improving students’ reading comprehension · improving students’ reading comprehension by ......

i

IMPROVING STUDENTS’ READING COMPREHENSION

BY USING CARD SORT

(A Classroom Action Research in the Second Year of SMA BATIK 2

Surakarta in the Academic Year of 2011/2012)

THESIS

AFIFAH SARI RACHMAWATI S890809302

Submitted to Graduate School of Teacher Training and Education Faculty of

Sebelas Maret University as a Partial Fulfillment of the Requirements for the

Master Degree in English Education

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2014

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

ii


commit to user

iii


commit to user

iv


commit to user

v

ABSTRACT Afifah Sari Rachmawati, S890809302. 2014. Improving Students’ Reading Comprehension by Using Card Sort (A Classroom Action Research in the Second Year of SMA BATIK 2 Surakarta in the Academic Year of 2011/2012). Thesis. 1st consultant: Dr. Ngadiso, M.Pd.; 2nd consultant: Dr. Abdul Asib, M.Pd. English Education Department, Graduate School, Teacher Training and Education Faculty, Sebelas Maret University Surakarta.

The aim of this thesis is to identify whether Card Sort can improve students’ reading competence for the students of class XI IPA 1 SMA BATIK 2 Surakarta or not, and to identify the classroom situation when Card Sort is implemented in the reading class. The preliminary research showed that the students had problems on identifying main idea, finding detail information, understanding word meaning, understanding sentence meaning, finding reference, identifying text organization, and identifying communicative purpose.

This classroom action research was done in SMA BATIK 2 Surakarta from August 2011- February 2012. The subject of the study was the students of class XI IPA 1 SMA BATIK 2 Surakarta consisting of 30 students. I did some steps for each cycle. They were planning, action, observation, and reflection. In collecting the data, I applied several techniques including observation, interview, questionnaire, research diary, and test. The quantitative data were analyzed by using descriptive statistics. It was compared between the scores of pre-test (before implementing card sort) and post-test (after implementing card sort), while the qualitative data were analyzed by using constant comparative method which consisted of comparing incidents applicable to each category, integrating categories into their properties, delimiting theory, and writing theory.

The result of the research showed that: (1) card sort can improve students’ reading comprehension, which covered: identifying main idea, finding detail information, understanding word meaning, understanding sentence meaning, finding reference, identifying text organization, and identifying communicative purpose. The improvement can also be seen from their results of post-test. The averages of the scores improved from cycle to cycle. The average score of pre-test was 61.39. Then, it increased to 69.18 in post-test 1 and 79.28 in post-test 2, and (2) The students became more active and enthusiastic in learning process. They were brave to come to in front of class to present their discussion using English language. Besides, the class became active and alive. Moreover, they could collaborate with others well.

In conclusion, card sort is able to improve students’ reading comprehension. It stimulates students to be responsible and active. Therefore, it was recommended that the English teachers use card sort in teaching reading competence, so that it can be students’ own reading strategy in order to improve their reading competence.

Keywords: card sort, reading comprehension, classroom action research


commit to user

vi

MOTTO

God could not change someone‟s life if she/he does not make the effort

(Q.S. Ar-Ra’du: 11)


commit to user

vii

DEDICATION

I dedicate this thesis to the people who always give me support

to finish this master study:

To my beloved mother and father. Thanks for your prayer and support for

me.

To my beloved sister and brother, for your love, care, and motivation.

To my husband for his patience.

To my daughter for her love

To my beloved lecturers at this graduate school for their great knowledge

and guidance.

To my all friends, for your helps during my study.

To the readers, I hope this thesis can function as such an additional reference

for you.


commit to user

viii

ACKNOWLEDGEMENT

Alhamdulillahi rabbil „alamin

I would like to thank Allah „Azza wa Jalla, the Almighty God, for the

blessings. I would also like to deliver my appreciation and gratitude to everyone

who has supported me in finishing this thesis, especially to:

1. The Dean of Faculty of Teacher Training and Education for his permission to

write this thesis.

2. The Head of The English Education Department of Graduate Program for his

guidance and advice to write this thesis.

3. Dr. Ngadiso, M.Pd., the first consultant, for his patience, guidance, and advice

during this thesis writing.

4. Dr. Abdul Asib, M.Pd, the second consultant, for his advice, guidance, constant

and patience during this thesis writing.

5. The Headmaster of SMA BATIK 2 Surakarta for his permission to conduct the

research.

6. The Teacher of the second year for her permission to conduct the classroom

action research in her class.

7. The students of second year of SMA BATIK 2 Surakarta for their cooperation

during the research.

8. My husband “Alqurda Yayak S” and my little princes “Azalea” thanks for your

love and support.

It is also expressed to all of my colleagues for the nice times that we spent

together and helping each other of Graduate School Sebelas Maret University,

Surakarta. Finally, I hope this thesis will be beneficial for the readers, especially

those who are involved in English Education.

Surakarta, 2014

Afifah Sari Rachmawati


commit to user

ix

TABLE OF CONTENT

Page

TITLE .............................................................................................................. i

APPROVAL ..................................................................................................... ii

LEGALIZATION OF THE BOARD OF EXAMINERS ............................ iii

PRONOUNCEMENT ...................................................................................... iv

ABSTRACT ...................................................................................................... v

MOTTO ............................................................................................................ vi

DEDICATION .................................................................................................. vii

ACKNOWLEDGEMENT ………………………………………………….. viii

TABLE OF CONTENT .................................................................................... ix

LIST OF TABLE ............................................................................................. xi

LIST OF APPENDICES ……………………………………………………. xiii

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

A. Background of the Study ............................................... 1

B. Problem Statements ........................................................ 7

C. Objective of the Study .................................................... 7

D. Significance of the Study ................................................ 8

CHAPTER II: LITERATURE REVIEW .................................................. 10

A. Theoretical Description ................................................... 10

1. Reading Comprehension ........................................... 10

a. The Definition of Reading .................................. 10

b. Difficulties of Reading………………………… 11

c. Comprehension in Reading ................................. 14

d. Construct of Reading Comprehension………… 16

e. The Level of Reading Comprehension ............... 17

f. Model of Reading…… ....................................... 19

g. The Factors Influencing Reading Comprehension 21

h. The Type of Classroom Reading Performance…. 22

i. Strategies of Reading Comprehension ................ . 24

2. Concept of Genre ...................................................... . 30


commit to user

x

a. Notion of Genre…….. ........................................ 30

b. Types of Genre……… ........................................ 31

3. Collaborative Learning ............................................. 34

a. Jigsaw……………………. ................................. 35

b. Buzz Group………….. ....................................... 35

c. Fishbowl………………… .................................. 35

d. Card Sort…………….. ....................................... 35

4. Concept of Card Short .............................................. 36

a. The Definition of Card Sort .................................. 36

b. The Procedures of Card Sort ................................. 37

c. The Advantages of Card Sort ................................ 38

d. The Disadvantages of Card Sort ........................... 39

B. Reviews on Related Research ......................................... 40

C. Rationale ......................................................................... 42

CHAPTER III: RESEARCH METHOD .................................................... 45

A. Context of the Study ....................................................... 45

B. Research Method ............................................................ 47

C. Data and Data Source ...................................................... 50

D. Technique of Collecting Data ......................................... 51

E. Technique of Analyzing Data ......................................... 54

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ................... 58

A. Introduction ..................................................................... 58

B. The Implementation of Research .................................... 62

C. Research Finding………………………………...……. 114

D. Discussion…………………………………………….. 118

CHAPTER V : CONCLUSION, IMPLICATION, AND SUGGESTION 125

A. Conclusion ...................................................................... 125

B. Implication ...................................................................... 126

C. Suggestion ....................................................................... 127

BIBLIOGRAPHY……………………………………………………………. 129

APPENDICES…….. ......................................................................................... 132


commit to user

xi

LIST OF TABLE

Table 1.1

Table 3.1

Table 4.1

Table 4.2

Table 4.3

Table 4.4

Table 4.5

Table 4.6

Table 4.7

Table 4.8

Table 4.9

Table 4.10

Table 4.11

Table 4.12

Table 4.13

Table 4.14

Table 4.15

Table 4.16

Table 4.17

Table 4.18

Table 4.19

Table 4.20

Table 4.21

Table 4.22

The students score of reading comprehension ………………………….

Time of research…………………………………………………………

Score of pre-test…………………………………………………………

Score of indicators…………………………………………....................

Computing of passing grade in pre-test…………………………………

The result of questionnaire 1……………………………………………

The implementation of cycle 1………………………………………….

Score of test 1…………………………………..………………………..

Score of indicator in test 1………………………………….....................

Computing of passing grade in cycle 1………………………………….

Comparison of score pre-test and test 1…………………………………

Comparison of score pre-test and test 1…….……………………………

The score of indicator of pre-test and test 1…….………………………..

The implementation of cycle 2………………………………….……….

Score of post-test ... ………………………………..…………………….

Score of indicator post test ………………...…………………………….

Computing of passing grade in cycle 2………………………………….

Score of test 1 and post test ………………..………………………........

Score of indicators of test 1 and post test ………..……………………...

The summary of result of the test……………………………………….

The result of cycle 1 and cycle 2………………………………………..

Comparison of the students‟ score of pre test, test 1 and post test……..

Comparison of mean score in general and for each indicators…………

The result of questionnaire 2……………………………………………

4

45

59

59

59

60

62

80

80

81

81

85

86

91

104

105

105

108

108

110

112

115

115

117


commit to user

xii

LIST OF APPENDICES

Appendix 1.a

Appendix 1.b

Appendix 2.a

Appendix 2.b

Appendix 2.c

Appendix 3

Appendix 4.a

Appendix 4.b

Appendix 4.c

Appendix 4.d

Appendix 4.3

Appendix 5.a

Appendix 5.b

Appendix 5.c

Appendix 5.d

Appendix 6.a

Appendix 6.b

Appendix 6.c

Appendix 6.d

Appendix 6.e

Appendix 7.a

Appendix 7.b

Appendix 7.c

Appendix 7.d

Appendix 7.e

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Questionnaire ..….…………………….…………………………..

Result of questionnaire 1……………...……………………………

Question for students‟ and collaborator interview…………………

Sample of student‟s interview……………………………………..

Result of collaborator interview ……………………….………….

Syllabus……………………………………………………………

Blue print and instrument of try out………………………………..

Try out key answer ..………………………………………………

Internal validity…………………...……………………………….

Validity………………..…………………………………………..

Reliability………………………………………………………….

Blue Print and instrument of Pre-Test………………….…………..

Key answer of pre-test..………………..…………………………

Score of pre-test 1……..………..…………………………………

Indicator score of pre-test……..…………………………………..

Lesson plan cycle 1…………………….…………………………..

Blue Print and instrument of test 1…………………………………

Key answer test 1....………..………………………………………

Score of test 1……………...............................................................

Indicator score of test 1………………………………....................

Lesson plan cycle 2…………………………………………...........

Blue print and instrument of post test ……………………………..

Key answer post-test 2….……………...………………………......

Score of post test 2…………………………………………………

Indicator‟s score of post test 2……………………………………..

Field note…………………………………………………………..

Research Diary……………………………………………………..

Research Photograph………………………………………………

Letter of Having Conducted the Research…………………………

132

134

136

138

143

145

148

161

162

163

164

165

175

176

177

178

196

206

207

208

209

224

234

235

236

237

244

254

256


commit to user

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Reading comprehension is extremely important because it gives the big

contribution to students to perform their communication skill better. In other words,

by having low ability in understanding text, students will find difficulties to master

language skills, since reading comprehension is crucial for understanding and

communicating in written form. In their daily life, students are always related to the

written or printed words, for instance: textbooks, magazines, newspapers,

announcements, letters, even advertisements. By reaching good reading

comprehension, the students can catch the information given by I well.

Nuttal (1996: 168-169) states that the central ideas behind reading are: the

idea of meaning, the transfer of meaning from one to another, the transfer of

message from writer to reader, how we get meaning by reading and how the reader,

I, and the text all contribute to the process. Furthermore, Petty (1980: 207-208)

states that reading is a complex process to get information from the written text in

which the ability to pronounce and comprehend the written text is needed to

interpret sign, letters, or symbol by assigning meaning in receiving ideas and

intuition from the author via printed word.

Teaching reading comprehension is not easy. Some students perceive that

reading is boring. The boredom can lead the students to have low motivation in


commit to user

2

doing the activity. Consequently, teachers should pay attention to how to make

reading comprehension activities more amusing and optimally understandable.

Generally, during silent reading, students do not have chance to do something which

helps them reach comprehension faster. By inserting the interesting activities before,

during reading, and after reading, the boredom may be prevented. In addition,

students can get the clues in order to evaluate whether the messages they caught are

true or false. By doing so, they will be more ready and confident to answer the

question after reading.

In the process of reading, the students should use two processes; bottom up

and top down process to comprehend the passage (Hammer, 2001: 201). In bottom

up process, the readers get general view of reading passage by knowing multiplicity

of linguistic signals (letters, morphemes, syllables, words, phrases, grammatical

views, discourse marker) and then comprehension would be derived from all of the

parts (Brown, 2001: 299). Meanwhile, in top down process, the readers use their

own intelligences and experiences to understand a passage (Hammer, 2001: 201). It

means that a reader focuses on individual words and phrases to achieve

understanding of whole passage.

In the Education Unit Level Curriculum or known as Kurikulum Tingkat

Satuan Pendidikan (KTSP) for Senior High School, English teaching has purpose to

develop communicative competency in the form of oral and written language.

Competency standard of English in KTSP shows that reading is one of language

skills taught to comprehend meanings of interactive and monolog written text by; (1)

identifying main idea; (2) finding detail information; (3) understanding word


commit to user

3

meaning; (4) understanding sentence meaning; (5) finding reference; (6) identifying

text organization; and (7) identifying communicative purpose.

From the theories and indicators in the KTSP, it can be concluded that the

ideal condition of reading comprehension of second graders is the ability to

comprehend the written text to get information of the text by identifying main idea,

finding detail information, understanding word meaning, understanding sentence

meaning, finding reference, identifying text organization, and identifying

communicative purpose. This is done to achieve the score of passing grade of the

school that is 70.

It cannot be denied that one of the teacher‟s duties to help the students

become what it is called as good readers. In order to improve students‟ ability in

comprehending text, the teacher must help the students change their inefficient

reading habits as reading word by word, focusing too much attention on the form

and relying heavily on dictionary. Therefore, the activity that the teacher applies in

the class takes an important role.

Blachowicz and Ogle (2008: 10) say that the teacher must ensure that all

students can develop their ability to read and comprehend with confidence, therefore

various grouping for learning must exist, both to let the students work where they

are strong and to help them develop new skill and stamina. In this case, strategy of

teaching takes an important role.

Evaluating the teaching learning process in the second class of SMA Batik 2

Surakarta, especially in class XI IPA 1, some techniques actually had been applied

in teaching reading to help the students achieve the criteria of being good readers


commit to user

4

that could help them comprehend text given but problems still occurred. The

problems were mainly in comprehending text such as narrative and descriptive.

The result of pre-test showed that the students of class XI IPA 1 had

difficulties in some indicators. The first problem was in understanding certain word

based on the content. It included finding synonym. The second was in getting the

main idea both the main idea of the whole text and paragraphs. The third was in

understanding sentence meaning, especially simple past tense and present perfect

tense. The fourth was in identifying detail information from the text, and the last one

was in identifying the text organization. Those problems always arose and the result

of this condition was that they often got low score in doing reading task. Table 1.1 is

the score based on the skill.

To overcome the problems, it can be seen from three aspects. The first one was the

students‟ aspect. First, the students have difficulties in comprehending reading text.

Second, the students do not pay attention when the teacher gives an explanation.

They are lazy to read English texts because they have a little vocabulary, do not

have prior knowledge about the content of the text, and the method used by the

teacher in teaching learning process makes the students bored.

Table 1.1 average score of reading comprehension test

score highest lowest average

Main idea 87.5 25 60.27

Detail information 88.8 22.2 68.19

Word meaning 87.5 25 61.16

Sentence meaning 100 0 50

Reference 88.8 22.2 64.22

Text organization 88.8 22.2 56.29

Communicative purpose 88.8 22.2 65.81

Total average 90.03 19.83 60.85


commit to user

5

The other reasons that influence students to learn come from the teacher.

The teacher still uses monotonous technique in which the students only have less

time to read. The teacher just read the passage and discussed with the whole class so

the students did not have time to share about the passage freely. The teacher seldom

used various techniques to make the students become better readers. The teacher

asked the students to read and answer the question individually. After that, they

submitted the assignment without discussing the answers with other students. The

student‟s problems in comprehending reading not only come from the students

themselves and the teacher but also the condition of the class. They are: (1) The

students needed more time to start reading. They opened dictionary very often while

finishing the works. (2) The students were also not active during the reading activity.

Most of them are very lazy to accomplish the assignment that is given by the teacher

(3) The students did not pay attention to the teacher. (4) The students had low

motivated in reading activity. They just kept silent and doing nothing

Based on the reason above, I proposed the use of Card Sort as a solution to

overcome those problems. Card Sort is a collaborative activity that can be applied in

teaching concepts, categorizing characteristics, facts of object, or recalling

information (Silberman, 2001: 149). The movement of physical response can help to

give energy to the tired students in the class. There are many reasons why I proposed

Card Sort to improve the students‟ reading comprehension. First, Card Sort makes

the students easier to comprehend the reading text. The students could digest

understand the content of the text easily by collaborating each other in their group.

Through card sorting, the students can elaborate themselves and know how the other


commit to user

6

groups organize and arrange some information in the text and how to expose the

structure of the text. Comparing the result of some groups, helps the students to

correct and evaluate the result of each group in comprehending the text.

