classroom Action Research (CAR). There
were two cycles and every cycle include of two meeting to give the students
more opportunities to improve their understanding about how to find the main
idea and comprehend the passage well and effectively. The results show that
the students‟ reading comprehension improves significantly. The T-
calculation results shows that the T-calculation of cycle I is 6, 73, and cycle II
is 6, 9. This technique uses the students‟ cognitive skill to find the main idea
of the text that they have read.
The third research was research journal written by Roma Nur
Asnita entitled Using Herringbone Technique to Improve the Reading
Comprehension Ability of the Students of SMU Bhakti Ibu 1 Palembang
(2013). The method used was experimental method. The instrument for
collecting the data was a reading comprehension test. It was given to subjects
before and after the experiment. The subjects chosen for this study were 40
eighth year students of SMU Bhakti Ibu 1 Palembang. Based on the findings,
the results of t-test and interpretations, the following conclusions were drawn:
(1) Herringbone technique was applicable to improve students‟ ability in
reading comprehension, and (2) there was a significant difference between
reading comprehension ability of students who were taught by using
Herringbone technique.
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The last research was research journal conducted by Ningrum, et. al
(2015)entitledImproving Students’ Reading Comprehension Skill Using
Herringbone Technique at MTs Al-Fatah Badas. The objective of the
research is implementing herringbone technique to improve students reading
comprehension in narrative text. Classroom Action Research (CAR) was
carried out in this study. There were only 66, 7% (8 out of 24 students) who
passed the criteria of success. So, the researchers revised the plan and
continued to the next cycle. In cycle 2, the average score of students was
improving.
Based on those researches the researcher wants to conduct this
research which have similar method, it is classroom action research and
analyzes the data quantitatively. The research that will be conducted is
different from the research above. The difference is the kind of the text. The
researcher wants to research a technique called herringbone technique in
improving students‟ reading comprehension in recount text.
B. Reading
1. Definition of Reading
Reading is the process of receiving and interpreting information
encoded in language form via the medium of print (Grabe, 2009: 14).
Smith (1971) said that reading is an act of communication in which
information is transfered from a transmitter to a receiver.
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Reading has benefit and important role in human life, especially
students. From reading, we will get a lot of information and enrich our
knowledge.
2. Aspects of Reading
a. Word recognition
The point of view that reading is chiefly skill in recognizing
words continues to enjoy support in respectable and influental quarter.
Today the favorite expression of adherents to this view of reading is
decoding the printed page- that is, recognizing the oral equivalent of
the written symbol.
b. Comprehension
In reading comprehension is an absolute necessity for the
teachers. To expect the child to understand what he pronounces
reinforces the fact that reading is for purpose of deriving meaning.
c. Reflection
Many educators have opinion that word recognition and
comprehension do not belong to the total of reading act. Closely
related to reading as a form of reflection is an additional dimension in
reading which may relate to the reader‟s identification with the author
in such a close relationship as to have the effect of having a dialogue
with the writer, a mental “conversation” in a way (Dallman, 1982: 25-
27)
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3. Process of Reading
According to Patel (2008, 114-116) the process of reading
clasified into three stages, they are:
a. Recognition stage
At this stage the learner simply recognizes the graphic
ccunterparts of the phonological items. Difficulty at this stage
depends upon the difference between the script of the learner‟s
mother tongue and English and between the spelling conventions
of two language.
b. Structuring Stage
In this stage, the learner sees the syntatic relationship of the
items and understands the structural meaning of syntactical units.
c. Interpretation Stage
In this stage, the learner comprehends the significance of a
word, phrase or a sentence in the overall context of the discards.
At this stage, the person really reads for information or for
pleasure.
C. Reading Comprehension
1. Definition of Comprehension
Comprehension is the mind‟s act or power of understanding
(Hornby, 1974: 174). While Dechant, 1982: 312 states:
Comprehension includes the correct assosiation of
meanings with word symbols, the selection of the correct
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meaning suggested by the context, the orgnization and
retentin of meanings, the ability to reason one's way
through smaller idea segments, and the ability to grasp the
meaning of a larger unitary idea. Comprehension is a
thinking process; it is thinking through reading. As such, it
is dependent upon the learners‟ basic cognitive and
intellectual skills; upon their background of experience
(vocabulary, knowledge, concept, and ideas); and upon
their language skills (knowledge of morphology, syntax,
and grammar).
From that statements, we can conclude that comprehension is a
thinking activity to understand a content of the text that be read.
Reading will give a benefit if the reader can understand what the
content of text is.
2. Level of Comprehension
There are three levels of comprehension according to McGraw
Hill (2001), they are:
a. Literal comprehension
In this level, the teacher identifies important pieces of
information that the author states in the text. These are written as
a set of statements which reflect the literal level of
comprehension.
b. Interpretive comprehension
This level consists of a series of statements which reflect
the interpretation of information or inferences to be made from
the text.
c. Applied comprehension
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This level consists of a set of phrases or statements which
are very broad or general in nature, reflecting information and
ideas in the text and which are conductive to having students
express their own opinions based upon experiences.
3. Factors Affecting Comprehension
a. Difficulty of Material
b. Intelligence
c. Environment
d. Emphasis on Word Recognition
e. Emphasis on Oral Reading
f. Background for Reading a Selection
g. Adjustment of Reading Techniques to Purpose and Type of
Material
h. Rate of Reading
4. Definition of reading comprehension
Reading comprehension is the process of making meaning from
text (Wolley, 2011:15). It means that if the reader could understand
what the text want to convey, or understand what is the writer‟s mean
the reader is comprehended the text.
D. Herringbone Technique
1. Definition of Herringbone Technique
This graphic organizer supports comprehension of text by
providing a framework upon which the who, what, when, why, where,
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and how questions can be visually organized in relation to the main
idea (Bouchard, 2005: 54).
The Herringbone graphic organizer is used for establishing
supporting details for a main idea. It can be used to organize
information for allcontent areas (McKnight, 2010: 50).
The researcher conclude that herringbone technique is a
graphic to help learner or students find out the content of the text
which help by framework questions in the graphic.
2. Instructions of Using Herringbone Technique
a. Select a text for students to read.
b. Draw a diagram of the herringbone on the board or overhead.
(You can also use a copy of the activity sheet)
c. Discuss how the smaller bones (details) are attached to the
backbone (main idea) of the fish, which serves as the
foundation. Then explain how they all work together to
provide structure (comprehension) to the whole body (text)
d. Explain to students that they will be asked to look for
information that answers the following questions:
1) Who is the text talking about?
2) What did they do?
3) When did they do it?
4) Where did they do it?
5) How did they do it?
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6) Why did they do it?
e. Allow time for students to read the text.
f. Give them copies of the diagram and ask them to record the
answers to the questions on it. This can be done as a whole-
class discussion activity.
g. Show students how the information is organized around a
main idea.
h. Using the information on the diagram, students formulate a
main idea.The main idea is written on the diagram.
i. After the students learn the procedure, they can complete the
diagram on their own. This can then be used as a basis for
comparison and class discussion. It can also serve as a
springboard to writing.
j. The strategy can be reversed and students can first formulate
the main idea and then identify the supporting details
(Bouchard, 2005: 54-55).
Graphic 2.1
Herringbone Graphic
Who? What? When?
main idea
Where? How? Why?
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E. Text Types
Mark and Kathy Anderson (2003) state that there are two main
categories of text, they are:
1. Literary
Literary texts include aboriginal Dreaming stories, movie
scripts, limericks, fairy tales, plays, novels, song lyrics, mimes and
soap operas. They are constructed to appeal to our emotions and
imagination. Literary texts can make us laugh or cry, think about our
own life or consider our beliefs. They are three main text types in this
category:
a. Narrative text types
Narrative text types tell a story using spoken or written
language. It can be communicated using radio, television, books,
and newspaper or computer files. Picture, facial expression and
camera angels can also be used to help communicate meaning.
Narratives are usually told by a story teller. This person gives
his/her point of view to the audience and determines the order in
which the events of the story will be told.
b. Poetic text types
Poetic text types express feelings and impression of life. A
poem can tell story or give the poet‟s views on people and events.
Poems can have common structures such as rhyming the last word
of lines or using a certain number of lines.
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c. Dramatic text types
Dramatic text types use acting to communicate ideas and
experiences. Dramas can be spoken or written. They often use
visuals such as facial expressions, costumes and sets to help
communicate meaning.
2. Factual texts
Factual texts include advertisements, announcement, Internet
web sites, current affairs, shows, debates, recipes, reports and
instructions. They present information or ideas and aim to show, tell
or persuade the audience. The main text types in this category are
recount, response, explanation, discussion, information report,
exposition and procedure.
In the table below are all ten text types and the purpose of
each.
Table 2.2
Types of Text
Text type Example of text Purpose
Literary –
poetic
Backboard, hoop – to
me they call, slamming,
jamming, the game with it
all. Three pointers, foul,
attack and defend, take the
To express the
feelings or
experiences of the
poet so as to
describe, praise or
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shot – play basketball. criticise
Literary –
dramatic
(Sam is bouncing a
basketball slowly with a
sullen look on his face a
Mum enters)
Mum : it is not the end of
the world, you know
Sam : I should got that last
shot
Mum : you can still make
the play-offs
To portray human
experience through
enactment,
sometimes in order
to make social
comment
Literary –
narrative
Once upon a time there
lived a young basketball
player named Sam. Sam had
always dreamed of playing
in the NBL grand final and
scoring the winning goal.
To construct a view
of world that
entertains or informs
the reader or listener.
