improving reading comprehension through frayer …jurusan : pendidikan bahasa inggris dengan ini...

IMPROVING READING COMPREHENSION THROUGH FRAYER

MODEL AT THE SECOND YEARS OF SMK NASIONAL MAKASSAR

(Pre-Experimental Research at the Second Years Students’ of SMK

NASIONAL MAKASSAR)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Makassar Muhammadiyah University in Partial Fulfillment of the

Requirement for the Degree of Sarjana Pendidikan in English Department

Kiki Damayanti Masloman

10535 5732 13

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2020

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيــــم

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

| Terakreditasi Institusi

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : KIKI DAMAYANTI MASLOMAN

Stambuk : 10535 5732 13

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Improving Reading Comprehension through Frayer

Model at the Second Years of SMK Nasional

Makassar

Dengan ini menyatakan bahwa:

Skripsiyang saya ajukan didepan tim penguji adalah ASLI hasil karya saya

sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikianlah pernyataan ini saya buat dengan sebenarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Agustus 2020

Yang Membuat Pernyataan


UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيــــم

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id


SURAT PERJANJIAN

Saya yang bertandatangan dibawahini :

Nama : Kiki Damayanti Masloman

Stambuk : 10535 5732 13

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai penyusunan proposal sampai selesainya skripsi ini, saya yang

menyusunnya sendiri (tidak dibuat oleh siapapun).

2. Dalam penyusunan skripsi ini, saya akan selalu melakukan konsultasi

dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

skripsi ini.

4. Apabila saya melanggar perjanjian pada butir 1, 2, dan 3 maka saya

bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Agustus 2020

Yang Membuat Perjanjian



MOTTO AND DEDICATION

Better to feel how hard education is at this time rather than fell the bitterness of

stupidity, later.

This thesis is dedicated to my beloved parents and my big family who always

pray, support, and love me

ix

ABSTRACT

KIKI DAMAYANTI MASLOMAN. 2020. Improving Reading Comprehension

through Frayer Model at the Second Years of SMK Nasional Makassar .(Pre-

experimental Research at the Second Years Students’ of SMK NASIONAL

MAKASSAR), thesis of english Education Department the faculty of teachers

training and education, Makassar Muhammadiyah University (guided by Eny

Syatriana and Andi Asri Jumiaty).

The objectives of the research were intended to find out the reading

comprehension achievement in reading comprehension skill throughfrayer Model

at the second years of SMK NASIONAL MAKASSAR.This research applied pre-

experimental research with one pre-test and post-test design. The population of

this research was the second years students of SMK NASIONAL MAKASSAR,

academic years 2019/2020. The total sample of this research consist 32 students.

The research variables were dependent and independent variables. Dependent

variable was students’ reading comprehension in term literal and interpretative

comprehension, while independent variable was frayer model.

The results of data analysis showed that the means score of post-test was

higher than the mean score of pre-test usingfrayer model (74.8 > 51.3) in students’

interpertative reading comprehension (79.8 > 44.5), after analyzing the data, the t-

test value of literal and interpretative comprehension in reading were higher that t-

table the t-test value of literal comprehension was 6.91 and the t-test value of

interpretative comprehension was 11.3, while the value of t-table was 2.03. It

means that there was a significant difference of students’ literal and interpretative

comprehensions in reading between before and after using Frayer Model.

Keyword: Frayer Model in reading comprehension, literal comprehension

and interpretative comprehension.

x

ACKNOWLEDGEMENTS

AlhamdulillahiRobbiAlamin, the researcher expresses her gratitude to

Allah SWT the almighty God for His mercy, blessing and opportunity given to her

so that the researcher was able to finish writing this thesis.

Salawat and salamare addressed to the prophet Muhammad SAW for his

guidance. There was some handicaps and problems that the researcher

encountered from the beginning to the end of writing this thesis, owing to help

and invaluable suggestion from numerous people, the researcher could complete

this thesis. Thus, the researcher would like to express her appreciation and sincere

thanks to all of them particularly:

1. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of the

Muhammadiyah University of Makassar his advice during her studied at

the University.

2. Erwin Akib, M.Pd., Ph.D., the Dean of Teacher Training and Education

Faculty.

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

Department of FKIP UNISMUH Makassar.

4. The writer most profound and sincere appreciation is due to her first

consultant Dr. Eny Syatriana, S.Pd.,M.Pd. and to her second consultant

Andi Asri Jumiaty, S.Pd., M.Pd. who patiently guided and assisted the

researcher to finish this thesis by giving their suggestion, motivation, and

correction.

xi

5. My heartful thank to all lecturers of the FKIP UNISMUH especially to the

lecturer of English Department and all staff Muhammadiyah University of

Makassar for their guidance during the year of the writer’s study.

6. The writer’s deep appreciation for as a headmaster of SMK Nasional

Makassar and the English teacher Mrs. Wahyu Risaldi, S.Pd., and all the

students, especially for the XI Accounting in academic year 2019/2020

who have spared their time and activities for being subject of this research.

7. The writer would like to express deepest and affectionate thank to her

parents,Darmawan F.X. Masloman and St.Fatimah for their prayer,

support, advice, love, sacrifice and continual understanding through my

life. Love them more with all my heart.

8. Thanks to my aunts, uncles, and cousin whom always gives motivation to

finishing my study, also all my best friendwho always gives support so

that I have enthusiasmin doing my thesis, Windy Pratiwi S.Pd. who always

give spirit, Andi Annisa Nur Dzakkiyah S.Pd. who is always ready to help

while the writer arranging this thesis.Many people who have help the

writerthat I can’t mention one by one, thanks all.

Nothing is perfect but Allah SWT, the writer realizes that this mythesis is

is still not perfect. Therefore, construction and suggestion will be highly

appreciated.

Makassar, July 2020


LIST OF CONTENTS

Page

TITLE PAGE ................................................................................................. i

LEMBAR PENGESAHAN ...........................................................................ii

APPROVAL SHEET .................................................................................... iii

SURAT PERNYATAAN .............................................................................. vi

SURAT PERJANJIAN .................................................................................vii

MOTTO DAN DEDICATION ................................................................... viii

ABSTRACT................................................................................................... ix

ACKNOWLEDGEMENT ............................................................................ x

LIST OF CONTENTS ..................................................................................xii

LIST OF TABLES ....................................................................................... xiv

LIST OF CHART ......................................................................................... xv

LIST OF FIGURE ....................................................................................... xvi

LIST OF APPENDICES .............................................................................xvii

CHAPTER I INTRODUCTION .................................................................. 1

A. Background ............................................................................................ 1

B. Problem Statement ................................................................................. 3

C. Objective of the Study ............................................................................ 3

D. Significance of the Study ....................................................................... 3

E. Scope of the Research............................................................................. 3

CHAPTER II REVIEW OF THE RELATED LITERATURE ................ 5

A. Previous of Related Findings ................................................................. 5

B. Some Pertinent Ideas .............................................................................. 8

C. Concept of Reading ............................................................................... 13

D. Concept of Descriptive Text ................................................................. 21

E. Conceptual Framework.......................................................................... 24

CHAPTER III RESEARCH METHOD ..................................................... 26

A. Research Design .................................................................................... 26

B. Research Variables and Indicators ........................................................ 29

C. Population and Sample .......................................................................... 30

D. Research Instrument .............................................................................. 30

E. Procedure of Collecting Data ................................................................ 31

F. Technique of Data Analysis ................................................................... 32

CHAPTER IV FINDINGS AND DISCUSION .......................................... 36

A. Findings ............................................................................................... 36

B. Discussion ............................................................................................ 44

CHAPTER V CONCLUSION AND SUGGESTION ................................ 49

A. Conclusion ........................................................................................... 49

B. Suggestion ............................................................................................ 50

BIBLIOGRAPHY ......................................................................................... 51

APPENDICES ............................................................................................... 54

DOCUMENTATION

CURRICULUM VITAE

xiv

LIST OF TABLE

Page

TABLE 3.1 Pre-Experimental Design ......................................................... 27

TABLE 3.2 Hypothesis Testing ................................................................... 35

TABLE 4.1 Students’ Literal Comprehension ............................................. 37

TABLE 4.2 Classification Score of Identifying Specific Information, Sequencing

Event or Idea (Pre-Test) ............................................................................... 38

TABLE 4.3 Classification Score of Identifying Specific Information, Sequencing

Event or Idea (Post-Test) ............................................................................. 39

TABLE 4.4 Students’ Interpretative Comprehension .................................. 40

TABLE 4.5 Classification Score of Conclusion (Pre-Test) ......................... 41

TABLE 4.6 Classification Score of Conclusion (Post-Test) ....................... 42

TABLE 4.7 The Comparisonof T-Test and T-Table. ................................... 43

xv

LIST OF CHART

CHART 4.1 Rate Precentage of Pre-Test, Post –Test and Improvement of Literal

Comprehension (38)

CHART 4.2 Rate Precentage of Pre-Test, Post-Test and Improvement of

Interpretative Comprehension (41)

xvi

LIST OF FIGURE

Figure 1. Conceptual Framework of the Research ................................................. 25

xvii

LIST OF APPENDIX

Page

A. The Students’ Row Scores of Pre-Test .................................................................. 54

B. The Students’ Row Scores of Post-Test................................................................. 56

C. The Students’ Scores of Pretest (X1) and Post-test ( X2), Gain/Difference between the

Matched Pairs(D), and Square of the Gain(D2

) ...................................................... 58

D. Scoring Classification of the Students Pre-Test and Post-Test .............................. 62

E. Calculation of the Mean Score of Students’ Reading Comprehension.................. 66

F. The Precentage of the Students’ Development in Reading ................................... 68

G. Calculating Test of Significance ............................................................................ 69

H. Table Distribution of T-Value ............................................................................... 71

I. Pre-Test.................................................................................................................... 72

J. Post-Test. ................................................................................................................. 74

K. Teaching Material. ................................................................................................. 76

L. Lesson Plan............................................................................................................. 79

M. Student Paper........................................................................................................ 91

N. Documentation. ..................................................................................................... 97

1

CHAPTER I

INTRODUCTION

A. Background

There are four skill will be mastering in learning English: speaking,

reading, listening and writing. Reading is one of the skill that will provide a basis

for development of the other language.Reading is a flexible for the students,

because they can get information from the text they have read. Reading also is an

active process indentifying important ideas comparing.

In addition, the main important thing that the readers will have the ability

to comprehend what they have read. Carrillo in Dirham (2011:01) states that

reading is a combination of mechanics, understanding, retention, and use. In this

broadest of three views, the reader will be able not only to perform the mechanics

and comprehend the meaning of the words, but to critically evaluate the ideas

express and apply them to his or her situation.

Reading is something that must be done by all students who are studying

language. Reading is consider as one of important skill, which has to be learn

because it can influent the other language skills.

In reading text, students often find some difficult word that they do not

know its meaning. In order to, before they translate the word, they must know or

2

understand through comprehension so that they can describe their ideas or can

give conclusion from English reading text through their comprehension.

The expand times and technology advance bring the positive impact in

increasing educational in teaching and learning process, so that the teaching

system always change into completing, particularly which relate to their way of

teaching.

Based on Fathur Rohim (2010) that one of strategy that can be use in

teaching reading is a "Frayer Model”, this strategy introduces the students reflect

on their readings independently, with the teacher, or with other students and take

control of their own learning. It is concern with language learning and teaching,

Fathur Rohim (2010) also suggest that teachers can learn by using technique, how

the strategies work and become better able to teach them to their own students by

applying the technique to their own reading.

