i IMPROVING STUDENTS’ READING COMPREHENSION BY USING CARD SORT (A Classroom Action Research in the Second Year of SMA BATIK 2 Surakarta in the Academic Year of 2011/2012) THESIS AFIFAH SARI RACHMAWATI S890809302 Submitted to Graduate School of Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of the Requirements for the Master Degree in English Education ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2014 perpustakaan.uns.ac.id digilib.uns.ac.id commit to user
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i
IMPROVING STUDENTS’ READING COMPREHENSION
BY USING CARD SORT
(A Classroom Action Research in the Second Year of SMA BATIK 2
Surakarta in the Academic Year of 2011/2012)
THESIS
AFIFAH SARI RACHMAWATI S890809302
Submitted to Graduate School of Teacher Training and Education Faculty of
Sebelas Maret University as a Partial Fulfillment of the Requirements for the
Master Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2014
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ABSTRACT Afifah Sari Rachmawati, S890809302. 2014. Improving Students’ Reading Comprehension by Using Card Sort (A Classroom Action Research in the Second Year of SMA BATIK 2 Surakarta in the Academic Year of 2011/2012). Thesis. 1st consultant: Dr. Ngadiso, M.Pd.; 2nd consultant: Dr. Abdul Asib, M.Pd. English Education Department, Graduate School, Teacher Training and Education Faculty, Sebelas Maret University Surakarta.
The aim of this thesis is to identify whether Card Sort can improve students’ reading competence for the students of class XI IPA 1 SMA BATIK 2 Surakarta or not, and to identify the classroom situation when Card Sort is implemented in the reading class. The preliminary research showed that the students had problems on identifying main idea, finding detail information, understanding word meaning, understanding sentence meaning, finding reference, identifying text organization, and identifying communicative purpose.
This classroom action research was done in SMA BATIK 2 Surakarta from August 2011- February 2012. The subject of the study was the students of class XI IPA 1 SMA BATIK 2 Surakarta consisting of 30 students. I did some steps for each cycle. They were planning, action, observation, and reflection. In collecting the data, I applied several techniques including observation, interview, questionnaire, research diary, and test. The quantitative data were analyzed by using descriptive statistics. It was compared between the scores of pre-test (before implementing card sort) and post-test (after implementing card sort), while the qualitative data were analyzed by using constant comparative method which consisted of comparing incidents applicable to each category, integrating categories into their properties, delimiting theory, and writing theory.
The result of the research showed that: (1) card sort can improve students’ reading comprehension, which covered: identifying main idea, finding detail information, understanding word meaning, understanding sentence meaning, finding reference, identifying text organization, and identifying communicative purpose. The improvement can also be seen from their results of post-test. The averages of the scores improved from cycle to cycle. The average score of pre-test was 61.39. Then, it increased to 69.18 in post-test 1 and 79.28 in post-test 2, and (2) The students became more active and enthusiastic in learning process. They were brave to come to in front of class to present their discussion using English language. Besides, the class became active and alive. Moreover, they could collaborate with others well.
In conclusion, card sort is able to improve students’ reading comprehension. It stimulates students to be responsible and active. Therefore, it was recommended that the English teachers use card sort in teaching reading competence, so that it can be students’ own reading strategy in order to improve their reading competence.
Keywords: card sort, reading comprehension, classroom action research
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MOTTO
God could not change someone‟s life if she/he does not make the effort
(Q.S. Ar-Ra’du: 11)
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DEDICATION
I dedicate this thesis to the people who always give me support
to finish this master study:
To my beloved mother and father. Thanks for your prayer and support for
me.
To my beloved sister and brother, for your love, care, and motivation.
To my husband for his patience.
To my daughter for her love
To my beloved lecturers at this graduate school for their great knowledge
and guidance.
To my all friends, for your helps during my study.
To the readers, I hope this thesis can function as such an additional reference
for you.
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ACKNOWLEDGEMENT
Alhamdulillahi rabbil „alamin
I would like to thank Allah „Azza wa Jalla, the Almighty God, for the
blessings. I would also like to deliver my appreciation and gratitude to everyone
who has supported me in finishing this thesis, especially to:
1. The Dean of Faculty of Teacher Training and Education for his permission to
write this thesis.
2. The Head of The English Education Department of Graduate Program for his
guidance and advice to write this thesis.
3. Dr. Ngadiso, M.Pd., the first consultant, for his patience, guidance, and advice
during this thesis writing.
4. Dr. Abdul Asib, M.Pd, the second consultant, for his advice, guidance, constant
and patience during this thesis writing.
5. The Headmaster of SMA BATIK 2 Surakarta for his permission to conduct the
research.
6. The Teacher of the second year for her permission to conduct the classroom
action research in her class.
7. The students of second year of SMA BATIK 2 Surakarta for their cooperation
during the research.
8. My husband “Alqurda Yayak S” and my little princes “Azalea” thanks for your
love and support.
It is also expressed to all of my colleagues for the nice times that we spent
together and helping each other of Graduate School Sebelas Maret University,
Surakarta. Finally, I hope this thesis will be beneficial for the readers, especially
those who are involved in English Education.
Surakarta, 2014
Afifah Sari Rachmawati
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TABLE OF CONTENT
Page
TITLE .............................................................................................................. i
APPROVAL ..................................................................................................... ii
LEGALIZATION OF THE BOARD OF EXAMINERS ............................ iii
PRONOUNCEMENT ...................................................................................... iv
ABSTRACT ...................................................................................................... v
MOTTO ............................................................................................................ vi
DEDICATION .................................................................................................. vii
ACKNOWLEDGEMENT ………………………………………………….. viii
TABLE OF CONTENT .................................................................................... ix
LIST OF TABLE ............................................................................................. xi
The second research entitled “Interest and Improvement of Student Learning
in Teaching Reading Strategies Using Sort on Card” is done by Roihan Parada
(2013). This research is motivated lack of student interest in reading, due to
the small number of students who want to read. It is seen in learning reading,
where students lack the ability to read. The purpose of this study was to
determine whether the strategy of Card Sort can increase interest and student
learning outcomes in learning Indonesian. This research is a class act. Subjects of
this study were fourth grade students about 20 people. The results of the research
cycle I gained an average score of 67.90 % percentage interest of the
students in the first cycle, while in the second cycle increased to 77.06 %.
Learning outcomes in the first cycle 55 %, while in the second cycle increased to 80
%. This means that the target indicators in this study was achieved and the
implementation of strategies of learning Indonesian with Card Sort is going well.
Based on these results, it suggested that the teacher can use the Card Sort
strategies to increase interest and Indonesian students' learning outcomes.
The third relevant research was done by Pratiwi Amelia from University of
Ahmad Dahlan Yogyakarta in 2012. The research was conducted in the eight grade
students of Junior High School in Riau Silip Bangka. This research was carried out
to determine the effectiveness of teaching vocabulary to young learners by using
flash cards. This research proves that teaching vocabulary by using flash cards is
more effective than those who are taught without using flash cards.
Rifka Kurnia Putri (2012), the effect of using card sort strategy toward
students‟ speaking achievement. I concluded that card sort strategy give positive
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effect toward students‟ speaking achievement. It was shown by the result of this
research that that mean score of experimental class was higher than mean score of
control class.
The another research was conducted by Puji Hidayati (2011) entitled: The
use of card sort to improve students understanding on conditional sentence. This
research aims to help student‟s activity in the class and improve their understanding
about the material. The result of study shows that using card sort can improve
students understanding on conditional sentence. This is proving by students
understanding that was improved in every cycle.
Steven Hannah (2005), Sorting Out Card Sorting: Comparing Methods for
Information Architects, Usability Specialists, and Other Practitioners. This study
examines open and closed card sorting methods used by information architects and
usability engineers. A hybrid data analysis strategy, combining conceptual analysis
and constant comparative method is employed to review 14 references.
Characteristics of card sorting methods and their properties are organized into
twelve emergent categories. Results are presented in a hypertext table, designed to
be extended by others, and supported with explanations of each category.
C. Rationale
Reading is not only a receptive skill of taking information from page in word
by word but also an active process to comprehend the text. The students have some
problems in comprehending the passage and difficulties in identifying main idea,
finding detail information, understanding word meaning, understanding sentence
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meaning, finding reference, identifying text organization, and identifying
communicative purpose.
The students‟ difficulties are caused by lack of vocabulary, prior knowledge
of the students, and the method used by the teacher in teaching learning process that
makes the students bored. It makes the students have low motivation in reading
activity and sometimes lazy to read an English text. Besides that, the teacher still
uses a traditional technique in which the students only have less time to read. The
teacher just reads the passage and discusses it with the whole class so the students
did not have time to share about the passage freely. And, the class condition also
influences the student‟s motivation. I focused on class X1 IPA 1 as a subject.
Between 07.00-10.00 am, the entire curtain must be closed because the sun disturbs
the students in the class. It can make the students not concentrate. Some students
participate actively and the others are noisy.
In this situation the research uses Card Sort technique to solve the students‟
problem and it aims to: (1) make the students easier to comprehend the reading text.
I asked the students to take the card randomly. The students who had card with the
same category should find their friends and make a group. Then I started to explain
that each group who got a set of cards containing the cut paragraph of text should
exchange their cards until they had read all of the paragraphs. Next, I asked the
students to arrange the cards into a good text. Using their own card, each student
asked to find the difficult vocabularies and find the main idea of the paragraph. After
arranging the paragraph, I asked the students to find out the main idea, detail
information, word meaning, sentence meaning, reference, text organization, and
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communicative purpose; (2) make the students not bored with the technique that is
used by the teacher. By doing card sort, there are physical responses that make the
students more active; and (3) motivate them to be more interested in learning
English. They can work together to solve the difficulties. Hence, the students can be
more motivated during the reading activity so that they can comprehend the text.
Therefore, the students‟ capability in comprehending a reading passage can be
improved through using Card Sort technique.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, I would like to explain the research methodology including:
the setting time and place of the research, method of research, technique of
collecting data, and techniques of analyzing data.
A. Context of the Study
1. The Setting of Research
a. Setting of Place
This research was carried out in SMA Batik 2 Surakarta which is located at
Jl. Sam Ratulangi 86 Phone/fax: (0271) 710887 Solo, Website:
www.smabatik2.com. SMA Batik 2 Surakarta was built on August 24th,
1989. It had
22 classes. It had ICT class (Information Technology and Communication) as a
superior class. It had 48 teachers and 14 staff.
SMA Batik 2 Surakarta is a comfortable school. It has been equipped by
complete learning facilities such as language laboratory, science laboratory, multi-
media room, hot pot, a large parking area and some facilities.
b. Setting of Time
Table 3.1 the schedule of research
No
Description
TIME
August Sept Oct Nov Dec Jan
1. Doing preliminary observation
2. Writing thesis proposal
3. Conducting research
4. Collecting data
5. Analyzing the data
6. Writing research report
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2. The Subject of Research
The subject of the research was the second year students of SMA Batik 2
Surakarta in 2011/2012 academic year, especially, class X1 IPA 1. This class
consisted of thirty students, and has its own characteristics. Actually, the students
of class X1 IPA1 were active, but sometimes some of them talked to each other,
they did not listen to the teacher seriously when she explained the lesson, and not
all the students did the exercises that were given by the teacher and they did not
submit the assignment on time.
Class XI IPA 1 consisted of 30 students. There were 11 male and 19
female students. This class consisted of one desk for teacher, one whiteboard,
LCD, four windows on the left of class. So, between 07.00-10.00 am, the entire
curtain must be closed because the sun disturbed the students in the class. On the
wall, there were a picture of president, vice president, and Garuda Pancasila.
They were put above the whiteboard and there were two air conditioners put on
the wall.
I chose class XI IPA 1 as the subject of the research. Actually, the students
of this class were active, but sometimes some of the students talk to each other,
they did not listen to the teacher when she explained the lesson, and not all the
students submitted the assignment on time. It happened because sometimes they
did not understand the instruction or they did not know the answer of the
assignment. In English class especially in reading activity, the students lacked
motivation. They thought that reading was boring because the reading texts were
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not interesting for them. Most of the students did not understand what they read
because they had a little vocabulary
B. Research Method
The research method used in this study was Classroom Action Research.
The definition of action research based on Kemmis in McNiff (1988: 2) is;
“Action research is a form of self-reflective enquiry undertaken by
participants (teacher, students or principals, for example) in social
(including educational) situations in order to improve the rationality and
justice of (a) their own social or educational practices; (b) their
understanding of these practices; and (c) the situations (and institutions) in
which these practices are carried out.”
From definition above it can be drawn an inference that classroom research
in this study means the systematic study of attempts to improve the teaching
learning process in order that students‟ achievement becomes satisfying. In
reality, the student‟s capability in comprehending reading passage was
unsatisfying.
In this case I conducted the research in the form of cycle. According to
Kemmis and McTaggart‟s model, cycle consisted of: planning, acting,
observing, and reflecting. Those procedures were reflected in the following
scheme.
Planning
Reflecting acting
Observing
Mc. Taggart (1991: 32)
Scheme 1
The Scheme of Action Research Steps
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The procedures of the research are as follows:
1. Plan
In this step, I was prepared the material, made the lesson plan, and designed
the steps in doing the action. In this step, I was also prepared students‟ name
and score, sheet for classroom observation, and tests (to know whether the
students‟ reading comprehension improves or not).
2. Action
Based on the previous plans, some of the activities were done as follows;
a. Pre-test
1) The students were asked to do the test.
2) I checked and gave score the students‟ works.
3) I analyzed the students‟ score
b. Interview
1) I interviewed some students to get information about the students‟
interests and learning problems.
2) I wrote the result of the interviews as an additional data.
c. Observation
1) I and the collaborator observed the teaching learning process to get
information about the reading teaching learning process, the
interaction between I and the students, and the students and their
friends in the classroom.
2) I and the collaborator made the field note what was happening in
reading class.
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d. Questionnaire
1) The questionnaire was given to the students to get the information
about the students‟ comment toward reading teaching learning
process and what they needed to make them had better learning and
reading competence.
2) I made conclusion based on the result of the questionnaire.
e. Post test
Post test was given to the students to find out the students‟ reading
competence after being given implementation in the first cycle. The
result of the post test in the first cycle was used as main consideration in
designing the activities in the second cycle.