Second, Card Sort makes the students not bored with the technique that is

used by the teacher. Using Card Sort technique seemed to be the enjoyable activity,

especially in comprehending the text. The students collaborate each other to sort and

arrange the cards, to find and solve the problems related to the exercises of reading

comprehension. Arranging the cards would be interesting for the students due to the

fact that they worked in group, not individually.

Third, by using Card sort the students were motivated to be more interested

in learning English. By collaborating each other in their group to make the correct

arrangement of the text and find all indicators, they were motivated to discuss

together about the content of the text.

Last, the reason why I proposed the solution is Card Sort can make the

students active because this technique gives priority to the movement of physical

response, so the students are interested in learning. The students collaborate each

other in their group and work cooperatively to get the best result. For students, doing

activity in group is easier than they do the assignment individually. Hopefully,

students achieve their learning goal through small learning groups in which they

work together to share their understanding about the text and it can make the

students motivated to exchange knowledge and information each other during the

reading activity. Therefore, it is supposed that this technique can improve the


commit to user

7

students‟ ability in comprehending a reading text and help them to improve their

score.

Considering the explanation above it is necessary to conduct research on the

implementation of Card Sort can solve the students‟ problems because there are

many activities which can be used in reading teaching learning process. Besides

teaching reading can solve the students‟ problems in reading comprehension and

teacher problems, Card Sort can also help the students to improve classroom

situation. The students can study in fun atmosphere and can make them focus on the

reading teaching learning process.

B. Problem Statement

Based on the background of the study above, the statements of the problem

are:

1. Can Card Sort improve reading comprehension of the second year students of

SMA BATIK 2 Surakarta?

2. How is the classroom situation when Card Sort is implemented in the reading

class?

C. Objective of the Study

Based on the problem statement above the objectives of the study are:

1. To identify whether Card Sort improves reading comprehension of the second

year students of SMA BATIK 2 Surakarta.


commit to user

8

2. To identify the classroom situation when Card Sort is implemented in the

reading class.

D. Significance of the Study

From this study, the result of the research is expected to give some benefits.

The result of the research bring beneficial to:

1. Students

a. The teaching learning activity is enjoyable. Since the students can work in

group, they can discuss it with their whenever there are difficulties in

comprehend the reading text.

b. They are more motivated to comprehend the text.

c. They have self-confidence as they present their group‟s result in front of the

class.

d. Their vocabularies increase automatically.

e. Their understanding about the main idea, detail information, word meaning,

sentence meaning, reference, text organization, and communicative purpose

increase as the result of assessment.

2. Teachers

a. It improves the skill of English teachers in using other technique or media to

teach or to conduct the better teaching and learning activities.

b. It stimulates the teachers to motivate their students in reading

comprehension.


commit to user

9

c. It stimulates the teachers to do action research to solve the problem of

English teaching and learning in the classroom.

3. Other researchers

The result of this research is expected to be useful for other researchers as a

reference to conduct and broaden further research dealing with the Card Sort to

teach reading.

.


commit to user

10

CHAPTER II

LITERATURE REVIEW

A. Theoretical Description

1. Reading Comprehension

a. The Definition of Reading

Wallace (1996: 4) states that reading is interpreting which means reacting to

a written text as a piece of communication; in other words, we assume some

communicative intent on I‟s part in which the reader has some purposes in

attempting to understand. It is supported by Wilson (1989) in De Bour and Dalman

(1991: 2) who define reading as more than sounding letters, calling words, or

responding to print. It is communication between an author and a reader, the sum

total of interaction which culminates in a child‟s relating printed word forms to ideas

expressed by the author.

Heilman (1981: 182) states that reading is a complex process requiring not

only the ability to recognize words, but also the ability to comprehend and evaluate

the meaning of written text. Similarly, Petty (1980: 207-208) states that reading is a

complex process to get information from the written text in which the ability to

pronounce and comprehend the written text is needed to interpret sign, letters, or

symbol by assigning meaning in receiving ideas and intuition from the author via

printed word.

Clapham (1996: 1) states that reading is the ability to make sense of written

and printed symbols. The readers use the symbols to guide the discovery of


commit to user

11

information from his or her memory and subsequently use the information to

construct a plausible interpretation of I‟s message.

Those definition lead to explain that reading is an activity to understand and

interpret words or symbols based on the reader‟s perception. Reading is a process of

interaction between graphic symbols and language skills of readers. Reading is also

a process of communication between an author and a reader. It is not only to

recognize words but also to comprehend the meaning of written text.

b. Difficulties of Reading

De Boer and Dallman (1966:132) categorize the difficulties of reading

comprehension viewed from some factors, they are:

1) Limited intelligent

There is a substantial correlation between intelligent and reading ability. A

person who has lower or lowest intelligent level faces difficulties with

comprehension. It is not worth, therefore, for teacher to ask him to read material

involving abstraction beyond the level of his mental development, but this is not

the final judgment. The slowest learner (or reader whose IQ is 65 or below),

however, can grow in comprehension. In some cases, the growth is not optimal

in finding the answer of a simple question but he cannot be expected to interpret

a complicated graph.

2) Undesirable physical factors

Physical factors relate to the condition of the reader and the condition

surrounding him. Noisy surrounding, inadequate lighting, high or low

temperature, uncomfortable chairs, and stimulating or distracting surrounding


commit to user

12

may interfere with maximum comprehension. Fatigue, malnutrition, or

undernutrition may do the same. The successful teacher of reading is alert to

such inferring physical factors.

3) Overemphasis on word recognition

Overemphasizing word recognition in reading is not suggested. It is not wise to

see a reading text word y word in order to find overall meaning. Reader‟s don‟t

have to know the meaning of each word perfectly. Recognizing the context of

object being read is much more important in reading comprehension due to the

constructing meaning.

4) Overemphasis on oral reading

Oral reading can have either a desirable or a detrimental effect on

comprehension. Often oral reading of a selection that is particularly difficult for

the reader increases his understanding of it, since he not only see but also hears

what he reads. Furthermore, in effective oral reading, if there is an audience, the

reader is required not only to understand what he reads but also to interpret his

understanding to other. In this process increased attention needs to be placed on

comprehension. Unfortunately, oral reading, if not done well, can have

undesirable effect on comprehension. The reader can be so conscious of this

audience that he will fail to understand what he is reading.

5) Insufficient background of reading selection

Another frequent cause of poor comprehension is lack of experience background

essential to the understanding of what is being read. Lack of understanding of

the concepts involved in reading materials and of the words used is an additional


commit to user

13

limitation to comprehension. The understanding about the text types also

becomes a background for reading a selection. If a reader knows or at least

recognize a certain text type, he will be easy to construct the meaning of a text

which type is the same as what he knows.

6) Failure to adjust reading technique to reading purpose and type of reading

material

Good reading comprehension requires a flexible approach to the printed page. A

reader has to know what text he reads. It includes text type. He has to recognize

the text type in order to construct meaning from a text. It is not only that, he

should be able to change his technique in reading when he reads another text

which has different genre. For example: when he had been reading a great deal

of fiction, and had derived great pleasure from the experience. However when he

encountered arithmetic problems, he had difficulty because he read them as if he

were reading a story and so moved too rapidly overt the lines. Here, the reader

need for versatility in adapting the reading method to the reading purpose and to

the nature of material read.

7) Lack of appropriate teacher guidance

Difficulties in reading comprehension may frequently be overcome with the aid

of a teacher who is skilled in observing the causes of the difficulties. School

records are an essential source of information about the cause of poor

comprehension. Attendance records, health records, previous school history,

anecdotal records concerning the child‟s attitudes, problems, and earlier

behavior, and similar records can give the teacher insight into his difficulties.


commit to user

14

c. Comprehension in Reading

Comprehension is not something that happens after reading but it can occur

at pre-reading, whilst-reading, and post-reading activity. Pre-reading activity is an

activity planned to prepare the students‟ mental before they have the materials.

Whilst-reading activity is an activity to understand the text which is focused on the

learning process. Post-reading activity is a systematic learning method to collaborate

student‟s result after reading the text (Grellet, 1998: 4). Comprehension is a

multifaceted process affected by a variety of factors.

Heilman (1981: 238-239) states there are some factors that affect the

comprehension of written materials as follows: (1) oral language development

related to real object, experiences, and pictures; (2) ability to listen with

understanding the text; (3) firsthand experiences with people, object, and places; (4)

continuous development of a child‟s listening and speaking vocabulary; and (5) oral

language development of syntactic and semantic features of our language.

In comprehending a text, there are some micro and macro skills stated by

Brown (2004: 187-188) as follows:

1) Micro skills

a) Discriminate among the distinctive graphemes and orthographic patterns of

English;

b) Retain chunks of language of different lengths in short-terms memory;

c) Process writing at an efficient rate of speed to suit the purpose;

d) Recognize a core of words, and interpret word order patterns and their

significance;


commit to user

15

e) Recognize grammatical word classes, system, patterns, rules and elliptical

forms;

f) Recognize that a particular meaning may be expressed in different

grammatical forms; and

g) Recognize cohesive devices in written discourse and their role in signaling

the relationship between and among classes

2) Macro skills

a) Recognize the rhetorical forms of written discourse and their significance

for interpretation;

b) Recognize the communicative functions of written text, according to form

and purpose;

c) Infer context that is not explicit by using background knowledge;

d) From described events, ideas, etc., infer links and connection between

events, deduce causes and effect, and detect such relations as main idea,

supporting idea, new information, given information, generalization and

exemplification;

e) Distinguish between literal and implied meanings;

f) Detect culturally specific references and interpret them in a context of the

appropriate cultural schemata; and

g) Develop and use battery of reading strategies, such as scanning and

skimming, detecting discourse marker, guessing the meaning of words from

context and activating schemata for the interpretation of text.


commit to user

16

Therefore, reading comprehension is a process of making sense of written

ideas through meaningful interpretation and interaction with language that is

appropriate with the major goal of reading instruction to foster the ability to

understand printed language. To make the teaching reading comprehension

manageable, the comprehension skills are needed by the reader. Davis in Vacca

(1989: 20) states that there are eight comprehension skills as follows: (1) recalling

word meaning; (2) drawing inferences from context about the meaning of a word;

(3) finding answers to questions answered explicitly or in paraphrase in the passage;

(4) weaving together ideas in the content; (5) drawing inferences from the content;

(6) recognizing the author‟s purpose, attitude, tone and mood; and (7) identifying I‟s

technique and following the structure of the passage. Those skills relate one another

to build perfect comprehension.

d. A Construct for Reading Comprehension

Reading is an activity to understand and interpret words or symbols based

on the reader‟s perception. Reading is a process of interaction between graphic

symbols and language skills of readers. Reading is also a process of communication

between an author and a reader. It is not only to recognize words but also to

comprehend the meaning of written text.

Reading comprehension is a process of making sense of written ideas

through meaningful interpretation and interaction with language that is appropriate

with the major goal of reading instruction to foster the ability to understand printed

language. To make the teaching reading comprehension manageable, the

comprehension skills are needed by the reader.


commit to user

17

There are three activities in reading class, namely: First, pre-reading

activities include introduction of the purpose of reading, skimming and scanning the

text in group, etc. Second, during reading include discussion the genre of the text

and the content of the text in group. The last, post reading activity include the

discussion whole text and sharing the ideas related with the text by group.

In this research, I limits the activities in reading class as follows: pre-

reading activities covers introduction the subject. During reading includes

identifying main idea, finding detail information, understanding word meaning,

understanding sentence meaning, finding reference, identifying text organization,

and identifying communicative purpose. While, post-reading covers discussion and

sharing the ideas.

e. The Level of Reading Comprehension

In reading passage, the readers must know the levels of comprehension as

Heilman (1981: 246) classifies reading comprehension into three levels. They are (1)

literal comprehension; (2) interpretative comprehension; and (3) critical

comprehension. The three levels of reading comprehension will be described briefly,

as follows:

1) Literal Comprehension

Literal comprehension is a level which includes understanding the ideas

and information explicitly stated in the passage, the abilities in the knowledge of

word meaning, recalling of details directly stated or paraphrased in own words,

understanding grammatical (clues-subject, verb, pronouns, conjunction, and so


commit to user

18

forth), recalling main idea explicitly stated and knowledge of sequence of

information presented in passage.

2) Interpretative Comprehension

Interpretative comprehension is a level which concerns with understanding

of ideas and information which is not stated in the passage explicitly. In this

level, the reader must present their understanding about the author‟s tone,

purpose and attitude, infer factual information, main ideas, comparison, cause-

effect relationship which are not explicitly stated in the passage and

summarization of story content.

3) Critical Comprehension

Critical comprehension is a level which includes analyzing, evaluating, and

personally reacting to information offered in a passage. In this level, the readers

must have some abilities, for example: reacting to information in a passage

personally, indicating its meaning to the reader and analyzing and evaluating the

quality of the written information in terms of some standard.

From the explanation above, it can be concluded that reading

comprehension is the ability to comprehend the written text to get information of the

text by comprehending the explicit and implicit information in the text,

understanding main idea, recalling word meaning, finding reference, understanding

sentence meaning, identifying text organization, and identifying communicative

purpose.


commit to user

19

f. Model of Reading

Singer and Rudell (1985: 44) say that a reading model is a graphic “to

depict how an individual perceives a word, processes a clause, and comprehends the

text”. It means that reading model is an explicit effort to describe how individual

notices a word, develops a clause, and comprehends the text, there are three reading

models.

1) Top Down Model Reading

Boothe and Leah (1999: 81) say that top-down reading models suggest that

processing of the text begins in the mind of the readers with meaning driven

processes, or an assumption about the meaning of a text. Goodman and Smith in

Boothe, Leah, and Glenys (1999: 81) state that top-down reading model emphasizes

what reader brings to the text, reading is driven by meaning, and proceeds from

whole to part. Then, Gove in Boothe (1999: 82) says that top-down model has some

features. They are:

a) Readers can comprehend a selection even though they do not recognize each

word;

b) Readers should use meaning and grammatical cues to identify unrecognized

words;

c) Reading for meaning is the primary objective of reading rather than mastery of

letters, letter/sound relationships, and words;

d) Reading requires the use of meaning activities rather than the mastery of a

series of word recognition skills;


commit to user

20

e) The primary focus of instruction should be the reading of sentences, paragraphs,

and whole selections;

f) The most important aspect about reading is the amount and kind of information

gained through reading.

2) Bottom Up Reading Model

Boothe (1999: 83) states that bottom-up reading model is a reading model

that emphasizes the written or printed text, reading is driven by text, and proceeds

from part to whole. It means that in bottom-up model reading the reader must

emphasizes on parts of the text (letters, morphemes, syllable, words, grammatical

cues) first before they read the whole text. Here are some features of bottom-up

model of reading (Boothe, 1999: 83):

a) Identify letter features;

b) Link these features to recognize letters;

c) Combine letters to recognize spelling patterns;

d) Link spelling pattern to recognize words; and

e) Proceed to sentence, paragraph and text-level processing.

3) Interactive Reading Model

An interactive model of reading is a reading model that recognizes the

interaction of bottom-up and top-down process simultaneously throughout the

reading process. It means that the reader should be able to combine between top-

down and bottom-up process in reading process.


commit to user

21

g. The Factors Influencing Reading Comprehension

Dallman (1982: 165) points out the factors influencing the reading

comprehension as follows:

1) External factors:

a) Difficulty of material: difficult material that is beyond the student‟s level is

one of major causes of lack of comprehension

b) Intelligence: a student‟s ability to comprehend in reading is sometimes

limited by his mental ability enabling him to carry. The intelligence of the

reader will influence the capacity of the reader in comprehending passage.

c) Environment: the extent of the environment affects comprehension varies

with individuals.

d) Teacher‟s method: methods of teaching that concentrate on the recognition

of individual words without neglecting attention to meaning assist the

students‟ quality in comprehending the text.

2) Internal factors:

a) Motivation is one of the important factors of learners in reading

comprehension

b) Self-esteem has important role in developing reading comprehension. It is a

human being personality that is active, highly confident.

c) Self-actualization, is one of the basic physical needs, students have a feeling

to create and improve their ability in reading to the best.


commit to user

22

h. The Types of Classroom Reading Performance

Brown (2001: 312) describes the variety of classroom reading performance

as follows:

Scheme 2

Classroom Reading Performance

1) Oral and Silent Reading

Occasionally, the teacher has reasons to ask a student to read orally. At the

beginning and intermediate levels, oral reading can:

a) Serve as an evaluative check on bottom up processing skills

b) Double as pronunciation check, and

c) Serve to add some extra student participation if the teacher wants to highlight

a certain short segment of a reading passage.

Besides the advantages above, there are some disadvantages in reading

orally. They are:

a) Oral reading is not a very authentic language activity

b) While one student is reading, others can easily lose attention (or be silently

rehearsing the next paragraph)

Classroom Reading Performance

Oral Silent

Intensive Extensive

Linguistic Content Skimming Scanning Global


commit to user

23

c) It may have the outward appearance of student participation when in reality it is

more recitation.

2) Intensive and Extensive Reading

Silent reading is categorized into intensive and extensive reading. Intensive

reading is usually a classroom oriented activity in which students focuses on

linguistic or semantic details of a passage. It calls students‟ attention to grammatical

forms, discourse markers, and other surface structure details for the purpose of

understanding literal meaning, implication, rhetorical relationship, and the like.

Extensive reading is carried out to achieve a general understanding of a

usually somewhat longer text (book, long article, or essay, etc). Most extensive

reading is performed outside class time. Pleasure reading is often extensive.