The researcher decides to implement The Frayer Model to enhance the

students reading skill. It was be held at the second grade students of SMK

Nasional Makassar. In the school, the researcher had found some problems which

related to reading skill that is face by the students.After conducting diagnostic

test, the researcher has get the real fact of the situation in learning at SMK

Nasional Makassar. The students’ ability was still low and so far from target of

score. Meanwhile, the successfull minimal criteria (KKM). This was the reason

why the researcher uses Frayer Model improving the students reading

comprehension.

3

Based on the result of the observation , the researcher has got the real fact of

the situation in learning at SMK Nasional Makassar.

Relating to the case above, the researcher was interesting in to conducting a

research with the title “Improving Reading Comprehension through Frayer Model

at the Second Years of SMK NASIONAL MAKASSAR”.

B. Problem Statements

Based on the background above the researcher will formulate some

problem statements of this research as follows:

1. How did Frayer Model improve the students’ literal reading

comprehension at the second years students of SMK Nasional Makassar?

2. How did Frayer Model improve the students’ interpretative reading

comprehension at the second years students of SMK Nasional Makassar?

C. Objectives of the Study

This research aims at finding out;

1. To explain the improvement in literal reading comprehension through

Frayer Model.

2. To explain the improvement of students in interpretative comprehension.

4

D. Significance of the Study

The result of this research was expected to be meaningful information and

techniques for students in learning and enhance their reading skill. It was also

hope to give contribution for English teacher for his understanding of good

reading by using Frayer Model.

E. Scope of the Study

The scope of the research restricted to the teaching of reading skill. It

would be conducted at the second grade students of SMK Nasional Makassar.

The kind of text which would be observed is descriptive text view from it’s

literal and interpretative by using Frayer Model.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous of Related Findings

Some researcher have done studies on impact of Frayer Model. Their

findings are as the following:Virginia Departement Of Education (2004), The

Frayer Model is a word categorization activity. Students analyze words base on

their attributes. This is done by selecting examples and non examples of the

concept.

Frayer,1969; Buehl, 2001, The Purpose of the Frayer Model is to identify

and define unfamiliar concepts and vocabulary. Think Literacy:Cross-Curricular

Approaches, Grades 7-12, The Frayer Model, concept Circles, and Verbal and

visual Word Associations at three examples of visual organizers that help

students’ understand key words concepts.

Guilford County Schools TF, 2002, Using the Frayer Model, students will

activate their prior knowledge of a topic, organize knowledge into categories, and

apply their new knowledge to the compartmentalize structure.

6

There are multiple variations of the Frayer Model graphic organizer for

vocabulary instruction. Thompson and Rubenstein (2000) use the Frayer Model in

a study that also include a pictorial representation of the vocabulary term that are

create by the student. It is report that the students that use the Frayer Model

graphic organizer with vocabulary instruction improve on post test scores and

many create drawings on their post test to aid in remembering and make

infeerences (Thompson & Rubenstain, 2000). Another vocabulary instruction

strategy has introduce by Marzano (2009) call the Six-step Process to vocabulary

instruction. The effects of Marzano and Frayer In Erika Hale (Milligan College),

has consolidate the effects of Marzano’s are six-step process and the Frayer

Model on Mathematics Vocabulary instruction at select High School.

The Frayer Model graphic organizer was later a product from Frayer,

Frederick, and Klausmeier’s research. Wanjiru and O-Connor (2015) report that

the Frayer are a more effective teaching strategy compare to a definition only

teaching strategy when use during mathemathic instruction. The Frayer Model

allow students opportunity to think about the vocabulary in multiple ways, define

the vocabulary, give characeristic, examples and non examples of the Term

(Wanjiru,B & O-Connor,2015).

In addition, Cikita R. (2018) state that she use of Frayer Model has

significantly effects of students vocabulary mastery, Frayer model is higher than

using conventional method.

7

Houston ISD-Curriculum Draft 2010-2011, A Graphic Organizer use to help

students deepen their understanding of a key concept or content-specific

vocabulary term by analyzing is essential and non essential

characteristic,drawing,an illustration. The instructional strategy that the researcher

use with the students to help them develop their vocabulary knowledge is the

Frayer Model. A powerful portion of the Frayer Model is that it will help the

students comprehension a term in a more manageable way because students will

be able to list characteristics of the term as well as other examples determine by

the teacher.

The Frayer model is a word categorization chart that helps students analyzes

important attributes and characteristics of a definition and the non-examples as

well. In the center of the Frayer Model, students select or are assign a concept to

be summarize.

The Frayer Model can be use at the beginning of a unit to go over several

major concepts or can be use throughout the unit in individual lessons to focus in

closer on more broad concepts. The individual needs of a class will determine

how often and when one can or shall use the Frayer Model.

A term that many of my students may struggle with is the term guerrilla

warfare (Applyby & Brinkley, 2006, pp. 180). When most of my students here the

term guerilla, they usually laugh and have a hard time comprehending such an

unfamiliar type of military tactic. The double meaning of the word guerilla often

8

trips up students. If a student knows little about war or about the quick retreats

that go along with this style of fighting, students will be quit confuse.

The researcher introduce students to the concept of guerrilla warfare using

the Frayer Model during an introductory lesson on battles of The American

Revolution.

The students will benefit from studying the characteristics and the

researcher also modify the Frayer Model to allow for an area for students to draw

a representation of the vocabulary word.

B. Some Pertinent Ideas

1. What is Frayer Model?

The Frayer model is a word categorization activity that helps learner to

develop their understanding of concepts. Two versions of the Frayer model can be

use. In the first, students provide a definition, list characteristics, and provide

examples and non-examples of the concept. In the second, students analyze a

word's essential and nonessential characteristics and refine their understanding by

choosing examples and non-examples of the concept.

2. What is the instructional strategy?

The instructional Strategy that the researcher use with the students to help

them develop their vocabulary knowledge is the Frayer Model. A powerful

portion of the Frayer Model is that it will help my students comprehend a term in

9

a more manageable way because students will be able to list characteristics of the

term as well as other examples determine by the teacher.

The Frayer model is a word categorization chart that helps students analyze

important attributes and characteristics of a definition and the non-examples as

well. In the center of the Frayer Model, students select or are assign a concept to

be summarize.

The Frayer Model can be use at the beginning of a unit to go over several

major concepts or can be use throughout the unit in individual lessons to focus in

closer on more broad concepts. The individual needs of a class will determine

how often and when one can or shall use the Frayer Model. A term that many of

my students may struggle with is the term guerrilla warfare (Apply by & Brinkley,

2006, pp. 180). When most of the students here the term guerilla, they usually

laugh and have a hard time comprehending such an unfamiliar type of military

tactic. The double meaning of the word guerilla often trips up students. If a

student knows little about war or about the quick retreats that go along with this

style of fighting, students will be quit confuse.

The researcher introduce students to the concept of guerrilla warfare using

the Frayer Model during an introductory lesson on battles of The American

Revolution.

The students will benefit from studying the characteristics and the

researcher also modify the Frayer Model to allow for an area for students to draw

a representation of the vocabulary word guerilla warfare. Many of my students

10

benefit from having visual representations and this strategy will help make such

an abstract idea more concrete.

3. Why does the strategy work?

The students are bombarding with many vocabulary terms throughout each

unit. Just writing down a vocabulary term and definition is just not enough for

many of my students to comprehending the terms. Also, find that sometimes

students only mindlessly copy down definitions without even reading the

definition. The use of the Frayer Model allows for students to think more in deep

about the terms they are learning about.

First, the Frayer Model strategy works with the students because of the

repetition it affords the students. The strategy allows students to create their own

characteristics, draw an image, write examples, and non-examples which takes

time and allows the student to repeatly create meaningful examples about the term

or concept. Repetition also occurs when students share out their examples and

students are expose to the term several times during the class period.

Second, the Frayer Model also provides students with a scaffold approach to

learning a new concept as the students build upon the term or definition to show

their understanding through examples.

Third, the Frayer Model works because it gives students with different

learning styles an opportunity to have different ways to learn a concept, through

pictures, characteristics, and examples. Not every student can learning from just

11

writing a definition, some students benefit from seeing visual aids, while others

benefit from the examples or non-examples.

The Frayer Model will work with the students because they often need to be

provide with more details than just a definition to comprehend a new concept.

Students must demonstrate that they have read and know the definition because

they will need to provide examples, pictures, characteristics, etc.

Students will be hold accountable for learning new vocabulary concepts as

this worksheet can be grade or share out to the rest of the class to show the student

understands the newly acquire terms.

In this study will be quickly assess the students understanding of important

vocabulary terms such as guerilla warfare. This scaffold approach to learning

vocabulary will help students comprehend but also analyze the term and create

memory cues to help them remember the information well into the future.

4. How does it work?

a. First, the researcher need to select vocabulary terms of the descriptive text

that feel students will need to understand from the unit. One specific

concept students will need to understand is the idea of guerilla warfare.

b. The researcher will need to select a good time for students to learn the

vocabulary term (beginning, middle, or end of the unit). In this case, the

students will learn the term as researcher teach an introduction lesson on

the battles of The American Revolution.

12

c. The researcher will need to clearly explain the directions and what

researcher expect to be fill out in each of the boxes.

d. Next, the researcher will have students fill in a box for definition,

characteristics, examples, non-examples, and visual(s).

e. Students may either work individually or in pairs to complete the Frayer

Model.

f. When students complete the chart, the researcher will have them share out

with the rest of the class so that researcher can quickly assess students

understanding of key vocabulary concepts. Students can also learn from

each others definitions or pictures to remember the term guerilla warfare.

g. Students can continue to add to their Frayer Model’s as new information is

learn and can be use as a quick reference sheet or study guide.

5. What It Looks Like:

Frayer Model

Assign a concept term that may be confuse or the new word to students.

Explain the Frayer Model diagram.

Have the students read text material.

Identify evidence of examples and non-examples from the text.

Directions: Please complete the following graphic organizer for the term Guerrilla

Warfare.

During Reading

13

Word/Concept : Important, Connect to relate terms, Examples and Non.

Definition : Student friendly description of the term. Generally provide by the

teacher, but not always.

Characteristics : Features that help students recognize, identify, or distinguish the

term.

Examples : Synonims, Concrete application, Relevan illustration of the

characteristics.

Non-examples : Antonyms, in appropriate application, Relevant illustration that

do not of the charactheristics.

http://1.bp.blogspot.com/_7dMRSSJAdNs/TNsk4oD0DkI/AAAAAAAAABE/J8wXrTyB1mw/s1600/frayer+model.png

14

C. Concept of Reading

1. Definition of Reading

Reading is one of the most important skills in learning language besides

listening, speaking, and writing. The goal any reading is to get information or

knowledge in a book. Nuttal (1988; 21) defines reading as the meaningful

interpretation of print or written verbal symbol. It means that reading is result of

interaction between the perception of graphic symbol that represent language and

the reader language skill, cognitive skill, and the knowledge of the world.

According to Saddleback (2002)reading comprehension skills and Strategies

is designe to reinforce and extend the reading skills of your students. The fun,

high-interest fiction and non-fictionselections will spark the interest of even your

most reluctant reader.

Another statement about reading skill comes fromGoodman (1988:12) states

that reading is a receptive language process. It is psycholinguistic process in that it

stars with a linguistic surface representation encode by writer and ends with

meaning that the readers construct.

In conclusion, reading is Reading is receptive language process which is

meaningful interpretation of print or written verbal symbol. Reading is also a

process of communication between a writer and a reader. A writer has massage

about his or her mine, such as feeling, facts, ideas, and argument which want to

share.

15

2. Reading Comprehension

Some people have formulated about reading comprehension. Below are

various definitions of reading comprehension.

Smith and Robinson, in Ilvirah (2010:10) states that reading comprehension

means that understanding, evaluating and utilizingthe information and ideas gain

through and interaction between and author and a reader in which the written

language becomes through the medium of print. Anderson, and Person, in

Alexander, (1998:160) state that comprehension is a special thinking process. The

readers comprehend by actively constructing meaning in internally from

interacting with the material that is read.