3. Observation
In this step, I observed the students during the action and making notes in
observation sheets like the student‟s feeling, thinking, and something they
were doing in English teaching-learning process. I observed the class
objectively. In this case, the collaborator was another English teacher who
gives contribution in giving the ideas and sharing the experiences actively in
all steps in the classroom action research.
4. Reflection
In this part, I analyzed the result of observation and calculated the result of
reading test.
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C. Data and Data Source
1. Data
The data of this research were obtained from the procedures and
activities during teaching learning process using Card Sort technique and the
score of reading comprehension tests. The result of the treatment was described
in the scores of post-test that was compared with the scores of pre-test.
2. Data Source
The sources of this research are:
a. Event
It was the activities in teaching learning process especially teaching reading
comprehension by using Card Sort technique for the first year students in
SMA Batik 2 Surakarta.
b. Document
In this research, the documents taken from teacher‟s lesson plans, result of
test, reading materials, textbooks, syllabus, and the student‟s worksheets.
c. Informant
The data was taken from interview and questionnaire. Interview was done by
having conversation between interviewer and respondents with purpose of
getting certain information. The respondents were the teacher and the
students. I prepared some questions for the interview, in order to get
information related to the research problem. Meanwhile, questionnaire was
one way of checking students‟ perception or opinion related the subject. It
was usually written in short answer.
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D. Technique of Collecting Data
The data which was collected in this research were qualitative data and
qualitative data. Quantitative data was collected from the result of the reading
comprehension test and qualitative data was collected from observation,
interview, questionnaire, and document.
The qualitative data was collected by using some techniques as follows:
1. Observation
In this research, the observation was done during the process of
implementation of Card Sort technique in the teaching reading. The
observation gave some information about classroom events and interaction in
the classroom. In this research, I was as a teacher who taught reading using
Card Sort technique and as a direct observer who observed the activities
while the implementation of Card Sort technique in the class. I also asked
her collaborator to observe the teaching learning process. The function of
collaborator here was to observe, evaluate, and give suggestion about the
implementation of Card Sort technique in the classroom.
2. Interview
The interview was done to get information from the students and
collaborator about their personal perception, experiences, opinions and ideas
related to the implementation of Card Sort technique in the classroom.
3. Questionnaire
According to Burns (1999: 129) questionnaire is easier and less time
consuming to administer then interview and the responses of the larger
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numbers of informant can be gathered. Related to this statement, I decided to
ask the students to fulfill the questionnaire. In this technique, the students
should read the questions and tick responses or write in short answer.
4. Document
The document that was collected in the form of teacher‟s lesson
plans, reading materials, textbooks, syllabus, and the student‟s worksheets.
By analyzing them, I gets information about the students‟ ability in reading. I
also collected the data from the scores representing the students‟ reading
achievement. The score was the final products of the students‟
comprehension in reading test.
The quantitative data was collected by using reading comprehension test.
In this research, I used a written test to measure the students‟ achievement in
reading. I gave a pretest and posttest in order to know the students‟ reading
comprehension before and after using Card Sort technique. It‟s aimed to know
whether the students‟ reading comprehension improves or not.
To get the instrument validation in reading comprehension test, I uses
internal validity and reliability as stated in Ngadiso (2006: 1-3). The formula is
as follows:
1. Internal Validity
Sn
xt
2
St = Standard deviation or the square root of the total of the square
of each deviation score divided by the number of respondents
x2 = the total of the square of each deviation score
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n = the number of respondents
t
t
t
tn
nq
p
S
XXr
rn = the validity of each item
Xn = sum of correct answer within the row divided by sum of
correct answer within column.
Xt = the average of the total correct answer.
St = standard deviation or the square root of the total of the square
of each deviation score divided by the number of respondents.
pt = the total of the correct answers divided by the number of
respondents.
qt = the total of the incorrect answer divided by the number of
respondents
2. Internal Reliability
21
t
kks
pq
k
kr
rkk = internal reliability
k = the total valid item
pq = the sum of the multiplication of the proportion of the correct
answers and in the correct answer.
St = standard deviation of the square root of the total of the
squared of each deviation score divided by the number of
respondents.
For qualitative data, I used data triangulation. It means that, I collected
data from three sources: the students, the collaborator, and I herself using
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observation, questionnaire, and interview. The data were compared to know
whether the data were valid or not.
E. Technique of Analyzing Data
The process of data analysis was conducted by using qualitative and
quantitative methods. To analyze the quantitative data, I applied a descriptive
statistics, comparing the following dimension: the highest and lowest scores and
means. The data were taken from the students‟ answers on the written test.
1. Computing the students‟ correct answers.
2. Calculating the students‟ scores on written test is done as follows:
a) Calculating the percentage of the correct answers of each student by
using percentage correction. The percentage is used to measure the
students‟ reading comprehension. To find out the percentage
correction, the formula as stated by Arikunto (1998: 38) is used:
Where:
S = the students‟ mastery in %
R = the students‟ right answer
N = the maximum number of the whole answer
SM = standard mark (100)
In determining the level of the students‟ reading comprehension, the five
categories described by Arikunto (1998: 38) are as follows:
The System of Score Category
Percentage Interpretation
81 – 100 Very Good
61 -80 Good
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41 – 60 Fair
21 – 40 Poor
0 – 20 Very Poor
From the percentage of the correct answers, then, the students‟
reading comprehension was found.
b) After analyzing the scores of the written test, I used a statistical
technique to find the students‟ mean score. Then, I compared the mean
score of the pre-test and post-test. In scoring the test, I calculated the
students‟ scores by using the following formula:
n
XM
Where:
M = mean (the score)
∑ X = the total score
n = number of students (Purwanto, 1985: 38)
It means that if the mean score increases, the students‟ reading
comprehension is considered improving and the research is successful.
c) Comparing students‟ reading comprehension before and after
treatments.
3. Making conclusion and suggestion based on the data.
Then, to analyze the qualitative data, I applied constant comparative
method as suggested by Glaser (1980: 105-115). The method consists of four
steps: (a) comparing incidents applicable to each category; (b) integrating
categories and their properties; (c) delimiting the theory; and (d) writing the
theory. The following is a brief description of each step:
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a. Comparing incidents applicable to each category.
This process was also similar to specifying the nature and dimension of
many concepts arising from the data.
b. Integrating categories and their properties.
In this stage I began to note the relationship among the concepts. For these
relationships to emerge, however, it was necessary for I to have noticed all
the concepts.
c. Delimiting the theory.
Eventually, as the pattern of relationship among concepts become clearer,
I disregards some of the concepts initially noted but evidently irrelevant to
the inquiry. In addition to the number of categories being reduced, the
theory itself becomes simpler.
d. Writing the theory.
I put her findings into word to be shared with others. The stage was
regarded as a part of the research process.
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Introduction
The aim of the research was to identify whether Card Sort technique could improve
students‟ reading comprehension for the students of class XI IPA 1 of SMA BATIK
Surakarta or not and to identify how is the classroom situation when Card Sort is
implemented in the reading class.
I started this research after finding the students‟ problems in reading comprehension.
She found this problem after asking the students to do the exercises of: (a)
understanding word meaning based on the text; (b) getting the main idea both the
main idea of the text and certain paragraph; (c) understanding the sentence meaning
of past and present perfect tense; (d) identifying detail information from the text, and
(e) understanding the text organization.
I gave each student a test. She gave a test that is suitable with reading
comprehension material. It was used to know how far the students could
comprehend the reading text. The test was held on Wednesday, August 11th
2011
and implemented in 2x45 minutes. I observed the test process. The students
answered the items quietly, but some of them still looked confused in answering the
questions. The form of the test is multiple choices. After conducting the pre-test, I
scored the students‟ answer.
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Table 4.1.Score of pre-test.
No Level Preliminary Observation
1 Highest score 68.57
2 Lowest score 48.57
3 Mean score 61.94
Supporting to the pre-test score in the table above, the following table provided data
about the students‟ score viewed from all indicators.
Table 4.2 score of indicators
score highest lowest average
Main idea 87.5 25 60.27
Detail information 88.8 22.2 68.19
Word meaning 87.5 25 61.16
Sentence meaning 100 0 50
Reference 88.8 22.2 64.22
Text organization 88.8 22.2 56.29
Communicative purpose 88.8 22.2 65.81
Table 4.3. Computing of passing grade in pre-test
No Explanation Passing grade
Number of students
%
1 Score above passing grade 60 12 40
2 Score below passing grade 60 18 60
According to the result of the pre-test, it can be concluded that the students‟ reading
comprehension was low. From 30 students only 40% got the score above the passing
grade or in other word there were 60% students who got the score below the passing
grade. Another important consideration was about the students‟ score viewed from
their skill. The average of students‟ score in getting main idea was 60.27, in finding
detail information was 68.19, in understanding word meaning was 61.16, in
understanding the sentence meaning was 50, in finding reference was 64.22, in
identifying the text organization was 56.29, and in identifying communicative
purpose was 65.81.
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Furthermore, the result of the questionnaire about reading comprehension also
showed that the students had problem in reading comprehension.
Table 4.4 The Result of Questionnaire 1
No Aspects Asked SD D A SA
1. Reading subject is difficult. - 1
(3.3%)
24
(80%)
5
(16.7%)
2. It is difficult for me to comprehend the expository text. - -
13
(43.3%)
17
(56.7%)
3. I have problem to understand some words. - - 23
(76.7%)
7
(23.3%)
4. It is not easy to find detail information in the text. - - 12 (40%)
18 (60%)
5. It is difficult to find a main idea. - - 23
(76.7%)
7
(23.3%)
6. It is difficult to understand the sentence meaning. - 1 (3.3%)
10 (33.3%)
19 (63.4%)
7. It is difficult to understand word meaning. - 1
(3.3%)
7
(23.3%)
22
(73.4%)
8. It is not easy to identify text organization. - - 16 (53.3%)
14 (46.7%)
9. It is difficult to find reference. - 16
(53.3%)
14
(46.7%)
-
10. It is not easy to identify communicative purpose. - - 22 (73.3%)
8 (26.7%)
11 The class is very noisy - 22
(73.4%)
8
(26.7%)
-
12. The method used by the teacher is monotonous. - 4 (13.3%)
10 (33.3%)
16 (53.4%)
13. The students are lazy to read English. - 2
(6.7%)
13
(43.3%)
15
(50%)
14. The students have little vocabulary. - 4 (13.3%)
10 (33.3%)
16 (53.4%)
15. An alternative method to learn reading is needed. - - 21
(70%)
9
(30%)
In fact, most of the students had low ability in reading comprehension. Firstly, the
problems that were caused by the students themselves were: they were lazy to read
English texts because they had a little vocabulary, as a result, they depended on their
dictionary too much; did not have prior knowledge about the content of the text; and
the method used by the teacher in teaching learning process made the students
bored. The class was dominated by the teacher and students always kept silent. Their
motivation to study was low. They were not active in teaching learning process,
because the students did not have opportunity to develop their communicative
competence. Secondly, the teacher still used traditional technique in which the
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students only had less time to read. The teacher just read the passage and discussed
with the whole class so the students did not have time to share about the passage
freely. The teacher seldom used various techniques to make the students become
better readers. The teacher asked the students to read and answered the question
individually. After that, they submitted the assignment without discussing the
answers with other students. The student‟s problems in comprehending reading not
only came from the students themselves and the teacher but also the condition of the
class. Between 07.00-10.00 am, the entire curtain must be closed because the sun
disturbed the students in the class.
Therefore, a new technique is needed to work out the problems. I decided to use
Card Sort technique in conducting this action research. Card Sort is collaborative
activity in sorting the card collaborating the critical thinking of students. Card Sort is
an effective way to improve the students‟ reading comprehension. The students who
had card with the same category should find their friends and make a group. Then I
started to explain that each group who got a set of cards containing the cut paragraph
of text should exchange their cards until they had read all of the paragraphs. Next, I
asked the students to arrange the cards into a good text. Using their own card, each
student asked to find the difficult vocabularies and find the main idea of the
paragraph. After arranging the paragraph, I asked the students to find out the main
idea, detail information, word meaning, sentence meaning, reference, text
organization, and communicative purpose. Besides, it can make the students brave
and not shy because this technique gives priority to the movement of physical
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response, so the students can be interested in learning from the beginning of the step
to the end.
B. Research Implementation.
1. Description of Cycle 1
In cycle 1, I carried out four meetings. Cycle 1 was conducted from September 20th
to October 1st, 2011. After the fourth meeting was done, a test 1 was carried out.
Each cycle consisted of planning, action, observation, and reflection. The overall
implementation of cycle 1 can be seen in table 4.5:
Table 4.5 The Implementation of Cycle 1
Cycle 1 Teaching reading using Card Sort technique
Planning Sharing ideas with collaborator Designing lesson plan Preparing hand out Preparing the slide on power point Preparing observation instrument (field notes and check list)
: An Indian and His Fish : The Legend of Prambanan Temple : The Elves and The Shoemaker : Keong Emas
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Observation
Teaching and learning situation
The teacher prepared the material well, explained the new technique clearly, asked the students to make a group based on the same category’s card they had. This technique made the teacher control the class easily. Good interaction between students and researcher. The teacher actively answered the students’ questions. The students showed interest to the new technique. The students were motivated to get involved in doing the steps even though they were confused about how to find the card in the same categories. Grouping was effective to make the students share their ideas though some groups needed an extra care. The process of teaching and learning in the first and third meeting did not run smoothly. The process of teaching and learning in the second and fourth meeting was better. In this cycle, the teacher got problem in managing the time
Learning process
Some students showed their progress by speaking out their ideas and answering question. The result of the assessment also showed that the understanding of reading of some students was quite improved. There were also some students who were not serious in doing the steps. Some students were still talking each other and make noisy. In this cycle, the students’ understand about detail information, reference, text organization, and communicative purpose of the text was improved. On the other hand, the students still got problem in understanding main idea, word meaning, and sentence meaning.
Reflection + Card Sort technique could create a good atmosphere that motivated the students to take a part in the teaching and learning process actively. + There was a good interaction between I and the students.