Response Slam Dunk 3, the latest
in the series on great
moments in basketball, was
released today by sports
films.
The 45-minute video is a
To respond to
anarchistic work by
providing a
description of the
work and a
judgments
22
collection of highlights from
NBL games played last
season.
This video, unfortunately,
captures very few of the
more spectacular goals
scored in 1997. Fans will be
disappointed that none of
the great shots from the
grand finals have been
included. Although there is
some excellent camera
work, Slam Dunk 3 fails to
score with me.
Discussion Basketball is better than
cricket. Discuss. Both
basketball and cricket are
popular sports. There are
arguments for and against
basketball being the better
game.
Basketball is better than
cricket for spectators. It is
To present differing
opinions on a subject
to the reader or
listener.
23
much more exciting to
watch as more action occurs
in a shorter time.
On the other hand
cricket is better than
basketball to those who like
the strategy involved in a
five-day test match.
Explanation A foul in basketball can
occurs for several reasons.
Deliberate contact made by
a player on an opposing
player results in a foul.
When a player uses bad
language towards the
referee a foul is awarded.
To explain how or
why something
occurs.
Exposition Basketball is the best game
to watch.
Firstly, when basketball
went fully professional in
1979, the National
Basketball League was an
instant success. Sponsors
To argue or persuade
by presenting one
side of an issue.
24
were keen to become
involved because of the
growing numbers of
spectators who came to
NBL games.
Secondly basketball is
far more exciting than
others sports such as
football and cricket.
Information
report
Basketball is team sport
that is growing in popularity
in Australia.
Basketball is played by
two teams. Five players
from each team are on the
court during the game,
however, substitutes, who
remain on the bench, can be
used.
The position of guard is
important in defense. This
player attempts to prevent
the opposition from scoring,
To classify, describe
or to present
information about a
subject.
25
especially three pointers.
Recount Last night our family
went to Balldome to watch
the Kings play the shooters.
When we got to the
stadium we were shown to
our seats by the usher. Just
as we sat down the band
played the National anthem
so we stood.
After the anthem both teams
entered the court. As they
did, the cheerleaders waved
their steamers.
Next, the referee placed
his whistle in his mount and
signaled the start of the
play.
To retell a series of
events, usually in the
order they occurred.
Procedure The following is one
method for improving
basketball shootings. You
will need a basketball, hoop
with backboard and chalk.
To instruct someone
on how something
can be done.
26
1. Measured 3 meters
from pole and draw
a line with the chalk.
2. Stand at this line.
3. Place the left hand
under the basketball
and put the right
hand on top.
4. Roll the ball
between the hands
so that it balances on
the finger of the
right hand.
5. Look at the center of
the square on the
backboard.
6. Flick the basketball
of the fingers in the
direction of the
center of the square.
7. Repeat this process
until the ball goes
into the basket ten
27
out of ten time.
Based on that explanation, it means that the researcher takes a
factual text called recount text.
Recount Text
a. Definition of recount text
Recount text is a text to reconstruct past experiences by
retelling events in original sequence (Hyland, 2003:20)
b. Structure of recount text
Orientation: tells who was involved, what happened,
where the events took place, and when it happened.
Events: tell what happened and in what sequence.
Reorientation: optional closure of events or ending.
c. Language Features
Using personal participant: I, My friends, My group, etc.
Using chronological connection: first, then, next, etc.
Using linking verb: was, were, saw, etc.
Using action verb: go, look, run, etc.
Using simple past tense
28
d. Example of recount text
On Tuesday we went on a harbor cruise. Orientation
We went underneath the harbor bridge
and then we went past some submarines. When
we got to Clifton Gardens we had a picnic After
we had finished we played on the climbing. Then
Mr. Robinson came over and said Mr. Moses
was giving out frozen oranges.
Events
Then after we finished that we went
home. It was a nice day out.
Reorientation
29
CHAPTER III
METHODOLOGY OF RESEARCH
A. Setting of the Research
The research will be conducted on SMPN 2 Tuntang. It is located at
Jl. Mertokusumo 1/11 Candirejo, Tuntang Semarang regency 50773, Central
Java. SMPN 2 Tuntang stands up on the lead above 17.775 m2. The total
number of students is 648. They consist of 135 male and 95 female students
of seventh grade. While in the eighth grade there are 114 male and 91 female
students. In the ninth grade consist of 105 male and 108 female students.
B. Type of The Research
This research is a quantitative approach with Classroom Action
Research (CAR) method. According to Elliot (1991: 69), action research
might be defined as the study of a social situation with a view to improving
the quality of action within it. While according to Arikunto, et. al (2006: 2)
classroom action research is formed from three words they are:
1. Research: An action to get details from an object using certain way or
methodology to get useful data or information in increasing the quality of
something that attract the researcher interest and important for him/her.
2. Action: activity that intentionally done in certain aim, that has a form of
cycle sequence activity to students.
30
3. Class: a group of students in the same time and have the same lesson
from their teacher.
She added that this action was expected to increase the students
learning result, so it should concern with the teacher effort in learning
process (Arikunto, et. al., 2006: 3).
C. The Model of the Research
The model which used in this research as follow:
Graphic 3.1
Graphic of implementation of Classroom Action Research
Based on Kemmis and McTaggart (1988: 14) in Hopkins (1993:48)
D. Object of The Research
The object of the research consisted of students and the teacher.
Researcher takes VIII C which consist of 30 students.
The problem faced by students as the researcher explained in the
chapter I, they had problem in understanding english text. Almost of students
31
do not understand the meaning of vocabulary, so they could not understand
the content of the text. They also confused how to learn english in order they
understand the text and answer the questions.
Table 3.2
List of Students VIII C SMPN 2 Tuntang
No. Code
1 AWQ
2 AS
3 ANF
4 B
5 DKA
6 DAR
7 DP
8 DYFI
9 EDS
10 FDS
11 FDS
12 IS
13 LRA
14 MIT
15 MAS
16 MAR
32
17 MWA
18 NSS
19 NW
20 NF
21 RWI
22 RM
23 RW
24 RKS
25 RAI
26 STN
27 SSN
28 YSA
29 YHDS
30 IRH
E. Time Allocation
The research conducted from January until February. The details of
the schedule as a follow:
Table 3.3
List of schedule of the research
33
Date Place
Permit application and
consultation the
schedule of the
research with English
teacher, Mrs. Shafa
Fitriyana
January 04th
, 2017 SMPN 2
Tuntang
Cycle 1 January 13rd
, 2017 VIII Class
January 14th
, 2017 VIII Class
January 20th
, 2017 VIII Class
January 21st, 2017 VIII Class
Cycle 2 January 27th
, 2017 VIII Class
February 3rd
, 2017 VIII Class
February 4th
, 2017 VIII Class
February 10th
, 2017 VIII Class
F. Procedure of The Research
The procedure must be done in this research as follow:
34
1. Planning
In this phase, the writer explains about what, why, when, where,
who and how the actions are will be done. In the planning phase the writer
decides what focus must be special concern to observe and arrange an
instrument to help the writer records the facts which happen during action.
The activities in the planning are:
a. Designing lesson plan
b. Preparing list of students
c. Preparing sheet for observation sheet
d. Preparing test.
2. Acting
Acting is the implementation from the planning that was arranges,
it is do an action in the class. The activities in the acting are:
a. Giving pre-test
b. Treatments (teaching using herringbone technique)
c. Asked to the students about their difficulties
d. Giving post-test.
3. Observing
Observing is an action done in same time with the acting. It
observes what happen during the acting. In this stage, the researcher
observe class activities. The researcher also use camera to get the
documentation.
35
4. Reflecting
Reflecting is an activity to reflect what have been done (Arikunto,
et. al., 2006: 18-19). The researcher analyze during the action in the class.
5. Technique of Collecting Data
In this research, the writer will uses three ways in collecting data.
They are:
a. Observation
Definition of observation based on psychology is an activity
included concern on the object by using all the five of sense.
Observation can be done in two ways, as follow:
1) Non-systematic observation
It is observations do not use any observation instrument.
2) Systematic observation
It is an observation that using an orientation as an
observation instrument. (Arikunto, 1998: 146-147)
b. Test
Test is a questions or exercises that use to measure someone or
group‟s skill, knowledge, intelligence and ability. (Arikunto, 1998:
139)
This research use pre-test and post-test. The pre-test given to
the students to measure their reading comprehension in recount text
before teaching by using herringbone technique. While, post-test given
to the students after they taught using herringbone technique.
36
c. Documentation
Documentation can be defined as written things. In this way,
the writer investigates written things such as books, magazines,
documents, rules, minute book, daily note and etc. (Arikunto, 1998:
149). The documentation in this research include students‟ task,
photos, etc. The researcher using camera to collect the documentation
during the research.
6. Evaluation Rubric
The researcher gives pre-test and post-test as the evaluation of
reading comprehension. The evaluation is multiple choice questions for
students. The rubric for students‟ evaluation as a follow:
Table 3.4
Evaluation Rubric
Score Grade
91-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor
37
7. Technique of Analyzing Data
According to Supardi (2006), in the Classroom Action Research
(CAR) there are two kinds of data that collected by the writer. They are:
a. Quantitative data
Quantitative data in this research is students‟ score, so the
writer uses analysis statistic descriptive. The example is to find out
mean, percentage of the result of study and etc.
