THE USE OF “PORPE STRATEGY” IN TEACHING ENGLISH AT SMAN 1 TAKALAR (A-Quasi Experimental Research at the First Grade Students of SMAN 1 Takalar) A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of Requirement for the Degree of Education in English Department Lisa Erlisa 10535639715 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020
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THE USE OF “PORPE STRATEGY” IN TEACHING ENGLISH AT SMAN 1 TAKALAR
(A-Quasi Experimental Research at the First Grade Students of SMAN 1 Takalar)
A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fulfillment of Requirement for the Degree of Education in English Department
Lisa Erlisa 10535639715
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
Judul Skripsi : The Use of “PORPE Strategy” in Teaching English at SMAN
1 Takalar
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain atau pun dibuatkan oleh siapa pun.
Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020 Yang Membuat Pernyataan
Lisa Erlisa
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2020
Yang Membuat Perjanjian
Lisa Erlisa
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ABSTRACT
Lisa Erlisa, 2019. The Use of “PORPE Strategy” in Teaching English at SMAN 1
Takalar (A-Quasi Experimental Research at the first Grade Students of SMAN 1 Takalar). Thesis of English Department. The Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Supervised by Hj. Andi Tenri Ampa and Amar Ma’ruf.
This research aimed to find out: (1) the improvement of students’ reading
comprehension through the use of PORPE strategy (2) the improvement of students’ listening comprehension through the use of PORPE strategy (3) The significant difference between the improvement of students’ reading
comprehension and listening comprehension taught by using PORPE strategy and group discussion.
This research used quasi-experimental design because it was comparable to collect the data from the students’ reading comprehension and listening
comprehension, and gave pre-test and post-test to collecting the data. The instrument that used in this research were reading test and listening test. The sample of this research was class X IPS 1 and X IPS 2 of SMAN 1 Takalar which consist of 60 students. The sample was taken by using purposive sampling technique.
Based on the findings, it was found that the students’ reading
comprehension was improve where the pre-test t-value (0.070) < t-table (2.918) and p-value (0.944) > α (0.05) and the post-test t-value (6.323) > t-table (2.918) and p-value (0.000) < α (0.05). And the students’ listening comprehension was
also improve where the pre-test t-value (0.637) < t-table (2.918) and p-value (0.527) > α (0.05) and the post-test t-value (3.068) > t-table (2.918) and p-value (0.003) < α (0.05). It can be concluded that the students’ reading comprehension
and listening comprehension was improve significantly through the use of PORPE strategy. Keywords: PORPE strategy, Reading and Listening
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ABSTRAK
Lisa Erlisa, 2019. Penggunaan “Strategi PORPE” dalam pengajaran bahasa
Inggris di SMAN 1 Takalar (Penelitian Quasi Eksperimental pada Siswa Tingkat pertama SMAN 1 Takalar). Tesis Jurusan Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Hj. Andi Tenri Ampa and Amar Ma’ruf. Penelitian ini bertujuan untuk menemukan: (1) peningkatan pemahaman membaca siswa melalui penggunaan strategi PORPE (2) peningkatan pemahaman mendengarkan siswa melauli penggunaan strategi PORPE (3) Perbedaan signifikan antara peningkatan pemahaman membaca dan pemahaman mendengarkan siswa yang diajar menggunakan strategi PORPE dan grup diskusi.
Penelitian ini menggunakan desain quasi-experimental karena sebanding untuk mengumpulkan data dari pemahaman membaca dan mendengarkan siswa, dan memberikan tes awal dan tes akhir untuk mengumpulkan data. Instrumen yang digunakan adalah tes membaca dan tes mendengarkan. Sampel penelitian ini adalah kelas X IPS 1 dan X IPS 2 di SMAN 1 Takalar yang terdiri dari 60 orang siswa. Sampel diambil menggunakan teknik purposive sampling.
Berdasarkan temuan, ditemukan bahwa skor siswa dalam memahami makna dari teks bacaan meningkat dimana pre-test t-value (0.070) < t-table (2.918) dan p-value (0.944) > α(0.05) dan post-test t-value (6.323) > t-table (2.918) dan p-value (0.000) < α (0.05). Dan skor siswa dalam memahami makna
dari teks lisan juga meningkat dimana pre-test t-value (0.637) < t-table (2.918) dan p-value (0.527) > α(0.05) dan post-test t-value (3.068) > t-table (2.918) dan p-value (0.003) < α(0.05). Dapat disimpulkan bahwa peningkatan siswa dalam
memahami makna dari sebuah teks bacaan meningkat secara signifikan dan peningkatan siswa dalam memahami makna dari sebuah teks lisan meningkat secara signifikan dengan menggunakan strategy PORPE. Kata kunci: Strategi PORPE, membaca dan mendengarkan
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MOTTO “Don’t worry! Everything is gonna be
okay.”
I honestly truly completely dedicated this thesis especially to my beloved parents (Hasan Sukki and Siti Jamilah)
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ACKNOWLEDGMENT
Alhamdulillahirabbil’aalamiin, in the name of Allah, the Most Gracious, the
Most Merciful and the Almighty who never stop blessing me so that I could finish
this proposal. Shalawat is also delivered to our prophet Muhammad SAW who
has brought us from the darkness to the brightness and read the truth to the human
being.
In accomplishing the study, I realised that I never finish this thesis without
help from the other people around me. Therefore, I would like to express my
gratitude and appreciation to:
1. Dr.H.Abdul Rahman Rahim,S.E.,M.M., The Rector of the Muhammadiyah
University of Makassar.
2. Erwin Akib, M.Pd, Ph.D., The Dean of Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar
3. Ummi Khaerati Syam, S.Pd., M.Pd., The Head of English Education
Department of FKIP Muhammadiyah University of Makassar and also to the
all lecturers who have taught me during the years of my study.
4. My high appreciation and much thankful to my first consultant, Dr Hj. Andi
Tenri Ampa and my second consultant, Amar Ma’ruf, M.Hum., Ph.D. for their
valuable time, knowledge, and guidance with all their patience and wisdom
during the process of accomplishing this thesis.
5. My beloved parents, Hasan Sukki and Siti Jamilah, who always pray for me
every single time, never stop to motivate and support me to finish my study.
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6. My beloved Brothers and Sisters, Kak Putra, Kak Udin, Kak Ato, Kak Ari, Kak
Lina, Kak Wana, Kak Rini and Kak Uni for giving me more strength and
sharing the same struggle in our different life.
7. All of my best teachers and lecturers that have taught me patiently and
sincerely since the first years of elementary school till the end of my study in
the university.
8. My beloved friends, Sri Hartina Alwi, Ince Ayu Afriani Rizal, Nurwajida,
Aisyah Saqinah, and Wa Ode Nur Uci Cahyani for always be there when I
need and giving me strength and support to finish my thesis.
9. My close friends, Herliza Miftachul Jannah Mangun Lestari, Sri Anggi Pradita,
Dian Ekawati, and Fifi Elvira for anything we shared during the college. I
really thankful to meet all of you.
10. All of my friends in E (Edelweiss) Class 2015 that I can not mention one by
one, thanks for all of we share in four years.
11. And the last thankful for Imam Fadhli as my partner in all situation, for
giving me strenght, support, and cheer me up in every single day.
May Allah the Almighty bless them all. Moreover, the researcher also
realised that this paper is far from perfection. It is a pleasure to get critiques and
suggestions to make this paper better.