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+ Sitting in groups made the students helped each other to do the steps. + It was quite easy for I to control and monitor the students because they sat in group. + Students’ understanding about finding reference, identifying text organization, and identifying the communicative purpose of the test were improved. - Some students were not serious in finding the group. - Some students were still talking each other and make noisy. - Some students did not read the whole paragraph in the text. - Students still got problem in understanding main idea,
sentence meaning, and word meaning. - I still got problem in managing the time allocation.
a. Planning Action
I and the collaborator prepared for the action. The preparation included: designing
lesson plan, preparing hand out, preparing slide on power point and preparing
observation list such as field notes and check list. The lesson plans were designed
for four meetings. It consisted of: (1) Competence Standard; (2) Basic Competence;
Material; (7) Teaching and Learning activities; and (8) Assessment. The reading text
for the first meeting was “An Indian and His Fish”, for the second meeting was
“The Prambanan Temple”, for the third meeting was “The Elves and The
Shoemaker”, and for the fourth meeting was “Keong Emas”. The texts were taken
and adopted from Microsoft Encartafor Kids 2007, Look Ahead, and an English
course for Senior High School Students Year XI published by Erlangga.
After designing lesson plan, I and the collaborator prepared the hand outs which
consisted of reading text and assessment. The assessments were in the form of essay
with 10 questions that covered the instructional objectives in the lesson plan. Next
activity was preparing the slides on power point and wrote the indicators that the
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students had to achieve in the teaching learning process. After that the teacher and
the collaborator prepared observation instruments; field note and check list. The
collaborator and I would use these two kinds of instrument in observing the teaching
and learning process done by I and the students.
The next activity was doing the steps in Card Sort. There were some steps in Card
Sort as follows:
1. Asking the students to take the card randomly.
2. Asking the students to find their friends who have card with the same
category.
3. Asking the students to exchange their cards until they have read all of the
cards in their group.
4. Asking the students to arrange the cards into a good text.
5. Using their own cards, each student should find the main idea of the
paragraph that they get.
6. Asking the students to find the difficult vocabularies and find the
meaning from the card that they get.
7. Asking the students to find the main idea, detail information, word
meaning, sentence meaning, reference, text organization, and
communicative purpose.
8. Asking the students to present all indicators that they had found.
9. Monitoring the students while they are conducting Card Sort activity.
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b. Action
1) Meeting I
a) Opening
It was on Tuesday, September 20th
, 2011 for about two periods or ninety minutes. I
and the collaborator entered to the class of XI IPA 1 (30 students). Before starting
the lesson, I greeted the students by saying “AssalamualaikumWr.Wb, Good
morning students, how are you today?”The students said “wa‟alaikumsalamWr.Wb,
good morning mom, I‟m fine thank you, and you?” I said “I am fine too,
thanks.”After that I checked the attendance list by calling each student‟s name,
while the collaborator took a seat in the back side. All students were present today.
I explained what they should do for that day. She tried to create a good situation by
telling the students that the day‟s activities would be reading lesson by using Card
Sort technique as a kind of cooperative learning. They would work in groups. The
students seemed enthusiastic. I prepared all the media and learning sources.
In this stage, I gave an explanation the objectives of the teaching and learning on
that day using Card Sort technique. It was implemented to comprehend the reading
text. Then, I explained about the technique and what the students should do in every
step of Card Sort technique. I told the students that the material for the lesson was
narrative text. I then remained a little bit of narrative text including the generic
structure and communicative purpose. Most of the students paid more attention in
this section. They were really enthusiastic to digest I‟s explanation. Following this
activity, I distributed the text entitled “An Indian and His Fish”. I also said that it
was important for the students to learn English because it introduced them to many
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terms that they would find when they were going to go to the university and they
would use it for accomplishing their assignment when they were going to study in a
top rank university or if they were going to study abroad. The teacher asked who is
going to study in the university, and all of them answered that they planned to
continue their study to the university. Teacher appreciated them and told them that
they had to study hard to reach their goals.
b) Main Activity
I distributed the card. The reading text for the first meeting was “An Indian and His
Fish”. When she explained Card Sort, the students seemed serious and active. After
that, the teacher asked to the students to read the title of the text and asked to the
students to brainstorm about the title or the topic in the text.
I explained that in this technique the students would work in groups. Each group
consisted of 6 students. She asked the students to take the card randomly. The
students who had card with the same category should find their friends and make a
group. Then I started to explain that each group who got a set of cards containing the
cut paragraph of narrative text should exchange their cards until they had read all of
the paragraphs. Using their own card, each student was asked to find the difficult
vocabularies and find the main idea of the paragraph. Next, I asked the students to
arrange the cards into a good text. After arranging the paragraph, I asked the
students to find out the main idea, detail information, word meaning, sentence
meaning, reference, text organization, and communicative purpose.
Later on, one student in each group presented their result in front of the class. At the
first time, they were reluctant to come in front of the class, but when I told him/her
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that they were all learning, they had bravery to present it. In this stage, I guided all
presentation performed by the students. During this activity, all students were
enthusiastic. When one of the students from second group, student GA, represented
his group to present his group result, the other friends listened carefully. The
presentation ran well. And then, the presentation was followed by group one, five
and four. All groups did the presentation well. But, when the student from third
group, student LW, presented his group result, he discussed the different text. The
arrangement of the paragraph of this group was wrong. They put the fourth and fifth
paragraph in reverse order. They should put the fourth paragraph after third
paragraph, not in reverse order. The students‟ result showed that they got a little bit
difficulty to arrange the paragraph. They were also confused to find out the sentence
meaning from the text. This time, I guided the students to find the correct answer of
all problems occurring in discussing the material of the text.
All groups could present their result in front of class. They enjoyed the Card Sort
technique although there were still many mistakes in arranging the paragraph related
the text. I gave the assessment to the students in a group and they were given 15
minutes to finish.
c) Closing
This part showed how I closed the meeting. Ten minutes before the bell rang, I
reviewed the lesson by summarizing the topic of today. I gave chance to the students
to ask some questions if they were still confused about the topic. As a reflection,
teacher asked students whether they can comprehend the reading text. Students
answered that they could understand the text. However, they said that they still
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confused in understanding sentence meaning. They felt that they sometimes still
made mistakes. She praised the students and motivated them to learn better for the
next meeting. She told the students about the topic to be learnt for the next meeting.
Finally, she said “Any questions?” the students answered, “no mom”. “If there is no
question, I closed the meeting, thank you very much for attending and your
attention, WassalamualaikumWr.Wb, see you”. The students responded her,
“Wa”alaikumsalamWr.Wb, See you too”.
2) Meeting II
a) Opening
The second meeting was done on Friday, September 23rd
, 2011. The weather was so
nice that day. I entered the classroom at 7 a.m. the collaborator came 5 minutes later.
The class was so dirty. So, she asked some students to sweep the floor and pull out
the rubbish into the rubbish dump. It took 5 minutes to finish the cleaning. I asked
the students to go back to their chairs. It was started by praying together. Then, she
greeted the students and checked the attendance list by calling the student‟s name.
All students were present at that day.
I repeated the previous material by giving explanation about Card Sort technique.
She believed that the students needed such kind of a review due to the fact that it
was new for them and there were some students who were still confused. She
emphasized that the most important thing in doing the card sort activity was the
collaboration between the students. She then told the students that the material of
that meeting was still same, narrative text, but in different tittle. The tittle of the text
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was The Legend of Prambanan Temple. In this meeting, the students could
understand the word meaning and increase their vocabulary.
b) Main Activities
I distributed the card. The reading text for the first meeting was “The Legend of
Prambanan Temple”. When she explained Card Sort, the students seemed serious
and active. After that, the teacher asked to the students to read the title of the text
and asked to the students to brainstorm about the title or the topic in the text.
I explained that in this technique the students were still work in groups. Each group
consisted of 6 students. The members of the group were different with the previous
meeting. She asked the students to take the card randomly. After the students sat in
their groups, I then explained the instructional objectives of the lesson. I explained
every step very carefully to make sure that all students understood. After that, the
students asked to exchange their cards until they had read all of the paragraphs.The
condition was different from the previous meeting. In this meeting, the students
were so active because they had background knowledge about The Legend of
Prambanan Temple. Students seem so familiar with the topic that made them easy to
understand the word meaning. But, some of them were still difficult to interpret the
vocabularies. Next, I asked the students to arrange the cards into a good text. They
sorted the cards related to the material to find out the main idea, detail information,
word meaning, sentence meaning, reference, text organization, and communicative
purpose. The students looked motivated in doing this activity. Each group tried to
finish soon and correctly.
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After arranging the cards and discuss together in their group, the students prepared
themselves to present their result in front of class. I then asked the representation of
the second group to come forward in front of the class. Student DA came forward in
front of the class and presented her group result. She performed her presentation a
little bit shyly. She delivered the arrangement of the paragraph completed and all the
findings of all indicators. The presentation was good enough. It was true that the
students needed self-confidence to speak English. After the presentation of the first
group, I gave the time for other group to take turn. When student SS, from the fifth
group, presented her group result, the other friends listened carefully. After the
presentation of SS, the other students coming from the second group gave such
comment to the fifth group. Here is the comment from the students BRP:
“Excuse me, mom. I think we have different opinion about the word meaning of
„famous‟. The meaning of „famous‟ not just „popular‟ tapi bisa juga „well-known
kan, mom?”.Kan artinya sama-sama „terkenal‟.
I then gave a little bit comment, Yes, you are right dear. That is good opinion. We
know that words or vocabularies in English can be has more than one meaning. So,
you have to read more to improve your vocabulary and the meaning”. As soon as
the others group added the other meaning of “famous”. Then the discussion
followed by the presentation of others group. It ran well. All groups could present
their result.
Following this activity, I then discussed the result of their answer. The discussion
was still emphasized to correct the students‟ answer for all indicators. The students
showed interest to know the correct answer. Soon after that, I praised all groups for
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they had done. Then I gave the students the assessment and they were given 10
minutes to finish.
c) Closing
There was 10 minutes for the teacher to close the lesson. The teacher reviewed the
lesson by summarizing the topic of today, giving chance to the students to ask some
questions if they were still confused about the topic. The teacher made a reflection
by asking students to identify main idea and understand sentence meaning. She
praised the students and motivated them to learn better for the next meeting. The
teacher asked the students whether they were happy or not to learn using card sort.
The students said “Yes.” The teacher did not give homework to the students. She
told the students about the topic to be learnt for the next meeting. Then, she closed
the lesson.
3) Meeting III
a) Opening
The third meeting was done on Tuesday, September 28th
, 2011. I and the
collaborator entered the classroom and greeted the students. I and the collaborator
smiled happily because all the students have sat neatly. Then, I put her teaching
material on the teacher‟s table, while collaborator took a seat in the back side. I
checked the attendance list by calling each student‟s name. On that day all the
students were present.
The teacher reminded the students about the technique they used in reading class
that day, that was Card Sort technique and its procedures. All of students answered
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that they still remembered it. Afterwards, the teacher prepared the media and
learning resources which were used that day.
The teacher explained what they were going to do on that occasion. She also told the
objectives of the teaching and learning that day. I told the students that the material
for the lesson was still narrative text. They were very enthusiastic. Following this
activity, I distributed the text entitled “The Eves and The Shoemaker”. It was
important for the students to read much more texts. It aimed to improve their
knowledge of vocabulary.
b) Main Activity
I distributed the card. The reading text for the first meeting was “The Eves and The
Shoemaker”. When she explained Card Sort, the students seemed serious and active.
Then, I asked the students to discuss with friends and brainstorm everything they
knew related to the topic
I explained that in this technique the students were still work in groups. Each group
consisted of 5 students. The members of the group were different with the previous
meeting. She asked the students to take the card randomly. After the students sat in
their groups, I then explained the instructional objectives of the lesson. I explained
every step very carefully to make sure that all students understood. After that, the
students asked to exchange their cards until they had read all of the paragraphs. The
condition was different from the previous meeting. In this meeting, the students
looked confuse with the tittle. Students seem not familiar with the topic that made
them little bit difficult to understand the word meaning. Next, I asked the students to
arrange the cards into a good text. They sorted the cards related to the material to
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find out the main idea, detail information, word meaning, sentence meaning,
reference, text organization, and communicative purpose. In this activity, the
students were noisy. They little confused to arrange the cards. I gave the students
time to make the correct paragraph.
After all groups finished their discussion, I asked one group to present their result.
The student AN from the sixth group came to in front of the class to present her
groups‟ result. He delivered it slowly but it could be understood well by the other
students. Most of students sometimes smiled by looking at the AN‟s performance
because he behaved like a girl with his dialect and gesture. I asked the students,
“What are you laughing for, students?‟. “He is funny Mom, he..he..” Instead of this,
his presentation was good enough.
The presentation was continued by the fourth group. When student IWS presented
her group result, the other friends listened carefully. After she finished the
presentation, the student FBP from the first group gave such comment. Here is the
comment from the student FBP:
“Mom, I think the sixth group arrange a wrong paragraph. Kayaknya paragraphnya
kebalik, Mom. Bukannya paragraph ketiga seharusnya ditaruh di paragraph kedua,
Mom.”
I smiled then gave comment, “are you sure, girl? Thanks for your comment, it
showed that you really pay attention to the presentation. But, her group has arrange
the correct paragraph”. Then the student FBP answered “Iyakah, Mom? Berarti
kelompok saya yang salah menyusun paragraf he…he…”. Followed by student GA
from the first group commented “Walahhh punya e kelompokku juga salah, Mom”.
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I answered “It‟s ok, students. We are all learning together, so it is never mind if
your answer is wrong, that is why we discuss it”.
I gave chance to the other groups to present their result. After all the groups
presented their result, Iguided the students to find the correct answer of all problems
occurring in discussing the material of the text. The students enjoyed the Card Sort
technique although there were still many mistakes in arranging the paragraph related
the text. I gave the assessment to the students in a group and they were given 15
minutes to finish.
c) Closing
Having done all the activities, there was 10 minutes for I to close the lesson. I
reviewed the lesson by summarizing the topic of today and gave a chance to the
students to ask question. I made a reflection by asking students to understand
sentence meaning so they could arrange the paragraph correctly and she also asked
the students not to afraid when presented in front of class. She praised the students
and motivated them to learn better for the next meeting. Then, I closed the class by
saying thanks to the student‟s attending and participating. Finally, she said
“wassalamualaikumwr.wb, good bye” and “see you”.