This reading comprehension strategy is design to aid students in being more

readers that are active. This strategy is part of a longer strategy intend to help

students’ comprehension assignment accurately and on time.

By looking over these definitions above, they can be conclude that reading

is an active process where the readers try to gain the information give by the

author and understand what actually the purpose of the author is.

According to Rainking and Scenary in Hamka, (2006:9) states that reading

comprehension understanding what has been read. It is an active thinking process

that depends not only on comprehension skill but also that students experience

and prior knowledge comprehension involve understanding vocabularies. Seeing

the relationship among words and contact, making judgment and evaluating base

on definitive above, we may conclude that reading comprehension is such us a

16

kind of language between and author and a reader in which the writer language

become the medium that cause the dialogue.

a) Levels of Reading Skills

Burns in Dirham (2011:16) states four levels of reading skills.

They are literal reading, interpretive reading, critical and creative reading.

Each of these skills can be explain as follows:

1) Literal Reading

Literal reading refers to the acquisition of meaning of ideas or

information that is explicitly state in the text. Some specific reading skill

at the literal level of comprehension are: identifying specific information

or nothing details, sequencing ideas when explicitly signal are given, and

following instructions. These skills, specially the first two are scanning

skill

a) Identifying Specific Information

This reading requires one to focus his attention only on one or

some particular information or detail which he need form a text; the

rest of the text may not be read anymore.

That information may be a name, a date, a scientific term, or a

place or just anything, the search for which motivates the person to

read. In looking for a detail,the reader must look for signals in the

environment of the need information or in the information itself.

b) Sequencing Events or Ideas

17

Meaningful reading results from the reader’s ability to follow the

flow of think of the writer. This is so because any discourse is make

up of words and sentences which are not only grammatically link to

one another, but are also logically relate and sequence of ideas as

present by the writer enables him to summarize, outline and infer

correctly

c) Following Instructions

Students can take the lesson and knowledge from the reading. And

follow the literature that have read.

2). Interpretative Reading

Sometimes an information or concept is not explicitly stated in a

text so that the reader has to go through the process of inferring beyond

the literal meaning.

This is the interpretative level or the “Thinking Side” of

comprehension (Tinker and Mc Cullough, 1998) interpretation is

reading or getting meaning between the lines which requires the

reader’s sensitivity to clues and the ability to link these clues to his own

experience to arrive at the new information (Romero and Romeo 1998).

It is mentally exploring and taking position in relation to the facts and

relate details. When the reader does this he is inferring. Inferences can

be categorize as implications, conclusions, generalisation and

predictions. Implication is any inference expectancy that maybe

logically implied or understand, bur not directly state, form the author’s

18

arguments in a text or utterance. Conclusion draws together factual

evidence into a statement about the nature of phenomenon.

Generalization is statement about the behavior of a large population

base on the observable behavior of a similar but smaller sample group.

Prediction is a statement about future behavior or action.

3). Critical Reading

Critical reading is evaluating write material comparing the ideas

discover in the material with know standard and drawing conclusion

about their accuracy, appropriateness, and timeliness.McCarty

(1999:201).

Critical reading compares previous experience to element in the new

material such as content style, expression, information, and ideas or

values of the author. Inthis level of reading skill. The reader must be an

active reader, questioning, searching for fact, and suspending judgment

until her or she has considered all the material.

4). Creative Reading

Creative reading involves going beyond the material present by the

author, creative reading require the readers to think as they read just a s

critical reading and it also require the reader to use their imagination, in

creative solution to those by the writer.

19

b) Reading Process

There are three models of reading process namely: (1) Bottom – up

model, (2) Top – down, and (3) interactive model.

Eskey in Simanjuntak(1998:20) denotes that the bottom – up of reading

process is that reading a precise involving exact, detail sequential

perception, and identification of letters, words, spelling patterns and larger

language unit. This model assumes that a reader proceed by moving his first

talking in letter, combining these to the words.Thecombining these two

from the phrase, clause, and sentence of the text.

The top – down model of reading process deals with the general notion of

the reading as the reconstruction of base on a skill sampling of the text and

such specific nation as the use of the linguistic redundancy. The crucial role

of prior knowledge in prediction and the necessity for a reading a reasonable

rate in larger, more meaningful chunk of text. This model involves and

interaction between though and language.

This interactive model of reading process deals with a particular type

of cognitive behaviour.Whichbase on certain kinds of knowledge which

from a part the readers cognitive structures.

c) Types of Reading

According to Wood in Irawati (2008:28) indicate the types of reading are

important categories as follow:

20

1). Skimming

The eyes run quickly, over the text to discover what is about the

main idea and the gist. Thus skimming occurs when the reader’s looks

quickly at the content page of a book, or at the chapter heading,

subheading, act. This something call previewing, when the reader glances

quickly trough a news paper to see what the items of the day are, this will

often mean just glancing at headlines. What the reader goes to trough a

particular passage such as a news paper article merely to get the gist.

2). Scanning

The readers are to look out the particular item, he believes in the

text. The scanning can be done to find name, date, static, or fact in

writing. The eyes start quickly at the lives of writing.

3). Intensive Reading

It is also call study reading, this involves close study of the text. As

the amount comprehension shall be high the speed of reading is

correspondingly slower.

Based on explanation above, the research concludes that there are

three types of reading in reading skill. Those are essential for the students

to read story or passage easily.

21

d) The purpose of Reading

Reading is an activity with a purpose ,someone may read for many

reasons from instance to gain information of very exciting knowledge ,or

in order to critique a writer’s ideas or writing style . A person may also

read for enjoyment, or to enhance knowledge of the language being

read.(Nuttal 2000:198)

The purpose forreading determines the appropriate type and level of

comprehension.

1. When reading for specific information, students read to ask

themselves, have I obtain the information I am looking for?

2. When reading for enough understanding (intensive reading) students

need to ask themselves do I understand the story line? Sequence of

ideas well enough to enjoy reading this?

3. When reading for through understanding (intensive reading) students

need to ask themselves do I understand each main idea and how

the author support it? Does what aim reading agree with my

prediction, and if not, how does if differ ?(Heldi :Byrness:1998:9) in

Lutfia (2008: 12) Morefer , and Eddle Williams (1984: 159) says

that reading really do not read unless. They have a reason for

reading, and in sides to see it is mean by this he give three questions

a. What sort of text each one comes (e.g., time table, novel)

b. Why may be read (e.g., for pleasure)

c. How it may be read (e. g .slowly)

22

For the three questions the reader will generally have no can

salvos reason. For reading this, as seeing and reading will occur at the

some in the case of effect ivy reading, such involuntary reading is not

an important aim for the foreign language learner think. There maybe

times he needs to read single words rapidly for a purpose. (Morefer : 103)

The second questions, the reader will not read all of this, but I

look for particular train time. The last questions, these will be read for

information. If the person uses the machine for the first time , he will

probably read it all carefully and slowly, perhaps checking back from

time to time ( Intensive Reading).

e) The Forms of Reading

The forms of reading are divided into some divisions’ namely

narrative, descriptive, recount, expository and argumentative. The

researcher describes about descriptive. Descriptive reproduces the way

things look, smell, taste, feel, or sound. It may also evoke moods, such as

happiness, loneliness, or fear. It is use to create a visual image of people,

places, even of units of time-days, times of day, or seasons. It may be use

also to describe more than the outward appearance of people. It may tell

about their traits of character or personality.

D. Concept of Descriptive Text

Descriptive text, or in terms of writing only known as “description” is one

23

of English lessons that should be mastering not only by junior high school

students but also by senior high school students, college students and anyone

who loves English. Because after all, descriptive material is very necessary for

the increasing of our English proficiency.

Some of the most famous authors, especially fiction writers, have good

skill in writing of descriptive text so that their writing is very readable and easy

to understand. Therefore, if we were able to master this lesson well, we may be

able to become a great writer in the future. Furthermore, explanations and

examples of this descriptive text can help a friend who is or still a long journey

to learn English. Do not hesitate to read the descriptive text below, the more

often we read we will be able to understand it more. And it will be nice if we do

not only understand mere, but also can write descriptive text ourself.

1. Definition of Descriptive Text

Descriptive Text is a text which says what a person or a thing is like. Its

purpose is to describe and reveal a particular person, place, or thing.

In a broad sense, description, as explained by Kane (2000: 352), is defined

like in the following sentence: Description is about sensory experience how

something looks, sounds, tastes. Mostly it is about visual experience, but

description also deals with other kinds of perception.

Thus, if we conclude it from Kane’s explanation above, the descriptive

text is meaningful text that describes the experience related to the senses, such

as what shape, sound, taste is. Most descriptive text is about visual experience,

24

but in fact experience other than the sense of sight, we can also use it to make

descriptive text.

But in particular, the descriptive text is a text which says what a person or

a thing is like. It’s purpose is to describe and reveal a particular person, place,

or thing.

So, it can be say that this descriptive text is a text that explains about

whether a person or an object is like, whether its form, it’s properties, it’s

amount and others. The purpose of the descriptive text is clear, that is to

describe, represent or reveal a person or an object, either abstract or concrete.

2. Generic Structure of Descriptive Text

There are some generic structures (actually not mandatory) for writing to

be true. The arrangement is:

a. Identification: Identifies phenomenon (contains about the introduction of a

person, place, thing,or animal) object that will be describe.

b. Description: Describes the phenomenon in parts, qualities, characteristics,

etc.(contains about explaining/describing about something/ anyone with

mention some characteristic, also contains a description of something such

as animal, things, place or person by decribing it is features, forms, colors,

or anything relate to what the writer describe).

3. Purpose of Descriptive text

a. To describe person, thing or place in specific

b. To describe a particular person, thing or place.

25

4. Language Feature of Descriptive Text

a. Specific participant : has a certain object, is not common and unique (only

one). for example: Bandengan beach, my house, Borobudur temple, uncle

Jim.

b. The use of the adjective (an adjective) to clarify the noun, for example: a

beautiful beach, a handsome man, the famous place in Jepara, etc.

c. The use of simple present tense: The sentence pattern use is simple present

because it tells the fact of the object describe.

d. Action verb: verbs that show an activity (for example, run, sleep, walk,

cut, etc.)

Tips to write descriptive text :

1. Make sure to choose a meaningful person, place, or thing.

2. Introduce the person, place, or thing you are describing.

3. Engage your reader’s sense of sight.

4. Describe smells and tastes if you can.

5. Describe how the moment or item feels.

6. Describe how your subject sounds.

7. Make unique observations

8. Include some figurative language.

9. Wrap it up

26

E. Conceptual Framework

Students will follow those steps to conduct reading descriptive text. In

implementing this approach research will apply it in pre experimental. The

conceptual framework explains about the process of teaching English. The

researcher uses Frayer Model to develop the students reading comprehension

which apply in pre experimental.

The mechanism of the research will follow the structure of the conceptual

framework bellow:

This strategy can help the student to develop their reading comprehension

especially for literal and interpretative reading comprehension. And finally with

this strategy we can see the improvement of students’ reading comprehension.

Reading Comprehension

input

27

Figure 1. Conceptual Framework

Achievement of students’

reading comprehension

Literal reading comprehension:

Identifying specific

information, sequencing event

or idea

Interpretative reading

comprehension:

Conclusion

26

CHAPTER III

RESEARCH METHOD

A. Research Design

This research used a Pre-Experimental design. The design of this study

was experimental design because the researcher wantedto measure the effect of

competence in reading descriptive text by using Frayer Model.According to

Arikunto, Experimental study is a study which aim to know there is or not the

effect of the variable study. In line with this Ary says that experimental design

refers to the conceptual framework within the experiment is conduct. The most

important criteria that is design be appropriate for testing the particular hypothesis

of the study.