In additional, in this research the researcher uses formula to
calculate the data. The formula according to Hadi (1981) are below:
1) Mean calculation
Where,
M : Mean
∑F : the total score
N : Number of students
2) Standard Deviation (SD) Calculation
√
(
)
Where,
SD : Standard Deviation
D : Different between pre-test and post-test
N : Number of students
38
3) T-test Calculation
( )
(
√ )
Where,
t0 : T-test for defferences of pre-test and post-test
SD : Standard Deviation
D : Different between pre-test and post-test
N : Number students
b. Qualitative data
Qualitative data is information that gives a description about
students‟ expression of their comprehension in a lesson, students‟ view
about a lesson, students‟ activities in the class, concern, enthusiasm in
learning, self confidence, learning motivation. All aspects above can
be analyzed qualitatively.
39
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher will discuss about analyzed of the data that
has been collecton her research. The researcher showed research findings and the
discussion about it.
A. Research Finding
1. The Implementation of Herringbone Technique of Cycle I
a. Planning
The researcher taught about recount text based on the
syllabus of the second semester. Before conducting the research, the
researcher prepared some instruments of the research, such as:
1) Lesson Plan
The lesson planused to guide and control teaching and
learning process.
2) Materials
The researcher used some references in teaching recount
text include of book “English in Focus” that used by teacher to
teach in the class.
3) Teaching aids
40
Some instruments which prepared by researcher to help
during teaching and learning process such as story copies, copies
of herringbone graphic, board-marker, etc.
4) Test
The researcher prepared pre-test and post-test for
students. A pre-test given to students before taught using
herringbone technique, while post-test given after students taught
using herringbone technique.
b. Implementation of the Action
1) First Meeting
First meeting in the cycle 1, conducted on Saturday,
January 14 2017. The teacher and her observer entered to the
class. The class started by praying together and introducing the
researcher herself to the students. Then, the teacher informed to
the students some activities that would conduct in the class.
Firstly, the teacher gave pre-test to the students to know
the basic knowledge about the topic. Teacher shared the worksheet
to the students. She walked aroundthe class to check the students‟
in doing test. Most of students had difficulties in understanding
the meaning of vocabulary. After finish the test, students collected
their works to the teacher.
Next activity, the teacher gave recount text to the
students and asked one of students to read aloud the text. Then,
41
teacher asked about difficult words in the text. Based on the text,
teacher explained about recount text. After finish the explanation,
teacher shared copies of herringbone graphic. Teacher explained
how to use herringbone graphic and asked them to complete the
graphic. However, some students have problem in completing the
graphic. They could not answer some questions in the graphic.
Some students‟ did not pay attention to the lesson but they
enjoyed talk to others. After that, teacher asked some students to
complete the graphic in the whiteboard. In the end of the class,
teacher discussed material together and asked about difficulties.
She closed the class by gave advices to students and praying
together.
2) Second Meeting
The second meeting conducted on Friday, January 20
2017. The teacher and the observer entered the class, and then
started the class by greeting and checking students‟ attendances.
The teacher gave example of recount text to students and asked
them about the previous lesson. Some of students forgot about
what they have learned yesterday. However, some of them
answered that yesterday they learned about herringbone graphic.
The teacher drew herringbone graphic in the whiteboard. Students
must answer the questions in the herringbone graphic based on the
example of recount text. After that, teacher and students discussed
42
it together. As an exercise, students given text herringbone
graphic, and they completed the graphic individually. After
finished they collected their work. The teacher asked whether any
difficulties in the learning but they have not any difficulties.
Next activity was post-test. Teacher gave 10 minutes to
prepare before post-test began. After shared the copies students
started to do it, but there were still students asked and talked to
other while did the post-test. The teacher walked around
classroom to check students‟ activities. The class ended by giving
advice and told about next meeting.
c. Observation
During this activity, teacher observed students‟ attitude and
all activities happened in the class. The class was very busy. Almost
of male students enjoyed talked to their friends and did not pay
attention to the lesson. Students also show that most of them were
lack of vocabulary and had problem in pronunciation. Some of them
showed that did not attract to English lesson. Nevertheless, there were
some other pay attention to the lesson and had good skill in reading
comprehension. The researcher prepared field note.
The first note was for the teacher, and the result is below:
43
Table 4.1
Observational Checklist for Teacher
No Teacher‟s activities Yes No Description
1 Greeting students
before the lesson
begins
The teacher greets the
students before the
lesson.
2 Praying before the
lesson begins
The teacher and the
students pray together
before the lessons.
3 Checking students
Attendant
The teacher forget to
check the students
attendance.
4 Reminding previous
materials
The teacher ask students
about the previous
materials
5 Preparing and
giving of the
materials
The teacher give printed
material to the students
6 Giving opportunity
for asking question
and suggestion
The teacher encourages
the students to ask a
questions
7 Giving explanation The teacher explain the
44
of the materials today‟s material
8 Guiding the students
Activity
The teacher moves
around to help the
students in their learning
process
9 Giving feedback
after the lesson
The teacher gives the
conclusions of today‟s
material
10 Giving motivation
for students
The teacher gives
motivation to the
students
From the observational checklist above, the researcher
forgot to check an attendant list of the students. The collaborator
suggests the researcher to be more thorough for the all instruments
in the next cycle.
The second note was for students, and the result is below:
Table 4.2
Observational Checklist for Students
No Students‟ activities Yes No Description
1 Listening to the The students listen to the
45
teacher‟s explanation teacher‟s explanation.
2 Answer the
questions
The students answer the
teacher‟s questions.
3 Read the carefully
The students read their
text carefully to know the
content of the text.
4 Identifying the
characteristics of the
text
The students analyzed the
characteristics of the text.
5 Identifying main
idea of the text
The students read the text
and found the main idea of
the text
d. Reflection
Based on the observation of teaching and learning process
in the cycle I, only 57% from 30 students pass the Minimum
Achievement Criterion (70). Furthemore, the researcher targets 70%
students must pass the Miimum Achievement Criterion. Based on the
reason, the researcher must conduct cycle II.
e. Improvement of Herringbone Technique of cycle I
The implementation of herringbone technique can improve
students‟ reading comprehension. The result of pre-test only 67, 23
46
while the post-test is 69, 33. The precentage students who pass
Minimum Achievemnt Criterion is 57%.
Furthermore, to know there is improvement in reading comprehension,
the researcher analyzes the result of pre-test and post-test using t-test calculation.
The calculation as a follow:
Table 4.3
The Result of Cycle 1
Students‟
Code
Pre-test (X) Post-test
(Y)
X-Y
(D)
D2
AWQ 80 80 0 0
AS 70 60 -10 100
ANF 77 90 13 169
B 60 70 10 100
DKA 67 70 3 9
DAR 60 60 0 0
DP 77 75 -2 4
DYFI 77 75 -2 4
EDS 80 75 -5 25
FDS 44 70 26 676
FDS 54 60 6 36
IS 60 60 0 0
47
LRA 67 65 -2 4
MIT 67 70 3 9
MAS 100 95 -5 25
MAR 67 55 -12 144
MWA 87 85 -2 4
NSS 67 75 8 64
NW 54 60 6 36
NF 80 75 -5 25
RWI 60 50 -10 100
RM 60 60 0 0
RW 80 75 -5 25
RKS 60 60 0 0
RAI 67 75 8 64
STN 80 80 0 0
SSN 60 60 0 0
YSA 14 55 41 1681
YHDS 74 80 6 36
IRH 67 60 -7 49
2017 2080 63 3389
1. Mean of pre-test
48
2. Mean of post-test
3. Standard Deviation (SD) of pre-test and post-test
√
(
)
√
(
)
√
√
4. Calculating t0
49
( )
( √
)
( )
(
√ )
(
√ )
t- table : 2,04
tcalculation ≤ t-table.
5. Percentage Score
Percentage of pre-test score ≥70:
Percentage of post-test score ≥70:
50
Based on the calculation above, there is an improvement of students‟
pre-test and post-test score. The pre-test score is 67, 23 while post-test score is 69,
33.
According to the percentage score calculation, after given a treatment
there are 57% students who pass the Minimum Achievement Criterion (70). In the
other hand, the researcher targets for the implementation of cycle 1 more than the
result. She hopes for minimum 70% of the students have to pass the standardized
score. Based on the percentage in the cycle 1 which less than the researcher target,
it is necessary for the teacher to conduct cycle 2.
2. Implementation of Herringbone Technique of Cycle II
In this cycle, the researcher revises from previous research. The
step was similar to cycle I. The steps are following:
a. Planning
Before conduct the research, the researcher prepared some
instruments such as:
1) Lesson plan: the lesson plan to guide teacher‟s activity in
classroom
2) Materials: students given print out material of recount text and
herringbone graphic
51
3) Teaching aids: the researcher used print out material, board
marker and whiteboard as a device in the teaching and learning
process.
4) Test: to measure students‟ comprehension the researcher use pre-
test and post-test.
b. The Implementation of the Action
1) First meeting
The first meeting in cycle II conducted on Friday, 3
February 2017. The teacher and the observer entered the class and
started the class by greeting and checking students‟ attendance.
Before discussed the material, teacher gave pre-test for students.
They looked more understand than previous tests, although some
of them still ask about the meaning of vocabulary. The teacher
always reminds them to do the test by themselves.
After finished the test, they collected their works to the
teacher. The lesson continued by discussing language features of
recount text. Almost of them were pay attention to the teacher, but
only few students courageous answer teacher‟s question. They
looked afraid if their answer was wrong. The teacher closed the
class by asking about students‟ difficulties and praying together.