Extensive reading can sometimes help students get away from their tendency to over

analyze or look up words they do not know, and read for understanding. Extensive

reading includes skimming (reading rapidly for the main points), scanning (reading

rapidly to find the specific pieces of information), and global reading.

i. Strategies of Reading Comprehension

To make reading comprehension successful, there are some strategies which

can be practically applied in the classroom technique. Brown (2001: 306-310) states

there are some strategies in reading comprehension, as follows: (1) identify the

purpose in reading; (2) use graphemic rules and patterns to aid in bottom-up

decoding (especially for beginning level); (3) use efficient silent reading techniques

for relatively rapid comprehension; (4) skim the text for the main idea; (5) scan the

text for specific information; (6) use semantic mapping or clustering; (7) guess when


commit to user

24

you aren‟t certain; (8) analyze vocabulary; (9) distinguish between literal and

implied meanings; and (10) capitalize on discourse markers to process relationship.

Meanwhile, Adler (2004: 27) states that in teaching students to comprehend the text,

there are seven strategies, as follows:

1) Monitoring comprehension strategy. In comprehension monitoring

instruction, the students are taught to be aware what they understand,

identify what they do not understand, and use appropriate strategies to

resolve problem in comprehension.

2) Meta-cognitive strategy. Good reader use meta-cognitive to think about

and have control over their reading.

3) Graphic and semantic organizer

4) Answering question. The question can be effective because they give

students a purpose for readings, focus students‟ attention on what they

read, help the students to think actively as they read, encourage the

students to monitor their comprehension, and help the students to review

content and relate what they have learned to what they already know.

5) Generating questions. By generating question, students become aware of

whether they can answer the questions and if they understand what they are

reading. For example, students can be taught to ask main idea questions

that relate to important information in a text.

6) Recognizing story structure


commit to user

25

7) Summarizing. It can be concluded that in reading comprehension the

teacher must give explanation about the strategy in comprehending text so

that the students can understand what they read.

Then, Kawabata (2007: 68) states that in reading strategy, there are three

activities to conduct reading class. They are:

1) Pre-reading activities

This activity has eight activities in reading class. It is conducted by the

teacher and the students to be successful in reading comprehension. Those

activities are as follows:

a) Setting the Purpose of Reading. In this activity, the teacher clarifies the

purpose of reading to the students. That purpose is to get idea of the text, to

learn new information, to learn some new vocabulary, and to become

familiar with the genre of the text. After that, the teacher introduce what kind

of reading strategy for reading to achieve the purpose above; such as

skimming, scanning, and close reading. This activity helps the students to

acquire skills to deal with unfamiliar vocabulary without depending on

dictionaries;

b) Signpost Questions. In this activity, the teacher asks question to motivate the

students and activate their background knowledge;

c) Prediction Activities. The teacher only shows the title of the text at this stage,

and asks the students to predict the topic based on the previous question, and

prior knowledge. Then, some question will be asked by the teacher based on

the students‟ prediction focus on the main point when reading the text.


commit to user

26

d) Skimming in Group. In this stage, the teacher shows the next printed to the

students, firstly, the teacher models skimming strategies to help the students.

After the modeling, the teacher asks the students some questions such as;

“what is the text about?”, “Which one is true?”, “What are the generic

structure of the text?”, etc. Then, the teacher asks the students to skim the

text in group.

e) Scanning in Group. In this activities introduced to teach strategies of finding

appropriate information in the text that would be necessary for successful

reading comprehension. To help the students, the teacher gives some

questions to the students so that they might be able to locate specific

information about the topic of the text. Then, they write down the response

on the piece of paper.

f) Breaking Up the Text. In this stage, the teacher provides handout to each

group and asks the students to summarize the text in group. After

summarizing of the text, the students are encouraged to present their

summaries to other group.

g) Brainstorming. In this activity, the teacher conducts brainstorming to confirm

the students‟ understanding by checking responses answered at scanning

stage and summaries at the breaking up text.

h) Pre-teaching Important Word. Before doing the actual reading activities, the

teacher teach new important word for reading comprehension is necessary to

the students so that they can prepare and acquire new vocabulary or

terminology which would be necessary to understand the text before doing


commit to user

27

reading activities. Then, the teacher introduces and explains language feature

of the text in order to make the students are able to expand and relate their

current knowledge of the genre.

2) During reading activities

This phase has six activities in reading class. They are:

a) The Text. At this stage, the teacher guides the class in discussing the

feature of the text: the genre of the text (descriptive, procedure, narrative,

etc.), the social purposes (to inform readers about events), schematic

structure and language features of the genre (headlines, newsworthy

event, background event, and sources). Then, the teacher informs the

students that language feature typical of the genre such as; material

process, verbal process, and many circumstances.

b) Stop and Think. After the modeling, the teacher asks the students to read

the text in group. They are encouraged to talk and discuss what they just

read, paraphrase it, identify the main idea, and generate questions in

group. This activity offers the students more opportunities to practice

listening, speaking, and helps them to activate background knowledge

and relate it to the new information, and confirm their understanding of

the text.

c) Reciprocal Teaching. In this phase, the teacher can monitor the students‟

performance and confirm whether the students are able to

use new vocabulary, express idea and concepts.


commit to user

28

d) Finding the Main Idea. At this stage, the teacher asks the students to find

the main idea in a paragraph or whole text. The purposes of this activity

are to identify and distinguish the important information from the less

important information in the text, summarize the concepts, confirm the

understandings about the topic by sharing the idea with peers.

e) Signal Word. This activity used to indicate a particular text pattern is

thought to show how these words function in the text. By teaching these

words and the function might give the students new or different ideas to

approach the text.

f) Key Words. At this phase the teacher ask the students to identify key

words to distinguish the important from the less important word in the

text.

3) Post-reading activities

a) Cloze Passage. This activity is designed to help the students in

developing vocabulary, understanding cohesion in the text, and

investigating the text further. Besides, the students who have higher

proficiency complete the passage works as model of good reading and

help the students who have difficulties in reading comprehension in

deepen and expand knowledge of the context.

b) Comprehension Question. In comprehension question, the teacher gives

questions to confirm the students‟ understanding of the content of the

whole text and to monitor the understanding of each student. After the

students complete the activity, the teacher checks their answer with class


commit to user

29

to confirm their understanding of the context before moving to the next

activity. At this stage, the teacher can improve the curriculum by using

the information collected in the future.

c) Compare Ideas. At this phase, the students are asked to his/her

partner/groups and fill in their answer. By giving questions,

conferencing, and sharing their ideas with peers, the students are able to

practice listening, speaking and writing, relate personal experiences with

the topic, and focus on their ideas before the discussion.

d) Discussion. This activity can help the students to relate the theme of the

text to their experience, and develop their understanding. By giving some

questions that have answer not in the text so that the students have to

think of their own idea about the topic (Kawabata, 2007).

Those definition lead to conclude that reading class has three activities. First,

pre-reading activities include introduction of the purpose of reading, skimming and

scanning the text in group, etc. Second, during reading include discussion the genre

of the text and the content of the text in group. The last, post reading activity include

the discussion whole text and sharing the ideas related with the text by group.

2. The Concept of Genre

a. Notion of Genre

According to Djiwandono (2002: 30) genre can be interpreted as a model of

discourse that stands on goal of that discourse, for example: giving instruction,

telling some events, or convincing the reader through argument series. Each genre


commit to user

http://iteslj.org/techniques/kawabata-readingstrategies.html

30

has special structure characteristic. If we can know this special characteristic, we can

use it to help our comprehension about some discourse.

b. Types of Genre

Genres that are used for the first year students of Senior High School

according to Institution for National Standardization of Education (2006: 27) are:

1) Descriptive

A descriptive text is a text which says what a person or thing is like. Its

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

(a) Generic Structure of Descriptive

The generic structure of descriptive is as follows: (1) Identification

(mention the special participant); (2) Description (mention physical features,

the part, quality); and (3) Characteristic of the subject being discussed.

(b) Language Features of Descriptive

The language features usually found in a descriptive are: (1) Using

simple present tense; (2) Using action verbs; (3) Using passive voice; (4)

Using noun phrase; (5) Using adverbial phrase; (6) Using technical terms; (7)

Using general and abstract nouns; and (8) Using conjunction of time and cause

and effect.

(c) The Example of Descriptive Text

My mother is a beautiful person. She is not tall but not short, and she has

curly hair and brown. Her eyes color are like honey and her color skin color

light brown, and she has a beautiful smile. Her weight likes 120 lbs.

She is a very kind person. She is very lovely, friendly, patient, and she loves to


commit to user

31

help people. I love my mom, because she is a good example to me. She loves

being in the Church, and she loves sing and dance too.

She is a very good child, wife and mother. She always takes care of her

family. She likes her house to be clean and organized. She a very organized

person and all things in the house are in the right place. She doesn't like

messes.

She always has a smile on her face. She is so sweet and lovely. I like

when I am going to sleep or went I wake up or when I am going to go to some

places, she always give me a kiss, and when the family have a problem she

always be with us to helps us and to give us all her love

2) Narrative

Anderson and Anderson (1999: 9) state that a narrative text type is a piece of

text which tells a story and in doing so, entertains or informs the reader or listener. It

is related to a recount text type. According to Hornby (1973: 648) narrative means

story or orderly account of events. So in a narration the essayist usually tries to write

a composition based on his or her experience. Its purpose is to amuse or entertain the

readers and to tell the story.

(a) Generic Structure of Narrative

The generic structure of narrative is as follows: (1) An orientation (can be

a paragraph, a picture or opening chapter) in which the narrator tells the

audience about who is in the story, when the story is taking place, and where

the action is happening; (2) A complication that sets off a chain of events that

influences what will happen in the story ; (3) A sequence of events, this is case


commit to user

32

the narrator tells how the characters react to the complication; (4) Resolution in

which the characters react to the complication; and (5) A coda that provides a

comment or moral based on what has been learned from the story (an optional

step).

(b) Language Features of Narrative

The language features usually found in a narrative text are: (1) Specific

characters; (2) Time words that connect events to tell when they occur; (3) Verb

to show the actions that occur in the story; and (4) Descriptive words to portray

the characters and setting.

(c) The Example of Narrative Text

Once upon a time, there was a kingdom named Auretto, all people lived

peacefully there. One of them was Charlita, the king‟s daughter who was

assumed as the most beautiful and kindest Princess of Auretto.

One day, Charlita looked blue. Because of that her father got confused.

“What‟s the matter my beautiful daughter? Why are you so sad?” asked King

Fernando. Charlita was just silent. She did not say anything.

Then, King Fernando decided to make a competition to cheer Charlita

again. After that, the palace representative announce: “I will make a

competition. The aim is to make my daughter, Princess Charlita to be happy and

laugh again. Everyone who can do it, will get a prize. It will be held tomorrow

when the sun rises. Sign: King Fernando.”


commit to user

33

The following morning, everybody came to the palace, tried to give their

best performance. They seemed happy and laugh, but not for Princess Charlita.

She was just silent and still looked sad.

King Fernando started to give up. No one amused his daughter. Then,

there came a young handsome man. “Excuse me King Fernando. I would like to

join your competition. But, would you mind if I took Princess Charlita for a

walk?” said the young man gently. “As long as you make my daughter be happy

again, it will totally alright.” said King Fernando. The young handsome man

took Princess Charlita for a walk in a beautiful blue lake with a green forest

around it. Princess Charlita smiled and looked happy after that. Everybody

looked happy, too. “I know why are you so my beautiful daughter. Now, I

promise I will environment green. I regret for always destroying it.

Finally, the environment around the kingdom became so beautiful and

green, full of plants. Then, the young handsome man got a prize from the king.

“I will marry you off my daughter.” said him. “That is the prize I promise for

you. Thanks for keeping our environment well. Thanks for making my daughter

happy again.”

3. Collaborative Learning

Collaborative learning seems almost too easy. More research on learning in

small groups exist than any other instructional method, including lecturing (Johnson,

Johnson, & Smith, 1991; Slavin, 1989: 90). While most of this is credible and

positive, it is dominated by research and investigation.


commit to user

34

To collaborate is to work with another or others. In practice, collaborative

learning has come to mean students working in pairs or small group to achieve

shared learning goals. It is learning through groups rather than learning by working

alone.

Collaborative learning is based on different epistemological assumptions,

and it has its home in social constructivism. Matthews (1996: 10) capture the

essence of the philosophical underpinnings of collaborative learning: “ collaborative

learning occurs when students and faculty work together to create knowledge…it is

a pedagogy that has at its center the assumption that people make meaning together

and that the process enriches and enlarges them.”

According to Elizabeth, Patricia & Claire (2005: 101) there are some

techniques in collaborative learning:

a. Jigsaw.

Jigsaw is a method of organizing classroom activity that makes students

dependent on each other to succeed. It breaks classes into groups and breaks

assignments into pieces that the group assembles to complete the (jigsaw)

puzzle.

b. Buzz Group.

Buzz Group technique is a patent discussions group technique with a high degree

of student involvement. This is employed when the students become very

motivated and seized with the issues involved.

c. Fishbowl.


commit to user

35

Fish bowl activity is used to manage group discussion. The general idea is that

rather than a large group having an open discussion about something, which can

be difficult to handle and often only benefits a few active participants, a smaller

group (ideally 3 – 6 people) is isolated to discuss while the rest of the

participants (maximum of 50 people) sit around the outside and observe without

interrupting.

d. Card Sort.

Card sort is a simple technique in user experience design where a group of

subject experts or "users", however inexperienced with design, are guided to

generate a category tree or folksonomy.

4. Card Sort

a. The Definition of Card Sort

This is a collaborative activity that is able to be applied in teaching concepts,

categorizing characteristics, facts of objects, or finding information. The physical

movement can help to give energy to the tired students in the class (Silberman,

2001: 149)

Card sorting is a user-centered design method for comprehending reading

texts. The process involves sorting a series of cards, each labeled with a piece of

content or functionality, into groups that make sense to users or participants. Card

sorting is a great, reliable, inexpensive method for finding patterns in how users

would expect to find content or functionality (Donna Spencer, 2004).

In addition, Gaffney (2000) explains that card Sorting is a technique for

exploring how people group items, so that you can develop


commit to user

http://en.wikipedia.org/wiki/User_experience_design

http://en.wikipedia.org/wiki/Folksonomy

36

structures that maximize the probability of users being able to find items. In other

words, card sort is easy and cheap to conduct, enables you to understand how „real

people‟ are likely to group items, identifies items that are likely to be difficult to

categorize and find, and identifies terminology that is likely to be misunderstood.

Based on the explanation above, it can be concluded that card sort is a

technique to comprehend reading text that involve some process. Grouping and

giving physical movement are the characteristic of card sort. Card sort is cheap and

great method.

b. The Procedures of Card Sort

According to Silberman (2001: 149-150) the procedures of Card Sort are:

1) Index card with information or example that is suitable in one or more

category is distributed to every student.

2) Students are asked to look for her/his friends in the classroom and to find the

person who has card with the same category

3) Students which have same category are asked to present in front of class

4) After the student‟s presentation of each category, the other students give

important point related to the subject matter.

Ismail (2008: 88-89) states that the aims of cards sort is students can active

both individual and work in group (cooperative learning) in their learning. And

the steps of card sort are:

1) Teacher prepares some cards. Cards contain about the material which will be

taught in the class and then mix all the cards.


commit to user

37

2) Distribute the card for all students one by one and make sure every student

get it

3) Ask students to look for the main card with other and ask them match their

card.

4) If the main cards and the detail cards collected, ask students to make a group

and put their result on the blackboard.

5) Do correction together.

6) Ask the volunteer in each group to explain their result.

7) If possible teacher asks students to ask some questions or give commentary

and teacher gives appreciation for them.

8) When the needed, teacher may give explain material to clearly again.

From the various steps above, I concluded to mix the steps to develop all

indicators of reading. The steps are: (1) Asking the students to take the card

randomly; (2) Asking the students to find their friends who have cards with the

same category; (3) Asking the students to exchange their cards until they have

read all of the cards in their group; (4) Asking the students to arrange the cards

into a good text; (5) Using their own cards, each student should find the main

idea of the paragraph that they get; (6) Asking the students to find the difficult

vocabularies and find the meaning from the card that they get; (7) Asking the

students to find the main idea, detail information, word meaning, sentence

meaning, reference, text organization, and communicative purpose; and (8)

Asking the students to present all indicators that they had found.


commit to user

38

c. The Advantages of Card Sort

1) Simple – Card sorts are easy for the organizer and the participants.

2) Cheap – Typically the cost is a stack of 3×5 index cards, sticky notes, a pen

or printing labels, and your time.

3) Quick to execute – You can perform several sorts in a short period of time,

which provides you with a significant amount of data.

4) Established – The technique has been used for over 10 years, by many

designers.

5) Involves users – Because the information structure suggested by a card sort

is based on real user input, not the gut feeling or strong opinions of a

designer, information architect, or key stakeholder, it should be easier to use.

6) Provides a good foundation – It‟s not a silver bullet, but it does provide a

good foundation for the structure of a site or product. (Spenser, 2004).

d. The Disadvantages of Card Sort

1) Does not consider users‟ tasks – Card sorting is an inherently

content-centric technique. If used without considering users‟ tasks, it

may lead to an information structure that is not usable when users are

attempting real tasks. Information needs analysis or task analysis is

necessary to ensure that the content being sorted meets user needs

and that the resulting information structure allows users to achieve

tasks.

2) Results may vary –The card sort may provide fairly consistent results

between participants, or may vary widely.


commit to user

http://www.boxesandarrows.com/view/card_sorting_a_definitive_guide

39

3) Analysis can be time consuming – The sorting is quick, but the

analysis of the data can be difficult and time consuming, particularly

if there is little consistency between participants.

