THE USE OF PORPE STRATEGY IN TEACHING ENGLISH AT SMAN …

THE USE OF “PORPE STRATEGY” IN TEACHING ENGLISH AT SMAN 1 TAKALAR

(A-Quasi Experimental Research at the First Grade Students of SMAN 1 Takalar)

A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fulfillment of Requirement for the Degree of Education in English Department

Lisa Erlisa 10535639715

ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

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Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkp.unismuh.ac.id

SURAT PERNYATAAN

Saya yang bertandatangan di bawah ini:

Nama : Lisa Erlisa

NIM : 10535 6397 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Use of “PORPE Strategy” in Teaching English at SMAN

1 Takalar

Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain atau pun dibuatkan oleh siapa pun.

Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, 2020 Yang Membuat Pernyataan

Lisa Erlisa

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

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Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkp.unismuh.ac.id

SURAT PERJANJIAN

Saya yang bertandatangan di bawah ini:

Nama : Lisa Erlisa

NIM : 10535 6397 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 2020

Yang Membuat Perjanjian

Lisa Erlisa

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ABSTRACT

Lisa Erlisa, 2019. The Use of “PORPE Strategy” in Teaching English at SMAN 1

Takalar (A-Quasi Experimental Research at the first Grade Students of SMAN 1 Takalar). Thesis of English Department. The Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Supervised by Hj. Andi Tenri Ampa and Amar Ma’ruf.

This research aimed to find out: (1) the improvement of students’ reading

comprehension through the use of PORPE strategy (2) the improvement of students’ listening comprehension through the use of PORPE strategy (3) The significant difference between the improvement of students’ reading

comprehension and listening comprehension taught by using PORPE strategy and group discussion.

This research used quasi-experimental design because it was comparable to collect the data from the students’ reading comprehension and listening

comprehension, and gave pre-test and post-test to collecting the data. The instrument that used in this research were reading test and listening test. The sample of this research was class X IPS 1 and X IPS 2 of SMAN 1 Takalar which consist of 60 students. The sample was taken by using purposive sampling technique.

Based on the findings, it was found that the students’ reading

comprehension was improve where the pre-test t-value (0.070) < t-table (2.918) and p-value (0.944) > α (0.05) and the post-test t-value (6.323) > t-table (2.918) and p-value (0.000) < α (0.05). And the students’ listening comprehension was

also improve where the pre-test t-value (0.637) < t-table (2.918) and p-value (0.527) > α (0.05) and the post-test t-value (3.068) > t-table (2.918) and p-value (0.003) < α (0.05). It can be concluded that the students’ reading comprehension

and listening comprehension was improve significantly through the use of PORPE strategy. Keywords: PORPE strategy, Reading and Listening

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ABSTRAK

Lisa Erlisa, 2019. Penggunaan “Strategi PORPE” dalam pengajaran bahasa

Inggris di SMAN 1 Takalar (Penelitian Quasi Eksperimental pada Siswa Tingkat pertama SMAN 1 Takalar). Tesis Jurusan Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Hj. Andi Tenri Ampa and Amar Ma’ruf. Penelitian ini bertujuan untuk menemukan: (1) peningkatan pemahaman membaca siswa melalui penggunaan strategi PORPE (2) peningkatan pemahaman mendengarkan siswa melauli penggunaan strategi PORPE (3) Perbedaan signifikan antara peningkatan pemahaman membaca dan pemahaman mendengarkan siswa yang diajar menggunakan strategi PORPE dan grup diskusi.

Penelitian ini menggunakan desain quasi-experimental karena sebanding untuk mengumpulkan data dari pemahaman membaca dan mendengarkan siswa, dan memberikan tes awal dan tes akhir untuk mengumpulkan data. Instrumen yang digunakan adalah tes membaca dan tes mendengarkan. Sampel penelitian ini adalah kelas X IPS 1 dan X IPS 2 di SMAN 1 Takalar yang terdiri dari 60 orang siswa. Sampel diambil menggunakan teknik purposive sampling.

Berdasarkan temuan, ditemukan bahwa skor siswa dalam memahami makna dari teks bacaan meningkat dimana pre-test t-value (0.070) < t-table (2.918) dan p-value (0.944) > α(0.05) dan post-test t-value (6.323) > t-table (2.918) dan p-value (0.000) < α (0.05). Dan skor siswa dalam memahami makna

dari teks lisan juga meningkat dimana pre-test t-value (0.637) < t-table (2.918) dan p-value (0.527) > α(0.05) dan post-test t-value (3.068) > t-table (2.918) dan p-value (0.003) < α(0.05). Dapat disimpulkan bahwa peningkatan siswa dalam

memahami makna dari sebuah teks bacaan meningkat secara signifikan dan peningkatan siswa dalam memahami makna dari sebuah teks lisan meningkat secara signifikan dengan menggunakan strategy PORPE. Kata kunci: Strategi PORPE, membaca dan mendengarkan

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MOTTO “Don’t worry! Everything is gonna be

okay.”

I honestly truly completely dedicated this thesis especially to my beloved parents (Hasan Sukki and Siti Jamilah)

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ACKNOWLEDGMENT

Alhamdulillahirabbil’aalamiin, in the name of Allah, the Most Gracious, the

Most Merciful and the Almighty who never stop blessing me so that I could finish

this proposal. Shalawat is also delivered to our prophet Muhammad SAW who

has brought us from the darkness to the brightness and read the truth to the human

being.

In accomplishing the study, I realised that I never finish this thesis without

help from the other people around me. Therefore, I would like to express my

gratitude and appreciation to:

1. Dr.H.Abdul Rahman Rahim,S.E.,M.M., The Rector of the Muhammadiyah

University of Makassar.

2. Erwin Akib, M.Pd, Ph.D., The Dean of Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar

3. Ummi Khaerati Syam, S.Pd., M.Pd., The Head of English Education

Department of FKIP Muhammadiyah University of Makassar and also to the

all lecturers who have taught me during the years of my study.

4. My high appreciation and much thankful to my first consultant, Dr Hj. Andi

Tenri Ampa and my second consultant, Amar Ma’ruf, M.Hum., Ph.D. for their

valuable time, knowledge, and guidance with all their patience and wisdom

during the process of accomplishing this thesis.

5. My beloved parents, Hasan Sukki and Siti Jamilah, who always pray for me

every single time, never stop to motivate and support me to finish my study.

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6. My beloved Brothers and Sisters, Kak Putra, Kak Udin, Kak Ato, Kak Ari, Kak

Lina, Kak Wana, Kak Rini and Kak Uni for giving me more strength and

sharing the same struggle in our different life.

7. All of my best teachers and lecturers that have taught me patiently and

sincerely since the first years of elementary school till the end of my study in

the university.

8. My beloved friends, Sri Hartina Alwi, Ince Ayu Afriani Rizal, Nurwajida,

Aisyah Saqinah, and Wa Ode Nur Uci Cahyani for always be there when I

need and giving me strength and support to finish my thesis.

9. My close friends, Herliza Miftachul Jannah Mangun Lestari, Sri Anggi Pradita,

Dian Ekawati, and Fifi Elvira for anything we shared during the college. I

really thankful to meet all of you.

10. All of my friends in E (Edelweiss) Class 2015 that I can not mention one by

one, thanks for all of we share in four years.

11. And the last thankful for Imam Fadhli as my partner in all situation, for

giving me strenght, support, and cheer me up in every single day.

May Allah the Almighty bless them all. Moreover, the researcher also

realised that this paper is far from perfection. It is a pleasure to get critiques and

suggestions to make this paper better.

The Researcher

Lisa Erlisa

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TABLE OF CONTENTS

TITLE PAGE .......................................................................................................... i LEMBAR PENGESAHAN .................................................................................... ii APPROVAL SHEET .............................................................................................. iii COUNSHELLING SHEET .................................................................................... iv SURAT PERNYATAAN ......................................................................................... vi SURAT PERJANJIAN ............................................................................................ vii ABSTRACT .............................................................................................................. viii ABSTRAK ................................................................................................................ ix MOTTO .................................................................................................................... x ACKNOWLEDGMENT.......................................................................................... xi TABLE OF CONTENTS ........................................................................................ xiii LIST OF TABLES ................................................................................................... xv LIST OF FIGURE.................................................................................................... xvi LIST OF APPENDICES.......................................................................................... xvii CHAPTER I INTRODUCTION

A. Background ................................................................................... 1 B. Problem Statement ......................................................................... 3 C. Objective of the Research .............................................................. 3 D. Significance of the Research.......................................................... 4 E. Scope of the Research ................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE A. PORPE Strategy ............................................................................. 5

1. Steps of PORPE Strategy .......................................................... 7 2. The Advantages of PORPE Strategy ........................................ 9

B. Reading Skill ................................................................................. 10 1. Types of Rading ........................................................................ 11 2. Purpose of Reading ................................................................... 15

C. Listening Skill ............................................................................... 16 1. Types of Listening .................................................................... 17 2. The Parts of Listening ............................................................... 18 3. The Principles of Listening ....................................................... 19

D. Conceptual Framework .................................................................. 21

CHAPTER III RESEARCH METHOD A. Research Design ............................................................................ 22 B. Population and Sample .................................................................. 25 C. Variables and Indicators ................................................................ 26 D. Hyphotesis ..................................................................................... 26

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E. Research Instrument ...................................................................... 27 F. Procedure of Data Collection ......................................................... 27 G. Technique of Data Analysis ........................................................... 27

CHAPTER IV FINDINGS AND DISCUSSION A. Findings ......................................................................................... 29 B. Discussion ...................................................................................... 38

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ..................................................................................... 47 B. Suggestion ...................................................................................... 48

BIBLIOGRAPHY APPENDICES CURRICULUM VITAE

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LIST OF TABLE

Page 3.1 : Research Design ...................................................................................... 22

3.2 : The Population of the Research .............................................................. 25

4.1 : The improvement of students’ reading comprehension in experimental

class and control class ............................................................................. 29

4.2 : The mean score and standart deviation of the students pre-test and post-

test in comprehending the main idea ...................................................... 30


test comprehending the specific information .......................................... 31


test comprehending the reference ........................................................... 31

4.5 : The improvement of students’ listening comprehension in experimental



test comprehending the main idea........................................................... 33


test comprehending the specific information .......................................... 34


test comprehending the reference ........................................................... 34

4.9 : The probability value of t-test reading comprehension in experimental


4.10 : The probability value of t-test listening comprehension in experimental

class and control class........................................................................... 37

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LIST OF FIGURE

Page 2.1 : Conceptual Framework .........................................................................21

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LIST OF APPENDICES

Appendix 1: Lesson Plan for Experimental Class

Appendix 2: Lesson Plan for Control Class

Appendix 3: Pre-test and post-test

Appendix 4: List of Students’ Score

Appendix 5: Normality and T-test

Appendix 6: Documentation

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CHAPTER I

INTRODUCTION

A. Background

Teaching English as a foreign language involves being able to convey

the English language in an articulate and interesting manner for the students.

The students are encouraged to improve their English skill. In teaching

English, the skills are divided into two types. They are productive skills and

receptive skills. According to Harmer (2007:265), productive skills is the

term for speaking and writing skill where the students have to produce

language by their selve. While, receptive skills is a term used for reading and

listening skill where the students read and listen to the something to get the

meaning or gain the information from written text or spoken language.

In the context of teaching English, reading and listening are very

important to be taught for the students at Senior High School. Because the

students are encouraged to understand or comprehend what they have read

and listened to get the information that is delivered using English which is not

their own language. On the other hand, specially for reading. It is taught by

the teacher at most in the class since the students mostly deal with the text

when they pass national exam. According to Brown (2001) states that reading

is comprehending. It means that students do the reading activity to get the

meaning or information from the text. While listening is also important to be

taught for the students. According to Nunan (2003:26) listening skill is one of

the most important skills to understand the spoken language. It means that the

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students have to master the listening skill because it is the essential part of

communication, they have to comprehend what the speaker said to get the

meaning or information.

Halim (1987:2) states that most students encounter the problem in

learning English. The problems are the students get bored and difficult in

learning English. The factor of the students get bored and difficult in learning

English because they consider that English is difficult and not as their own

language. Specially in reading, the students are bored to read the text because

it is not interesting and students don’t know the structure of sentence and

many vocabularies that they don’t know the meaning and it makes the

students get difficult to comprehend the text. And, it is almost same in

listening. The students get difficult because they are rarely do the listening

activity and they are lack of vocabulary, so they need to know some strategies

to solve the problems. Thats’s why the teacher have to choose the suitable

strategy that can solve the students’ problem in learning English.

