i THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHNG READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 03 WANASARI IN THE ACADEMIC YEAR 2010/2011) a final project Presented to IKIP PGRI Semarang In partial fulfillment of the requirements For the degree of Sarjana Pendidikan in English Language Education by: TRIA NOVIKA NINGRUM 06420507 ENGLISH DEPARTMENT EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION IKIP PGRI SEMARANG 2011
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i
THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT
DIVISION (STAD) TECHNIQUE IN TEACHNG READING
COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMP
NEGERI 03 WANASARI IN THE ACADEMIC YEAR 2010/2011)
a final project
Presented to IKIP PGRI SemarangIn partial fulfillment of the requirements
For the degree of Sarjana Pendidikan in English Language Education
by:
TRIA NOVIKA NINGRUM
06420507
ENGLISH DEPARTMENT EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG
2011
ii
APPROVAL
TITLE : THE EFFECTIVENESS OF STUDENT TEAM
ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN
TEACHING READING COMPREHENSION OF THE
EIGHTH GRADE STUDENTS OF SMP NEGERI 03
WANASARI IN THE ACADEMIC YEAR 2010/2011
APPROVAL DATE
Day :
Date :
NAME : TRIA NOVIKA NINGRUM
NPM : 06420507
DEPARTMENT : ENGLISH EDUCATION DEPARTMENT
FACULTY : LANGUAGE AND ART EDUCATION
Semarang, 2011
First Advisor Second Advisor
Dra. T. Sri Suwarti, M.Pd Drs. M. Wahyu, M.PdNPP. . 906301062 NPP. 996701148
iii
RATIFICATION
This thesis entitle “ The Effectiveness of Student Team Achievement Division
(STAD) Technique in Teaching Reading Comprehension of the Eighth Grade
Students of SMP Negeri 03 Wanasari in the Academic Year 2010/2011” has been
ratified by the team of examiners of English Department, Faculty of Language and
Art Education of IKIP PGRI Semarang on:
Day / Date :
Committee,
Chairman/Dean of FPBS Head of English Department
Dra. Sri Suciati, M.Hum Drs. A. WIYAKA, M.PdNIP. 19650316 199003 2002 NIP. 196412261990031002
Examiners,
1. Dra. T. SRI SUWARTI M. Pd. (…………………………..)
NPP. 906301062
2. Drs. M. WAHYU W, M. Pd. (…………………………..)
NPP. 996701148
3. Dra. Siti Lestari, M. Pd. (…………………………..)
NPP. 196112191985032002
iv
MOTTO
Learning without thinking is useless, but thinking without learning is
dangerous.
Success is a journey not a distination.
Never think that you are the best, but think how to do your the best.
Where there is will, there is a way.
v
DEDICATION
This work is dedicated to:
1. My lovely parents, Mother Waridah and Father Taryono for all material and
spiritual support that never ends.
2. My dearest brother, sister, sister in law and my little niece : Sugiharto,
Nunung Sandrawati, Suci Nurhayati, and Nathania Nazihah for the
cheerfulness in my days.
3. My True friends ( Kutukupret – Gank ) ; Kaka lutfi, Sista Rita, and Novicloq
who always be there for me in happiness and sadness.
4. All my friends in Hiri 3 NO. 15, Thanks for giving me support.
5. All my family in Brebes
vi
ABSTRACT
Novika Ningrum, Tria. 06420507. 2011. “The Effectiveness of StudentTeam Achievement Division (STAD) Technique in Teaching ReadingComprehension of the Eighth Grade Students of SMP Negeri 03 Wanasari inthe Academic Year 2010/2011”; Dra. T. Sri Suwarti, M.Pd(AdvisorI) and Drs.M. Wahyu Widianto, M.Pd (Advisor II) Thesis Strata 1 Faculty of Language andArt Education Institute of Teacher Training and Education PGRI Semarang .
The objectives of this study are (1) to find out the students’ ability taughtwith STAD technique, (2) to find out students’ ability taught without STADtechnique, (3) to find out the whether there is any significant difference or not inreading comprehension between students taught using STAD technique and thosetaught without STAD technique.
The population of this study is the eighth grade students of SMP N 03Wanasari. The writer took two classes as the subject of the study. The classes are,VIII D, VIII E. They are divided into experimental class (VIII E) and control class(VIII D).
A test as the instrument is used to collect the data. The objective ofconducting the try out test is to measure the validity, reliability, discriminationpower and level of difficulty of the test. The data is computed and it is found outthat 25 items were valid. Then the valid items were used for the pre-test andposttest of reading comprehension item tests in experimental and control class.
The result of the study shows that students in experimental class who weretaught with using STAD technique had better achievement than students incontrol class who were taught without using STAD technique. The average scoreof the pre-test of the experimental class was 70.2 and control class was 69.35. Thestudents in the experimental class were then taught using STAD technique whilethe students in control class were taught without using STAD technique. Afterthat they conducted the post test. The average score of the experimental class was77.6 and the control class was 72.55. The pre-test and posttest score then werecalculated to get the t-test to know whether there was significant differencebetween the experimental class and control class. The t-test was 4.481 and t-tablewas 1,991. Then t-test and t-table were compared. The data shows that t-test washigher than t-table. It means that there was significant difference between theexperimental class and the control class.