4) May capture “surface” characteristics only – Participants may not

consider what the content is about or how they would use it to

complete a task and may just sort it by surface characteristics such as

document types. (Spenser, 2004).

B. Reviews on Related Research

Researches on the implementation of Card Sort have been conducted by

some researchers. The first research was conducted by Donna Spencer (2004). The

article entitled: Card Sorting: A Definitive Guide. This writer described that Card

sorting is a user-centered design method for increasing a system‟s find ability. The

process involves sorting a series of cards, each labeled with a piece of content or

functionality, into groups that make sense to users or participants. She writes there

two primary methods for performing card sorts: (1) Open Card Sorting. Participants

are given cards showing site content with no pre-established groupings, and (2)

Closed Card Sorting. Participants are given cards showing site content with an

established initial set of primary groups. Card sorting is a simple, reliable, and

inexpensive method for gathering user input for an overall structure. It is most

effective in the early stages of a (re)design. And while it‟s not intended to be a silver

bullet, when done correctly, it is instrumental in capturing helpful information to

answer questions during the information design phase – ultimately making the

product easier to use.


commit to user

http://www.boxesandarrows.com/view/card_sorting_a_definitive_guide

40

The second research entitled “Interest and Improvement of Student Learning

in Teaching Reading Strategies Using Sort on Card” is done by Roihan Parada

(2013). This research is motivated lack of student interest in reading, due to

the small number of students who want to read. It is seen in learning reading,

where students lack the ability to read. The purpose of this study was to

determine whether the strategy of Card Sort can increase interest and student

learning outcomes in learning Indonesian. This research is a class act. Subjects of

this study were fourth grade students about 20 people. The results of the research

cycle I gained an average score of 67.90 % percentage interest of the

students in the first cycle, while in the second cycle increased to 77.06 %.

Learning outcomes in the first cycle 55 %, while in the second cycle increased to 80

%. This means that the target indicators in this study was achieved and the

implementation of strategies of learning Indonesian with Card Sort is going well.

Based on these results, it suggested that the teacher can use the Card Sort

strategies to increase interest and Indonesian students' learning outcomes.

The third relevant research was done by Pratiwi Amelia from University of

Ahmad Dahlan Yogyakarta in 2012. The research was conducted in the eight grade

students of Junior High School in Riau Silip Bangka. This research was carried out

to determine the effectiveness of teaching vocabulary to young learners by using

flash cards. This research proves that teaching vocabulary by using flash cards is

more effective than those who are taught without using flash cards.

Rifka Kurnia Putri (2012), the effect of using card sort strategy toward

students‟ speaking achievement. I concluded that card sort strategy give positive


commit to user

41

effect toward students‟ speaking achievement. It was shown by the result of this

research that that mean score of experimental class was higher than mean score of

control class.

The another research was conducted by Puji Hidayati (2011) entitled: The

use of card sort to improve students understanding on conditional sentence. This

research aims to help student‟s activity in the class and improve their understanding

about the material. The result of study shows that using card sort can improve

students understanding on conditional sentence. This is proving by students

understanding that was improved in every cycle.

Steven Hannah (2005), Sorting Out Card Sorting: Comparing Methods for

Information Architects, Usability Specialists, and Other Practitioners. This study

examines open and closed card sorting methods used by information architects and

usability engineers. A hybrid data analysis strategy, combining conceptual analysis

and constant comparative method is employed to review 14 references.

Characteristics of card sorting methods and their properties are organized into

twelve emergent categories. Results are presented in a hypertext table, designed to

be extended by others, and supported with explanations of each category.

C. Rationale

Reading is not only a receptive skill of taking information from page in word

by word but also an active process to comprehend the text. The students have some

problems in comprehending the passage and difficulties in identifying main idea,

finding detail information, understanding word meaning, understanding sentence


commit to user

42

meaning, finding reference, identifying text organization, and identifying

communicative purpose.

The students‟ difficulties are caused by lack of vocabulary, prior knowledge

of the students, and the method used by the teacher in teaching learning process that

makes the students bored. It makes the students have low motivation in reading

activity and sometimes lazy to read an English text. Besides that, the teacher still

uses a traditional technique in which the students only have less time to read. The

teacher just reads the passage and discusses it with the whole class so the students

did not have time to share about the passage freely. And, the class condition also

influences the student‟s motivation. I focused on class X1 IPA 1 as a subject.

Between 07.00-10.00 am, the entire curtain must be closed because the sun disturbs

the students in the class. It can make the students not concentrate. Some students

participate actively and the others are noisy.

In this situation the research uses Card Sort technique to solve the students‟

problem and it aims to: (1) make the students easier to comprehend the reading text.

I asked the students to take the card randomly. The students who had card with the

same category should find their friends and make a group. Then I started to explain

that each group who got a set of cards containing the cut paragraph of text should

exchange their cards until they had read all of the paragraphs. Next, I asked the

students to arrange the cards into a good text. Using their own card, each student

asked to find the difficult vocabularies and find the main idea of the paragraph. After

arranging the paragraph, I asked the students to find out the main idea, detail

information, word meaning, sentence meaning, reference, text organization, and


commit to user

43

communicative purpose; (2) make the students not bored with the technique that is

used by the teacher. By doing card sort, there are physical responses that make the

students more active; and (3) motivate them to be more interested in learning

English. They can work together to solve the difficulties. Hence, the students can be

more motivated during the reading activity so that they can comprehend the text.

Therefore, the students‟ capability in comprehending a reading passage can be

improved through using Card Sort technique.


commit to user

44

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, I would like to explain the research methodology including:

the setting time and place of the research, method of research, technique of

collecting data, and techniques of analyzing data.

A. Context of the Study

1. The Setting of Research

a. Setting of Place

This research was carried out in SMA Batik 2 Surakarta which is located at

Jl. Sam Ratulangi 86 Phone/fax: (0271) 710887 Solo, Website:

www.smabatik2.com. SMA Batik 2 Surakarta was built on August 24th,

1989. It had

22 classes. It had ICT class (Information Technology and Communication) as a

superior class. It had 48 teachers and 14 staff.

SMA Batik 2 Surakarta is a comfortable school. It has been equipped by

complete learning facilities such as language laboratory, science laboratory, multi-

media room, hot pot, a large parking area and some facilities.

b. Setting of Time

Table 3.1 the schedule of research

No

Description

TIME

August Sept Oct Nov Dec Jan

1. Doing preliminary observation

2. Writing thesis proposal

3. Conducting research

4. Collecting data

5. Analyzing the data

6. Writing research report


commit to user

45

2. The Subject of Research

The subject of the research was the second year students of SMA Batik 2

Surakarta in 2011/2012 academic year, especially, class X1 IPA 1. This class

consisted of thirty students, and has its own characteristics. Actually, the students

of class X1 IPA1 were active, but sometimes some of them talked to each other,

they did not listen to the teacher seriously when she explained the lesson, and not

all the students did the exercises that were given by the teacher and they did not

submit the assignment on time.

Class XI IPA 1 consisted of 30 students. There were 11 male and 19

female students. This class consisted of one desk for teacher, one whiteboard,

LCD, four windows on the left of class. So, between 07.00-10.00 am, the entire

curtain must be closed because the sun disturbed the students in the class. On the

wall, there were a picture of president, vice president, and Garuda Pancasila.

They were put above the whiteboard and there were two air conditioners put on

the wall.

I chose class XI IPA 1 as the subject of the research. Actually, the students

of this class were active, but sometimes some of the students talk to each other,

they did not listen to the teacher when she explained the lesson, and not all the

students submitted the assignment on time. It happened because sometimes they

did not understand the instruction or they did not know the answer of the

assignment. In English class especially in reading activity, the students lacked

motivation. They thought that reading was boring because the reading texts were


commit to user

46

not interesting for them. Most of the students did not understand what they read

because they had a little vocabulary

B. Research Method

The research method used in this study was Classroom Action Research.

The definition of action research based on Kemmis in McNiff (1988: 2) is;

“Action research is a form of self-reflective enquiry undertaken by

participants (teacher, students or principals, for example) in social

(including educational) situations in order to improve the rationality and

justice of (a) their own social or educational practices; (b) their

understanding of these practices; and (c) the situations (and institutions) in

which these practices are carried out.”

From definition above it can be drawn an inference that classroom research

in this study means the systematic study of attempts to improve the teaching

learning process in order that students‟ achievement becomes satisfying. In

reality, the student‟s capability in comprehending reading passage was

unsatisfying.

In this case I conducted the research in the form of cycle. According to

Kemmis and McTaggart‟s model, cycle consisted of: planning, acting,

observing, and reflecting. Those procedures were reflected in the following

scheme.

Planning

Reflecting acting

Observing

Mc. Taggart (1991: 32)

Scheme 1

The Scheme of Action Research Steps


commit to user

47

The procedures of the research are as follows:

1. Plan

In this step, I was prepared the material, made the lesson plan, and designed

the steps in doing the action. In this step, I was also prepared students‟ name

and score, sheet for classroom observation, and tests (to know whether the

students‟ reading comprehension improves or not).

2. Action

Based on the previous plans, some of the activities were done as follows;

a. Pre-test

1) The students were asked to do the test.

2) I checked and gave score the students‟ works.

3) I analyzed the students‟ score

b. Interview

1) I interviewed some students to get information about the students‟

interests and learning problems.

2) I wrote the result of the interviews as an additional data.

c. Observation

1) I and the collaborator observed the teaching learning process to get

information about the reading teaching learning process, the

interaction between I and the students, and the students and their

friends in the classroom.

2) I and the collaborator made the field note what was happening in

reading class.


commit to user

48

d. Questionnaire

1) The questionnaire was given to the students to get the information

about the students‟ comment toward reading teaching learning

process and what they needed to make them had better learning and

reading competence.

2) I made conclusion based on the result of the questionnaire.

e. Post test

Post test was given to the students to find out the students‟ reading

competence after being given implementation in the first cycle. The

result of the post test in the first cycle was used as main consideration in

designing the activities in the second cycle.

3. Observation

In this step, I observed the students during the action and making notes in

observation sheets like the student‟s feeling, thinking, and something they

were doing in English teaching-learning process. I observed the class

objectively. In this case, the collaborator was another English teacher who

gives contribution in giving the ideas and sharing the experiences actively in

all steps in the classroom action research.

4. Reflection

In this part, I analyzed the result of observation and calculated the result of

reading test.


commit to user

49

C. Data and Data Source

1. Data

The data of this research were obtained from the procedures and

activities during teaching learning process using Card Sort technique and the

score of reading comprehension tests. The result of the treatment was described

in the scores of post-test that was compared with the scores of pre-test.

2. Data Source

The sources of this research are:

a. Event

It was the activities in teaching learning process especially teaching reading

comprehension by using Card Sort technique for the first year students in

SMA Batik 2 Surakarta.

b. Document

In this research, the documents taken from teacher‟s lesson plans, result of

test, reading materials, textbooks, syllabus, and the student‟s worksheets.

c. Informant

The data was taken from interview and questionnaire. Interview was done by

having conversation between interviewer and respondents with purpose of

getting certain information. The respondents were the teacher and the

students. I prepared some questions for the interview, in order to get

information related to the research problem. Meanwhile, questionnaire was

one way of checking students‟ perception or opinion related the subject. It

was usually written in short answer.


commit to user

50

D. Technique of Collecting Data

The data which was collected in this research were qualitative data and

qualitative data. Quantitative data was collected from the result of the reading

comprehension test and qualitative data was collected from observation,

interview, questionnaire, and document.

The qualitative data was collected by using some techniques as follows:

1. Observation

In this research, the observation was done during the process of

implementation of Card Sort technique in the teaching reading. The

observation gave some information about classroom events and interaction in

the classroom. In this research, I was as a teacher who taught reading using

Card Sort technique and as a direct observer who observed the activities

while the implementation of Card Sort technique in the class. I also asked

her collaborator to observe the teaching learning process. The function of

collaborator here was to observe, evaluate, and give suggestion about the

implementation of Card Sort technique in the classroom.

2. Interview

The interview was done to get information from the students and

collaborator about their personal perception, experiences, opinions and ideas

related to the implementation of Card Sort technique in the classroom.

3. Questionnaire

According to Burns (1999: 129) questionnaire is easier and less time

consuming to administer then interview and the responses of the larger


commit to user

51

numbers of informant can be gathered. Related to this statement, I decided to

ask the students to fulfill the questionnaire. In this technique, the students

should read the questions and tick responses or write in short answer.

4. Document

The document that was collected in the form of teacher‟s lesson

plans, reading materials, textbooks, syllabus, and the student‟s worksheets.

By analyzing them, I gets information about the students‟ ability in reading. I

also collected the data from the scores representing the students‟ reading

achievement. The score was the final products of the students‟

comprehension in reading test.

The quantitative data was collected by using reading comprehension test.

In this research, I used a written test to measure the students‟ achievement in

reading. I gave a pretest and posttest in order to know the students‟ reading

comprehension before and after using Card Sort technique. It‟s aimed to know

whether the students‟ reading comprehension improves or not.

To get the instrument validation in reading comprehension test, I uses

internal validity and reliability as stated in Ngadiso (2006: 1-3). The formula is

as follows:

1. Internal Validity

Sn

xt

2

St = Standard deviation or the square root of the total of the square

of each deviation score divided by the number of respondents

x2 = the total of the square of each deviation score


commit to user

52

n = the number of respondents

t

t

t

tn

nq

p

S

XXr

rn = the validity of each item

Xn = sum of correct answer within the row divided by sum of

correct answer within column.

Xt = the average of the total correct answer.

St = standard deviation or the square root of the total of the square

of each deviation score divided by the number of respondents.

pt = the total of the correct answers divided by the number of

respondents.

qt = the total of the incorrect answer divided by the number of

respondents

2. Internal Reliability

21

t

kks

pq

k

kr

rkk = internal reliability

k = the total valid item

pq = the sum of the multiplication of the proportion of the correct

answers and in the correct answer.

St = standard deviation of the square root of the total of the

squared of each deviation score divided by the number of

respondents.

For qualitative data, I used data triangulation. It means that, I collected

data from three sources: the students, the collaborator, and I herself using


commit to user

53

observation, questionnaire, and interview. The data were compared to know

whether the data were valid or not.

E. Technique of Analyzing Data

The process of data analysis was conducted by using qualitative and

quantitative methods. To analyze the quantitative data, I applied a descriptive

statistics, comparing the following dimension: the highest and lowest scores and

means. The data were taken from the students‟ answers on the written test.

1. Computing the students‟ correct answers.

2. Calculating the students‟ scores on written test is done as follows:

a) Calculating the percentage of the correct answers of each student by

using percentage correction. The percentage is used to measure the

students‟ reading comprehension. To find out the percentage

correction, the formula as stated by Arikunto (1998: 38) is used:

Where:

S = the students‟ mastery in %

R = the students‟ right answer

N = the maximum number of the whole answer

SM = standard mark (100)

In determining the level of the students‟ reading comprehension, the five

categories described by Arikunto (1998: 38) are as follows:

The System of Score Category

Percentage Interpretation

81 – 100 Very Good

61 -80 Good


commit to user

54

41 – 60 Fair

21 – 40 Poor

0 – 20 Very Poor

From the percentage of the correct answers, then, the students‟

reading comprehension was found.

b) After analyzing the scores of the written test, I used a statistical

technique to find the students‟ mean score. Then, I compared the mean

score of the pre-test and post-test. In scoring the test, I calculated the

students‟ scores by using the following formula:

n

XM

Where:

M = mean (the score)

∑ X = the total score

n = number of students (Purwanto, 1985: 38)

It means that if the mean score increases, the students‟ reading

comprehension is considered improving and the research is successful.

c) Comparing students‟ reading comprehension before and after

treatments.

3. Making conclusion and suggestion based on the data.

Then, to analyze the qualitative data, I applied constant comparative

method as suggested by Glaser (1980: 105-115). The method consists of four

steps: (a) comparing incidents applicable to each category; (b) integrating

categories and their properties; (c) delimiting the theory; and (d) writing the

theory. The following is a brief description of each step:


commit to user

55

a. Comparing incidents applicable to each category.

This process was also similar to specifying the nature and dimension of

many concepts arising from the data.

b. Integrating categories and their properties.

In this stage I began to note the relationship among the concepts. For these

relationships to emerge, however, it was necessary for I to have noticed all

the concepts.

c. Delimiting the theory.

Eventually, as the pattern of relationship among concepts become clearer,

I disregards some of the concepts initially noted but evidently irrelevant to

the inquiry. In addition to the number of categories being reduced, the

theory itself becomes simpler.

d. Writing the theory.

I put her findings into word to be shared with others. The stage was

regarded as a part of the research process.


commit to user

56

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Introduction

The aim of the research was to identify whether Card Sort technique could improve

students‟ reading comprehension for the students of class XI IPA 1 of SMA BATIK

Surakarta or not and to identify how is the classroom situation when Card Sort is

implemented in the reading class.

I started this research after finding the students‟ problems in reading comprehension.

She found this problem after asking the students to do the exercises of: (a)

understanding word meaning based on the text; (b) getting the main idea both the

main idea of the text and certain paragraph; (c) understanding the sentence meaning

of past and present perfect tense; (d) identifying detail information from the text, and

(e) understanding the text organization.

I gave each student a test. She gave a test that is suitable with reading

comprehension material. It was used to know how far the students could

comprehend the reading text. The test was held on Wednesday, August 11th

2011

and implemented in 2x45 minutes. I observed the test process. The students

answered the items quietly, but some of them still looked confused in answering the

questions. The form of the test is multiple choices. After conducting the pre-test, I

scored the students‟ answer.


commit to user

57

Table 4.1.Score of pre-test.

