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THESIS
IMPROVING READING COMPREHENSION THROUGH
THINK-PAIR-SHARE TECHNIQUE AT THE TENTH
GRADE STUDENTS OF SMAK SANTO YOSEPH
DENPASAR IN ACADEMIC YEAR 2013/2014
STANISLAUS GUSDIN
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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THESIS
IMPROVING READING COMPREHENSION THROUGH
THINK-PAIR-SHARE TECHNIQUE AT THE TENTH
GRADE STUDENTS OF SMAK SANTO YOSEPH
DENPASAR IN ACADEMIC YEAR 2013/2014
STANISLAUS GUSDIN
NPM 10.8.03.5.1.31.2.5.3875
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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PRE-REQUISITE TITLE
IMPROVING READING COMPREHENSION THROUGH
THINK-PAIR-SHARE TECHNIQUE AT THE TENTH
GRADE STUDENTS OF SMAK SANTO YOSEPH
DENPASAR IN ACADEMIC YEAR 2013/2014
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
STANISLAUS GUSDIN
NPM 10.8.03.5.1.31.2.5.3875
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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ACKNOWLEDGEMENT
First of all, the researcher wishes to express his gratitude to the Almighty
God, Jesus Christ for His blessing so this thesis could be completed in due time.
Although there are many problems faced in the process of writing this thesis but it
can be overcome. The researcher wishes to express his appreciation to the
advisors, Dra. Ida Ayu Marthini, M.Hum, and I Ketut Wardana, S.Pd, M.Hum for
their willingness to guide and give valuable correction and suggestion during
writing this thesis.
He also wishes to express his thanks to the dean, vice deans, the head of
English Department, all staff and lecturers of the English Department, Faculty of
Teacher Training and Education of Mahasaraswati Denpasar University for their
valuable wisdom, permission, help and kindness during his study. His gratitude is
also due to the headmaster, all staff and teachers of SMAK Santo Yoseph
Denpasar and entire students especially the X IPS-1 students for their help in
collecting data needed for accomplishing this thesis. Without their help, this thesis
would never been accomplished.
Last but not least, he wishes to dedicate his sincere gratitude to his
beloved father Ubaldus Asbin, his mother Veronika Nisa and his old brother
Adrianus Asisi Ngoho also his entire family at Nggilat west Manggarai for their
love, support, and motivation all this time. Finally, he would to thank to all his
friends at Unmas Denpasar, English Class I 2010 and all the staff at Koperasi
Duta Sejahtera Denpasar.
Denpasar, 10th
February 2014
Stanislaus Gusdin
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ABSTRACT
Gusdin, Stanislaus. (2014). Improving Reading Comprehension through
Think-Pair-Share technique at the tenth Grade Students of SMAK
Santo Yoseph Denpasar in Academic Year 2013/2014. First Advisor:
Dra. Ida Ayu Marthini, M.Hum. And Second Advisor: I Ketut
Wardana, S.Pd., M.Hum.
The present classroom action research dealt with improving reading
comprehension through Think-Pair-Share technique of the tenth grade students of
SMAK Santo Yoseph Denpasar in academic year 2013/2014. The present study
was conducted by the fact that the subjects still faced problem in English reading.
The classroom action research study made use of pre-test and post-test in research
data collection. It consisted of two cycles and each cycles consisted of two
sessions. The classroom action research was started by administering pre-test that
clearly showed that the students ability was still low, with mean score 55.9. The
result of data analysis in cycle I increased. It figured out the increasing grand
mean score of cycle I was 69.5. Moreover, the result of data analysis in cycle II
clearly figured out the increasing grand mean score was 83. These findings clearly
showed that teaching reading comprehension through Think-Pair-Share technique
was effective in helping the tenth grade students of SMAK Santo Yoseph
Denpasar to increase their reading ability. The mean score of pre-test was much
lower the corresponding of mean score obtained for each cycle. It increased
significantly. The significant difference further suggested that cycle II was more
effective than cycle I. The result of the analysis of questionnaires score showed
that the comparative percentage figures for each option. Option 1 was 0%, option
2 was 0%, option 3 was 13.59%, option 4 was 32% and option 5 was 53.72%. The
result of comparative percentage clearly showed the subject‟s attitude and
motivation in improving reading comprehension through Think-pair-Share
technique.
Keyword: Improving reading comprehension and Think-pair-share technique.
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TABLE OF CONTENTS
COVER
INSIDE COVER……………………………………………………………….....ii
PRE-REQUISITE TITLE ...................................................................................... iii
APPROVAL SHEET 1 .......................................................................................... iv
APPROVAL SHEET 2 ............................................................................................ v
STATEMENT OF AUTHENTICITY ................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
ABSTACT ........................................................................................................... viii
TABLE OF CONTENTS ....................................................................................... ix
LIST OF TABLES ................................................................................................ xii
LIST OF GRAPHS .............................................................................................. xiii
LIST OF APPENDICS ........................................................................................ xiv
CHAPTER I INTRODUCTION .......................................................................... 1
1.1 Background of the Study .......................................................... 1
1.2 Research Problem..................................................................... 3
1.3 Objective of the study .............................................................. 3
1.4 Limitation of the Study ............................................................ 4
1.5 Significant of the study ............................................................ 4
1.6 Definition of Key Terms .......................................................... 5
CHAPTER II THEORITICAL AND EMPIRICAL REVIEW .............................. 7
2.1 Theoretical Review .................................................................. 7
2.1.1 The conception of reading Comprehension ................... 7
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2.1.2 Types of Reading ......................................................... 10
2.1.2.1 Intensive reading .............................................. 10
2.1.2.2 Extensive reading ............................................ 11
2.1.2.3 Reading Aloud ................................................. 12
2.1.2.4 Silent Reading.................................................. 12
2.1.3 Technique of Teaching Reading
Comprehension ............................................................ 13
2.1.4 Improving Reading comprehension through
Think-Pair-Share technique ......................................... 16
2.1.5 Assessing or Reading Comprehension ......................... 16
2.2 Empirical Review ................................................................... 18
CHAPTER III RESEARCH METHOD............................................................... 20
3.1 Subject of Study ..................................................................... 20
3.2 Research Design ..................................................................... 20
3.3 Research Procedure ................................................................ 22
3.3.1 Planning ....................................................................... 22
3.3.2 Action ........................................................................... 23
3.3.3 Observation .................................................................. 24
3.3.4 Reflection ..................................................................... 25
3.3.5 Point of Revision .......................................................... 25
3.4 Research Instrument ............................................................... 26
3.4.1 Test ............................................................................... 26
3.4.2 Teacher‟s Diary ............................................................ 27
3.4.3 Questionnaire ............................................................... 27
3.5 Data Collection....................................................................... 28
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3.6 Data Analysis ......................................................................... 28
3.7 Success Indicator .................................................................... 29
CHAPTER IV FINDING AND DISCUSSION ................................................. 30
4.1 Finding ................................................................................... 30
4.1.1 Pre-Cycle ...................................................................... 34
4.1.2 Cycle I .......................................................................... 35
4.1.3 Cycle II ......................................................................... 36
4.2 Discussion .............................................................................. 40
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 42
5.1 Conclusion ............................................................................. 42
5.2 Suggestion .............................................................................. 43
REFERENCES ....................................................................................................... 45
APPENDICES ………………………………………………………………...48
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LIST OF TABLES
Table 4.1 Tabulation of Data Showing the Subject Progressing Scores
in Improving Reading comprehension through
Think-Pair-Share technique……………………………………………. 31
Table 4.2 Tabulation of Data Showing the Students Changing
Motivation and Attitude in Teaching Reading comprehension
through Thin-Pair-Share technique……………………………………. 32
Table 4.3 Summary of the Research Finding Showing Frequency
Distribution of Pre Test and Post Test in Improving
Reading comprehension through Think-Pair-Share technique……….. 37
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LIST OF GRAPH
Graph 4.1 Depicting the Subjects‟ Progressing Comprehension in Reading
through in Think-Pair-Share technique cycle I……………………… 38
Graph 4.2 Depicting the Subjects‟ Progressing Comprehension in Reading
through Think-Pair-Share technique in cycle II…………………………………… 38
Graph 4.3 Depicting the Subjects‟ Progressing Grand Mean Taught in
Reading from pretest and posttest through
Think-Pair-Share technique………………………………………….. 39
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LIST OF APPENDICES
Appendix 1 List of Subjects………………………………………………………... 49
Appendix 2 Pre-test………………………………………………………………… 50
Appendix 3 Lesson Plan 1………………………………………………………….. 55
Appendix 4 Post Test 1……………………………………………………………...59
Appendix 5 Lesson Plan 2………………………………………………………….. 63
Appendix 6 Post Test 2…………………………………………………………….. 67
Appendix 7 Lesson Plan 3………………………………………………………….. 71
Appendix 8 Post Test 3…………………………………………………………….. 75
Appendix 9 Lesson Plan 4…………………………………………………………. 79
Appendix 10 Post Test 4…………………………………………………………… 83
Appendix 11 Questionnaire………………………………………………………… 87
Appendix 12 Result of students Pre Test and Post Test
Appendix 13 SuratIzin Penelitian
Appendix 14 Surat Keterangan telah mengadakan penelitian
Appendix 15 Biography
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Reading has an important role in learning process because the students‟
success in learning other subjects is very much determined by the high degree of
mastering reading. Therefore, teacher should try to make reading interesting,
enjoyable, meaningful and challenging.
Bernhard et al. (2000:6), reading is about understanding written text. It is
a complex activity that involves both perception and thought. Reading consists of
two related processes word recognition and comprehension. Word recognition
refers to the process of perceiving how written symbols correspond to one‟s
spoken language. Comprehension is the process of making sense of words,
sentences and connected text. Readers typically make use of background
knowledge, vocabulary, grammatical knowledge, experience with text and other
strategies to help them understand written text. What we know about reading is
mostly based on studies conducted in English.
Many reading methods have been used in classroom to help students have
better understanding when they read. The result shows that some are successful
with particular group students but some are not. Actually, what should be taken
into consideration now is the way the knowledge is presented. As we know,
teacher centre approaches in tradition all classroom learning activities do not
produce active recipients. It is not effective enough to promote language
acquisition.
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After doing observation in the classroom of the tenth grade students of
SMAK Santo Yoseph Denpasar, the researcher found the problem of the students
in reading comprehension. The students had problem in finding the main idea,
textual references and lexical meaning of the text. In other words, the students'
ability was still low in reading comprehension. The problem that occurred was
explained by the fact that this senior high school still encountered problems in
presenting English. In teaching reading, the teachers still use the traditional
techniques in presenting the material to the students. Therefore, when the teacher
presents the material in front of the class, just a few students were paid attention
to the lesson.
Traditionally, the teacher uses the traditional setting or model. The teacher
does not need to divide his students into pairs, he just discussed the lesson in large
group or in classroom setting. Students have only a little chance to express their
opinion because the teacher speaks all the time. They get knowledge just from the
teacher‟s explanation. The students focus all attention upon the teacher and
discourage communication among students. All that they have to do is just listen
their teacher and make notes for useful information without explore the
knowledge themselves. If this continuous, it will affect student‟s achievement, so
teacher have to find a breakthrough in use of more innovative method, one of
which is Think-Pair-Share.
Think-Pair-Share technique is very simple to apply. It is observes that
Think-Pair-Share technique effects increasing the academic success in addition to
the social and intellectual abilities of the students. Various research have shown
that especially at the primary, secondary and university level that Think-Pair-
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Share technique is effective in learning process of theoretical course, in the
development of critical thinking process of students, not only in their ability to
express themselves, but also in their communication skill. In Think-Pair-Share,
student may enjoy from time to time getting away from the usual pattern of
reading the story or article aloud at sight. This is particular true of better readers;
what may be undesirable as routine procedure has real value as an occasional
variation. By seeing the problem, it is important that study English especially
reading should be done.
Based on the background above, the researcher is very interested in
conducting the research to know the effectiveness of teaching reading
comprehension through Think-Pair-Share Technique to the tenth grade students of
SMAK Santo Yoseph Denpasar in academic year 2013/2014.
1.2 Research Problem
Based on the background of the research, the students still face crucial
problem in reading comprehension, therefore the innovative Think-Pair-Share
technique must be systematically applied to improve students reading
comprehension. The problem of the research can be formulated as follows: Can
the reading comprehension of the tenth grade students of SMAK Santo Yoseph
Denpasar in academic year 2013/2014 be improved through Think-Pair-Share
technique?
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1.3 Objective of the Study
Any scientific investigation intends to answer the research question that
has been previously formulated and determined. In line with this rationale, the
objective of the study is to know whether or not Think-Pair-Share Technique can
improve reading comprehension of the tenth grade students of SMAK Santo
Yoseph Denpasar in academic year 2013/2014.
1.4 Limitation of Study
On account of the diversity, broadness and completely of the attitude on
English reading comprehension to be dealt with in a single study it is necessary to
limit the investigation on improve reading comprehension of the tenth grade
students of SMAK Santo Yoseph Denpasar through Think-Pair-Share technique.
The reading objectives are only focused on finding main idea, textual references
and lexical meaning.