From the data above, it can be concluded that the students in experimentalclass have higher achievement after they were taught by STAD technique. Thedata proves that it is effective to use STAD technique in improving students’ability reading comprehension.
vii
ACKNOWLEDGEMENT
First and foremost, the writer would like to thank to ALLAH the
Almight for the blessing, health and inspiration in leading her to complete her
final project entitle “The Effectiveness of Student Team Achievement Division
(STAD) Technique in Teaching Reading Comprehension of the Eighth Grade
Students of SMP Negeri 03 Wanasari - Brebes in the Academic Year 2010/2011”
The writer realizes that she cannot complete her final project without
the help from others. Many people have helped her during the process of writing
her final project. She wishes, however, to extend her sincere gratitude and
appreciation to:
1. Muhdi, S.H.,M.Hum, the rector of IKIP PGRI Semarang
2. Dra. Sri Suciati, M.Hum, The dean Faculty of Language and Art Education
3. Drs. A. Wiyaka M.Pd, the Head of English Department of IKIP PGRI
Semarang
4. Dra. T. Sri Suwarti, M.Pd, her first advisor who always gives the time in
helping the writer to finish this final project on time.
5. Drs. M. Wahyu Widianto, M.Pd, her second advisor who has helped in giving
advice and suggestion.
6. Timbul S. Atmawidjaja, S.Pd, the Headmaster of SMP Negeri 03 Wanasari.
7. Sumroh Hartini, S.Pd, the English teacher of the eighth grade of SMP Negeri
03 Wanasari.
8. All the lecturers in English department of IKIP PGRI Semarang. Thank you
for everything.
viii
9. All the teachers in SMP Negeri 03 Wanasari who have been very kind and
give the support to the writer.
10. Mother (Waridah) and father (Taryono) for the material and spiritual support
in finishing her study.
11. Sista Rita and Fany, thank you for giving the time to share finishing this final
project.
12. All the students of SMP Negeri 03 Wanasari.
13. Titik, Dyah, Memey, Indras, Nopies and cocom my best friends, for sharing
together.
14. Munzilina Aryani, thank you for helping to type the difficult formula and
picking me up to your boarding house.
15. Khozanah, for serving breakfast, lunch or dinner. You’re so kind.
Last but not least, the writer expresses her thanks to all my friends in A
class and all the people who cannot be mentioned one by one.
Semarang, 2011
The writer
ix
TABLE OF CONTENT
Page
TITLE ……………………………………………………………………… i
APPROVAL ………………………………………………………………. ii
RATIFICATION ………………………………………………………….. iii
MOTTO …………………………………………………………………… iv
DEDICATION …………………………………………………………..... v
ABSTRACT ………………………………………………………………. vi
ACKNOWLEDGEMENT ………………………………………………… vii
TABLE OF CONTENT…………………………………………………… ix
LIST OF APPENDIXES………………………………………………….. xii
CHAPTER 1 INTRODUCTION……………………………………….... 1
A. General Background of The Study................................... 1
B. Reasons for Choosing the Topic………………………… 3
C. Statement of the Problems…………………………….... 4
D. Objectives of the Study………………………………… 4
E. Significances of the Study……………………………… 5
F. Definitions of Key Terms………………………………. 5
G. Outline of the Study……………………………………. 7
CHAPTER II REVIEW OF RELATED LITERATURE……………….. 9
A. Definition of Reading………………………………….. 9
B. Reading Skill …………………………………………. 10
x
C. Aims of Reading ………………………………...….. 14
D. Reading Comprehension……………………………. 15
E. Factors Influencing Reading Comprehension ……… 16
F. Definition of Teaching ……………………………… 18
G. Teaching Reading Comprehension………………….. 18
H. The Steps of Teaching Learning Process of Reading
comprehension, definition of teaching, the steps of teaching - learning
process of reading comprehensions, the principles behind the teaching of
reading, a general introductory of student team-achievement division
(STAD), the components of STAD, the process of STAD technique in the
classroom, the characteristics of Junior High School students.
8
Chapter III deals with design of the study, subject of the study,
instrument of the study, try out of the study, techniques of the data
collection, and techniques of the data analysis, hypothesis.
Chapter IV consists of result of the try out test, research findings
and discussion.
Chapter V consists of conclusion and suggestion.