No Level Preliminary Observation

1 Highest score 68.57

2 Lowest score 48.57

3 Mean score 61.94

Supporting to the pre-test score in the table above, the following table provided data

about the students‟ score viewed from all indicators.

Table 4.2 score of indicators


Main idea 87.5 25 60.27

Detail information 88.8 22.2 68.19

Word meaning 87.5 25 61.16

Sentence meaning 100 0 50

Reference 88.8 22.2 64.22

Text organization 88.8 22.2 56.29

Communicative purpose 88.8 22.2 65.81

Table 4.3. Computing of passing grade in pre-test

No Explanation Passing grade

Number of students

%

1 Score above passing grade 60 12 40

2 Score below passing grade 60 18 60

According to the result of the pre-test, it can be concluded that the students‟ reading

comprehension was low. From 30 students only 40% got the score above the passing

grade or in other word there were 60% students who got the score below the passing

grade. Another important consideration was about the students‟ score viewed from

their skill. The average of students‟ score in getting main idea was 60.27, in finding

detail information was 68.19, in understanding word meaning was 61.16, in

understanding the sentence meaning was 50, in finding reference was 64.22, in

identifying the text organization was 56.29, and in identifying communicative

purpose was 65.81.


commit to user

58

Furthermore, the result of the questionnaire about reading comprehension also

showed that the students had problem in reading comprehension.

Table 4.4 The Result of Questionnaire 1

No Aspects Asked SD D A SA

1. Reading subject is difficult. - 1

(3.3%)

24

(80%)

5

(16.7%)

2. It is difficult for me to comprehend the expository text. - -

13

(43.3%)

17

(56.7%)

3. I have problem to understand some words. - - 23

(76.7%)

7

(23.3%)

4. It is not easy to find detail information in the text. - - 12 (40%)

18 (60%)

5. It is difficult to find a main idea. - - 23

(76.7%)

7

(23.3%)

6. It is difficult to understand the sentence meaning. - 1 (3.3%)

10 (33.3%)

19 (63.4%)

7. It is difficult to understand word meaning. - 1

(3.3%)

7

(23.3%)

22

(73.4%)

8. It is not easy to identify text organization. - - 16 (53.3%)

14 (46.7%)

9. It is difficult to find reference. - 16

(53.3%)

14

(46.7%)

-

10. It is not easy to identify communicative purpose. - - 22 (73.3%)

8 (26.7%)

11 The class is very noisy - 22

(73.4%)

8

(26.7%)

-

12. The method used by the teacher is monotonous. - 4 (13.3%)

10 (33.3%)

16 (53.4%)

13. The students are lazy to read English. - 2

(6.7%)

13

(43.3%)

15

(50%)

14. The students have little vocabulary. - 4 (13.3%)

10 (33.3%)

16 (53.4%)

15. An alternative method to learn reading is needed. - - 21

(70%)

9

(30%)

In fact, most of the students had low ability in reading comprehension. Firstly, the

problems that were caused by the students themselves were: they were lazy to read

English texts because they had a little vocabulary, as a result, they depended on their

dictionary too much; did not have prior knowledge about the content of the text; and

the method used by the teacher in teaching learning process made the students

bored. The class was dominated by the teacher and students always kept silent. Their

motivation to study was low. They were not active in teaching learning process,

because the students did not have opportunity to develop their communicative

competence. Secondly, the teacher still used traditional technique in which the


commit to user

59

students only had less time to read. The teacher just read the passage and discussed

with the whole class so the students did not have time to share about the passage

freely. The teacher seldom used various techniques to make the students become

better readers. The teacher asked the students to read and answered the question

individually. After that, they submitted the assignment without discussing the

answers with other students. The student‟s problems in comprehending reading not

only came from the students themselves and the teacher but also the condition of the

class. Between 07.00-10.00 am, the entire curtain must be closed because the sun

disturbed the students in the class.

Therefore, a new technique is needed to work out the problems. I decided to use

Card Sort technique in conducting this action research. Card Sort is collaborative

activity in sorting the card collaborating the critical thinking of students. Card Sort is

an effective way to improve the students‟ reading comprehension. The students who

had card with the same category should find their friends and make a group. Then I

started to explain that each group who got a set of cards containing the cut paragraph

of text should exchange their cards until they had read all of the paragraphs. Next, I

asked the students to arrange the cards into a good text. Using their own card, each

student asked to find the difficult vocabularies and find the main idea of the

paragraph. After arranging the paragraph, I asked the students to find out the main

idea, detail information, word meaning, sentence meaning, reference, text

organization, and communicative purpose. Besides, it can make the students brave

and not shy because this technique gives priority to the movement of physical


commit to user

60

response, so the students can be interested in learning from the beginning of the step

to the end.

B. Research Implementation.

1. Description of Cycle 1

In cycle 1, I carried out four meetings. Cycle 1 was conducted from September 20th

to October 1st, 2011. After the fourth meeting was done, a test 1 was carried out.

Each cycle consisted of planning, action, observation, and reflection. The overall

implementation of cycle 1 can be seen in table 4.5:

Table 4.5 The Implementation of Cycle 1

Cycle 1 Teaching reading using Card Sort technique

Planning Sharing ideas with collaborator Designing lesson plan Preparing hand out Preparing the slide on power point Preparing observation instrument (field notes and check list)

Action Meeting 1 (Sept 20th, 2011) Meeting 2 (Sept 23rd, 2011) Meeting 3 (Sept 27th, 2011) Meeting 4 (Oct 1st, 2011)

: An Indian and His Fish : The Legend of Prambanan Temple : The Elves and The Shoemaker : Keong Emas


commit to user

61

Observation

Teaching and learning situation

The teacher prepared the material well, explained the new technique clearly, asked the students to make a group based on the same category’s card they had. This technique made the teacher control the class easily. Good interaction between students and researcher. The teacher actively answered the students’ questions. The students showed interest to the new technique. The students were motivated to get involved in doing the steps even though they were confused about how to find the card in the same categories. Grouping was effective to make the students share their ideas though some groups needed an extra care. The process of teaching and learning in the first and third meeting did not run smoothly. The process of teaching and learning in the second and fourth meeting was better. In this cycle, the teacher got problem in managing the time

Learning process

Some students showed their progress by speaking out their ideas and answering question. The result of the assessment also showed that the understanding of reading of some students was quite improved. There were also some students who were not serious in doing the steps. Some students were still talking each other and make noisy. In this cycle, the students’ understand about detail information, reference, text organization, and communicative purpose of the text was improved. On the other hand, the students still got problem in understanding main idea, word meaning, and sentence meaning.

Reflection + Card Sort technique could create a good atmosphere that motivated the students to take a part in the teaching and learning process actively. + There was a good interaction between I and the students.


commit to user

62

+ Sitting in groups made the students helped each other to do the steps. + It was quite easy for I to control and monitor the students because they sat in group. + Students’ understanding about finding reference, identifying text organization, and identifying the communicative purpose of the test were improved. - Some students were not serious in finding the group. - Some students were still talking each other and make noisy. - Some students did not read the whole paragraph in the text. - Students still got problem in understanding main idea,

sentence meaning, and word meaning. - I still got problem in managing the time allocation.

a. Planning Action

I and the collaborator prepared for the action. The preparation included: designing

lesson plan, preparing hand out, preparing slide on power point and preparing

observation list such as field notes and check list. The lesson plans were designed

for four meetings. It consisted of: (1) Competence Standard; (2) Basic Competence;

(3) Indicator; (4) instructional Objective; (5) Learning Method; (6) Instructional

Material; (7) Teaching and Learning activities; and (8) Assessment. The reading text

for the first meeting was “An Indian and His Fish”, for the second meeting was

“The Prambanan Temple”, for the third meeting was “The Elves and The

Shoemaker”, and for the fourth meeting was “Keong Emas”. The texts were taken

and adopted from Microsoft Encartafor Kids 2007, Look Ahead, and an English

course for Senior High School Students Year XI published by Erlangga.

After designing lesson plan, I and the collaborator prepared the hand outs which

consisted of reading text and assessment. The assessments were in the form of essay

with 10 questions that covered the instructional objectives in the lesson plan. Next

activity was preparing the slides on power point and wrote the indicators that the


commit to user

63

students had to achieve in the teaching learning process. After that the teacher and

the collaborator prepared observation instruments; field note and check list. The

collaborator and I would use these two kinds of instrument in observing the teaching

and learning process done by I and the students.

The next activity was doing the steps in Card Sort. There were some steps in Card

Sort as follows:

1. Asking the students to take the card randomly.

2. Asking the students to find their friends who have card with the same

category.

3. Asking the students to exchange their cards until they have read all of the

cards in their group.

4. Asking the students to arrange the cards into a good text.

5. Using their own cards, each student should find the main idea of the

paragraph that they get.

6. Asking the students to find the difficult vocabularies and find the

meaning from the card that they get.

7. Asking the students to find the main idea, detail information, word

meaning, sentence meaning, reference, text organization, and


8. Asking the students to present all indicators that they had found.

9. Monitoring the students while they are conducting Card Sort activity.


commit to user

64

b. Action

1) Meeting I

a) Opening

It was on Tuesday, September 20th

, 2011 for about two periods or ninety minutes. I

and the collaborator entered to the class of XI IPA 1 (30 students). Before starting

the lesson, I greeted the students by saying “AssalamualaikumWr.Wb, Good

morning students, how are you today?”The students said “wa‟alaikumsalamWr.Wb,

good morning mom, I‟m fine thank you, and you?” I said “I am fine too,

thanks.”After that I checked the attendance list by calling each student‟s name,

while the collaborator took a seat in the back side. All students were present today.

I explained what they should do for that day. She tried to create a good situation by

telling the students that the day‟s activities would be reading lesson by using Card

Sort technique as a kind of cooperative learning. They would work in groups. The

students seemed enthusiastic. I prepared all the media and learning sources.

In this stage, I gave an explanation the objectives of the teaching and learning on

that day using Card Sort technique. It was implemented to comprehend the reading

text. Then, I explained about the technique and what the students should do in every

step of Card Sort technique. I told the students that the material for the lesson was

narrative text. I then remained a little bit of narrative text including the generic

structure and communicative purpose. Most of the students paid more attention in

this section. They were really enthusiastic to digest I‟s explanation. Following this

activity, I distributed the text entitled “An Indian and His Fish”. I also said that it

was important for the students to learn English because it introduced them to many


commit to user

65

terms that they would find when they were going to go to the university and they

would use it for accomplishing their assignment when they were going to study in a

top rank university or if they were going to study abroad. The teacher asked who is

going to study in the university, and all of them answered that they planned to

continue their study to the university. Teacher appreciated them and told them that

they had to study hard to reach their goals.

b) Main Activity

I distributed the card. The reading text for the first meeting was “An Indian and His

Fish”. When she explained Card Sort, the students seemed serious and active. After

that, the teacher asked to the students to read the title of the text and asked to the

students to brainstorm about the title or the topic in the text.

I explained that in this technique the students would work in groups. Each group

consisted of 6 students. She asked the students to take the card randomly. The

students who had card with the same category should find their friends and make a

group. Then I started to explain that each group who got a set of cards containing the

cut paragraph of narrative text should exchange their cards until they had read all of

the paragraphs. Using their own card, each student was asked to find the difficult

vocabularies and find the main idea of the paragraph. Next, I asked the students to

arrange the cards into a good text. After arranging the paragraph, I asked the

students to find out the main idea, detail information, word meaning, sentence

meaning, reference, text organization, and communicative purpose.

Later on, one student in each group presented their result in front of the class. At the

first time, they were reluctant to come in front of the class, but when I told him/her


commit to user

66

that they were all learning, they had bravery to present it. In this stage, I guided all

presentation performed by the students. During this activity, all students were

enthusiastic. When one of the students from second group, student GA, represented

his group to present his group result, the other friends listened carefully. The

presentation ran well. And then, the presentation was followed by group one, five

and four. All groups did the presentation well. But, when the student from third

group, student LW, presented his group result, he discussed the different text. The

arrangement of the paragraph of this group was wrong. They put the fourth and fifth

paragraph in reverse order. They should put the fourth paragraph after third

paragraph, not in reverse order. The students‟ result showed that they got a little bit

difficulty to arrange the paragraph. They were also confused to find out the sentence

meaning from the text. This time, I guided the students to find the correct answer of

all problems occurring in discussing the material of the text.

All groups could present their result in front of class. They enjoyed the Card Sort

technique although there were still many mistakes in arranging the paragraph related

the text. I gave the assessment to the students in a group and they were given 15

minutes to finish.

c) Closing

This part showed how I closed the meeting. Ten minutes before the bell rang, I

reviewed the lesson by summarizing the topic of today. I gave chance to the students

to ask some questions if they were still confused about the topic. As a reflection,

teacher asked students whether they can comprehend the reading text. Students

answered that they could understand the text. However, they said that they still


commit to user

67

confused in understanding sentence meaning. They felt that they sometimes still

made mistakes. She praised the students and motivated them to learn better for the

next meeting. She told the students about the topic to be learnt for the next meeting.

Finally, she said “Any questions?” the students answered, “no mom”. “If there is no

question, I closed the meeting, thank you very much for attending and your

attention, WassalamualaikumWr.Wb, see you”. The students responded her,

“Wa”alaikumsalamWr.Wb, See you too”.

2) Meeting II

a) Opening

The second meeting was done on Friday, September 23rd

, 2011. The weather was so

nice that day. I entered the classroom at 7 a.m. the collaborator came 5 minutes later.

The class was so dirty. So, she asked some students to sweep the floor and pull out

the rubbish into the rubbish dump. It took 5 minutes to finish the cleaning. I asked

the students to go back to their chairs. It was started by praying together. Then, she

greeted the students and checked the attendance list by calling the student‟s name.

All students were present at that day.

I repeated the previous material by giving explanation about Card Sort technique.

She believed that the students needed such kind of a review due to the fact that it

was new for them and there were some students who were still confused. She

emphasized that the most important thing in doing the card sort activity was the

collaboration between the students. She then told the students that the material of

that meeting was still same, narrative text, but in different tittle. The tittle of the text


commit to user

68

was The Legend of Prambanan Temple. In this meeting, the students could

understand the word meaning and increase their vocabulary.

b) Main Activities

I distributed the card. The reading text for the first meeting was “The Legend of

Prambanan Temple”. When she explained Card Sort, the students seemed serious

and active. After that, the teacher asked to the students to read the title of the text

and asked to the students to brainstorm about the title or the topic in the text.

I explained that in this technique the students were still work in groups. Each group

consisted of 6 students. The members of the group were different with the previous

meeting. She asked the students to take the card randomly. After the students sat in

their groups, I then explained the instructional objectives of the lesson. I explained

every step very carefully to make sure that all students understood. After that, the

students asked to exchange their cards until they had read all of the paragraphs.The

condition was different from the previous meeting. In this meeting, the students

were so active because they had background knowledge about The Legend of

Prambanan Temple. Students seem so familiar with the topic that made them easy to

understand the word meaning. But, some of them were still difficult to interpret the

vocabularies. Next, I asked the students to arrange the cards into a good text. They

sorted the cards related to the material to find out the main idea, detail information,

word meaning, sentence meaning, reference, text organization, and communicative

purpose. The students looked motivated in doing this activity. Each group tried to

finish soon and correctly.


commit to user

69

After arranging the cards and discuss together in their group, the students prepared

themselves to present their result in front of class. I then asked the representation of

the second group to come forward in front of the class. Student DA came forward in

front of the class and presented her group result. She performed her presentation a

little bit shyly. She delivered the arrangement of the paragraph completed and all the

findings of all indicators. The presentation was good enough. It was true that the

students needed self-confidence to speak English. After the presentation of the first

group, I gave the time for other group to take turn. When student SS, from the fifth

group, presented her group result, the other friends listened carefully. After the

presentation of SS, the other students coming from the second group gave such

comment to the fifth group. Here is the comment from the students BRP:

“Excuse me, mom. I think we have different opinion about the word meaning of

„famous‟. The meaning of „famous‟ not just „popular‟ tapi bisa juga „well-known

kan, mom?”.Kan artinya sama-sama „terkenal‟.

I then gave a little bit comment, Yes, you are right dear. That is good opinion. We

know that words or vocabularies in English can be has more than one meaning. So,

you have to read more to improve your vocabulary and the meaning”. As soon as

the others group added the other meaning of “famous”. Then the discussion

followed by the presentation of others group. It ran well. All groups could present

their result.

Following this activity, I then discussed the result of their answer. The discussion

was still emphasized to correct the students‟ answer for all indicators. The students

showed interest to know the correct answer. Soon after that, I praised all groups for


commit to user

70

they had done. Then I gave the students the assessment and they were given 10

minutes to finish.

c) Closing

There was 10 minutes for the teacher to close the lesson. The teacher reviewed the

lesson by summarizing the topic of today, giving chance to the students to ask some

questions if they were still confused about the topic. The teacher made a reflection

by asking students to identify main idea and understand sentence meaning. She

praised the students and motivated them to learn better for the next meeting. The

teacher asked the students whether they were happy or not to learn using card sort.

The students said “Yes.” The teacher did not give homework to the students. She

told the students about the topic to be learnt for the next meeting. Then, she closed

the lesson.

3) Meeting III

a) Opening

The third meeting was done on Tuesday, September 28th

, 2011. I and the

collaborator entered the classroom and greeted the students. I and the collaborator

smiled happily because all the students have sat neatly. Then, I put her teaching

material on the teacher‟s table, while collaborator took a seat in the back side. I

checked the attendance list by calling each student‟s name. On that day all the

students were present.