The Researcher
Lisa Erlisa
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TABLE OF CONTENTS
TITLE PAGE .......................................................................................................... i LEMBAR PENGESAHAN .................................................................................... ii APPROVAL SHEET .............................................................................................. iii COUNSHELLING SHEET .................................................................................... iv SURAT PERNYATAAN ......................................................................................... vi SURAT PERJANJIAN ............................................................................................ vii ABSTRACT .............................................................................................................. viii ABSTRAK ................................................................................................................ ix MOTTO .................................................................................................................... x ACKNOWLEDGMENT.......................................................................................... xi TABLE OF CONTENTS ........................................................................................ xiii LIST OF TABLES ................................................................................................... xv LIST OF FIGURE.................................................................................................... xvi LIST OF APPENDICES.......................................................................................... xvii CHAPTER I INTRODUCTION
A. Background ................................................................................... 1 B. Problem Statement ......................................................................... 3 C. Objective of the Research .............................................................. 3 D. Significance of the Research.......................................................... 4 E. Scope of the Research ................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. PORPE Strategy ............................................................................. 5
1. Steps of PORPE Strategy .......................................................... 7 2. The Advantages of PORPE Strategy ........................................ 9
B. Reading Skill ................................................................................. 10 1. Types of Rading ........................................................................ 11 2. Purpose of Reading ................................................................... 15
C. Listening Skill ............................................................................... 16 1. Types of Listening .................................................................... 17 2. The Parts of Listening ............................................................... 18 3. The Principles of Listening ....................................................... 19
D. Conceptual Framework .................................................................. 21
CHAPTER III RESEARCH METHOD A. Research Design ............................................................................ 22 B. Population and Sample .................................................................. 25 C. Variables and Indicators ................................................................ 26 D. Hyphotesis ..................................................................................... 26
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E. Research Instrument ...................................................................... 27 F. Procedure of Data Collection ......................................................... 27 G. Technique of Data Analysis ........................................................... 27
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ......................................................................................... 29 B. Discussion ...................................................................................... 38
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ..................................................................................... 47 B. Suggestion ...................................................................................... 48
BIBLIOGRAPHY APPENDICES CURRICULUM VITAE
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LIST OF TABLE
Page 3.1 : Research Design ...................................................................................... 22
3.2 : The Population of the Research .............................................................. 25
4.1 : The improvement of students’ reading comprehension in experimental
class and control class ............................................................................. 29
4.2 : The mean score and standart deviation of the students pre-test and post-
test in comprehending the main idea ...................................................... 30
4.3 : The mean score and standart deviation of the students pre-test and post-
test comprehending the specific information .......................................... 31
4.4 : The mean score and standart deviation of the students pre-test and post-
test comprehending the reference ........................................................... 31
4.5 : The improvement of students’ listening comprehension in experimental
class and control class ............................................................................. 32
4.6 : The mean score and standart deviation of the students pre-test and post-
test comprehending the main idea........................................................... 33
4.7 : The mean score and standart deviation of the students pre-test and post-
test comprehending the specific information .......................................... 34
4.8 : The mean score and standart deviation of the students pre-test and post-
test comprehending the reference ........................................................... 34
4.9 : The probability value of t-test reading comprehension in experimental
class and control class ............................................................................. 36
4.10 : The probability value of t-test listening comprehension in experimental
class and control class........................................................................... 37
Based on the table above, it showed that there is a significant
difference of students’ listening comprehension that taught by using
PORPE strategy (experimental class) and group discussion (control
class). Because, based on the data showed H0 was accepted in pre-test
because t-value (0.637)< t-table (2.918) and p-value(0.527) > α(0.05) and
the post-test of experimental group and control group in the table above
shows that the t-value was 3.068 with degree of freedom 58 and p-value
was 0.003. From the degree of freedom we can know that the t-table
2.918. Based on the table above, H1 was accepted in post-test because t-
value (3.068) > t-table (2.918) and p-value (0.003)< α (0.05)
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B. Discussion
The discussion section reports the interpretation of the findings about the
improvement of students’ reading comprehension and listening
comprehension through the use of PORPE strategy. The result of findings
would be explained clearly about the improvement of students’ reading
comprehension and listening comprehension through the use of PORPE
strategy. It also explaines about the indicators in reading comprehension and
listening comprhension. They are main idea, specific information and
reference. In findings, the data shows that the improvement of students’
significant after analyzing the t-test and t-table. The discussion discussed
about the interpretation of the research findings from the result of students
improvement. The previous researcher Martasari (2018) found that “The
students’ average score in experiment class was higher than thecontrol class.
The average score of experiment class was 85,52, and the average score of
control class was 83,47. Then, based on the result of hypothesis test, the
researcher found that the value of Sig (2 tailed) was 0,135whereas > 0,05.
Based on this finding, Ho isrejected and H isaccepted. It can be concluded
that there is a significant effect of Predict, Organize, Rehearse, Practice,
Evaluate (PORPE) strategy toward students’ reading comprehension at the
twelfth grade of SMAN 18 Merangin academic year 2018/2019”. The other
researcher, Mahendrayana (2016) found that “The PORPE strategy improved
the learning process of reading, which is where the students become more
active and enthusiastic in participating in learning reading. Furthermore,
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Wong (2004) in Huzil’s journal states that PORPE is a strategy was designed
to help students when required to take essay examinations. It means the
strategy will be useful for the students in doing essay which consist of text.
The text in essay examination is usually long and difficult to interpret”.
According to Sejnest (2010), “PORPE is a comprehensive strategy
system for studying and learning content areas. In this strategy students
encourage to be active readers who can identify the information for a series
written passage into a good comprehension. In brief, this strategy makes
students active and have motivation in reading activity”.
Based on the result of this research, it has shown that PORPE strategy
can improve the students’ reading comprehension and listening
comprehension. It could be seen from the result of post-test score was
significant improved than the pre-test score. The students become more easy
to comprehend the the text because they do the consecutive steps of PORPE
strategy. So, they can comprehend the meaning of descriptive text specially in
comprehending the main idea, specific information, and reference.
Eventhough, at the first meeting the researcher got difficult in teaching and
learning proces beacuse the students did not interest in learning descriptive
text. They were lazy to read the text because they were not often in doing the
reading activity. But, the researcher gave the explanation about how important
to do a reading activity because it can gives us more knowledge and it is very
helpful for us in the future. So, they understand and they want to read more to
gain a knowledge. After that, the next meeting was gone very interesting and
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the students become more active. They always ask about the lesson and the
researcher give the explanation. In additon. The students also felt enjoy to
express their ideas and they were very enthusias in listening the text. It is
because they were not often to do the listening comprehension. After the
treatment was done the students can comprehend the meaning of the text in
reading and lsitening. It has relation with the theory of the expert, according to
Snow (2002:9) states that reading comprehension is the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language. It means that the students must be able to
interpret the words, understand the meaning and the relationships between
ideas conveyed in the text. Another definition comes from Kennedy
(1981:192) states that reading comprehension is a thought process through
which the rader become aware an idea, understand it in terms of their
experimental background, and interpret it in relation to their own needs and
purpose. It means that students must be able to take the information based on
what they want to know.
This is the clearly explanation of the improvement of students’ reading
comprehension and listening comprehension through the use of PORPE
strategy:
1. The improvement of students’ reading comprehension through the use of
PORPE strategy.
Based on the table 4.1, it showed the mean score of the students
post-test in the both of class is improved after giving the treatment. It can
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be seen through the mean score of the students which was 45.67 become
70.67 in the post-test for the experimental class, while the students’ pre-
test for control class was 45.33 become 46.70 in the post-test. It can be
seen that the students’ score in post-test of the both class is different. The
students’ score in post-test for the experimental class is higher than control
class. The differences between the both classes can be seen from the mean
score of pre-test and post-test. The mean score of pre-test which was
obtained from experimental class was 45.67, while the mean score of post-
test was 70.67. So, the students’ improvement in reading increased about
20. In other hand, the mean score of pre-test of control class was 45.33,
while the mean score of post-test was 46.70, the students’ improvement in
reading increased about 1.37.
Based on the table 4.2, it showed that the mean score of the
students’ pre-test in experimental group was 45,83 and standard deviation
was 21,857 and in post-test was 71,67 for the mean score and standard
deviation was 18,257. Meanwhile, the mean score of the students’ pretest
in control group was 54,17 and standard deviation was 22,822 and in
posttest the mean score was 54,17 and standard deviation was 25,498. The
mean score of both pretest and posttest were different after the treatment
done. It means that the mean score of posttest is higher than pretest
(71,67>45,83 and 55,17 >54,17). In comprehending the main idea, the
students got difficult before the researcher gave the treatment because
almost all of the students did not know the placement of the main idea in
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the text. But, after giving the treatment, the students became easy to find
the main idea in the paragraph of the text because they have known the
placement of the main idea in the paragraph of the text. Thats’s why the
mean score of the students’ post-test improved about 25.84. And for the
control group, the mean score of the students’ post-test is also improved
about 1.