1.5 Significance of the Study
The study can be used as feedback to the teaching learning process,
especially improving reading comprehension through Think-Pair-Share Technique
to the tenth grade students. There are two significances in this study: theoretical
and practical significance, as the following:
1.5.1 Theoretically, the findings of the present study are expected to enhance the
theory of teaching technique in English and support evidence to the existing
research findings which revealed the importance of having and experimenting
different concerning teaching reading comprehension.
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1.5.2 Practically, the result of this study is intended as valuable informative
feedback to the English teacher, students and the school.For the teacher, the
present research study is extended to be used as reference in planning a better
technique in teaching reading comprehension. The teachers are expected to
improve their teaching technique to increase the students‟ reading comprehension
by using Think-Pair-Share technique. The findings of this study is expected to
motivate the tenth grade students learn reading comprehension. It also will
stimulate the students in remembering the meaning of the reading text. By
findings of this effective technique is expected to help the teaching reading
comprehension in SMAK Santo Yoseph Denpasar.
1.6 Definition of the Key Term
In order to avoid misunderstanding and confusion toward the terms used in
this study, the operational definition of the key terms will be presented as follows:
1.6.1 Improving Reading Comprehension
Reading comprehension is process of understanding the written text. The readers
expected to be able to extract information by using comprehension skills.
However, the successes of reading depend on the capability of the reader with
their language acquisitions and it is matched with the level of language
acquisitions and the knowledge of the writer.
In line of this study, reading comprehension is the ability of tenth grade
students of SMAK Santo Yoseph Denpasar in academic year 2013/2014 to find
out the main idea, textual references, and lexical meaning from the written text.
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1.6.2 Think-Pair Share Technique
Think-Pair-Share was developed by Frank Lyman. It is a cooperative
learning strategy that includes three components; think, pair, and share.Think-
pair-share is a relatively low-risk and short collaborative learning structure, and
ideally suited for students who are new to collaborative learning.
In the line of this study, Think-Pair-Share is a technique applied to
improve the reading comprehension of tenth grade students of SMAK Santo
Yoseph Denpasar in academic year 2013/2014.
1.6.3 SMAK Santo Yoseph Denpasar
SMAK Santo Yoseph Denpasar refers to senior High School which is
located at Serma Kawi Street Denpasar where the present research conducted.
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CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
Theory is a set of interrelated construct of concept, definitions and
preposition that present a systematic view of phenomena. Some concepts and
terms are used and required this study to avoid misunderstanding. The purpose of
the theoretical review is to demonstrate the researcher‟s knowledge and expertise
in the chosen field of research, concentrating on the research problem. The present
investigation is based on the following theoretical review: the conception of
reading comprehension, types of reading, technique of teaching reading
comprehension, improving reading comprehension through Think-Pair-Share
technique and assessment of reading.
2.1.1 The Conception of Reading Comprehension
Reading comprehension is a complex process which comprises the
successful or unsuccessful use of many abilities .When we read, we should be able
to recall information afterwards. There are some definitions of reading
comprehension according to the expertise bellow:
According to Dombey, (2003:6) reading comprehension is the process of
understanding written text. The readers expected to be able to extract information
by using comprehension skills. However, the successes of reading depend on the
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capability of the reader with their language acquisitions and it is matched with the
level of language acquisitions and the knowledge of the writer.
Edmonds, (2002:1) states that to successfully read to learn, students must
be ableto read with comprehension; that is, they must get meaning from written
text. Reading comprehension is the essence of reading, involves higherlevel
cognitive skills and strategies which a reader has to integrate to make a meaning
out of what it is read. The students need many skills when reading in English are
the same skills and they use in their own language. For example, find out the main
idea, textual references, and word meaning. The student does not need to learn
how to do these things because they do them naturally in their first language.
What is helpful to raise their awareness of these skills and give them the
opportunity to practice and develop their English.
According to Graham, (2007:8) reading comprehension involves much more
than readers‟responses to text. Readingcomprehension is a multi component,
highly complex process that involvesmany interactions between readers and what
they bring to the text as well as variables related to the text itself. Besides, reading
in this study refers to comprehensive reading at the process of understanding
written text. Knowledge is the basic element for the comprehension. It is related
to what they do not know about information to they have already known. Reading
really depends on some information through the eyes to the brain.
Ommagio, (2006:14) states that comprehension is the process of deriving
meaning from connected text. It involves word knowledge as well as thinking and
reasoning. Therefore, comprehension is not a passive process, but an active one.
The reader actively engages with the text to construct meaning. This active
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engagement includes making use of prior knowledge. It involves drawing
inferences from the words and expressions that a writer uses to communicate
information, ideas and view points.
Snow, (2002:11) states that reading comprehension as the process of
simultaneously extracting and constructing meaning through interaction and
involvement with writtenlanguage. We use the words extracting and constructing
to emphasize both the importance and the insufficiency of the text as a
determinant of reading comprehension. Comprehension entails three elements:The
reader to comprehend, a reader must have a wide range of capacities and abilities.
These include cognitive capacities, motivation, and various types of knowledge.
The features of text have a large effect on comprehension. Comprehension does
not occur by simply extracting meaning from text. During reading, the reader
constructs different representations of the text that are important for
comprehension.
Reading does not occur in a vacuum. It is done for a purpose, to achieve
something. Activity refers to this dimension of reading. A reading activity
involves one or more purposes, some operations to process the text at hand, and
the consequences of performing the activity.
Based on the reading comprehension conception above, the recent studies
have focused on how readers use their knowledge and reasoning to understand
text. The term comprehension strategy use to refer to the process of reasoning.
Good readers are aware of how well they understand a text while reading and also
take active steps to overcome difficulties in comprehension. Students can be
instructed in strategies to improve text comprehension and information use.
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2.1.2 Types of Reading
As cited in Cooper, (2003:1), the use of different types of texts is most
significant at the beginning levels of reading. The purpose of this paper is to
identify and discuss the different types of texts that are needed for effective
reading instruction. Reading as it refers to comprehension has a broad and
complex coverage. Reading activities can be done at school, at home and at work
or whereever the readers want. In order to acquire reading skills the students
should read different kinds of reading text such as intensive reading, extensive
reading, reading aloud, and silent reading.
2.1.2.1 Intensive reading
According to Anderson, (2001:5), intensive reading is generally at a
slower speed andrequires a higher degree of understanding to develop and refine
word study skills, enlarge passive vocabulary, reinforce skills relatedto sentence
structure, increase active vocabulary, distinguish among thesis, fact, supportive
and non-supportive details, provide sociocultural insights.
Hedge, (2003:202) states that in intensive reading, students usually read a
page to explore the meaning and to be acquainted with writing mechanism. He
argues that, it is only through more extensive reading that learners can gain
substantial practice in operating these strategies more independently on a range of
materials. These strategies can be either text-related or learner-related the former
includes an awareness of text organization, while the latter includes strategies like
linguistic, schematic, and cognitive strategies. The differences between extensive
reading and intensive reading, in intensive reading activities learners are in the
main exposed to relatively short text which used either to exemplify specific
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aspects of the lexical, syntactic or discourse system of the second language, or to
provide the basis for targeted reading strategy practice.
2.1.2.2 Extensive reading
According to Helgesen, (2005:1) Extensive reading is an important aspect of
any English as a Foreign / Second Language reading program. Extensive Reading
can be defined as: Students reading a lot of easy, enjoyable books. Each element
of this definition includes elements which contrast with skills-based
methodologies that focus on skimming, scanning and main idea identifications.
The first point is that the students spend most of their time actually reading, not
answering comprehension questions, writing reports or translating. They may do
those things, but such tasks are subordinate to actually reading. The second
element is that the students are reading a lot.
Hedge, (2003:203) states that there have been conflicting definitions of the
term extensive reading. Some use it to refer to describe skimming and scanning
activities others associate it to quantity of material. Extensive reading varies
according to students‟ motivation and school resources. A well motivated and
trained teacher will be able to choose suitable handouts or activities books for the
students and helps in developing reading ability.
In summary, learners can build their language competence, progress in their
reading ability, become more independent in their studies, acquire cultural
knowledge, and develop confidence and motivation to carry on learning.
2.1.2.3 Reading aloud
According to Wilson, (2006:6) reading aloud has a remarkable effect on
children. It enhances children‟s skills, interests and development in many ways
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that reach far beyond just improving their own reading interests and abilities. One
of the main intentions of reading aloud is to recognize the sounds of words;
however, teachers may also vary their activities to develop their students‟ reading
comprehension. The teachers may ask some questions after the students have read
the text. When one student read aloud, the teacher asks the other students to pay
attention to the text rather than just listen to how their friend reads. This will assist
the students in finding the meaning of the text.
In addition Namdi, (2005:51) states that reading aloud stimulates listening
skills. It helps to familiarize pupils with the language of books and patterns. It
builds listening skills and provides examples for children in pronunciation and
expression. It is a good idea to incorporate and action as well as non-action texts.
The intonation and tone used by the teacher should be appropriate to the text
being read.
2.1.2.4 Silent reading
Silent reading is the opposite of reading aloud. This activity is really
intended to improve the students‟ comprehension. They have to find out the
content of the reading text. Broughton et al, (2003:92) state silent reading skill is
far from uniform. It use to which it is being put the effective oral reading requires
the use of the most of the techniques and skills employed in good silent reading:
word recognition, understanding of vocabulary and concepts, reading by thought
unit and comprehension.
Belin, (2003:155) states that silent reading is a private experience that plays
out in our imagination. Althoughwe might primarily read for content, recent
13
human brain neuroimaging andneuronal recording work is revealing the inner
processes at play. Some of theseinvolve experiencing voices.
Taylor, (2001:3) states that one reasonable definition of fluency in silent
reading is the ability to read with sustained attention and concentration, ease and
comfort, at adequate reading rates and with good understanding. One is then led to
ask what factors permit sustained attention and ease and comfort in reading.
Based on the indicator of the current study, silent reading is applying in
teaching learning process.Silent reading can improve thestudent‟s ability in
understanding the contents of a text.
2.1.3 Technique of Teaching Reading Comprehension
Nunan, (2003:68) defines reading is a fluent process of readers combining
information from a text and their own background knowledge to build meaning.
The goal of reading is comprehension. Strategic reading is defined as the ability of
the reader to use a wide variety of reading strategies to accomplish a purpose of
reading. Good readers know what to do when they encounter difficulties. Fluent
reading is defined as the ability to read at an appropriate rate with adequate
comprehension.
According to Klinger et al, (2007:140) there are some strategies in teaching
reading. They are predicting, questioning and answering, visualizing, seeking
clarifications, responding to text based on prior knowledge, and summarizing.
First, students predict what they think a selection will be about or what they
will learn. During reading, they can modify their predictions if they choose. After
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reading, they verify if their predictions were correct. Bryant, (2001:31) Reading
comprehension is strongly predicted by other lower level language skills, such as
wordreading accuracy and verbal and semantic skills. Our aim here is to
determine whether the higher level skills make independent contributionsto the
prediction of reading comprehension over and above these other language skills,
within this age range.
Second, students answer questions about the passage. Day, (2005:65)
comprehension questions may take to stimulate students' understanding of texts.
This is not a discussion of all possible ways of questioning students. The teacher
may ask questions about the text at key points during and after reading. Students
may generate questions, either before reading, about what they would like to
learn, or after reading, about key points. Students identify the question – answer
relationship and answer the questions.
T hird, visualizing. Allen (2002:6) Visual re presentations of text help a
reader see the information again. A graphic “re-presentation” allow readers to see
relationships,understand organization, connect ideas, and make abstract ideas
concrete. Students construct mental images that represent text content. Teach
students to visualize the content in a passage or imagine what is happening.
Fourth, students monitor their understanding. Stevenson, (2006:74)
comprehension monitoring is one aspect of metacognitive control in reading
comprehension. It is the process by which an individual evaluates the state of his
/ her understanding of information. When the text does not make sense, the
student selects a strategy to help clarify the confusing text. The idea that some
words in a text maybe ignored or skipped will certainly seem strange to the
15
students accustomed to reading word by word, but the technique of skimming and
scanning require this. Skimming is glancing rapidly through a text to determine its
gist, in order to decide whether a research paper relevant to our own work, or in
order to keep ourselves superficially informed about matters that are not of great
important to us. Scanning is glancing rapidly through a text either to search for
specific piece of information, or to get an initial impression of whether the text are
suitable for given purpose.
Fifth, students make connections between the text, their background
knowledge and personal experiences. Rapp, (2003:1) successful reading
comprehension depends primarily on the integration of readers‟ prior knowledge with the
information in the text. Encourage students to discuss their ideas with one another.
Ask how considering different points of view can broaden their knowledge.
Finally students summarize the passage. For information text, they restate
the most important ideas. Duke, (2002:4) Research suggests instruction and
practice in summarizing not only improves students‟ ability tosummarize text, but
also their overall comprehension of text content. For narrative text, they retell the
story. For expository text, students identify the text structure and use this
structure as a way to organize summaries.
2.1.4 Improving Reading Comprehension Through Think-Pair-Share
technique.
The followingare the procedures how to use the Think-Pair-Share
Technique in teaching reading:
16
1. Think
The teacher begins to spark student thinking with a question. The students
then pause to think about the question. The think step may require students
merely to be quiet for a few moments and ponder their thoughts about the
question. They may write some thoughts in response to the question.