4) Meeting IV
a) Opening
That day was Saturday, 1st October 2011. That was fourth meeting of first cycle, the
sky looked so sunny, and the students seemed so concerned because the beam of the
sun entered their classroom, so the students had to close the door and close the
window with curtain. I and the collaborator greeted the class and there were no
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students missing. I checked attendance list and gave a check mark. On that day all
the students were present.
Having checked the students‟ attendance list, I gave questions to check their
memorization about the steps of Card Sort technique and reminded how to apply
them. All the students answered that they still remembered it. In this meeting, I did
not explain the technique anymore because all the students had understood. The
topic for today was “Keong Mas”. It was important for the students to understand
the text and followed all the steps.
b) Main Activity
I distributed the card. The reading text for the first meeting was “The Eves and The
Shoemaker”. The students were so enthusiastic because the topic was familiar for
them. Then, I asked the students to discuss with friends and brainstorm everything
they knew related to the topic
I asked the students to take the card randomly. Then the students sat in their groups.
Each group consisted of 5 students. After that, the students asked to exchange their
cards until they had read all of the paragraphs. Using their own card, each student
asked to find the difficult vocabularies and find the main idea of the paragraph. The
students felt the vocabularies were easy enough, so they did it soon. Next, I asked
the students to arrange the cards into a good text. They sorted the cards related to the
material to find out the main idea, detail information, word meaning, sentence
meaning, reference, text organization, and communicative purpose. The students
did this activity on the table. Sometimes, they laughed when there was a student in
the group was joking.
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After that, the students had to present their group result. I gave chance for the third
group to present their result. Student FA became the presenter in front of the class.
He presented his group‟s discussion. He could deliver the arrangement of the
paragraph and all the finding indicators fluently although his voice was not loud. He
was actually had a big self-confidence. When the student FA was still presenting his
speaking, suddenly, a student interrupted, “Mom, we cannot hear his voice, it‟s too
soft”. I then asked the students FA to speak more loudly, “Would you please speak
louder, boy. Your friends cannot catch your words”. “Yes Mom”, the student FA
answered.
The activity was continued by the presentation of the second group. The result of the
second group was presented by the student EPP. Actually the students of second
group decided to point the student SS to present their discussion, but I suggested to
give the chance to the other friends. The student SS had been the presenter at the
second meeting, so I thought that the opportunity was better given to the other
students. The student EPP did the presentation well. No comment for the second
group so the presentation was continued by the other groups. All group presented
their discussion very well.
After all groups could present their result, I guided the students to find the correct
answer of all problems occurring in discussing the material of the text. Next, I gave
the assessment to the students and they were given 15 minutes to finish.
c) Closing
In closing, the teacher reviewed the lesson by summarizing the topic of today, giving
chance to the students to ask some questions if they were still confused about the
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topic. I made a reflection by asking students to identify all indicators and she also
asked them to speak louder when presented their result in front of class. She praised
the students and motivated them to learn better for the next meeting. She then asked
the students whether the students enjoyed the activity or felt bored. The students
answered that they were happy, enjoyed the process, and felt easier to understand the
text by using card sort. I then reminded all students to attend the class on Tuesday,
October 4th
2011 for the post-test. Finally, I said goodbye and left the class with the
collaborator.
5) Post Test
To know the students‟ improvement in comprehending the text by using card sort
technique in cycle 1, I conducted the progress test, namely post-test. It was held on
Tuesday, October 4th
, 2011 at 07.30 a.m. In this test, all of students could attend the
class since I had informed it in the previous meeting. The item of post-test was taken
from the pre-test given before first meeting in cycle 1. There were thirty five items
in the form of multiple choices. The items consisted of all indicators. I observed the
test process. The activity of the post-test ran well although there were some students
trying to look at their friends‟ answer. After conducting the post-test, I scored the
students‟ answer.
Table 4.6. Score of post-test.
No Level Cycle 1
1 Highest score 77.14
2 Lowest score 48.57
3 Mean score 69.18
Supporting to the post-test score in the table 4.6, the following table provided data
about the students‟ score viewed from all indicators.
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Table 4.7. Score of indicators cycle 1
score highest lowest average
Main idea 100 37.5 68.3
Detail information 100 33.3 73.74
Word meaning 100 37.5 66.07
Sentence meaning 100 0 64.29
Reference 100 33.3 71.76
Text organization 100 33.3 70.81
Communicative purpose 100 33.3 73.3
From the table above, it can be seen that the students were successful in
understanding detail information in the text, finding reference, identify text
organization and identify the communicative purpose of the text.
Table 4.8. Computing of passing grade in cycle 1
No Explanation Passing grade Number of students %
1 Score above passing grade 60 18 60
2 Score below passing grade 60 12 40
The comparison between pre-test and test 1 of cycle 1 could be seen in table 4.9.
Table 4.9 Comparison of scores
No Level Pre test Test 1
1 Highest score 68.57 77.14
2 Lowest score 42.85 48.57
3 Mean score 61.93 69.18
From the table 4.9 it could be concluded that there was improvement on students‟
reading comprehension. The highest score improved from 68.57 in pre-test into
77.14 in test 1 and the lowest score improved from 42.85 into 48.57. The mean score
between pre-test and test 1 also improved from 61.93 into 69.18. Therefore, it was
clear that students‟ reading comprehension improved in cycle 1.
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c. Observation of Cycle 1
There were two things that I and his collaborator observed. They were the process of
teaching and learning in the classroom and the learning progress which the students
achieved. Observation was done by I as the teacher and his collaborator during the
implementation of the action were doing in the classroom. Based on the observation,
I could describe the process of teaching and learning in the classroom and the
learning progress which the students achieved when Card Sort technique was
applied in teaching reading in the classroom as follows:
1. The First Meeting (Tuesday, September 20th
, 2011)
In the first meeting, when I opened the class, the students seemed enthusiastic to get
a new thing in class. They also looked serious when I told that she would use a new
technique that was Card Sort. They gave more attention to I when she explained the
application of card sort and the material of narrative text. I started asks all students
to take the card containing the cut paragraph of descriptive text randomly. Then they
found their friends who had other cards until they had complete paragraphs to make
a descriptive text. The students sat with their group. Each group consisted of 5
students. The students exchanged their card until they had read all the cards in their
group. I asked the students to find the difficult vocabularies and find the meaning.
Using their own card, each student should find the main idea of the paragraph. Then,
asked the students to arrange paragraph into a good text. In this process there were
some students who were not active in their group. They looked discomfort to do the
activity in group since they were rather confused and reluctant to collaborate each
other.
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In agreement with card sort technique, at the beginning, the students still made a
mistake in following the procedures of card sorting. They did not show up the card
firstly to make the arrangement the text easier. One of groups made a mistake in
arranging the text. They put the fourth and fifth paragraph in reverse order. They
were also confused to find out the sentence meaning from the text. As the result,
they needed more time to finish the arrangement of the text in cards and to find all
the indicators. Moreover, the students were also reluctant to be presenter to discuss
their material of their group. Most of them were still shy and less confident to do
this activity.
Related to the process of reading comprehending the text, some students could find
all indicators although they needed more time to finally decide their answer. Some
of them needed confusions to solve these problems. It was the problem faced by
them and it needed more attention in the next meeting.
2. The second meeting (Friday, September 23rd
, 2011)
In the second meeting, the students could follow each step of card sort technique
smoothly although there were some students who were still confused to find out the
correct answer of all finding for all indicators. The students were happy caused they
were familiar with the topic. The students could finish their discussion faster than
the first meeting. Although, in processing of presentation there was a student who
interrupted the presenter to add the others meaning of “famous”. All groups could
finish their presentation well.
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3. The third meeting (Tuesday, September 27th
, 2011)
In the third meeting, I and the collaborator felt that there was an improvement of
doing card sort activity. The students were more eager to do card sort activity in
comprehending text. They seemed interested in doing all the procedures of card sort.
In this meeting, the students were able to use the time to discuss in group. They
showed their curiosity in finding the correct answer and arrangement of the text.
Although, there were two groups who arrange the text in reverse order. They tried to
discuss with I to find the correct arrangement. In this meeting, there was not more
talk between the students in group to decide who would be the presenter of group‟s
result since they had discussed before.
4. The fourth meeting (Saturday, October 1st, 2011)
In the fourth meeting, the students were very active and enthusiastic in doing the
activities. During the group work, the students enjoyed their activity. If they found
some difficulties, they discussed them in group. This activity made them motivated
to solve the problems and find all findings so that they could comprehend the text
more easily. Based on the observation, in this meeting the students showed much
more improvement. Nevertheless, some problem related to process of activity still
occurred.
5. The fifth meeting (Tuesday, October 4th
, 2011)
In this meeting, post-test was conducted. This test was held to know the students‟
achievement in reading comprehension after the action plan was implemented. The
result of Post-test she showed improvement of students‟ mean score. The mean score
increased from pre-test into test 1.
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6. Improvement of Students’ Reading Comprehension
To evaluate the student‟s reading competence in that cycle, I and his collaborator
took the result of the students‟ test 1. It was used to measure the student‟s
achievement in cycle 1. Having evaluated the result of test 1, I could report that
there was improvement on students‟ reading competence. The highest score gained
by the students increased from 68.57 in pre-test to 77.14 in test 1. The lowest score
increased from 42.85 in pre-test to 48.57 in test 1. The average score also increased
from 61.93 into 69.18. In brief, the average score of pre-test and test 1 could be
shown in table 4.10:
4.10. Comparison of the students’ score in pre-test and test 1
No Level Pre test Test 1
1 Highest score 68.57 77.14
2 Lowest score 42.85 48.57
3 Mean score 61.93 69.18
The result of test 1 based on students‟ reading skills was also evaluated by I. The
data show that highest score of finding main idea increased from 87.5 in pre-test to
100 in test 1. The lowest score increased from 25 in pre-test to 37.5 in test 1. The
average score increased from 60.26 in pre-test to 68.3 in test 1. The highest score for
understanding detail information increased from 88.8 in pre-test to 100 in test. The
lowest increased from 22.2 in pre-test to 33.3 in test. The average score increased
from 68.19 in pre-test to 73.34 in test 1. The highest score for understanding word
meaning increased from 87.5 in pre-test to 100 in test 1. The lowest score increased
from 12.5 in pre-test to 37.5 in test. The average score increased from 61.16 in pre-
test to 66.07 in test 1. The highest score for understanding sentence meaning was
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same from pre-test and test 1 was 100. The lowest score was same from pre-test and
test 1 was 0. The average score increased from 50 in pre-test to 64.79 in test 1. The
highest score for finding reference increased from 88.8 in pre-test to 100 in test 1.
The lowest score increased from 22.2 in pre-test to 33.3 in test 1. The average score
increased from 64.22 in pre-test to 71.76 in test 1. The highest score for identifying
text organization increased from 88.8 in pre-test to 100 in test 1. The lowest score
increased from 22.2 in pre-test to 33.3 in test 1. The average score increased from
56.29 in pre-test to 70.71 in test 1. The highest score for identifying the
communicative purpose increased from 88.8 in pre-test to 100 in test 1. The lowest
score increased from 22.2 in pre-test to 33.3 in test 1. The average score increased
from 65.81 in pre-test to 73.3 in test 1.
Table 4.11. The Scores of indicators of pre-test and test 1
Aspect of
indicators
pre-test 1 Test 1
highest lowest average highest lowest average
Main Idea 87.5 25 60.26 100 37.5 68.3
Detail Information 88.8 22.2 68.19 100 33.3 73.74
Word Meaning 87.5 12.5 61.16 100 37.5 66.07
Sentence Meaning 100 0 50 100 0 64.29
Reference 88.8 22.2 64.22 100 33.3 71.76
Text Organization 88.8 22.2 56.29 100 33.3 70.18
Communicative
Purpose
88.8 22.2 65.81 100 33.3 73.3
Based on the data, it could be concluded that the students were successful in
understanding detail information, finding reference, identify text organization and
communicative purpose.
d. Reflection
Having done the cycle 1, I did a reflection of the teaching and learning process of
reading using Card Sort technique. The purpose was to evaluate the action in the
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cycle 1. I also could identify some strengths and weaknesses of implementation of
Card Sort technique in teaching reading comprehension.
1. The strengths of Card Sort technique;
a) Reading Comprehension.
The improvement toward the students‟ reading comprehension was indicated by the
improvement of the score in the indicators of reading comprehension. The
significant improvements were in understanding detail information, finding
reference, identifying the text organization and identifying the communicative
purpose of the text. The mean score in understanding detail information increased
from 68.19 in pre-test into 73.74 in test 1. The mean score in finding reference
increased significantly from 64.22 in pre-test into 71.76 in test 1. The mean score in
understanding identifying the text organization increased from 56.29 in pre-test into
70.18 in test 1. And the mean score in identifying the communicative purpose
increased significantly from 65.81 in pre-test into 73.3 in test 1.
b) Class Situation.
The improvement toward the class situation was indicated by (1) The students were
more active and enthusiastic. By collaborating each other in their group to make
correct arrangement of the text and find all indicators, they were motivated to
discuss together about the content of the text. Moreover, they also seemed
interesting in joining the reading class because it was a new thing for them. (2) The
students had more self-confidence. By giving the chance to the students to present
the material in front of the class and to discuss together entirely in the class, I could
motivate the students to give best result based on their group discussion. The
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students also became more freely to give their different opinion or suggestion to the
other group. The students would respond each other so the discussion was more
alive. It also made the students easy to comprehend the text.
2) The Weaknesses of Card Sort technique.
a) Reading Comprehension
In spite of the fact that there were some benefits of the use card sort for teaching
reading, I and the collaborator found some weaknesses that appeared during the
implementation of cycle 1. They were the increase of the average score in finding
main idea, understanding word meaning and sentence meaning was still far from my
expectation. The mean score in finding main idea only increased from 60.27 in pre-
test into 68.3 in test 1. The mean score in understanding word meaning only
increased from 61.16 in pre-test into 66.07 in test 1. Also in understanding sentence
meaning, there was only little improvement of average score from 50 in pre-test into
64.29 in test 1. Based on the result of test 1 the indicators of finding main idea,
understanding word meaning and sentence meaning did not improve significantly.
b) Class Situation.