9
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. The Definition of Reading
Burn (1980: 21) states that there are some definitions from the
experts about reading. Acceptable definition of reading in class is currently
available to help student read. Thus Burn explains:
(1)Reading is an interacting language that has been coded intoprint, (2)The product of interacting with the printed languageability, (3)Reading abilities closely related to oral languageability, (4)Reading is an active on-going process that is effectdirectly by individual’s interaction which environment (1980:21)
In relation with this idea, a useful definition of reading is given by
Harrys. He says:
Reading is the meaningful interpretation of written or printedverbal symbol. Reading (comprehending) is a result of theinteraction between the perception of graphic symbols thatrepresent language and the readers. Language skill and knowledgeof the world in this process, the reader tries to recreate the meaningintended by the writer (1975:21).
Meanwhile, according to Olson and Dillner (1982: 42), what is
meant by reading comprehension is a term used to identify those skills
needed to understand and apply information contained in a written
material. It can be said that reading comprehension ability is taught to be a
set of generalized knowledge acquisition skill which permits people to
acquire and exhibit information gained as a consequence of reading
printed language.
10
Reading is also as a process of communication between a writer
and a reader. A writer has message in her mind, such feeling, facts, ideas,
and argument she wants to share. The writer puts the message into the
words or printed verbal symbol.
B. Reading Skill
It will be consider the most important subject for the secondary
school. Reading ability actually becomes a tool for exploring knowledge
in other field. Students who are ready for more advanced skills should be
helped to develop these skills as possible, because it will be help students
succeed in all lesson.
Grabe (2002: 52) states, “reading skill are techniques that enhance
comprehension and retention of information contained printed material“. It
clears that reading skill need process of thinking and technique. Reading
always involves the simultaneous application of great number mechanical
skills and comprehension skills, all of which are influenced by reader’s
attitudes, knowledge, and past experience. Reading in complicated process
in order to read with the comprehension, ease, enjoyment students must
know all the element of sound system of the language such as phonology,
linguistic, etc. All of which are influenced by the reader’s attitude,
knowledge, and past experience. Reading is complicated process, in order
to read with comprehension, easy, and enjoyment student must know all
11
element of sound system of the language such as Phonology and it is
Syntax, structure and Vocabulary.
Harmer (1998: 115-116) formulated some kinds of reading skill are
needed to be mastered. They are:
1. Faster Reading
Students often read a text word by word; they murmur every word they
find, and they use their index finger to point the word in every line.
This habit prevents them for being good readers. They can not read fast
2. Skimming
To skim is to read through a text quickly to find the gist or the main
idea of the text. The gist is easily found in the first or the last sentence,
which is called the topic sentence. Certain text can be skimmed by
reading a text. Before the students are familiar with skimming skill, the
teacher has to explain how to skim and give some exercises afterwards.
There are two important things to do in developing skimming skill:
a. The time must be strictly controlled.
b. The student must be prevented from reading the whole text.
The purpose of skimming is to know whether the text meets the
reader’s needs. When the reader does skimming, the readers may go on
reading, but when they do not it, they leave the text.
3. Scanning
To scan is to read through a text quickly to find specific information
needed (e.g. names, years, numbers, and words). Being interested in
12
one text (the result of scanning), one will be eager to find further
information quickly. He is not patient enough to read the whole text;
what he wants is the answer to some question which exist is in his
mind immediately after scanning. For example: knowing that the text
is about a traffic accident – and he is interested - one is eager to know
the answer which comes into his mind immediately such as when,
who, and where. After he might read the text again more carefully to
find other information (if he wants or he is not satisfied with what he
has gotten). Again, how to scan should be introduced to the beginners
by telling them scanning signs (e.g. capital letters) which help them.
Strictly controlled time, prevention from reading intensively, and
limited number of questions must be put into consideration.
4. Making Prediction (Predicting)
This skill is very useful because it makes reading easier. Using the
limited data a skilled reader will be able to predict what he has not
known or read and his attention will be more closely focused on the
context.
5. Reading for Detailed Information
This skill is used when one wants to get the information supplied by
the text in the details. Most of the questions are given by the teacher
when teaching reading belongs to the skill. The teacher tends to ask
anything about the text.
13
6. Reading between the lines
Using evidence mentioned in the text (in many parts of the text) a
skilled a reader will be able to make conclusions. This conclusion is
not explicitly mentioned in the text.
7. Deducting meaning from context
To get the meaning of a new word in the text one might stop reading
and look up his dictionary. This is not always necessary. By reading
the text he might be able to get the meaning. This ability to find the
meaning of new word by making used of the clues found in the text is
called deducting meaning from context. This skill is very important
because one has to look up his dictionary whenever he meets a new
word in the text. He will get bored and tired.
8. Reference
This skill is ability to find the words, sentences, or paragraph which a
pronoun refers to.
9. Deducting meaning from form
Another way to get the meaning of an un familiar word is by making
use of morphological information. A word might be analyzed into its
elements (base, affixes, or others), and then its meaning can be
deducted from the meaning of all the elements.
14
C. Aims of Reading
When we begin to read, we actually have a number of initial
decisions to make and we usually make these decisions very quickly
almost unconsciously in most cases. There is a considerable amount of
experimental evidence in second language reading that background
knowledge can play the part envisioned for it in reading theory.