2. Pair
Students pair up to talk about the answer each came up with. They compare
notes and identify the answers they think are the most interesting or best fit
the task at hand.
3. Share
Students share with one another first and then the teacher calls for pairs to
share their thinking with the others in the class.
2.1.5 Assessing of Reading Comprehension
Reading assessment is used to determine what skills are being learned and
what skills need to be strengthened. Brown, (2004:189) states that the various
assessment of task is depend on the type of reading. Reading assessment is used to
determine what skills are being learned and what skills need to be strengthened.
The various assessments of the tasks depend on the type of reading. In this study,
there are two types of tasks which are used in this study; they are multiple choice
and short answer task. Multiple choice task responses are not only a matter of
choosing one of four or five possible answer. Sometimes people think that in
multiple choice task, we only choose the right answer by crossing a, b, c, or d.
17
However here there are some other formats which are especially useful at the low
level of reading; include circle the answer, true or false, choosing the letter and
matching. Short answer task is usually when a reading passage is presented, and
the test taker reads question that must be answered in a sentence or two. Question
may cover the same specifications indicated above for a TOELF reading, but be
worded in question form.
The most common assessment of reading is usually identically with test,
involves asking the students to read passage of text in appropriately level, and
then asking some explicit, detailed questions about the content of the text. In
relation to this study, the students reading comprehension will be measure through
administering a series of post testing in the form of multiple choice tests. There
are two kinds of tests, named objective test and subjective test.
Objective test is a form of questioning which has a single or multiple
specific correct answers. The type of objective test includes true / false, multiple
choice, etc. An objective test item is becoming more popular as they are easier to
administer, a large area of subjects or topics can be covered and can be assessed in
small time. In objective test, multiple choice questions are most popular although
true and false, multiple response, fill in the blank and matching are also used in
some exams. These tests can be administered quickly, and the results are easily
interpreted.
Whereas subjective test is a form of questioning, which may has more than
one current answer. In an essay test, for example the tested must think of what to
say and then express his ideas as well as possible; in a multiple choice test he has
18
to weight up carefully all the alternatives and select the best one (Heaton,
1979:11). Subjective test include essays test.
2.2. Empirical Review
Empirical review is research that applies observation and experience as the
main modes of gathering data. Data collected in this way is referred to as
empirical evidence which is subjected to qualitative and quantitative analysis then
used to answer empirical questions. This process involves a great deal of planning
and is considered accurate as the researcher records what is observed. Some
studies which relevant with this current study are bellows:
1. Andik, in his thesis entitled ” Improving Reading Comprehension through
Think-Pair-Share technique to the tenth grade students of MA Miftahul
Ulum Karangpenang Sampang in academic year 2011/2012”. This
research was aimed at examining how TPS (Think, Pair, and Share)
technique can improve reading comprehension at the tenth grade of MA
Miftahul Ulum Karangpenang Sampang. The result of the study is the
students reading comprehension improved. In other words, improving
reading comprehension through Think-Pair-Share technique was effective.
It was proofed by the average of last test score. So, Think-Pair-Share
technique increased the students‟ reading comprehension and motivation
to learn reading skill.
2. Devhie Fuji Lestari, in her thesis entitled” Influence of Think-Pair-Share
technique on the Students Reading Ability at the tenth grade students of
19
SMA PGRI Batu Ceper Tangerang in academic year 2011/2012”. This
research aimed at finding out ability of the student reading comprehension
with Think-Pair- Share Technique, and also finding out the effectiveness
of Think-Pair- Share Technique in teaching reading.The result of this
study is, the Think-Pair-Share technique influenced on students reading
ability. So, the students have responsibility and feel enjoy the learning
process. It means that Think-Pair-Share technique can be used as one of
the alternative to teach reading.
3. Mei Lina Lestari, in her thesis entitled “ Improving Sudents Achievement
in Reading comprehension Through Thin-Pair-share technique of tenth
grade students at SMA Parulian I Medan in academic years 2012/2013”.
The study deals with improvement students‟ achievement in reading
comprehension through Think-Pair-Share technique. The result of the
study showed Think-Pair-Share technique can improve students‟
achievement in reading comprehension.
Based on that evidence above, it can be concluded that Think-Pair-Share
technique is a good technique in improving students‟ reading comprehension.
Regarding to the success by some researchers above, the researcher has an
intention to use the technique to help the students of SMAK Santo Yoseph
Denpasar, in improving their reading comprehension.
20
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
The subject of this study was the X IPS-1 students of SMAK Santo
Yoseph Denpasar in academic year 2013/2014. There were 13 male and 23
female students. The researcher selected this class based on the result of the
interview with the teacher in which most of the students in this class had low
ability in reading comprehension. It could be clearly seen from the participation of
the students in every classroom activities where most of them were bored by
reading technique that has been implemented in every classroom activities
especially in reading.
3.2 Research Design
This study was aimed at improving the ability of tenth grade students in
comprehending reading text through Think-Pair-Share technique. The study made
use of a classroom action research design. According to Kember (2000:25) the
process of action research is a cy clical or spiral process where each cycle consists
of planning, action, observation and reflection, which usually leads to revise or
totally a new plan and the continuation of the action research process in the
second cycle, and so on until the students‟ achievement have reached a particular
limitation as purposed.
In this classroom action research study, the teaching and learning
processes were divided into cycles. Moreover, each cycle consisted of two
21
sessions. Each session consisted of four interconnected activities, namely:
Planning, Action, Observation, and Reflection. It was necessary to note that
Initial Reflection was a term normally use in classroom action study, which
referred to a pre-test in reading comprehension. The initial reflection was
administered to the tenth grade students of SMAK Santo Yoseph Denpasar in
order to measure the real pre-existing reading comprehension ability of the
subjects. The mean score was compared to the corresponding mean scores of the
administered at the end of each session for the sake of establishing to degree of
the increasing reading comprehension ability of the subjects. Further, the results
of the post-test in cycle I was used as valuable input and basis to accordingly
revise the planning in cycle II. Therefore, cycle II was started with revise
planning (RP) which was anticipated being much more effective and conductive
than cycle I. The degree of the effectiveness of improving reading comprehension
through Think-Pair-Share technique was figured out through comparing the score
obtained by the subjects with their corresponding mean score of the post-test in
both cycles, such as cycle I (XI) and cycle II (XII). To make it apparent, the
design of the present class action study can be described in the following model
(Kemmis and Taggart):
22
CYCLE I
Planning Action Observation
CYCLE IIRevised
PlanningAction
Observation
Reflection
Reflection
InitialReflection
3.3 Research Procedure
Research procedure is the sequence of actvities, steps and process to be
followed in solving a problem or accomplishing a task. The purpose of research
procedure is to make it easy for researchers in finding data which is valid and
accurate. The current study is based on the following research procedure:
planning, action, observation, reflection and revised planning.
3.3.1 Planning
Before the present classroom action study could be successfully carried
out, the researcher had to prepare instructional planning for all of sessions.
Deciding the material related to the topic to be taught in the class, planning time
allocation, preparing the test and setting up the teaching learning scenario. The
scenario could be as follow:
1. Determining the subjects of the study, and the researcher carried out a
preliminary study at SMAK Santo Yoseph Denpasar. In this case, the
23
researcher asked some questions to the English teacher that was about the
difficulties faced by the students in reading comprehension.
2. Preparing and administrating Initial Reflection to measure pre-existing
achievement of reading comprehension.
3. Designing the lesson plan or setting up the teaching scenario of the present
classroom action study. The researcher designed and planed four lessons
plans for four meetings (two cycles).
4. Seeking and preparing a series of teaching material which appropriately
used that could solve the problems faced by the teeth grade students of
SMAK St.Yoseph Denpasar.
5. Constructing and administrating reflection or post-test at the end of each
session on the basis of Think-Pair-Share technique which was being taught
at the time. The administration of the reflection was used to measure the
extent of the subjects‟ progress in reading comprehension.
6. Constructing and administrating the questionnaires to the subjects under
the study. The questionnaire was used to see the students‟ changing
learning behaviour after being taught using Think-Pair-Share technique.
3.3.2 Action
The action was the main part of this study. In action, the researcher gave a
treatment for the students to comprehend their reading skill through think-pair-
share technique. This part also become implementing the previous planned
teaching scenario in the classroom. During the processes of improving reading
comprehension the teacher gave the students a story or text. What the researcher
24
did successively in the classroom was classified into three main activities, such as
pre-activities, whilst-activities, and post activities.
In pre-activities, the researcher who also acted as a teacher greeted the
students nicely. Then, teacher lead the students‟ attention by asking some
questions related to the material which is going to be taught. This was done to
recall the student knowledge of the words and create positive attitude. This
activity was planned for each session.
In whilst-activities, the researcher who acted as classroom teacher applied
Think-Pair-Share technique for teaching. The researcher divided the students in
pair then gave the students text or a story. The researcher told the role to the
students. The roles were firstly, asking the students to think. The teacher begins
to spark student thinking with a question. The students then pause to think about
the question. The think step may require students merely to be quiet for a few
moments and ponder their thoughts about the question. They may write some
thoughts in response to the question. Second, the students pair up to talk about
the answer of the questions. They compared and identify the answer with their
pair then note it down. Third, researcher asks the students to share the answer of
the question. The students share with one another first and then the research calls
for pairs to share their thinking with the others in the class. The time allocation for
these whilst-activities was about 40 minutes in each session.
Post-activity, the researcher administered reflection. Reflection was
administered by the end of each session. The students submitted the test if they
have finished the test. Reflection was actually intended to measure the students
progressing ability in reading comprehension. The students‟ answers are collected
25
then scored dichotomously that in every correct answer was given one point and
zero for every incorrect answer. The post-test in each cycle was planned.
3.3.3 Observation
In this step, the students‟ responses towards the implementation of think-
pair-share technique were observed. The researcher analyzed the results of
students‟ ability in comprehending the texts after the implementation of think-
pair-share in each cycles. In addition, the researcher also analyze the result of
questionnaire of each cycle to know the students‟ responses toward the application
of think-pair-share technique.
3.3.4 Reflection
Reflection was an activity of reflecting and analyzing the action as it had
been recorded or based on the result of the action. This activity was intended to
study the strength and the weaknesses of the previous action. From the reflection,
the researcher decided whether or not the cycle process would be continued based
on the result. Reflection was given to the subject on the basis of teaching reading
comprehension through Think-Pair-Share technique. The researcher compared the
result of the post-test to the result of the pre-test and the standard passing score of
the students. In addition, the researcher tried to understand the process, the
strength and the weaknesses of the action in each cycles based on the result of the
observation. The researcher analyzed the result of the observation and find out
the improvement of the students after the treatment was given. The result of the
evaluation in cycle I would be used to improve the next cycle.
26
3.3.5 Point of Revision
Looking at the result of first cycle, the researcher revised the weakness of
the planning in making new teaching scenarios. The teaching scenarios formulated
must be in the term of solving the problem in the previous cycle. Some revisions
that were done by the researcher for the two sessions in cycle II were:
1. Giving more attention and motivation to the students who still had low
in comprehending the text.
2. Asking the students to use their dictionaries to find some difficult
words from the text. In cycle I, many students were difficult in
understanding the meaning of some words in the text, so that the
existence of the dictionaries was very important for helping the
students in understanding the text.
3. Giving the clearer information of the text included its definition,
purpose, generic structures and characteristic of the text to make the
students really understand what the text is.
4. Giving more homework to the students to practice their reading
comprehension skill.
3.4 Research Instrument
The research instruments were tools which were used by the researcher to
collect the required data. The researcher could not collect the data without the
instruments. The valid and reliable data for the study was based on the instrument
that would be used. Therefore, there were some instruments that were used in this
study in obtaining the data, namely: test and questionnaire.
27
3.4.3 Test
In this study, there were two kinds; there were pre-test and post-test. The pre-
test was administered in order to find out the students‟ pre-existing reading
comprehension before researcher conducted the research by applying Think-Pair-
Share technique. Furthermore, the post-tests were administered in the end of the
each session the function of administering post-test was to evaluate the Think-
Pair-Share technique. It was in the form of multiple-choice and open ended
questions which consisted of 15 items. The multiple choice score was ranging 1 –
0 and for each correct answer was scored 1 point and 2-0 for open ended question.
3.4.4 Teacher’s Diary
Teacher‟s diary was used to observe the result of applying the action in the
class. Researcher took some note about the student‟s action in form of diary
during the teaching and learning process. Besides that teacher‟s diary also was
used to note what happen in the classroom for every session of the treatment in
detail and also information and the condition of the class.
3.4.5 Questionnaire
These subjective answers were collected to find out the students‟ problem
in responding towards the collection. It was also used to support the reflection
components and to find out the students‟ motivation in studying reading
comprehension ability. It was administered in the end of the cycle II to know the
changing of students‟ motivation with reading comprehension with points: 5, 4, 3,
2, and 1, the answer of the questionnaire was scored using the rating scale 5-1.
The scale 5 was considered for the best answer , 4 was considered for the good
28
answer , 3 was considered for the enough answer, 2 was considered for the bad
answer and 1 was considered for the badly answer .