The teacher reminded the students about the technique they used in reading class

that day, that was Card Sort technique and its procedures. All of students answered


commit to user

71

that they still remembered it. Afterwards, the teacher prepared the media and

learning resources which were used that day.

The teacher explained what they were going to do on that occasion. She also told the

objectives of the teaching and learning that day. I told the students that the material

for the lesson was still narrative text. They were very enthusiastic. Following this

activity, I distributed the text entitled “The Eves and The Shoemaker”. It was

important for the students to read much more texts. It aimed to improve their

knowledge of vocabulary.

b) Main Activity

I distributed the card. The reading text for the first meeting was “The Eves and The

Shoemaker”. When she explained Card Sort, the students seemed serious and active.

Then, I asked the students to discuss with friends and brainstorm everything they

knew related to the topic

I explained that in this technique the students were still work in groups. Each group

consisted of 5 students. The members of the group were different with the previous

meeting. She asked the students to take the card randomly. After the students sat in

their groups, I then explained the instructional objectives of the lesson. I explained

every step very carefully to make sure that all students understood. After that, the

students asked to exchange their cards until they had read all of the paragraphs. The

condition was different from the previous meeting. In this meeting, the students

looked confuse with the tittle. Students seem not familiar with the topic that made

them little bit difficult to understand the word meaning. Next, I asked the students to

arrange the cards into a good text. They sorted the cards related to the material to


commit to user

72

find out the main idea, detail information, word meaning, sentence meaning,

reference, text organization, and communicative purpose. In this activity, the

students were noisy. They little confused to arrange the cards. I gave the students

time to make the correct paragraph.

After all groups finished their discussion, I asked one group to present their result.

The student AN from the sixth group came to in front of the class to present her

groups‟ result. He delivered it slowly but it could be understood well by the other

students. Most of students sometimes smiled by looking at the AN‟s performance

because he behaved like a girl with his dialect and gesture. I asked the students,

“What are you laughing for, students?‟. “He is funny Mom, he..he..” Instead of this,

his presentation was good enough.

The presentation was continued by the fourth group. When student IWS presented

her group result, the other friends listened carefully. After she finished the

presentation, the student FBP from the first group gave such comment. Here is the

comment from the student FBP:

“Mom, I think the sixth group arrange a wrong paragraph. Kayaknya paragraphnya

kebalik, Mom. Bukannya paragraph ketiga seharusnya ditaruh di paragraph kedua,

Mom.”

I smiled then gave comment, “are you sure, girl? Thanks for your comment, it

showed that you really pay attention to the presentation. But, her group has arrange

the correct paragraph”. Then the student FBP answered “Iyakah, Mom? Berarti

kelompok saya yang salah menyusun paragraf he…he…”. Followed by student GA

from the first group commented “Walahhh punya e kelompokku juga salah, Mom”.


commit to user

73

I answered “It‟s ok, students. We are all learning together, so it is never mind if

your answer is wrong, that is why we discuss it”.

I gave chance to the other groups to present their result. After all the groups

presented their result, Iguided the students to find the correct answer of all problems

occurring in discussing the material of the text. The students enjoyed the Card Sort

technique although there were still many mistakes in arranging the paragraph related

the text. I gave the assessment to the students in a group and they were given 15

minutes to finish.

c) Closing

Having done all the activities, there was 10 minutes for I to close the lesson. I

reviewed the lesson by summarizing the topic of today and gave a chance to the

students to ask question. I made a reflection by asking students to understand

sentence meaning so they could arrange the paragraph correctly and she also asked

the students not to afraid when presented in front of class. She praised the students

and motivated them to learn better for the next meeting. Then, I closed the class by

saying thanks to the student‟s attending and participating. Finally, she said

“wassalamualaikumwr.wb, good bye” and “see you”.

4) Meeting IV

a) Opening

That day was Saturday, 1st October 2011. That was fourth meeting of first cycle, the

sky looked so sunny, and the students seemed so concerned because the beam of the

sun entered their classroom, so the students had to close the door and close the

window with curtain. I and the collaborator greeted the class and there were no


commit to user

74

students missing. I checked attendance list and gave a check mark. On that day all

the students were present.

Having checked the students‟ attendance list, I gave questions to check their

memorization about the steps of Card Sort technique and reminded how to apply

them. All the students answered that they still remembered it. In this meeting, I did

not explain the technique anymore because all the students had understood. The

topic for today was “Keong Mas”. It was important for the students to understand

the text and followed all the steps.

b) Main Activity

I distributed the card. The reading text for the first meeting was “The Eves and The

Shoemaker”. The students were so enthusiastic because the topic was familiar for

them. Then, I asked the students to discuss with friends and brainstorm everything

they knew related to the topic

I asked the students to take the card randomly. Then the students sat in their groups.

Each group consisted of 5 students. After that, the students asked to exchange their

cards until they had read all of the paragraphs. Using their own card, each student

asked to find the difficult vocabularies and find the main idea of the paragraph. The

students felt the vocabularies were easy enough, so they did it soon. Next, I asked

the students to arrange the cards into a good text. They sorted the cards related to the

material to find out the main idea, detail information, word meaning, sentence

meaning, reference, text organization, and communicative purpose. The students

did this activity on the table. Sometimes, they laughed when there was a student in

the group was joking.


commit to user

75

After that, the students had to present their group result. I gave chance for the third

group to present their result. Student FA became the presenter in front of the class.

He presented his group‟s discussion. He could deliver the arrangement of the

paragraph and all the finding indicators fluently although his voice was not loud. He

was actually had a big self-confidence. When the student FA was still presenting his

speaking, suddenly, a student interrupted, “Mom, we cannot hear his voice, it‟s too

soft”. I then asked the students FA to speak more loudly, “Would you please speak

louder, boy. Your friends cannot catch your words”. “Yes Mom”, the student FA

answered.

The activity was continued by the presentation of the second group. The result of the

second group was presented by the student EPP. Actually the students of second

group decided to point the student SS to present their discussion, but I suggested to

give the chance to the other friends. The student SS had been the presenter at the

second meeting, so I thought that the opportunity was better given to the other

students. The student EPP did the presentation well. No comment for the second

group so the presentation was continued by the other groups. All group presented

their discussion very well.

After all groups could present their result, I guided the students to find the correct

answer of all problems occurring in discussing the material of the text. Next, I gave

the assessment to the students and they were given 15 minutes to finish.

c) Closing

In closing, the teacher reviewed the lesson by summarizing the topic of today, giving

chance to the students to ask some questions if they were still confused about the


commit to user

76

topic. I made a reflection by asking students to identify all indicators and she also

asked them to speak louder when presented their result in front of class. She praised

the students and motivated them to learn better for the next meeting. She then asked

the students whether the students enjoyed the activity or felt bored. The students

answered that they were happy, enjoyed the process, and felt easier to understand the

text by using card sort. I then reminded all students to attend the class on Tuesday,

October 4th

2011 for the post-test. Finally, I said goodbye and left the class with the

collaborator.

5) Post Test

To know the students‟ improvement in comprehending the text by using card sort

technique in cycle 1, I conducted the progress test, namely post-test. It was held on

Tuesday, October 4th

, 2011 at 07.30 a.m. In this test, all of students could attend the

class since I had informed it in the previous meeting. The item of post-test was taken

from the pre-test given before first meeting in cycle 1. There were thirty five items

in the form of multiple choices. The items consisted of all indicators. I observed the

test process. The activity of the post-test ran well although there were some students

trying to look at their friends‟ answer. After conducting the post-test, I scored the

students‟ answer.

Table 4.6. Score of post-test.

No Level Cycle 1



3 Mean score 69.18

Supporting to the post-test score in the table 4.6, the following table provided data



commit to user

77

Table 4.7. Score of indicators cycle 1


Main idea 100 37.5 68.3

Detail information 100 33.3 73.74

Word meaning 100 37.5 66.07

Sentence meaning 100 0 64.29

Reference 100 33.3 71.76

Text organization 100 33.3 70.81

Communicative purpose 100 33.3 73.3

From the table above, it can be seen that the students were successful in

understanding detail information in the text, finding reference, identify text

organization and identify the communicative purpose of the text.

Table 4.8. Computing of passing grade in cycle 1

No Explanation Passing grade Number of students %

1 Score above passing grade 60 18 60

2 Score below passing grade 60 12 40

The comparison between pre-test and test 1 of cycle 1 could be seen in table 4.9.

Table 4.9 Comparison of scores

No Level Pre test Test 1

1 Highest score 68.57 77.14

2 Lowest score 42.85 48.57

3 Mean score 61.93 69.18

From the table 4.9 it could be concluded that there was improvement on students‟

reading comprehension. The highest score improved from 68.57 in pre-test into

77.14 in test 1 and the lowest score improved from 42.85 into 48.57. The mean score

between pre-test and test 1 also improved from 61.93 into 69.18. Therefore, it was

clear that students‟ reading comprehension improved in cycle 1.


commit to user

78

c. Observation of Cycle 1

There were two things that I and his collaborator observed. They were the process of

teaching and learning in the classroom and the learning progress which the students

achieved. Observation was done by I as the teacher and his collaborator during the

implementation of the action were doing in the classroom. Based on the observation,

I could describe the process of teaching and learning in the classroom and the

learning progress which the students achieved when Card Sort technique was

applied in teaching reading in the classroom as follows:

1. The First Meeting (Tuesday, September 20th

, 2011)

In the first meeting, when I opened the class, the students seemed enthusiastic to get

a new thing in class. They also looked serious when I told that she would use a new

technique that was Card Sort. They gave more attention to I when she explained the

application of card sort and the material of narrative text. I started asks all students

to take the card containing the cut paragraph of descriptive text randomly. Then they

found their friends who had other cards until they had complete paragraphs to make

a descriptive text. The students sat with their group. Each group consisted of 5

students. The students exchanged their card until they had read all the cards in their

group. I asked the students to find the difficult vocabularies and find the meaning.

Using their own card, each student should find the main idea of the paragraph. Then,

asked the students to arrange paragraph into a good text. In this process there were

some students who were not active in their group. They looked discomfort to do the

activity in group since they were rather confused and reluctant to collaborate each

other.


commit to user

79

In agreement with card sort technique, at the beginning, the students still made a

mistake in following the procedures of card sorting. They did not show up the card

firstly to make the arrangement the text easier. One of groups made a mistake in

arranging the text. They put the fourth and fifth paragraph in reverse order. They

were also confused to find out the sentence meaning from the text. As the result,

they needed more time to finish the arrangement of the text in cards and to find all

the indicators. Moreover, the students were also reluctant to be presenter to discuss

their material of their group. Most of them were still shy and less confident to do

this activity.

Related to the process of reading comprehending the text, some students could find

all indicators although they needed more time to finally decide their answer. Some

of them needed confusions to solve these problems. It was the problem faced by

them and it needed more attention in the next meeting.

2. The second meeting (Friday, September 23rd

, 2011)

In the second meeting, the students could follow each step of card sort technique

smoothly although there were some students who were still confused to find out the

correct answer of all finding for all indicators. The students were happy caused they

were familiar with the topic. The students could finish their discussion faster than

the first meeting. Although, in processing of presentation there was a student who

interrupted the presenter to add the others meaning of “famous”. All groups could

finish their presentation well.


commit to user

80

3. The third meeting (Tuesday, September 27th

, 2011)

In the third meeting, I and the collaborator felt that there was an improvement of

doing card sort activity. The students were more eager to do card sort activity in

comprehending text. They seemed interested in doing all the procedures of card sort.

In this meeting, the students were able to use the time to discuss in group. They

showed their curiosity in finding the correct answer and arrangement of the text.

Although, there were two groups who arrange the text in reverse order. They tried to

discuss with I to find the correct arrangement. In this meeting, there was not more

talk between the students in group to decide who would be the presenter of group‟s

result since they had discussed before.

4. The fourth meeting (Saturday, October 1st, 2011)

In the fourth meeting, the students were very active and enthusiastic in doing the

activities. During the group work, the students enjoyed their activity. If they found

some difficulties, they discussed them in group. This activity made them motivated

to solve the problems and find all findings so that they could comprehend the text

more easily. Based on the observation, in this meeting the students showed much

more improvement. Nevertheless, some problem related to process of activity still

occurred.

5. The fifth meeting (Tuesday, October 4th

, 2011)

In this meeting, post-test was conducted. This test was held to know the students‟

achievement in reading comprehension after the action plan was implemented. The

result of Post-test she showed improvement of students‟ mean score. The mean score

increased from pre-test into test 1.


commit to user

81

6. Improvement of Students’ Reading Comprehension

To evaluate the student‟s reading competence in that cycle, I and his collaborator

took the result of the students‟ test 1. It was used to measure the student‟s

achievement in cycle 1. Having evaluated the result of test 1, I could report that

there was improvement on students‟ reading competence. The highest score gained

by the students increased from 68.57 in pre-test to 77.14 in test 1. The lowest score

increased from 42.85 in pre-test to 48.57 in test 1. The average score also increased

from 61.93 into 69.18. In brief, the average score of pre-test and test 1 could be

shown in table 4.10:

4.10. Comparison of the students’ score in pre-test and test 1

No Level Pre test Test 1

1 Highest score 68.57 77.14

2 Lowest score 42.85 48.57

3 Mean score 61.93 69.18

The result of test 1 based on students‟ reading skills was also evaluated by I. The

data show that highest score of finding main idea increased from 87.5 in pre-test to

100 in test 1. The lowest score increased from 25 in pre-test to 37.5 in test 1. The

average score increased from 60.26 in pre-test to 68.3 in test 1. The highest score for

understanding detail information increased from 88.8 in pre-test to 100 in test. The

lowest increased from 22.2 in pre-test to 33.3 in test. The average score increased

from 68.19 in pre-test to 73.34 in test 1. The highest score for understanding word

meaning increased from 87.5 in pre-test to 100 in test 1. The lowest score increased

from 12.5 in pre-test to 37.5 in test. The average score increased from 61.16 in pre-

test to 66.07 in test 1. The highest score for understanding sentence meaning was


commit to user

82

same from pre-test and test 1 was 100. The lowest score was same from pre-test and

test 1 was 0. The average score increased from 50 in pre-test to 64.79 in test 1. The

highest score for finding reference increased from 88.8 in pre-test to 100 in test 1.

The lowest score increased from 22.2 in pre-test to 33.3 in test 1. The average score

increased from 64.22 in pre-test to 71.76 in test 1. The highest score for identifying

text organization increased from 88.8 in pre-test to 100 in test 1. The lowest score

increased from 22.2 in pre-test to 33.3 in test 1. The average score increased from

56.29 in pre-test to 70.71 in test 1. The highest score for identifying the

communicative purpose increased from 88.8 in pre-test to 100 in test 1. The lowest

score increased from 22.2 in pre-test to 33.3 in test 1. The average score increased

from 65.81 in pre-test to 73.3 in test 1.

Table 4.11. The Scores of indicators of pre-test and test 1

Aspect of

indicators

pre-test 1 Test 1

highest lowest average highest lowest average

Main Idea 87.5 25 60.26 100 37.5 68.3

Detail Information 88.8 22.2 68.19 100 33.3 73.74

Word Meaning 87.5 12.5 61.16 100 37.5 66.07

Sentence Meaning 100 0 50 100 0 64.29

Reference 88.8 22.2 64.22 100 33.3 71.76

Text Organization 88.8 22.2 56.29 100 33.3 70.18

Communicative

Purpose

88.8 22.2 65.81 100 33.3 73.3

Based on the data, it could be concluded that the students were successful in

understanding detail information, finding reference, identify text organization and


d. Reflection

Having done the cycle 1, I did a reflection of the teaching and learning process of

reading using Card Sort technique. The purpose was to evaluate the action in the


commit to user

83

cycle 1. I also could identify some strengths and weaknesses of implementation of

Card Sort technique in teaching reading comprehension.

1. The strengths of Card Sort technique;

a) Reading Comprehension.

The improvement toward the students‟ reading comprehension was indicated by the

improvement of the score in the indicators of reading comprehension. The

significant improvements were in understanding detail information, finding

reference, identifying the text organization and identifying the communicative

purpose of the text. The mean score in understanding detail information increased

from 68.19 in pre-test into 73.74 in test 1. The mean score in finding reference

increased significantly from 64.22 in pre-test into 71.76 in test 1. The mean score in

understanding identifying the text organization increased from 56.29 in pre-test into

70.18 in test 1. And the mean score in identifying the communicative purpose

increased significantly from 65.81 in pre-test into 73.3 in test 1.

b) Class Situation.

The improvement toward the class situation was indicated by (1) The students were

more active and enthusiastic. By collaborating each other in their group to make

correct arrangement of the text and find all indicators, they were motivated to

discuss together about the content of the text. Moreover, they also seemed

interesting in joining the reading class because it was a new thing for them. (2) The

students had more self-confidence. By giving the chance to the students to present

the material in front of the class and to discuss together entirely in the class, I could

motivate the students to give best result based on their group discussion. The


commit to user

84

students also became more freely to give their different opinion or suggestion to the

other group. The students would respond each other so the discussion was more

alive. It also made the students easy to comprehend the text.