2) Second meeting
The second meeting conducted on Friday, 10 February
2017. On Saturday, 4 February the teacher and her observer did
52
not entered the class because the class used to try out for ninth
grade students. After greeting and checking students‟ attendance,
teacher divided students into five groups. The teacher gave
students pieces of recount text. Students asked to arrange it,
identifying its language features and completed herringbone
graphic based on that text. They looked familiar because they have
learned it in previous meetings. Some students often ask about the
meaning of vocabulary, whereas there was dictionary in every
group. After all activities done, teacher gave post-test and asked
them to do it themselves. When they finished their work, they
must collect it to the teacher.
c. Observation
Students seem more understand to do the activities. Although
the class was noisy, but almost of them did the activities well. Their works
also is better than previous meeting; it means that there is improvement in
reading comprehension.
In the cycle II, the researcher also prepared field not for techer
and students activities. The result are below.
The field note for the techer:
Table 4.4
Observtional Checklist for Teacher
No Teacher‟s activities Yes No Description
53
1 Greeting students
before the lesson
begins
The teacher greets the
students by using Islamic
and English expressions
2 Praying before the
lesson begins
The teacher and the
students pray together
before the lessons
3 Checking students
Attendant
The teacher check the
students attendance
4 Reminding previous
materials
The teacher ask students
about the previous
materials
5 Preparing and giving
of the materials
The teacher give printed
material to the students
6 Giving opportunity
for asking question
and suggestion
The teacher encourages
the students to ask a
questions
7 Giving explanation of
the materials
The teacher explain the
today‟s material
8 Guiding the students
Activity
The teacher moves
around to help the
students in their learning
process
9 Giving feedback after The teacher gives the
54
the lesson conclusions of today‟s
material
10 Giving motivation for
students
The teacher should gives
motivation to the students
so that the students can
have spirit to learn about
the materials
The result of the field note for students as a follow:
Table 4.5
Observational Checklist for Students
No Students‟ activities Yes No Description
1 Listening to the
teacher‟s explanation
The students listen to the
teacher‟s explanation.
2 Answer the
questions
The students answer the
teacher‟s questions.
3 Read the carefully The students read their
text carefully to know the
content of the text.
4 Identifying the
characteristics of the
The students analyzed the
characteristics of the text.
55
text
5 Identifying main
idea of the text
The students read the text
and found the main idea of
the text
d. Reflection
After observe and analyze the result of cycle II, the result of
implementation of herringbone technique reached the target of the research
(70%). There were 97% students pass the Minimum Achievement
Criterion. Based on the reason, the researcher finished the implementation
of the cycle in cycle II.
e. Improvement of Herringbone Technique of Cycle II
The result of cycle II is improved that cycle I. The mean of
students‟ score pre-test and post-test are 75, 33 and 84, 03. The percentage
of students who pass Minimum Achievemnt Criterion is 97%.
Table 4.6
The result of cycle II
Students‟
Code
Pre-test
(X)
Post-test
(Y)
Pre-Post
(D)
D2
AWQ 95 87 -8 64
AS 75 97 22 484
56
ANF 75 87 12 144
B 95 100 5 25
DKA 70 70 0 0
DAR 70 74 4 16
DP 85 80 -5 25
DYFI 90 94 4 16
EDS 80 90 10 100
FDS 85 90 5 25
FDS 50 70 20 400
IS 60 74 14 196
LRA 90 97 7 49
MIT 70 80 10 100
MAS 85 97 12 144
MAR 80 90 10 100
MWA 90 80 -10 100
NSS 80 80 0 0
NW 65 70 5 25
NF 95 84 -11 121
RWI 60 77 17 289
RM 70 77 7 49
RW 80 87 7 49
RKS 85 97 12 144
57
RAI 0 80 80 6400
STN 95 100 5 25
SSN 70 60 -10 100
YSA 65 94 29 841
YHDS 85 74 -11 121
IRH 65 84 19 361
2260 2521 261 10513
1) Mean of pre-test
2) Mean of post-test
3) Standard Deviation
58
√
(
)
√
(
)
√ ( )
√
√
4) T calculation
( )
( √
)
( )
(
√ )
( )
(
√ )
T calculation ≥ t-table
5) Percentage
59
Percentage of pre-test score ≥70:
Percentage of post-test score ≥70:
%
The result of cycle II is better than cycle I. The score of pre-test is
while the post-test is . The result shows the improvement of
pre-test and post-test score.
The researchertargets 70% on her research and in this cycle show
that the result is up than 70% students pass the Minimum Achievement
Criterion. It means that the researcher successful based on the percentage
of cycle I and cycle II; and the technique she used, herringbone technique
is able to improve students‟ reading comprehension in recount text.
B. Discussion
From the result of analyzes in cycle I and cycle II, it shows that
there is a significant improvement of students‟ reading comprehension in
recount text. The improvement as follows:
Table 4.7
The means of students’ score
60
Analyze Cycle I Cycle II
Mean
- Pre-test
- Post-test
67,23
69,33
75,33
84,03
The table shows that there is an improvement of the students‟
reading comprehension in recount text from the cycle I to cycle II. It
means that the implementation of herringbone technique can improve
students‟ reading comprehension in recount text.
Based on the table above, the mean of pre-test and post-test of
each cycle improve significantly. It can be seen on the table; mean of pre-
test in cycle I is 67, 23 while the post-test is69, 33. In the cycle II, mean of
pre-test is 75, 33 and the post-test is 84, 03.
In addition, the percentage of students who pass the Minimum
Achievement Criterion is increase significantly. In the cycle I the
percentage of pre-test and post-test are 40% and 57%. While the
percentage of pre-test and post-test in the cycle II are 77% and 97%. It
can be conclude that herringbone technique is successful used to improve
students reading comprehension in recount text at the eighth grade
students of SMPN 2 Tuntang.
61
CHAPTER V
CLOSURE
In this chapter the researcher makes the conclusion and suggestion as a
follows:
A. Conclusion
After conducting and analyzing the data, the researcher concludes the
result of the research as a follow:
1. The implementation of herringbone technique in reading
comprehension of eighth grade students of SMPN 2 Tuntang was
successful. The students‟ reading comprehension in recount text before
taught by using herringbone technique is still weak. Many of them
have difficulties in comprehending a text. The finding show that
herringbone technique can improve the students‟ reading
comprehension in recount text. It can be shown from the data and the
result of the CAR. The result in each cycle improved, from the pre-test
and post-test in cycle I until pre-test and post-test cycle II. The mean
scoreof pre-test and post-test in cycle I are 67, 23 and 69, 33. While the
score of pre-test and post-test are 75, 33 and 84, 03.
2. The extent of using “Herringbone Technique” can be proved by t-test
calculation. T-test is formula to know the significant differences
between pre-test and post-test. The t-test from this research is from 1,
23 in the first cycle become 2, 80 in the second cycle. From the t- test,
62
it can be seen that there is improvement from the first cycle to the
second cycle. Also the increasing students‟ mean score in percentage
from cycle I to cycle II with the Minimum Achevement Criterion in
cycle I only 57% while in cycle II improve to 97%.
B. Suggestion
Based on the research finding, the researcher proposes some
suggestion as a follow:
1. For the teacher
a. Teachers are suggested to be more creative in a class and explain
the lesson clearly. The teacher should improve their ability in
teaching English and choose the best way or strategy to solve
students‟ learning problem.
b. The use of herringbone technique in teaching English is
recommended. It will makes students interest to learn English.
2. For the students
a. Students are suggested to use herringbone technique to understand
a text.
b. Students should be more active in learning process.
c. Students also should bring a dictionary when there is English
lesson. It will make teaching and learning process more effective
than the teacher always translate all content of the text.
63
3. For the other researchers
After knowing that herringbone technique can improve
students reading comprehension in recount text, the researcher
hopes this research can be used as a reference for the other
researchers.
64
REFERENCES
Allen, H.B. 1972. Teaching English as a Eighth Language: A Book of
Readings. USA: McGraw-Hill.
Anderson, M and Anderson, K. 1997. Text Types in English. Malaysia:
Macmillan Education Australia Pty Ltd.
Arikunto, Suhardjono and Supardi. 2006. Penelitian Tindakan Kelas.
Jakarta: Bumi Aksara.
Arikunto, S. 1998. Prosedur Penelitian: Suatu Pendekatan Praktek.
Jakarta: Rineka Cipta.
Asnita, R.N. 2013. entitled Using Herringbone Technique to Improve the
Reading Comprehension Ability of the Students of SMU Bhakti Ibu 1
Palembang. A journal.
Bouchard, M. 2005. Comprehension Strategies for English Language
Learners. USA: Scholastic.
Dallman, M. 1982. The Teaching of Reading. New York: Holt, Rinehart an
Winston.
Dechant, V.E. 1982. Improving the Teaching of Reading. USA: Prentice-
Hall.
Grabe, W. 2009. Reading in a Second Language: Moving from theory to
practice. Cambridge: cambridge University Press.
Hadi, S. 1981. Metodologi Research. Yogyakarta: Yyayasan Penerbitan
Fakultas Psikologi UGM.
Hopkins, D. 2008. A Teacher’s Guide to Classroom Research. McGraw Hill:
Open University Press Hornby, A.S. 1974. Oxford Advance Learner’s Dictionary of Current
English. Oxford: Oxford University Press.
http//:jurnal.radenfatah.ac.id, accessed on 1st
September 2016.
Hyland, K. 2003. Second Language Writing. New York: Cambridge
University Press.
Kartika, C.T. 2015. Improving the Students’ Reading Comprehension
through Herringbone Technique (A Classroom Action Research of
Eighth Grade of SMP N 1 Bergas, Central Java). A graduating
paper.