3.5 Data Collection
In measuring the students‟ comprehension on reading, the researcher used
multiple-choice test and administered at the end of each session. The process of
collecting data was as follow: firstly, the researcher gave pre-test to know their
ability. This test was used as initial reflection to find the problem faced by
students. In addition, at the end of every each session, the researcher concerned
with improving the students‟ achievement by Think-Pair-Share technique. The
researcher administered post-test at the end of the each session to find out the
result of the action. Finally, the researcher gave questionnaire to the students at
the end of session in cycle II.
3.6 Data Analysis
The obtain data showing changing learning behaviour of the subjects
under study and data showing the reading comprehension of the subjects were
descriptively analysed. The qualitative data showing the subjects progressing
achievement in reading comprehension after they have been taught through
Think-Pair-Share technique were analysed data involved two stages:
1. Correcting the students‟ answer of each session in every cycle.
2. Computing the data with the following formula
M =
29
Notes:
M = Mean score of the students‟ achievement reading comprehension.
X = the sum of the total score.
N = the total number of the students.
3.7 Success Indicator
Based on the curriculum used in the SMAK Santo Yoseph Denpasar in
which the minimum passing grade that must be achieved by the students in
English subject is 75. It means that all students included X-IPS 1 students as the
subject of investigation must be get at least 75 to pass the lesson. In conducting
this study, the researcher hoped that all students would achieve it well since the
score was very useful to their educational level. However, in limitation of time,
the study considers successful and can be ended if 80% of students have already
obtained the minimum passing grade > 75 in comprehending the reading text.
30
CHAPTER IV
FINDING AND DISCUSION
1.1 Finding
Data under present classroom study were accumulated from sets of
numbers of sums of the test results attained by students of SMAK Santo Yoseph
Denpasar in the process of improving reading comprehension through Think-Pair-
Share technique as how research question has been formulated. There were three
kinds of instruments used to collect data in this present classroom action study;
they were pre-test, post-test, and questionnaire.
The pre-test in reading comprehension was administered to the subject under
study to get their pre-existing ability in reading comprehension. In pre-test, the
subjects were given 20 items of multiple choice and 5 open ended questions to
determine their ability in reading comprehension. In this classroom action study,
there were two cycles which consisted of two sessions in every cycle. Post-test
was given in every session; therefore, there were four post-test administered at the
end of the session. Furthermore, the result of the post-tests after the first cycle
became the reference for the researcher to revise the planning for the second
cycle. In addition, the quantitative data were taken from the result of the pre-test
and post-test.
The data found were put in the table as the following which consisted of five
columns. The first column showed the pre-test scores which showed the pre-
existing students‟ reading comprehension; in addition, the second, third, fourth
and the fifth were post-test scores which showed the scores after the teaching and
learning process.
31
By the end of the tabulation we could find the total score which showed how
significant Think-Pair-Share technique improves the reading comprehension of
the tenth grade students.
Table 4.1
Tabulation of Data Showing the Subjects‟ Progressing
Scores in Reading Comprehension through Think-Pair-Share technique
No
Pretest
Cycle
Cycle 1
Cycle 2
X0 X1 X2 X3 X4
1 75 75 80 80 90
2 60 70 70 75 80
3 60 70 70 90 90
4 80 75 80 85 90
5 40 60 70 60 75
6 60 75 80 70 80
7 60 60 70 80 90
8 50 60 70 90 90
9 50 70 70 85 90
10 50 60 70 80 80
11 75 75 80 80 90
12 50 60 70 85 85
13 50 60 70 80 90
14 50 60 70 70 90
15 60 65 70 75 90
16 65 60 70 85 90
17 50 75 80 85 95
18 60 65 70 80 90
19 50 60 70 85 90
20 45 60 70 75 70
21 50 65 70 85 80
22 50 65 70 80 90
23 50 60 70 90 90
32
24 60 65 75 75 85
25 50 75 80 80 80
26 40 60 70 75 75
27 50 60 70 75 80
28 80 70 90 85 80
29 50 60 70 85 85
30 40 60 70 75 80
31 80 75 80 80 85
32 50 70 70 80 85
33 60 65 70 80 85
34 50 75 80 70 85
35 60 70 70 90 90
36 50 70 70 75 80
Total 2.010 2.380 2.625 2.875 3.080
The additional data required for the present class action were collected through
administering questionnaire to the subjects under study at the end cycle I. The
answers of the questionnaire were quantitatively scored using the rating scale 1-5.
The scored gathered from administering questionnaire showed the subjects‟
changing attitudes and motivation in reading comprehension through Think-Pair-
Share technique. The obtained data showing the subjects‟ total scores for items of
the questionnaire was tabulated as the following:
Table 4.2
Tabulation of Data Showing the Subjects‟ Changing Motivation and Attitudes in
Learning Reading Comprehension Through Think-Pair-Share technique
No. 1 2 3 4 5
1 0 0 0 12 25
2 0 0 6 16 20
3 0 0 9 16 25
4 0 0 6 8 30
5 0 0 3 12 30
6 0 0 6 8 30
33
7 0 0 6 16 20
8 0 0 3 16 25
9 0 0 3 12 30
10 0 0 6 12 25
11 0 0 3 9 30
12 0 0 6 8 30
13 0 0 9 16 15
14 0 0 9 8 25
15 0 0 6 8 30
16 0 0 9 16 15
17 0 0 9 12 20
18 0 0 6 16 20
19 0 0 6 16 20
20 0 0 3 12 30
21 0 0 6 16 20
22 0 0 3 16 25
23 0 0 9 16 15
24 0 0 3 12 30
25 0 0 6 16 20
26 0 0 3 20 20
27 0 0 9 12 20
28 0 0 6 16 20
29 0 0 3 16 25
30 0 0 6 12 30
31 0 0 3 16 25
32 0 0 6 16 20
33 0 0 6 20 15
34 0 0 6 16 20
35 0 0 6 20 15
36 0 0 9 16 15
Total 0 0 210 505 830
Total 1 + 2 + 3 + 4 + 5 = 0 + 0 + 210 + 505 + 830 = 1.545
The tables above were the results of the test which show the improvement of
students‟ reading comprehension after the implementation of Think-Pair-Share
technique in teaching learning process.It also shows the respond of students‟
behavior and attitudes in improving reading comprehension after the
34
implementation of Think-Pair-Share technique. On the other hand, it shows the
success of the implementation it technique in teaching learning processTo make
the tables more understandable, the following is the detailed discussion of the
research‟s finding.
4.1.1 Pre- Cycle
Administering pre-test also was done by the researcher to make sure the problems
occur in the study. In the pre-test, the subjects were asked to answer 25 questions
which identifying main idea, specific information, textual reference and word
meaning in the text in the form of 20 multiple choices test and 5 open ended
questions. From the data which was presented in table 4.1 above, the data of the
pre – test showed that the students‟ reading comprehension were low and needed
to be improved. It showed that 13.89% of subject of the study got the minimum
standard passing score of tenth grade students of SMAK Santo Yoseph Denpasar
that was 75. In addition, for the mean score of the pre- test can be analyzed as
following:
M= X = X
N =
36 = 55.9
The results of the student‟s answer were scored by the answer key provided. The
mean score of the pre-test which was followed by 36 subjects was 55.9. This
result also clarified that their weaknesses in identifying main idea, specific
information, textual reference and word meaning of the text. These results
indicated that their reading comprehension urgently needs further improvement.
Therefore, the researcher tried to improve their reading comprehension by
implementing Think-Pair-Share in the cyclical process.
35
4.1.2 Cycle I
Cycle I was conducted based on the result of the pre-test. In cycle I, there were
four steps which were done namely planning, action, observation and reflection.
In planning, the researcher prepared the topic for the subject of the study,
designed the lesson plans and constructing post-test and constructing
questionnaire. In action and observation, Think-Pair-Share technique was used in
teaching learning process in the classroom. In addition, the researcher did it based
on the lesson plan which had been made. Finally, in reflection, the researcher
administered the post-test. These steps were done in two sessions where the time
of each session was 80 minutes.
There were two instruments which were administered in this cycle, they were the
post-tests. Post-tests were administered to determine the students reading
comprehension after the implementation of Think-pair-share technique. In post-
test, the students were asked to find out the main idea, textual references and
lexical meaning from the text through Think-Pair-Share technique. The post-test
was administered in multiple choice test and open ended question.
From the data which was presented in table 4.1 above, the data of the post- test
cycle 1 showed that only 27.78% students could reach the minimum standard of
passing grade for tenth grade students of SMAK Santo Yoseph Denpasar that was
75. However, there was improvement in students‟ reading comprehension. The
improvement could be seen by calculating the mean score of post – test cycle 1 as
following:
The main score of reflection 1 and 2 in cycle 1:
36
X1 = X1
N =
36 = 66.11
X2 = R2
N =
36 = 72.92
The mean score of reflection in cycle 1:
X1 X2
2 =
2 = 69.5
It showed that the mean score of the post-test in cycle I was 70. This result
showed the improvement from the result of the pre-test, even though it was still
low, therefore the research was continued in the next cycle.
4.1.3 Cycle II
Cycle II was started with planning which had already been revised from the
previous version. This revision was made based on the results of the post-test in
cycle I. The researcher revised the lesson plan which was made in the first
planning and the additional material presentation was prepared. After the
preparation was complete, cycle II was carried out as it was planned on the course
plan. In action, the researcher used Think-pair-Share technique in teaching
learning process in different variation with cycle I. During the teaching learning
process, the students were asked to be more active in the classroom.
After the teaching learning process which was followed by 36 subjects, post-test
was administered. The form of post-test in the cycle II was same in the cycle I that
was multiple choice tests and open ended questions; however, the degree of
difficulties both the cycle I and cycle II were different. The post test was
administered in the cycle II more difficult and the text which was provided in the
text is longer. They were instructed to identify 15 questions related with the text
which had given.
From the data which was presented in table 4.1 above, the data of the post-test
cycle II showed that 91.67% of the students could reach the minimum standard of
37
passing grade for seventh grade students of SMAK Santo Yoseph Denpasar that
was 75. However, there was improvement in their reading comprehension
especially in identifying specific information, main idea, textual reference and
word meaning of the text. The improvement can be seen by calculating the mean
score of post teat cycle II as following:
The main score of reflection 1 and 2 in cycle 2:
X3 = X3
N =
36 = 80
X4 = R4
N =
36 = 86
The mean score of reflection in cycle 2:
X3 X4
2 =
2 = 83
The result of the above analysis was considered as the findings of the present
classroom study, could be summarized as the following:
38
Table 4.2
Tabulation of the Data Showing the Frequency Distribution on Pre Test and Post
Test Scores in Reading Comprehension through Think-Pair-Share technique
Pre-test S0 X0 = 55.9 Grand Mean
Cycle I S1 X1 = 66.11 XI = 69.5
S2 X2 = 72.92
Cycle II S2 X3 = 80 XII = 83
S4 X4= 86
The main findings of this study was derived from the comparison the mean
of pre-test scores and post-test scores that were obtained by subjects under study
for cycle I and cycle II which showed the raise of learning achievement. To make
the findings of this study clear, therefore it was presented graphically as follows:
Graph 4.1 Depicting the Subjects‟ Progressing Comprehension in Reading
through in Think-Pair-Share technique cycle I
0
10
20
30
40
50
60
70
80
X0 XI XII
55.9
66.11 69.5
39
Graph 4.2 Depicting the Subjects‟ Progressing Comprehension in Reading
through Think-Pair-Share technique in cycle II
Graph 4.3 Depicting the Subjects‟ Progressing Grand Mean Taught in Reading
from pretest and posttest through Think-Pair-Share technique.
The questionnaire was also administered to know the respond of students‟
behavior and attitudes toward the application of Think-Pair-Share technique in the
0
10
20
30
40
50
60
70
80
90
100
X0 XI XII
55.9
80
86
0
10
20
30
40
50
60
70
80
90
X0 XI XII
55.9
70
83
40
teaching learning process.The data which was presented in table 4.2 above
showed the student‟ total score of option 1, 2, 3, 4, and 5 in the questionnaire. For
the computation of the comparative percentages for the options‟ score of the
questionnaire which showed the subjects‟ total answer for option 1, 2, 3, 4, and 5
were shown as following:
1. The total percentage of option 1 = 0
x 100 = 0%
2. The total percentage of option 2 = 0
1545 x 100 = 0%
3. The total percentage of option 3 = 210
1545 x 100 = 13.59
4. The total percentage of option 4 = 505
1545 x 100 = 32.69
5. The total percentage of option 5 = 830
1545 x 100 = 53.72
4.2 Discussion
The present study was intended to improve reading comprehension
through Think-Pair-share of the tenth grade students of SMAK Santo yoseph
Denpasar in academic year 2013/2014. The data analysis that derived from
present study showed that only 13.89% of subject of the study got the minimum
standard passing score of tenth grade students of SMAK Santo Yoseph Denpasar
that was 75. The mean of pre-test scores which were obtained by the subjects
under study in reading comprehension showed the figure 55.9. This mean figure
clearly indicated that the ability of the subjects under study in reading
comprehension were low.
41
The result of the post-tests in cycle I (S1 and S2) show that 27.78% students
could reach the minimum standard of passing grade for tenth grade students of
SMAK Santo Yoseph Denpasar that was 75. The main scores was increased from
66.11 to 72.92. The grand mean figure of obtained by the students for each
session in cycle I was obviously much higher than the mean figure of pre-test
scores. The grand mean figure derived in cycle I was 69.5 . The result of grand
mean figure of cycle I obviously showed the improvement obtained by subjects
under study in reading comprehension.