The strategy that would be used by the researcher was PORPE (Predict,

Organize, Rehearse, Practice, and Evaluate) Strategy. This strategy was

introduced by Simpson that is designed to help the students become actively

in learning process and comprehend the text by doing the consecutive steps.

And the researcher will do the research in SMAN 1 Takalar because of the

observation that had done by the researcher showed that the students’ interest

in reading and lstening was very low, they still had difficulties in

comprehending the meaning of the text and they were passive during the

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teaching and learning proces. That’s why the researcher chose the PORPE

Strategy because it can help the students become active and also gave the

students become easy to understand the text.

Based on the explanation above, the researcher was interested to

conduct a research under the title “The Use of “PORPE Strategy” in Teaching

English at SMAN 1 Takalar”

B. Problem Statement

Based on the background above, the research question is formulated as

follows:

1. How is the improvement of students’ reading comprehension through the

use of PORPE strategy?

2. How is the improvement of students’ listening comprehension through

the use of PORPE strategy?

3. Is there any significant difference between the improvement of students’

reading comprehension and listening comprehension taught by using

PORPE strategy and group discussion?

C. Objective of the Study

Relating to the problem statement above, the researcher states the

objectives of research are to find out:

1. The improvement of students’ reading comprehension through the use of

PORPE strategy.

2. The improvement of students’ listening comprehension through the use

of PORPE strategy.

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3. The significant difference between the improvement of students’ reading

comprehension and listening comprehension taught by using PORPE

strategy and group discussion.

D. Significance of the Research

The result of this research is expected to be useful for the students and

teachers. The students are expected to become actively in learning process.

And for the teachers, the result of this research is as information about the

strategy that can be used in teaching English.

E. Scope of the Research

This research is focused on the use PORPE Strategy in teaching English

to improve the students’ reading and listening skill in comprehending the

meaning of the text. It will be focused on the main idea, specific information,

and reference.

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CHAPTER II

REVIEW RELATED LITERATURE

A. PORPE Strategy

PORPE is the strategy that is effective in teaching reading

comprehension. It can make the students become active in learning to get a

knowledge. It is also one of the most basic ways to facilitate students to get

understanding and comprehending in reading activity. According to Simpson

(1986) in Pajriah’s journal, PORPE is study to assist students in learning

content material. Help the students in the process of constructing the meaning

and build their knowledge.

Mahendrayana (2016) found that the PORPE strategy improved the

learning process of reading, which is where the students become more active

and enthusiastic in participating in learning reading. Furthermore, Wong

(2004) in Huzil’s journal states that PORPE is a strategy was designed to help

students when required to take essay examinations. It means the strategy will

be useful for the students in doing essay which consist of text. The text in

essay examination is usually long and difficult to interpret.

Vaughn (2007) in Dewi’s jourmal define that PORPE is an effective

strategy to lead student extracting passage, code, or symbol into a

comprehending meaning. In brief, they will lead the students get the

comprehension meaning from what they read from the text. It means that

students can comprehend the text because they do the consecutive steps of

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PORPE strategy by doing a brainstorming to get the key ideas in every

passage and they will make the correlation of them t get the point.

According to Sejnest (2010), PORPE is a comprehensive strategy system

for studying and learning content areas. In this strategy students encourage to

be active readers who can identify the information for a series written passage

into a good comprehension. In brief, thisstrategy makes students active and

have motivation in reading activity. Huzil (2010) found that PORPE strategy

is effective in teaching reading process. It made the students become active in

learning to get knowledge into application especially reading. PORPE is also

one of the most basic ways to facilitate students to get understanding and

comprehending in reading activity.

Dewi (2013) found that using PORPE strategy significantly affected the

students’ reading comprehension. The analysis showed that the scores of the

students in the experimental group were significantly higher than the scores

of the students in the control group at the level of significance 0.05 with the

degree of freedom (df) 58 , t-observed value 2.8 > t-table value 2.00.

Martasari (2018) found that the students’ averagescore in experiment

classwas higher thanthecontrol class. The averagescoreof experiment class

was 85,52, and the average score of control class was 83,47. Then, based on

the result of hypothesis test, the researcher found that the value of Sig (2

tailed) was 0,135whereas > 0,05. Based on this finding, Ho isrejected and H

isaccepted. It can be concluded that there is a significant effect of Predict,

Organize, Rehearse, Practice, Evaluate (PORPE) strategy toward students’

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reading comprehension at the twelfth grade of SMAN 18 Merangin academic

year 2018/2019.

Based on the explanation above, there is the similiarity of the strategy

that used by the previous researchers that is PORPE Strategy. And the

difference is the researcher use that strategy for two skills that are reading and

listening while the previous researchers used it for just one skill that is

reading. The researcher chose two skill (reading and listening) because of the

curriculum that is used at that school is curriculum 2013. In curriculum 2013

the skills in English have been integrated. So, in teaching English there are

more than one skill are taught in every lesson.

1. Steps in PORPE Strategy

According to Simpson (1986) there are five steps that are applied in

teaching using PORPE strategy. The five steps are predict, organize,

rehearse, practice, and evaluate. Here are the explanation of each step:

a. Predict

In this step, the students predict the text by brainstorming activity.

The teacher asks the students to predict what the text might tell about

using text clues such as the title, headings, pictures/diagrams or initial

paragraphs, etc. The brainstorming activity allows the students to tap

into their prior knowledge. The teacher can also guide students in the

prediction step by asking questions like “What do you think this text is

going to be about?” or “What clues from the text helped you make

your prediction?” these questions can encourage the students to be

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aware of their own metacognitive processes. It is clear that the

prediction step has the purpose to activate the students’ prior

knowledge while doing the brainstorming activity.

b. Organize

Organize is the step when the students arranging their brainstorme

ideas in the prediction step into a semantic map. This semantic map

assists the students in organizing their thoughts and searching for the

structure of the text. Klingner and Vaughn (2007) state that semantic

maps are used to help students learn important words and to make

connections with related key words or ideas. Semantic mapping

activity has the purpose to introduce key terms, activate prior

knowledge, and as a pre-assessment. In organize step also, the

students prepare themselves for reading. The teacher also discusses

with students what new ideas they have learned about the topic.

c. Rehearse

In this step, students are verbally answering their self - predicted

essay questions so that the key ideas can become transferred to

working memory.

d. Practice

In this step, the students are asked to write down a passage that is

based on the text that they have read and listen. The students will

write the passage that is contain some ideas that they have found in

the text after do the first step until the third step. The students try to

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build the connections between their existing knowledge and the key

ideas from the text.

e. Evaluate

This is the final step of PORPE. The students are asked to check

the passage that they have write to make it sure that what they have

write can answer their predict questions that they have done at the first

step to facilitate this monitoring and evaluating, the students are

provided a checklist and are asked to read their essays with these six

questions in mind: (a) Did I answer the question directly? (b) Did my

essay have an introductory sentence which restated the essay question

or took a position on the question? (c) Was my essay organized with

major point or ideas which were made obvious to the reader? (d) Did

my essay include relevant details or examples to prove and clarify

each point? (e) Did I use transitions to cue the reader? (f) Did my

essay make sense and show my knowledge of the content?.

2. The Advantage of PORPE Strategy

PORPE Strategy has many advantages for the students and the

teacher in reading process. Here are the advantages:

a. The students become the active readers who can identify the

information for a series written passage into a good comprehension.

b. The students become can be active and have motivation in reading

activity.

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c. The students become easy to answer the question from the reading

text by doing a consecutively steps.

d. The students become easy to write a text by follow the steps of

PORPE.

e. The student enjoy the learning process.

f. The teacher become easy to help the students orginize their ideas

g. The teacher become easy to guide the students in comprehending the

text by using a consecutive steps.

B. Reading Skill

Reading is the most important activity in any class, it is not only a source

of information but also a meaning of consolidating and extending one’s idea

and knowledge of language. According to Hodgson (1960:43) reading is the

process carried out by reader in order to get a message, which will be

conveyed from the author with the intermediary media of words and written

language. If the written and implied message can be understood, then the

process of reading will be carried out properly. In other words, reading is

taking and understanding a meaning and its meaning contained in the written

language. The students also need to understand the patterns or grammar of the

text to make them easy to understand the meaning.

According to Farris (1993:303) reading is the processing of words,

concepts, information, and ideas put forward by the author relating to the

reader’s knowledge and initial experience. Thus, understanding is obtained

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when the reader has prior knowledge or experience with what is contained in

the reading. In other words, reading is the process of recognizing words and

integrating words meaning in sentences and reading structures. So that, the

final result of the reading process is the students are able to make the essence

of the reading.

According to Petty and Jensen (1980) states that reading is a complex

process consists of two stages. The first stage is the stage where the

individual makes a distinction of what he sees, then the individual tries to

recall, analyze, decide, and evaluate what he reads. As a complexprocess,

reading has a high value in one’s self development. In uderstanding a text, the

reader must be able to use information to make conclusion and read with

critically and creatively in order to understand the figurative language, goals

set by the author, evaluate the ideas written by the author and use the ideas in

the right situation. This whole process is a thought process.

From the definitons above, it can be concluded that reading is a process

of understanding and taking the meaning of words, ideas, information that is

given vy the author through a thought process.

1. Types of Reading

Reading, which is one of the four language skills, can be classified into

two types, they are initial reading and reading comprehension (Wilda,

2013:12)

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a. Initial Reading

According to Abdurrahman (2002:201) states that initial reading

is the second stages in reading. This stage is characterized by

mastering the alphabetical code, where the child is limited to reading

letter by letter or reading technically. The point is to emphasize the

process of encoding reading mechanically. Initil reading is a process

of recording and decoding. Through the recording process, the reader

associates the sound pictures and their combinations with the sounds.

With this process, the series of writing that the reader reads

transform into a series of language sounds in meaningful

combinations of words, groups of words, and sentences.

b. Reading Comprehension

Reading comprehension is different from initial reading. In

reading comprehension, the reader tries to take information and

understand the meaning of the text. According to Snow (2002:9)

cited in Yulianti (2014:14) states that reading comprehension is the

process of simultaneously extracting and constructing meaning

through interaction and involvement with written language. It means

that the students must be able to interpret the words, understand the

meaning and the relationships between ideas conveyed in the text.

Another definition comes from Kennedy (1981:192) states that

reading comprehension is a thought process through which the rader

become aware an idea, understand it in terms of their experimental

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background, and interpret it in relation to their own needs and

purpose. It means that students must be able to take the information

based on what they want to know.

Suparman (2012) states that there are several aspects of reading

comprehension should be mastered by the reader to comprehend the

text. They are main idea, specific information, reference, inference,

and vocabulary.

Here are the explanation of each aspect:

1) Main Idea

Main idea is the important information that tells more

about the overall idea of a paragraph or section of a text. it is the

primary point or concept that the author wants to communicate

to the readers about the topic. It covers everything the paragraph

talks about in general way, but does not include the specifics.

Those details will come in later sentences or paragraphs and add

nuance and context; the main idea will need those details to

support its argument.

2) Specific Information

Specific information is additional information that

explains, defines or proves the main idea. It is exampels and

extra information that help you understand the main idea.

Supporting details helps the reader to get a better picture and

more information of the text.

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3) Reference

Reference words (words that refer back to a previous word

or phrase but without repeating it) are very common many

reading text and can often cause some confusion.

4) Inference

Inference in reading is the ability to understand the

meaning of a passage of text without all the information being

spelled out. Making inference involves using what the readers

know to make a guess about what the reader don’t know or

reading between the lines. Readers who make inferences use the

clues in the text along with their own experiences to help then

figure out what is not directly said, making the text personal and

memorable.

5) Vocabulary

Understanding the vocabulary is important in

comprehending English text. the reader can’t understand the

meaning of the text if they are lack of vocabulary. Vocabulary

helps the readers become easy to understand the text explixit

and implicit. The reader will not get difficulties to find

information in the text. the reader quickly find the meaning of a

series of words or sentences in the text. So that, the reader can

be concluded the content of the text quickly.

15

2. Purpose of Reading

The purpose of reading is the students can be able to understand the

writer’s language. In another words, how the students get the message

from the writer symbols.