The class situations that appeared during the implementation of cycle 1 were: (1)
Some students depended on their friend‟s answer because they were less
understanding about the information from the text, especially to find mind idea,
understand word meaning and sentence meaning. The number of students in a group
was relatively big so there were some students who were stagnant or inactive; (2)
The students tended to spend more time in a “small talk” between them in groups.
Arranging many cards needed much time to gather their idea. It means that they
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would be in a little bit of long discussion to arrange and discuss the material in
cards; (3) The students were reluctant to present the material since they need to
discuss it together in a whole class. Some students did not have self-confidence to
present their group discussion. As the result, they would not deliver it in a good
performance.
e. Recommendation
I and the collaborator could not deny that there were still some problems faced by
them. To overcome those problems, it was necessary to conduct the second cycle in
order to find out whether there would be significant improvement or not. That was
why I tried to use more exercises using the other genre of text. The action plan for
the second cycle had to be improved and completed in order to improve the
activities in the first cycle. I gave more complete exercises to improve the students‟
reading comprehension. The exercises consisted of the exercises in improving main
idea, word meaning and sentence.
I gave the exercises to the students in finding main idea, understanding word
meaning and sentence meaning. I gave more cards in different tittle which would be
emphasized on the three indicators. She gave descriptive text.
Some students were passive. I would ask his collaborator to help him in giving
guidance to them so the students would get the same proportion of guidance. They
would feel that I and his collaborator pay attention to them so they are motivated to
join the class. Each member of the group would get the task to do. By giving the
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task to every student, it was hoped that the students would be more focused to their
task and no time to talk something unimportant.
In this case, I shared ideas with the collaborator to make a plan for the second cycle.
They discussed the lesson plan and the students‟ worksheet. She also asked her to
observe her while giving the treatment to the students and discuss how to score the
students‟ work in every test.
f. Revised Plan
Based on the reflection of cycle 1, I concluded that there were some improvements
in the process. Although there were some significant improvements of the students‟
reading comprehension, there were still some problems to be solved. Those
problems would be solved in the next cylce. To solve the problems, I designed
revised plan.
First of all I identified the problems I faced in the first cycle. The first
problems were on finding main idea, understanding sentence meaning and word
meaning. Some students still confused to answer that indicators. Those problems
were then planned to be discussed in the next cycle.
The second problem was about the class situation. In the first cycle
some students still depended on their friend‟s answer, they tended to spend more
time in a “small talk” between them in groups, and they were reluctant to present the
material since they need to discuss it together in a whole class.
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2. Description of Cycle 2
In cycle 2, I carried out three meetings. It was conducted from January, 12th
to 26th
,
2011. After the third meeting was done, a post test was carried out. Each cycle
consisted of planning, action, observation, and reflection. The overall
implementation of cycle 2 can be seen in table 4.12:
Table 4.12. The Implementation of Cycle 2
Cycle 1 Teaching reading using Card Sort technique
Planning - Sharing ideas with collaborator - Designing lesson plan - Preparing hand out - Preparing the LCD - Preparing observation instrument (field notes and check list)
Action Meeting 1 (January 12th, 2012): Debbi putti and Jennifer Lopez Meeting 2 (January 19th, 2012): The Jakarta City and The San fransisco Meeting 3 (January 26th, 2012): The Amazing TajMahal India and The Eiffel Tower
Observation
Teaching and learning situation
I gave more cards which would be emphasized on finding main idea, understanding word meaning and sentence meaning. Here, the students would be more active to find and arrange the cards since they got more exercises in cards. Moreover, I planned to ask the passive students to be the presenter in front of the class due to the fact that they had not got the turn in cycle 1. Prepared the material well, explained the new technique clearly, asked the students to make a group based on the same category’s card they had. This technique made the teacher control the class easily. Motivated the students to be more active in doing the procedures and steps of Card Sort, and monitored the students in group. I could manage the time allocation. Students actively discuss with their friends and actively spoke their ideas. Grouping was effective to make the students share their ideas though some groups needed an extra
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Learning progress
care. All the steps and procedures were done in a good way. Good interaction was created among students in group and with researcher. Students were brave to speak their ideas, almost of them were not reluctant anymore to come forward. The result showed that their understanding about all the indicators.
Reflection The teaching and learning process in cycle 2 was improved. Longer
The interaction among students in their group got better.
I did her parts excellently as a controller, an organizer, a resource, an observer, and an assessor.
The students can be considered as good participant.
Their reading comprehension was improved. It was shown by improved score.
- There were still some students who did not read the whole
text. - Some students still felt shy and reluctant to speak up in front
of the class. - Some students still had difficulty in arranging the paragraph,
finding word meaning, and understanding sentence meaning.
a. Planning Action
Based on the result of cycle 1, it could be seen that there were still some aspects
which need to be improved. I decided to arrange a planning. I discussed this with her
collaborator and agreed to carry out card sort to improve the students reading
comprehension. By conducting this method, the students will share their idea of
understanding the text and discuss together to find out the content of the text. It is
assumed that card sort technique will be an effective way to make the students active
because this technique give priority to the students collaboration in groups, so the
students can understand the text together and be interested in learning.
After knowing the reflection in the previous cycle, the students still faced some
problems. The problems were finding main idea, understanding word meaning and
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sentence meaning. Then, not all students followed the steps of card sort activity,
each group still used more time to finish card sort activity. Besides, the students
were reluctant to present the material since they need to discuss it together in a
whole class. Some students did not have self-confidence to present their group
discussion. That‟s why in cycle 2, those aspects were discussed and solved in order
that the students could improve their capability in reading comprehension.
I and the collaborator decided to give the fixed time for the students to arrange the
cards so they would use the time as efficiently as possible to collaborate with their
groups and find the correct answer of the indicators in cards.
Moreover, I and the collaborator decided to give more cards which would be
emphasized on three indicators so the students would be more active to comprehend
the text since they got more exercises in cards.
Besides, I collaborated the group to give the chance for the passive students to
present the result of their groups in front of the class. It means that the presenter of
each group would be different from those in cycle 1. Hence the passive students got
the opportunity to show their capability to present their group discussion.
In addition, as happened before in cycle 1, there were two different titles of the text
for five to eight groups and it was difficult to digest the content of text when there
was presentation by a group with different title. Thus, in cycle 2, I decided to give
the text to the other groups which got the different titles when there was discussion
of the whole class.
In this cycle 2, the kind of the text would be different from cycle 1. I gave
descriptive text to the students. Nevertheless, the indicators were still same in
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comprehending the text, but I gave more exercises in card especially for the three
indicators. I and the collaborator prepared for the next action in cycle 2. The
preparation included: designing lesson plan, preparing hand out, preparing LCD and
preparing observation list such as field notes and check list. The lesson plans were
designed for three meetings. It consisted: (1) Competence Standard; (2) Basic
Table 4.17 show that the highest score of all indicators were same in test 1 and Post-
test was 100. The lowest score of finding main idea increased from 37.5 in test 1 to
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50 in post test. The average increased from 68.3 in test 1 to 76.79 in post test. The
lowest score of understanding detail information increased from 33.3 in Test 1 to
44.4 in post test. The average increased from 73.34 in test 1 to 81.28 in post test.
The lowest score of understanding word meaning increased from 37.5 in test 1 to 50
in post test. The average increased from 66.07 in test 1 to 76.34 in post test. The
lowest score of understanding sentence meaning was same in test 1 and in post test
that was 0. The average increased from 64.29 in test 1 to 89.29 in post test. The
lowest score of finding reference increased from 33.3 in test 1 to 55.5 in post test.
The average increased from 71.76 in test 1 to 83.24 in post test. The lowest score of
identifying text organization increased from 33.3 in test 1 to 55.5 in post test. The
average increased from 70.18 in test 1 to 82.07 in post test. The lowest score of
identifying communicative purpose increased from 33.3 in test 1 to 55.5 in post test.
The average increased from 73.3 in test 1 to 86.43 in post test.
d. Reflecting
There are two points to be evaluated from the implementation of Cycle 2 actions; its
strengths and weaknesses. Here are the detail descriptions of both points:
1) The strengths of Card Sort technique.
a) Reading Comprehension.
The improvement toward the students‟ reading comprehension was
indicated by the improvement of the score in the indicators of reading
comprehension. The significant improvements were find main idea, understand word
meaning, and sentence meaning. The improvement could be indicated from the
improvement of the highest, lowest, and average scores of the students. Based on the
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result of the pre-test, test 1, and post-test, the scores increased significantly. It can be
seen in the table 4.18. It is indicated that the imporvement happened not only to the
lowest score but also to the average and highest score.
Table 4. 18 The Summary of the Results of the Test
No Indicators Pre-test Test 1 Post-test
1 General 61.93 69.18 79.28
2 Main Idea 60.26 68.3 76.79
3 Detail Information 68.19 73.34 81.28
4 Word Meaning 61.16 66.07 76.34
5 Sentence Meaning 50 64.29 89.29
6 Reference 64.22 71.76 83.26
7 Text Organization 56.29 70.18 82.07
8 Communicative Purpose 65.81 73.3 86.43
The improvement can also be seen from the increase of the scores of each aspect or
reading indicator.
b) Class Situation.
There was an improvement toward the class situation. The use card sort was quite
attractive for the students. (1) The students‟ motivation in joining the reading class
improved. They felt motivated in joining the class because of card sort activity in
group. Their motivation improved when they were asked to share their result to the
other group. By doing this, the students tried to explore their capability in
comprehending the text in group discussion. (2) The students enjoyed the teaching
learning process. Using card sort technique seemed to be the enjoyable activity,
especially in comprehending the text. The students collaborate each other to sort and
arrange the cards, to find and solve the problems related to the exercises of reading
comprehension. Arranging the cards would be interesting for the students due to the
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fact that they worked in group, not individually. It means that they enjoyed activity
in group because they felt easier than they did individually. (3) The students‟ self-
confidence improved. Before getting card sort technique, the students were still shy
to present their discussion in front of the class. In cycle 2, I suggested the passive
students to present their group result or discussion. It means that the opportunity was
given to the passive students. By giving the chance to the passive students to present
the material in front of the class and discuss together entirely in the class, I could
motivate the students to be more freely in giving and sharing their different opinion
or suggestion to other group. Hence, the discussion was interesting and more alive
since the students responded each other to discuss all exercises in cards.
2) The Weaknesses of Card Sort technique.
During teaching-learning process of cycle, I and the collaborator did not find the
significant weaknesses. I and the collaborator only found two weaknesses in the
process. The first weakness only happened at the first and second meeting of cycle
2. That was the reluctance of some students to present the material in front of the
class. It was caused by the lack of self-confidence. I could give support to them so
they could grow their self-confidence and present the group result in front of the
class in good performance. In this case, the problem could be overcome gradually.
The second weakness was related to comprehending the text. It was in capability of
the students to find the sentence meaning. Some students could do this activity well
but some of them were still confused to predict the sentence meaning based on the
context of the sentences. I thought that it could be understood because of the
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different capability of each student in comprehending the text and the limited
vocabulary owned by the students. Although the mean score word meaning could
not reach the passing grade, the mean score from pre test into test 1 and post test
increased. It means that there was also an improvement for the indicator of word
meaning.
The summary of the result of cycle 1 and cycle 2 can be seen in the table 4.19:
Table 4.19. The Result of Cycle 1 and Cycle 2
No Aspect Before the
treatment
End of cycle 1 End of cycle 2
1 Teaching-learning process
The process of teaching and learning was not effective. The students were not motivated in the teaching and learning process because the method that the teacher applied in teaching reading was monotonous and not interesting. Moreover, the method could not solve the students’ problems in understanding reading text. The teacher could not control the class and gave attention to each student. It made the students passive and gave no response when they were asked question.
A good atmosphere was created in the class. The students were interested in the technique and motivated to take a part in the process of teaching and learning. Good interaction was made between I and the students. The students answered the questions from I and also asked questions when they did not about particular things. A good interaction was also created among students in their group. I could control the class effectively because the students were sitting in groups.
The teaching and learning process was improved. The students could be considered as good participants. They actively took part in the process of teaching and learning. The interaction among the students in groups got better. I did his part excellently as a controller, an organizer, a resource, an observer, and assessor.
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2 Students’ reading comprehension
The students’ reading comprehension was considered poor.
The students reading comprehension was improved. The students have better understanding in identifying detail information, finding main idea, finding reference, identifying text organization, finding word meaning , sentence meaning and communicative purpose of the text.
The students’ reading comprehension was better. The students could have better understanding about reading text given to them. Their skills were also improved. It was shown by their improved score.
3 Problem/weaknesses Students had problems in understanding words meaning related to the context, getting the main idea, understanding sentence meaning, identifying detail information, and identifying text organization. The teacher had problem in controlling the class because it was quite large with 30 students. The teacher could not give the same attention to each student. Not having attention, the students were busy with their own activities that made
Students still got problems in arranging the paragraph, main idea, word meaning, and sentence meaning. Some students were not serious in discussion with their group. Some students were still shy and reluctant to speak in front of class. I got problem in arranging the time. Topics for meeting one and three were not familiar for the students.
There were some weaknesses when implementing the Card sort technique in teaching reading. For students with no prior knowledge about the topics would find difficulty to arrange the paragraph and find the words meaning. It made them discouraged to finish all the discussion. The process of arranging the paragraph took a long time. It made the students bored. There were still
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the class noisy. some students who did not read the whole text.
C. Research Finding
Having analyzed the data of this study, I found several findings to answer the
problems of the research: (1) Can Card Sort technique improves the students‟ ability
in comprehending reading text?, (2) How is the classroom situation when Card Sort
is implemented in the reading class? The research findings are presented in the
following section.
1. Improvement of the students’ reading comprehension.
Before the study, I found that the students in the class XI IPA 1 faced problem in
comprehending reading text. I tried to solve the problems by using Card Sort
technique so that the students‟ reading competence improved. The result of teaching
and learning reading using Card Sort technique showed that the students‟ reading
competence improved. The improvement could be observed by comparing the
average score of the students viewed from the reading skills between pre-test, test 1,
and post test.