All these ways of reading a few others have to be accounted for in
a full explanation of reading. We believe that reading purpose can be
classified under seven main heading are heuristics and many variations
could be purposed.
We know that the teacher gives a reading text has purpose or aim
for the students who read. These are some reading aims:
1. Reading for details or fact
This reading is to get detail information or facts; for example, we can
want to know some new invents in health medical, etc.
2. Reading for main ideas
Reading to get main ideas is to know why the topic is good and
interesting, what the problem in the story.
3. Reading for sequence or organization
This reading is to know steps or structure, the organization of story.
4. Reading for inference
This reading is to find the conclusion from the actions or idea in the
text.
15
5. Reading to classify
This reading has purpose to classify the categories information, to
describe objects, to list perspectives or items of information, place
information into a graphic organizer.
6. Reading to evaluate
This reading is to find the character of the story.
7. Reading to compare or contrast
This reading is to find the comparison and contrast component of the
personal experiences, the text elements of the other texts, people and
Teaching is very complex involving integrated skills of sharing
ideas of opinions. It is as guidance of learning, giving knowledge to a
child (Olson, 1982: 24).
The other opinion come from Brown (1988: 23) if teaching as
helping or showing someone to learn how to do something, giving
instruction, guiding in a study of something, providing with knowledge,
causing to know or understands. It implies that teaching is process of
facilitating learners in a learning process.
In summary, teaching can be defined as an activity to knowledge,
skills and attitude. As long as there is no change and improvement in the
learners it means that teaching has not taken place yet.
In general the goal of teaching is that students get the subject by a
teacher in order that students have many activities in learning English they
do. According to the English curriculum for SMP, the purpose of teaching
English is that to make the students have the ability in reading, listening,
writing, and speaking English. In teaching learning process the teacher
must apply communicative approach.
G. Teaching Reading Comprehension
“The purpose of learning to read in a language has been to haveaccess to the literature written in that language. In languageinstruction, reading materials have traditionally been chosen fromliterary texts that represent “higher” forms of culture.”http://www.nclrc.org/essentials/reading/reindex.htm.
This approach assumes that students learn to read a language by
studying its vocabulary, grammar, and sentence structure, not by actually
reading it. In this approach, lower level learners read only sentences and
paragraphs generated by textbook writers and instructors. The reading of
authentic materials is limited to the works of great authors and reserved for
upper level students who have developed the language skills needed to
read them.
The communicative approach to language teaching has given
instructors a different understanding of the role of reading in the language
classroom and the types of texts that can be used in instruction. When the
goal of instruction is communicative competence, everyday materials such
as train schedules, newspaper articles, and travel and tourism Web sites
become appropriate classroom materials, because reading them is one way
communicative competence is developed. Instruction in reading and
reading practice thus become essential parts of language teaching at every
level.
H. The Steps of Teaching – Learning Process of Reading
Comprehensions
Learning a language means learning all elements of the language
such as: grammar, vocabulary and pronunciation. Someone must attempt
to imitate exactly the forms, structure and the mode of the native speaker’s
utterance on a particular kind of English, one wish to learn (Fries, 1982:
34).
20
Mickulecky (2004: 19) states that, “there are three steps or ways of
teaching reading used “Discovery Incuiry” and every steps or ways of
connected to each other.” The three phases are as follows:
1. Pre reading
In this step the teacher should create the activities to arouse the
student’s interest to the topic and lead the students in breaking the
unknown word or difficult word.
The teacher should give warm-up, lead in or pre-teaching.
a. Warm up
The teacher should give general illustration to the students. For
example: education in Indonesia and then the teacher gives
question that refer to the topic and teacher ask the students to read
the text or to listen explanation that contain.
b. Lead in
The teacher gives illustration of content the interest topic. It is done
before teaching by the teacher.
c. Pre teaching
The teacher gives some questions to the students. These question
help the students in understanding about text.
2. While reading
In this step the teacher can develop the skill (surface problems and
deep problems).
21
a. Surface problem
1) The teacher gives task I and questions what the text about.
2) After giving the text, the teacher asks the students to read
individually
3) The teacher asks the students to discuss with their friends.
4) The teacher discusses together in the classroom.
b. Deep problems
1) The students make a small group to do the task.
2) After discussing the answers, they present the answer.
3) The teacher helps the students to find the correct answer.
3. Post reading
In this step the teacher gives change to the students to apply their
knowledge that is given before.
I. The Principles Behind the Teaching of Reading
According to Harmer in his book entitled “How To Teach English”
(1998: 70), there are some principles to teach reading:
1. Reading is not a passive skill
Reading is an incredibly active occupation. To do it
successfully, we have to understand what the words mean, see the
picture the words are painting, understand argument, and work out if
we agree with them. If we do not do these things and if the students do
not do these things, then we only just scratch the surface of the text
and we quickly forget it.