The researcher used the one group pretest-posttest design usually involved

three steps: (1) administering a pretest measuring the dependent variable ; (2)

applying the experiment treatment X to the subjects ; (3) administering a posttest,

and measuring the dependent variable. Differences attribute to application of the

experimental treatment were then evaluated by comparing the pretest and posttest

score. Therefore, the design of the research is as follow:

27

Table 3.1:

Pre-Experimental Design

Pretest Treatment Posttest

O1 X O2

Where :

O1 : Pre-test

X : Treatment

O2 : Post-test

(Gay, 1987:282)

1.Pre-test ( O1 )

Before doing the treatment, give to know the students the Frayer Model

chart to the class by a title descriptive text from the text that serve as an example

for the students understanding of this method. Students showed how attractive

method. Starting from reading the text and taking the title as the key words

inserted into the Frayer Chart. Then read the text selection and students have give

a descriptive text. After students read the text, they had to identifying specific

information and students answered the question that given by teacher.

2. Treatment ( X )

28

Treatment was the teaching and learning process. The treatment was teach

meeting the researcher gave material about descriptive text in reading skill.

Students were expected to understand the content of the readings and found the

real information when filling out order Frayer chart is not difficult. Then students

choose a key concept word from the title read and has students help you

completed the Frayer chart. Pass out blank copies of the frayer model or ask

students create a chart in their copies. The students shared their complete charts

with each other, and they add additional words/images/symbols to the Frayer chart

until all four categories are substantially represented. Students read the Frayer

Chart in front of class.

A treatment was conducted to the pre-experimental research to find out the

effect of teaching reading by using Frayer Model. The steps and the activities

were teaching throghout this learning model as follows:

Step 1

Techer activity: Opening the class by greeting to the students and explaining in

brief what they were going to do in the meeting.

Student activity: Paying attention to the teacher’s explanation and introduction,

giving comment or question.

Step 2

Teacher activity: Giving the descriptive text to the students and asking them to

read the text.

29

Student activity: Answering whenthe teacher asked about the unfamiliar words

(making a list of key concept).

Step 3

Teacher activity: With the students, the teacher selected the key concept from the

list.

Student activity: With the teacher, student selected the key concept for the list

and then followed the teacher’s clue.

Step 4

Teacher activity: Explainingthe Frayer Model chart in a group.

Student activity: Taking the Frayer Chart or make their own.

Step 5

Teacher activity: Asking the students fill in the chart in a group.

Students activity: Completing Frayer Model in group.

Step 6

Teacher activity: Sharing their Frayer Model and letting the students add the

images/symbols

Students activity: Discussingtheir work with others.

3. Post-test ( O2 )

30

Post-test was given after the students do the task concluding the

descriptive text and post-test was given to the students dosubstantially represent in

reading skill through. The researcher asked the students to collect their final

reading, to measure the students achievement after implementing Frayer Model.

B.Research Variables and Indicators

1. Variables

There were two variables in this research namely:

a. Independent variable, namelyFrayer Model.

b. Dependent variable, namely students’ reading comprehension.

2. Indicators

a. Literal reading comprehensionwere identifying specific information,

sequencing event or idea.

b. Interpretative reading prediction finding conclusion.

C.Population and Sample

1. Population

The population of this research was atthe second years students of

SMK NASIONAL MAKASSAR which consisted of 5classes. Each class

consisted more less 30 students so the total number of population was

more less 160 students.

31

2. Sample

The researcher applied the purposive sampling technique in

choosing the sample of the research. The researcher decides to choose XI

Accounting class which consistedof 32 students. This class were taken as a

sample of the research based on information from the English teacher of

the class. The students’ reading skill in learning process through

descriptive text is better than the other classes.

D. Research Instrument

In this research, the researcher used one kind of instrument, namely a

reading test to make the students easy to memorize the key word of the text.

The research instrument consists 8 items. The reading test was focused on

interpretative and literal comprehension referred to conclusion of the text. The

test would be given twice namely pretest and posttest. Pretest was intended to

find out the students’ prior knowledge of reading comprehension. Posttest

was intend find out the students’ improvement after joining treatment.

E. Procedure of Collecting Data

The procedure of collecting data involved the following steps:

a. Administrating a Pretest

Before doing the treatment, the students would be given pretest

through reading comprehension in questionnairetoassess the students’

32

comprehension. It aimed at finding out the students responses during

the teaching and learning process by giving questions to students’.

The result of pretest would be compared with the result ofposttest after

doing the treatment.

b. Administrating a Posttest

After doing the treatment, the students would be givenposttest

through reading test in find the real information and filling out order

Frayer Chart to assess the students’ comprehension. It’s result would

be compared with the result of pretest to find out students’

improvement and their progress. The test would be conducted with the

activities inpretest.

F. Technique of Data Analysis

To analysis the data, the researcher used the formula as follows:

1. Scoring the students correct answer of pre-test and pos-test:

Score = total point of students correct answer X 10

Total number of correct answer

(Depdikbud, 1985 : 5)

2. Classifying the score of the students’ answers into the following scale:

a. Scores 96-100 are classify as excellent

The students can identify specific information, sequencing

event or idea, and conclusion of descriptive text.

33

b. Scores 86-95 are classify as very good

The students can identify specific specific information,

sequencing or idea, and conclusion.

c. Scores 76-85 are classify as good

The students are identifying specific information,

sequencing event or idea, and conclusion.

d. Scores 66-75 are classify as fairly good

The students are not identify specific information,


e. Scores 56-65 are classify as fair

The students can not identify specific information,

sequencing event or idea, and conclusion.

f. Scores 36-55 are classify as poor

The students can not identify specific information,

sequencing event, or idea, and conclusion.

g. Scores 0-35 are classify as very poor

The students can not identify specific information, sequencing

event, or idea, and conclusion.

3. Computing the rate percentage of students number by using following

fomula :

P =

Where :

34

P : Percentage of questionnaire

F : Frequency

N : Total number of students

(Depdiknas in salman,1985:28)

4. Calculating the mean score of the students’ answer by using the formula:

N

XX

Where:

X : Mean score for sample

X : Total New Score (of the students’ response)

N : Total Number of students

(Gay in Charles F Merill, 1981: 298)

5. Finding out the significant difference between the pre-test and post-test by

the calculating the value of the t-test. The following formula is employed:

)1(

2

2

nn

D

Dt

n

D

35

Where :

D = ∑D

N

Note :

t = Test of Significant

D = Mean of Score

∑D = Sum of Different

n = Total number of sample

∑D² = The square of sum of total score different

(Gay in Pearson, 2006)

After getting the result of t-test value the writer will use t-table to

compare whether there is significant difference or not. To show us interval

of the significance on the sample as follows:

If t-test > t-table ………….. there is significant different

t-test< t-table ………….. there is no significant different

For the hypothesis testing, the t-test value is comparewith the t-table

value at the level of significance p=.0.05 with the degree of freedom df = N-

1. The criteria for the hypothesis testing are as follows:

1.2.Hypothesis testing

36

Comparison Hypothesis

H0 H1

t-cal< t-table

t-cal> t-table

Accepted

Rejected

Rejected

Accepted

(Subana, et al, 2005:121)

The table above meant (1) the t-test value was smaller than the t-table value, the

null hypothesis would be accepted, while the alternative hypothesis was rejected,

and (2) the t-test value was equal to greater thanthe t-table value, the null

hypothesis was rejected, while the alternative was accepted.

36

CHAPTER IV

FINDING AND DISCUSSION

This chapter consists the findings and discussion of the researcher.

The findings of the researcher presents the result of the students’ activeness

observation in teaching and learning process, the improvement of the

students’ reading comprehensionthat covers the students’ integrative

processes comprehension and find prediction after read the text, and the

discussion of the researcher covers further explanation of the findings. The

result of the research will be described in the following description:

A. Findings

The findings of the research deals with the answer of the problem

statement whose aim is to improve the students’ reading comprehension

where in this researcher is divide into two variables namely: literal reading

and interpretative reading. The result of data analysis find that teaching

reading skill through Frayer Model Strategy improve the students’ reading

skill in term of literal reading and interpretative reading use at the second

years of SMK NASIONAL Makassar. Therefore, in the further interpretation

of the data analysis were given below.

36

37

1. Students’ Literal Reading Comprehension in Term of Identifying

Specific Information, Sequencing Event or Idea

Students’ literal comprehension after the researcher taught English by

using Frayer Model strategy have different in pre-test and post-test. In pre-

test students still low understand in component of specific information,

sequencing event or idea, but after applied Frayer Model the students’ more

understand about specific information, sequencing event or idea, can be seen

clearly in the following table :

Table 4.1 Students’ Literal Comprehension

No. Literal Reading

Comprehesion

The Students’ Score Improvement

(%) Pre-Test Post-Test

Identifying Specific

Information, Sequencing

Event or Idea

51.3

74.8

45.8

Based on the table 4.1 above, it shows that the score of literal 45.8 % from

of students in post-test improved after teaching reading comprehension in term of

specific information and sequencing event or idea by using Frayer Model. The

mean score of the students in pre-test were51.3 and post-test which to be 74.8.

38

Chart 4.1 Rate Percentage of Pre-test & Post-test of Reading

The graphic above shows that there was improvement of the students in

reading comprehension in term of literal comprehension from pre-test with the

mean score was 51.3 to post-test with the mean score was 74.8 and the

improvement of pre-test to post-test was 45.8 %.

Table 4.2 Classification of the students score Reading Comprehension

in term of Identifying Specific Information, Sequencing Event or Idea

(Pre-Test)

No.

Classification

Score

Pre- test of reading skill

frequency Percentage

1 Exellent 96 – 100 0 0

2 Very good 86 – 95 0 0

3 Good 76 – 85 1 3%

4 Fairly good 66 – 75 7 22%

5 Fair 56 – 65 5 16%

6 Poor 36 – 55 15 47%

7 Very poor 0 – 35 4 12%

Total 32 100%

0

20

40

60

80

PRE-TEST POST-TEST

Literal Comprehension

39

Based on the table 4.2 above, it shows that the classification of the

students Score Reading Comprehension in term of identifying specific

information and sequencing event or idea pre-test there are 1 (3%) students got

good, 7(22%) students got fairly good, 5 (16%) students got fair, 15 (47%)

students got poor, and 4 (12%) students got very poor.

Table 4.3 Classification of the students Score Reading Comprehension in

term of Identifying Specific Information, Sequencing Event orIdea (Post –

Test)

No.

Classification

Score

Post- test of reading skill

Frequency Percentage

1 Exellent 96 – 100 0 0

2 Very good 86 – 95 7 22%

3 Good 76 – 85 8 25%

4 Fairly good 66 – 75 7 22%

5 Fair 56 – 65 6 18%

6 Poor 36 – 55 4 12%

7 Very poor 0 – 35 0 0

Total 32 100%

Based on the table 4.3 above, it above that the Classification of the students

Score Reading Comprehension in term of identifying specific information,

sequencing event or idea in post-test there are 7 (22%) students very good, 8

(25%) students got good, 7 (22%) students fairly good, 6 (18%) students got fair

and 4 (12%) students got poor.

40

2.Students’ Interpretative Reading Comprehension Frayer Model in Term of

Conclusion.