2) The Weaknesses of Card Sort technique.

a) Reading Comprehension

In spite of the fact that there were some benefits of the use card sort for teaching

reading, I and the collaborator found some weaknesses that appeared during the

implementation of cycle 1. They were the increase of the average score in finding

main idea, understanding word meaning and sentence meaning was still far from my

expectation. The mean score in finding main idea only increased from 60.27 in pre-

test into 68.3 in test 1. The mean score in understanding word meaning only

increased from 61.16 in pre-test into 66.07 in test 1. Also in understanding sentence

meaning, there was only little improvement of average score from 50 in pre-test into

64.29 in test 1. Based on the result of test 1 the indicators of finding main idea,

understanding word meaning and sentence meaning did not improve significantly.

b) Class Situation.

The class situations that appeared during the implementation of cycle 1 were: (1)

Some students depended on their friend‟s answer because they were less

understanding about the information from the text, especially to find mind idea,

understand word meaning and sentence meaning. The number of students in a group

was relatively big so there were some students who were stagnant or inactive; (2)

The students tended to spend more time in a “small talk” between them in groups.

Arranging many cards needed much time to gather their idea. It means that they


commit to user

85

would be in a little bit of long discussion to arrange and discuss the material in

cards; (3) The students were reluctant to present the material since they need to

discuss it together in a whole class. Some students did not have self-confidence to

present their group discussion. As the result, they would not deliver it in a good

performance.

e. Recommendation

I and the collaborator could not deny that there were still some problems faced by

them. To overcome those problems, it was necessary to conduct the second cycle in

order to find out whether there would be significant improvement or not. That was

why I tried to use more exercises using the other genre of text. The action plan for

the second cycle had to be improved and completed in order to improve the

activities in the first cycle. I gave more complete exercises to improve the students‟

reading comprehension. The exercises consisted of the exercises in improving main

idea, word meaning and sentence.

I gave the exercises to the students in finding main idea, understanding word

meaning and sentence meaning. I gave more cards in different tittle which would be

emphasized on the three indicators. She gave descriptive text.

Some students were passive. I would ask his collaborator to help him in giving

guidance to them so the students would get the same proportion of guidance. They

would feel that I and his collaborator pay attention to them so they are motivated to

join the class. Each member of the group would get the task to do. By giving the


commit to user

86

task to every student, it was hoped that the students would be more focused to their

task and no time to talk something unimportant.

In this case, I shared ideas with the collaborator to make a plan for the second cycle.

They discussed the lesson plan and the students‟ worksheet. She also asked her to

observe her while giving the treatment to the students and discuss how to score the

students‟ work in every test.

f. Revised Plan

Based on the reflection of cycle 1, I concluded that there were some improvements

in the process. Although there were some significant improvements of the students‟

reading comprehension, there were still some problems to be solved. Those

problems would be solved in the next cylce. To solve the problems, I designed

revised plan.

First of all I identified the problems I faced in the first cycle. The first

problems were on finding main idea, understanding sentence meaning and word

meaning. Some students still confused to answer that indicators. Those problems

were then planned to be discussed in the next cycle.

The second problem was about the class situation. In the first cycle

some students still depended on their friend‟s answer, they tended to spend more

time in a “small talk” between them in groups, and they were reluctant to present the

material since they need to discuss it together in a whole class.


commit to user

87

2. Description of Cycle 2

In cycle 2, I carried out three meetings. It was conducted from January, 12th

to 26th

,

2011. After the third meeting was done, a post test was carried out. Each cycle

consisted of planning, action, observation, and reflection. The overall

implementation of cycle 2 can be seen in table 4.12:

Table 4.12. The Implementation of Cycle 2

Cycle 1 Teaching reading using Card Sort technique

Planning - Sharing ideas with collaborator - Designing lesson plan - Preparing hand out - Preparing the LCD - Preparing observation instrument (field notes and check list)

Action Meeting 1 (January 12th, 2012): Debbi putti and Jennifer Lopez Meeting 2 (January 19th, 2012): The Jakarta City and The San fransisco Meeting 3 (January 26th, 2012): The Amazing TajMahal India and The Eiffel Tower

Observation

Teaching and learning situation

I gave more cards which would be emphasized on finding main idea, understanding word meaning and sentence meaning. Here, the students would be more active to find and arrange the cards since they got more exercises in cards. Moreover, I planned to ask the passive students to be the presenter in front of the class due to the fact that they had not got the turn in cycle 1. Prepared the material well, explained the new technique clearly, asked the students to make a group based on the same category’s card they had. This technique made the teacher control the class easily. Motivated the students to be more active in doing the procedures and steps of Card Sort, and monitored the students in group. I could manage the time allocation. Students actively discuss with their friends and actively spoke their ideas. Grouping was effective to make the students share their ideas though some groups needed an extra


commit to user

88

Learning progress

care. All the steps and procedures were done in a good way. Good interaction was created among students in group and with researcher. Students were brave to speak their ideas, almost of them were not reluctant anymore to come forward. The result showed that their understanding about all the indicators.

Reflection The teaching and learning process in cycle 2 was improved. Longer

The interaction among students in their group got better.

I did her parts excellently as a controller, an organizer, a resource, an observer, and an assessor.

The students can be considered as good participant.

Their reading comprehension was improved. It was shown by improved score.

- There were still some students who did not read the whole

text. - Some students still felt shy and reluctant to speak up in front

of the class. - Some students still had difficulty in arranging the paragraph,

finding word meaning, and understanding sentence meaning.

a. Planning Action

Based on the result of cycle 1, it could be seen that there were still some aspects

which need to be improved. I decided to arrange a planning. I discussed this with her

collaborator and agreed to carry out card sort to improve the students reading

comprehension. By conducting this method, the students will share their idea of

understanding the text and discuss together to find out the content of the text. It is

assumed that card sort technique will be an effective way to make the students active

because this technique give priority to the students collaboration in groups, so the

students can understand the text together and be interested in learning.

After knowing the reflection in the previous cycle, the students still faced some

problems. The problems were finding main idea, understanding word meaning and


commit to user

89

sentence meaning. Then, not all students followed the steps of card sort activity,

each group still used more time to finish card sort activity. Besides, the students

were reluctant to present the material since they need to discuss it together in a

whole class. Some students did not have self-confidence to present their group

discussion. That‟s why in cycle 2, those aspects were discussed and solved in order

that the students could improve their capability in reading comprehension.

I and the collaborator decided to give the fixed time for the students to arrange the

cards so they would use the time as efficiently as possible to collaborate with their

groups and find the correct answer of the indicators in cards.

Moreover, I and the collaborator decided to give more cards which would be

emphasized on three indicators so the students would be more active to comprehend

the text since they got more exercises in cards.

Besides, I collaborated the group to give the chance for the passive students to

present the result of their groups in front of the class. It means that the presenter of

each group would be different from those in cycle 1. Hence the passive students got

the opportunity to show their capability to present their group discussion.

In addition, as happened before in cycle 1, there were two different titles of the text

for five to eight groups and it was difficult to digest the content of text when there

was presentation by a group with different title. Thus, in cycle 2, I decided to give

the text to the other groups which got the different titles when there was discussion

of the whole class.

In this cycle 2, the kind of the text would be different from cycle 1. I gave

descriptive text to the students. Nevertheless, the indicators were still same in


commit to user

90

comprehending the text, but I gave more exercises in card especially for the three

indicators. I and the collaborator prepared for the next action in cycle 2. The

preparation included: designing lesson plan, preparing hand out, preparing LCD and

preparing observation list such as field notes and check list. The lesson plans were

designed for three meetings. It consisted: (1) Competence Standard; (2) Basic

Competence; (3) Indicator; (4) instructional Objective; (5) Learning Method; (6)

Instructional Material; (7) Teaching and Learning activities; and (8) Assessment. I

and collaborator choose the topics which were familiar to the students. The topics

were “Debbi Putti” and “Jennifer Lopez” for the first meeting, “The Jakarta City”

and “San Francisco” for the second meeting, and “The amazing Taj Mahal” and

“The Eiffel Tower” for the third meeting.

b. Action

1) Meeting I

a) Opening

It was on Thursday, January 12th

, 2012 at 7.00 a.m. I and the collaborator entered the

class. They greeted the students and theresearcher checked the attendance list. All 30

students were present that day. I prepared all the media and learning sources.

I reminded the students about the steps of Card Sort technique. It was implemented

to comprehend the reading text. I told the students that the material for the lesson

was descriptive text. I then remained a little bit of descriptive text including the

generic structure and communicative purpose. Most of the students paid more

attention in this section. They were really enthusiastic to digest I‟s explanation. I

reviewed that in this technique the students would work in groups. Each group


commit to user

91

consisted of 4 and 5 students. Following this activity, I distributed the text entitled

“Debbi putti” and “Jennifer Lopez”. Then, I asked the students to discuss with

friends and brainstorm everything they knew related to the topic. Following this

activity, I reviewed to find main idea, understand word meaning and sentence

meaning.

b) Main Activity

I asked the students to take the card randomly. She distributed the cards to the

students consisting of the exercises of the three indicators. The students should take

the card. The students seemed happy because the text was descriptive text; it means

the text was easier than before, narrative text. Spontaneously, a student said “Lohh

cardnya lebih banyak Mom…berarti lebih susah nyusunyya”. I then answer, “Don‟t

worry Dear, I give you more cards to make you clever, the more cards are for three

indicators: main idea, word meaning, and sentence meaning”. After that, I asked the

students to gather with their group. Here, the students got different title cards to sort

and arrange. The students were so enthusiastic and active with their group.

After discussing the text, the students had to present the group‟s result in front of the

class. At this time, the turn was the fourth group. The presenter of group fourth was

NFN, the student which was usually timid in her style. But, she was getting more

confident since I always told that all students got the same opportunity to do this.

She delivered the arrangement of the text and all the indicators that had discussed

were correct. The presentation ran well. Then, the presentation followed by the other

groups. All groups could present their discussion fluently because they all active and

supported each other. The students had to sort the cards related the material of


commit to user

92

descriptive text to find out main idea of each group, sentence meaning, and word

meaning. I then asked the students to arrange the cards into a good order and all

indicators based on each paragraph on the table. In this activity, I and the

collaborator monitored all the group activity and gave guidance in doing the activity

so they were motivated to finish soon. As the result, the groups could do the card

sort activity effectively.

The activity was followed by presenting the arrangement of the cards in front of the

class so there would be discussion in whole class. Then, one of the students from

each group would be the presenter. I had told before that the presenter should be

different from the first cycle. It means that the chance would be given to the other

students, especially to those who were passive. After that, the student ISW from

group three came in front of the class. She delivered her group discussion result

well. After her presentation, I directly guided to discuss all indicators in the text.

The presentation was continued by the first group. The presentation from this group

would be in different text. The student GY became the presenter of this group. At

first, the student GY looked reluctant to do this but I told him that it was a good

chance for him to grow his self-confidence. He then could present in his way

although he was a little bit nervous. I thought that the some students still needed

suggestion from I to grow their self-confidence. As the result, the student GY could

present his group discussion result.

Following this activity, I guided to discuss and solve all problems. She also guided

the students to find the correct answer of the indicators. The students followed all

discussion of two texts well. I still gave emphasis that the students should consider


commit to user

93

and be careful in finding main idea, understanding word meaning and sentence

meaning. The students could understand what was meant by me. After all discussion

had done, I gave the assessment to the students in a group and they were given 15

minutes to finish.

c) Closing

To close the meeting, the teacher reviewed the lesson by summarizing the topic of

today, giving chance to the students to ask some questions if they were still confused

about the topic. As a reflection I asked the students whether they could find the main

idea, word meaning and sentence meaning. She praised the students and motivated

them to learn better for the next meeting. I asked the students whether they were

happy or not to learn using card sort. The students said “Yes.” The teacher did not

give homework to the students. She told the students about the topic to be learnt for

the next meeting. Then, she closed the lesson. She said “wassalamualaikum wr.wb,

good bye” and “see you”.

2) Meeting II

a) Opening

It was Thursday, January 19th

2012. I and the collaborator entered the class. That

was a nice day. I started the lesson by greeting the students. She then checked the

student attendance list by calling each student‟s name. All students attend the class.

It means no one absent. Then, I reviewed the previous lesson. I gave some questions

to check whether the students still remembered the last topic or not. After that, she

stated the topic that would be learnt. Besides, she also stated the aim and benefit of

material they would study. I then remained a little bit of descriptive text including


commit to user

94

the generic structure and communicative purpose. Most of the students paid more



consisted of 4 students. Following this activity, I distributed the text entitled “The

Jakarta City” and “San Francisco”. Then, I asked the students to discuss with

friends and brainstorm everything they knew related to the topic. Following this

activity, I reviewed to find main idea, understand word meaning and sentence

meaning.

b) Main Activity

I distributed the cards and the students took it randomly. The students should take

the card. The students started sat in their groups and do all the steps of Card Sort.

The students then sorted the cards to find out the main idea of each paragraph, word

meaning and sentence meaning. They were then asked to arrange the cards into a

good order and all indicators based on each paragraph, especially for the indicators

of main idea, word meaning, and sentence meaning because of the more exercises of

three indicators. I moved from one group to another one and check if the students

faced problems in doing the steps. I asked each group to give a report of their result.

Following this activity, the discussion entire the class started. The other groups

which had not got the opportunity to present the result in front of the class were

trying to digest the complete or whole text. The groups which had turn were

involved in short discussion to choose who would be the presenter. The chance

would be given to the student who had not presented in front of the class yet. It was

meant, of course, to encourage the passive students. The presentation was begun by


commit to user

95

the fifth group. The student TDP showed her group discussion. The next was

entitled “The Jakarta City”. Firstly, she spoke softly so I suggested her to speak

more loudly in order to be heard by all of students. All students examined what she

had presented. They wanted to check the arrangement of the text and the correct

answer of all indicators. The student TDP then finished her presentation. After that,

the presentation continued by the second group which had presented different title.

This time, the student LW became the presenter of his group. He presented his group

discussion of the text entitled “San Francisco” well although his voice was also soft

like the previous one. By doing so, the student TDP and LW could grow their self-

confidence.

After the presentation of two groups with two different titles of descriptive text, I

guided the discussion of text. She started discussion by giving chance to the group

which had different opinion or answer. The third group which had the same text with

the fifth group gave their opinion. One student coming from the third group said

“Mom, the arrangement from group five kayaknya kurang kebalik…main idea

paragraph dua dan tiga kebalik Mom”. I then led the discussion by giving the

correct answer. After that, I continued to discuss the second text. At this time, I also

gave the correction of some indicators. The students followed the discussion well.

They showed their curiosity in understanding what I explained.

The discussion of two texts was done well. Then, I gave assessment to the students

and they were given 10 minutes to finish.


commit to user

96

c) Closing

To close the meeting, I reviewed the lesson by summarizing the topic of today,

giving chance to the students to ask some questions if they were still confused about

the topic. As a reflection I asked the students whether they could find the main idea,

word meaning and sentence meaning. She praised the students. I asked the students

whether they were happy or not to learn using card sort. The students said “Yes”.

Then, she closed the lesson. I closed the meeting by saying “ok students, I think

that‟s all for today, thanks for your attention, wassalamualaikum wr.wb”. She and

the collaborator then left the class.

3) Meeting III

a) Opening

The third meeting was conducted on Thursday, January 26th

, 2012. It was the last

meeting of cycle 2. I and the collaborator entered the class. They greeted the

students and I checked the attendance list by saying each student‟s name. All the

students were present. Then, I reviewed the previous lesson. I gave some questions

to check whether the students still remembered the last topic or not. After that, she

stated the topic that would be learnt. Besides, she also stated the aim and benefit of

material they would study. I then remained a little bit of descriptive text including

the generic structure and communicative purpose. Most of the students paid more



consisted of 4 and 5 students. Following this activity, I distributed the text entitled

“The Amazing Taj Mahal India” and ”The Eiffel Tower”. Then, I asked the students


commit to user

97

to discuss with friends and brainstorm everything they knew related to the topic.

Following this activity, I reviewed to find main idea, understand word meaning and

sentence meaning.

b) Main activity

I distributed a set of card to each student and they should take the card randomly.

The cards consisted of containing cut paragraph of descriptive text and the exercise

of all indicators. In this activity, I reminded the students to use the time effectively.

After the students sat in their groups, I explained every step very carefully to make

sure that all students understood. After that, the students asked to exchange their

cards until they had read all of the paragraphs. After that, I asked the students to

arrange the cards into a good text. They sorted the cards related to the material to

find out the main idea, word meaning, and sentence meaning. In this activity, the

students were noisy. They little confused to arrange the cards. I walked around the

class while were doing the steps. He sometimes gave extra attention and assistance

to some students having lack of motivation.

After finishing the discussion, the students had to present the group‟s result in front

of the class. The presentation was begun by the first group. The student SSP

presented his group‟s discussion. All students examined what he had delivered. They

wanted to check the arrangement of the text and the correct answer of all indicators.

The students SSP then finished his presentation. After that, the presentation

continued by the fourth group. This time, the student RR became the presenter of

this group. Firstly, he spoke loudly, all students laughed his voice. Then, I suggested

him to speak more slowly in order to make the other students paid more attention to


commit to user

98

his presentation. He presented fluently. But, one student coming from the first

group, she said that the main idea of third paragraph and fourth paragraph was in

reverse order. I kept the correct answer until all group presented their discussion.

I then led discussion by giving the correct answer. Almost all the students could

answer and find all indicators. Only on arranging the paragraph they were still

incorrect. The students followed the discussion well. Then, I gave assessment to the

students and they were given 10 minutes to finish.

c) Closing

In closing, the teacher reviewed the lesson by summarizing the topic of today, giving

chance to the students to ask some questions if they were still confused about the

topic. As a reflection I asked the students whether they could find the main idea,

word meaning and sentence meaning. She praised the students. I asked the students

whether they were happy or not to learn using card sort. The students said “Yes.”