22
2. Students need to be engaged with what they are reading.
As with everything else in lessons, students who are not
engaged with the reading text-not actively interested in what they are
doing-are less likely to benefit from it. When they are really fired up
by the topic of the task, they get much more from what is in front of
them.
3. Students should be encouraged to respond to the content of a reading
text, not just to the language.
Of course, it is important to the study reading texts for the way
use language, the number of paragraph they contain and how many
times they use relative clause. But the meaning, the message of the
text, is just as important and we must give students a chance to respond
to that message in some way. It is especially important that they should
be allowed to express their feelings about the topic-thus provoking
personal engagement with it and the language.
4. Prediction is a major factor in reading
When we read texts in our own language, we frequently have a
good idea of the content before we actually read. Book covers give us
a hint of what’s in the book, photographs and headlines hint at what
articles are about and reports look like reports before we read a single
word.
The moment we get this hint-the book cover, the headline, the
word processed page-our brain starts predicting what we are going to
23
read. Expectations are set up and the active process of reading is ready
to begin. Teachers should give students ‘hints’ so that they can predict
what’s coming too. It will make them better and more engaged readers.
5. Match the task to the topic
We would give students Hamlet’s famous soliloquy “to be or
not be” and ask them to say how many times the infinitive is used. We
could give them a restaurant menu and ask them to list the ingredients
alphabetically. There might be a reason for both tasks, but, on the face
of it, they look a bit silly. We will probably be more interested in what
Hamlet means and what the menu foods actually are. Once a decision
has been taken about reading text the students are going to read, we
need to choose good reading tasks-the right kind of questions,
engaging and useful puzzles etc. the most interesting text can be
undermined by asking boring and inappropriate questions; the most
commonplace passage can be made really exciting with imaginative
and challenge tasks.
6. Good teachers exploit reading texts to the full
Any reading text is full of sentence, word, ideas, descriptions
etc. it doesn’t make sense just to get the students to read it and then
drop it to move on to something else. Good teachers integrate the
reading text into interesting class sequence, using the topic for
discussion and further tasks, using the language for Study and later
Activation.
24
J. A General Introductory of Student Team-Achievement Division
(STAD)
STAD (Student Team Achievement Division) is a one of the
oldest and most exstensively researched form of cooperative learning.
Robert Slavin and his colleagues in John Hopkins University developed
STAD teaching. Slavin states:
STAD system is one of the simplest and most flexible of thecooperative learning method, having will be used in second gradeup to twelve grades and in such diverse subject area as math,language art, social studies, and science. In the cooperativelearning type, students are assigned to four or five members ingroups, with each mirroring the others to make up the class interms of ability, background, and gender. (1995: 33)
Cooperative learning using STAD type consists of four steps
cycle: teach, team study, test, and recognition. The teaching phase begins
with presentation of materials, students should be told what it is they are
going to learn and why it is important. In the team study, group members
work cooperatively with teacher providing worksheet and answer sheet.
Next, each student individually takes a quiz. Use a scoring system that
ranges from 0 to 30 points and reflect degree of individual improvement
over previous quiz. The criterion can be seen in improvement point
table.
According to Slavin (1995: 72) each team receives one of three
recognition awards, depending on the average number of points earned
by them. From the description above, we know that STAD is a good
25
technique for the teachers who are new to the cooperative approach. And
it uses individual quizzes at the end of class.
K. The Components of STAD
Slavin (1995: 72) states that cooperative learning of STAD type
consists of five major components. They are: class presentation, teams,
quizzes, individual scores, and team recognitions.
1. Class Presentation
Material in STAD is introduced in a class presentation. In class
presentation, most often direct instruction or a lecture-discussion is
conducted by the teacher, but could include audiovisual
presentations. Class presentation in STAD is different from usual
teaching; it must be clearly focusing in STAD unit. The students
must understand about the presentation from the teacher so it will
help them to do well in the quizzes. The quizzes score determine
Value of t-table for α = 5 % , with db = n1 + n2 -2 = 40 + 40 -2 = 78,Resulted t- table = 1,991Because t-hitung > t-tabel ,so there is a significant difference between the resultof pre test ard post test.
Appendix 11INSTRUMENT TRY OUT
Mata Pelajaran : Bahasa InggrisKelas : VIIITopic :Hari / Tanggal :Waktu :
Petunjuk Umum.1. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang tersedia.2. Bacalah dengan teliti petunjuk mengerjakan soal.3. Kerjakan soal pada lembar jawaban.4. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan kepada pengawas.
Choose the correct answer by crossing ( X ) the letter A, B, C, or D.
October 23rd, Tuesday
I got a new friend. Her name is Aulia. I met her at my classmate, Metha’s
house. She is her cousin. Aulia is twelve years old. She has a twin sister. Her
name is Ananda. Both of them are smart and beautiful. They can sing very well.
They are also good at playing musical instruments, especially piano. I’m very
happy they have become my new friends because I now can learn singing and
piano from them. I also talked to their mother. She is the best music teacher. She
has a populer studio in town. I want to be a singer, too. So, I must take a music
course in her studio.