Based on the table 4.3, it showed that the mean score of the
students’ pre-test in experimental group was 58,33 and standard deviation
was 23,057 and in post-test was 81,67 for the mean score and standard
deviation was 17,287. Meanwhile, the mean score of the students’ pretest
in control group was 52,50 and standard deviation was 23,072 and in
posttest the mean score was 55,00 and standard deviation was 23,119. The
mean score of both pre-test and post-test were different after the treatment
was done. It means that the mean score of post-test is higher than pre-test
(81,67>58,33 and 55,00 >52,50). In comprehending the specific
informatin the students got difficult because they have to read a whole
text. and the other difficulty is the students did not know the meaning of
the text so that they were confuse in reading the text. But, after giving the
treatment the students became easy to know the specific information by
searching the key words or the key ideas of the text. That’s why the mean
score of the students’ post-test improved about 23.34. And for the control
group, the mean score od the students’ post-test is also improved about
2.5.
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Based on the table 4.4, it showed that the mean score of the
students’ pre-test in experimental group was 32,50 and standard
deviation was 20,917 and in post-test was 52,50 for the mean score and
standard deviation was 15,186. Meanwhile, the mean score of the
students’ pre-test in control group was 30,00 and standard deviation was
22,167 and in post-test the mean score was 25,00 and standard deviation
was 18,570. The mean score of both pre-test and post-test were different
after the treatment was done. It means that the mean score of
experimental group in post-test is higher than pre-test and the mean score
of control group in post-test is lower than pre-test (52,50>32,50 and
25,00 <30,00). In experimental class, the mean score of students’ post-
test is increase about 20 after giving the tretament. But in control class,
the mean score of students’ post-test is decrease about 5. It is because the
students got difficult to comprehend the reference because it related to
their prior knowledge.
2. The improvement of students’ listening comprehension through the use of
PORPE strategy.
Based on the table 4.5, the result shows that the mean score of the
students’ listening comprehension in post-test in the both classes is
improved after giving the treatment. It can be seen through the mean
score of the students which was 32.67 become 52.00 in the post-test for
the experimental class, while the students’ pre-test for control class was
30.33 become 40.33 in the post-test. In this case, both of the group
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improved after giving treatment, but the experimental class was higher
than control class. The differences between two group can be seen from
the mean score of pre-test and post-test. The mean score of pre-test
which was obtained from experimental group was 32.67, while the mean
score of post-test was 52.00. So, the students’ improvement in listening
increased about 19.33. In other hand, the mean score of pre-test in control
group was 30.33, while the mean score of post-test was 40.33, the
students’ improvement in listening increased about 10. It indicated that
the students’ pre-test score for both groups are almost same level before
treatment. But, the students’ mean score in post-test for te both of classes
is different. The students’ mean score in post-test for the experimental
class is higher than control group.
Based on the table 4.6, the mean score of the students’ pre-test in
experimental group was 34,17 and standard deviation was 16,717 and in
post-test was 59,17 for the mean score and standard deviation was
21,257. Meanwhile, the mean score of the students’ pre-test in control
group was 35,83 and standard deviation was 22,441 and in post-test the
mean score was 48,33 and standard deviation was 22,680. The mean
score of both pre-test and post-test were different after the treatment was
done. It means that, the mean score of post-test is higher than pre-test
(59,17>34,17 and 48,33 >35,83).
Based on the table 4.7, The table above explains that the mean
score of the students’ pre-test in experimental group was 53,33 and
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standard deviation was 24,330 and in post-test was 70,83 for the mean
score and standard deviation was 19,787. Meanwhile, the mean score of
the students’ pre-test in control group was 36,67 and standard deviation
was 22,489 and in post-test the mean score was 55,00 and standard
deviation was 21,173. The mean score of both pre-test and post-test were
different after the treatment was done. It means that, the mean score of
post-test is higher than pre-test (70,83>53,33 and 55,00 >36,67).
Based on the table 4.8, The table above explains that the mean
score of the students’ pre-test in experimental group was 10,83 and
standard deviation was 15,652 and in post-test was 27,50 for the mean
score and standard deviation was 12,017. Meanwhile, the mean score of
the students’ pre-test in control group was 18,33 and standard deviation
was 17,287 and in post-test the mean score was 19,17 and standard
deviation was 14,208. The mean score of both pre-test and post-test were
different after the treatment was done. It means that, the mean score of
post-test is higher than pre-test (27,50>10,83 and 19,17 >18,33).
3. The significant difference between the improvement of students’ reading
comprehension and listening comprehension taught by using PORPE
strategy and group discussion.
Based on the table 4.9, it showed that p-value was lower than α
(0.000<0.005). It can be seen the p-value (0.00) at the level of
significance (0.05), the degree of freedom was 58 and t-value was higher
than t-test (6.323>2.918). It indicated that the alternative hypothesis is
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accepted and the null hypothesis is rejected. More explanation, there were
two strategies in this research namely PORPE strategy and conventional
way which were different of the students’ result in teaching reading
especially in descriptive text. Even thought, both of the groups were given
the same material, but the results of the experimental group that taught by
using POPRPE strategy were higher than the control group that taught by
using group discussion. It can be concluded that there is a significant
difference between the improvement of reading comprehension that
thaught by using PORPE strategy and group discussion.
Based on the table 4.10, it showed that p-value was lower than α
(0.003<0.005). It can be seen the p-value (0.03) at the level of
significance (0.05), the degree of freedom was 58 and t-value was higher
than t-test (3.068>2.918). It indicated that the alternative hypothesis is
accepted and the null hypothesis is rejected. More explanation, there were
two strategies in this research namely PORPE strategy and conventional
way which were different of the students’ result in teaching listening
especially in descriptive text. Even though, both of the groups were given
the same material, but the results of the experimental group that taught by
using POPRPE strategy were higher than the control group that taught by
using group discussion. It can be concluded that, there is a significant
difference between the improvement of listening comprehension that
thaught by using PORPE strategy and group discussion.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the findings and discussion in the previous chapter in this
study, the researcher concludes that:
1. The improvement of students’ reading comprehension through the use of
PORPE strategy was improve significantly. It was proved by the result of
data analysis that t-test value 6.323 in reading is higher than t-table value
2.918 and p-value 0.000 in reading is lower than p-value 0.05. Based on
the result, hypothesis test showed that H0 was rejected and H1 was
accepted.
2. The improvement of students’ listening comprehension through the use of
PORPE strategy was improve significantly. It was proved by the result of
data analysis that t-test value 3.068 in listening is lower than t-table value
2.918 and p-value 0.003 in listening was lower than p-value 0.05. Based
on the result, hypothesis test showed that H0 was rejected and H1 was
accepted.
3. There is significant difference between the improvement of students’
reading comprehension and listening comprehension taught by using
PORPE strategy and group discussion. It can be proved by the data of p-
value was lower than α (0.000<0.005). It can be seen the p-value (0.00) at
the level of significance (0.05), the degree of freedom was 58 and t-value
48
was higher than t-test (6.323>2.918). And, in listening p-value was lower
than α (0.003<0.005). It can be seen the p-value (0.03) at the level of
significance (0.05), the degree of freedom was 58 and t-value was higher
than t-test (3.068>2.918).
B. Suggestions
Based on the result of data analysis and conclusion, the researcher
suggests as follows:
1. For the teacher, the researcher suggests to give more activity in reading
and listening by using PORPE strategy in order to practice their reading
and listening skill. And it also helps the students become easy to
understand the meaning of the text that they have read and listened.
2. For the students, the rsearcher suggests the students to find a way to
improve their reading and listening skill specially in comprehending the
meaning of the text by various ways for example by using PORPE
strategy.
3. For the next researcher can use the result of this study as a reference.
4. For the school should complete the facility for teaching and learning
proces such as speaker that can be used in listening activity.
BIBLIOGRAPHY
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Tarigan, H. G. (1986). Mendengar Sebagai Suatu Keterampilan Berbahasa. Bandung: Penerbit Angkasa.
Tarihoran, M. R. (2012). Reading 1: Basic Reading Skills. Serang: Loquen Press.
Vaughn. (2007). Tools for Learning Reading Comprehension. London: Mc Graw Inc.
Wilda, F. (2013). The Use of Picture to Imrpove Students' Reading Skill. Thesis.
Wong, B. (2004). Learning about Learning Disabilities. United Kingdom: Elsevier Inc.
Yulianti, D. (2014). Improving the English Reading Comprehension Ability of Grade 8 Students at SMPN 3 Gedangsari Through Extensive Reading Activities. Thesis.
APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Sekolah : SMAN 1 Takalar Mata pelajaran : Bahasa Inggris Kelas/Semester : X / 1 (Ganjil) Materi : Descriptive text Alokasi Waktu : 6 pertemuan
A. Kompetensi Inti KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong , kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Tujuan Pembelajaran Setelah mempelajari materi, siswa diharapkan mampu:
1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
2. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4. Membuat teks descriptive sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
5. Menceritakan kembali teks descriptive sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar
2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang benda, orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. Indikator Pencapain 1.1.1 Siswa berdo’a sebelum dan sesudah pembelajaran. 1.1.2 Siswa mengucapkan salam sebelum dan sesudah menyampaikan
pendapat/presentasi. 1.1.3 Siswa dapat memanfaatkan kesempatan belajar dengan sebaik-baiknya utuk
meraih kesuksesan. 1.1.4 Siswa dapat mensyukuri kesempatan belajar dengan belajar keras. 2.3.1 Siswa dapat enunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional 3.7.1 Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 4.8.1 Siswa dapat menangkap makna dalam teks deskriptive tulis sederhana. 4.10.1 Siswa dapat menyusun teks deskriptif lisan dan tulis sederhana tentang benda, orang, tempat wisata, dan bangunan bersejarah terkenal.
F. Media/Alat dan Sumber Pembelajaran 1. Media/alat
a. Laptop b. Papan tulis
2. Sumber Pembelajaran a. Kementerian Pendidikan dan Kebudayaan.2015.Bahasa Inggris Think
Globally Act Locally SMA/MA Kelas X.Jakarta: Kementerian Pendidikan dan Kebudayaan.
b. Buku referensi lainnya G. Langkah-langkah pembelajaran
1. Pertemuan Pertama Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak penjelasan guru tentang PORPE Strategy yang akan diterapkan dalam proses pembelajaran
2. Peserta didik menyimak penjelasan guru tentang teks deskriptif
3. Peserta didik membaca contoh-contoh teks deskriptif di buku paket (Bahasa Inggris SMA/MA/SMK/MAK Kelas X) dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
4. Peserta didik mengamati dan mengidentifikasi fungsi sosial, struktur, dan unsur kebahasaannya.
5. Peserta didik bertanya tentang materi yang belum dipahami
60 menit
tentang descriptive teks
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
2. Pertemuan kedua
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak penjelasan guru tentang simple present tense, tenses yang digunakan dalam membuat teks deskriptif.
2. Peserta didik menyimak penjelasan guru tentang cara membuat simple present tense.
3. Peserta didik diminta untuk membuat contoh kalimat simple present tenses
4. Peserta didik diminta memaparkan hasil kerja mereka
5. Peserta didik diminta menanggapi hasil kerja siswa lain
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
3. Pertemuan ketiga
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai
10 menit
4. Guru menyampaikan cakupan materi
Inti 1. Peserta didik diberikan teks deskriptif 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif tersebut 3. Peserta didik diminta untuk melakukan langkah-langkah PORPE Strategy 4. Peserta didik diminta untuk menyampaikan pemahaman mereka terhadap teks deskriptif tersebut. 5. Peserta didik memperoleh umpan balik dari guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
4. Pertemuan keempat
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik diberikan teks deskriptif beserta lembar soal 2. Peserta didik menyimak penjelasan guru tentang apa yang akan mereka lakukan dengan teks deskriptif yang dibagikan oleh guru 3. Peserta didik diminta untuk melakukan langkah-langkah PORPE Strategy 4. Peserta didik menyampaikan pendapat mereka tentang teks deskriptif tersebut 5. Peserta didik memperoleh umpan balik dari peserta didik lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran
10 menit
2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
5. Pertemuan kelima
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4.Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik mendengarkan audio yang diputar oleh guru yaitu teks deskriptif lisan. 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif lisan yang telah mereka dengarkan. 3. Peserta didik diminta untuk mengajukan pertanyaan. 4. Peserta didik menyimak penjelasan guru tentang cara memahami makna dari teks deskriptif lisan menggunakan PORPE Strategy. 5. Peserta didik mendengarkan kembali teks deskiptif lisan dan memahaminya dengan menggunakan PORPE Strategy. 6. Peserta didik diminta untuk mengemukakan apa yang mereka pahami tentang teks deskriptif lisan. 7. Peserta didik memperoleh umpan balik dari peserta didik yang lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
6. pertemuan keenam
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak audio yang diputar oleh guru yaitu teks deskriptif lisan dengan menggunakan PORPE Strategy. 2. Peserta didik diminta untuk melakukan instruksi yang diberikan oleh guru terkait teks deskriptif lisan. 3. Peserta didik diminta untuk mengemukakan apa yang mereka pahami tentang teks deskriptif lisan yang telah mereka simak. 4. Peserta didik memperoleh umpan balik dari peserta didik yang lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
H. Penilaian, Pembelajaran remedial dan Pengayaan
1. Penilaian Sikap spiritual a. Teknik : Observasi b. Bentuk : Lembar Observasi c. Instrument penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Berdo’a sebelum dan sesudah mengikuti
pembelajaran
2 Memanfaatkan kesempatan belajar sebaik-baiknya untuk meraih kesuksesan
3 Memberi salam sebelum/sesudah menyampaikan pendapat/presentasi
4 Mensyukuri kesempatan belajar dengan belajar keras
Jumlah
d. Rubrik Penilaian
No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman Penskoran
NA =
2. Penilaian Sikap Sosial
a. Teknik : Observasi
b. Bentuk : Lembar Observasi
c. Instrumen Penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Bertanggung jawab atas tindakan anggotanya saat menjadi pemimpin kelompok
2 Mengakui ketika membuat kesalahan 3 Melaksanakan tugas individu dengan baik 4 Tidak menyalahkan orang lain atas tindakannya sendiri
Jumlah
d. Rubrik Penilaian sikap social
No Indikator Skor 1 apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman penskoran
NA =
3. Penilaian Pengetahuan
a. Teknik :Tes Tulis & Lisan
(1) Reading
Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it.
Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?
a. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal b. The mausoleum is a part of a vast complex comprising of a main gateway c. The Taj is at the farthest end of this complex, with the river Jamuna behind it d. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at
Agra
2. What is the main idea of the paragraph 3? a. The Taj seems to glow in the light of the full moon b. The visitors experience the Taj as if suspended when viewed from across the
Jamuna river c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description
3. Where is Taj Mahal located? a. Agra b. Jamuna c. Jahan d. Muntaz
4. What is the concept that used in designing Taj Mahal? a. Self-replicating geometry b. Interlocking arabesque c. Unequal octagon d. Square platform
5. “It was built by a Muslim Emperor Shah Jahan...” (Paragraph 1) The underlined word refers to... a. Taj Mahal b. Mausoleum c. Queen Muntaz’s grave d. Seven wonder
6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to...
a. Queen Muntaz b. Taj Mahal c. Shah Jahan d. Muslim Emperor
Petruk Cave Petruk cave is one of the leading tourist attractions in Kebumen, Central Java.
The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.
In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you want to explore this cave, you must be led by guides who are ready to take you through the cave. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave. Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of the text?
a. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency
b. There is no lighting that illuminates the cave c. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java
8. What is the main idea of the paragraph 2?
a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave
b. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome
c. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave
d. The cave is used for tourist attractions 9. Which part of Petruk Cave which used for place to put foods for ancestor?
a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave
10. Why did Petruk cave named as one of character in Punokawan puppet? a. Because the cave is belong to Petruk b. Because Petruk is the first explorer of the cave c. Because Petruk is buried at the cave d. Because the cave’s lenght is as long as Petruk’s nose
11. What is stalactites means? a. A type of formation that hangs from the ceiling of caves b. Types of formation that lay on the floor of caves c. Types of food given to ancestor d. Someone who guide the visitor in the cave
12. What is “lead” means in paragraph 2? a. Guide b. Take c. Bring d. Put
(2) Listening
Listen to the audio and choose A, B, C, or D to answer questions number 1-4! 1. What is the main ide of the text?
a. Losari Beach is a beautiful beach b. Losari Beach is an icon of Makassar c. Losari Beach is well-known for its sunset d. Losari Beach is enjoyed by many people
2. Why is Losari Beach easy to access? a. It only takes 10 minutes to drive from the harbor of Makassar b. It only takes 30 minutes to drive from Sultan Hasanuddin Airport c. It can only be reached by car and motorcycle d. It is located near the center of Makassar city
3. Where is Losari beach located? a. In the western part of Makassar b. In the central part of Makassar c. In the southern part of Makassar d. In the edge part of Makassar
4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed d. Situated
Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?