Lado, R. 1964. Language Teaching: A Scientific Approach. New York:
McGraw-Hill.
McGraw-Hill. 2005. Critical Reading in the Content Area. USA: McGraw-
Hill.
McKnight, Katherine.S. 2010. The Teacher’s Big Book of Graphic
Organizer. San Fransisco: Jossey-Bass.
Ningrum, A.S.B, et. al. 2015. entitled Improving Students’ Reading
Comprehension Skill Using Herringbone Technique at MTs Al-Fatah
Badas. A journal.
Nunan, D. 1989. Designing Task for the Communicative Classroom.
Cambridge: Cambridge University Press.
65
Patel and Jain. 2008. English Language Teaching (Methods, Tools &
Techniques). Jaipur: Sunrise.
Risdianto, F. 2012. Effective and Efficient Reading. Solo: Rustam.
Riyanti, P. 2015.Improving Students’ Reading Comprehension in
Narrative Text through Paired Reading (A Classroom Action
Research in the Eighth Grade of SMP N 3 Polanharjo in the
Academic year 2014/2015).A graduating paper.
Wolley, G. 2011. Reading Comprehension: Assisting Children with
Learning Difficulties. London: Springer.
www.inferensi.iainsalatiga.ac.id/index.php/inferensi, accesed on 1st
September 2016.
66
CURRICULUM VITAE
Name :Latifah Listiyanti
Date of Birth :Magelang, 2 December 1994
Address :Windusari Selatan 10/04, Windusari, Kec.
Windusari, Kab. Magelang, Jawa Tengah 56152
Gender :Female
Phone Number : 085743784054
Email :[email protected]
Background of Education :
1. SDN Windusari 2, graduated in 2006
2. MTsN Windusari, graduated in 2009
3. MAN 1 Kota Magelang, graduated in 2012
4. Institut Agama Islam Negeri (IAIN) Salatiga
67
68
69
70
71
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMP NEGERI 2 TUNTANG
Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : VIII/ 2
Alokasi Waktu : 2x40 menit
Materi Pokok : RECOUNT TEXT
Keterampilan : MEMBACA
Pertemuan ke : 1
A. Standar Kompetensi
11. Memahami makna dalam esei pendek sederhana berbentuk recount dan
narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
C. Indikator
1. Membaca dan mengidentifikasi berbagai makna teks narrative/ recount
2. Mengidentifikasi tujuan komunikatif teks narrative/ recount
3. Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative/
recount.
D. Tujuan pembelajaran
Pada akhir pembelajaran, siswa diharapkan mampu:
1. Mengetahui teks berbentuk recount.
2. Mengidentifikasi berbagai aspek dari teks seperti isi, struktur teks.
3. Mengidentifikasi makna yang ada dalam teks recount yang dibaca.
4. Menentukan gagasan pokok dari teks recount yang dibaca.
5. Menjawab pertanyaan tentang isi teks recount dengan tepat.
E. Media Pembelajaran
1. Print out teks recount
72
2. Spidol
3. Whiteboard
F. Strategi Pembelajaran
Herringbone technique
G. Sumber belajar
1. Buku bahasa inggris kelas VIII English in Focus
2. https://englishadmin.com/2013/06/8-contoh-recount-text-pendek-
bahasa-inggris.html
H. Materi Pembelajaran
a. Pengertian teks recount:
Teks recount adalah teks yang menceritakan tentang sebuah cerita,
kejadian atau aktivitas.
A recount text is a text that telling the reader about one story, action
or activity.
b. Tujuan teks recount:
Tujuan teks recount adalah untuk menghibur atau memberi informasi
kepada pembaca.
Its goal is to entertaining or informing the reader.
c. Struktur teks recount:
1) Orientasi/ orientation: menceritakan siapa saja yang terlibat, apa
yang terjadi, tempat kejadian dan waktu terjadinya.
Orientation tells who was involved, what happened, where the
events took place, and when it happened.
Example: When I was in junior high school, I was not a very
diligent student.
2) Kejadian/ Events (1 dan 2): menceritakan apa yang terjadi dan
bagaimana urutannya.
Events (event 1 and 2) tell what happened and in what sequence.
Example: Once, my teacher grounded me in the library because I
did not do my Biology homework.
3) Reorientasi/ reorientation: terdiri dari penutup dari kejadian-
kejadian dalam cerita atau disebut juga akhir dari cerita tersebut.
Reorientation consists of optional-closure of events/ ending.
Example: After I read the book, I realized that science is useful for
human kind.
d. Ciri kebahasaan teks recount:
noun or pronoun, and past tense.
73
Examples: I, at home, last night, a book, I took....
Contoh teks recount:
My Bad Day on Sunday
I had a terrible day yesterday.
First, I woke up an hour late because my alarm clock didn’t go on.
Then, I was in such a hurry that I burned my hand when I was
making breakfast. After breakfast, I got dressed so quickly that I
forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I
missed it. I wanted to take a taxi, but I didn’t have enough money.
Finally, I walked the three miles to my school only to discover that it
was Sunday!
I hope I never have a day as the one I had yesterday.
I. Kegiatan Pembelajaran
Uraian Kegiatan Waktu
1. Kegiatan Awal
a. Guru mengucapkan salam dan berdoa.
b. Guru mengecek kehadiran siswa.
c. Guru mengulas pembelajaran yang telah
lalu.
d. Guru menyampaikan pembelajaran hari
ini.
5 menit
2. Kegiatan inti
a. Eksplorasi
Guru membagikan soal pre-test.
Guru membagikan teks recount.
Guru membagikan grafik
herringbone.
Guru menjelaskan teknik
penggunaan grafik herringbone
15 menit
b. Elaborasi
Guru meminta siswa agar mencatat
pertanyaan yang berupa:
Who is the author talking about?
What did they do?
When did they do it?
40 menit
74
Where did they do it?
How did they do it?
Why did they do it?
Siswa membaca teks recount
untuk menemukan jawaban dan
menuliskan jawaban pada grafik
herringbone.
Setelah informasi dicatat, guru
menjelaskan bagaimana
menyesuaikan setiap jawaban
kedalam satu kalimat gagasan
pokok.
c. Konfirmasi
Siswa menulis gagasan pokok
menggunakan informasi dari grafik
herringbone
Secara bersama, guru dan siswa
mendiskusikan teks yang telah
dikerjakan
Guru bertanya tentang kesulitan
siswa
15 menit
41 Kegiatan Akhir
a. Guru memberikan motivasi kepada
siswa.
b. Guru menyampaikan pembelajaran yang
akan datang.
c. Guru mengucapkan salam dan berdoa.
5 menit
J. Penilaian
Indikator Teknik Bentuk Instrumen/ soal
a. Menentukan
main idea dari
teks recount
Tes tertulis Pilihan ganda Choose the best
answers by
crossing a, b, c,
or d!
K. Pedoman Penilaian
Instrument : pre-test
75
Skor :
Nilai Maksimal : 100
L. Rubrik penilaian
Uraian Skor
Isi benar, tata bahasa benar
Jawab salah/ tidak menjawab
2
0
Tuntang,14 Januari 2017
Mengetahui,
Guru Mapel Peneliti
Shafa Fitriyana, S.Pd. Latifah
Listiyanti
NIP. 198306232010012026 NIM. 11312035
76
Read the text carefully!
My Bad Day on Sunday
I had a terrible day yesterday.
First, I woke up an hour late because my alarm clock didn’t go on.
Then, I was in such a hurry that I burned my hand when I was
making breakfast. After breakfast, I got dressed so quickly that I
forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I
missed it. I wanted to take a taxi, but I didn’t have enough money.
Finally, I walked the three miles to my school only to discover that it
was Sunday!
I hope I never have a day as the one I had yesterday.
77
Herringbone Graphic
Who? What? When?
Main idea
Where? How? Why?
1. Who is the author talking about?
2. What did they do?
3. When did they do it?
4. Where did they do it?
5. How did they do it?
6. Why did they do it?
7. What is main idea of the text?
78
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMP NEGERI 2 TUNTANG
Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : VIII/ 2
Alokasi Waktu : 2x40 menit
Materi Pokok : RECOUNT TEXT
Keterampilan : MEMBACA
Pertemuan ke : 2
M. Standar Kompetensi
11. Memahami makna dalam esei pendek sederhana berbentuk recount dan
narrative untuk berinteraksi dengan lingkungan sekitar.
N. Kompetensi Dasar
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
O. Indikator
4. Membaca dan mengidentifikasi berbagai makna teks narrative/ recount
5. Mengidentifikasi tujuan komunikatif teks narrative/ recount
6. Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative/
recount.
P. Tujuan pembelajaran
Pada akhir pembelajaran, siswa diharapkan mampu:
6. mengetahui teks berbentuk recount.
7. mengidentifikasi berbagai aspek dari teks seperti isi, struktur teks.
8. mengidentifikasi makna yang ada dalam teks recount yang dibaca.
9. menjawab pertanyaan tentang isi teks recount dengan tepat.
Q. Media Pembelajaran
4. Print out teks recount
5. Spidol
79
6. Whiteboard
R. Strategi Pembelajaran
Herringbone technique
S. Sumber belajar
1. Buku bahasa inggris kelas VIII English in Focus
2. https://englishadmin.com/2013/06/8-contoh-recount-text-pendek-bahasa-
inggris.html
T. Materi Pembelajaran
Contoh teks recount:
Getting Stomachache
I went to Rahman‟s house yesterday to do homework. I went there with
Dodi. After finishing the homework, Rahman made rujak. Rahman likes
spicy food, so he made it very spicy. Actually, I am not used to eating
spicy food, but yesterday I could not restrain myself from eating it. The
rujak was very tasty, although it was spicy. I ate it too much. The next
morning I got stomachache and I could not go to school.
e. Grafik Herringbone
Who? What? When?