Adapted from English for eighth grade Junior High School
1. Where did Nadia meet Aulia?
a. The writer’s class
b. Metha’s class
c. Metha’s studio
d. Piano’s class
2. Who is Ananda?
a. Metha’s friend
b. Aulia’s classmate
c. Metha’s sister
d. Aulia’s twin sister
3. How old is she?
a. 11 years old
b. 12 years old
c. 13 years old
d. 14 years old
4. What does Nadia know about Ananda’s mother?
a. She is a music teacher
b. She is a English teacher
c. She is a Match teacher
d. She is a singer
5. What does Nadia want to do?
a. She wants to be a music teacher
b. She wants to be a guide
c. She wants to be a singer
d. She wants to be a author
TRAVEL BOOKS
There are several ways you can find out about the countries and places you
want to visit. You can talk to your friends who have traveled to the places or you
can go and she films about them. Or you can read travel books.
There are three kinds of travel books. The first are those that give an
objective description of things to be done and seen. It can which are called ‘a
guide’ to some place or other. If they are good, they will give an analysis or an
interpretation. Like the first kind they are inspiring and entertaining. But their
primary function is to assist the reader who wishes to plan in the most practical
way.
Whatever kind of travel book you choose, you must make sure that it does
not describe everything magical. You must also note its date of publication
because travel is a very practical affair and many things change quickly. Finally,
you should make sure that the contents are well presented and easy to find.
Adapted from English for eighth grade Junior High School
6. How many kinds of travel books are mentioned?
a. Two
b. Three
c. Four
d. Five
7. Why must we note the date of publication?
a. It is practical affair
b. It is not describe everything
c. It is not change quickly
d. It is difficult to find
8. What should the contents be like?
a. Inspiring and magical
b. Inspiring
c. Inspiring and entertaining
d. Entertaining and magical
9. What does the word you refer to?
a. The readers
b. Guide
c. Assistant author
d. The visitors
10. What does the word it refer to in paragraph 3?
a. Place
b. Travel book
c. Country
d. Note
SARS The New Ghost
SARS stands for Severe Acute Respiratory Syndrome. It is an illness that
attacts the human respiratory system. This disease is very contagious. It doesn’t
take a long time for this disease to become epidemic especially in Asia, North
America, and Europe. Many people catch the disease and many of them die of it.
In some countries such as Hong Kong, China, and Taiwan, it is not
unusual to catch SARS. This disease spreads through the air or even through
bodily contact.
Scientists have conducted research on this illness. They found out this
illness is caused by a virus named corona.
Adapted from English for eighth grade Junior High School
11. What does SARS stand for?
a. Severe Active Respiratory Syndrome
b. Severe Acute Respiration System
c. Severe Accurate Respiratory System
d. Severe Acute Respiratory Syndrome
12. What system is attacked by SARS?
a. Respiratory system
b. Disease
c. Virus
d. illness
13. Where does the epidemic mostly happen?
a. Asia, China, and Europe
b. North America, Europe, and Hong Kong
c. Asia, North America, and Europe
d. Taiwan, Hong Kong, and Asia
14. How does the disease spread?
a. Water or air
b. Air and food
c. Food and bodily contact
d. Bodily contact and air
15. Who has conducted research on SARS?
a. The doctors
b. The scientists
c. The government
d. The teachers
How about the Papaya?
Bangkok papaya has dark green orange-green rind. Everybody knows that
the Bangkok papaya is thick and sweet, the Taiwan papaya has the same
characteristic as Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The
most important thing is that the papayas are sweet when they are ripe and have a
fresh appearance.
Adapted from English for eighth grade Junior High School
16. To predict the taste of the fruit, we can judge from…..
a. The fresh appearance
b. The outer appearance
c. The color
d. The size
17. When the papayas are ripe with a good appearance, they are usually….
a. Bitter
b. Tasteless
c. Sweet
d. Sour
18. Bangkok papaya is….
a. Thin
b. Thick
c. Slim
d. Thorny
19. The word in the text that means’busuk’ is…..
a. Rotten
b. Ripe
c. Fresh
d. overripe
20. The word in the text means ‘menunda’ is….
a. To consume
b. To indicate
c. To postpone
d. To celebrity
Daniel Radcliffe
Dan was born on July 23, 1989 in London. He is the only child in the
family. He has become very famous after his role as the young wizard Harry
Potter.
He has wanted to be an actor since he was five years old. Now he has
become a famous actor. He said, “I want to continue to act. But, I also want to be
a director or writer.”
Daniel goes to an all boy school. It means there are no girls at all there. He
loves to play pranks on his friends.
As an English boy, Daniel loves football. He is a fan of Fulham football
club. He also likes to watch wrestling and formula one racing.
Music? He is a big fan, too. He prefers punk rock.
Now, Daniel is ready for his third Harry Potter movie.