According to Tarihoran (2012:6) in Jeni’s journal, there are four

types of purpose of reading, they are:

a. Reading for pleasure

1) To follow a narrative

2) To enjoy the sound and the ryhtme of a literally text

b. Reading for a general impression

1) To gain an idea of the writers view points

2) To decide whether or not to read the text

c. Reading for organizing reading and study

1) To identify the important content of the text

2) To answer a specific question

3) To decide which section of a text to start studying

d. Reading for learning content or procedure

1) To gain an understanding of new concept

2) To learn certain fact from a text

3) To follow instruction

16

C. Listening Skill

Listening skill is one of the most important skill. Because, listening is the

skill to understand the spoken language. It is an essential part of

communication. Listening is an activity with full of attention, comprehension,

appreciation, and interpretation to get the information, the meaningof

communication by the speaker.

According to Nunan (2003:26), listening is a process of decoding the

sounds that are heard from the phonemes to the text completely. Brown

(2001:263) suggests that learning to listen really means learning to respond

and continue responding to listening as a chain. Listening skill means the skill

of listening in order to understand the meaning of what the speaker said.

Moreover, listening is the key to all effective communication. It means that a

good listening is very important to avoid the misunderstood.

Listening comprehension refers to the understanding of the implications

and explicit meanings of words and sentences of spoken language. Listening

comprehension is more than just hearing what is said, it is the ability to

understand the meaning of the words they hear and to relate to them in some

ways. When the students hear a story, for instance, good listening

comprehension enables them to understand it. Remember it, discuss it, and

even retell it in their own words.

17

1. Types of Listening

Listening is the process of receiving and constructing the meaning

which divided into some types. Here are the four types of listening

according to Richards (1993):

a. Appreciative Listening

Appreciative listening is listening for pleasure and enjoyment, it

is like when we listening the music, comedy or entertaining speech.

It describes how well the speakers choose and use the words, tell the

story and ask question.

b. Emphatic Listening

Emphatic listening is used fro understanding feeling and

emotion of the speaker and sometimes the listener caan feel what the

speaker feels. The listener should focuse and give a close attention to

the speaker and take a deep connection with the emotion of the

speaker.

c. Comprehensive Listening

Comprehensive listening is understanding the meaning of the

message. It involves understanding the message based on

vocabulary, body language and gesture, language skill, and

someone’s perception. Comprehensive listening involves the

implementation of cognitive skill which the people interpret and

uderstand the message based on their knowledge, understanding, and

perception.

18

d. Critical Listening

Critical listening is done to evaluate the message of the speaker

based on some dementions, or point of view, include a logic,

argumentation, a proof, the purpose and motivation of the speaker

and some important things that are avoided by the speaker. But, in

doing a comprehension and evaluation in the same time is not easy.

That’s why, in listening we have to focuse on the message

comprehending, the evaluation will be done after that according to

the explanantion. Critical listening is done to reveal the speaker’s

point of view and her/his ideology.

2. The Parts of Listening

According to Tarigan (1986), there are three parts of listening.

a. Pre-listening

In real life situations, it is rare that people listen to something

without certain background information. Therefore, when asking

students to do listening practice, teachers had better provide related

information, which will facilitate students’ listening comprehension.

Students should be provided and opportunity to learn new

vocabulary or sentence structures used in the listening material and a

chance to activate their prior knowledge.

19

b. While-listening

While-listening activities are usually designed to help learners

develop the skill of elicitng messages from spoken language. Here

are some suggested while-listening activities.

c. Post-listening

Post-listening activities can be used to check comprehension.

The comprehension check is either related to pre-listening activities,

such as predicting, or extands the topic and helps students remember

new vocabulary.

3. The Principles of Listening

According to Harmer (2007:135) there are six principle in listening. Here

are the principles:

a. Encourage the students to listen as often and as much as possible.

The more students listen the better they understand. They get

understanding by the pronunciation and using it appropriately

themselves.

b. Help students prepare to listen.

The students have to be ready to listen. It means that they will

discuss the topic or read the question first. For example, in order to

be in a position to predict what is coming.

20

c. Once may not be enough.

When the teacher play the audio track only once, the students

will ask to repeat it. They want to hear it again to pick up the missing

things at the first time they hear.

d. Encourage students to respond to the content of a listening, not just

to the language.

In this part, the teacher shoul encourage the students to give

their repsond about what they have listened. The teacher may ask

question such as “Do you agree with what the speaker say?’ or “Did

you find the listening interestinh?”.

e. Different listening stages demand different listening tasks.

For the first listening, the task that is given by the teacher may

need to be fairly straightforward and general. So that, the students’

general understanding and response can be succesful.

f. Good teachers exploit listening texts to the full.

If the teacher ask students to invest time and emotional energy

in listening text and if they themselves have spent time choosing and

preparing the listening sequence then in makes sense to use the audio

track or live listening experience for as many different applications

as possible.

21

D. Conceptual Framework

The conceptual framework of this research is designed as follow:

Figure 2.1 Conceptual Framework.

The diagram consists of three main points:

1. Input refers to the English material of reading and listening. That is

descriptive text.

2. Process refers to the implementation of using PORPE Strategy in

experimental class. This strategy consist of five steps where the students

are asked to do the reading and listening acitvity by using the consecutive

steps. And, the implementation of using group discussion in control class.

This strategy used by divided the students into some group to discuss

about the lesson.

3. Output refers to the improvement of students’ reading comprehension

and listening comprehension

Input

Reading and listening material

(descriptive text)

Process Teaching English

(reading and listening)

through the use of PORPE

strategy and group

discussion

Output The

improvement of students’

reading comprehension and listening

comprehension

22

CHAPTER III

RESEARCH METHOD

This chapter consists of research design, variables and indicators of the

research, population and sample, instruments of the research, procedures of

data collection, and technique of data analysis.

A. Research Design

The method that was used in this research was experimental method

which focused on quasi-experimental research design. The researcher chose

two classes in this research. The first class was experimental group. In this

class, the students were given the pre-test, treatment by using PORPE

strategy, and post-test. The second class was control group. In this class the

students were given the pre-test, treatment without using PORPE strategy,

and post-test.

Table 3.1 Research Design

E O1 X1 O2

C O1 X2 O2

(Gay, 2006)

Where:

E= Experimental class O2= Post-test

C= Control class X1= Usual treatment (using PORPE Strategy)

O1= Pre-test X2= Control treatment (without using PORPE

Strategy)

23

1. Pre-test

The students were given the reading and listening test before giving

the treatment. While the teacher explained how to do the test.

2. Treatment for Experimental Group

In this tretament, the teacher taught the students by using PORPE

Strategy that is consist of five steps. The treatment was conducted for 8

meetings. This was the steps in teaching English by using PORPE

Strategy:

a. The teacher explained about the lesson (descriptive text) and gave

some questions related to the topic.

b. The teacher gave the opportunity for the students to aks questions

about the lesson.

c. The teacher introduced the PORPE Strategy and explained it to the

students

d. The teacher asked the students to predict some possible essay

questions from information in the text.

e. The teacher asked the students to organize the key ideas.

f. The teacher asked the students to recite (rehearse) aloud infomation

after they orginized the ideas.

g. The teacher asked the students to answer their predict questions

(practice).

h. The teacher asked the students to evaluate the answers to their

predict questions.

24

i. The teacher gave a text to the students and asked them to answer the

questions which related to the text after doing the steps of PORPE

Strategy

j. The teacher presented the audio to the students and ask them to

asnwer the questions which related to the audio after doing the steps

of PORPE Strategy.

k. The tecaher gave a conclusion about the material and close the

meeting.

3. Treatment for Control Group

In this treatment, the teacher taught the students without using

PORPE Strategy. Here are the steps:

a. The teacher explained the lesson (descriptive text) to the students.

b. The teacher divided the students into some groups.

c. The teacher asked the students to discuss about the material.

d. The teacher gave the opportunity for the students to ask questions

about the lesson.

e. The teacher gave a text to the students and ask them to asnwer the

questions about the text.

f. The teacher presented the audio to the students and ask them to

asnwer the questions about the audio.

g. The teacher gave a conclusion at the end of the class

25

4. Post-test

After did the treatment, the students were given a post-test. The

post-test was same with the pre-test which has the same questions and

topic. In order to find out the value of the tretament whether the result of

post-test is better than the pre-test.

B. Population and Sample

1. Population

The population of this research was the eleventh grade students of

SMAN 1 Takalar in 2019/2020 academic year. Which consisted of 418

students which spread in 12 classes obviously can be seen in the

following table:

Table 3.2 The population of the research

Number Class Number of Student

1. X. MIPA 1 35

2. X. MIPA 2 35

3. X. MIPA 3 35

4. X. MIPA 4 35

5. X. MIPA 5 35

6. X. MIPA 6 35

7. X. MIPA 7 35

8. X. MIPA 8 33

9. X. IPS 1 35

10. X. IPS 2 35

26

11. X. IPS 3 35

12. X. IPS 4 35

Total 418

(Source of TU SMAN 1 Takalar)

2. Sample

The sample were selected by using purposive sampling technique

which the researcher selected two classes that were experimental class

and control class. X IPS 1 as the experimental class which consisted of

35 students and X IPS 2 as the control class which consisted of 35

students. So, the total number of sample was 70 students.

C. Variables and Indicators

The variables of this research were dependent variable and independent

variable. Dependent variable was teaching English, specially in reading and

listening. While independent variable was PORPE strategy. The indicators for

reading were the students can be able to comprehend the main idea, specific

information and reference. And the indicators for listening were same with

reading.

D. Hypothesis

The hypothesis of this research were formulated as follows:

(H0) = Theres was no improvement of students’ reading comprehension and

listening comprehension through the use of PORPE strategy.

(H1) = Theres was improvement of students’ reading comprehension and

listening comprehension through the use of PORPE strategy.

27

E. Research Instrument

In this research, the researcher used two instruments for collecting data

that were reading test and listening test. The pre-test was given in order to

find out the students’ reading comprehension and listening comprehension.

While the post-test was given in order to find out the improvement of

students’ reading comprehension and listening comprehension after gave the

treatment used PORPE strategy.

F. Procedure of Data Collection

The procedures of collecting data in this research were as follows:

1. Reading

In reading test, the students were given a descriptive text with some

questions related to the text and the students answered the question. The

text was about tour place/history place.

2. Listening

In listening test, the students were presented an audio with some

questions related to the audio and the students asnwered the question. The

audio was about descriptive text.

G. Technique of Data Analysis

In analyzing the data collection, the researcher used the techniques as

follows:

1. Score

Calculating the score of the students’ answer by using the following

formula:

28

(Gay, 1981:298 cited in Karmila, 2013)

2. Statistic (SPSS)

In this research, the researcher used SPSS in analyzing the students’

score in pre-test and post-test by following steps:

a. Firstly, the researcher added the students’ score in pre-test and post-

test of the experimental class and control class in the table.

b. Second, the researcher tested the normality of the students’ score in

pre-test and post-test

c. And then, the reseracher analyzed the t-test of the students’ score in

pre-test and post-test

29

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Findings

After conducting this research, it was found that there was improvement

of students’ reading comprehension and listening comprehension through the

use of PORPE strategy in teaching English at the tenth grade students of

SMAN 1 Takalar. The improvement of students’ reading comprehension and

listening comprehension can be seen clearly in the following explanation:


PORPE strategy.

In this section, the researcher describes the improvement of

students’ reading comprehension through the use of PORPE strategy. It

also presents the mean score and standard deviation of students’ pre-test

and post-test score in each indicator of reading comprehension. They are

the main idea, specific information, and reference.

Table 4.1 The improvement of students’ reading comprehension in

experimental class and control class.

Variables Mean score Percent

Improvement Pre-test Post-test

Experiment 45.67 70.67 54.74%

Control 45.33 46.70 3.02%

30

The table above showed that the mean score of experimental class in pre-

test was 45.67 and in post-test was 70.67. And the mean score of control

class in pre-test was 45.33 and in post-test was 46.70. It also showed the

improvement of the students’ mean score in experimental class that was

54.74% and the improvement of the students’ mean score in control class

that was 3.02%. Based on data above, there is the improvement of

students’ reading comprehension in the both of class. But, the

improvement of students’ comprehension in experimental group was

higher than control group.