The comparison between pre-test, test 1 and post test could be seen in table 4.20:
Table 4.20 Comparison of the students’ score in pre-test, test 1 and post test
No Level Pre test Test 1 Post-test
1 Highest score 68.57 77.14 88.71
2 Lowest score 42.85 48.57 57.14
3 Mean score 61.93 69.18 79.28
From the table it could be concluded that there was improvement on students‟
reading comprehension. The highest score improved from 68.57 in pre-test into
77.14 in test 1 and 88.71 in post test. The lowest score improved from 42.85 into
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48.57 in test 1 and 57.14 in post test. The mean score between pre-test and post-test
also improved from 61.93 into 69.18 and 79.28. Therefore, it was clear that students‟
reading comprehension improved in cycle 2.
Furthermore, the improvement of reading comprehension could also be seen in
result of mean score of pre-test, post-tests, and for each indicator. I gave the post-test
after each cycle. After that, I compared the mean score of test 1, post test in general
and for each indicator.
Table 4.21. Comparison of mean score in general and for each indicator.
No indicators Pre-test Test 1 Post-test
1 General 61.93 69.18 79.28
2 Main Idea 60.26 68.3 76.79
3 Detail Information 68.19 73.34 81.28
4 Word Meaning 61.16 66.07 76.34
5 Sentence Meaning 50 64.29 89.29
6 Reference 64.22 71.76 83.26
7 Text Organization 56.29 70.18 82.07
8 Communicative Purpose
65.81 73.3 86.43
Based on the table 4.21, it could be concluded that there was improvement among
students‟ mean scores in general and for each indicator. The mean score in general
of pre-test was 61.93. Then, it increased to 69.18 in test 1 and 79.28 in post test. The
mean score of each indicator from pre-test, test 1, and post test also increased. The
indicator of main idea increased from 60.26 in pre-test into 68.3 in test 1 and 76.79
in post test. The indicator of detail information increased from 68.19 in pre-test into
73.34 in test 1 and 81.28 in post test. The indicator of word meaning increased from
pre-test 61.16 into 66.07 in test 1 and 76.34 in post test. The indicator of sentence
meaning increased from 50 in pre-test into 64.29 in test 1 and 89.29 in post test. The
indicator of reference increased from 64.22 in pre-test into 71.76 in test 1 and 83.26
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in post test. The indicator of text organization increased from 56.29 in pre-test into
70.18 in test 1 and 82.07 in post test. The last, the indicator communicative purpose
increased from 65.81 in pre-test into 73.3 in test 1 and 86.43 in post test. Based on
the table above, it could be concluded that the students‟ reading competence
improved. The student‟s mean score for each cycle was increasing significantly.
2. Improvement of Class Situation.
The findings of class situation on teaching and learning process when using card sort
showed that the writing class situation was more alive. It was students-centered. (1)
Card Sort can motivate the students who take a part in the teaching learning process.
Motivation takes important role in determining the success of teaching learning
process. It is one of the teacher‟s responsibilities to always motivate her students.
The students‟ participation in sharing ideas, asking question, answering question,
and speaking out their ideas were improved, (2) Card Sort can improve the students‟
self-confidence. Since the students should present their group discussion in front of
the class, they are supposed and suggested not to be shy, reluctant, afraid, and lack
of self-confidence, (3) Card Sort enables the teacher to create an interesting and
enjoyable lesson. By being aware of the students‟ interests, the teacher can create the
lesson plan, project, and event task that the students will enjoy. (4) Card Sort is
more effective when students sit in group. From the result of field note, researcher
found that putting the students into groups was effective.
More complete information about the result of questionnaire about students‟ interest
with the Cars Sort technique could be seen in the table 4.22:
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Table 4.22. The result of Questionnaire
No Aspects Asked SD D A SA
1. Card Short makes the classroom‟s atmosphere
interesting.
30
(100%)
2. Card Short creates an enjoyable situation in the
classroom.
30
(100%)
3. Card Short makes me and other students more active in
the teaching and learning process.
2
(6.7%)
27
(90%)
1
(3.3%)
4. Card Short gives more opportunities to me and other
students to participate in discussing a reading text.
30
(100%)
5. Card Short helps me to understand word meaning.
23
(76.7%)
7
(23.3%)
6. Card short helps me to identify main idea.
28
(93.3%)
2
(6.7%)
7. Card short helps me to find detail information.
27
(90%)
3
(10%)
8. Card short helps me to understand sentence meaning.
29
(96.7%)
1
(3.3%)
9. Card short helps me to find reference in reading text.
29
(96.7%)
1
(3.3%)
10. Card short helps me to identify text organization of
reading text.
28
(93.3%)
2
(6.7%)
11. Card short helps me to identify communicative purpose
in reading text.
27
(90%)
3
(10%)
12. Card Short helps me enjoy the process of
understanding a reading text.
28
(93.3%)
2
(6.7%)
13.
Card Short motivates me to read more.
13
(43.3%)
17
(56.7%)
D. Discussion
This research is an action research which is implementing Card Sort technique to
improve students‟ ability in comprehending English text. The results of this research
were satisfying in term of: (1) the improvement of students‟ ability in
comprehending English text; (2) the strength and weaknesses when Card Sort is
applied in teaching reading. Each point is described more detail as follows:
1. The Improvement of Students’ Reading Comprehension
Based on the research finding, there were some improvements of students‟ reading
comprehension. The improvements were in identifying main idea, finding detail
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information, understanding word meaning, understanding sentence meaning, finding
reference, identifying text organization, and identifying communicative purpose.
a. Identifying Main Idea
In this research, there was improvement in students‟ reading comprehension,
especially in identifying main idea. This happened because the implementation of
card sort could increase the mean score of pre-test, test 1, and post test. The mean
score between pre-test, test 1, and post test improved from 60.26 into 68.3 and
76.79. Jacobs, et al. (1997: 60) stated that the groups read the passage section-by-
section, and students take turns clarifying, locating the main idea, summarising, and
predicting. I added groups can work on analyzing their reading passage to look for
main idea, meaning word, recognize words, understanding figurative language, and
etc. Therefore, by analyzing the reading text the students were led to find main idea,
word meaning, referent word, explicitly stated information, and implicitly stated
information.
b. Finding Detail Information
Based on the result of this research, there was improvement in finding detail information. It
could be seen in the mean score of pre-test, test 1, and post test. The mean score
between pre-test, test 1, and post test improved from 68.19 into 73.34 and 81.28. In
line, Heaton (1988: 105-106) defined reading as the ability to: (1) recognize words
and word groups; (2) deduce the meaning of words; (3) understand explicitly stated
information; (4) understand relations within the sentence; (5) understand relations
between parts of a text through both lexical devices, grammatical cohesive devices,
especially anaphoric and cataphoric reference, and connectives; (6) perceive
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temporal and spatial relationships, and also sequences of ideas; (7) understand
conceptual meaning; (8) anticipate and predict what will come next in the text; (9)
identify the main idea and other salient features in a text; (10) generalize and draw
conclusions; (11) understand information not explicitly stated by (a) making
inferences, and (b) understanding figurative language; (12) skim and scan; (13) read
critically; and (14) adopt a flexible approach and vary reading strategies according
to the type of material being read and the purpose for which it is being read.
c. Understanding Word Meaning
Based on the result of this research, there was improvement in understanding word
meaning. It could be seen in the mean score of pre-test, test 1, and post test. The
mean score between pre-test, test 1, and post test improved from 61.16 into 66.07
and 76.34. It is relevant to the procedure proposed by Chesla (2009: 17) states that
reading comprehension covers four basics: (1) finding the basic facts in a passage;
(2) determining the main idea of a passage; (3) determining the meaning of
unfamiliar words from context; and (4) distinguishing between fact and opinion.
Patel and Jain (2008: 85) add that new words and their meanings are easily understood
by learner. It means controlled vocabulary is developed. It helped the students to find
word meaning.
d. Understanding Sentence Meaning
Based on the result of this research, there was improvement in understanding
sentence meaning. It could be seen in the mean score of pre-test, test 1, and post test.
The mean score between pre-test, test 1, and post test improved from 50 into 64.29
and 89.29. It is relevant to the procedure proposed Nuttall (1996: 4), reading is the
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way to get meaning from the text. She identifies some key words related to the
definition of reading, namely decoding, deciphering, identifying, articulating,
speaking, pronouncing, understanding, responding, and meaning. It is impossible for
a person to be able to read with no ability to identify the written words first.
e. Finding Reference
Based on the result of this research, there was improvement in finding reference. It
could be seen in the mean score of pre-test, test 1, and post test. The mean score
between pre-test, test 1, and post test improved from 64.22 into 71.76 and 83.26.
The questions presented in this test are usually around understanding the meaning of
the texts and dialogues by deciding the topic of the text, finding information in
detail, finding explicit and implicit information of the text, finding main idea,
finding references, synonym, and antonym (Panduan materi Bahasa Inggris
SMP/MTsN-Depdiknas in Asih 2006: 178).
f. Identifying Text Organization
Based on the result of this research, there was improvement in identifying text
organization. It could be seen in the mean score of pre-test, test 1, and post test. The
mean score between pre-test, test 1, and post test improved from 56.29 into 70.18
and 82.07. Davenport (2007: 61) states that common types of questions found in the
reading sections also include the following: (1) identifying main idea, main point,
author‟s purpose, or an alternate title for the passage; (2) recognizing the tone of the
passage or identifying the style; (3) comprehending information directly stated in the
passage; (4) answering relational questions about the author‟s opinions or ideas,
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even if not directly stated; (5) recognizing the structural methodology employed to
develop the passage, for example, sequencing; and (6) extending limited information
given by the author to a logical conclusion using inference.
g. Identifying Communicative Purpose
Based on the result of this research, there was improvement in identifying
communicative purpose. It could be seen in the mean score of pre-test, test 1, and
post test. The mean score between pre-test, test 1, and post test improved from 65.81
into 73.3 and 86.43. Kennedy (1995: 5) states that reading is the ability of an
individual to recognize a visual form, associate the form with a sound or meaning
acquired in the past, and on the basis of past experience, understand, and interpret its
meaning. So, reading involves processing language message.
2. Improvement of Class Situation
Like what has been stated in the previous findings, there was improvement in the
teaching learning process.
a) Card Sort can motivate the students to take a part in the teaching learning
process
I showed that motivated students achieve more than students who are not motivated.
Therefore, motivation takes important role in determining the success of teaching
and learning process. It is one of the teacher‟s responsibilities to always motivate her
students. A teacher has to be selective in applying teaching method in the class. A
method which is fun, engaging, and interesting usually motivates students to learn
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and take a part in the process of teaching and learning (Guthrie, 2004: 56). Card sort
technique covers that idea. The Card Sort technique engages the students from the
beginning until the end of reading process to reach good comprehension.
b) Card Sort can improve the students’ self-confidence
Card Sort can also grow the students‟ self-confidence. Since the students should
present their group discussion in front of the class, they are supposed suggested not
to be shy, reluctant, afraid, and lack of self-confidence. Furthermore, it reduces I‟s
dominancy in the classroom. Most of the activity in the class is dominated by the
students‟ role. I was not only person who leads the class. By giving the chance to the
students to present the material in front of the class, it motivates the students to be
more autonomous and relaxed in giving and sharing their different opinion or
suggestion to the other group.
Furthermore, in Card Sort activity, a person or student can be the
representative of his or her group due to the fact that there is a presentation of the
groups‟ result an discussion a whole class. it, of course, grows the students self-
confidence and motivation.
Card sort is activity in which a person representative of the audience is given a set of
cards with terms already written on them. This person puts the terms into logical
groupings and finds a category name for each grouping. (Wikipedia, 2014)
c) Card Sort enables the teacher to create an interesting and enjoyable lesson
People usually enjoy a task if they play an essential part in it. It means that another
way to making learning stimulating and enjoyable is creating learning situation
where learners are required to become more active participants (Dorney, 2001: 77)
Card sort support this idea. Students‟ participation is demanded in looking for their
FF : “Bagaimana menurutmu ketika bu Afifah mengajar dengan menggunakan
teknik Card Sort?
FBP : “I think it help me to more understand about reading and about information
in the text”
FF : “Kalau kamu bandingkan Card sort dengan teknik yang lain yag pernah
digunakan di kelas apa pendapatmu? Baik atau tidak baik?”
FBP : “Kayaknya ini lebih mudah untuk dimengerti tapi butuh waktunya lebih
lama Miss.”
FF : “Kamu tertarik nggak waktu Card Sort ini digunakan?”
FBP : “Tertarik, Miss. Karena ini pertama kali menggunakan metode seperti ini di
kelas.”
FF : “Ok. Apakah bisa dibilang teknik ini bisa menolong didalam mencapai
tujuan pembelajaran?”
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FBP : “Iya.”
FF : “Apakah semua indicator itu bisa dimengerti? Atau adakah yang tidak
tercapai?”
BRP : “iya, bisa…tapi mencari arti kalimat masih bingung, Miss.”
FF : “Menurutmu apa yang menjadi nilai positive atau kelebihan dari Card
Sort?”
FBP : “emmmm.“
FF : “Kan setiap teknik itu ada kelebihan dan kekurangannya. Nah,
kelebihannya apa menurutmu?”
FBP : “ini, Miss…lebih menarik disbanding metode2 yang lain. Itu juga membuat
kita lebih aktiv dalam belajar reading. Kita bisa dapat banyak kosa kata baru
dari text yang baru.”
FF : “Kalau kekurangannya ada tidak?”
FBP : “Menurut saya tidak…tapi sepertinya saat menyusun paragraf itu yang
butuh waktu lama.”
FF : “O gitu…makasih ya?”
FBP : “Sama-sama Miss.”
TEACHER (FF) – STUDENT 4 (DNA)
FF : “Dani. Yang pertama, menurutmu reading itu susah atau gampang?”
AN : “Tidak terlalu, Miss.”
FF : “Word meaning susah tidak?”
AN : “Susah juga tapi tergantung katanya.”
FF : “Sentence meaning?”
AN : “Susah juga Miss.”
FF : “Apa pendapatmu ketika bu Afifah mengajar dengan teknik Card Sort?”