Main idea
Where? How? Why?
1) Who is the author talking about?
80
2) What did they do?
3) When did they do it?
4) Where did they do it?
5) How did they do it?
6) Why did they do it?
U. Kegiatan Pembelajaran
Uraian Kegiatan Waktu
1. Kegiatan Awal
1. Guru mengucapkan salam
kepada siswa dan berdoa
2. Guru mengecek kehadiran siswa
3. Guru menyampaikan tujuan
pembelajaran hari ini
4 menit
2. Kegiatan Inti
a. Eksplorasi
Guru memberikan contoh teks
recount
Guru menggambar grafik
herringbone
Guru meminta siswa untuk
mencatat jawaban dari
pertanyaan pada grafik. Mereka
harus menjawab dari
pertanyaan-pertanyaan berikut:
Who is the author talking
about?
What did they do?
When did they do it?
Where did they do it?
How did they do it?
Why did they do it?
b. Elaborasi
Siswa membaca teks recount
untuk menemukan jawaban dan
menuliskan jawaban pada grafik
herringbone.
Setelah informasi dicatat, guru
menjelaskan bagaimana
menyesuaikan setiap jawaban
18 menit
81
kedalam satu kalimat gagasan
pokok.
Siswa menulis gagasan pokok
menggunakan informasi dari
grafik herringbone.
Guru membagikan fotocopy
grafik herringbone dan siswa
melengkapi grafik tersebut.
c. Konfirmasi
Secara bersama guru dan siswa
membahas soal yang telah
dikerjakan.
Guru memberikan feedback dari
pekerjaan siswa.
Guru memberikan soal post-test.
44menit
10menit
3. Kegiatan Akhir
a. Guru dan siswa menyimpulkan
pembelajaran hari ini
b. Guru menyampaikan pembelajaran
yang akan datang.
c. Guru mengucapkan salam dan
berdoa.
4 menit
V. Penilaian
Instrumen penilaian : Post-test
Teknik : Tes tertulis
Bentuk soal : Pilihan ganda
Nilai maksimal : 100
Nilai = jawaban benar x 5
W. Rubrik penilaian
Uraian Skor
i. Isi benar, tata bahasa benar
ii. Jawaban salah/ tidak menjawab
1
0
82
Tuntang, 20 Januari 2017
Mengetahui,
Guru Mapel Peneliti
Shafa Fitriyana, S.Pd. Latifah
Listiyanti
NIP. 198306232010012026 NIM. 11312035
83
Getting Stomachache
I went to Rahman’s house yesterday to do homework. I went
there with Dodi. After finishing the homework, Rahman made
rujak. Rahman likes spicy food, so he made it very spicy.
Actually, I didn’t like to eat spicy food, but yesterday I could
not restrain myself from eating it. The rujak was very tasty,
although it was spicy. I ate it too much. The next morning I got
stomachache and I could not go to school.
84
Getting Stomachache
I went to Rahman’s house yesterday to do homework. I went
there with Dodi. After finishing the homework, Rahman made
rujak. Rahman likes spicy food, so he made it very spicy.
Actually, I didn’t like to eat spicy food, but yesterday I could
not restrain myself from eating it. The rujak was very tasty,
although it was spicy. I ate it too much. The next morning I got
stomachache and I could not go to school.
Getting Stomachache
I went to Rahman’s house yesterday to do homework. I went
there with Dodi. After finishing the homework, Rahman made
rujak. Rahman likes spicy food, so he made it very spicy.
Actually, I didn’t like to eat spicy food, but yesterday I could
not restrain myself from eating it. The rujak was very tasty,
although it was spicy. I ate it too much. The next morning I got
stomachache and I could not go to school.
85
Dear Rusdi, I just got back from Yogyakarta. The weather was nice the whole week, and I really had a great vacation. I walked along Malioboro Street on the first day. The next day I went shopping and bought some batik clothes at Beringharjo Market. I went to Yogyakarta Palace one day. Guess what? I saw the Sultan. I enjoyed my vacation. Well, that’s all for now. Cheers, Fahmida
86
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMP NEGERI 2 TUNTANG
Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : VIII/ 2
Alokasi Waktu : 2x40 menit
Materi Pokok : RECOUNT TEXT
Keterampilan : MEMBACA
Pertemuan ke : 3-4
A. Standar Kompetensi
11. Memahami makna dalam esei pendek sederhana berbentuk recount dan
narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
C. Indikator
1. Membaca dan mengidentifikasi berbagai makna teks narrative/ recount
2. Mengidentifikasi tujuan komunikatif teks narrative/ recount
3. Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative/
recount.
D. Tujuan pembelajaran
Pada akhir pembelajaran, siswa diharapkan mampu:
1. mengetahui teks berbentuk recount.
2. mengidentifikasi berbagai aspek dari teks seperti isi, struktur teks.
3. memahami language feature recount text.
4. mengidentifikasi makna yang ada dalam teks recount yang dibaca.
E. Media Pembelajaran
1. Buku paket
2. Spidol
3. Whiteboard
87
F. Strategi Pembelajaran
Herringbone technique
G. Sumber belajar
1. Buku bahasa inggris kelas VIII English in Focus
H. Materi Pembelajaran
Language feature of recount text
1. Using simple past tense
Positive
- S + V2 + O
- S + to be (was/ were) + N/ Adj/ Adv
Negative
- S + did not + V1
- S + to be + not + N/ adj/ adv
Interrogative
- Did + S + V1 + O
- To be + S + N/adj/adv
2. Using conjunction
Example : then, after, before, next etc.
Contoh teks recount:
Unforgettable Experience
Last holiday was Linda‟s unforgettable experience. She could spent her holiday
by visiting many interesting places.
First, she visited her grandmother in Malang. She enjoyed Selekta, the place with
cool and comfortable air. The scenery was beautiful. She spent a day there. She
didn‟t forget to buy special fruit from that city, apples. They are sweet and fresh.
Her next destination was Yogyakarta where her aunt, Mrs. Lutfia lived. Although
the weather was hot, she could enjoy Parangtritis beach, Prambanan temple and
Malioboro stree.
The last trip was Dieng Plateu. The cold weather made her vacation nice and
enjoyable. Dieng was her uncle‟s resident. She enjoyed “Telaga warna” and
wonderful landscape.
88
I. Kegiatan Pembelajaran
Uraian Kegiatan Waktu
1. Kegiatan Awal
1. Guru mengucapkan salam
kepada siswa dan berdoa
2. Guru mengecek kehadiran siswa
3. Guru menyampaikan tujuan
pembelajaran hari ini
5 menit
2. Kegiatan Inti
a. Eksplorasi
Guru memberikan pre-test
Guru dan siswa bertanya
jawab tentang language feature
dari teks recount.
Guru memberikan contoh teks
recount.
b. Elaborasi
Secara bersama guru dan siswa
mengidentifikasi teks recount
tersebut.
Guru meminta siswa
menggambar grafik
herringbone.
Guru meminta siswa
melengkapi grafik herringbone
berdasarkan teks recount yang
telah dibagikan.
Guru meminta siswa
menentukan main idea
menggunakan supporting
detail yang diperoleh dari
grafik herringbone.
c. Konfirmasi
Setelah selesai, semua
pekerjaan dikumpulkan.
Guru bertanya tentang tingkat
kepahaman siswa terhadap
teks recount.
25 menit
37 menit
10 menit
89
Guru memberikan feedback
dari pekerjaan siswa.
Guru memberikan post-test.
3. Kegiatan Akhir
a. Guru menyampaikan pembelajaran
yang akan datang.
b. Guru mengucapkan salam dan
berdoa.
3 menit
b. Penilaian
Instrumen penilaian : Pre-test dan post-test
Teknik : Tes tertulis
Bentuk soal : Pilihan ganda
Nilai maksimal : 100
Nilai = jawaban benar X 5
c. Rubrik penilaian
Uraian Skor
i. Isi benar, tata bahasa benar
ii. Jawaban salah/ tidak menjawab
1
0
Tuntang, 3 Febuari 2017
Mengetahui,
Guru Mapel Peneliti
Shafa Fitriyana, S.Pd. Latifah
Listiyanti
NIP. 198306232010012026 NIM. 11312035
90
Unforgettable Experience
Last holiday was Linda’s unforgettable experience. She could spent her
holiday by visiting many interesting places.
First, she visited her grandmother in Malang. She enjoyed Selekta,
the place with cool and comfortable air. The scenery was beautiful.
She spent a day there. She didn’t forget to buy special fruit from
that city, apples. They are sweet and fresh.
Her next destination was Yogyakarta where her aunt, Mrs. Lutfia
lived. Although the weather was hot, she could enjoy Parangtritis
beach, Prambanan temple and Malioboro stree.
The last trip was Dieng Plateu. The cold weather made her vacation
nice and enjoyable. Dieng was her uncle’s resident. She enjoyed
“Telaga warna” and wonderful landscape.
Difficult words :
91
Pre-test I
Name :
Class :
No. :
Choose the best answers by crossing a, b, c, or d!
Read the text below, and then answer the questions correctly!
Text is for number 1-7
Going Camping
Last weekend, my friends and I went camping.
We reached the camping ground after we walked for about one and a half
hour from the parking lot. We built the camp next to a small river.
It was getting darker and colder, so we built a fire camp. The next day, we
spent our time observing plantation and insects while the girls were
preparing meals. In the afternoon we went to the river and caught some fish
for supper.