In this research there are three indicators in reading

comprehension. They are main idea, specific information, and reference.

The mean score of those indicators can be seen in the following tables:

Table 4.2 The mean score and standard deviation of the students pre-test

and post-test in comprehending the main idea

Group Statistics Class N Mean Std. Deviation Std. Error Mean

Premain Experimental 30 45,83 21,857 3,991 Control 30 54,17 22,822 4,167

Postmain Experimental 30 71,67 18,257 3,333 Control 30 55,17 25,498 4,655

The table above explains that the mean score of the students’ pre-

test in experimental group was 45,83 and standard deviation was 21,857

and in post-test was 71,67 for the mean score and standard deviation was

18,257. Meanwhile, the mean score of the students’ pretest in control

group was 54,17 and standard deviation was 22,822 and in posttest the

31

mean score was 55,17 and standard deviation was 25,498. The mean

score of both pretest and posttest were different after the treatment done.

It means that the mean score of posttest is higher than pretest

(71,67>45,83 and 55,17 >54,17).


and post-test in comprehending the specific information

Group Statistics

Class N Mean Std. Deviation Std. Error

Mean Prespecific Experimental 30 58,33 23,057 4,210

Control 30 52,50 23,072 4,212 Postspecific Experimental 30 81,67 17,287 3,156

Control 30 55,00 23,119 4,221




17,287. Meanwhile, the mean score of the students’ pretest in control

group was 52,50 and standard deviation was 23,072 and in posttest the


score of both pre-test and post-test were different after the treatment was

done. It means that the mean score of post-test is higher than pre-test

(81,67>58,33 and 55,00 >52,50).


and post-test in comprehending the reference.

32

Group Statistics

Class N Mean Std.

Deviation Std. Error

Mean Prereference Experimental 30 32,50 20,917 3,819

Control 30 30,00 22,167 4,047 Postreference Experimental 30 52,50 15,186 2,773

Control 30 25,00 18,570 3,390




15,186. Meanwhile, the mean score of the students’ pre-test in control

group was 30,00 and standard deviation was 22,167 and in post-test the



done. It means that the mean score of experimental group in post-test is

higher than pre-test and the mean score of control group in post-test is

lower than pre-test (52,50>32,50 and 25,00 <30,00).

2. The improvement of students’ listening comprehension through the use

of PORPE strategy.

In this section, the researcher describes the improvement of

students’ listening comprehension through the use of PORPE strategy. It

also presents the mean score and standard deviation of students’ pre-test

and post-test score in each indicator of listening comprehension. They are

the main idea, specific information, and reference.

Table 4.5 The improvement of students’ listening comprehension in


33

Variables Mean score Percent

Improvement Pre-test Post-test

Experiment 32.67 52.00 59.16%

Control 30.33 40.33 32.97%

The table above showed that the mean score of experimental class

in pre-test was 32.67 and in post-test was 52.00. And the mean score of

control class in pre-test was 30.33 and in post-test was 40.33. It also

showed the improvement of the students’ mean score in experimental

class that was 59.16% and the improvement of the students’ mean score

in control class that was 32.97%. Based on data above, there is the

improvement of students’ reading comprehension in the both of class.

But, the improvement of students’ comprehension in experimental group

was higher than control group.

In this research there are three indicators in listening

comprehension. They are main idea, specific information, and reference.

The mean score of those indicators can be seen in tho following tables:


and post-test in comprehending the main idea.

Group Statistics

Class N Mean Std.


Mean Premain Experimental 30 34,17 16,717 3,052

Control 30 35,83 22,441 4,097 Postmain Experimental 30 59,17 21,257 3,881

Control 30 48,33 22,680 4,141

34








done. It means that, the mean score of post-test is higher than pre-test

(59,17>34,17 and 48,33 >35,83).


and post-test in comprehending the specific information

Group Statistics

Class N Mean Std.


Mean Prespecific Experimental 30 53,33 24,330 4,442

Control 30 36,67 22,489 4,106 Postspecific Experimental 30 70,83 19,787 3,613

Control 30 55,00 21,173 3,866








35


(70,83>53,33 and 55,00 >36,67).


and post-test in comprehending the reference

Group Statistics

Class N Mean Std.


Mean Prereference Experimental 30 10,83 15,652 2,858

Control 30 18,33 17,287 3,156 Postreference Experimental 30 27,50 12,017 2,194

Control 30 19,17 14,208 2,594









(27,50>10,83 and 19,17 >18,33).




In this section, the researcher describes the significant difference

between the improvement of students’ reading comprehension and

listening comprehension taught by using PORPE strategy (experimental

36

class) and group discussion (control class). It can be seen in the

following table:

Table 4.9 The probability value of t-test reading comprehension in


Independent Samples Test

Levene's Test for Equality of Variances t-test for Equality of Means

F Sig. t Df

Sig. (2-

tailed)

Mean Difference

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Upper PRETEST Equal variances

assumed ,283 ,597 ,070 58 ,944 ,333 4,757 -9,188 9,855

Equal variances not assumed

,070 57,278

,944 ,333 4,757 -9,190 9,857

POSTEST Equal variances assumed

20,869

,000 6,323 58 ,000 25,667

4,059 17,541 33,792


6,323 42,224

,000 25,667

4,059 17,476 33,858

Based on the table above, it showed that there is a significant

difference of students’ reading comprehension that taught by using

PORPE strategy (experimental class) and group discussion (control

class). Because, based on the data showed H0 was accepted in pre-test

because t-value (0.070)< t-table (2.918) and p-value(0.944) > α(0.05) and

the post-test of experimental class and control class in the table above

shows that the t-value was 6.323 with degree of freedom 58 and p-value

was 0.000. From the degree of freedom we can know that the t-table

2.918. Based on the table above H1 was accepted in post-test because t-

value (6.323) > t-table (2.918) and p-value (0.000)< α (0.05).

37

Table 4.10 The probability value of t-test listening comprehension in



Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Mean Differe

nce

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Upper PRETEST Equal variances

assumed ,001 ,973 ,637 58 ,527 2,333 3,665 -5,002 9,669


,637 57,890 ,527 2,333 3,665 -5,002 9,669

POSTTEST Equal variances assumed

,765 ,385 3,068 58 ,003 11,667 3,802 4,056 19,277


3,068 57,095 ,003 11,667 3,802 4,053 19,280

Based on the table above, it showed that there is a significant

difference of students’ listening comprehension that taught by using

PORPE strategy (experimental class) and group discussion (control

class). Because, based on the data showed H0 was accepted in pre-test

because t-value (0.637)< t-table (2.918) and p-value(0.527) > α(0.05) and

the post-test of experimental group and control group in the table above

shows that the t-value was 3.068 with degree of freedom 58 and p-value

was 0.003. From the degree of freedom we can know that the t-table

2.918. Based on the table above, H1 was accepted in post-test because t-

value (3.068) > t-table (2.918) and p-value (0.003)< α (0.05)

38

B. Discussion

The discussion section reports the interpretation of the findings about the

improvement of students’ reading comprehension and listening

comprehension through the use of PORPE strategy. The result of findings

would be explained clearly about the improvement of students’ reading

comprehension and listening comprehension through the use of PORPE

strategy. It also explaines about the indicators in reading comprehension and

listening comprhension. They are main idea, specific information and

reference. In findings, the data shows that the improvement of students’

significant after analyzing the t-test and t-table. The discussion discussed

about the interpretation of the research findings from the result of students

improvement. The previous researcher Martasari (2018) found that “The

students’ average score in experiment class was higher than thecontrol class.

The average score of experiment class was 85,52, and the average score of

control class was 83,47. Then, based on the result of hypothesis test, the

researcher found that the value of Sig (2 tailed) was 0,135whereas > 0,05.

Based on this finding, Ho isrejected and H isaccepted. It can be concluded

that there is a significant effect of Predict, Organize, Rehearse, Practice,

Evaluate (PORPE) strategy toward students’ reading comprehension at the

twelfth grade of SMAN 18 Merangin academic year 2018/2019”. The other

researcher, Mahendrayana (2016) found that “The PORPE strategy improved

the learning process of reading, which is where the students become more

active and enthusiastic in participating in learning reading. Furthermore,

39

Wong (2004) in Huzil’s journal states that PORPE is a strategy was designed

to help students when required to take essay examinations. It means the

strategy will be useful for the students in doing essay which consist of text.

The text in essay examination is usually long and difficult to interpret”.

According to Sejnest (2010), “PORPE is a comprehensive strategy

system for studying and learning content areas. In this strategy students

encourage to be active readers who can identify the information for a series

written passage into a good comprehension. In brief, this strategy makes

students active and have motivation in reading activity”.

Based on the result of this research, it has shown that PORPE strategy

can improve the students’ reading comprehension and listening

comprehension. It could be seen from the result of post-test score was

significant improved than the pre-test score. The students become more easy

to comprehend the the text because they do the consecutive steps of PORPE

strategy. So, they can comprehend the meaning of descriptive text specially in

comprehending the main idea, specific information, and reference.

Eventhough, at the first meeting the researcher got difficult in teaching and

learning proces beacuse the students did not interest in learning descriptive

text. They were lazy to read the text because they were not often in doing the

reading activity. But, the researcher gave the explanation about how important

to do a reading activity because it can gives us more knowledge and it is very

helpful for us in the future. So, they understand and they want to read more to

gain a knowledge. After that, the next meeting was gone very interesting and

40

the students become more active. They always ask about the lesson and the

researcher give the explanation. In additon. The students also felt enjoy to

express their ideas and they were very enthusias in listening the text. It is

because they were not often to do the listening comprehension. After the

treatment was done the students can comprehend the meaning of the text in

reading and lsitening. It has relation with the theory of the expert, according to

Snow (2002:9) states that reading comprehension is the process of

simultaneously extracting and constructing meaning through interaction and

involvement with written language. It means that the students must be able to

interpret the words, understand the meaning and the relationships between

ideas conveyed in the text. Another definition comes from Kennedy

(1981:192) states that reading comprehension is a thought process through

which the rader become aware an idea, understand it in terms of their

experimental background, and interpret it in relation to their own needs and

purpose. It means that students must be able to take the information based on

what they want to know.

This is the clearly explanation of the improvement of students’ reading

comprehension and listening comprehension through the use of PORPE

strategy:


PORPE strategy.

Based on the table 4.1, it showed the mean score of the students

post-test in the both of class is improved after giving the treatment. It can

41

be seen through the mean score of the students which was 45.67 become

70.67 in the post-test for the experimental class, while the students’ pre-

test for control class was 45.33 become 46.70 in the post-test. It can be

seen that the students’ score in post-test of the both class is different. The

students’ score in post-test for the experimental class is higher than control

class. The differences between the both classes can be seen from the mean

score of pre-test and post-test. The mean score of pre-test which was

obtained from experimental class was 45.67, while the mean score of post-

test was 70.67. So, the students’ improvement in reading increased about

20. In other hand, the mean score of pre-test of control class was 45.33,

while the mean score of post-test was 46.70, the students’ improvement in

reading increased about 1.37.

Based on the table 4.2, it showed that the mean score of the

students’ pre-test in experimental group was 45,83 and standard deviation

was 21,857 and in post-test was 71,67 for the mean score and standard

deviation was 18,257. Meanwhile, the mean score of the students’ pretest

in control group was 54,17 and standard deviation was 22,822 and in

posttest the mean score was 54,17 and standard deviation was 25,498. The

mean score of both pretest and posttest were different after the treatment

done. It means that the mean score of posttest is higher than pretest

(71,67>45,83 and 55,17 >54,17). In comprehending the main idea, the

students got difficult before the researcher gave the treatment because

almost all of the students did not know the placement of the main idea in

42

the text. But, after giving the treatment, the students became easy to find

the main idea in the paragraph of the text because they have known the

placement of the main idea in the paragraph of the text. Thats’s why the

mean score of the students’ post-test improved about 25.84. And for the

control group, the mean score of the students’ post-test is also improved

about 1.


students’ pre-test in experimental group was 58,33 and standard deviation

was 23,057 and in post-test was 81,67 for the mean score and standard

deviation was 17,287. Meanwhile, the mean score of the students’ pretest

in control group was 52,50 and standard deviation was 23,072 and in

posttest the mean score was 55,00 and standard deviation was 23,119. The

mean score of both pre-test and post-test were different after the treatment

was done. It means that the mean score of post-test is higher than pre-test

(81,67>58,33 and 55,00 >52,50). In comprehending the specific

informatin the students got difficult because they have to read a whole

text. and the other difficulty is the students did not know the meaning of

the text so that they were confuse in reading the text. But, after giving the

treatment the students became easy to know the specific information by

searching the key words or the key ideas of the text. That’s why the mean

score of the students’ post-test improved about 23.34. And for the control

group, the mean score od the students’ post-test is also improved about

2.5.