AN : “Menuurut saya kurang Miss, ada beberapa teman yang nggak mau
membaca n mengerjakan, mereka mengandalkan teman2 yang lain untuk
jawabannya.”
FF : “Tapi menurutmu tekniknya sendiri gimana?”
AN : “Bagus sebenarnya Miss.”
FF : “Tadi kamu bilang bagus. Kalau dibandingkan dengan teknik yang lain apa
pendapatmu?”
AN : “Bagus, Miss.”
FF : “Bagusnya kenapa?”
AN : “Karena kita kerja kelompok, Miss. Jadi kalau kurang tau artinya atau
kurang paham maksudnya bisa didiskusikan dengan teman2.”
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FF : “Apa yang bisa diperoleh dari diskusi kelompok?”
AN : “Banyak Miss, kita bisa sharing, lebih mudah mencari jawaban dari
pertanyaan tentang main idea, reference, word meaning, dan lain2.
Indikator2 itu, Miss.“
FF : “Berarti kamu tertarik dengan Card Sort?”
AN : “Iya, Miss.”
FF : “Tertariknya kenapa?”
AN : “Kerja kelompok membuat kita lebih aktiv.”
FF : “Menurutmu apa semua indicator tercapai dengan Card Sort?”
AN : “Menurut saya ada yang tercapai, ada juga yang tidak.”
FF : “Yang tidak tercapai apa?”
AN : “Sentence meaning.”
FF : “Apa teknik itu bisa menolong kamu memahami isi bacaan dengan lebih
baik?”
DNA : “Iya Miss, bisa.”
FF : “Kenapa?”
DNA : “Kita kan punya kartu masing2, Miss. Kita memahami setiap paragraph dari
potongan kartu yang kita bawa, terus kita susun kartunya jadi sebuah text.
Nahh di situ lah kita bisa memahami isi keseluruhannya karena setiap teman
yang membawa potongan kartu menjelaskan isi bacaan dari paragraph yang
mereka bawa.”
FF : “Apa kelebihan Card Sort menurutmu?”
DNA : “Kelebihannya membuat siswa lebih mudah memahami bacaan”
FF : “Kekurangannya?”
DNA : “Ada beberapa siswa yang malas membaca dan ngobrol sendiri, Miss.”
FF : “Ok. Makasih ya.”
DNA : “Iya, Miss.”
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Appendix 2.c
INTERVIEW OF THE RESEARCHER AND THE COLLABORATOR
Researcher (R) – Collaborator (C)
R : After you observed me teaching the class using Card Sort technique and
also you once taught the class using the technique, what do you think about
Card Sort?
C : I think it‟s great because the students become more active when they
discuss in group and also it helps the lack students to be able to understand
the text by discussing with their friends. I think it is good. There are some
improvements that I can see from that technique.
R : Ok. So, in teaching reading the main point is to improve students‟ reading
comprehension. It is also my goal in conducting this research. Do you think
the technique can help the students to understand the text better or not.
C : I think the technique can help them, can improve their reading
comprehension because like I said before, they are divided into some groups
and then from that group all the students can discuss not only the students
with lack ability but also the students with good ability so that they can
discuss together and share their ideas and students who have capability can
help the students who lack in reading. The point is that this technique can
increase their reading comprehension.
R : Is it interesting?
C : The technique is quite interesting because the first thing is they have to
take the card randomly and find the group from the card that they have, it
makes the students enthusiastic. Then, they have to read the paragraph in
their cards, it simulates their brain to think about their prior knowledge, and
they do brainstorming. After they discuss the text, they have to come in front
of class to present their group result. It is interesting, it makes the students
active.
R : What can you see from the class condition?
C : Class condition? In what term?
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R : When I explain about the technique, about the steps, and when they are
doing the steps. Do you think they do it seriously?
C : I think they do it seriously. They are very enthusiastic about it because it is
a new technique for them, new thing for them so they want to what is Card
sort so it is just like a boy who gets a new toy.
R : Ok. It can be denied that every single technique used in the class has
advantages as well as disadvantages. So far you have mentioned some
advantages of Card Sort. Are there any disadvantages you can see from Card
Sort?
C : The disadvantage that I can see is about the group. There are some groups
that consists of the students who are lack in English so they do not know
what to do.
R : What do you think with the time?
C : Yes, the time is not enough and this is quite disappointing. Their process in
arrange the paragraph takes much time. If we had more time, it would be
better.
R : Do you have any suggestion?
C : well. I think we have to be selective when we choose reading material. It
will be better if we choose topic that is familiar for the students to make them
easy to do the steps. That‟s all.
R : Thanks a lot.
C : Your welcome.
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Appendix 3
SILABUS PEMBELAJARAN
Nama Sekolah : SMA BATIK 2 SURAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 2
Standar Kompetensi
Kompetensi Dasar Materi
Pembelajaran Nilai Budaya &
Karakter Bangsa
Kewirausahaan/Ekonomi
Kreatif
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar
Membaca
11 Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahua
Identifying meanings and information in a narrative text
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membaca nyaring bermakna sebuah banner, poster, pamphlet secara individu
Mendiskusikan isi teks yang dibaca secara berpasangan.
Mendiskusikan ciri-ciri gramatikal yang digunakan dalam teks yang dibaca secara berkelompok.
Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar
Mengidentifikasi topic dari teks yang dibaca
Mengidentifikasi informasi tertentu dari banner, poster, pamphlet
Performans
Tertulis
(PG dan Uraian)
Quiz
Tugas
1 x 45
1 x 45
2 x 45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbehasa Inggris
Majalah
Internet
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Standar Kompetensi
Kompetensi Dasar Materi
Pembelajaran Nilai Budaya &
Karakter Bangsa
Kewirausahaan/Ekonomi
Kreatif
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar
11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition
Reading narrative texts
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membaca nyaring bermakna teks exposition secara individu
Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok.
Berlatih menggunakan kalimat yang menyatakan argumen dan saran
Mengidentifikasi makna kata dalam teks yang dibaca
Mengidentifikasi makna kalimat dalam teks yang dibaca
Mengidentifikasi setting dalam sebuah cerita narasi
Mengidentifikasi komplikasi dalam sebuah cerita narasi
Mengidentifikasi kejadian dalam teks yang dibaca
Mengidentifikasi kasus yang dibahas dalam teks
Mengidentifikasi argumen yang diberikan
Mengidentifikasi saran yang diberikan
Mengidentifikasi langkahlangkah retorika dari teks
Performans
Tertulis
(PG dan
Uraian)
Tugas
Quiz
2 x45
4 x45
2 x45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbehasa Inggris
Majalah
Internet
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Standar Kompetensi
Kompetensi Dasar Materi
Pembelajaran Nilai Budaya &
Karakter Bangsa
Kewirausahaan/Ekonomi
Kreatif
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar
Mengidentifikasi tujuan komunikasi teks dibaca
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Appendix 4.a
THE BLUE PRINT OF
READING COMPREHENSION
Competency Standard Basic Competence Dimension Indicator Item
Number
Total
Understand accurately,
fluently and appropriately
messages in short
functional texts in the
daily live context/situation
and get access to popular
science.
Respond accurately,
fluently and
appropriately messages
in short functional texts
in the daily live
context/situation and
get access to popular
science.
Comprehension
Students are able to identify
main ideas of the text or
paragraph
Students are able to identify
detail information of the text
Students are able to
understand the meaning of
words
Students are able to
understand the sentence
meaning
Students are able to find
reference
Students are able to identify
the text organization
Students are able to identify
communicative purposes of
the text.
3,6,15,25,30,35,36,40,42,45
1,9,11,29,33,34,39,43,48,49
8,12,13,19,32,38,44,46,47
4,7,14,18,20,23,37
2,10,17,28
16,22,24,26,41
5,21,27,31,50
10
10
9
7
4
5
5
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TEST TRY OUT
Text 1
Whales are the animal on earth. Bigger than elephants, they may grow 95 feet
long and weighs 150 tons. A baby blue whale, just born, can be 23 feet long and weighs 3
tons.
Although whales live in the ocean and can swim like dolphins but they are
different from fish. Unlike fish, they give birth, not lay eggs. Their babies live on their
mothers‟ milk. They breathe through their lungs and hold their breath when they go under
water. If they cannot come to the surface to breathe fresh air, they will drown. They are warm
blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.
Whales live in all the oceans. In winter, some of them go to warm water to breed
and in summer they go to cold water to feed. There are two kinds of whales, whales with
teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales eat fish
although they swallow their food without chewing it. The baleen ones eat plankton. When
they find plankton, they close their mouths, squeeze out the water and swallow the plankton.
Whales have few enemies. Only human beings and the killer whales attack
whales and whales do not seem to fight among themselves. They usually live from 20 to 30
years.
(Taken from: Standar Kompetensi Kurikulum 2004)
1. How a foot long is a new baby blue whale?
a. Whales are generally 95 feet long and weight 150 ton.
b. It can be 23 feet long.
c. It can reach 3 tons
d. It can bigger than an elephant.
e. A new baby whale may weight one-fifth of its mother.
2. The word “they” in sentence “Unlike fish, they give birth, not lay eggs” (paragraph 2, line
2) refers to…
a. Ocean.
b. Elephants.
c. Fish.
d. Whales
e. Eggs.
3. What is the main idea of paragraph 2?
a. Whales live in the ocean.
b. Whales are different from fishes in common.
c. Whales give birth.
d. Whales are warm - blooded and breathe through lungs.
e. Fish are cold blooded.
4. In winter, some of them go to warm water to breed and in summer they go to cold water to
feed. The sentence explains…
a. The habit of the whales in every winter and summer.
b. The activity that happened in the past.
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c. The activity that is happening at the moment.
d. The activity the whales will do the in the next winter and summer.
e. The activity that has been done by the whales.
5. What is the communicative purpose of the text?
a. To tell the readers what happened in the past through a sequence of events.
b. To inform readers, listeners, or viewers about events of the day which are considered
newsworthy or important.
c. To amuse or entertain the readers with actual or imaginary experiences in difference
ways.
d. To describe whales to the readers.
e. To give readers valuable information.
Text 2
Once upon a time, there was a handsome man. His name was Batara Guru Sahala. He
liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.
The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish
changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with
that fish-woman. The woman wanted to marry with him and said that Batara Guru had to
keep the secret which she had been a fish. Batara Guru agreed and promised that he would
never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got very
angry with his daughter. He could not control his mad. He shouted angrily and got the word
of fish to his daughters. The daughters were crying. They found their mother and talked her
about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was
shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed
a very big hole. People believed that the big hole became a lake which is known as Toba
Lake.
(Taken from: SIMPATI, handbook, 2010)
6. What is the main idea of the text?
a. Batara Guru Sahala.
b. A handsome man.
c. The Legend of Toba Lake.
d. Batara Guru‟s life.
e. A talk-fish.
7. Batara Guru broke his promise. The sentence means…
a. Batara Guru kept his promise.
b. Batara Guru was keeping his promise .
c. Batara Guru doesn‟t keep his promise.
d. Batara Guru didn‟t keep his promise.
e. Batara Guru had kept his promise.
8. “ … became a lake which is known as Toba Lake. (Paragraph 4, line 3).
The underlined word means…
a. Good looking.
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b. Faithful.
c. Loyal.
d. Famous.
e. Practically.
9. Who shouted angrily and got the word of fish?
a. The fish.
b. The people.
c. The daughters.
d. The Batara Guru.
e. The mother.
10. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph 2,
line 4). The word “it” refers to ….
a. The fish.
b. The secret.
c. Toba Lake.
d. The hole.
e. The volcano.
Text 3
Here is the story. A long time ago, when the world was new, the Sun married the
Moon and they lived as happily as can be. They lived in a little cottage near the Ocean.
You know what? One day, the Sun and the Moon invited the Ocean to their house
for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and the
Moon liked the Ocean and hope the cottage would be big enough for all three of them.
So the Sun and the Moon invited the Ocean to stay with them. What happened then?
Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the crabs and all
the creatures that live in the sea.
Oh my… The water rose higher and higher in the cottage. Soon, there was no more
room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky where
they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).
11. Why couldn‟t the Sun and the Moon live in the cottage?
a. Because they were bored staying there.
b. Because the Ocean ruined the cottage.
c. Because they gave the cottage to the Ocean.
d. Because there were no room for them.
e. Because the cottage was big enough.
12. The synonym of “cottage” in the text is...
a. Hut.
b. Room.
c. Inn.
d. House.
e. Hotel.
13. … the creatures that live in the sea. The underlined word means…
a. Things
b. Living things
c. Animals
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d. Spaces things
e. Fish
14. They rose up into the sky where they have lived ever since. The sentence means…
a. They lived ever after in the sky.
b. They had lived in the sky for a while.
c. They lived in the sky before.
d. They never lived in the sky.
e. They lived in the sky since that time.
15. What is the main idea of the text?
a. The Sun married the Moon.
b. The Sun and the Moon lived in a little cottage near the Ocean.
c. The Ocean like it and want to stay with them.
d. The Sun and the Moon invited the Ocean to their house for a visit.
e. The Ocean came with all the creatures that live in the sea.
Text 4
Singapore is a city state; it is a city but it is also a state. It is a republic. Along with
Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the
Association of South-East Asia Nation.
Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese, Malays,
Indians, and Eurasians make up the citizens. Other Asians, including Indonesians, Japanese,
Philippines, Koreans, Thais, and Arabs also live on that tiny island. Singapore is sometimes
called “instant Asia” because you can see varieties of customs, cultures, and foods of nearly
all Asia in Singapore. (Taken from: SIMPATI published by Grahadi)
16. What isthe generic structure of the text?
a. General classification - identification.
b. Identification - description.
c. Orientation - description.
d. Description - identification.
e. Thesis – argument - reiteration.
17. … it belongs to ASEAN (paragraph 1, line 2). The word “it” refers to…
a. China, Malaysia, Indian, and Eurasia.
b. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.
c. Indonesia, Malaysia, Thailand, the Philippines and Brunei.
d. Indonesia, Malaysia, China, Thailand, Japan and Brunei
e. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei
18. Singapore is sometimes called “instant Asia”. It means that …
a. You can find varieties of customs, cultures, and foods of nearly all Asia in
Singapore.
b. Chinese, Malays, Indians, and Eurasians make up the citizens in Singapore.
c. Indonesians, Japanese, Philippines, Koreans, Thais, and Arabs also live on that tiny
island.
d. Singapore is a country of “Bhinneka Tunggal Ika”.
e. Singapore is a city state.