Students interpretative reading comprehension have different in pre-test and

post-test. In pre-test students still low understand about conclusion but after

applied Frayer Model the students more understand about conclusion, can be seen

clearly in the following table:

Table 4.4 Students’ Interpretative Reading Comprehension Frayer Model

No

Interpretative Reading

Comprehesion

The Student’s Score

Improvement

(%)

Pre-Test

Post-Test

Conclusion

44.5

79.8

79.3

Based on the table 4.4 above, it shows that the score of interpretive 79.3%

from of students in post-test improved after teaching reading comprehension in

term of conclusion by Frayer Model. The mean score of the students in pre-test

were 44.5 and post-test which to be 79.8

41

Chart 4.2 The Mean Score and Increase of the Students’ Reading

Comprehension in Term of Conclusion

The graphic above shows that there was improvement of the students in

reading comprehension in term of interpretative comprehension from pre-test with

the mean score was 44.5 to post-test with the mean score was 79.8 and the

improvement of pre-test to post-test was 79.3%

Table 4.5 Classification of the Students Score Reading

Comprehension in Term of Conclusion (Pre – Test)

No.

Classification

Score

Pre- test of Reading Skill


1 Exellent 96 – 100 0 0

2 Very good 86 – 95 0 0

3 Good 76 – 85 3 9%

4 Fairly good 66 – 75 3 9%

5 Fair 56 – 65 3 9%

6 Poor 36 – 55 16 50%

7 Very poor 0 – 35 7 22%

Total 32 100%

0

10

20

30

40

50

60

70

80

90

Pre-Test Post-Test

Interpretivecomprehension

42

Based on the table 4.5 above, it shows that the Classification of the

students score interpretative reading in term ofconclusion in pre-test there are 3

(9%) students got good, 3 (9%) students got fairly good, 3 (9%) students got fair,

16 (50%) students got poor and 7 (22%) students got very poor.

Table 4.6 Classification of the Students Score Reading

Comprehension in Term of Conclusion (Post – Test)

No.

Classification

Score

Post- test of Reading Skill


1 Exellent 96 – 100 0 0

2 Very good 86 – 95 15 47%

3 Good 76 – 85 7 22%

4 Fairly good 66 – 75 4 12%

5 Fair 56 – 65 5 16%

6 Poor 36 – 55 1 3%

7 Very poor 0 – 35 0 0

Total 32 100%

Based on the table 4.6 above, it shows that the classification of the students

score interpretative reading in term of conclusion in post-test there are 15 (47%)

students very good, 7 (22%) students got good, 4 (12%) students fairly good, 5

(16%) students got fair and 1 (3%) students got poor.

3. Hyphothesis Testing

The hyphothesis is tested by using inferential analysis. In this case, the

researcher used t-test ( test of significance ) for independent sample test, that is a

test to know the significance difference between the result of students’ mean score

in pre-test and post-test the researcher used t-test analysis on the level of

43

significant (α) = 0.05 with the degree of freedom (df) = N – 1, where N = Number

of subject ( 32 students ) then the valueof t-table is 2.30 the t-test statistical,

analysis for independent sample is applied.

The result of the data analysis t-test of the students’ reading

comprehension through Frayer Model table below :

Table 4.7 The Comparison of T-test and T-table Score of the Students’

Reading Comprehension

Variables t-test t-table Description

Literal reading comprehension 6.91 2.03 Significance

Interpretative reading

comprehension

11.03 2.03 Significance

X 17.94 2.03

The table above shows that the value of the t-test is higher than the value

of t-table. The t-test value of identifying specific information, sequencing event or

idea is greater than t-table (6.91 > 2.03) and t-test value ofconclusion are greater

than t-table (11.03 > 2.03) The result of calculating t-test of the indicators in the

students’ t-test in literal and interpretative reading comprehension is greater than

t-table (17.94 > 2.032).

The value of the t-test is greater than t-table. The score in variable of

Reading Comprehension is (17.94 > 2.03). It is said that the null hypothesis (Ho)

is rejected and the altermative hypothesis (H1) is accepted. It means that there is a

significance difference between, the result of the students’ literal and

44

interpretative reading comprehension in reading through Frayer Model after

treatment.

If the t-test value is higher than t-table at the level of significance 0.05

and degree freedom (df) 32 (N-1=32-1), thus the alternartive hypothesis (H1) is

accepted and null hypothesis (HO) is rejected in contrary, if the value is lower

than t-table at the level of significance 0.05 and the degree freedom 31, thus the

alternative hypothesis is rejected and null hypothesis is accepted.

B. Discussion

In this part, the result of findings would be explained clearly about

students’ improvement in reading by using Frayer Model. Research with the title

The Effect of Using Frayer Model on The Students Vocabulary Masteryat Junior

High School by Cikita Rahmadani, The State Islamic University, North Sumatra

relevant with the result of this research.In his research she had were thaught by

using conventional strategy and find out whether there was significant effect on

the students’ vocabulary mastery. She conducted the experimental and control

class as the methodology and the research conducted at students of junior high

school (SMP IT Al IhyaTanjungGading) in 2017-2018 academic year, the result

of the test showed that the students vocabulary mastery was significant effect of

using Frayer Model it was related with the result of this research, in findings, the

data showed that the implementation of revolt institute method in teaching

45

english at the Second Years of SMK Nasional Makassar is significant after

analysing t-test and t-table value.

The students’ mean score after presenting in teaching Reading

Comprehension using Frayer Model is better than before the treatment is gave to

the students. Before giving treatment, the students’ comprehension in literal and

interpretative are fair. After giving the treatment, their comprehension is

significantly improve and categorized as good.

1. Students’ Literal Reading Comprehension Using Frayer Model

Students’ literal reading comprehension is supported by the mean score of

students on pre-test and post-test in main idea is 51.3 and 74.8. Before applied

Frayer Model the students could not decide clearly identified specific information

by providing strong evidence, details relating to the sequencing or idea. But after

applied Frayer Model the students easily for decide specific information,


After calculating the students’ score of the indicator of literal reading

comprehension in pre-test and post-test also explain the classification of students’

improvement of literal reading comprehension. In pre-test there are 1 (3%)

students got good, 7 (22%) students got fairly good, 5 (16%) students got fair, 15

(47%) students got poor, and 4 (12%) students got very poor. After doing

treatment, the students’ score classification in post-test are changed 7 (22%)

students very good, 8 (22%) students got good, 7 (22%) students fairly good, 6

46

(18%) students got fair, 4 (12%) students got poor, then none of them got

excellent, fair and very poor.

Based on the finding above in applying Frayer Model in the class, the data

is collected through the test as explains in the previous finding section shows that

the students’ comprehension in the literal is significantly improved. The data on

Table 4.1 shows that the score of literal is improved 45.8% from the mean score

in pre-test in 51.3 to be 74.8 in post-test. The score of the students’ post-test is

higher than the mean score of the students’ pre-test. Therefore, it can be

conclusion that Frayer Model could improve the students’ comprehension in

literal reading comprehension.

2. Students’ interpretative Reading Comprehension Using Frayer Model

Students’ interpretative reading comprehension it is supported by the mean

score of students on pre-test and post-test conclusion were 44.5 and 79.8 which

are classified as very good classification. Before applied Frayer Model that is the

students difficult to get conclusion or reflects resources reading in development

idea but after applied the strategy they are easily for decide conclusion and get the

meaning moral value of the text. It means that the using Frayer Model effective on

the students’ reading comprehension.

After calculating the students’ score of the indicator of interpretative

reading comprehension in pre-test and post-test also explain the classification of

students’ development of interpretative reading comprehension. In pre-test there

are 3 (9%) students got good, 3 (9%) students’ got fairly good, 3 (9%) students

47

got fair, 16 (50%) students got poor and 7 (22%) students got very poor. After

doing treatment, the students’ score classification in posy-test are changed 15

(47%) students’ very good, 7 (22%) students got good, 4 (3%) students fairly

good, 5 (16%) students got fair, 1 (13%) students got poor and then none of them

excellent, poor and very poor.

Based on the finding above in applying Frayer in the class, the data is

collected through the test as explains in the previous finding section shows that

the students’ comprehension in the interpretative is significantly improved.

The data on table 4.4 shows that the score of interpretative is improve

78.3% from the mean score 44.5 on pre-test to be 79.8 on post-test. The main

score of the students’ pre-test. Therefore, it can be concluded that Frayer Model

could improve the students’ comprehension in interpretative comprehension.

3. The Significant Difference of T-test and T-table

Through the result of pre-test and post-test, the result of t-test value of the

level of the significant = 0.05, degree of the freedom (df) = 34 indicated that t-

table value is 2.03 and t-test value is 17.94. Therefore, it can be concluded that

statistically hypothesis of H1 is accepted and the statistically hypothesis of HO is

rejected. It means that the using Frayer Model in teaching reading comprehension

could improve the students’ comprehension of reading.

By seeing the effective of the students’ literal and interpretative

comprehension in reading skill. It is conclusion that Frayer Model improve the

students’ comprehension in literal and interpretative in reading it could be showed

48

from the students’ reading test pretest and posttest in pre-test, some students were

difficult to answer the questions and find out specific information, sequencing

event or idea, prediction, and conclusion. But, the students’ reading

comprehension in post-test, which the content of reading comprehension could be

understand. And then, the students’ were easy to answer the questions and find

out identifying, prediction and conclusion.

From the discussion above, it could be concluded that the Second Years

Students of SMK Nasional Makassar have good skills in reading after being

taught Frayer Model especially in comprehending a Descriptive text.

49

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part presents some conclusions

based on the data analysis and findings in the previous chapter. The second part

presents some suggestions based on the findings and conclusions of this research.

A. Conclusions

1. Frayer Model is a word categorization activity that helps learner to

develop their understanding of concepts. This Model effective to

increase the students’ literal reading comprehension in the term of

identifying specific information. It is proven by the mean score of

the students where the pre-test score was was 51.3 and the post-test

score was 74.8. From the findings in the previous chapter, it can be

seen that the t-test value of literal reading comprehension is greater

than t-table value. It means that there is a significant difference of

students’ literal reading comprehension between before and after

using Frayer Model.

2. Frayer Model is effective to increase the students’ interpretative

reading comprehensionin the term ofconclusion. It is proven by the

49

50

mean score of the students where the pre-test score was 44.5 and

the post-test score was 79.8. From the findings in the previous

chapter, it can be seen that the t-test value of students’

interpretative reading comprehension is greater than t-table value.

It means that that there is a significant difference of students’

interpretative reading comprehension between before and after

using Frayer Model.

B. Suggestions

After looking at the result of the research, the researcher would like

to put forward the following suggestions.

1. For English teacher,the use of Frayer Model can improve reading

skill.

2. Frayer Model is one of the learning model that can be considered

in teaching in order to help the students’ reading skill in the

classroom, because effective and innovative way to improve and

implemented the students reading achievement.

3. For the next researcher, the have to apply Frayer Model in doing

researching in the other variables reading skill.