The result of the post-test in cycle II (S3 and S4) respectively showed the
significant increase of students percentage got the minimum passing grade that
was 91.67%. The significant increase showed by the progressing scores 80 and
83. The grand mean figure of the reflection or post-test scores that was derived by
the subjects under study in the cycle II was 83. The significant improvement
scores of cycle II indicated that improving reading comprehension through Think-
Pair-Share technique in the cycle II was more effective than the cycle I. It was
evidence of the revision that had been done for the cycle II by analyzed and fixed
the weaknesses that students face in the cycle I in reading comprehension.
Moreover, the proportional percentage figures of the questionnaire showed that
there were 53.72% of the subjects really agreed, 32.69% agreed, 13.59% doubtful,
0% disagreed and really disagreed on the implementation of the technique. It
obviously indicated the changing of students‟ learning behavior had been changed
positively and that was their attitude and learning motivation heightened
significantly.
42
Based on the previous data could be concluded improving reading
comprehension through Think-Pair-share technique was acceptable and effective.
In the other words, the students‟ reading comprehension significantly improved
after the implementation of Think-Pair-Share technique. It was proofed by the
average of last test score. In addition, Think-Pair-Share technique also increased
the students‟ attitude and learning motivation.
43
CHAPTER V
CONCLUSION AND SUGGESTION
The study which dealt with improving reading comprehension through
Think-Pair-Share to the tenth grade students of SMAK Santo Yoseph Denpasar in
academic year 2013/2014 could finally be concluded in this chapter. Some
practical suggestions in reference to the significance of the established research
finding of this research provide some benefits for English teachers, for the
academic Institution and the tenth grade students of SMAK Santo Yoseph
Denpasar.
5.1 Conclusion
In this study, the researcher concluded that reading comprehension of the
tenth grade students of SMAK Santo Yoseph Denpasar in academic year
2013/2014 increased after the implementation of Think-Pair-Share technique. It
was stated from the grand mean of the post-test in cycle II that was 83, and 91,67
% of the students obtained the standard required score that was 75. During the
process of teaching learning, the students were active and enthusiastic. They
thought individually then they shared their ideas in pair and in whole discussion.
The class was enjoyable and interesting during teaching and learning process. The
motivation of students to read English text increased as well. It could be seen
from the activities in pair group, and they shared about their understanding of the
text. This activity increased students‟ motivation. All of the students participated
44
in these activities and made the class alive and cooperative, and the students were
more confident to study reading skill.
The findings of this research could not be extended and generalized to
other students, even though of the fact that a classroom action research mainly
undertaken for helping particular students who had problems reading
comprehension. Therefore, the findings of this research were mainly valid and
reliable for tenth grade students of SMAK Santo Yoseph Denpasar. The English
teachers can use the findings of this research as a guidance to devise their teaching
technique.
5.2 Suggestion
The researcher would like to give some suggestion that might be useful in
applying the Think-Pair-Share technique in improving the students reading
comprehension to the teacher, the students and the academic institution:
1. For the teacher
The teacher should realize that there are many techniques for teaching
reading skill, one of which is Think-pair-Share technique. Think-Pair-Share
technique is important not only in improving reading skill, but also in speaking
and writing skill. So, teachers can develop their technique to teach students in the
teaching and learning process. It will be better to the teachers if they use any kind
of techniques to be used for teaching the students in class. Generally, teachers
should be creative and innovative to avoid the monotone teaching technique in the
class. And the teacher should have many ideas to make the students active and
enthusiastic in order that they feel comfortable and spirit in the class. Practically,
45
the English teachers of the X IPS-1 students of SMAK Santo Yoseph Denpasar
are suggested to keep up this technique particularly for improving reading
comprehension.
2. For the students
The students are expected to focus their attention during the teaching and
learning process so that they can get the point of learning. Furthermore, the
students may use the Think-Pair-Share technique as a means for practicing their
reading skill.
3. For the academic Institution
The academic institution of SMAK Santo Yoseph Denpasar is also
suggested to add English literary books in their school library where the students
able to borrow some books and have more references about reading text.
46
REFERENCES
Allan, Marry B. (2002). Guided Comprehension. Washington, D. C: U. S.
Government Printing Office.
Anderson, R. C. (2001). The Report of the Commission of Reading. Washington,
DC: The National Institute of Education.
Beatrice, S. (2008). Teaching Reading in Second Language. Boston: Pearson
Education, Inc.
Belin, Pascal. (2003). Adaptation to Speaker’s Voice in Right Anterior Temporal
Lobe. Newcastle: Upon Tyne.
Bernhardt, B & Pang, Muaka. (2000). Teaching Reading. Chicago: International
Academy of Education (IAE) Press.
Bryant, Peter. (2001). Children’s Reading Comprehension Ability. Oxford:
University of Oxford.
Broughton, G Et Al. (2003). Teaching English as a Foreigner Language. London:
Routledge Education, Inc.
Brown, H. Douglas. (2000). Teaching by principles: An interactive Approach to
Language Pedagogy. New York: Pearson Education, Inc.
Burke, J. (2004). Reading Remainders: Tools, Tips, and Technique. Portsmouth:
Boyton/Cook Publisher.
Cooper, J. David. (2003). Using Different Types of Texts for Effective Reading
Intruction. Boston: Houghton Mifflin.
Day, Richard R. (2005). Developing Reading Comprehension Question.
Combridge: Combridge University Press.
Dombey, Henrieta. (2003). Teaching Reading What the Evodence Says. Brighton:
University of Brighton.
Duke, N. K. (2002). The Genre Specific Nature of reading Comprehension. New
York: Routledge.
Edmonds, Meghan. (2002). Reading Comprehension for Older Readers.
Longmont, Sopris West.
Graham, Steve. (2007). Teaching Reading Comprehension to Students with
Leaning Difficulties. New York: The Guilford Press.
47
Harmer, Jeremy. (2007). The Practice of English Language Teaching. London:
Longman Group, Ltd.
Hedge, Tricia. (2003). Teaching and Learning in The Language classroom.
United Kingdom: OUP Publisher.
Helgesen, Marc. (2005). Extensive Reading Reports. Tokyo: Miyagi Gakuin
Women‟s University.
Hunt, A. Russel. (2009). Pragmatic and Cognitive Dimensions of Literary
Reading. Halifax: Dalhousie University.
Kamil, Michael & Pearson, D. (2002). Handbook of Reading Research: Volume
III. Erlbaum Associates.
Klinger, J., Sharon, Vaughn & Boardman, Alison. (2007). Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Loucky, John P. (2003). Combining Intensive and Extensive Reading Strategies
with Cooperative and Communicative Learning Activities. Oxford: Oxford
University.
Mikulecky, B.S. (2003). A Short Course in Teaching Reading Ability. London:
Oxford University Press.
Mikulecky, Larry J. (2001). Adult Literacy and Education in America. U. S:
Department of Education.
Namdi, Kemba A. (2005). Guide to Teaching Reading at the Primary School
Level. France: United Nation Educational.
Nunan, David. (2003). Dynamic Text Comprehension An Integrative View of
Reading. New York: Phoenix ELT.
Ommagio, N. (2006). Understanding Reading. New York : Holt Rinehart and
Winston. Inc.
Rapp, David N. (2003). Dynamic Text Comprehension of Reading. Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
Rasinski, Timothy. (2001). Comprehension that Works: Taking Students Beyond
Ordinary Understanding to Deep Comprehension. Huntington: Shell
Educational.
Rebeca, Mok. (2001). Read and Understand: Sharpens Your Reading
Comprehension. New York: Learner Publishing.
48
Schorkhuber, Verena. (2008). Extensive Reading. Germany: Norderstedt Press.
Schumm, Jeane. (2002). Reading Assessment and Instruction for All Learners.
New York: Scholastic Inc.
Smith, F. (2004). Reading Technique. Britain: Cambridge University Press.
Snow, Catherine. (2002). A Critical Consumers’ Guide to Reading
Comprehension Assessments for Adolescents. New York: Carnegie
Corporation of New York.
Stevenson, Marie. (2006). Comprehension Monitoring in First and Foreign
Language Reading. Sydney: University of Sydney Papers in TESOL.
Taylor, Stanford E. (2001). Fluency in Silent Reading. New York: EDL/McGraw
Hill.
Wilson, Jacqueline. (2006). Great Books to Read Aloud. Britain: Random House
Children‟s Books.
.
49
Appendix 1
Names of X IPS-1 students of
SMAK Santo Yoseph Denpasar in
academic year 2013/2014
1. Ade Putri Laksmi Ni Wayan
2. Adi Paramartha I Nyoman
3. Agung Mega Mas Sari Ida Ayu
4. Angela Fransisca Jaury
5. Arwinda Benedicta mailenzun
6. Ariyandi Singa Gothama Made
7. Avelya Hostiadi
8. Bernando Ricky
9. Chrizzilia Rosalina
10. Diana Purnama Sari
11. Elizabeth Christy Chandra
12. Erika Mulyasih Kadek
13. Erlangga Nugraha Lakstyadiva Ida Bagus
14. Erwin Seputro
15. Gabriela Angel Sumual
16. Imelda Ayu Arista Keytimu
17. Jaya Ardana I Komang
18. Krisna Manika Partiwi Ni Putu
19. Lanang Rizky Supranada I Gusti
20. Lisa Yoneyama Ni Putu
21. Marcho Darmawan Pranata
22. Miranda Alexandra Taku Mau
23. Natasha Gunawan
24. Orlando Oscar Serhalawan
25. Pamela sanjaya
26. Prinska Inglib Dwitama
27. Rama Dwi aryo Dewantara
28. Rosamaria grace Vianda Hapsari
29. Tifany Audina
30. Tri Prasetya Komang
31. Vania Jesslyna
32. Vincentia Suchika Prima Putri
33. Yenita Sari
34. Yoanna Evageline Dedi Keiku
35. Yogi Pratama Budiarto
36. Yudha Pranata Kadek
50
Appendix 2
PRE-TEST
School : SMAK Santo Yoseph Denpasar
Subject : English
Class : X IPS 1
Date and time : 12th
December 2013
Skill : Reading
Read the text bellow and choose the correct answer by crossing A, B, C or D !
Text 1 (number 1-10)
The Library
Library is located on the second floor. It has books, newspapers,
dictionaries, and magazines. If we want to borrow books, we must show our
library cards to the librarians. They will tell us when we must return the books. If
we are late, we‟ll be fine.
There are many high shelves, stand in rows. The librarians arrange the
books alphabetically. The arrangement is very neat. Although some books are old
but their condition is still good.
The library is very busy during the break time. Some of students are
watching TV; some are reading, and others checking the new books. But,
sometimes, behind the shelves, in the corner, some students are sleeping. Why?
There is no reason, because the library has air conditioner, and it becomes the
most comfortable place at school.
(Taken from: http://www.english-for-students.com )
1. The text above tells us about…..
A. the school library.
B. the books arrange in the library.
51
C. the rule to borrow the books in the library.
D. the student‟s activities in the library.
2. What does the first paragraph tell about?
A. The books arranged in the library.
B. The condition of the library.
C. The students do in the library.
D. The location of the library.
3. Which the following statement is not according to paragraph three?
A. Some students are not watching TV.
B. Other checking the new books.
C. The library is very busy during the break time.
D. The library has conditioner air.
4. What are the students doing in the library? Except…..
A. reading the books.
B. check the new books.
C. watching television.
D. singing in the library.
5. Why the students are sleeping in the library?
A. There is no reason.
B. The library is busy place.
C. The library has corner.
D. The library has conditioner air.
6. “If we want to borrow books, we must show our library card”. The opposite
meaning of the underline word is?
A. get.
B. return.
C. back.
D. find.
7. “They will tell us when we must return the books”. The same meaning of the
underline word is?
A. back.
B. get.
C. borrow.
D. find.
8. How is the condition of the old book? It is…..
A. neat.
52
B. broken.
C. bad.
D. good.
9. The library is very busy during the break time. The word “busy” means…
A. quiet.
B. calm.
C. crowded.
D. relax.
10. The library becomes the most……….place at school.
A. good
B. busy
C. neat
D. comfortable
Text 2 (11-15)
Tanah Lot
Tanah Lot is a well-known tourist resort in Bali. It really has a very lovely
scenery with its natural beach. The rocks on the beach make it more beautiful. On
one of the rocky there is a pura called „Pura Tanah Lot‟. It is the place where the
Hinduism followers do their prayer.
(Taken from: http://www.english-for-students.com )
11. Tanah Lot is a well-known as.... resort in Bali.
A. tour
B. tourist
C. tourism
D. touring
12. Based on the text, which statement is correct?
A. Tanah Lot is a popular tourist resort in Bali.
B. Tanah Lot is not a popular tourist resort in Bali.
C. Bali is a well-known tourist resort in Tanah Lot.
D. Bali is not well-known because of Tanah Lot.
13. Tanah lot has a very lovely view. 'View' has a similar meaning with ...
A. scenery
B. beach
C. pura
53
D. rock
14. Where is the Pura Tanah Lot?
A. beside a rocky hill
B. behind a rocky hill
C. under a rocky hill
D. on a rocky hill
15. The identification of the text is….
A. Tanah Lot is a well-known tourist resort in Bali.
B. It really has a very lovely scenery with its natural beach.
C. The rocks on the beach make it more beautiful.
D. On one of the rocky hills there is a pura called Pura Tanah Lot.
Text 3 (number 16-20)
Borobudur is a Hindu-Buddhist temple. It lies in Magelang. The temple is
constructed on a hill 46 meters high and consists of eight step like stone terraces,
one on top of the other. The first five terraces are square and surrounded by walls
adorned with Buddhist sculpture in bas-relief; the upper three are circular, each
with a circle of bell-shaped stupas. The entire edifice is crowned by a large stupa
at the center of the top circle.