Adapted from English for eighth grade Junior High School
21. How old is Daniel Radcliffe?
a. 20 years old
b. 21 years old
c. 22 years old
d. 23 years old
22. When did he become an actor?
a. He acted as Harry Potter
b. He acted as director
c. He acted as football player
d. He acted as writer
23. Who acted as Harry Potter?
a. Tom Felton
b. Rupert Grint
c. Daniel Radcliffe
d. Michael Gambon
24. What kind of music does he like?
a. R&B
b. Jazz
c. Punk rock
d. Pop
25. Is Daniel a car racer?
a. No, he isn’t
b. Yes, he is
c. No, he doesn’t
d. Yes, he does
TEEN CLUB
Teen clubs are springing up in cities, towns, and schools across the
country. The clubs are headed by young people.
One of them is Earth Conservation Corps (ECC). ECC is a group of inner-
city kids from Washington DC. The kids are working hard to bring eagles back to
the nation’s capital. Club members come from housing projects plauged by
(terganggu oleh) poverty, drugs, and violent crime. But belonging to ECC puts
them in touch with a whole different environment and enables them to bring
beauty back to the earth.
Because of water pollution, bald eagles stopped nesting in Washington so
ECC members rolled up their sleeves and set about turning local rivers and creeks
(anak sungai) into prime natural habitats for sturgeon, bass, herring and bald
eagles. They started by removing 4,300 discarded tires from Washington waters,
providing fish passage around small dams, repairing stream banks, planting
gardens and trees and educating the community about the environment and their
work. They also put up nest boxes.
Adapted from English for eighth grade Junior High School
26. Who are the club leaders?
a. Young people
b. Teacher
c. Animals tamer
d. Goverment
27. What does ECC stand for?
a. East Conservation Corps
b. East Conversation Corps
c. Earth Conversation Corps
d. Earth Conservation Corps
28. What are the ECC objectives?
a. Bring eagles back
b. Bring crows back
c. Bring owls back
d. Bring peacock back
29. What animals did ECC want to see return?
a. Crow
b. Owl
c. Eagle
d. Peacock
30. Where do club members come from?
a. Germany
b. Washington DC
c. Los angeles
d. London
Appendix 12
Instrument Try Out Key Answer
1. B – Metha’s house
2. D – Aulia’s twin sister
3. B – 12 years old
4. A – She is a music teacher
5. C – She wants to be a singer
6. B – Three
7. A – It is partical affair
8. C – Inspiring and entertaining
9. A – The readers
10. B – Travel book
11. D – Severe Acute Respiratory
Syndrome
12. A – Respiratory System
13. C – Asia, North America, and
Europe
14. D – Bodily contact and air
15. B – The scientists
16. B – The outer appearance
17. C – Sweet
18. B – Thick
19. A – Rotten
20. C – To postpone
21. B – 21 years old
22. A – He acted as Harry Potter
23. C – Daniel Radcliffe
24. C – Punk Rock
25. A – No, he isn’t
26. A – Young People
27. D – Earth Conservation
Corps
28. A – Bring eagles back
29. C – Eagle
30. B – Washington DC
Appendix 13INSTRUMENT OF TEST
Mata Pelajaran : Bahasa InggrisKelas : VIIITopic :Hari / Tanggal :Waktu :
Petunjuk Umum.5. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang tersedia.6. Bacalah dengan teliti petunjuk mengerjakan soal.7. Kerjakan soal pada lembar jawaban.8. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan kepada pengawas.
Choose the correct answer by crossing ( X ) the letter A, B, C, or D.October 23rd, Tuesday
I got a new friend. Her name is Aulia. I met her at my classmate, Metha’s
house. She is her cousin. Aulia is twelve years old. She has a twin sister. Her
name is Ananda. Both of them are smart and beautiful. They can sing very well.
They are also good at playing musical instruments, especially piano. I’m very
happy they have become my new friends because I now can learn singing and
piano from them. I also talked to their mother. She is the best music teacher. She
has a populer studio in town. I want to be a singer, too. So, I must take a music
course in her studio.
Adapted from English for eighth grade Junior High School
1. Who is Ananda?
a. Metha’s friend
b. Aulia’s classmate
c. Metha’s sister
d. Aulia’s twin sister
2. How old is she?
a. 11 years
b. 12 years
c. 13 years
d. 14 years
3. What does Nadia know about Ananda’s mother?
a. She is a music teacher
b. She is a English teacher
c. She is a Match teacher
d. She is a singer
4. What does Nadia want to do?
a. She wants to be a music teacher
b. She wants to be a guide
c. She wants to be a singer
d. She wants to be a author
TRAVEL BOOKS
There are several ways you can find out about the countries and places you
want to visit. You can talk to your friends who have traveled to the places or you
can go and she films about them. Or you can read travel books.
There are three kinds of travel books. The first are those that give an
objective description of things to be done and seen. It can which are called ‘a
guide’ to some place or other. If they are good, they will give an analysis or an
interpretation. Like the first kind they are inspiring and entertaining. But their
primary function is to assist the reader who wishes to plan in the most practical
way.