43


students’ pre-test in experimental group was 32,50 and standard

deviation was 20,917 and in post-test was 52,50 for the mean score and

standard deviation was 15,186. Meanwhile, the mean score of the

students’ pre-test in control group was 30,00 and standard deviation was

22,167 and in post-test the mean score was 25,00 and standard deviation

was 18,570. The mean score of both pre-test and post-test were different

after the treatment was done. It means that the mean score of

experimental group in post-test is higher than pre-test and the mean score

of control group in post-test is lower than pre-test (52,50>32,50 and

25,00 <30,00). In experimental class, the mean score of students’ post-

test is increase about 20 after giving the tretament. But in control class,

the mean score of students’ post-test is decrease about 5. It is because the

students got difficult to comprehend the reference because it related to

their prior knowledge.

2. The improvement of students’ listening comprehension through the use of

PORPE strategy.

Based on the table 4.5, the result shows that the mean score of the

students’ listening comprehension in post-test in the both classes is

improved after giving the treatment. It can be seen through the mean

score of the students which was 32.67 become 52.00 in the post-test for

the experimental class, while the students’ pre-test for control class was

30.33 become 40.33 in the post-test. In this case, both of the group

44

improved after giving treatment, but the experimental class was higher

than control class. The differences between two group can be seen from

the mean score of pre-test and post-test. The mean score of pre-test

which was obtained from experimental group was 32.67, while the mean

score of post-test was 52.00. So, the students’ improvement in listening

increased about 19.33. In other hand, the mean score of pre-test in control

group was 30.33, while the mean score of post-test was 40.33, the

students’ improvement in listening increased about 10. It indicated that

the students’ pre-test score for both groups are almost same level before

treatment. But, the students’ mean score in post-test for te both of classes

is different. The students’ mean score in post-test for the experimental

class is higher than control group.

Based on the table 4.6, the mean score of the students’ pre-test in

experimental group was 34,17 and standard deviation was 16,717 and in

post-test was 59,17 for the mean score and standard deviation was






(59,17>34,17 and 48,33 >35,83).

Based on the table 4.7, The table above explains that the mean

score of the students’ pre-test in experimental group was 53,33 and

45

standard deviation was 24,330 and in post-test was 70,83 for the mean

score and standard deviation was 19,787. Meanwhile, the mean score of

the students’ pre-test in control group was 36,67 and standard deviation

was 22,489 and in post-test the mean score was 55,00 and standard

deviation was 21,173. The mean score of both pre-test and post-test were

different after the treatment was done. It means that, the mean score of

post-test is higher than pre-test (70,83>53,33 and 55,00 >36,67).

Based on the table 4.8, The table above explains that the mean

score of the students’ pre-test in experimental group was 10,83 and

standard deviation was 15,652 and in post-test was 27,50 for the mean

score and standard deviation was 12,017. Meanwhile, the mean score of

the students’ pre-test in control group was 18,33 and standard deviation

was 17,287 and in post-test the mean score was 19,17 and standard

deviation was 14,208. The mean score of both pre-test and post-test were

different after the treatment was done. It means that, the mean score of

post-test is higher than pre-test (27,50>10,83 and 19,17 >18,33).




Based on the table 4.9, it showed that p-value was lower than α

(0.000<0.005). It can be seen the p-value (0.00) at the level of

significance (0.05), the degree of freedom was 58 and t-value was higher

than t-test (6.323>2.918). It indicated that the alternative hypothesis is

46

accepted and the null hypothesis is rejected. More explanation, there were

two strategies in this research namely PORPE strategy and conventional

way which were different of the students’ result in teaching reading

especially in descriptive text. Even thought, both of the groups were given

the same material, but the results of the experimental group that taught by

using POPRPE strategy were higher than the control group that taught by

using group discussion. It can be concluded that there is a significant

difference between the improvement of reading comprehension that

thaught by using PORPE strategy and group discussion.

Based on the table 4.10, it showed that p-value was lower than α

(0.003<0.005). It can be seen the p-value (0.03) at the level of


than t-test (3.068>2.918). It indicated that the alternative hypothesis is

accepted and the null hypothesis is rejected. More explanation, there were

two strategies in this research namely PORPE strategy and conventional

way which were different of the students’ result in teaching listening

especially in descriptive text. Even though, both of the groups were given

the same material, but the results of the experimental group that taught by

using POPRPE strategy were higher than the control group that taught by

using group discussion. It can be concluded that, there is a significant

difference between the improvement of listening comprehension that

thaught by using PORPE strategy and group discussion.

47

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the findings and discussion in the previous chapter in this

study, the researcher concludes that:


PORPE strategy was improve significantly. It was proved by the result of

data analysis that t-test value 6.323 in reading is higher than t-table value

2.918 and p-value 0.000 in reading is lower than p-value 0.05. Based on

the result, hypothesis test showed that H0 was rejected and H1 was

accepted.

2. The improvement of students’ listening comprehension through the use of

PORPE strategy was improve significantly. It was proved by the result of

data analysis that t-test value 3.068 in listening is lower than t-table value

2.918 and p-value 0.003 in listening was lower than p-value 0.05. Based

on the result, hypothesis test showed that H0 was rejected and H1 was

accepted.

3. There is significant difference between the improvement of students’

reading comprehension and listening comprehension taught by using

PORPE strategy and group discussion. It can be proved by the data of p-

value was lower than α (0.000<0.005). It can be seen the p-value (0.00) at

the level of significance (0.05), the degree of freedom was 58 and t-value

48

was higher than t-test (6.323>2.918). And, in listening p-value was lower

than α (0.003<0.005). It can be seen the p-value (0.03) at the level of


than t-test (3.068>2.918).

B. Suggestions

Based on the result of data analysis and conclusion, the researcher

suggests as follows:

1. For the teacher, the researcher suggests to give more activity in reading

and listening by using PORPE strategy in order to practice their reading

and listening skill. And it also helps the students become easy to

understand the meaning of the text that they have read and listened.

2. For the students, the rsearcher suggests the students to find a way to

improve their reading and listening skill specially in comprehending the

meaning of the text by various ways for example by using PORPE

strategy.

3. For the next researcher can use the result of this study as a reference.

4. For the school should complete the facility for teaching and learning

proces such as speaker that can be used in listening activity.

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APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) Sekolah : SMAN 1 Takalar Mata pelajaran : Bahasa Inggris Kelas/Semester : X / 1 (Ganjil) Materi : Descriptive text Alokasi Waktu : 6 pertemuan

A. Kompetensi Inti KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong , kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

B. Tujuan Pembelajaran Setelah mempelajari materi, siswa diharapkan mampu:

1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

2. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

4. Membuat teks descriptive sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

5. Menceritakan kembali teks descriptive sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar

2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.

4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang benda, orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

C. Indikator Pencapain 1.1.1 Siswa berdo’a sebelum dan sesudah pembelajaran. 1.1.2 Siswa mengucapkan salam sebelum dan sesudah menyampaikan

pendapat/presentasi. 1.1.3 Siswa dapat memanfaatkan kesempatan belajar dengan sebaik-baiknya utuk

meraih kesuksesan. 1.1.4 Siswa dapat mensyukuri kesempatan belajar dengan belajar keras. 2.3.1 Siswa dapat enunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan

cinta damai, dalam melaksanakan komunikasi fungsional 3.7.1 Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 4.8.1 Siswa dapat menangkap makna dalam teks deskriptive tulis sederhana. 4.10.1 Siswa dapat menyusun teks deskriptif lisan dan tulis sederhana tentang benda, orang, tempat wisata, dan bangunan bersejarah terkenal.

D. Materi pembelajaran

Fungsi sosial

Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik, mempromosikan, dsb.

Struktur text

(1) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan

(2) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan

(3) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.

yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.

Unsur kebahasaan

(1) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal

(2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal

(3) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi (4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan. (5) Rujukan kata

Topik

Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri. E. Metode Pembelajaran

1. Pendekatan scientific learning 2. PORPE Strategy

F. Media/Alat dan Sumber Pembelajaran 1. Media/alat

a. Laptop b. Papan tulis

2. Sumber Pembelajaran a. Kementerian Pendidikan dan Kebudayaan.2015.Bahasa Inggris Think

Globally Act Locally SMA/MA Kelas X.Jakarta: Kementerian Pendidikan dan Kebudayaan.

b. Buku referensi lainnya G. Langkah-langkah pembelajaran

1. Pertemuan Pertama Kegiatan Model

Pembelajaran Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi

10 menit

Inti 1. Peserta didik menyimak penjelasan guru tentang PORPE Strategy yang akan diterapkan dalam proses pembelajaran

2. Peserta didik menyimak penjelasan guru tentang teks deskriptif

3. Peserta didik membaca contoh-contoh teks deskriptif di buku paket (Bahasa Inggris SMA/MA/SMK/MAK Kelas X) dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.

4. Peserta didik mengamati dan mengidentifikasi fungsi sosial, struktur, dan unsur kebahasaannya.

5. Peserta didik bertanya tentang materi yang belum dipahami

60 menit

tentang descriptive teks

Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam

10 menit

2. Pertemuan kedua

Kegiatan Model Pembelajaran

Deskripsi Kegiatan Alokasi Waktu


10 menit

Inti 1. Peserta didik menyimak penjelasan guru tentang simple present tense, tenses yang digunakan dalam membuat teks deskriptif.

2. Peserta didik menyimak penjelasan guru tentang cara membuat simple present tense.

3. Peserta didik diminta untuk membuat contoh kalimat simple present tenses

4. Peserta didik diminta memaparkan hasil kerja mereka

5. Peserta didik diminta menanggapi hasil kerja siswa lain

60 menit


10 menit

3. Pertemuan ketiga



Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai

10 menit

4. Guru menyampaikan cakupan materi

Inti 1. Peserta didik diberikan teks deskriptif 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif tersebut 3. Peserta didik diminta untuk melakukan langkah-langkah PORPE Strategy 4. Peserta didik diminta untuk menyampaikan pemahaman mereka terhadap teks deskriptif tersebut. 5. Peserta didik memperoleh umpan balik dari guru

60 menit


10 menit

4. Pertemuan keempat




10 menit

Inti 1. Peserta didik diberikan teks deskriptif beserta lembar soal 2. Peserta didik menyimak penjelasan guru tentang apa yang akan mereka lakukan dengan teks deskriptif yang dibagikan oleh guru 3. Peserta didik diminta untuk melakukan langkah-langkah PORPE Strategy 4. Peserta didik menyampaikan pendapat mereka tentang teks deskriptif tersebut 5. Peserta didik memperoleh umpan balik dari peserta didik lain dan guru

60 menit

Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran

10 menit

2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam

5. Pertemuan kelima



Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4.Guru menyampaikan cakupan materi

10 menit

Inti 1. Peserta didik mendengarkan audio yang diputar oleh guru yaitu teks deskriptif lisan. 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif lisan yang telah mereka dengarkan. 3. Peserta didik diminta untuk mengajukan pertanyaan. 4. Peserta didik menyimak penjelasan guru tentang cara memahami makna dari teks deskriptif lisan menggunakan PORPE Strategy. 5. Peserta didik mendengarkan kembali teks deskiptif lisan dan memahaminya dengan menggunakan PORPE Strategy. 6. Peserta didik diminta untuk mengemukakan apa yang mereka pahami tentang teks deskriptif lisan. 7. Peserta didik memperoleh umpan balik dari peserta didik yang lain dan guru

60 menit


10 menit

6. pertemuan keenam




10 menit

Inti 1. Peserta didik menyimak audio yang diputar oleh guru yaitu teks deskriptif lisan dengan menggunakan PORPE Strategy. 2. Peserta didik diminta untuk melakukan instruksi yang diberikan oleh guru terkait teks deskriptif lisan. 3. Peserta didik diminta untuk mengemukakan apa yang mereka pahami tentang teks deskriptif lisan yang telah mereka simak. 4. Peserta didik memperoleh umpan balik dari peserta didik yang lain dan guru

60 menit


10 menit

H. Penilaian, Pembelajaran remedial dan Pengayaan

1. Penilaian Sikap spiritual a. Teknik : Observasi b. Bentuk : Lembar Observasi c. Instrument penilaian

No Sikap yang diamati Melakukan Ya Tidak

1 Berdo’a sebelum dan sesudah mengikuti

pembelajaran

2 Memanfaatkan kesempatan belajar sebaik-baiknya untuk meraih kesuksesan

3 Memberi salam sebelum/sesudah menyampaikan pendapat/presentasi

4 Mensyukuri kesempatan belajar dengan belajar keras

Jumlah

d. Rubrik Penilaian

No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0

e. Pedoman Penskoran

NA =

2. Penilaian Sikap Sosial

a. Teknik : Observasi

b. Bentuk : Lembar Observasi

c. Instrumen Penilaian


1 Bertanggung jawab atas tindakan anggotanya saat menjadi pemimpin kelompok

2 Mengakui ketika membuat kesalahan 3 Melaksanakan tugas individu dengan baik 4 Tidak menyalahkan orang lain atas tindakannya sendiri

Jumlah

d. Rubrik Penilaian sikap social

No Indikator Skor 1 apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0

e. Pedoman penskoran

NA =

3. Penilaian Pengetahuan

a. Teknik :Tes Tulis & Lisan

(1) Reading

Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it.

Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?

a. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal b. The mausoleum is a part of a vast complex comprising of a main gateway c. The Taj is at the farthest end of this complex, with the river Jamuna behind it d. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at

Agra

2. What is the main idea of the paragraph 3? a. The Taj seems to glow in the light of the full moon b. The visitors experience the Taj as if suspended when viewed from across the

Jamuna river c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description

3. Where is Taj Mahal located? a. Agra b. Jamuna c. Jahan d. Muntaz

4. What is the concept that used in designing Taj Mahal? a. Self-replicating geometry b. Interlocking arabesque c. Unequal octagon d. Square platform

5. “It was built by a Muslim Emperor Shah Jahan...” (Paragraph 1) The underlined word refers to... a. Taj Mahal b. Mausoleum c. Queen Muntaz’s grave d. Seven wonder

6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to...

a. Queen Muntaz b. Taj Mahal c. Shah Jahan d. Muslim Emperor

Petruk Cave Petruk cave is one of the leading tourist attractions in Kebumen, Central Java.

The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.

In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you want to explore this cave, you must be led by guides who are ready to take you through the cave. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave. Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of the text?

a. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency

b. There is no lighting that illuminates the cave c. Inside Petruk cave there are so many stalactites and stalagmites which are really

awesome d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java

8. What is the main idea of the paragraph 2?

a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave

b. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome

c. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave

d. The cave is used for tourist attractions 9. Which part of Petruk Cave which used for place to put foods for ancestor?

a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave

10. Why did Petruk cave named as one of character in Punokawan puppet? a. Because the cave is belong to Petruk b. Because Petruk is the first explorer of the cave c. Because Petruk is buried at the cave d. Because the cave’s lenght is as long as Petruk’s nose

11. What is stalactites means? a. A type of formation that hangs from the ceiling of caves b. Types of formation that lay on the floor of caves c. Types of food given to ancestor d. Someone who guide the visitor in the cave

12. What is “lead” means in paragraph 2? a. Guide b. Take c. Bring d. Put

(2) Listening

Listen to the audio and choose A, B, C, or D to answer questions number 1-4! 1. What is the main ide of the text?

a. Losari Beach is a beautiful beach b. Losari Beach is an icon of Makassar c. Losari Beach is well-known for its sunset d. Losari Beach is enjoyed by many people

2. Why is Losari Beach easy to access? a. It only takes 10 minutes to drive from the harbor of Makassar b. It only takes 30 minutes to drive from Sultan Hasanuddin Airport c. It can only be reached by car and motorcycle d. It is located near the center of Makassar city

3. Where is Losari beach located? a. In the western part of Makassar b. In the central part of Makassar c. In the southern part of Makassar d. In the edge part of Makassar

4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed d. Situated

Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?

a. Washington D.C b. Large lawns c. White house d. United States

6. What is the main idea of the text? a. White house is one of the famous building in Washington D.C b. White house is the most famous building in Washington D.C c. White house is a very large white building d. White house is the home of the president of the United States

7. How many the main parts of the white house? a. 2 parts b. 3 parts c. 4 parts d. 5 parts

8. “It has three main parts...” The underlined word refers to... a. West wings

b. East wings c. White house d. Central porches

Listen to the audio and choose A, B, C, or D to answer questions number 9-12! 9. What is the main idea of the text?

a. The tower is the highest building in Paris and the most-visited monument in the world

b. The tower is the highest building in the world and the most-visited monument in the world

c. The Eiffel Tower is located on the Champ de Mars in Paris d. The tower is the global icon of France and one of the most recognizable

building in the world 10. Who is the name of the engineer?

a. John Eiffel b. Gustave Eiffel c. James Eiffel d. Gared Eiffel

11. “...it is higher than the Washington Monument” The underlined word refers to... a. Washington Monument b. Eiffel Tower c. Chrysler Building d. Millau Viaduct

12. “It has become both a global icon of France” The underlined word has the same meaning with... a. Idol b. Picture c. Symbol d. Figure

b. pedoman penskoran

NA =

LAMPIRAN Pertemuan ke-1

Pertemuan ke-3

Borobudur Temple Borobudur is a Buddhist temple. It was built in the ninth century under Sailendra

dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 meter high and consists of eight steps like stone terrace. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief. The upper three are circular. Each of them is with a circle of bell shape-stupa. The entire upper structure is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km of passage and stairways.

The design of Borobudur symbolizes the conception of universe in Buddhist cosmology. It is believed that the universe is divided into three spiritual spheres, kamadhatu, rupadhatu, and arupadhatu. The first sphere, kamadhatu, represents respectively the sphere of desires where we are bound to our desires; the second sphere, rupadhatu, represents forms where we abandon our desires but are still bound to name and form; and the last sphere, arupadhatu, represents formlessness where there is no longer either name or form. Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable treasure for Indonesian people. With its magnificent size and architecture, no wonder that Borobudur Temple includes 7 wonders of the world.

Checklist Paper

Number Question Yes ()

No ()

1. Did I answer the question directly?

2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?

3. Was my essay organized with major points or ideas which were made obvious to the reader?

4. Did my essay include relevant details or example to prove and clarify each point?

5. Did I use transitions to cue the reader?

6. Did my essay make sense and show my knowledge of the content?

Pertemuan ke-4

Kuta Beach Kuta is a very beautiful beach. Kuta beach located in Badung regency. It’s close

to the Ngurah Rai airport and is about 9 km from Denpasar. Kuta is a beach that is very popular both in Indonesia and international. In Kuta beach, there are a variety of facilitiesnincluding accomodation, restaurant, bar, as well as a very famous surfing spots in the world. In Kuta beach, you will see a lot of tourists with a variety of activities in which they live. The usual tourist will take the time for sunbathing, kite flying, playing volleyball, walking around, and playing beach soccer. This is a beach that is very crowded every day. The activity in Kuta beach is not only takes place during the day, but also in the night. Various types of pubs and restaurants provide night hours for visitors so they can enjoy a meal and entertainment throughout the night. The night life at Kuta beach starts at 23:00. When you visit Kuta beach, then you do not have to worry with the existing system of accomodation. In the vicinity of Kuta beach, there are many types of hotels and resosrts that provide you with an accomodation budget ranging from lowest to the highest. Kuta beach is a beach that is highly recommended for you. In addition to offering the natural beauty, the environment around it also gives a classy facility.

Checklist Paper


No ()







Pertemuan ke-5 This checklist paper is for the listening text after do the steps of PORPE strategy.

Checklist Paper


No ()








Checklist Paper


No ()







APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) Sekolah : SMAN 1 Takalar Mata pelajaran : Bahasa Inggris Kelas/Semester : X / 1 (Ganjil) Materi : Descriptive text Alokasi Waktu : 6 pertemuan

C. Kompetensi Inti KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong , kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

D. Tujuan Pembelajaran Setelah mempelajari materi, siswa diharapkan mampu:

6. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

7. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar

2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.

C. Indikator Pencapain 1.1.1 Siswa berdo’a sebelum dan sesudah pembelajaran. 1.1.2 Siswa mengucapkan salam sebelum dan sesudah menyampaikan

pendapat/presentasi. 1.1.3 Siswa dapat memanfaatkan kesempatan belajar dengan sebaik-baiknya utuk

meraih kesuksesan. 1.1.4 Siswa dapat mensyukuri kesempatan belajar dengan belajar keras. 2.3.1 Siswa dapat enunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan

cinta damai, dalam melaksanakan komunikasi fungsional 3.7.1 Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 4.8.1 Siswa dapat menangkap makna dalam teks deskriptive tulis dan lisan sederhana.

D. Materi pembelajaran

Fungsi sosial

Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik, mempromosikan, dsb.

Struktur text

(4) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan

(5) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan

(6) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.

yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.

Unsur kebahasaan

(6) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal

(7) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal

(8) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi (9) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan. (10) Rujukan kata

Topik

Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri. E. Metode Pembelajaran

3. Pendekatan scientific learning 4. Group discussion

F. Media/Alat dan Sumber Pembelajaran 3. Media/alat

c. Laptop d. Papan tulis

4. Sumber Pembelajaran c. Kementerian Pendidikan dan Kebudayaan.2015.Bahasa Inggris SMA/MA

Kelas X.Jakarta: Kementerian Pendidikan dan Kebudayaan. d. Internet source

G. Langkah-langkah pembelajaran

1. Pertemuan Pertama




10 menit

Inti 6. Peserta didik menyimak penjelasan guru tentang teks deskriptif

7. Peserta didik membaca contoh-contoh teks deskriptif yang diberikan oleh guru dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.

8. Peserta didik membaca contoh-contoh teks deskriptif yang diberikan oleh guru dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.

9. Peserta didik mengamati dan mengidentifikasi fungsi sosial, struktur, dan unsur kebahasaannya.

10. Peserta didik bertanya tentang materi yang belum dipahami tentang descriptive teks

60 menit


10 menit

2. Pertemuan kedua

Kegiatan Model


Waktu

Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi

10 menit

3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi

Inti 1. Peserta didik menyimak penjelasan guru tentang simple present tenses, tenses yang digunakan dalam membuat teks deskriptif.