(Taken from: http://www.english-for-students.com )
16. What is the purpose of the text?
A. to give information
B. to entertain people
C. to tell a past event
D. to tell steps to build a temple
17. Which one of the following statements is the identification of the text?
A. Borobudur lies in Magelang.
B. Borobudur is a Hindu-Buddhist temple.
C. The temple is constructed on a hill.
D. The entire edifice is crowned by a large stupa.
18. How high is Borobudur temple?
A. 16 meters
B. 26 meters
54
C. 36 meters
D. 46 meters
19. Borobudur consists of ... step like stone terraces, one on top of the other.
A. five
B. six
C. seven
D. eight
20. What is there at the top of Borobudur temple?
A. some small stupas
B. bas relief of Buddhist sculpture
C. a large stupa
D. step like terraces
Text 4 (number 21-25)
SAFARI PARK
Safari Park or Taman Safari is a quite unique zoo. It lies about 90
kilometers from Jakarta. It lies in Cisarua, Bogor, about two kilometers from
Puncak. This zoo reminds us of the similar park in Kenya, Africa. Although it is
not as large as the one in Kenya, we can still enjoy the park which is about one
hundred hectares. In conventional zoos, the animals are in cages, but not in the
Safari Park; they wander freely. Visitors are in buses or cars. They are not allowed
to get off the cars or buses. Visitors who don't have cars can use the touring buses
available at the park.
(Taken from: http://www.english-for-students.com )
Answer the question bellow in your own words according to the text above
(text 4)
21. What is Safari Park?
22. Where is Safari park located?
23. What is the different between conventional zoos and Safari Park?
24. Is Safari Park larger than the park in Kenya?
25. How is the visitor enjoy the park?
55
Appendix 3
LESSON PLAN
Session 1 Cycle 1
School : SMAK Santo Yoseph Denpasar
Subject : English
Class/Semester : X IPS-1 / II
Skill : Reading
Theme : Reading Comprehension
Topic : The Pets
Time allotment : 2 x 40 minutes
A. Standard Competence:
Understanding the meaning of short functional texts to interact with social
life.
B. Basic Competence :
Responding the meaning and rhetoric step in essay written text accurately,
fluent, and acceptable in daily life context and to access knowledge.
C. Indicators:
- Finding the main idea, specific information and textual reference of each
paragraph in the text
- Deducing the main idea, specific information and textual reference of each
paragraph in the text.
D. Learning Objectives:
At the end of teaching learning process, the students are expected to be able
to :
- Find out the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
56
- Deduce the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
E. Character Building
Trustworthines
Respect
Diligence
Responsibility
F. Learning Material: Descriptive text
Definition
Descriptive Text is a kind of text with a purpose to give information.
The context of this kind of text is the description of particular thing,
animal, person, or others, for instance: our pets or a person we know
well. It differs from Report which describes things, animals, persons, or
others in general. The Social Function of Descriptive Text is to describe
a particular person, place, or thing.
Generic Structure
The Generic Structure of Descriptive Text consists of Identification,
Description and conclusion.
Identification: Identifies phenomenon to be described.
Description: Describes parts, qualities, characteristics, etc.
Conclusion: personal comments about the description
Language features
Descriptive often uses 'be' and 'have'. Tense which is often used is
Simple Present Tense. However, sometimes it uses Past tense if the
thing to be described doesn‟t exist anymore.
57
G. Learning Method/Techniques:
- Think-Pair-Share Technique
- Triple read outline technique
H. Learning Steps/Procedure
Teacher‟s Activities Student‟s Activities
Pre-activities :
1. Greeting to the students.
2. Checking the students‟ present list.
3. Brainstorming (Asking leading
question and showing a picture).
Whilst-activities:
Exploration
1. Giving statements to the students
related to the reading text.
2. Inviting the students to discuss
related their statement.
3. Reading the text My Timmy for the
students several times.
Elaboration
1. Inviting the students to read the text
with correct pronunciation,
compression, and intonation.
2. Inviting the students to think the
questions individually.
3. Asking the student to discuss the
questions in pair.
4. Sharing the answer of the questions
Pre-activities:
1. Responding to the greeting and
listening to the teacher.
2. Showing attendance.
3. Expressing background of
knowledge and the ideas.
Whilst-activities :
Exploration
1. Giving respond to the statements
whether they agree or not with.
2. Discussing their statement on
their earlier prediction and
answer the question.
3. Reading and repeating after the
teacher.
Elaboration
1. Reading the text with correct
pronunciation, compression, and
intonation one by one
2. Think the questions individually.
3. Participating in discuss the
questions in pair.
4. Participating in sharing the
answer of the questions to the
58
to the whole class.
Confirmation
1. Giving feedback to students‟
work.
2. Asking for the difficulties that
were encountered.
Post-activities :
1. Leading the students to make
conclusion about the lesson.
2. Giving homework to the students.
whole class.
Confirmation
1. Listening to the feedback.
2. Asking questions to the teacher.
Post-activities :
1. Participating in making
conclusion.
2. Noting down the homework.
I. Learning Source, Media:
- English book for tenth grade students
- Dictionary
J. Evaluation/Assessment:
No Indicators Technique Form Instrument Items
1.
2.
Finding out the specific
information from the
text.
Responding the specific
information from the
text
Written
test
Written
Test
Multiple
-Choice
Essay
test
Choose the correct
answer by
crossing A, B, C,
or D
Answer the
questions correctly
in your own
words.
Students of Research
Stanislaus Gusdin
NPM: 10.8.03.51.31.2.5.3875
59
Appendix 4
POST TEST I
School : SMAK Santo Yoseph Denpasar
Subject : English
Class : X IPS-1
Date and time : 2nd
January 2014
Skill : Reading
Topic : Pets
Read the text bellow and choose the correct answer by crossing A, B, C or D!
My Timmy
I have some pets. There are male and female pets. However, my favorite
pet is Timmy. Timmy is a male cat. He is very adorable with his soft stripes fur. I
love my Timmy. He makes me happy when I spend my time with him. He is one
of the best pet between the others.
Timmy is smooth cat with round eyes and feeble sweet voice. He always
meows when he feel hungry, until his voice is not suitable with his giant body.
When I come home, he usually gives me a kiss.
Timmy is a nice playmate. I am happy to spend time with him. Most of the
time, he is a good boy. It is impossible for me to be angry at him. In the morning,
he always wakes up early. When he wakes up earlier, he waits quietly beside my
bed until I wake up.
(Adapted from: http://descriptive-text.blogspot.com)
1. What is the main idea of paragraph one?
A. The favorite pet is Timmy.
B. I have some pets.
C. He is very adorable.
D. Timmy is a cat.
2. Second paragraph tells about…….
60
A. He always meows when he feel angry.
B. His voice is not suitable with his giant body.
C. Timmy has round eyes and feeble sweet voice.
D. He usually gives me a kiss.
3. Which is the following statement according to paragraph three?
A. I am happy spend my time with him.
B. Timmy is a nice playmate.
C. He always wakes up earlier.
D. He waits quietly by my bedside
4. When does he usually give a kiss to the writer?
A. When the writer comes home.
B. When the writer plays with him.
C. When the writer wakes up.
D. When the writer sleeps.
5. Why is the writer almost impossible to be angry at his cat?
A. Because Timmy is a male tabby cat.
B. Because Timmy is very adorable.
C. Because Timmy is a good boy.
D. Because Timmy always gives the writer kiss.
Text 2 (number 6-10)
Brownie
I have a pet. It is a dog and I call it Brownie.
Brownie is a Chinese breed. It is small, fluffy and cute. It has got thick brown fur.
When I cuddle it, the fur feels soft. Brownie does not like bones. Everyday it eats
soft food like steamed rice, fish or bread. Every morning I give her milk and
bread. When I am at school, Brownie plays with my cat. They get a long well, and
never fight maybe because Brownie does not bark a lot. It treats the other animals
61
in our house gently, and it never eats shoes. Brownie is really a sweet and friendly
animal.
(Adapted from: http://descriptive-text.blogspot.com)
6. “It is small, fluffy and cute”. The same meaning of the underline word is…
A. ugly
B. lazy
C. big
D. funny
7. “Brownie is really a sweet and friendly animal”. The opposite meaning of
small is….
A. funny
B. ugly
C. big
D. cute
8. “Every morning i give her milk and bread”. The underline word refers to…
A. the cat
B. the writer
C. the fish
D. brownie
9. What does Brownie do while the writer at school?
A. eat the bread
B. treat the other animals
C. play with the cat
D. fight the fish
10. Why does the cat play with Brownie?
A. because brownie is cute
B. because brownie is small
C. because brownie is bad
D. because brownie is friendly
Text 3 (number 11-15)
My Cat Gregory
62
Gregory is my beautiful gray Persian cat. He walks with pride and grace,
performing a dance of disdain as he slowly lifts and lowers each paw with the
delicacy of a ballet dancer. His pride, however, does not extend to his appearance,
for he spends most of his time indoors watching television and growing fat.
He enjoys TV commercials, especially those for Meow Mix and 9 Lives. His
familiarity with cat food commercials has led him to reject generic brands of cat
food in favor of only the most expensive brands.
Gregory is as finicky about visitors as he is about what he eats, befriending
some and repelling others. He may snuggle up against your ankle, begging to be
petted, or he may imitate a skunk and stain your favorite trousers. Gregory does
not do this to establish his territory, as many cat experts think, but to humiliate me
because he is jealous of my friends.
After my guests have fled, I look at the old fleabag snoozing and smiling
to him in front of the television set, and I have to forgive him for his obnoxious,
but endearing, habits.
(Adapted from: http://descriptive-text.blogspot.com)
Answer the questions bellow in your own words according to the text above
(text 3)!
11. What is the text tells about?
12. What does Gregory do to spend his time?
13. How is Gregory‟s feeling to the writer‟s friend?
14. How is it showing his feelings?
15. What does the writer do to the Gregory?
63
Appendix 5
LESSON PLAN
Session 2 Cycle 1
School : SMAK. Santo Yoseph Denpasar
Subject : English
Class/Semester : X IPS-1 / II
Skill : Reading
Theme : Reading Comprehension
Topic : Place
Time allotment : 2 x 40 minutes
A. Standard Competence:
Understanding the meaning of short functional texts to interact with social
life.
B. Basic Competence :
Responding the meaning and rhetoric step in essay written text accurately,
fluent, and acceptable in daily life context and to access knowledge
C. Indicators
- Finding the main idea, specific information and textual reference of each
paragraph in the text
- Deducing the main idea, specific information and textual reference of each
paragraph in the text.
D. Learning Objectives:
At the end of teaching learning process, the students are expected to be able
to :
- Find out the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
- Deduce the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
64
E. Character Building
Trustworthines
Respect
Diligence
Responsibility
F. Learning Material: Descriptive texts
Definition
Descriptive Text is a kind of text with a purpose to give information.
The context of this kind of text is the description of particular thing,
animal, person, or others, for instance: our pets or a person we know
well. It differs from Report which describes things, animals, persons, or
others in general. The Social Function of Descriptive Text is to describe
a particular person, place, or thing.
Generic Structure
The Generic Structure of Descriptive Text consists of Identification,
Description and conclusion.
Identification: Identifies phenomenon to be described.
Description: Describes parts, qualities, characteristics, etc.
Conclusion: personal comments about the description
Language features
Descriptive often uses 'be' and 'have'. Tense which is often used is
Simple Present Tense. However, sometimes it uses Past tense if the
thing to be described doesn‟t exist anymore.
G. Learning Method/Techniques:
65
- Think-Pair-Share Technique
- Triple read outline technique
H. Learning Steps/Procedures:
Teacher‟s Activities Student‟s Activities
Pre-activities :
4. Greeting to the students.
5. Checking the students‟ present list.
6. Brainstorming (Asking leading
question and showing a picture).
Whilst-activities :
Exploration
4. Giving statements to the students
related to the reading text.
5. Inviting the students to discuss
related their statement.
6. Reading the text At School for the
students several times.
Elaboration
5. Inviting the students to read the text
with correct pronunciation,
compression, and intonation.
6. Inviting the students to think the
questions individually.
7. Asking the student to discuss the
questions in pair.
8. Sharing the answer of the questions
Pre-activities :
4. Responding to the greeting and
listening to the teacher.
5. Showing attendance.
6. Expressing background of
knowledge and the ideas.
Whilst-activities :
Exploration
4. Giving respond to the statements
whether they agree or not with
the statement.
5. Discussing their statement on
their earlier prediction and
answer the question.
6. Reading and repeating after the
teacher.