Whatever kind of travel book you choose, you must make sure that it does
not describe everything magical. You must also note its date of publication
because travel is a very practical affair and many things change quickly. Finally,
you should make sure that the contents are well presented and easy to find.
Adapted from English for eighth grade Junior High School
5. How many kinds of travel books are mentioned?
a. Two
b. Three
c. Four
d. Five
6. What should the contents be like?
a. Inspiring and magical
b. Inspiring
c. Inspiring and entertaining
d. Entertaining and magical
7. What does the word you refer to?
a. The readers
b. Guide
c. Assistant author
d. The visitors
SARS The New GhostSARS stands for Severe Acute Respiratory Syndrome. It is an illness that
attacts the human respiratory system. This disease is very contagious. It doesn’t
take a long time for this disease to become epidemic especially in Asia, North
America, and Europe. Many people catch the disease and many of them die of it.
In some countries such as Hong Kong, China, and Taiwan, it is not
unusual to catch SARS. This disease spreads through the air or even through
bodily contact.
Scientists have conducted research on this illness. They found out this
illness is caused by a virus named corona.
Adapted from English for eighth grade Junior High School
8. What does SARS stand for?
a. Severe Active Respiratory Syndrome
b. Severe Acute Respiration System
c. Severe Accurate Respiratory System
d. Severe Acute Respiratory Syndrome
9. What system is attacked by SARS?
a. Respiratory system
b. Disease
c. Virus
d. Illness
10. Where does the epidemic mostly happen?
a. Asia, China, and Europe
b. North America, Europe, and Hong Kong
c. Asia, North America, and Europe
d. Taiwan, Hong Kong, and Asia
11. How does the disease spread?
a. Water or air
b. Air and food
c. Food and bodily contact
d. Bodily contact and air
12. Who has conducted research on SARS?
a. The doctor
b. The scientists
c. The government
d. The teachers
How about the Papaya?Bangkok papaya has dark green orange-green rind. Everybody knows that
the Bangkok papaya is thick and sweet, the Taiwan papaya has the same
characteristic as Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The
most important thing is that the papayas are sweet when they are ripe and have a
fresh appearance.
Adapted from English for eighth grade Junior High School13. To predict the taste of the fruit, we can judge from…..
a. The fresh appearance
b. The outer appearance
c. The color
d. The size
14. When the papayas are ripe with a good appearance, they are usually….
a. Bitter
b. Tasteless
c. Sweet
d. Sour
15. Bangkok papaya is….
a. Thin
b. Thick
c. Slim
d. Thorny
16. The word in the text that means’busuk’ is…..
a. Rotten
b. Ripe
c. Fresh
d. overripe
Daniel Radcliffe
Dan was born on July 23, 1989 in London. He is the only child in the
family. He has become very famous after his role as the young wizard Harry
Potter.
He has wanted to be an actor since he was five years old. Now he has
become a famous actor. He said, “I want to continue to act. But, I also want to be
a director or writer.”
Daniel goes to an all boy school. It means there are no girls at all there. He
loves to play pranks on his friends.
As an English boy, Daniel loves football. He is a fan of Fulham football
club. He also likes to watch wrestling and formula one racing.
Music? He is a big fan, too. He prefers punk rock.
Now, Daniel is ready for his third Harry Potter movie.
Adapted from English for eighth grade Junior High School
17. How old is Daniel Radcliffe?
a. 20 years old
b. 21 years old
c. 22 years old
d. 23 years old
18. When did he become an actor?
a. He acted as Harry Potter
b. He acted as director
c. He acted as football player
d. He acted as writer
19. Who acted as Harry Potter?
a. Tom Felton
b. Rupert Grint
c. Daniel Radcliffe
d. Michael Gambon
20. What kind of music does he like?
a. R&B
b. Jazz
c. Punk rock
d. Pop
21. Is Daniel a car racer?
a. No, he isn’t
b. Yes, he is
c. No, he doesn’t
d. Yes, he does
TEEN CLUBS
Teen clubs are springing up in cities, towns, and schools across the
country. The clubs are headed by young people.
One of them is Earth Conservation Corps (ECC). ECC is a group of inner-
city kids from Washington DC. The kids are working hard to bring eagles back to
the nation’s capital. Club members come from housing projects plauged by
(terganggu oleh) poverty, drugs, and violent crime. But belonging to ECC puts
them in touch with a whole different environment and enables them to bring
beauty back to the earth.
Because of water pollution, bald eagles stopped nesting in Washington so
ECC members rolled up their sleeves and set about turning local rivers and creeks
(anak sungai) into prime natural habitats for sturgeon, bass, herring and bald
eagles. They started by removing 4,300 discarded tires from Washington waters,
providing fish passage around small dams, repairing stream banks, planting
gardens and trees and educating the community about the environment and their
work. They also put up nest boxes.
Adapted from English for eighth grade Junior High School