51

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54

A

P

P

E

N

D

I

C

E

S

54

APPENDIX A

The Students’ Row of Pre-test

Respondents

Pre-test

LiteralComprehension InterpretativeComprehension

Identifying Specific Information, Sequencing Event or Idea

Conclusion

Alfina Damayanti 36 56

Anggi Andari 78 40

Annisa Aljatsia 63 40

Aulia 65 40

Ayu Idrus 38 36

Izas Fathurrahman N 48 40

Jumriana 66 56

Marsheila Gloria L 38 36

Misbayanti 63 40

Mita Nurjannah 63 31

Muh. Rama Putra 52 40

Nur Fajrianti Rimadina 36 76

Nur Faedah 27 31

Nurul Tamira 66 40

Riska Amelia 35 66

St. Nuraisya 70 40

Suci Novianty Ramadhani 31 70

Surti 46 51

Winda Lestari 70 40

55

Adinda Regina C. 42 35

Fatimah Azzahrah 45 40

Fitriani Datu Karua 36 76

Jalilah Asmi Latifah 73 32

Melanovta Mori Donso 53 32

Muh. Bintang Mufri 66 36

Nur Syamsi 30 76

Sri Handayani 46 56

St. Nur Paisa 65 27

Suci Zalsabila Kadir 63 40

Syahrul 42 23

Yuliana 40 36

Aprilia 50 46

Total X=1642 X=1324

Mean Score(X) X=51.3 X=44.5

56

APPENDIX B

The Students’ Row of Post-test

Respondents

Post-test

Literal Comprehension Interpretative Comprehension

Identifying Specific Information, Sequencing Event or Idea

Conclusion

Alfina Damayanti 80 76

Anggi Andari 80 95

Annisa Aljatsia 70 60

Aulia 67 60

Ayu Idrus 51 71

Izas Fathurrahman N. 48 80

Jumriana 89 91

Marsheila Gloria L. 91 91

Misbayanti 71 61

MitaNurjannah 65 85

Muh. Rama Putra 58 81

Nur Fajrianti Rimadina 80 86

Nur Faedah 80 91

Nurul Tamira 66 40

Riska Amelia 78 80

St. NurAisya 87 95

SuciNoviantyRamadhani 91 70

Surti 91 90

57

Winda Lestari 80 60

Adinda Regina C. 58 81

Fatimah Azzahrah 58 76

Fitriani Datu Karua 76 90

Jalilah Asmi Latifah 73 86

Melanovta Mori Donso 69 87

Muh. BintangMufri 83 91

Nur Syamsi 73 91

Sri Handayani 90 95

St. Nur Paisa 81 95

Suci Zalsabila Kadir 64 71

Syahrul 80 60

Yuliana 89 81

Aprilia 76 87

Total X=2393 X=2554

Mean Score(X) X=74,8 X=79.8

58

APPENDIX C

The Students’ Scores of Pretest X1 and Post-test X2 ,Gain/Difference between

the matched pairs(D), and Square of the Gain D2

1. LiteralComprehension

Respondents


Pre-test Post-test D(X2-X1) D2

Alfina Damayanti

36

80

44 1936

Anggi Andari

78

80

2 4

Annisa Aljatsia

63

70

7 49

Aulia

65

67

2 4

AyuIdrus

38

51

13 169

Izas Fathurrahman N.

48

48

0 0

Jumriana

66

89

23 529

Marsheila Gloria L.

38

91

53 2809

Misbayanti

63

71

8 64

MitaNurjannah

63

65

2 4

Muh. Rama Putra 52 58 6 36

Nur Fajrianti Rimadina 36 80 44 1936

Nur Faedah

27

80

53 2809

Nurul Tamira

66

66

0 0

Riska Amelia

35

78

43 1849

St. Nuraisya

70

87 17 289

Suci Novianty Ramadhani

31

91 60 3600

59

Surti

46

91

45 2025

Winda Lestari

70

80

10 100

Adinda Regina C.

42

58 16 256

Fatimah Azzahrah

45

58 13 169

Fitriani Datu Karua

36

76

40 1600

Jalilah Asmi Latifah

73

73

0 0

Melanovta Mori Donso

53

69

16 256

Muh. BintangMufri

66

83

17 289

NurSyamsi

30

73 43 1849

Sri Handayani

46

90

44 1936

St. Nur Paisa

65

81

16 256

Suci Zalsabila Kadir

63

64

1 1

Syahrul

42

80

38 1444

Yuliana

40

89

49 2401

Aprilia

50

76 26 676

Total X=1642 X=2393 D=751

D²=29345

60

2. Interpretative Comprehension

Respondents

Interpretive Comprehension

Pre-test Post-test D(X2-X1) D2

Alfina Damayanti 56 76 20 400

Anggi Andari 40 95 55 3025

Annisa Aljatsia 40 60 20 400

Aulia 40 60 20 400

Ayu Idrus 36 71 35 1225

Izas Fathurrahman N. 40 80 40 1600

Jumriana 56 91 35 1225

Marsheila Gloria L. 36 91 55 3025

Misbayanti 40 61 21 441

MitaNurjannah 31 85 54 2916

Muh. Rama Putra

40 81 41 1681

Nur Fajrianti Rimadina 76 86 10 100

Nur Faedah 31 91 60 3600

Nurul Tamira 40 40 0 0

Riska Amelia 66 80 14 196

St. Nuraisya 40 95 55 3025

Suci Novianty Ramadhani 70 70 0 0

Surti 51 90 39 1521

Winda Lestari 40 60 20 400

Adinda Regina C. 35 81 46 2116

61

Fatimah Azzahrah 40 76 36 1296

Fitriani Datu Karua 76 90 14 196

Jalilah Asmi Latifah 32 86 54 2916

Melanovta Mori Donso 32 87 55 3025

Muh. Bintang Mufri 36 91 55 3025

Nur Syamsi Sri Handayani 76 91 15 225

St. Nur Paisa 56 95 39 1521

Suci Zalsabila Kadir 27 95 68 4624

Syahrul 40 71 31 961

Yuliana 23 60 37 1369

Aprilia 36 81 45 2025

Zainuddin 46 87 41 1681

Total

X=1324 X= 2554 D=1130 D² =

50160

62

APPENDIX D

1. Scoring Classification of the students pre-test and post-test Literal

Respondents


Pre-test Classification Post-test Classification

Alfina Damayanti 36 Poor 80 Good

Anggi Andari 78 Good 80 Good

Annisa Aljatsia

63 FairlyGood

70

FairlyGood

Aulia

65 Fair

67

FairlyGood

AyuIdrus

38 Poor

51

Poor

Izas Fathurrahman N.

48 Poor

48

Poor

Jumriana 66 FairlyGood 89 VeryGood

Marsheila Gloria L. 38 Poor 91 VeryGood

Misbayanti 63 Fair 71 FairlyGood

Mita Nurjannah 63 Fair 65 Fair

Muh. Rama Putra 52 Poor 58 Fair

Nur Fajrianti Rimadina 36 Poor 80 Good

Nur Faedah 27 VeryPoor 80 Good

Nurul Tamira 66 FairlyGood 66 FailyGood

Riska Amelia 35 VeryPoor 78 Good

St. Nuraisya 70 FairlyGood 87 VeryGood

Suci Novianty Ramadhani 31 VeryPoor 91 VeryGood

Surti 46 Poor 91 VeryGood

Winda Lestari 70 FailyGood 80 Good

Adinda Regina C. 42 Poor 58 Fair

Fatimah Azzahrah 45 Poor 58 Fair

63

Fitriani Datu Karua 36 Poor 80 Good

Jalilah Asmi Latifah 73 FairlyGood 80 Good

Melanovta Mori Donso 53 Poor 70 FairlyGood

Muh. Bintang Mufri 66 FairlyGood 67 FairlyGood

Nur Syamsi 30 VeryPoor 51 Poor

Sri Handayani 46 Poor 48 Poor

St. Nur Paisa 65 Fair 89 VeryGood

Suci Zalsabila Kadir 63 Fair 91 VeryGood

Syahrul 42 Poor 71 FairlyGood

Yuliana 40 Poor 65 Fair

Aprilia 50 Poor 58 Fair

64

2. ScoringClassification ofthestudentspretest and posttestInterpretative

Respondents

InterpretativeComprehension

Pre-test Classification Post-test Classification

Alfina Damayanti 56 Fair 76 Good

Anggi Andari 40 Poor 95 VeryGood

Annisa Aljatsia 40 Poor 60 Fair

Aulia 40 Poor 60 Fair

Ayu Idrus 36 Poor 71 FairlyGood

Izas Fathurrahman N. 40 Poor 80 Good

Jumriana 56 Fair 91 VeryGood

Marsheila Gloria L. 36 Poor 91 VeryGood

Misbayanti 40 Poor 61 Fair

Mita Nurjannah 31 VeryPoor 85 Good

Muh. Rama Putra 40 Poor 81 Good

Nur Fajrianti Rimadina 76 Good 86 VeryGood

Nur Faedah 31 VeryPoor 91 VeryGood

Nurul Tamira 40 Poor 40 Poor

Riska Amelia 66 FairlyGood 80 Good

St. Nuraisya 40 Poor 95 VeryGood

Suci Novianty Ramadhani 70 Fairly good 70 FairlyGood

Surti 51 Poor 90 VeryGood

Winda Lestari 40 poor 60 Fair

Adinda Regina C. 35 VeryPoor 81 FairlyGood

Fatimah Azzahrah 40 Poor 76 Good

Fitriani Datu Karua 76 Good 90 VeryGood

65

Jalilah Asmi Latifah 32 VeryPoor 86 VeryGood

Melanovta Mori Donso 32 VeryPoor 87 VeryGood

Muh. Bintang Mufri 36 Poor 91 VeryGood

Nur Syamsi 76 Good 91 VeryGood

Sri Handayani 56 Fair 95 VeryGood

St. Nur Paisa 27 VeryPoor 95 VeryGood

Suci Zalsabila Kadir 40 Poor 71 FailyGood

Syahrul 23 VeryPoor 60 Fair

Yuliana 36 Poor 81 Good

Aprilia 46 Poor 87 VeryGood

66

APPENDIX E

Mean Score of the Pre-test and Post-test and Gain(D)

a. The students’mean score of pre-test and post-test in reading for literal

comprehension

Pre-test: ̅̅ ̅ =

=

= 51,3 (Poor)

Post-test: ̅̅ ̅ =

=

= 74,8 (FairlyGood)

b. The students’ mean score of pre-test and post-test in reading for

interpretative comprehension

Pre-test: ̅̅ ̅ =

=

= 44,5 (Poor)

Post-test: ̅̅ ̅ =

=

= 79,8 (Good)

67

c. The students’Mean score of gain (D) literal comprehension

ΣD

D =

N

751

D=

32

D =23,5

d. The students’ Mean score of gain (D) interpretative comprehension

ΣD

D =

N

1130

D =

32

D =35,3

68

APPENDIX F

The percentage of the students’ development in reading comprehension

1. Literal Comprehension

P =

74,8 51,3x 100

%

= 74,8

= 23,5

x100%

74,8

= 31,4 %

2. Interpretative Comprehension

P =

= 79,8 44,5

x100%

79,8

= 35,3

x100%

79,8

=44,2

69

APPENDIX G

Test of significance

a. Test of significance of Literal Comprehension

T = D

D2

ΣD 2 D)

2

N

N N 1

23,5

(751)2

29345

32

32 32 1

23,5

29345564001

32

32 32 1

23,5

29345 17625,03

992

23,5

11719,9

992

23,5

11,8

23,5

3,4

6,91

70

b. Test of significance of interpretative comprehension

T = D

D2

ΣD 2 (ΣD)

2

N

N N 1

35,3

(1130)2

50160

32

32 32 1

35,3

501601276900

32

32 32 1

35,3

50160 39903,12

992

35,3

10256,8

992

35,3

10,3

35,3

3,2

11,03

71

APPENDIX H

TABLE DISTRIBUTION OF T-VALUE

Degreeof freedom(df) =N – 1=32– 1= 31

T-table= 2.03951

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

df 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.0000 3.07768 6.31375 12.7062 31.82052 63.65674 318.30 2 0.8165 1.88562 2.91999 4.30265 6.96456 9.92484 22.327 3 0.7648 1.63774 2.35336 3.18245 4.54070 5.84091 10.214 4 0.7407 1.53321 2.13185 2.77645 3.74695 4.60409 7.1731 5 0.7266 1.47588 2.01505 2.57058 3.36493 4.03214 5.8934 6 0.7175 1.43976 1.94318 2.44691 3.14267 3.70743 5.2076 7 0.7111 1.41492 1.89458 2.36462 2.99795 3.49948 4.7852 8 0.7063 1.39682 1.85955 2.30600 2.89646 3.35539 4.5007 9 0.7027 1.38303 1.83311 2.26216 2.82144 3.24984 4.2968