At night, we held a fire camp night. We sang, danced, read poetry, played
magic tricks, and even some of us performed a standing comedy.
On Monday, we packed our bags and got ready to go home.
1. What kind of the text above?
a. Descriptive text c. Recount text
b. Narrative text d. Procedure text
2. What did the story tells us about?
92
a. The writer and his friend experience in a camping.
b. The writer’s observation.
c. Fishing with friends.
d. My friends‟ dance performance.
3. When did they hold a fire camp?
a. In the morning c. In the afternoon
b. In the evening d. At night
4. How did they eat for supper?
a. Caught some fish c. Bring some fish
b. Buy some fish d. Cook a rice
5. They did some activities below at night, except...
a. Singing c. Reading poetry
b. Dancing d. Reading novel
6. We reached the camping ground after we walked for about one and a
half hour from the parking lot. (Sentence 2). The underline word
refers to ....
a. My friends c. All students
b. I d. My friends and I
7. We know from the text that....
a. They went camping last year.
b. They went to river at night.
c. They didn‟t hold a fire camp.
d. They back to home on Monday.
Read the text carefully, and then answer the questions!
This text is for number 8-15
My holiday
On Saturday night, my friends and I camped on a hill nearby. We chose a
flat land to set up a tent. It was on the bank of a lake. We found that lake was not
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so deep, but the water was clear and fresh. We saw many fish in it, so we fished
there.
After setting up the tent, we took our picnic jar and had a meal together.
We rolled out a mat to sit on the ground. It was nice having meals in the open air.
Then, we walked into swift waterfall. We could see how wonderful it was.
Unfortunately, we left our camera at home. We couldn‟t take any photographs.
Suddenly, my friend slipped off. He hurt his leg. We gave him a band aid
that we took from the fished. Finally, we decide to go back to our tent.
8. What is the type of the text?
a. Recount text c. Descriptive text
b. Narrative text d. Report text
9. What is the purpose of the text?
a. To tell the writer‟s experience.
b. To tell how to set up a tent.
c. To entertain the reader.
d. To congratulate because the holiday is come.
10. When did the writer go camp?
a. On Monday c. On Wednesday
b. On Friday d. On Saturday
11. Why did they can‟t take any photographs?
a. Because the view was bad.
b. Because they left their camera at home.
c. Because their camera was broke.
d. Because they didn‟t have camera.
12. Where did they see many fish?
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a. Sea c. Lake
b. River d. Ocean
13. How was the swift waterfal?
a. Peaceful c. Awful
b. Wonderful d. Good
14. Who was slipped off?
a. The writer c. All friends
b. I d. The writer‟s friend
15. It was on the bank of lake.
The underline word means . . .
a. Sungai c. Selat
b. Laut d. Danau
~~~ good luck ~~~
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Post-test I
Name :
Class :
No. :
Choose the correct answers by crossing a, b, c, or d!
Read the text carefully!
Dear Rusdi,
I just got back from Yogyakarta. The weather was nice the whole week, and I
really had a great vacation. I walked along Malioboro Street on the first day. The
next day I went shopping and bought some batik clothes at Beringharjo Market. I
went to Yogyakarta Palace one day. Guess what? I saw the Sultan. I enjoyed my
vacation. Well, that’s all for now.
Cheers,
Fahmida
Choose the best answer based on the text!
1. Who did send the letter?
a. Rusdi c. Sultan
b. Fahmida d. The reader
2. Where did the writer go?
a. Yogyakarta c. Market
b. Bandung d. Keraton
3. Why did the writer send the letter? Because. . . .
a. She want to tells about her experience in Yogyakarta
b. She want to go to Yogyakarta
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c. She want to ask Rusdi to go to Yogyakarta
d. She want to tell about Malioboro
4. The writer visited these places, except . . . .
a. Malioboro c. Prambanan
b. Bringharjo d. Yogyakarta Palace
5. How did the weather in the whole week?
a. Good c. Bad
b. Hot d. Cold
6. Who is the reciever?
a. I c. Rusdi
b. The writer d. Fahmida
I (..7..) to Yogyakarta Palace one day. Guess what? I (..8..) the Sultan. I
(..9..) my vacation. Well, that’s all for now.
7.
a. Want c. Go
b. Went d. Goes
8.
a. Sea c. Saw
b. See d. Look
9.
a. Enjoy c. Was enjoy
b. Enjoying d. Enjoyed
10. I enjoyed my vacation. The bold word has synonym to . . .
a. Trip c. Adventure
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b. Holiday d. Experience
Read the text carefully!
Last holiday my students and I went to Jogjakarta. We stayed at Morison Hotel
which is near from Malioboro. On Friday, we went to the sanctuaries in
Prambanan. There are three major sanctuaries, the Brahmana, Syiwa and Wisnu
sanctuaries. They are truly stunning. We went by just Brahmana and Syiwa
sanctuaries, on the grounds that Wisnu sanctuary is being remodeled. On Saturday
morning we went to Yogya Kraton. We spent around two hours there. We were
fortunate on the grounds that we were driven by a brilliant and amicable aide. At
that point we proceeded with our adventure to Borobudur. We touched base there
at four p.m. At 6 p.m. we heard the declaration that Borobudur entryway would be
closed. In the evening we left Jogjakarta by bus.
11. What is the type of the text?
a. Report text c. Narrative text
b. Recount text d. Procedure text
12. What is the text talking about?
a. The writer‟s trip to Jogjakarta
b. The writer‟s first trip to Prambanan
c. The writer‟s impression about the guide
d. The writer‟s impression about Borobudur
13. What is the purpose of the text?
a. Tells past event
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b. Entertain the reader
c. Describe the smuggle
d. Report an event to the police
14. What else the big temples in Prambanan?
a. Angkor wat, syiwa and sudra temples
b. Paria, Brahmana and Angkor wat temples
c. Brahmana, Syiwa and Wisnu temples
d. Borobudur, Syiwa and Brahmana temples
15. When did they go home?
a. On Saturday morning
b. On Saturday evening
c. On Friday evening
d. On Friday afternoon
16. Why did they just visit Brahmana and Syiwa sanctuaries?
a. Because there was no Wisnu temple
b. Because Wisnu temple was too small
c. Because Wisnu temple was being repaired
d. Because Wisnu temple was being destroyed
17. What is suitable title for the text above?
a. Jogjakarta
b. Borobudur Temple
c. My Trip to Jogjakarta
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d. Prambanan Temple
18. How long they were in Yogya Kraton?
a. Two hours c. Three hours
b. Around two hours d. Four hours
19. When did they go to Yogya Kraton?
a. Friday morning c. Saturday morning
b. Friday evening d. Saturday evening
20. We stayed at Morison Hotel which is near from Malioboro.
The underline word has antonym to . . .
a. Long c. Far
b. Close d. Fast
Good Luck !!!
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Pre-test II
Name :
No. :
Class :
Choose the best answer by crossing (x) a, b, c or d!
Read the text below! The text is for number 1-10.
In the Beach
Last month, my family and I went to the beach. We wanted to refresh our
mind and enjoy the fresh air. We went to the beach because we wanted refresh our
mind and enjoy the fresh air. We went there early in the morning by car.
After parking our car, we walked along the beach barefooted. We could
feel the smoothness of the sand. The cold sea water touches our feet.
Then, we looked for a place to take a rest. We rolled out the mad on the
ground and had meals together. While eating, we saw many things. Many children
built sand castles. Some of them played with their balls. We also saw some people
sunbathe.
After having meals, I was interested in doing the same thing. I made sand
castle with my sister. Meanwhile, my brother collected some sea shells.
Answer these questions based on the text above!
21. Where did they go?
a. They go to camp
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b. They go to the market
c. They go to the see
d. They go to the beach
22. Why did they go to the beach?
a. Because they want to refresh their mind.
b. Because they want to see the beach.
c. Because they want to take a rest.
d. Because they want to make sand castle.
23. When did they go to the beach?
a. Last holiday c. Last year
b. Last month d. Last week
24. They go to the beach by . . .
a. Plane c. Motorcycle
b. Train d. Car
25. After having meals, I was interested in doing the thing.
The underline word can be replaced by . . .
a. Drink c. Sleep
b. Eat d. Relax
26. What did the children built?
a. Sand castle c. Sand dune
b. Sand glass d. Castle
27. How did the sand look?
a. Smooth b. Dirty
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c. Soft d. Crude
28. Who did collect some sea shells?
a. Children c. All people
b. I d. The writer‟s sister
29. What is the type of the text?
a. Report text c. Descriptive text
b. Recount text d. Narrative text
30. The first paragraph is called . . .
a. Orientation c. Re-orientation
b. Event d. Title
Read the text and answer the questions number 11-13
Dear Brian,
On Saturday I went to Bromo mountain. I stayed at Nisa and
Ahmad’s house at Cemara Lawang, Probolinggo. It has a big garden
with lots of colourful flowers and a fishpond.
On Sunday Nisa and I saw Batok mountain and went on the scenic
ride on horseback. It was scary. Then we went to get a closer look at
the mountain. We took pictures of the beautiful sceneries there.
On Monday we went to the zoo at Wonokromo. We saw cockatoos
having a shower. In the afternoon I went home.
It was fun.
Lovely,
Lina
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31. Who did go trip to Bromo?
a. Lina c. Nisa
b. Brian d. Ahmad
32. When did they go home?
a. Saturday c. Monday
b. Sunday d. Today
33. What did they do on Sunday?
a. Went on the scenic ride on horseback and saw cacktoos
b. Saw Batok mountain and go home
c. Went to the zoo and took picture
d. Saw Batok mountain and went on the scenic ride on horseback
Read the text carefully!