2. Peserta didik menyimak penjelasan guru tentang cara membuat simple present tense.

3. Peserta didik diminta untuk membuat contoh kalimat simple present tenses

4. Peserta didik diminta memaparkan hasil kerja mereka

5. Peserta didik diminta menanggapi hasil kerja siswa lain

60 menit


10 menit

3. Pertemuan ketiga

Kegiatan Model


Waktu


10 menit

Inti 1. Peserta didik diberikan teks deskriptif 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif tersebut 3. Peserta didik diminta untuk membaca teks tersebut 4. Peserta didik diminta untuk menyampaikan pemahaman mereka terhadap teks deskriptif tersebut. 5. Peserta didik memperoleh umpan balik dari guru

60 menit

Penutup 1. Guru meminta siswa untuk 10 menit

menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam

4. Pertemuan keempat

Kegiatan Model


Waktu


10 menit

Inti 1. Peserta didik diberikan teks deskriptif beserta soal 2. Peserta didik menyimak penjelasan guru tentang apa yang akan mereka lakukan dengan teks deskriptif yang dibagikan oleh guru 3. Peserta didik diminta untuk merangkum apa yang mereka pahami dari teks tersebut. 4. Peserta didik menyampaikan pendapat mereka tentang teks deskriptif tersebut 5. Peserta didik memperoleh umpan balik dari peserta didik lain dan guru

60 menit


10 menit

5. Pertemuan kelima



Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi

10 menit

3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi

Inti 1. Peserta didik dibagi menjadi beberapa kelompok 2. Peserta didik mendengarkan contoh teks deskriptif lisan 3. Peserta didik menyimak penjelasan guru setelah mendengarkan teks lisan 3. Peserta didik diminta untuk mengajukan pertanyaan 4. Peserta didik mendengarkan kembali teks lisan tersebut dan secara berkelompok memahami teks tersebut. 5. Setiap perwakilan kelompok diminta untuk mempresentasikan pemahaman mereka tentang teks deskriptif lisan yang telah mereka simak. 6. Peserta didik mendapat umpan balik dari guru dan peserta didik lainnya

60 menit


10 menit

6. pertemuan keenam




10 menit

Inti 1. Peserta didik menyimak teks deskriptif lisan yang diperdengarkan oleh guru 2. Peserta didik diminta untuk merangkum apa yang mereka pahami

60 menit

terhadap teks tersebut 3. Peserta didik diminta untuk mengemukakan apa yang mereka pahami


10 menit

H. Penilaian, Pembelajaran remedial dan Pengayaan

1. Penilaian Sikap spiritual a. Teknik : Observasi b. Bentuk : Lembar Observasi c. Instrument penilaian


1 Berdo’a sebelum dan sesudah mengikuti pembelajaran

2 Memanfaatkan kesempatan belajar sebaik-baiknya untuk meraih kesuksesan

3 Memberi salam sebelum/sesudah menyampaikan pendapat/presentasi

4 Mensyukuri kesempatan belajar dengan belajar keras

Jumlah

d. Rubrik Penilaian No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0

e. Pedoman Penskoran

NA =

2. Penilaian Sikap Sosial

a. Teknik : Observasi

b. Bentuk : Lembar Observasi

c. Instrumen Penilaian


1 Bertanggung jawab atas tindakan anggotanya saat menjadi pemimpin kelompok

No Sikap yang diamati Melakukan 2 Mengakui ketika membuat kesalahan 3 Melaksanakan tugas individu dengan baik 4 Tidak menyalahkan orang lain atas tindakannya sendiri

Jumlah

d. Rubrik Penilaian sikap social

No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0

e. Pedoman penskoran

NA =

3. Penilaian Pengetahuan

a. Teknik :Tes Tulis dan lisan

(1) Reading

Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it. Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?


Agra 2. What is the main idea of the paragraph 3?

a. The Taj seems to glow in the light of the full moon

b. The visitors experience the Taj as if suspended when viewed from across the Jamuna river

c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description




6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to... a. Queen Muntaz b. Taj Mahal c. Shah Jahan d. Muslim Emperor


The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is

taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.




awesome

d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java 8. What is the main idea of the paragraph 2?

a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave

b. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome

c. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave

d. The cave is used for tourist attractions 9. Which part of Petruk Cave which used for place to put foods for ancestor?

a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave



12. What is “lead” means in paragraph 2? a. Guide b. Take c. Bring d. Put

(2) Listening





4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed

d. Situated Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?




8. “It has three main parts...” The underlined word refers to... a. West wings b. East wings c. White house d. Central porches









b. Pedoman penskoran

NA =

LAMPIRAN Pertemuan ke-1

Pertemuan ke-3

Borobudur Temple Borobudur is a Buddhist temple. It was built in the ninth century under Sailendra

dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 meter high and consists of eight steps like stone terrace. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief. The upper three are circular. Each of them is with a circle of bell shape-stupa. The entire upper structure is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km of passage and stairways.

The design of Borobudur symbolizes the conception of universe in Buddhist cosmology. It is believed that the universe is divided into three spiritual spheres, kamadhatu, rupadhatu, and arupadhatu. The first sphere, kamadhatu, represents respectively the sphere of desires where we are bound to our desires; the second sphere, rupadhatu, represents forms where we abandon our desires but are still bound to name and form; and the last sphere, arupadhatu, represents formlessness where there is no longer either name or form. Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable treasure for Indonesian people. With its magnificent size and architecture, no wonder that Borobudur Temple includes 7 wonders of the world.

Checklist Paper

Number Question Yes () No ()







Pertemuan ke-4

Kuta Beach Kuta is a very beautiful beach. Kuta beach located in Badung regency. It’s close

to the Ngurah Rai airport and is about 9 km from Denpasar. Kuta is a beach that is very popular both in Indonesia and international. In Kuta beach, there are a variety of facilitiesnincluding accomodation, restaurant, bar, as well as a very famous surfing spots in the world. In Kuta beach, you will see a lot of tourists with a variety of activities in which they live. The usual tourist will take the time for sunbathing, kite flying, playing volleyball, walking around, and playing beach soccer. This is a beach that is very crowded every day. The activity in Kuta beach is not only takes place during the day, but also in the night. Various types of pubs and restaurants provide night hours for visitors so they can enjoy a meal and entertainment throughout the night. The night life at Kuta beach starts at 23:00. When you visit Kuta beach, then you do not have to worry with the existing system of accomodation. In the vicinity of Kuta beach, there are many types of hotels and resosrts that provide you with an accomodation budget ranging from lowest to the highest. Kuta beach is a beach that is highly recommended for you. In addition to offering the natural beauty, the environment around it also gives a classy facility.

Checklist Paper









Checklist Paper









Checklist Paper








APPENDIX 3

Pre-test Name : Class :

The National Monumen The National Monument (Indonesian: Monumen Nasional (Monas)) is a 433 ft

(132 meter) tower in the centre of Merdeka Square, Central Jakarta, symbolizing the fight for Indonesia's independence. Construction began in 1961 under the direction of President Sukarno and the monument was opened to the public in 1975. It is topped by a flame covered with gold foil.

The monument and the museum is open daily from 08.00 - 15.00 Western Indonesia Time (UTC+7), everyday throughout the week, except for the last Monday of each month, when the monument is closed. This flag has now become threadbare, and so nowadays on Independence Day ceremonies, the original flag is taken out but only to accompany the replica flag to be flown in front of the Merdeka Palace. The 137 meter tall National Monument is obelisk shaped, and is topped with a 14.5 meter bronze flame coated with 32 kilograms gold leaf.

Deer roam among the shady trees in the park. Merdeka Square is the center of most important government buildings. During Dutch colonial days here was the center of government, known as Koningsplein or the King’s Square. The north side is dominated

by the Merdeka Palace once the home of the Dutch Governor Generals. To the South is the office of Indonesia’s Vice President, Jakarta’s Governor and provincial parliament

building. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of paragraph 1?

a. The national monumen is a tower in the centre of Merdeka Square b. The national monumen is the center of most important government buildings c. The national monument is the symbol of fight for indepence d. The national monument is one of the history buildings in Indonesia

2. What is the main idea of paragraph 2? a. The national is opened daily from 08.00 - 15.00 Western Indonesia Time b. The national monumen is opened only in weekend c. The national monumen is opened only in holiday d. The national monumen is opened only at the end of the month

3. How high is Monas? a. 137 meter b. 132 meter c. 145 mter d. 433 meter

4. When was Monas can be visited by the visitor? a. 1945 b. 1961 c. 1955 d. 1975

5. The word “symbolizing” in the first paragraph have the same meaning with... a. Representing b. Constructing c. Dominating d. Depicting

6. “where in its center stands the National Monument...” (Paragraph 2)

The underlined word refers to... a. The main Sudirman-Thamrin avenues b. The Merdeka Square c. The National Monumen d. The Museum

The Great Pyramid of Giza The Great Pyramid of Giza is a huge pyramid built by the Ancient Egyptians. It

stands near Cairo, Egypt. It is the oldest of the Seven Wonders of the Ancient World, and the only one to remain mostly intact. When it was built it was 146.5 metres (481 feet) tall. It was the tallest building in the world for over 3,800 years. Erosion and other causes have shrunk it to 138.8 m. The pyramid was probably built for Khufu, an Egyptian pharaoh. It was perhaps built by Khufu's vizier, Hemiunu. It is believed that it took about 20 years to build, and was completed around 2570 BC.

There are three known rooms, or chambers, inside the Great Pyramid. The lowest chamber is cut into the rock on which the pyramid was built. This chamber was not finished. The other two chambers are higher up inside the pyramid. They are called the Queen's Chamber and the King's Chamber, but these are modern labels as we do not know how the Egyptians were going to use them. The Great Pyramid has two passages, one leading up, and the other down. It is the only Egyptian pyramid to have the two passages.

The Great Pyramid is part of a group of buildings, called the Giza Necropolis. This includes two mortuary temples in honour of Khufu. One is close to the pyramid and one near the Nile. There are three smaller pyramids for Khufu's wives. Other buildings include an even smaller "satellite" pyramid, and a raised causeway which joins the two temples. There are other tombs, called mastaba, probably for other important people.

Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of paragpah 1?

a. The Great Pyramid of Giza is a huge pyramid built by the Ancient Egyptians b. The Great Pyramid of Giza is believed that it took about 20 years to build, and

was completed around 2570 BC c. The Great Pyramid of Giza is the oldest of the Seven Wonders of the Ancient

World, and the only one to remain mostly intact d. The Great Pyramid of Giza was the tallest building in the world for over 3,800

years 8. What is the main idea of paragraph 2?

a. There are three known rooms, or chambers, inside the Great Pyramid b. The Great Pyramid of Giza was the tallest building in the world for over 3,800

years c. The lowest chamber is cut into the rock on which the pyramid was built d. The Great Pyramid has two passages, one leading up, and the other down

9. Who is Egyptians? a. The people who built the Great Pyramid b. The people who lived in the Great Pyramid c. The worker who built the Great Pyramid d. All of the option is correct

10. How high is the Great Pyramid now? a. 146.5 metres b. 3800 metres

c. 138.8 metres d. 1465 metres

11. “This includes two mortuary temples in honour of Khufu” (Paragraph 4) The underlined word refers to... a. The Great Pyramid b. Buildings c. Giza Necropolis d. Satellite Pyramid

12. “It was the tallest building in the world for over 3,800 years” (Paragraph 4) The underlined word refers to... a. The Great Pyramid b. Queen’s Chamber c. King’s Chamber d. Giza Necropolis

Instruction: Listen to the text and choose A, B, C, or D to answer questions number 1-3! 1. What is the main idea of the text?

a. Ambarawa mussseum is a musseum which was a railway station for the dutch colonial.

b. The musseum focuses on the collection of steam locomotive c. The Ambarawa railway station was built on 100,027,500 squares meter land d. The Ambarawa railway museum was established much later on October 16,

1976 2. What is the text about?

a. Ambarawa musseum b. Railway station c. Dutch collonial d. King Willem

3. What was the Ambarawa called during the dutch colonial government? a. A military city b. A railway museum c. A new railway town d. King William I stadion

4. “it was known as the Willem I station...” The underlined word refers to... a. Ambarawa railway b. Ambarawa musseum c. King Willem d. Dutch collonial

Instruction: Listen to the text and choose A, B, C, or D to answer questions number 4-6! 5. What is the main idea of the text?

a. The Shard is an 87-storey skyscraper b. The Shard is the famous building c. The Shard is the tallest building in the world d. The Shard is one of the seven wonders in the world

6. When was the construction of The Shard completed? a. 2012 b. 2002 c. 2009 d. 2011

7. What probably makes people interested to stay in the Shard? a. It has multiple uses b. It is the tallest building in UK c. It was built by famous architect d. It is located in the heart of London

8. “...it Western European’s tallest building” The underlined word refers to... a. The Shard b. Renzo Piano c. The building

Instruction: Listen to the text and choose A, B, C, or D to answer questions number 7-10! 9. What is the text about?

a. Tengger people b. Mount Bromo c. National Park d. Majapahit Emoire

10. Who are Tengger people? a. Isolated ethnic group in Bromo Tengger Semeru National Park b. All people in Mount Bromo c. People who live in The Ring of Fire d. People of Majapahit Empire

11. “...you can still see white smoke spewing from the mountain.” The underlined word has closest meaning with... a. Burning b. Splitting c. Erupting d. Absorbing

12. “...their ancestry back to the ancient Majapahit Empire” The underlined word refers to... a. Majapahit Empire b. Tengger people c. The volcanoes d. The peaks

Post-test Name : Class :

Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it. Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?


Agra 2. What is the main idea of the paragraph 3?

a. The Taj seems to glow in the light of the full moon b. The visitors experience the Taj as if suspended when viewed from across the

Jamuna river c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description




6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to... a. Queen Muntaz b. Taj Mahal c. Shah Jahan

d. Muslim Emperor


The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is

taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.




awesome d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java

8. What is the main idea of the paragraph 2? a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and

Petruk cave b. Inside Petruk cave there are so many stalactites and stalagmites which are really

awesome c. After arriving at the end of the cave, you can see the beach or waterfall located

near at the end of the cave d. The cave is used for tourist attractions

9. Which part of Petruk Cave which used for place to put foods for ancestor? a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave



12. What is “lead” means in paragraph 2? a. Guide b. Take

c. Bring d. Put





4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed d. Situated

Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?