Elaboration
5. Reading the text with correct
pronunciation, compression, and
intonation one by one
6. Think the questions individually.
7. Participating in discuss the
questions in pair.
8. Participating in sharing the
answer of the questions to the
66
to the whole class.
Confirmation
3. Giving feedback to students‟
work.
4. Asking for the difficulties that
were encountered.
Post-activities :
3. Leading the students to make
conclusion about the lesson.
4. Giving homework to the students.
whole class.
Confirmation
3. Listening to the feedback.
4. Asking questions to the teacher.
Post-activities :
3. Participating in making
conclusion.
4. Noting down the homework.
a. Learning Source, Media:
- English book for tenth grade students
- Dictionary
J. Evaluation/Assessment:
No Indicators Technique Form Instrument Items
1.
2.
Finding out the specific
information from the
text.
Responding the
specific information of
the text
Written text
Written text
Multiple-
Choice
Essay test
Choose the correct
answer by crossing
A, B, C, or D
Answer the
questions correctly
in your own words.
Students of Researcher
Stanislaus Gusdin
NPM: 10.8.03.51.31.2.5.3875
67
Appendix 6
POST TEST II
School : SMAK Santo Yoseph Denpasar
Subject : English
Class : X IPS-1
Date and time : 8th
January 2014
Skill : Reading
Topic : Place
Read the text bellow and choose the correct answer by crossing A, B, C or D!
Text 1(number1-5)
Jakarta
Jakarta, formerly Batavia, is the capital and largest city of the Republic of
Indonesia. It is located on the northwest coast of Java Island at the mouth of the
Ciliwung River. Jakarta dominates Indonesia's administrative, economic, and
cultural activities, and is a major commercial and transportation hub within Asia.
The climate is hot and humid. Rainfall occurs throughout the year. The heaviest
rainfall occurs from November to May. The city lies on a flat and low plain. That
is why flood disaster often happens during the periods of heavy rainfall.
Jakarta is a magnet for migrants from other areas of Indonesia; during the
late 1980s an estimated two hundreds and fifty migrants arrived daily. At the 1990
census, DKI Jakarta had a population of 8,259,266. The 1997 population was
9,341,400. These figures do not include seasonal residents who may number more
than1 million.
(Adapted from : http://mmursyidpw.files.wordpress.com/2011/02/learning-
description.pdf)
68
1. One of the following statements is the identification of the text…
A. Jakarta is the capital and largest city of the Republic of Indonesia.
B. Jakarta is located on the northwest coast of Java Island.
C. Jakarta lies on a flat and low plain.
D. Jakarta is a magnet for migrants from other areas of Indonesia.
2. How is the climate in Jakarta?
A. cool and fresh
B. hot and fresh
C. hot and humid
D. cool and humid
3. Heavy rain fall possibly takes place in Jakarta on ….
A. December, January, February
B. April, May, June
C. May, June, July
D. June, July, August
4. Flood often happens in Jakarta, because ….
A. Jakarta is located on the northwest coast of Java Island.
B. Jakarta is the capital city.
C. Jakarta is high populated.
D. Jakarta lies on a flat low plain.
5. The city lies on a flat and low plain. The closest meaning to the underlined
word is ….
A. mountain
B. land
C. river
D. climate
Text 2 (number 6-10)
Monica’s School
This is Monica‟s school. It is on Jl. Nusantara, Yogyakarta. It is SLTP
Taruna Bakti. It is big and clean. At the back of the rooms, there is a school
garden. Many flowers and others plant there. In front of the school yard, with
grass on it the middle. The teachers and the students use it for a ceremony,
physical exercises and some other activities.
69
The classroom is around the field. There are some rooms. The teacher‟s
office is near the library. The laboratory is besides the teacher‟s office. The
cafeteria is behind the garage. The mosque and some toilets are at the back.
New, the students are students are still studying in their classrooms and the
teachers are teaching them. Mr. Bryan, the headmaster, in his office, Bono, the
school attendant, is sweeping the yard. Some students are at the schoolyard. They
are playing basketball and volleyball.
(Adapted from: http://mmursyidpw.files.wordpress.com/2011/02/learning-
description.pdf)
6. How is the Monica‟s school?
A. It is big and dirty.
B. It is large and clean.
C. It is big and wide.
D. It is clean and good.
7. X : Does Monica study at public school?
Y : ……………..
A. Yes, she is.
B. No, it isn‟t
C. Yes, she does.
D. No, she doesn‟t.
8. What is the main idea of the first paragraph?
A. Monica‟s school.
B. SLTP Taruna Bakti.
C. The big school.
D. School Garden.
9. Where is the library located?
A. It is near the teacher‟s office.
B. It is around the field.
C. It is beside the laboratory.
D. It is behind the garage.
10. The topic sentence of second paragraph is ……
A. The classrooms are around the field.
B. There are some rooms.
70
C. The teacher‟s office near library.
D. The cafeteria is behind the garage.
Text 3 (number 11-15)
Safari Park
Safari Park or Taman Safari is a quite unique zoo. It lies about 90
kilometers from Jakarta. It lies in Cisarua, Bogor, about two kilometers from
Puncak. This zoo reminds us of the similar park in Kenya, Africa. Although it is
not as large as the one in Kenya, we can still enjoy the park which is about one
hundred hectares. In conventional zoos, the animals are in cages, but not in the
Safari Park; they wander freely. Visitors are in buses or cars. They are not allowed
to get off the cars or buses. Visitors who don't have cars can use the touring buses
available at the park.
(Adapted from: http://mmursyidpw.files.wordpress.com/2011/02/learning-
description.pdf)
Answer the question bellow in your own words according to the text above
(text 3)
11. What is Safari Park?
12. Where is Safari park located?
13. What is the different between conventional zoos and Safari Park?
14. Is Safari Park larger than the park in Kenya?
15. How the visitors enjoy the park?
71
Appendix 7
LESSON PLAN
Session 3 Cycle 2
School : SMAK. Santo Yoseph Denpasar
Subject : English
Class/Semester : X IPS-1 / II
Skill : Reading
Theme : Reading Comprehension
Topic : People/Person
Time allotment : 2 x 40 minutes
G. Standard Competence:
Understanding the meaning of short functional texts to interact with social
life.
H. Basic Competence :
Responding the meaning and rhetoric step in essay written text accurately,
fluent, and acceptable in daily life context and to access knowledge.
C. Indicators :
- Finding the main idea, specific information and textual reference of each
paragraph in the text
- Deducing the main idea, specific information and textual reference of each
paragraph in the text.
D. Learning Objectives:
At the end of teaching learning process, the students are expected to be able
to :
- Find out the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
- Deduce the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
72
E. Character Building
Trustworthines
Respect
Diligence
Responsibility
F. Learning Material:
Definition
Descriptive Text is a kind of text with a purpose to give information.
The context of this kind of text is the description of particular thing,
animal, person, or others, for instance: our pets or a person we know
well. It differs from Report which describes things, animals, persons, or
others in general. The Social Function of Descriptive Text is to describe
a particular person, place, or thing.
Generic Structure
The Generic Structure of Descriptive Text consists of Identification,
Description and conclusion.
Identification: Identifies phenomenon to be described.
Description: Describes parts, qualities, characteristics, etc.
Conclusion: personal comments about the description
Language features
Descriptive often uses 'be' and 'have'. Tense which is often used is
Simple Present Tense. However, sometimes it uses Past tense if the
thing to be described doesn‟t exist anymore.
G. Learning Method/Techniques:
- Think-Pair-Share Technique
- Triple read outline technique
73
H. Learning Steps/Procedures:
Teacher‟s Activities Student‟s Activities
Pre-activities :
7. Greeting to the students.
8. Checking the students‟ present list.
9. Brainstorming (Asking leading
question and showing a picture).
Whilst-activities :
Exploration
7. Giving statements to the students
related to the reading text.
8. Inviting the students to discuss
related their statement.
9. Reading the text My Hobbies for the
students several times.
Elaboration
9. Inviting the students to read the text
with correct pronunciation,
compression, and intonation.
10. Inviting the students to think the
questions individually.
11. Asking the student to discuss the
questions in pair.
12. Sharing the answer of the questions
to the whole class.
Confirmation
Pre-activities :
7. Responding to the greeting and
listening to the teacher.
8. Showing attendance.
9. Expressing background of
knowledge and the ideas.
Whilst-activities :
Exploration
7. Giving respond to the statements
whether they agree or not with
the statement.
8. Discussing their statement on
their earlier prediction and
answer the question.
9. Reading and repeating after the
teacher.
Elaboration
9. Reading the text with correct
pronunciation, compression, and
intonation one by one
10. Think the questions individually.
11. Participating in discuss the
questions in pair.
12. Participating in sharing the
answer of the questions to the
whole class.
Confirmation
74
5. Giving feedback to students‟
work.
6. Asking for the difficulties that
were encountered.
Post-activities :
5. Leading the students to make
conclusion about the lesson.
6. Giving homework to the students.
5. Listening to the feedback.
6. Asking questions to the teacher.
Post-activities :
5. Participating in making
conclusion.
6. Noting down the homework.
I. Learning Source, Media:
- English book for tenth grade students.
- Dictionary
J. Evaluation/Assessment:
No Indicators Technique Form Instrument Items
1.
2.
Finding out the
specific
information
from the text.
Responding the
specific
information of
the text
Written test
Written test
Multiple-
choice
Essay
test
Choose the correct
answer by crossing A,
B, C, or D
Answer the questions
correctly in your own
words.
Students of Research
Stanislaus Gusdin
NPM.10.8.03.51.31.2.5.3875
75
Appendix 8
POST TEST III
School : SMAK Santo Yoseph Denpasar
Subject : English
Class : X IPS-1
Date and time : 15th
January 2014
Skill : Reading
Topic : People / Person
Read the text bellow and choose the correct answer by crossing A, B, C or D!
Text 1 (number 1-5)
My Mother
My mother is a beautiful person. She is not tall but not short, and she
has curly hair and brown. Her eyes color are like honey and her color skin
color light brown, and she has a beautiful smile. Her weight is about 50 kg.
She is a very kind person. She is very lovely, friendly, patient, and she
loves to help people. I love my mom, because she is a good example to me. She
loves being in the Church, and she loves sing and dance too.
She is a very good child, wife and mother. She always takes care of her
family. She likes her house to be clean and organized. She is a very organized
person, and all things in the house are in the right place. She doesn't like messes.
She always has a smile on her face. She is so sweet and lovely. I like when
i am going to sleep or went i wake up or when i am going to go to some places,
she always give me a kiss, and when the family have a problem she always be
with us to helps us and to give us all her love.
(Adapted from: http://www.slideshare.net/Junk_Assasaqi/descriptive-text-
muhammad-zuljanahain )
76
1. The text above tells us about…
A. the writer‟s mother
B. the writer‟s child
C. the writer‟s wife
D. the writer‟s sister
2. What is the main idea of first paragraph?
A. My mother is a beautiful person.
B. My mother has a beautiful smile
C. My mother has curly hair
D. My mother weight about 50 kg
3. Which the following statement is not according to paragraph three?
A. She take care of her family
B. She love to help people
C. She is a very organized person
D. She is a very good wife
4. “She is a very good child, wife and mother”. The opposite meaning of the
underline words is…
A. kind
B. polite
C. care
D. bad
5. “My mother is a beautiful person”. The same meaning of the underline words
is…
A. good
B. polite
C. ugly
D. pretty
Text 2 (number 6-10)
Sule
His name full name is Entis Sutisna. People call him Sule. He is a famous
comedian in Indonesia. Sule was born on 15 November 1976 in Bandung, West
Java. He speaks Sundanese fluently. He also learn Javanese. Sule is very unique.
77
His hair is long with brown and yellow colour. He has oval face, flat nose and
slanting eyes.
People knows Sule as a ridiculous man and full of jokes. He is very
funny. His joke makes everyone smiling even belly laughing. Sule plays in several
TV shows such as Opera Van Java (OVJ), Awas Ada Sule, PAS Mantab, and
Saung Sule. He also can sing very well. He has very famous song entitled Susis
(Suami Sieun Istri).
(Adapted from: http://namakuaziza.blogspot.com/2012/08/contoh-descriptive-
text_9839.html)
6. What is Entis Sutisna‟s occupation?
A. Politican
B. Magician
C. Comedian
D. Actor
7. “People know Sule as a ridiculous man and full of jokes”. The underline
words means…
A. crazy
B. smart
C. funy
D. lazy
8. Which the following tv shows is not related to Sule?
A. OVJ
B. Saung Sule
C. Ups salah
D. Pas mantap
9. The text above tells us about…
A. Sule‟s song
B. Sule‟s joke
C. Sule‟s carrer
D. Sule‟s life
10. The following statements are related to the text, except….
A. sule is the famous comedian in indonesia
78
B. Sule speaks sundanese unfluently
C. Sule plays in some tv show
D. Sule has a famous song entitled susis
Text 3 (number 11-15)
Lionel Mesi
Lionel Messi His full name is Lionel Andres Messi. He was born in
Rosario, Argentina, on 24 June 1987. His father's name is Jorge Horacio Messi,
and his mother is Celia Maria Cuccittini. He has 2 brothers and 1 sister. His
brother‟s names are Rodrigo and Matias. His sister's name is Maria Sol.
Lionel Messi is a famous footballer playing for Barcelona FC in Spain.