10 0.6998 1.37218 1.81246 2.22814 2.76377 3.16927 4.1437 11 0.6974 1.36343 1.79588 2.20099 2.71808 3.10581 4.0247 12 0.6954 1.35622 1.78229 2.17881 2.68100 3.05454 3.9296 13 0.6938 1.35017 1.77093 2.16037 2.65031 3.01228 3.8519 14 0.6924 1.34503 1.76131 2.14479 2.62449 2.97684 3.7873 15 0.6912 1.34061 1.75305 2.13145 2.60248 2.94671 3.7328 16 0.6901 1.33676 1.74588 2.11991 2.58349 2.92078 3.6861 17 0.6892 1.33338 1.73961 2.10982 2.56693 2.89823 3.6457 18 0.6883 1.33039 1.73406 2.10092 2.55238 2.87844 3.6104 19 0.6876 1.32773 1.72913 2.09302 2.53948 2.86093 3.5794 20 0.6869 1.32534 1.72472 2.08596 2.52798 2.84534 3.5518 21 0.6863 1.32319 1.72074 2.07961 2.51765 2.83136 3.5271 22 0.6858 1.32124 1.71714 2.07387 2.50832 2.81876 3.5049 23 0.6853 1.31946 1.71387 2.06866 2.49987 2.80734 3.4849 24 0.6848 1.31784 1.71088 2.06390 2.49216 2.79694 3.4667 25 0.6844 1.31635 1.70814 2.05954 2.48511 2.78744 3.4501 26 0.6840 1.31497 1.70562 2.05553 2.47863 2.77871 3.4350 27 0.6836 1.31370 1.70329 2.05183 2.47266 2.77068 3.4210 28 0.6833 1.31253 1.70113 2.04841 2.46714 2.76326 3.4081 29 0.6830 1.31143 1.69913 2.04523 2.46202 2.75639 3.3962 30 0.6827 1.31042 1.69726 2.04227 2.45726 2.75000 3.3851 31 0.6824 1.30946 1.69552 2.03951 2.45282 2.74404 3.3749 32 0.6822 1.30857 1.69389 2.03693 2.44868 2.73848 3.3653 33 0.6820 1.30774 1.69236 2.03452 2.44479 2.73328 3.3563 34 0.6817 1.30695 1.69092 2.03224 2.44115 2.72839 3.3479

35 0.6815 1.30621 1.68957 2.03011 2.43772 2.72381 3.3400 36 0.6813 1.30551 1.68830 2.02809 2.43449 2.71948 3.3326 37 0.6811 1.30485 1.68709 2.02619 2.43145 2.71541 3.3256 38 0.6810 1.30423 1.68595 2.02439 2.42857 2.71156 3.3190 39 0.6808 1.30364 1.68488 2.02269 2.42584 2.70791 3.3127 40 0.6806 1.30308 1.68385 2.02108 2.42326 2.70446 3.3068

72

RENCANA PELAKSANAAN PEMBELAJARAN

(R P P)

Sekolah : SMK NASIONAL MAKASSAR

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI /Ganjil

Materi Pokok : Teks deskriptif lisan dan tulis, sederhanatentang orang,

tempat wisata, dan bangunan bersejarah terkenal.

Descriptive

Describing People

Pertemuan : I (pertama)

Alokasi Waktu :2 x 35 Menit

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 danpro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan dalam berinteraksi

secara efektif dengan lingkungan sosialdan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalampergaulan 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 dankejadian,sertamenerapkan pengetahuan prosedural pada bidang

kajianyang spesifik sesuai dengan bakat dan minatnya untuk memecahkanmasalah.

KI 4 :Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrakterkait

dengan pengembangan dari yang dipelajarinya di sekolah secaramandiri,dan mampu

menggunakan metoda sesuai kaidah keilmuan.

A. Kompetensi Inti

73

No Kompetensi Dasar Indikator

1.

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi

internasional yang diwujudkan dalam

semangat belajar.

1.1.1 Mengungkapkan rasa syukur

atas kesempatan dapat belajar

bahasa Inggris.

1.1.2 Berdoa sebelum dan sesudah

menjalankan sesuatu.

2

2.1 Menunjukkan perilaku santun dan peduli

dalam melaksanakan komunikasi

interpersonaldengan guru dan teman.

2.1.1 Tidak menyontek pada saat

ulangan.

2.1.2 Menyalin karya orang lain

dengan menyebutkan sumber

pada saat mengerjakan tugas,

2.1.3 Berani mengakui kesalahan

yang telah dilakukan.

2.2 Menunjukkan perilaku jujur, disiplin,

percaya diri, dan bertanggung jawab

dalammelaksanakan komunikasi

transaksional dengan guru dan teman.

2.2.1 Bertanggung jawab atas

tindakan anggotanya saat

menjadi pemimpin kelompok.

2.1.2 Tidak menyalahkan orang lain

atas tindakannya sendiri.

2.1.4 Melakukan hal-hal yang

dikatakan akan dikerjakan

tanpa diingatkan orang lain.

2.3 Menunjukkan perilaku tanggung jawab,

peduli, kerjasama, dan cinta damai,

dalammelaksanakan komunikasi

fungsional.

2.3.1 Berani mengakui kesalahan

yang telah dilakukan.

2.3.2 Bertanggung jawab atas

tindakan anggotanya saat

menjadi pemimpin kelompok.

2.3.3 Tidak menyalahkan orang lain

atas tindakannya sendiri.

B. Kompetensi Dasar dan Indikator

74

3

3.7 Mengungkapkan makna dalam teks

monolog / essei yang menggunakan

ragam bahasa tulis secara akurat, lancar

dan berterima dalam teks berbentuk

report, narrative dan descriptive

3.7.1 Merespon wacana monolog

berbentuk descriptive text.

4

4.7 Menangkap makna dalam teks

deskriptif, lisan dan tulis, sederhana,

tentang orang,tempat wisata, dan

bangunan bersejarahterkenal.

4.7.1 Membuat pernyataan

pertanyaan tentang

tindakan/kejadian yang sedang

dilakukan/berlangsung saat ini

dengan memperhatikan fungsi

sosial, dalam hal menjelaskan

memberi alasan, memberi

contoh tindakan dsb. Dalam

menggunakan ungkapan

dengan struktur teks dan unsur

kebahasan yang benar dan

sesuai konteks dalam bentuk

teks lisan dan tulis sederhana.

4.7.2 Menuliskan pernyataan dan

pertanyaan tentang tindakan/

kejadian yang sedang

dilakukan/ berlangsung saat ini

dengan memperhatikan fungsi

sosial, dalam hal menjelaskan,

memberi alasan memberi

contoh tindakan dsb. Dalam

menggunakan ungkapan

dengan struktur teks dan unsur

kebahasaan yang benar dan

sesuai konteks dalam bentuk

teks lisan dan tulis sederhana.

75

4.10 Menyusun teks deskriptif lisan dan tulis

sederhana tentang orang, tempat wisata,

danbangunan bersejarah terkenal, dengan

memperhatikan tujuan, struktur teks,

danunsur kebahasaan, secara benar dan

sesuai dengan konteks.

4.10.1 Membuat atau menyusun teks

percakapan terkait dengan

ungkapan menyatakan dan

menanyakan tentang

perbandingan jumlah dan sifat

orang, binatang, benda dengan

memperhatikan fungsi unsur,

struktur teks, dan unsur

kebahasaan yang benar dan

sesuai konteks.

Setelah mempelajari materi ini, diharapkan siswa mampu :

1. Bersyukur kepada Tuhan atas kesempatan dapat mempelajari bahasa Inggris yang

diwujudkan dalam semangat belajar.

2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

deskriptifsederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal,

sesuaidengan konteks penggunaannya.

4. Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang

orang,tempat wisata, dan bangunan bersejarahterkenal.

5. Menyunting teks deskriptif lisan dan tulis sederhana, tentang tempat wisata dan

bangunan bersejarah terkenal dengan memperhatikan fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan sesuai konteks.

6. Menyusun teks deskriptif lisan dan tulis sederhana, tentang tempat wisata dan

bangunan bersejarah terkenal dengan memperhatikan fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan sesuai konteks.

7. Memahai penggunaan Simple Present Tense.

C. Tujuan Pembelajaran

76

Materi Pokok

Teks deskriptif lisan dan tulis, sederhanatentang orang, tempat wisata, dan bangunan

bersejarah terkenal.

Fungsi Sosial

Menjaga hubungan interpersonal dengan guru dan teman.

Unsur Kebahasaan

Penjelasan deskriptif text : Descriptive text is defined as giving detail

about a person, thing or event.

The kinds of descriptive text :

Describing people

Describing place

Describing thing

Generic structure of descriptive text :

Identification : berisi tentang identifikasi hal / seseorang yang akan

dideskripsikan.

Description : berisi tentang penjelasan / penggambaran tentang hal /

seseorang dengan menyebutkan beberapa sifat, warna,

bentuk dan sebagainya.

Describing people : About a person

Kosa kata : Kata sifat sederhana

Vocabulary : crowded popular

Romantic famous

Largest beautiful

Example :

PARIS

Paris is the capital city of France. It is one of the most beautiful cities in the world. It is

also one of the world's most crowded cities. Lovely gardens and parks are found throughout

D. Materi Pembelajaran

77

Paris. At night, many palaces and statues are lit up. For this reason, Paris is often called the

City of Light.

Every year, millions of people visit Paris. The most popular place to visit is the Eiffel

Tower. This huge structure has become the symbol of Paris. The Louvre, one of the world's

largest art museums, draws many visitors. The Cathedral of Notre Dame, a famous church, is

another favourite place to visit.

Paris is romantic city, because the people usually be paris became place for say love for

their honey.

Keterangan :

Identification

Description

Assignment :

1. Find out information of the text?

2. Try Topic sentence of the All Paragraph?

3. What’s your opinion, how the paris in future after you read the text?

4. If you go to paris, where you come to in paris the first?explain your reason?

5. Make conclusion of the text?

Frayer Model

1. Media : text

E. Metode Pembelajaran

F. Media, Alat dan Sumber

Example

Non Example

78

2. Alat / Bahan : Spidol & Papan Tulis

3. Sumber belajar : Internet

P

No Langkah – Langkah Kegiatan Pembelajaran

1 Kegiatan Awal (10 Menit)

Menyapa peserta didik (greeting)

Mempersiapkan kelas oleh leader

Memeriksa lingkungan belajar

Mengecek kehadiran dan memotivasi peserta didik

Menjelaskan tujuan pembelajaran

2 Kegiatan Inti (50 Menit)

Guru bertanya jawab dengan peserta didik tentang materi yang akan

dipelajari

Guru memberikan penghargaan terhadap peserta didik yang bisa menjawab

Guru memberikan penjelasan tentang Descriptive Text

Guru menjelaskan Frayer Model in Reading

Guru menjelaskan indikator yang ingin dicapai

Guru memberi contoh bacaan berbentuk Descriptive text kemudian

meminta siswa menganalisanya

Guru menjelaskan hubungan text dengan metode yang akan digunakan

Guru memberikan latihan berdasarkan materi yang dijelaskan,

mengarahkan untk membaca teks dan memahami isi bacaan

Guru dan peserta didik bersama-sama membahas latihan yang telah

diberikan

Guru menanyakan kepada peserta didik apa inti dari bacaan, informasi dari

bacaan, dan kesimpulan dari bacaan

3 Kegiatan Akhir (10 Menit)

Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, peserta didik

ditanya bagaimana perasaannya (REFLEKSI)