8. “It has three main parts...” The underlined word refers to... a. West wings b. East wings c. White house d. Central porches









APPENDIX 4

The score of students’ reading comprehension

Students Experimental Class Control Clas

Pre-test Post-test Pre-test Post-test

S1 80 90 40 20

S2 60 70 40 40

S3 30 50 60 20

S4 60 80 20 20

S5 60 70 20 40

S6 50 70 40 60

S7 40 70 80 80

S8 20 70 60 20

S9 60 80 80 30

S10 20 50 20 60

S11 20 60 60 60

S12 50 70 40 60

S13 60 80 60 60

S14 60 70 60 40

S15 80 70 50 30

S16 40 60 20 50

S17 70 80 40 40

S18 20 70 50 30

S19 40 70 50 20

S20 60 80 40 80

S21 30 70 80 20

S22 60 80 20 40

S23 40 60 80 20

S24 40 60 20 40

S25 50 80 40 60

S26 40 90 60 40

S27 30 70 30 70

S28 40 60 40 70

S29 30 70 30 50

S30 30 70 30 80

Mean score 45.67 70.67 45.33.00 46.70

Std. Deviation 17.357 9,803 19.429 19.957

Improvement 54.74% 3.02%

The score of students’ listening comprehension

Students Experimental Class Control Clas

Pre-test Post-test Pre-test Post-test

S1 60 80 20 20

S2 20 60 10 20

S3 20 50 30 40 S4 30 30 40 20

S5 20 50 30 50 S6 20 40 20 30

S7 30 60 50 40 S8 10 40 10 30

S9 20 50 50 60 S10 40 70 40 50

S11 50 80 40 60 S12 20 50 10 20

S13 30 60 50 60 S14 50 70 20 40

S15 40 50 20 30 S16 30 40 40 30

S17 40 30 30 30 S18 50 60 30 50

S19 40 60 50 50 S20 20 50 60 70

S21 50 60 20 30 S22 40 60 30 50

S23 50 80 50 60 S24 40 40 30 40

S25 10 40 20 30 S26 10 30 40 50

S27 30 30 10 40 S28 30 40 20 40

S29 30 30 10 30 S30 50 70 30 40

Mean score 32.67 52.00.00 30.33.00 40.33.00 Std. Deviation 13.880 15.615 14.499 13.767

Improvement 59.16% 32.97%

The score of students’ reading comprehension in each indicators (Experimental class)

Students Main Idea

Specific Information

Reference

Pre-test Post-test Pre-test Post-test Pre-test Post-test

S1 75 100 100 100 75 75

S2 25 50 75 75 75 75

S3 25 50 50 75 25 25

S4 75 75 75 100 25 75

S5 25 75 75 75 75 50

S6 50 50 50 75 50 75

S7 25 50 50 100 50 50

S8 25 50 25 100 0 50

S9 50 50 100 100 25 50

S10 25 25 25 75 0 50

S11 25 50 25 75 0 50

S12 25 75 75 75 50 50

S13 75 100 75 100 25 50

S14 75 75 50 75 50 50

S15 100 75 100 75 50 50

S16 50 75 50 75 25 25

S17 50 75 100 100 50 75

S18 25 75 25 75 0 50

S19 50 75 50 75 25 50

S20 75 100 75 100 25 50

S21 25 75 50 75 25 50

S22 75 100 75 100 25 50

S23 50 75 50 75 25 25

S24 50 75 50 75 25 25

S25 50 70 50 100 50 75

S26 50 100 50 100 25 75

S27 25 75 50 75 25 50

S28 50 75 50 50 25 50

S29 25 75 50 75 25 50

S30 25 75 50 75 25 50 Mean score 45.83 71.67 58.33 81.67 32.50 52.50

SD 21.857 18.257 23.057 17.287 20.917 15.186

The score of students’ reading comprehension in each indicators (Control class)

Students Main Idea Specific Information Reference


S1 50 25 50 25 25 0

S2 75 50 50 50 0 25

S3 75 25 50 25 50 0

S4 25 25 25 25 0 0

S5 25 50 25 50 0 25

S6 50 75 50 75 25 25

S7 75 100 100 100 75 50

S8 75 25 50 25 50 0

S9 75 25 100 50 75 25

S10 25 75 25 50 0 50

S11 75 75 50 75 50 25

S12 50 75 50 75 25 25

S13 75 75 50 75 50 25

S14 75 50 75 50 25 25

S15 50 25 50 50 50 25

S16 25 50 25 50 0 50

S17 50 75 50 50 25 0

S18 50 25 50 50 50 25

S19 50 25 50 25 50 0

S20 50 100 50 100 25 50

S21 100 25 100 25 50 0

S22 25 50 25 50 0 25

S23 100 25 100 25 50 0

S24 25 50 25 50 0 25

S25 50 75 50 75 25 25

S26 75 50 75 50 25 25

S27 25 75 50 75 25 50

S28 50 75 50 75 25 50

S29 25 50 50 50 25 50

S30 50 100 25 100 25 50

Mean score 54.17.00 55.17.00 52.50.00 55.00.00 30.00.00 25.00.00

SD 22.822 25.498 23.072 23.119 22.167 18.570

The score of students’ listening comprehension in each indicators (Experimental class)



S1 50 100 75 100 50 50

S2 25 75 25 75 0 25

S3 25 50 25 50 0 50

S4 50 50 50 25 0 25

S5 0 50 50 75 0 25

S6 25 50 25 50 0 25

S7 25 75 75 75 0 25

S8 0 50 25 50 0 25

S9 25 50 25 75 0 25

S10 50 75 50 100 25 25

S11 50 100 100 100 0 50

S12 25 50 25 75 0 25

S13 25 75 75 75 0 25

S14 50 75 50 75 50 50

S15 50 50 75 75 0 25

S16 25 50 50 75 25 0

S17 50 25 75 50 0 25

S18 50 75 75 75 25 25

S19 50 50 50 100 25 25

S20 25 50 25 75 0 25

S21 50 75 75 75 25 25

S22 50 75 75 75 0 25

S23 50 100 75 100 25 50

S24 50 50 50 75 25 0

S25 0 50 25 50 0 25

S26 25 25 0 50 0 25

S27 25 25 75 50 0 25

S28 25 50 50 50 25 25

S29 25 25 75 50 0 25

S30 50 75 75 100 25 25

Mean score 34.17.00 59.17.00 53.33.00 70.83 18.33 19.17

SD 16.717 21.257 24.330 19.787 15.652 14.208

The score of students’ listening comprehension in each indicators (Control class)



S1 25 25 25 25 0 0

S2 25 25 0 25 0 0

S3 50 50 50 50 0 25

S4 50 25 50 25 25 0

S5 50 50 50 75 0 25

S6 25 25 0 50 25 25

S7 75 50 50 50 25 25

S8 0 25 25 50 0 25

S9 50 75 75 75 25 25

S10 50 50 50 75 25 25

S11 50 75 50 100 25 0

S12 25 25 0 25 0 0

S13 75 75 75 75 0 25

S14 25 75 25 50 0 0

S15 25 25 0 50 25 25

S16 50 25 50 75 25 0

S17 25 25 50 75 25 0

S18 0 50 50 75 50 25

S19 50 75 50 50 50 25

S20 75 100 75 100 25 0

S21 25 25 25 50 0 25

S22 25 75 50 50 25 25

S23 75 75 50 75 25 25

S24 25 50 25 50 50 25

S25 0 25 25 50 25 25

S26 50 75 50 50 25 25

S27 0 50 25 25 0 50

S28 25 50 25 50 0 25

S29 25 25 0 25 0 50

S30 25 50 25 50 50 25

Mean score 35.83 48.33.00 36.67 55.00.00 18.33 19.17

SD 22.441 22.680 22.489 21.173 17.287 14.208

APPENDIX 5

The Result of SPSS Reading

Tests of Normality

KELAS

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

PRETEST EXPERIMENT ,162 30 ,043 ,931 30 ,054

CONTROL ,175 30 ,020 ,907 30 ,012

POSTEST EXPERIMENT ,240 30 ,000 ,905 30 ,011

CONTROL ,166 30 ,035 ,907 30 ,013

a. Lilliefors Significance Correction

Test of Homogeneity of Variance Levene Statistic df1 df2 Sig.

PRETEST Based on Mean ,283 1 58 ,597

Based on Median ,105 1 58 ,747

Based on Median and with

adjusted df

,105 1 56,788 ,747

Based on trimmed mean ,262 1 58 ,611

POSTEST Based on Mean 20,869 1 58 ,000

Based on Median 14,106 1 58 ,000


adjusted df

14,106 1 46,732 ,000

Based on trimmed mean 20,097 1 58 ,000

PRETEST Histograms

POSTEST Histograms

The mean score and standard deviation of the students’ reading comprehension in pre-test and post-test

Group Statistics KELAS N Mean Std. Deviation Std. Error Mean

PRETEST EXPERIMENT 30 45,67 17,357 3,169

CONTROL 30 45,33 19,429 3,547

POSTEST EXPERIMENT 30 70,67 9,803 1,790

CONTROL 30 45,00 19,957 3,644

Test of significance (T-test)


Levene's Test for Equality

of Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Mean

Difference

Std. Error Difference

95% Confidence Interval of

the Difference

Lower

Upper

PRETEST Equal variances assumed

,283 ,597 ,070 58 ,944 ,333 4,757 -9,188

9,855


,070 57,278

,944 ,333 4,757 -9,190

9,857

POSTEST Equal variances assumed

20,869

,000 6,323

58 ,000 25,667

4,059 17,541

33,792


6,323

42,224

,000 25,667

4,059 17,476

33,858

The Result of SPSS Listening

Tests of Normality

KELAS

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

PRETEST EXPERIMENT ,153 30 ,072 ,932 30 ,055

CONTROL ,162 30 ,043 ,925 30 ,036

POSTTEST EXPERIMENT ,145 30 ,106 ,926 30 ,040

CONTROL ,174 30 ,022 ,932 30 ,055

a. Lilliefors Significance Correction

Test of Homogeneity of Variance Levene Statistic df1 df2 Sig.

PRETEST Based on Mean ,001 1 58 ,973



adjusted df

,024 1 57,982 ,876


POSTTEST Based on Mean ,765 1 58 ,385



adjusted df

,568 1 57,158 ,454


PRETEST Histograms

POSTEST Histograms

The mean score and standard deviation of students’ listening comprehension

Group Statistics KELAS N Mean Std. Deviation Std. Error Mean

PRETEST EXPERIMENT 30 32,67 13,880 2,534

CONTROL 30 30,33 14,499 2,647

POSTTEST EXPERIMENT 30 52,00 15,625 2,853

CONTROL 30 40,33 13,767 2,514

Test of significance (T-test)


Levene's Test for Equality

of Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of

the Difference

Lower

Upper

PRETEST Equal variances assumed

,001 ,973 ,637 58 ,527 2,333 3,665 -5,002

9,669


,637 57,890

,527 2,333 3,665 -5,002

9,669

POSTTEST

Equal variances assumed

,765 ,385 3,068

58 ,003 11,667

3,802 4,056 19,277


3,068

57,095

,003 11,667

3,802 4,053 19,280

APPENDIX 6

DOCUMENTATION Giving the pre-test:

Giving the treatment:

Giving the post-test:

CURRICULUM VITAE LISA ERLISA was born on February, 18th 1998 in Dili. She is the last child of Hasan Sukki and Siti Jamilah. She has one sister and three brothers. She started her study at SDN No.23 Centre Takalar and graduated in 2009. She continued her study at SMPN 1 Takalar and graduated in 2012. Then she studied in SMAN 1 Takalar and finished in 2015. She was accepted at Muhammadiyah University of Makassar as A Student of

English Education Department in 2015. At the end of her study, she could finish with her thesis under the title “The Use of “PORPE Strategy” in Teaching English

at SMAN 1 Takalar” (A-Quasi Experimental Research at the First Grade Students of SMAN 1 Takalar)

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