He is a very talented footballer. He can dribble well like dancing. He can also run
very fast although his body is too short for a footballer. He can pass the ball well
and help his team winning a game. Beside those abilities, Lionel Messi is also an
excelent goal getter. He often goals in every game he plays.
Lionel Messi has several achievements. He has ever won the best
footballer in the world 3 times. In Spain he has several achievements such as the
best goal scorer and top goal scorer. He brings Barcelona to win throphy of La
Liga and Champions League many times.
Unfortunately, his achievement in La Liga doesn't bring anything to his
career in Argentina's team. Since he has joined the national team, they never win a
throphy.
Messi is well-known as a very kindhearted person. He is very polite in and
outside the pitch. He founds an institution of charity to help children in health and
education.
(Adaptedfrom: http://www.sekolahoke.com/2012/11/descriptive-text- lionel-
messi.html)
Answer the question bellow in your own words according to the text above
(text 3)!
11. Who is Lionel Messi?
12. What does Lionel Messi achievement?
13. How is Lionel Messi dribell the ball?
14. Does Lionel Messi give the trophy to the Argentina‟s team?
15. What does Lionel Messi do to help the children in health and education?
79
Appendix 9
LESSON PLAN
Session 4 Cycle 2
School : SMAK. Santo Yoseph Denpasar
Subject : English
Class/Semester : X IPS-1 / II
Skill : Reading
Theme : Reading Comprehension
Topic : Things
Time allotment : 2 x 40 minutes
I. Standard Competence:
Understanding the meaning of short functional texts to interact with social
life.
J. Basic Competence :
Responding the meaning and rhetoric step in essay written text accurately,
fluent, and acceptable in daily life context and to access knowledge.
K. Indicators:
- Finding the main idea, specific information and textual reference of each
paragraph in the text
- Deducing the main idea, specific information and textual reference of each
paragraph in the text
L. Learning Objectives:
At the end of teaching learning process, the students are expected to be able
to :
- Find out the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
80
- Deduce the main idea, specific information, textual reference and word
meaning of each paragraph in the text.
M. Character Building
- Trustworthines
- Respect
- Diligence
- Responsibility
N. Learning Material:
Definition
Descriptive Text is a kind of text with a purpose to give information. The
context of this kind of text is the description of particular thing, animal,
person, or others, for instance: our pets or a person we know well. It
differs from Report which describes things, animals, persons, or others in
general. The Social Function of Descriptive Text is to describe a
particular person, place, or thing.
Generic Structure
The Generic Structure of Descriptive Text consists of
Identification,Description and conclusion.
Identification: Identifies phenomenon to be described.
Description: Describes parts, qualities, characteristics, etc.
Conclusion: personal comments about the description
Language features
Descriptive often uses 'be' and 'have'. Tense which is often used is
Simple Present Tense. However, sometimes it uses Past tense if the
thing to be described doesn‟t exist anymore.
G. Learning Method/Techniques:
81
- Think-Pair-Share Technique
- Triple read outline technique
H. Learning Steps/Procedures:
Teacher‟s Activities Student‟s Activities
Pre-activities :
10. Greeting to the students.
11. Checking the students‟ present
list.
12. Brainstorming (Asking leading
question and showing a picture).
Whilst-activities:
Exploration
10. Giving statements to the students
related to the reading text.
11. Inviting the students to discuss
related their statement.
12. Reading the text The Library for the
students several times.
Elaboration
13. Inviting the students to read the text
with correct pronunciation,
compression, and intonation.
14. Inviting the students to think the
questions individually.
15. Asking the student to discuss the
questions in pair.
16. Sharing the answer of the questions
Pre-activities:
10. Responding to the greeting
and listening to the teacher.
11. Showing attendance.
12. Expressing background of
knowledge and the ideas.
Whilst-activities :
Exploration
10. Giving respond to the statements
whether they agree or not with
the statement.
11. Discussing their statement on
their earlier prediction and
answer the question.
12. Reading and repeating after the
teacher.
Elaboration
13. Reading the text with correct
pronunciation, compression, and
intonation one by one
14. Think the questions individually.
15. Participating in discuss the
questions in pair
16. Participating in sharing the
answer of the questions to the
whole class.
82
to the whole class.
Confirmation
7. Giving feedback to students‟
work.
8. Asking for the difficulties that
were encountered.
Post-activities :
7. Leading the students to make
conclusion about the lesson.
8. Giving homework to the students.
Confirmation
7. Listening to the feedback.
8. Asking questions to the teacher.
Post-activities :
7. Participating in making
conclusion.
8. Noting down the homework.
I. Learning Source, Media:
- English book for tenth grade students
- Dictionary
J. Evaluation/Assessment:
N
o
Indicators Technique Form Instrument Items
1.
2.
Finding out the
specific information
from the text.
Responding the
specific information
of the text
Written test
Written test
Multiple
-Choice
Essay
test
Choose the correct
answer by crossing A, B,
C, or D
Answer the questions
correctly in your own
words.
Students of Researcher
Stanislaus Gusdin
NPM: 10.8.03.51.31.2.5.3875
83
Appendix 10
POST TEST IV
School : SMAK Santo Yoseph Denpasar
Subject : English
Class : X IPS-1
Date and time : 22nd
January 2014
Skill : Reading
Topic : Things
Read the text bellow and choose the correct answer by crossing A, B, C or D!
Text 1 (number 1-5)
Ondel-Ondel
Ondel-ondel is a very popular giant doll with a horrible face. We can find
it in Jakarta. The male ondel-ondel is dressed like a man. He has a sword at his hip
and a shawl over his shoulder. Its head is decorated with colourful paper strings.
Ondel-ondel is made of bamboo structure. Its face is made of wood-mask.
Its hair is made of palm-fibre. A man inside the structure moves it. The movement
is very clumsy. Its arms are dropping.
A pair of ondel-ondels is usually performed to celebrate a child
circumcision. Traditional music, i e. gambang kromong, gasidah, tanjidor, or
gendang pencak, accompanies the procession. Of course children are interested in
following it.
In the old days people believed that a couple of ondel-ondels were the
manifestation of a god and a goddess who would protect the circumcised boy from
danger or evil. Now ondel-ondel is performed to welcome guests in opening
ceremonies held in Jakarta and places nearby.
(Adapted from : http://mmursyidpw.files.wordpress.com/2011/02/learning-description.pdf)
1. What is the purpose of the text?
A. To give information about ondel-ondel
B. To entertain people with ondel-ondel
84
C. To frighten children with ondel-ondel
D. To tell steps of the ondel-ondel show
2. Which one of the followings is the identification?
A. Its head is decorated with colourful paper strings.
B. Ondel-ondel is a very popular giant doll with a horrible face.
C. He has a sword at his hip and a shawl over his shoulder.
D.Its hair is made of palm-fibre.
3. What does 'it' (2nd paragraph) refer to?
A. wood-mask
B. bamboo
C. hair
D. ondel-ondel
4. Based on the text, the following statements are correct, except ...
A. Ondel-ondel is made of bamboo
B. Ondel-ondel's face is made of wood-mask.
C. Ondel-ondel is welknown in Jakarta.
D. Ondel-ondel is not popular in Jakarta.
5. Ondel-ondel is a very popular giant doll with a horrible face. 'Horrible' means
…
A. happy
B. sad
C. frightening
D. handsome
Text 2 (number 6-10
The rafflesia arnoldi is the biggest flower in the world. It is unusual
because of its large size. The flower is almost 100 centimeters in diameter and 140
centimeters in height.
"Rafflesia" is derived from the name of the British Governor General, Sir
Thomas Stamford Raffles, who once governed and built the Botanical Garden in
Bogor. Though it is called Rafflesia after Raffles, the man who discovered the
plant was Beccary, an Italian botanist who visited Sumatra in 1928. Rafflesia
consists of two parts: the stick-like part which grows in the middle and the petals
around and below it.
While the flower is blossoming, it has a very unpleasant smell which
affects insects, especially green flies. They seem eager to explore the flower. But
if the flies touch the bottom part of the sticklike centre, they die.
85
(Adapted from : http://mmursyidpw.files.wordpress.com/2011/02/learning-
description.pdf)
6. What is the suitable tittle for the text?
A. Stamford Raffles
B. Italian Botanist
C. Rafflesia Arnoldi
D. Botanical Garden
7. The identification of the text can be found in .....
A. 1st sentence of paragraph 1
B. 2nd sentence of paragraph 1
C. 1st sentence of paragraph 2
D. 2nd sentence paragraph 2
8. Which statement is correct based on the text?
A. Rafflesia Arnoldi has a very nice smell.
B. Beccary built the Botanical Garden.
C. Stamford Raffles is an Italian botanist.
D. Berccary discovered Rafflesia Arnoldi.
9. Rafflesia arnoldi is unusual because of its.... size.
A. small
B. tiny
C. big
D. long
10. The word 'They' in the last paragraph refers to ....
A. the green flies
B. the parts of rafflesia
C. the petal
D. Stamford Raffles and Beccary
Text 3 (number 11-15)
Oranges
Orange, the popular fruit which is easy to find and relatively cheap, in fact
contain much nutrition, which is good for our health. The fruit has widely been
known as not only vitamin and mineral-rich fruit but also containing essential
substances, which cannot be produced by human body. As a matter of fact, those
substances are necessary since they are used in the process of the growth and
development of human body.
The non-nutrition compounds in orange can minimize the risk of some
dreadful diseases, such as cardiovascular, cancer, and eyes problems.
Unfortunately, for many years people see the fruit only as the source of vitamin C
while actually it also produces carbohydrate, potassium, calcium, thiamin, niacin,
86
vitamin B, phosphor, magnesium, riboflavin, another natural chemical
compounds.
Consuming orange is also suggested for those who have diet programed
since there are only 60-80 calories in one fruit. Therefore, by having this fruit in
daily menu, someone can reduce his or her weight.
(Adapted from: http://www.slideshare.net/Junk_Assasaqi/descriptive-text-
muhammad-zuljanahain)
Answer the question bellow in your own words according to the text above
(text 2)!
11. What things are contain in orange?
12. Why orange is good for human body?
13. How much calories are containing in one orange?
14. Why orange is suggested for diet programe?
15. Is orange only minimizing the cancer diseases?
87
Appendix 11
QUESTIONNAIRE
Nama :
Kelas : X IPS-1
Hari / tanggal : 17 Januari 2014
Petunjuk :
1. Bacalah dan cermati setiap pertanyaan-pertanyaan berikut ini sebelum
memilih jawaban.
2. Tentukan skor masing-masing pertanyaan dengan mencentang ( ) pada
angka 5, 4,3,2,atau 1 dengan pasti tanpa rasa ragu ataupun takut.
3. Gunakan kejujuran anda dan jangan terpengaruh oleh jawaban teman anda.
Pertanyaan-pertanyaan
point
5
4
3
2
1
1. Apakah anda menyukai model pembelajaran
dengan menggunakan tehknik “Think-Pair-
Share”?
2. Apakah anda menyukai materi yang
diberikan?
3. Apakah anda menyukai media pembelajaran
yang dipakai?
4. Apakah anda menyukai penampilan saya dalam
menyampaikan materi?
5. Apakah tehknik “Think-Pair-Share”
membantu anda berpartisipasi aktif dalam
kegiatan belajar mengajar di kelas?
6. Apakah tehknik “Think-Pair-Share”
membantu anda dalam menemukan ide
pokok paragraph dari suatu teks?
7. Apakah tehknik “Think-Pair-Share”
88
Keterangan
Pertanyaan-pertanyaan Point
Sangat suka / sangat membantu 5
Suka / membantu 4
Cukup suka / cukup membantu 3
Tidak suka / tidak membantu 2
Sangat tidak suka / sangat tidak membantu 1
membantu anda dalam menemukan
informasi tertentu (specific information) dari
suatu teks?
8. Apakah tehknik “Think-Pair-Share”
membantu anda dalam menemukan makna
kata/frasa dari suatu teks?
9. Apakah tehknik “Think-Pair-Share
“membantu anda dalam memahami isi teks?
10. Apakah tehknik “Think-Pair-Share”
membantu meningkatkan kemampuan
membaca anda?
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BIOGRAPHY
His name is Stanislaus Gusdin. He was born in Nggilat,
West Manngarai on November 23th
1990. He live in Bali
since 2010 and I stayed in Denpasar. His father is Ubaldus
Asbin. He is a farmer. His mother‟s name is Veronika
Nisa. She is housewife. For his parents, Education is an
important aspect of life. He is the youngest child in his family. He has two
brothers and one sister. They are Adrianus Asisi Ngoho, Aloysius Gonzaga Asbin
and Edita Halum. In the age of 8, he started his elementary school at SDK Nggilat
for 6 years in 1998 until 2003. He went to a state junior high school named SMPK
Santo Markus Pateng, 3 years in 2003 until 2006. He continued my study in
SMAK Santo Ignatius Loyola Labuan Bajo, West Manngarai. There he studied
for 3 years in 2006 until 2009. He started his study at Mahasaraswati Denpasar
University in 2010. he concentrated at English Education Study Program, Faculty
of Teacher Training and Education. During his study, he got lot of knowledge and
experiences from class and student‟s organization. He took English because he
knows beside he can be a teacher, English are one of advantages that required
nowdays.
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