a. Washington D.C b. Large lawns c. White house d. United States
6. What is the main idea of the text? a. White house is one of the famous building in Washington D.C b. White house is the most famous building in Washington D.C c. White house is a very large white building d. White house is the home of the president of the United States
7. How many the main parts of the white house? a. 2 parts b. 3 parts c. 4 parts d. 5 parts
8. “It has three main parts...” The underlined word refers to... a. West wings
b. East wings c. White house d. Central porches
Listen to the audio and choose A, B, C, or D to answer questions number 9-12! 9. What is the main idea of the text?
a. The tower is the highest building in Paris and the most-visited monument in the world
b. The tower is the highest building in the world and the most-visited monument in the world
c. The Eiffel Tower is located on the Champ de Mars in Paris d. The tower is the global icon of France and one of the most recognizable
building in the world 10. Who is the name of the engineer?
a. John Eiffel b. Gustave Eiffel c. James Eiffel d. Gared Eiffel
11. “...it is higher than the Washington Monument” The underlined word refers to... a. Washington Monument b. Eiffel Tower c. Chrysler Building d. Millau Viaduct
12. “It has become both a global icon of France” The underlined word has the same meaning with... a. Idol b. Picture c. Symbol d. Figure
b. pedoman penskoran
NA =
LAMPIRAN Pertemuan ke-1
Pertemuan ke-3
Borobudur Temple Borobudur is a Buddhist temple. It was built in the ninth century under Sailendra
dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 meter high and consists of eight steps like stone terrace. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief. The upper three are circular. Each of them is with a circle of bell shape-stupa. The entire upper structure is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km of passage and stairways.
The design of Borobudur symbolizes the conception of universe in Buddhist cosmology. It is believed that the universe is divided into three spiritual spheres, kamadhatu, rupadhatu, and arupadhatu. The first sphere, kamadhatu, represents respectively the sphere of desires where we are bound to our desires; the second sphere, rupadhatu, represents forms where we abandon our desires but are still bound to name and form; and the last sphere, arupadhatu, represents formlessness where there is no longer either name or form. Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable treasure for Indonesian people. With its magnificent size and architecture, no wonder that Borobudur Temple includes 7 wonders of the world.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-4
Kuta Beach Kuta is a very beautiful beach. Kuta beach located in Badung regency. It’s close
to the Ngurah Rai airport and is about 9 km from Denpasar. Kuta is a beach that is very popular both in Indonesia and international. In Kuta beach, there are a variety of facilitiesnincluding accomodation, restaurant, bar, as well as a very famous surfing spots in the world. In Kuta beach, you will see a lot of tourists with a variety of activities in which they live. The usual tourist will take the time for sunbathing, kite flying, playing volleyball, walking around, and playing beach soccer. This is a beach that is very crowded every day. The activity in Kuta beach is not only takes place during the day, but also in the night. Various types of pubs and restaurants provide night hours for visitors so they can enjoy a meal and entertainment throughout the night. The night life at Kuta beach starts at 23:00. When you visit Kuta beach, then you do not have to worry with the existing system of accomodation. In the vicinity of Kuta beach, there are many types of hotels and resosrts that provide you with an accomodation budget ranging from lowest to the highest. Kuta beach is a beach that is highly recommended for you. In addition to offering the natural beauty, the environment around it also gives a classy facility.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-5 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-6 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes ()
No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Sekolah : SMAN 1 Takalar Mata pelajaran : Bahasa Inggris Kelas/Semester : X / 1 (Ganjil) Materi : Descriptive text Alokasi Waktu : 6 pertemuan
C. Kompetensi Inti KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong , kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
D. Tujuan Pembelajaran Setelah mempelajari materi, siswa diharapkan mampu:
6. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
7. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar
2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
C. Indikator Pencapain 1.1.1 Siswa berdo’a sebelum dan sesudah pembelajaran. 1.1.2 Siswa mengucapkan salam sebelum dan sesudah menyampaikan
pendapat/presentasi. 1.1.3 Siswa dapat memanfaatkan kesempatan belajar dengan sebaik-baiknya utuk
meraih kesuksesan. 1.1.4 Siswa dapat mensyukuri kesempatan belajar dengan belajar keras. 2.3.1 Siswa dapat enunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional 3.7.1 Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 4.8.1 Siswa dapat menangkap makna dalam teks deskriptive tulis dan lisan sederhana.
(4) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
(5) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan
(6) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Unsur kebahasaan
(6) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(7) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(8) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi (9) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan. (10) Rujukan kata
Topik
Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri. E. Metode Pembelajaran
3. Pendekatan scientific learning 4. Group discussion
F. Media/Alat dan Sumber Pembelajaran 3. Media/alat
c. Laptop d. Papan tulis
4. Sumber Pembelajaran c. Kementerian Pendidikan dan Kebudayaan.2015.Bahasa Inggris SMA/MA
Kelas X.Jakarta: Kementerian Pendidikan dan Kebudayaan. d. Internet source
G. Langkah-langkah pembelajaran
1. Pertemuan Pertama
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 6. Peserta didik menyimak penjelasan guru tentang teks deskriptif
7. Peserta didik membaca contoh-contoh teks deskriptif yang diberikan oleh guru dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
8. Peserta didik membaca contoh-contoh teks deskriptif yang diberikan oleh guru dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
9. Peserta didik mengamati dan mengidentifikasi fungsi sosial, struktur, dan unsur kebahasaannya.
10. Peserta didik bertanya tentang materi yang belum dipahami tentang descriptive teks
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
2. Pertemuan kedua
Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi
10 menit
3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
Inti 1. Peserta didik menyimak penjelasan guru tentang simple present tenses, tenses yang digunakan dalam membuat teks deskriptif.
2. Peserta didik menyimak penjelasan guru tentang cara membuat simple present tense.
3. Peserta didik diminta untuk membuat contoh kalimat simple present tenses
4. Peserta didik diminta memaparkan hasil kerja mereka
5. Peserta didik diminta menanggapi hasil kerja siswa lain
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
3. Pertemuan ketiga
Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik diberikan teks deskriptif 2. Peserta didik menyimak penjelasan guru tentang teks deskriptif tersebut 3. Peserta didik diminta untuk membaca teks tersebut 4. Peserta didik diminta untuk menyampaikan pemahaman mereka terhadap teks deskriptif tersebut. 5. Peserta didik memperoleh umpan balik dari guru
60 menit
Penutup 1. Guru meminta siswa untuk 10 menit
menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
4. Pertemuan keempat
Kegiatan Model
Pembelajaran Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik diberikan teks deskriptif beserta soal 2. Peserta didik menyimak penjelasan guru tentang apa yang akan mereka lakukan dengan teks deskriptif yang dibagikan oleh guru 3. Peserta didik diminta untuk merangkum apa yang mereka pahami dari teks tersebut. 4. Peserta didik menyampaikan pendapat mereka tentang teks deskriptif tersebut 5. Peserta didik memperoleh umpan balik dari peserta didik lain dan guru
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
5. Pertemuan kelima
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi
10 menit
3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
Inti 1. Peserta didik dibagi menjadi beberapa kelompok 2. Peserta didik mendengarkan contoh teks deskriptif lisan 3. Peserta didik menyimak penjelasan guru setelah mendengarkan teks lisan 3. Peserta didik diminta untuk mengajukan pertanyaan 4. Peserta didik mendengarkan kembali teks lisan tersebut dan secara berkelompok memahami teks tersebut. 5. Setiap perwakilan kelompok diminta untuk mempresentasikan pemahaman mereka tentang teks deskriptif lisan yang telah mereka simak. 6. Peserta didik mendapat umpan balik dari guru dan peserta didik lainnya
60 menit
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
6. pertemuan keenam
Kegiatan Model Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Saintifik 1. Guru memberi salam dan sapa 2. Guru memberikan apersepsi 3. Guru menyampaikan kompetensi yang akan dicapai 4. Guru menyampaikan cakupan materi
10 menit
Inti 1. Peserta didik menyimak teks deskriptif lisan yang diperdengarkan oleh guru 2. Peserta didik diminta untuk merangkum apa yang mereka pahami
60 menit
terhadap teks tersebut 3. Peserta didik diminta untuk mengemukakan apa yang mereka pahami
Penutup 1. Guru meminta siswa untuk menyimpulkan materi pembelajaran 2. Guru menyampaikan informasi tentang rencana kegiatan pembelajaran pertemuan berikutnya 3. Guru menutup pembelajaran dan mengucapkan salam
10 menit
H. Penilaian, Pembelajaran remedial dan Pengayaan
1. Penilaian Sikap spiritual a. Teknik : Observasi b. Bentuk : Lembar Observasi c. Instrument penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Berdo’a sebelum dan sesudah mengikuti pembelajaran
2 Memanfaatkan kesempatan belajar sebaik-baiknya untuk meraih kesuksesan
3 Memberi salam sebelum/sesudah menyampaikan pendapat/presentasi
4 Mensyukuri kesempatan belajar dengan belajar keras
Jumlah
d. Rubrik Penilaian No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman Penskoran
NA =
2. Penilaian Sikap Sosial
a. Teknik : Observasi
b. Bentuk : Lembar Observasi
c. Instrumen Penilaian
No Sikap yang diamati Melakukan Ya Tidak
1 Bertanggung jawab atas tindakan anggotanya saat menjadi pemimpin kelompok
No Sikap yang diamati Melakukan 2 Mengakui ketika membuat kesalahan 3 Melaksanakan tugas individu dengan baik 4 Tidak menyalahkan orang lain atas tindakannya sendiri
Jumlah
d. Rubrik Penilaian sikap social
No Indikator Skor 1 Apabila melakukan sesuai pernyataan 1 2 Apabila tidak melakukan sesuai pernyataan 0
e. Pedoman penskoran
NA =
3. Penilaian Pengetahuan
a. Teknik :Tes Tulis dan lisan
(1) Reading
Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it. Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?
a. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal b. The mausoleum is a part of a vast complex comprising of a main gateway c. The Taj is at the farthest end of this complex, with the river Jamuna behind it d. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at
Agra 2. What is the main idea of the paragraph 3?
a. The Taj seems to glow in the light of the full moon
b. The visitors experience the Taj as if suspended when viewed from across the Jamuna river
c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description
3. Where is Taj Mahal located? a. Agra b. Jamuna c. Jahan d. Muntaz
4. What is the concept that used in designing Taj Mahal? a. Self-replicating geometry b. Interlocking arabesque c. Unequal octagon d. Square platform
5. “It was built by a Muslim Emperor Shah Jahan...” (Paragraph 1) The underlined word refers to... a. Taj Mahal b. Mausoleum c. Queen Muntaz’s grave d. Seven wonder
6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to... a. Queen Muntaz b. Taj Mahal c. Shah Jahan d. Muslim Emperor
Petruk Cave Petruk cave is one of the leading tourist attractions in Kebumen, Central Java.
The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is
taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.
In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you want to explore this cave, you must be led by guides who are ready to take you through the cave. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave. Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of the text?
a. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency
b. There is no lighting that illuminates the cave c. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome
d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java 8. What is the main idea of the paragraph 2?
a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave
b. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome
c. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave
d. The cave is used for tourist attractions 9. Which part of Petruk Cave which used for place to put foods for ancestor?
a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave
10. Why did Petruk cave named as one of character in Punokawan puppet? a. Because the cave is belong to Petruk b. Because Petruk is the first explorer of the cave c. Because Petruk is buried at the cave d. Because the cave’s lenght is as long as Petruk’s nose
11. What is stalactites means? a. A type of formation that hangs from the ceiling of caves b. Types of formation that lay on the floor of caves c. Types of food given to ancestor d. Someone who guide the visitor in the cave
12. What is “lead” means in paragraph 2? a. Guide b. Take c. Bring d. Put
(2) Listening
Listen to the audio and choose A, B, C, or D to answer questions number 1-4! 1. What is the main ide of the text?
a. Losari Beach is a beautiful beach b. Losari Beach is an icon of Makassar c. Losari Beach is well-known for its sunset d. Losari Beach is enjoyed by many people
2. Why is Losari Beach easy to access? a. It only takes 10 minutes to drive from the harbor of Makassar b. It only takes 30 minutes to drive from Sultan Hasanuddin Airport c. It can only be reached by car and motorcycle d. It is located near the center of Makassar city
3. Where is Losari beach located? a. In the western part of Makassar b. In the central part of Makassar c. In the southern part of Makassar d. In the edge part of Makassar
4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed
d. Situated Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?
a. Washington D.C b. Large lawns c. White house d. United States
6. What is the main idea of the text? a. White house is one of the famous building in Washington D.C b. White house is the most famous building in Washington D.C c. White house is a very large white building d. White house is the home of the president of the United States
7. How many the main parts of the white house? a. 2 parts b. 3 parts c. 4 parts d. 5 parts
8. “It has three main parts...” The underlined word refers to... a. West wings b. East wings c. White house d. Central porches
Listen to the audio and choose A, B, C, or D to answer questions number 9-12! 9. What is the main idea of the text?
a. The tower is the highest building in Paris and the most-visited monument in the world
b. The tower is the highest building in the world and the most-visited monument in the world
c. The Eiffel Tower is located on the Champ de Mars in Paris d. The tower is the global icon of France and one of the most recognizable
building in the world 10. Who is the name of the engineer?
a. John Eiffel b. Gustave Eiffel c. James Eiffel d. Gared Eiffel
11. “...it is higher than the Washington Monument” The underlined word refers to... a. Washington Monument b. Eiffel Tower c. Chrysler Building d. Millau Viaduct
12. “It has become both a global icon of France” The underlined word has the same meaning with... a. Idol b. Picture c. Symbol d. Figure
b. Pedoman penskoran
NA =
LAMPIRAN Pertemuan ke-1
Pertemuan ke-3
Borobudur Temple Borobudur is a Buddhist temple. It was built in the ninth century under Sailendra
dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 meter high and consists of eight steps like stone terrace. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief. The upper three are circular. Each of them is with a circle of bell shape-stupa. The entire upper structure is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km of passage and stairways.
The design of Borobudur symbolizes the conception of universe in Buddhist cosmology. It is believed that the universe is divided into three spiritual spheres, kamadhatu, rupadhatu, and arupadhatu. The first sphere, kamadhatu, represents respectively the sphere of desires where we are bound to our desires; the second sphere, rupadhatu, represents forms where we abandon our desires but are still bound to name and form; and the last sphere, arupadhatu, represents formlessness where there is no longer either name or form. Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable treasure for Indonesian people. With its magnificent size and architecture, no wonder that Borobudur Temple includes 7 wonders of the world.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-4
Kuta Beach Kuta is a very beautiful beach. Kuta beach located in Badung regency. It’s close
to the Ngurah Rai airport and is about 9 km from Denpasar. Kuta is a beach that is very popular both in Indonesia and international. In Kuta beach, there are a variety of facilitiesnincluding accomodation, restaurant, bar, as well as a very famous surfing spots in the world. In Kuta beach, you will see a lot of tourists with a variety of activities in which they live. The usual tourist will take the time for sunbathing, kite flying, playing volleyball, walking around, and playing beach soccer. This is a beach that is very crowded every day. The activity in Kuta beach is not only takes place during the day, but also in the night. Various types of pubs and restaurants provide night hours for visitors so they can enjoy a meal and entertainment throughout the night. The night life at Kuta beach starts at 23:00. When you visit Kuta beach, then you do not have to worry with the existing system of accomodation. In the vicinity of Kuta beach, there are many types of hotels and resosrts that provide you with an accomodation budget ranging from lowest to the highest. Kuta beach is a beach that is highly recommended for you. In addition to offering the natural beauty, the environment around it also gives a classy facility.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-5 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
Pertemuan ke-6 This checklist paper is for the listening text after do the steps of PORPE strategy.
Checklist Paper
Number Question Yes () No ()
1. Did I answer the question directly?
2. Did my essay have an introductory sentence which restated the essay question or took a position on the question?
3. Was my essay organized with major points or ideas which were made obvious to the reader?
4. Did my essay include relevant details or example to prove and clarify each point?
5. Did I use transitions to cue the reader?
6. Did my essay make sense and show my knowledge of the content?
APPENDIX 3
Pre-test Name : Class :
The National Monumen The National Monument (Indonesian: Monumen Nasional (Monas)) is a 433 ft
(132 meter) tower in the centre of Merdeka Square, Central Jakarta, symbolizing the fight for Indonesia's independence. Construction began in 1961 under the direction of President Sukarno and the monument was opened to the public in 1975. It is topped by a flame covered with gold foil.