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19. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny is…
a. Cute
b. Huge
c. Small
d. Broad
e. Narrow
20. Chinese, Malays, Indians, and Eurasians make up the citizens. The sentence explains…
a. The citizens are formed by Chinese, Malays, Indians, and Eurasians.
b. Chinese, Malays, Indians, and Eurasians live in Singapore.
c. Chinese, Malays, Indians, and Eurasians belong to ASEAN.
d. The citizens who live in Singapore make a group.
e. Chinese, Malays, Indians, and Eurasians enjoy live in Singapore.
Text 5
I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate. He
is so handsome and cute. He has short wavy but rather blonde hair, which is always combed
neatly. His skin is white.
He has bluish black eyes with thick eyebrows and outstanding eyelashes. His round
faces makes him more impressive. Although Adi is not so tall, he has a well built body.
People frequently think he is a European or American offspring, but he is actually a
Sundanase genuine. He looks more handsome when he is smiling.
Adi is a pleasing peer. I am happy to spend my time with him. He is always
available to help his friends who are in trouble. He is never angry with any friends who try to
annoy him. Because he is so smart, most of his classmates seek him to explain any difficult
in any school subject. I am proud of having such best friends.
Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots as
well as a denim jacket. He doesn‟t wear glasses.
Moreover, his best talent is playing musical instrument, especially a guitar. It is one
of examples of balancing his left and right brains in daily life. Not to mention, the best
hobby of all his life is singing besides his routine schooling.
21. The purpose of the text is…
a. To tell the readers what happened to Adi Saputra.
b. To inform readers about Adi Saputra‟s life.
c. To amuse or entertain the readers with Adi‟s hobby.
d. To describe a particular person to the readers.
e. To give readers valuable information.
22. What is the generic structure of paragraph 2?
a. Orientation.
b. Event.
c. Complication.
d. Identification.
e. Description.
23. … , which is always combed neatly (paragraph 1, line 2). The sentence means…
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a. He always keeps his hair neatly.
b. He always lets his hair messy.
c. He is combing his hair.
d. He doesn‟t care with his hair.
e. He makes his hair more stylist.
24. What is the generic structure of paragraph one?
a. Identification.
b. Description.
c. Orientation.
d. Complication.
e. Steps or method.
25. The main idea of the fifth paragraph is…
a. Adi‟s best talent.
b. Adi likes to play guitar.
c. Adi‟s hobby.
d. Adi likes to go to school.
e. Adi likes to sing.
Text 6
One day, when Sangkuriang was hunting, he accidentally killed his beautiful black
dog Si Tumang. This dog is actually Sangkuriang‟s father who had been condemned to live
the life of a dog by his GURU. However, Sangkuriang never knew it.
Sangkuriang had been separated from his mother since childhood. On his way home,
he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize that the
village was his homeland nor the beautiful girl was his own sacred mother who remained
young and pretty.
Their love grew naturally and one day, when they were discussing their wedding
plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched that
of her son‟s who had left twenty years earlier. How could she marry her own son? But she
did not wish to disappoint him. So she agreed to marry Sangkuriang only on the condition
that he would provide her with a lake and a boat with which they could sail on their wedding
day the next day at dawn.
Sangkuriang accepted this condition. He dammed up the Citarum river to make a
lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set. With a
wave of her supernatural shawl, she lit up the eastern horizon with flashes of light. Deceived
by false dawn, the cock crowed and farmers rose for the new day.
Sangkuriang realized that he failed to finish the boat. With all his anger, he kicked
the unfinished boat upside-down. The boat is now known as the mount Tangkuban Perahu.
In Sundanese Tangkuban means upturned or upside down, and Perahu means boat. With the
dam torn asunder, the water drained off the lake and made the lake a wide plain. It is now
called Bandung from the word Bendung which means dam.
26. What is the generic structure of paragraph 1?
a. Identification.
b. Resolution.
c. Topic.
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d. Description.
e. Orientation.
27. The purpose of the text is…
a. To tell about the Legend of Tangkuban Perahu.
b. To tell about Sangkuriang‟s life.
c. To describe about Tangkuban Perahu.
d. To inform how Sangkuriang marry Dayang Sumbi.
e. To explain Dayang Sumbi‟s life.
28. But she did not wish to disappoint him. (Paragraph 3, line 3) What does the word “him”
refer to?
a. The Guru.
b. Si Tumang.
c. Sangkuriang.
d. The farmer.
e. Dayang Sumbi.
29. Who was condemned by Guru?
a. Sangkuriang‟s dog.
b. Sangkuriang‟s son.
c. Sangkuriang‟s girl.
d. Sangkuriang‟s father.
e. Sangkuriang‟s mother.
30. The main idea of paragraph 4 is…
a. Dayang Sumbi used her supernatural shawl to fail Sangkuriang on his effort to bult a
lake and a boat.
b. Dayang Sumbi thought that the condition she offered to Sangkuriang would not be
carried out.
c. Sangkuriang had finished building a lake and a boat before the cock began
crowning.
d. Sangkuriang felt sure that he could finish building the lake and boat before dawn.
e. The cock and the farmers had woken up earlier that morning.
Text 7
A long time ago, a child was born to a queen and king and she was called Snow
White. When the queen died, the king remarried. This new queen was wicked and hated
Snow White. The queen gave orders that Snow White was to be treated as a servant.
Snow White grew to be a very beautiful girl. One day a Prince who was riding by
saw her at work and immediately fell in love with her.
The queen was beautiful too, and every day she asked her Magic Mirror, “Who is
the fairest in the land?” and the mirror always answered, “You are the fairest one of all”.
One day the mirror answered that Snow White was the fairest one in the land. In a
rage the queen gave orders to one of her huntsmen to take Snow White into the woods and
kill her.
But the huntsmen had a kind heart and couldn‟t carry out the order. So he told Snow
White to run away. She fled into the woods where the Seven Dwarfs lived. Their house was
small and strange.
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Snow White entered the little house and found it very untidy. She started to clean it
up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of the
beds, and soon fell asleep.
When the dwarfs came home, they were surprised to find Snow White and after
some arguments, they decided to let her stay. She promised to cook and look after them.
The queen discovered where Snow White was living and disguising herself as a
witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow White
the poisoned apple. Snow white ate it and as soon as she bit into the apple, she sank into
unconsciousness.
Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days she
lay in the forest in her glass coffin. One day, the Prince who was riding through the forest
looking for Snow White found her. He leaned over and kissed her. She opened her eyes and
sat up with a smile. Everyone was happy. The Prince took Snow White to his Palace where
they were married and lived happily ever after.
31. The purpose of the text is…
a. To tell the readers about the bad queen.
b. To tell the readers about Snow White and the Seven Dwarfs.
c. To persuade the reader to read the Snow white story.
d. To describe the Snow White‟s life.
e. To explain how Snow White died.
32. “Snow White entered the little house and found it very untidy.” (paragraph 6, line 1).
The underlined word means ….
a. Big.
b. Clean.
c. Fresh.
d. Messy.
e. Beautiful.
33. Why did the Queen go to the woods?
a. She liked visiting Snow White.
b. She missed Snow White very much.
c. She wanted to kill Snow White by herself.
d. She promised Snow White to bring her apples.
e. She wanted to meet Snow White and the dwarfs.
34. What did the queen order the huntsman?
a. The queen ordered the huntsman to take Snow White into the woods and kill her.
b. The queen ordered the huntsman to accompany Snow White walk around the woods.
c. The queen ordered the huntsman to visit Snow White in the woods.
d. The queen ordered the huntsman to give an apple to Snow White.
e. The queen ordered the huntsman to build a house for Snow White.
35. The main idea of paragraph 9 is…
a. The Prince was riding through the forest.
b. The Prince saved Snow White.
c. The Prince and Snow White were married.
d. The Prince took Snow White to his Palace.
e. The Prince leaned over and kissed Snow White.
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Text 8
Tanjung Kodok
Have you ever visited Tanjung Kodok? Some of you may have been to the place.
Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung Kodok
is a beach that lies on the north coast of East Java. Exactly, this resort is located in Paciran
Lamongan, East Java. The beach is about 25 kilometers from Lamongan city, near Goa
Maharani, another popular tourist spot in Lamongan.
Tanjung Kodok has a meaning that describes the most important part of the beach.
In the area, there is a cape, a strip of coral reef projecting into a body of water, whose
structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as tanjung
means a cape and kodok in Javanese means frog.
Tanjung Kodok is a comfortable place to visit. The water of the beach is clean. The
air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen there.
However, you may go down to the sea water, take some photographs and have some fun.
For the children, in Tanjung Kodok there is a children swimming pool, where they
can amuse themselves. There are also fishing and camping areas that provide specific
entertaining recreations for certain visitors.
To satisfy the visitors some hotels and restaurants are built there. For shoppers, the
resort provides a specific market where souvenirs, foods, and drinks are sold with cheap
prices. Since some visitors come from other regions, provinces, and countries, the parking
lot is wide enough to accommodate many kinds of vehicles.
36. The main idea of paragraph 2 is…
a. Tanjung Kodok is the most important part of the beach.
b. The meaning of Tanjung Kodok.
c. There is a cape that is shaped like a frog.
d. Tanjung Kodok is a beach that lies on the north coast of East Java.
e. The description of the beach.
37. Have you ever visited Tanjung Kodok? The meaning of the sentence is…
a. To ask someone to visit Tanjung Kodok.
b. To inform that Tanjung Kodok is a beautiful place.
c. To know whether someone has visited Tanjung Kodok or has not.
d. To inform that the writer has been there.
e. To ask information about Tanjung Kodok.
38. ..to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined word
means…
a. To prepare.
b. To stay.
c. To facilitate.
d. To get ready.
e. To choose.
39. What does the resort provide for the shoppers?
a. Hotels and restaurants.
b. Fishing and camping areas.
c. A specific market which sells souvenirs, foods, and drink cheaply.
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d. The parking lot.
40. The main idea of the text is…
a. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive
view to see.
b. Tanjung Kodok is a comfortable place to visit.
c. Tanjung Kodok has many satisfying facilities.
d. Tanjung Kodok is a good place for children to have some fun.
e. Tanjung Kodok has a meaning that describes the most important part of the beach.
Text 9
Borobudur is a Hindu-Buddhist temple built in the 9th
century under the Sailendra
dynasty of Java. It is located near Magelang on the island of Java, Indonesia.
Abandoned in the 11th century and partially excavated by archaeologists in the early
20th century, Borobudur temple is well-known all over the world. Influenced by the Gupta
architecture of India, the temple is constructed on a hill 46 m (150 ft) 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 sculptures in bas-relief; the upper three are
circular, each with a circle of bell-shaped stupa (a Buddhist shrine).
The entire edifice is crowned by a large stupa at the centre of the top circle. The
way to the summit extends through some 4.8 km of passages and stairways. The design of
Borobudur, a temple-mountain symbolizing the structure of the universe, influenced the
temples built at Angkor, Cambodia.
Borobudur, rededicated as an Indonesia national monument in 1983, is a valuable
treasure for Indonesia people.
41. What is the generic structure of paragraph 2?
a. Identification.
b. Description.
c. Orientation.
d. Complication.
e. Steps or method.
42. The main idea of the text is…
a. Borobudur is well known all over the world.
b. Borobudur is Hindu-Buddhist temple.
c. Borobudur is located near Magelang on the island of Java.
d. Borobudur was built by Gupta.
e. Borobudur is a valuable treasure for Indonesia people.
43. The Borobudur building was influenced by …
a. The Sailendra architecture.
b. The Gupta architecture.
c. The Cambodia architecture.
d. The Buddhist architecture.
e. The Angkor architecture.
44. “… and surrounded by walls adorned with Buddhist sculptures….”
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The meaning of adorned is…
a. Designed.
b. Decorated.
c. Established.
d. Represented.
e. Symbolized.
45. The main idea of the second paragraph is…
a. Borobudur was influenced by the design of temples built at Angkor.
b. Borobudur was influenced by the Gupta architecture of India.
c. Borobudur was partially excavated by archaeologists.
d. Borobudur was abandoned in the 11th century.
e. Borobudur is well-known all over the world.
Text 10
One day a cat and a fox were having a conversation. The fox, who was a conceited
creature, boasted how clever she was. “Why, I know at least a hundred tricks to get away
from our mutual enemies, the dogs,” she said.
“I know only one trick to get away from dogs,” said the cat. “You should teach me
some of yours!”
“Well, maybe some day, when I have the time. I may teach you a few of the simpler
ones,” replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking grew
louder and louder – the dogs were coming in their direction! At once the cat ran to the
nearest tree and climbing into its branches, well out of reach of any dog. “This is the trick I
told you about, the only one I know,” she called down to the fox. “Which one of your
hundred tricks are you going to use?”
The fox sat silently under the tree, wondering which trick she should use. Before she
could make up her mind, the dogs arrived. They fell upon the fox and tore her to pieces.
46. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1, line
2). The underlined word means…
a. The fox has a hundred tricks to run away from the dog.
b. The fox has a hundred tricks to avoid the dog.
c. The fox has a hundred tricks to attack the dog.
d. The fox has a lot of tricks to help the dog.
e. The fox has a lot of tricks to accompany the dog.
47. They fell upon the fox and tore her to pieces. The word „tore‟ means…
a. Rip.
b. Cut.
c. Break.
d. Drop.
e. Damage.
48. How many tricks did the cat have?
a. More than a hundred trick.
b. A trick only.
c. Many trick.
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d. Have no trick.
e. Need some lesson.
49. What was the only trick that the cat knew?
a. Sitting under the tree.
b. Waiting for the fox.
c. Running as fast as he can.
d. Mocking the dogs.
e. Climbing a tree.
50. The communicative purpose of the text is…
a. To tell a true.
b. To give solution to the readers.
c. To describe a cat and a fox story to the readers.