Going Camping
Last weekend, my friends and I went camping.
We reached the camping ground after we walked for about one and a
half hour from the parking lot. We built the camp next to a small
river.
It was getting darker and colder, so we built a fire camp. The next
day, we spent our time observing plantation and insects while the girls
were preparing meals. In the afternoon we went to the river and
caught some fish for supper.
At night, we held a fire camp night. We sang, danced, read poetry,
played magic tricks, and even some of us performed a standing
comedy.
On Monday, we packed our bags and got ready to go home
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34. What did the story tells us about?
e. The writer and his friend experience in a camping.
f. The writer’s observation.
g. Fishing with friends.
h. My friends‟ dance performance.
35. When did they hold a fire camp?
c. In the morning c. In the afternoon
d. In the evening d. At night
36. How did they eat for supper?
c. Caught some fish c. Bring some fish
d. Buy some fish d. Cook a rice
37. They did some activities below at night, except...
c. Singing c. Reading poetry
d. Dancing d. Reading novel
38. We reached the camping ground after we walked for about one and a
half hour from the parking lot. (Sentence 2). The underline word
refers to ....
c. My friends c. All students
d. I d. My friends and I
39. We know from the text that....
e. They went camping last year.
f. They went to river at night.
g. They didn‟t hold a fire camp.
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h. They back to home on Monday.
40. The re-orientation of the text is. . .
a. On Monday, we packed our bags and got ready to go home
b. Last weekend, my friends and I went camping.
c. At night, we held a fire camp night
d. The next day, we spent our time observing plantation
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Post test II
Name :
Class :
No. :
Answer the questions by choosing a, b, c, or d!
1. Recount text is. . .
a. A text that retell about past events
b. A text that describe something
c. A text that tells about imaginative srory
d. A text that explain in making something
2. The characteristics of recount text are below, except. . .
a. Using cronological connection
b. Using simple past tense
c. Using linking verb
d. The story is imaginative
Text is for number 1-9.
Last year my family moved to Nepal. My father is a doctor. And he
has to work in the local hospital in this country. I think it‟s important
to see as much of country as I can, ...(1) it is difficult to travel around
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Nepal. I decided to go into the jungle and I asked a Nepales...(2)
Kamal Rai to go with and show me the way.
We started preparing for the trip at six in the morning, and left
camp with two elephants carrying out our equipment. It was hot, but
Kamal made me wear shoes and trousers to....(3) me fron snakes. In
the jungle there was o lot of wildlife, but we were trying to find big
cats, especially tigers. We climbed onto the elephants‟ back to get a
better view, but it is unusual to find tigers in the afternoon because
they sleep in the heat of the day.
3.
a. But c. So
b. And d. Then
4.
a. Doctor c. Guide
b. Nurse d. Guard
5.
a. Avoid c. Protect
b. Neglect d. Prevent
6. Who did move to Nepal?
a. The writer c. Kamal Rai
b. Father d. The writer and family
7. When did they move to Nepal?
a. In the morning c. Last year
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b. Last month d. Last week
8. Where did they go to travel?
a. Zoo c. Museum
b. Jungle d. Beach
9. Why did they move to Nepal? Because . . .
a. His father worked there c. They want to travel in Nepal
b. He studied there d. They like Nepal
Read the text and answer questions number 10-17!
My Grandpa‟s Birthday
It was my grandpa‟s birthday last Sunday. On Friday, my sister and I
went shopping at the mall. We bought a nice shirt. Then, we wrapped
it in a blue paper. Blue is my grandpa‟s favorite color. On Saturday
morning, my brother and I helped my sister making a birthday cake in
the kitchen. It was a big and beautiful birthday party. I wrote „Happy
Birthday‟ on it. After that, we put some chocolate and a candle on the
top of the cake. On Sunday evening, my uncle and my aunt came to
my hous. They brought several bottles of soft-drink, and flower for
grandpa. Then, we sat together in the livingroom. Finally, grandpa
blew the candle and cut the cake while we were singing a Happy
Birthday‟ song for him. After giving each of us a piece of cake, he
opened the present. He told us that he liked the present, and he was
very happy.
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10. What did they put in the cake?
a. Chocolate and cheese c. Chocolate and cookies
b. Chocolate and candle d. Candle and cheese
11. When did aunt and uncle come?
a. Sunday morning c. Sunday afternoon
b. Sunday evening d. Sunday night
12. When did Grandpa open the present?
a. After giving each of us a piece of cake
b. After blew the candle
c. Before blew the candle
d. Before giving each of us a piece of cake
13. They brought several bottles of soft-drink. . . . (line 8)
The bold word refers to . . . .
a. My sister and I c. Aunt and uncle
b. My brother and I d. Grandpa
14. Did Grandpa like the presents?
a. Yes, he did. c. No, he did not.
b. Yes, he is. d. No, he did.
15. How is Grandpa‟s feeling?
a. Sad c. Enjoy
b. Happy d. Tired
16. After giving each of us a piece of cake, he opened the present.
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The underline word have synonym to. . . .
a. Perform c. Gift
b. Something d. Cake
17. The antonym of word “big” is . . . .
a. Large c. Short
b. Thin d. Small
The following text is for number 18-21.
Dear Mom And Dad, Last week my school held the celebration of the Mother’s Day. We had a speech contest, a singing contest and playing drama, and the cooking contest. We did them in three days. On the first day the school held a speech contest. It was the English speech contest. Each class had to send two participants. I participated the contest, because nobody was ready to have a speech in English. They said that it was difficult to speak in English. In the contest I talked about the role of mother in national development. It was a good topic to discuss. I hope I can win the contest. On the second day we had a singing contest and playing drama. Our class send two singer, Rizqi and Helena. They sang songs to celebrate the Mother’s Day. We also participated the drama contest. We perfomed the Struggle of Kartini. We hoped we can win the drama contest. The last activity was the cooking contest, and we had the activity on the third day. This contest was especially for boys. Our class also send a group of boys to participate the contest. They worked in group to prepare special menu on Mother’s Day. Our class prepared special cake for mother. We also hope we can win the contest. The celebratin of the Mother’s Day this year was really fun. All students participated the activities. We will have similar programs next year.
Love,
Farida
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18. What does the text tells us about?
a. A Mother‟s Day celebration
b. A speech contest celebration
c. A singing contest celebration
d. A cooking contest celebration
19. How many contests held on the celebration?
a. One c. Three
b. Two d. Four
20. Who did tell the story?
a. Mom c. Farida
b. Dad d. Mom and Dad
21. Who did recieve the letter?
a. Mom c. Farida
b. Dad d. Mom and Dad
Text is for number 22-26.
In the Beach
Last month, my family and I went to the beach. We wanted to
refresh our mind and enjoy the fresh air. We went to the beach because
we wanted refresh our mind and enjoy the fresh air. We went there
early in the morning by car.
After parking our car, we walked along the beach barefooted. We
could feel the smoothness of the sand. The cold sea water touches our
feet.
Then, we looked for a place to take a rest. We rolled out the mad
on the ground and had meals together. While eating, we saw many
things. Many children built sand castles. Some of them played with
their balls. We also saw some people sunbathe.
After having meals, I was interested in doing the same thing. I
made sand castle with my sister. Meanwhile, my brother collected
some sea shells.
22. What is the type of the text?
a. Report text c. Descriptive text
b. Recount text d. Narrative text
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23. The last paragraph is called. . .
a. Orientation c. Title
b. Event d. Re-orientation
24. Why did they go to the beach?
e. Because they want to refresh their mind.
f. Because they want to see the beach.
g. Because they want to take a rest.
h. Because they want to make sand castle.
25. When did they go to the beach?
c. Last holiday c. Last year
d. Last month d. Last week
26. What did the children build?
d. Sand castle c. Sand dune
e. Sand glass d. Castle
Read the text for number 27-30!
Last holiday my students and I went to Jogjakarta. We stayed at
Morison Hotel which is near from Malioboro. On Friday, we went to
the sanctuaries in Prambanan. There are three major sanctuaries, the
Brahmana, Syiwa and Wisnu sanctuaries. They are truly stunning. We
went by just Brahmana and Syiwa sanctuaries, on the grounds that
Wisnu sanctuary is being remodeled. On Saturday morning we went to
Yogya Kraton. We spent around two hours there. We were fortunate on
the grounds that we were driven by a brilliant and amicable aide. At that
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point we proceeded with our adventure to Borobudur. We touched base
there at four p.m. At 6 p.m. we heard the declaration that Borobudur
entryway would be closed. In the evening we left Jogjakarta by bus.
27. What is the text talking about?
a. The writer‟s trip to Jogjakarta
b. The writer‟s first trip to Prambanan
c. The writer‟s impression about the guide
d. The writer‟s impression about Borobudur
28. When did they go home?
a. On Saturday morning
b. On Saturday evening
c. On Friday evening
d. On Friday afternoon
29. Why did they just visit Brahmana and Syiwa sanctuaries?
a. Because there was no Wisnu temple
b. Because Wisnu temple was too small
c. Because Wisnu temple was being repaired
d. Because Wisnu temple was being destroyed
30. What is suitable title for the text above?
a. Jogjakarta
b. Borobudur Temple
c. My Trip to Jogjakarta
d. Prambanan Temple
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Students did a pre-test
Students did a post-test
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Teacher explain the material about herringbone technique
Students did an excercise about herringbone technique