The monument and the museum is open daily from 08.00 - 15.00 Western Indonesia Time (UTC+7), everyday throughout the week, except for the last Monday of each month, when the monument is closed. This flag has now become threadbare, and so nowadays on Independence Day ceremonies, the original flag is taken out but only to accompany the replica flag to be flown in front of the Merdeka Palace. The 137 meter tall National Monument is obelisk shaped, and is topped with a 14.5 meter bronze flame coated with 32 kilograms gold leaf.
Deer roam among the shady trees in the park. Merdeka Square is the center of most important government buildings. During Dutch colonial days here was the center of government, known as Koningsplein or the King’s Square. The north side is dominated
by the Merdeka Palace once the home of the Dutch Governor Generals. To the South is the office of Indonesia’s Vice President, Jakarta’s Governor and provincial parliament
building. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of paragraph 1?
a. The national monumen is a tower in the centre of Merdeka Square b. The national monumen is the center of most important government buildings c. The national monument is the symbol of fight for indepence d. The national monument is one of the history buildings in Indonesia
2. What is the main idea of paragraph 2? a. The national is opened daily from 08.00 - 15.00 Western Indonesia Time b. The national monumen is opened only in weekend c. The national monumen is opened only in holiday d. The national monumen is opened only at the end of the month
3. How high is Monas? a. 137 meter b. 132 meter c. 145 mter d. 433 meter
4. When was Monas can be visited by the visitor? a. 1945 b. 1961 c. 1955 d. 1975
5. The word “symbolizing” in the first paragraph have the same meaning with... a. Representing b. Constructing c. Dominating d. Depicting
6. “where in its center stands the National Monument...” (Paragraph 2)
The underlined word refers to... a. The main Sudirman-Thamrin avenues b. The Merdeka Square c. The National Monumen d. The Museum
The Great Pyramid of Giza The Great Pyramid of Giza is a huge pyramid built by the Ancient Egyptians. It
stands near Cairo, Egypt. It is the oldest of the Seven Wonders of the Ancient World, and the only one to remain mostly intact. When it was built it was 146.5 metres (481 feet) tall. It was the tallest building in the world for over 3,800 years. Erosion and other causes have shrunk it to 138.8 m. The pyramid was probably built for Khufu, an Egyptian pharaoh. It was perhaps built by Khufu's vizier, Hemiunu. It is believed that it took about 20 years to build, and was completed around 2570 BC.
There are three known rooms, or chambers, inside the Great Pyramid. The lowest chamber is cut into the rock on which the pyramid was built. This chamber was not finished. The other two chambers are higher up inside the pyramid. They are called the Queen's Chamber and the King's Chamber, but these are modern labels as we do not know how the Egyptians were going to use them. The Great Pyramid has two passages, one leading up, and the other down. It is the only Egyptian pyramid to have the two passages.
The Great Pyramid is part of a group of buildings, called the Giza Necropolis. This includes two mortuary temples in honour of Khufu. One is close to the pyramid and one near the Nile. There are three smaller pyramids for Khufu's wives. Other buildings include an even smaller "satellite" pyramid, and a raised causeway which joins the two temples. There are other tombs, called mastaba, probably for other important people.
Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of paragpah 1?
a. The Great Pyramid of Giza is a huge pyramid built by the Ancient Egyptians b. The Great Pyramid of Giza is believed that it took about 20 years to build, and
was completed around 2570 BC c. The Great Pyramid of Giza is the oldest of the Seven Wonders of the Ancient
World, and the only one to remain mostly intact d. The Great Pyramid of Giza was the tallest building in the world for over 3,800
years 8. What is the main idea of paragraph 2?
a. There are three known rooms, or chambers, inside the Great Pyramid b. The Great Pyramid of Giza was the tallest building in the world for over 3,800
years c. The lowest chamber is cut into the rock on which the pyramid was built d. The Great Pyramid has two passages, one leading up, and the other down
9. Who is Egyptians? a. The people who built the Great Pyramid b. The people who lived in the Great Pyramid c. The worker who built the Great Pyramid d. All of the option is correct
10. How high is the Great Pyramid now? a. 146.5 metres b. 3800 metres
c. 138.8 metres d. 1465 metres
11. “This includes two mortuary temples in honour of Khufu” (Paragraph 4) The underlined word refers to... a. The Great Pyramid b. Buildings c. Giza Necropolis d. Satellite Pyramid
12. “It was the tallest building in the world for over 3,800 years” (Paragraph 4) The underlined word refers to... a. The Great Pyramid b. Queen’s Chamber c. King’s Chamber d. Giza Necropolis
Instruction: Listen to the text and choose A, B, C, or D to answer questions number 1-3! 1. What is the main idea of the text?
a. Ambarawa mussseum is a musseum which was a railway station for the dutch colonial.
b. The musseum focuses on the collection of steam locomotive c. The Ambarawa railway station was built on 100,027,500 squares meter land d. The Ambarawa railway museum was established much later on October 16,
1976 2. What is the text about?
a. Ambarawa musseum b. Railway station c. Dutch collonial d. King Willem
3. What was the Ambarawa called during the dutch colonial government? a. A military city b. A railway museum c. A new railway town d. King William I stadion
4. “it was known as the Willem I station...” The underlined word refers to... a. Ambarawa railway b. Ambarawa musseum c. King Willem d. Dutch collonial
Instruction: Listen to the text and choose A, B, C, or D to answer questions number 4-6! 5. What is the main idea of the text?
a. The Shard is an 87-storey skyscraper b. The Shard is the famous building c. The Shard is the tallest building in the world d. The Shard is one of the seven wonders in the world
6. When was the construction of The Shard completed? a. 2012 b. 2002 c. 2009 d. 2011
7. What probably makes people interested to stay in the Shard? a. It has multiple uses b. It is the tallest building in UK c. It was built by famous architect d. It is located in the heart of London
8. “...it Western European’s tallest building” The underlined word refers to... a. The Shard b. Renzo Piano c. The building
Instruction: Listen to the text and choose A, B, C, or D to answer questions number 7-10! 9. What is the text about?
a. Tengger people b. Mount Bromo c. National Park d. Majapahit Emoire
10. Who are Tengger people? a. Isolated ethnic group in Bromo Tengger Semeru National Park b. All people in Mount Bromo c. People who live in The Ring of Fire d. People of Majapahit Empire
11. “...you can still see white smoke spewing from the mountain.” The underlined word has closest meaning with... a. Burning b. Splitting c. Erupting d. Absorbing
12. “...their ancestry back to the ancient Majapahit Empire” The underlined word refers to... a. Majapahit Empire b. Tengger people c. The volcanoes d. The peaks
Post-test Name : Class :
Taj Mahal Taj Mahal is regarded as one of the seven wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it. Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river. Instruction: Read the text above and choose A, B, C, or D to answer questions number 1-5 1. What is the main idea of the paragraph 2?
a. Taj Mahal is Mausoleum that houses the grave of queen Muntaz Mahal b. The mausoleum is a part of a vast complex comprising of a main gateway c. The Taj is at the farthest end of this complex, with the river Jamuna behind it d. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at
Agra 2. What is the main idea of the paragraph 3?
a. The Taj seems to glow in the light of the full moon b. The visitors experience the Taj as if suspended when viewed from across the
Jamuna river c. Taj Mahal is built entirely of white marble d. Its stunning architectural beauty is beyond adequate description
3. Where is Taj Mahal located? a. Agra b. Jamuna c. Jahan d. Muntaz
4. What is the concept that used in designing Taj Mahal? a. Self-replicating geometry b. Interlocking arabesque c. Unequal octagon d. Square platform
5. “It was built by a Muslim Emperor Shah Jahan...” (Paragraph 1) The underlined word refers to... a. Taj Mahal b. Mausoleum c. Queen Muntaz’s grave d. Seven wonder
6. “...the memory of his dear wife at Agra” (Paragraph 1) The underlined word refers to... a. Queen Muntaz b. Taj Mahal c. Shah Jahan
d. Muslim Emperor
Petruk Cave Petruk cave is one of the leading tourist attractions in Kebumen, Central Java.
The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk cave is very dark to be entered. Petruk cave’s name is
taken from the punokawan of puppet characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as petruk’s nose.