Peserta didik diminta membuat kesimpulan pembelajaran pada pertemuan

ini

G. Langkah – Langkah Pembelajaran

79

Guru menyampaikan materi untuk pertemuan selanjutnya

The leader close the class

1. Penilaian Sikap Spiritual

a. Sikap : Observasi

b. Instrumen Penilaian :

No Aspek Pengamatan

Skor

1 2 3 4

1 Berdoa sebelum dan sesudah melakukan sesuatu

2 Mengucapkan rasa syukur atas karunia Tuhan

3 Memberi salam sebelum dan sesudah

menyampaikan pendapat / presentasi

4

Mengungkapkan kekaguman secara lisan maupun

tulisan terhadap Tuhan saat melihat kebesaran

Tuhan

5 Merasakan keberadaan dan kebesaran Tuhan saat

mempelajari ilmu pengetahuan

Jumlah Skor

Petunjuk penskoran : Skor akhir menggunakan skala 1 sampai 4

Perhitungan skor akhir menggunakan rumus

Sikap sosial : Disiplin

Sikap : Observasi

Instrumen penilaian sikap disiplin

No Sikap yang diamati

Melakukan

Ya Tidak

1 Masuk kelas tepat waktu

H. Penilaian

80

2 Mengumpulkan tugas tepat waktu

3 Memakai seragam sesuai tata tertib

4 Mengerjakan tugas yang diberikan

5 Tertib dalam mengikuti pelajaran

6 Mengikuti praktikum sesuai dengan

langkah yang ditetapkan

7 Membawa buku tulis sesuai mata pelajaran

8 Membawa buku teks mata pelajaran

Jumlah

Nilai

Petunjuk penskoran : Jawaban YA diberi skor 1, dan jawaban TIDAK diberi skor 0

Perhitungan skor akhir menggunakan rumus

2. Sikap Social : Tanggung Jawab

a. Teknik penilaian : Observasi

b. Bentuk Instrument

No Aspek Pengamatan

Skor

1 2 3 4

1 Melaksanakan tugas individu dengan

baik

2 Menerima resiko dari tindakan yang

dilakukan

3 Tidak menuduh orang lain tanpa bukti

yang akurat

4 Mengembalikan barang yang dipinjam

5 Meminta maaf atas kesalahan yang

81

dilakukan

Jumlah Skor

Nilai

Petunjuk Penskoran :

Skor akhir menggunakan skala 1 sampai 4

Perhitungan skor akhir menggunakan rumus :

3. Penilaian Pengetahuan

a. Teknik Penilaian : Tes Tetulis

b. Bentuk Instrumen : Ungkapan mengecek pemahaman

c. Kisi-Kisi : Membuat cerpen terkait dengan materi

d. Instrumen Penilaian

No Aspek Diskripsi Skor

1 Kosa Kata Hampir sempurna

Ada kesalahan tapi tidak

mengganggu makna

Ada beberapa kesalahan dan

mengganggu makna

Banyak kesalahan dan

mengganggu makna

Terlalu banyak kesalahan

sehingga sulit dipahami

5

4

3

2

1

2 Pilihan Kata Sangat variatif dan tepat

Variatif dan tepat

Cukup variatif dan tepat

Kurang variatif dan tepat

Tidak variatif dan tepat

5

4

3

2

1

Penentuan Nilai :

4. Keterampilan

a. Teknik Penilaian : Tes Tertulis

82

b. Instrumen Penilaian :

No Aspek yang Dinilai Kriteria Skor

1 Kesesuaian isi dengan tujuan

penulisan deskriptif

100% isi sesuai

80% isi sesuai

60% isi sesuai

40% isi sesuai

20% isi sesuai

5

4

3

2

1

2 Pilihan Kata 100% isi sesuai

80% isi sesuai

60% isi sesuai

40% isi sesuai

20% isi sesuai

5

4

3

2

1

3 Keterpaduan Kalimat 100% isi sesuai

80% isi sesuai

60% isi sesuai

40% isi sesuai

20% isi sesuai

5

4

3

2

1

4 Penulisan Kosa Kata 100% isi sesuai

80% isi sesuai

60% isi sesuai

40% isi sesuai

20% isi sesuai

5

4

3

2

1

5 Ketepatan Tata Bahasa 100% isi sesuai

80% isi sesuai

60% isi sesuai

40% isi sesuai

20% isi sesuai

5

4

3

2

1

6 Originalitas Penulisan 100% isi sesuai

80% isi sesuai

60% isi sesuai

5

4

3

83

40% isi sesuai

20% isi sesuai

2

1

Pedoman Penskoran :

Makassar, 23 Agustus 2019

Mahasiswa


NIM: 10535 5732 13

85

Pre Test

The Moon

Moon is the earth's satellite which we often see in the night. The Moon is the one place in

our solar system where humans have visited. For the firs time on July 20, 1969, astronauts Neil

Armstrong and Edwin Aldrin landed the Lunar Module of Apollo 11 on the surface of the Moon.

Neil Armstrong was the first man to walk on the Moon. However do you know what descriptive

facts about the Moon are?

The moon rises in the east and sets in the west. It moves toward the east in our sky by

about 12 degrees each day. The Moon is about 384,400 kilometers from Earth. The Moon has a

diameter of 2,000 miles which is like to 3,476 kilometers.

The surface of the Moon has many things, such as craters, lava plains, mountains, and

valleys. Scientists believe the craters were formed around 3.5 to 4.5 billion years ago by meteors

hitting the moon's surface. The Moon does not have atmosphere, wind and weather that is why

the footprints left there on the Moon by the Apollo astronauts will remain there for millions of

years.

The Moon is not a light source. It mean that Moon does not make its own light. It reflects

light from the sun. All of us can can see the Moon especially in the night because light from the

Sun bounces off it back to the Earth. If the Sun wasn't there, we can not see the Moon.

http://www.englishdirection.com/2010/02/descriptive-facts-about-moon.html

86

Answer The Question!

1. Found out information of the text?

2. determine Main Idea of the Each Paragraph?

3. What are information that you got from the text?

4. Make description about moon?


Enter the Information You Get in Text

Definition or Information

Prediction

Example

Non Example

Spesific Conclusion

Title of the Text

87

Post Test

The Moon

Moon is the earth's satellite which we often see in the night. The Moon is

the one place in our solar system where humans have visited. For the firs time on

July 20, 1969, astronauts Neil Armstrong and Edwin Aldrin landed the Lunar

Module of Apollo 11 on the surface of the Moon. Neil Armstrong was the first

man to walk on the Moon. However do you know what descriptive facts about the

Moonare?

The moon rises in the east and sets in the west. It moves toward the east in our sky

by about 12 degrees each day. The Moon is about 384,400 kilometers from Earth.

The Moon has a diameter of 2,000 miles which is like to 3,476 kilometers.

The surface of the Moon has many things, such as craters, lava plains,

mountains, and valleys. Scientists believe the craters were formed around 3.5 to

4.5 billion years ago by meteors hitting the moon's surface. The Moon does not

have atmosphere, wind and weather that is why the footprints left there on the

Moon by the Apollo astronauts will remain there for millions of years.

The Moon is not a light source. It mean that Moon does not make its own

light. It reflects light from the sun. All of us can can see the Moon especially in

the night because light from the Sun bounces off it back to the Earth.If the Sun

wasn't there, we can not see theMoon.

http://www.englishdirection.com/2010/02/descriptive-facts-about-moon.html

88

The moon influences many of the tides in the oceans. This is because of the

gravity force between the Earth and Moon. At full Moon and new Moon, the Sun,

Earth and Moon are lined up, producing the higher than normal tides. When the

Moon is at first or last quarter, it forms smaller neap tides.

A. Find the main ideas of each paragraph !

1.

2.

3.

4.

5.

B. make the conclusion in each paragraph !

6.

7.

8.

9.

90

Teaching Material 1

Paris

Paris is the capital city of France. It is one of the most beautiful cities in the world. It is

also one of the world's most crowded cities. Lovely gardens and parks are found throughout

Paris. At night, many palaces and statues are lit up. For this reason, Paris is often called the

City of Light.

Every year, millions of people visit Paris. The most popular place to visit is the Eiffel

Tower. This huge structure has become the symbol of Paris. The Louvre, one of the world's

largest art museums, draws many visitors. The Cathedral of Notre Dame, a famous church, is

another favourite place to visit.

Paris is romantic city, because the people usually be paris became place for say love for

their honey.

6. Find out information of the text?


8. What’s your opinion, how the paris in future after you read the text?

9. If you go to paris, where you come to in paris the first?explain your reason?



Prediction or Characteristics

Specific Conclusion

Vocabulary

Term

91

Teaching Material 2

My Persian Cat

Gregory is my beautiful gray Persian cat. He walks with pride and grace, performing a

dance of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer.

His pride, however, does not extend to his appearance, for he spends most of his time indoors

watching television and growing fat.

He enjoys TV commercials, especially those for Meow Mix and 9 Lives. His

familiarity with cat food commercials has led him to reject generic brands of cat food in favor

of only the most expensive brands.

Gregory is as finicky about visitors as he is about what he eats, befriending some and

repelling others. He may snuggle up against your ankle, begging to be petted, or he may

imitate a skunk and stain your favorite trousers. Gregory does not do this to establish his

territory, as many cat experts think, but to humiliate me because he is jealous of my friends.

After my guests have fled, I look at the old fleabag snoozing and smiling to himself in

front of the television set, and I have to forgive him for his obnoxious, but endearing, habits.

1. Give me a information that you get of the text?

2. What topic of the text?

3. Try to describe , how the form of Persian Cat?

4. If you have a cat, you will love me or not?explain your reason?



Prediction

Example

Non Example

Spesific Conclusion

Title of the Text

92

Teaching Material 3

What is a Butterfly?

Butterflies are beautiful, flying insects with large scaly wings.like all insects, they

have six legs, three body parts, a pair of antennae, and compound eyes. The three body parts

are the head, thorax (the chest), and abdomen (the tail end). The four wings and the six legs

of the butterfly are connected to the thorax. The thorax contains the muscles that make the

legs and wings move.

Butterflies ere very good fliers. They have two pairs, of large wings covered with

colourful scales. Butterflies and moths are the only insects that have scaly wings. The wings

are connected to the butterfly’s thorax (mid-section). Butterflies can only fly if their body

temperature is above 27 degrees Centigrade. Butterflies sun themselves to warm up in cool

weather. As butterflies get older, the colour of the wings fades and the wings become ragged.

The speed varies among butterfly species (the poisonous varieties are slower than

noun – poisonous varieties). The fastest butterflies can fly at about 50 kilometers per hour

(kph) or faster. Slow flying butterflies fly about 8 kph.

1. Give me a Detail information you find after you read the text?


3. Howthe formationof thecocoon into abutterflyafteryou readthetext?

4. Give me example, animal is like butterfly?Describe it?







Prediction

Example

Example

Non Example

Non Example

Spesific Conclusion

Spesific Conclusion

Spesific Conclusion

Vocabulary Term

93

DOCUMENTATION

94

Pre Test Activity

95

Treatment Activity

98

CURRICULUM VITAE

Kiki DamayantiMasloman was born on August, 10th

1992 in Pineleng,

Manado City, North Sulawesi. She was the first child from the marriage of

her parents, Darmawan F.X. Masloman and St. Fatimah. She began her

elementary school at SDN 1 Malalayang, Manado and graduated in 2004.

After then, she continued her study to junior high school at SMP

Muhammadiyah 1 Makassar and graduated in 2007. After then she continued her study at SMAN

1 Sindue, Donggala, Palu in 2008 and graduated in 2011. After finishing in Senior High School

she entered her study to the S1 Program in 2013 of English Department Faculty of Teacher

Training and Education Muhammadiyah University of Makassar

improving reading comprehension through frayer …jurusan : pendidikan bahasa inggris dengan ini...

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