In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor. Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you want to explore this cave, you must be led by guides who are ready to take you through the cave. After arriving at the end of the cave, you can see the beach or waterfall located near at the end of the cave. Instruction: Read the text above and choose A, B, C, or D to answer questions number 6-10! 7. What is the main idea of the text?
a. The cave is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency
b. There is no lighting that illuminates the cave c. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome d. Petruk cave is one of the leading tourist attractions in Kebumen, Central Java
8. What is the main idea of the paragraph 2? a. In the cave there are 3 floors that are the first is a basic cave, Hindu caves and
Petruk cave b. Inside Petruk cave there are so many stalactites and stalagmites which are really
awesome c. After arriving at the end of the cave, you can see the beach or waterfall located
near at the end of the cave d. The cave is used for tourist attractions
9. Which part of Petruk Cave which used for place to put foods for ancestor? a. In the basic cave b. In petruk cave c. In Hindu cave d. In front of the cave
10. Why did Petruk cave named as one of character in Punokawan puppet? a. Because the cave is belong to Petruk b. Because Petruk is the first explorer of the cave c. Because Petruk is buried at the cave d. Because the cave’s lenght is as long as Petruk’s nose
11. What is stalactites means? a. A type of formation that hangs from the ceiling of caves b. Types of formation that lay on the floor of caves c. Types of food given to ancestor d. Someone who guide the visitor in the cave
12. What is “lead” means in paragraph 2? a. Guide b. Take
c. Bring d. Put
Listen to the audio and choose A, B, C, or D to answer questions number 1-3! 1. What is the main ide of the text?
a. Losari Beach is a beautiful beach b. Losari Beach is an icon of Makassar c. Losari Beach is well-known for its sunset d. Losari Beach is enjoyed by many people
2. Why is Losari Beach easy to access? a. It only takes 10 minutes to drive from the harbor of Makassar b. It only takes 30 minutes to drive from Sultan Hasanuddin Airport c. It can only be reached by car and motorcycle d. It is located near the center of Makassar city
3. Where is Losari beach located? a. In the western part of Makassar b. In the central part of Makassar c. In the southern part of Makassar d. In the edge part of Makassar
4. “...beach located in the western part...” The underlined word has a same meaning as... a. Stayed b. Positioned c. Placed d. Situated
Listen to the audio and choose A, B, C, or D to answer questions number 5-8! 5. What is the text about?
a. Washington D.C b. Large lawns c. White house d. United States
6. What is the main idea of the text? a. White house is one of the famous building in Washington D.C b. White house is the most famous building in Washington D.C c. White house is a very large white building d. White house is the home of the president of the United States
7. How many the main parts of the white house? a. 2 parts b. 3 parts c. 4 parts d. 5 parts
8. “It has three main parts...” The underlined word refers to... a. West wings b. East wings c. White house d. Central porches
Listen to the audio and choose A, B, C, or D to answer questions number 9-12! 9. What is the main idea of the text?
a. The tower is the highest building in Paris and the most-visited monument in the world
b. The tower is the highest building in the world and the most-visited monument in the world
c. The Eiffel Tower is located on the Champ de Mars in Paris d. The tower is the global icon of France and one of the most recognizable
building in the world 10. Who is the name of the engineer?
a. John Eiffel b. Gustave Eiffel c. James Eiffel d. Gared Eiffel
11. “...it is higher than the Washington Monument” The underlined word refers to... a. Washington Monument b. Eiffel Tower c. Chrysler Building d. Millau Viaduct
12. “It has become both a global icon of France” The underlined word has the same meaning with... a. Idol b. Picture c. Symbol d. Figure
Mean score 35.83 48.33.00 36.67 55.00.00 18.33 19.17
SD 22.441 22.680 22.489 21.173 17.287 14.208
APPENDIX 5
The Result of SPSS Reading
Tests of Normality
KELAS
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
PRETEST EXPERIMENT ,162 30 ,043 ,931 30 ,054
CONTROL ,175 30 ,020 ,907 30 ,012
POSTEST EXPERIMENT ,240 30 ,000 ,905 30 ,011
CONTROL ,166 30 ,035 ,907 30 ,013
a. Lilliefors Significance Correction
Test of Homogeneity of Variance Levene Statistic df1 df2 Sig.
PRETEST Based on Mean ,283 1 58 ,597
Based on Median ,105 1 58 ,747
Based on Median and with
adjusted df
,105 1 56,788 ,747
Based on trimmed mean ,262 1 58 ,611
POSTEST Based on Mean 20,869 1 58 ,000
Based on Median 14,106 1 58 ,000
Based on Median and with
adjusted df
14,106 1 46,732 ,000
Based on trimmed mean 20,097 1 58 ,000
PRETEST Histograms
POSTEST Histograms
The mean score and standard deviation of the students’ reading comprehension in pre-test and post-test
Group Statistics KELAS N Mean Std. Deviation Std. Error Mean
PRETEST EXPERIMENT 30 45,67 17,357 3,169
CONTROL 30 45,33 19,429 3,547
POSTEST EXPERIMENT 30 70,67 9,803 1,790
CONTROL 30 45,00 19,957 3,644
Test of significance (T-test)
Independent Samples Test
Levene's Test for Equality
of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error Difference
95% Confidence Interval of
the Difference
Lower
Upper
PRETEST Equal variances assumed
,283 ,597 ,070 58 ,944 ,333 4,757 -9,188
9,855
Equal variances not assumed
,070 57,278
,944 ,333 4,757 -9,190
9,857
POSTEST Equal variances assumed
20,869
,000 6,323
58 ,000 25,667
4,059 17,541
33,792
Equal variances not assumed
6,323
42,224
,000 25,667
4,059 17,476
33,858
The Result of SPSS Listening
Tests of Normality
KELAS
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
PRETEST EXPERIMENT ,153 30 ,072 ,932 30 ,055
CONTROL ,162 30 ,043 ,925 30 ,036
POSTTEST EXPERIMENT ,145 30 ,106 ,926 30 ,040
CONTROL ,174 30 ,022 ,932 30 ,055
a. Lilliefors Significance Correction
Test of Homogeneity of Variance Levene Statistic df1 df2 Sig.
PRETEST Based on Mean ,001 1 58 ,973
Based on Median ,024 1 58 ,876
Based on Median and with
adjusted df
,024 1 57,982 ,876
Based on trimmed mean ,000 1 58 ,995
POSTTEST Based on Mean ,765 1 58 ,385
Based on Median ,568 1 58 ,454
Based on Median and with
adjusted df
,568 1 57,158 ,454
Based on trimmed mean ,782 1 58 ,380
PRETEST Histograms
POSTEST Histograms
The mean score and standard deviation of students’ listening comprehension
Group Statistics KELAS N Mean Std. Deviation Std. Error Mean
PRETEST EXPERIMENT 30 32,67 13,880 2,534
CONTROL 30 30,33 14,499 2,647
POSTTEST EXPERIMENT 30 52,00 15,625 2,853
CONTROL 30 40,33 13,767 2,514
Test of significance (T-test)
Independent Samples Test
Levene's Test for Equality
of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of
the Difference
Lower
Upper
PRETEST Equal variances assumed
,001 ,973 ,637 58 ,527 2,333 3,665 -5,002
9,669
Equal variances not assumed
,637 57,890
,527 2,333 3,665 -5,002
9,669
POSTTEST
Equal variances assumed
,765 ,385 3,068
58 ,003 11,667
3,802 4,056 19,277
Equal variances not assumed
3,068
57,095
,003 11,667
3,802 4,053 19,280
APPENDIX 6
DOCUMENTATION Giving the pre-test:
Giving the treatment:
Giving the post-test:
CURRICULUM VITAE LISA ERLISA was born on February, 18th 1998 in Dili. She is the last child of Hasan Sukki and Siti Jamilah. She has one sister and three brothers. She started her study at SDN No.23 Centre Takalar and graduated in 2009. She continued her study at SMPN 1 Takalar and graduated in 2012. Then she studied in SMAN 1 Takalar and finished in 2015. She was accepted at Muhammadiyah University of Makassar as A Student of
English Education Department in 2015. At the end of her study, she could finish with her thesis under the title “The Use of “PORPE Strategy” in Teaching English
at SMAN 1 Takalar” (A-Quasi Experimental Research at the First Grade Students of SMAN 1 Takalar)