She told the students that the next meeting they would have a test. Then, she closed

the lesson. Before parting, she reminded them to study hard and never give up in

studying English. So I reminded all students to attend the class on Thursday, 2nd

February 2012 for the post test. Finally, I and the collaborator said goodbye and left

the class.

4) Post test

It was held on Thursday, February 2nd

2012. It was the time when I evaluated the

students‟ reading comprehension. In this post-test, all students attended the class.

The material of the second post-test was also taken from pre-test. There were also 35

items. The form was also multiple choices. When I observed the process, the activity


commit to user

99

ran smoothly. The students looked more confident to do the test. Most of them did

the test individually. After this activity, the score was got from student‟s answer.

Supporting to the post-test score in the table 4.13, the following table provided data


Table 4.13. Score of post test

No Level Cycle II



3 Mean score 79.28

Table 4.14. Score of indicators post test 2


Main idea 100 50 76.79

Detail information 100 44.4 81.82

Word meaning 100 50 76.34

Sentence meaning 100 0 89.29

Reference 100 55.5 83.26

Text organization 100 55.5 82.07

Communicative purpose 100 55.5 86.43

From the table above, it can be from all indicators, there were still little bit problem

related to word meaning. Nevertheless, all indicators could reach the improvement.

Table 4.15. Computing of passing grade in cycle 2

No Explanation Passing grade Number of students %

1 Score above passing grade

60 27 90

2 Score below passing grade

60 3 10

From the table 4.15, it can be seen that the reading comprehension of 3 students

(10%) who got score below passing grade. And there were 27 students (90%) who

got score above passing grade.


commit to user

100

c. Observation of Cycle 2

The observation was conducted by I and the collaborator. Just like in the previous

cycle, it was held during the teaching and learning process. The focuses of the

observation were the teaching learning process which included I and the students,

and the learning progress. The observation is used to see the progress in teaching

and learning process, especially to see if there is any improvement from cycle 1 or

not.

1. The First Meeting (Thursday, January 12th

, 2012)

In first meeting of cycle 2, I told that the material of cycle 2 would be descriptive

text. In this time, I focused on the problems which occurred in cycle 1. Therefore, I

gave some question from the given text which emphasized on finding main idea,

understanding word meaning, and sentence meaning. I always asked the students

whether her explanation was clear and acceptable or not. Furthermore, I gave

different card to the students than in cycle 1 so the students could do more exercises

which emphasized on three indicators. I found that the students tried to collaborate

each other in their group. Since the time was limited, the students competed to do

the best for their group. Nevertheless, the students still found difficulty in finding

the correct answer of the main idea and word meaning. Some of them were still

confused to arrange the text. It means that the arrangement was disorder.

Furthermore, in presenting the group result, the students who became the presenter

of their group were rather shy although I told that it was a good chance for them. It

means that they still showed their passiveness.


commit to user

101

2. The Second Meeting (Thursday, January 19th

, 2012)

In the second meeting, I reminded the students again to collaborate each other in

card sort activity. I also reminded the groups to share the cards to all members of the

groups then show them so it would make the process of card sorting run more easily.

In this meeting, the students showed their capability in sorting and arranging of the

cards. Each group did activity without showing their confusion. They collaborate

well to find the answer of the indicators. Moreover, the students also showed their

curiosity to comprehend the text. Hence, in the second meeting, there were still

some problems related to decide the correct arrangement. The arrangement of

paragraph was up side down. I corrected the mistake. The presentation of group

discussion could be done well without debating in choosing the presenter. The

students began to realize that they might not to be passive in the class. Over all, the

activity of card sort ran smoothly with the improvement of the group‟s result.

3. The Third Meeting (Thursday, January 26th

, 2012)

In the third meeting of cycle 2 showed that in every reading stage of card sort

technique, the students‟ activity was satisfying. They used their background

knowledge to do card sort activity for finding the answer some questions related to

the text which would be discussed. In this meeting, I and collaborator noticed that

the students worked cooperatively. The students participated actively in doing card

sort activity. They could collaborate to sort and arrange the cards by using the

limited time effectively. I expressed her happiness by praising the students‟

progress. She also rewarded the work and the result of all groups. Moreover, I and

the collaborator noticed that students‟ confidence improved. It proved that they


commit to user

102

wanted to present their result of their discussion in front of the class without

showing the nervousness. Most of exercise of all indicators could be answered by

the students. I and the collaborator thought that this meeting showed the good

improvement or progress.

4. The Fourth Meeting (Thursday, February 2nd

, 2012)

In this meeting, the students got post test . It was held on February, 2nd

2012. The

test was the same thing applied in pre test. It ran smoothly. All students attended the

test. This test was done to know the students‟ mean score after treatment of cycle 2

5. Improvement of Students’ Reading Comprehension

In the fourth meeting a post-test was conducted to measure the students‟

achievement in learning reading after the treatment was implemented. The result of

post-test showed improvement of students‟ mean score. The mean score increased

from 69.18 in test 1 to 79.28 in post-test.

Table 4.16. The Scores of Pos-test 1 and Post test

No Kinds of scores Test 1 Post-Test

1 Highest 77.14 88.57

2 Lowest 48.57 57.14

3 Average 69.18 79.28

Table 4.17. The Score indicator of test 1 and Post-test

Aspect of indicators Test 1 Post-test

highest lowest average highest lowest average

Main Idea 100 37.5 68.3 100 50 76.79

Detail Information 100 33.3 73.34 100 44.4 81.28

Word Meaning 100 37.5 66.07 100 50 76.34

Sentence Meaning 100 0 64.29 100 0 89.29

Reference 100 33.3 71.76 100 55.5 83.26

Text Organization 100 33.3 70.18 100 55.5 82.07

Communicative Purpose 100 33.3 73.3 100 55.5 86.43

Table 4.17 show that the highest score of all indicators were same in test 1 and Post-

test was 100. The lowest score of finding main idea increased from 37.5 in test 1 to


commit to user

103

50 in post test. The average increased from 68.3 in test 1 to 76.79 in post test. The

lowest score of understanding detail information increased from 33.3 in Test 1 to

44.4 in post test. The average increased from 73.34 in test 1 to 81.28 in post test.

The lowest score of understanding word meaning increased from 37.5 in test 1 to 50

in post test. The average increased from 66.07 in test 1 to 76.34 in post test. The

lowest score of understanding sentence meaning was same in test 1 and in post test

that was 0. The average increased from 64.29 in test 1 to 89.29 in post test. The

lowest score of finding reference increased from 33.3 in test 1 to 55.5 in post test.

The average increased from 71.76 in test 1 to 83.24 in post test. The lowest score of

identifying text organization increased from 33.3 in test 1 to 55.5 in post test. The

average increased from 70.18 in test 1 to 82.07 in post test. The lowest score of

identifying communicative purpose increased from 33.3 in test 1 to 55.5 in post test.

The average increased from 73.3 in test 1 to 86.43 in post test.

d. Reflecting

There are two points to be evaluated from the implementation of Cycle 2 actions; its

strengths and weaknesses. Here are the detail descriptions of both points:

1) The strengths of Card Sort technique.

a) Reading Comprehension.

The improvement toward the students‟ reading comprehension was

indicated by the improvement of the score in the indicators of reading

comprehension. The significant improvements were find main idea, understand word

meaning, and sentence meaning. The improvement could be indicated from the

improvement of the highest, lowest, and average scores of the students. Based on the


commit to user

104

result of the pre-test, test 1, and post-test, the scores increased significantly. It can be

seen in the table 4.18. It is indicated that the imporvement happened not only to the

lowest score but also to the average and highest score.

Table 4. 18 The Summary of the Results of the Test

No Indicators Pre-test Test 1 Post-test

1 General 61.93 69.18 79.28

2 Main Idea 60.26 68.3 76.79

3 Detail Information 68.19 73.34 81.28

4 Word Meaning 61.16 66.07 76.34

5 Sentence Meaning 50 64.29 89.29

6 Reference 64.22 71.76 83.26

7 Text Organization 56.29 70.18 82.07

8 Communicative Purpose 65.81 73.3 86.43

The improvement can also be seen from the increase of the scores of each aspect or

reading indicator.

b) Class Situation.

There was an improvement toward the class situation. The use card sort was quite

attractive for the students. (1) The students‟ motivation in joining the reading class

improved. They felt motivated in joining the class because of card sort activity in

group. Their motivation improved when they were asked to share their result to the

other group. By doing this, the students tried to explore their capability in

comprehending the text in group discussion. (2) The students enjoyed the teaching

learning process. Using card sort technique seemed to be the enjoyable activity,

especially in comprehending the text. The students collaborate each other to sort and

arrange the cards, to find and solve the problems related to the exercises of reading

comprehension. Arranging the cards would be interesting for the students due to the


commit to user

105

fact that they worked in group, not individually. It means that they enjoyed activity

in group because they felt easier than they did individually. (3) The students‟ self-

confidence improved. Before getting card sort technique, the students were still shy

to present their discussion in front of the class. In cycle 2, I suggested the passive

students to present their group result or discussion. It means that the opportunity was

given to the passive students. By giving the chance to the passive students to present

the material in front of the class and discuss together entirely in the class, I could

motivate the students to be more freely in giving and sharing their different opinion

or suggestion to other group. Hence, the discussion was interesting and more alive

since the students responded each other to discuss all exercises in cards.

2) The Weaknesses of Card Sort technique.

During teaching-learning process of cycle, I and the collaborator did not find the

significant weaknesses. I and the collaborator only found two weaknesses in the

process. The first weakness only happened at the first and second meeting of cycle

2. That was the reluctance of some students to present the material in front of the

class. It was caused by the lack of self-confidence. I could give support to them so

they could grow their self-confidence and present the group result in front of the

class in good performance. In this case, the problem could be overcome gradually.

The second weakness was related to comprehending the text. It was in capability of

the students to find the sentence meaning. Some students could do this activity well

but some of them were still confused to predict the sentence meaning based on the

context of the sentences. I thought that it could be understood because of the


commit to user

106

different capability of each student in comprehending the text and the limited

vocabulary owned by the students. Although the mean score word meaning could

not reach the passing grade, the mean score from pre test into test 1 and post test

increased. It means that there was also an improvement for the indicator of word

meaning.

The summary of the result of cycle 1 and cycle 2 can be seen in the table 4.19:

Table 4.19. The Result of Cycle 1 and Cycle 2

No Aspect Before the

treatment

End of cycle 1 End of cycle 2

1 Teaching-learning process

The process of teaching and learning was not effective. The students were not motivated in the teaching and learning process because the method that the teacher applied in teaching reading was monotonous and not interesting. Moreover, the method could not solve the students’ problems in understanding reading text. The teacher could not control the class and gave attention to each student. It made the students passive and gave no response when they were asked question.

A good atmosphere was created in the class. The students were interested in the technique and motivated to take a part in the process of teaching and learning. Good interaction was made between I and the students. The students answered the questions from I and also asked questions when they did not about particular things. A good interaction was also created among students in their group. I could control the class effectively because the students were sitting in groups.

The teaching and learning process was improved. The students could be considered as good participants. They actively took part in the process of teaching and learning. The interaction among the students in groups got better. I did his part excellently as a controller, an organizer, a resource, an observer, and assessor.


commit to user

107

2 Students’ reading comprehension

The students’ reading comprehension was considered poor.

The students reading comprehension was improved. The students have better understanding in identifying detail information, finding main idea, finding reference, identifying text organization, finding word meaning , sentence meaning and communicative purpose of the text.

The students’ reading comprehension was better. The students could have better understanding about reading text given to them. Their skills were also improved. It was shown by their improved score.

3 Problem/weaknesses Students had problems in understanding words meaning related to the context, getting the main idea, understanding sentence meaning, identifying detail information, and identifying text organization. The teacher had problem in controlling the class because it was quite large with 30 students. The teacher could not give the same attention to each student. Not having attention, the students were busy with their own activities that made

Students still got problems in arranging the paragraph, main idea, word meaning, and sentence meaning. Some students were not serious in discussion with their group. Some students were still shy and reluctant to speak in front of class. I got problem in arranging the time. Topics for meeting one and three were not familiar for the students.

There were some weaknesses when implementing the Card sort technique in teaching reading. For students with no prior knowledge about the topics would find difficulty to arrange the paragraph and find the words meaning. It made them discouraged to finish all the discussion. The process of arranging the paragraph took a long time. It made the students bored. There were still


commit to user

108

the class noisy. some students who did not read the whole text.

C. Research Finding

Having analyzed the data of this study, I found several findings to answer the

problems of the research: (1) Can Card Sort technique improves the students‟ ability

in comprehending reading text?, (2) How is the classroom situation when Card Sort

is implemented in the reading class? The research findings are presented in the

following section.

1. Improvement of the students’ reading comprehension.

Before the study, I found that the students in the class XI IPA 1 faced problem in

comprehending reading text. I tried to solve the problems by using Card Sort

technique so that the students‟ reading competence improved. The result of teaching

and learning reading using Card Sort technique showed that the students‟ reading

competence improved. The improvement could be observed by comparing the

average score of the students viewed from the reading skills between pre-test, test 1,

and post test.

The comparison between pre-test, test 1 and post test could be seen in table 4.20:

Table 4.20 Comparison of the students’ score in pre-test, test 1 and post test

No Level Pre test Test 1 Post-test

1 Highest score 68.57 77.14 88.71

2 Lowest score 42.85 48.57 57.14

3 Mean score 61.93 69.18 79.28

From the table it could be concluded that there was improvement on students‟

reading comprehension. The highest score improved from 68.57 in pre-test into

77.14 in test 1 and 88.71 in post test. The lowest score improved from 42.85 into


commit to user

109

48.57 in test 1 and 57.14 in post test. The mean score between pre-test and post-test

also improved from 61.93 into 69.18 and 79.28. Therefore, it was clear that students‟

reading comprehension improved in cycle 2.

Furthermore, the improvement of reading comprehension could also be seen in

result of mean score of pre-test, post-tests, and for each indicator. I gave the post-test

after each cycle. After that, I compared the mean score of test 1, post test in general

and for each indicator.

Table 4.21. Comparison of mean score in general and for each indicator.

No indicators Pre-test Test 1 Post-test

1 General 61.93 69.18 79.28

2 Main Idea 60.26 68.3 76.79

3 Detail Information 68.19 73.34 81.28

4 Word Meaning 61.16 66.07 76.34

5 Sentence Meaning 50 64.29 89.29

6 Reference 64.22 71.76 83.26

7 Text Organization 56.29 70.18 82.07

8 Communicative Purpose

65.81 73.3 86.43

Based on the table 4.21, it could be concluded that there was improvement among

students‟ mean scores in general and for each indicator. The mean score in general

of pre-test was 61.93. Then, it increased to 69.18 in test 1 and 79.28 in post test. The

mean score of each indicator from pre-test, test 1, and post test also increased. The

indicator of main idea increased from 60.26 in pre-test into 68.3 in test 1 and 76.79

in post test. The indicator of detail information increased from 68.19 in pre-test into

73.34 in test 1 and 81.28 in post test. The indicator of word meaning increased from

pre-test 61.16 into 66.07 in test 1 and 76.34 in post test. The indicator of sentence

meaning increased from 50 in pre-test into 64.29 in test 1 and 89.29 in post test. The

indicator of reference increased from 64.22 in pre-test into 71.76 in test 1 and 83.26


commit to user

110

in post test. The indicator of text organization increased from 56.29 in pre-test into

70.18 in test 1 and 82.07 in post test. The last, the indicator communicative purpose

increased from 65.81 in pre-test into 73.3 in test 1 and 86.43 in post test. Based on

the table above, it could be concluded that the students‟ reading competence

improved. The student‟s mean score for each cycle was increasing significantly.

2. Improvement of Class Situation.

The findings of class situation on teaching and learning process when using card sort

showed that the writing class situation was more alive. It was students-centered. (1)

Card Sort can motivate the students who take a part in the teaching learning process.

Motivation takes important role in determining the success of teaching learning

process. It is one of the teacher‟s responsibilities to always motivate her students.

The students‟ participation in sharing ideas, asking question, answering question,

and speaking out their ideas were improved, (2) Card Sort can improve the students‟

self-confidence. Since the students should present their group discussion in front of

the class, they are supposed and suggested not to be shy, reluctant, afraid, and lack

of self-confidence, (3) Card Sort enables the teacher to create an interesting and

enjoyable lesson. By being aware of the students‟ interests, the teacher can create the

lesson plan, project, and event task that the students will enjoy. (4) Card Sort is

more effective when students sit in group. From the result of field note, researcher

found that putting the students into groups was effective.

More complete information about the result of questionnaire about students‟ interest

with the Cars Sort technique could be seen in the table 4.22:


commit to user

111

Table 4.22. The result of Questionnaire


1. Card Short makes the classroom‟s atmosphere

interesting.

30

(100%)

2. Card Short creates an enjoyable situation in the

classroom.

30

(100%)

3. Card Short makes me and other students more active in

the teaching and learning process.

2

(6.7%)

27

(90%)

1

(3.3%)

4. Card Short gives more opportunities to me and other

students to participate in discussing a reading text.

30

(100%)

5. Card Short helps me to understand word meaning.

23

(76.7%)

7

(23.3%)

6. Card short helps me to identify main idea.

28

(93.3%)

2

(6.7%)

7. Card short helps me to find detail information.

27

(90%)

3

(10%)

8. Card short helps me to understand sentence meaning.

29

(96.7%)

1

(3.3%)

9. Card short helps me to find reference in reading text.

29

(96.7%)

1

(3.3%)

10. Card short helps me to identify text organization of

reading text.

28

(93.3%)

2

(6.7%)

11. Card short helps me to identify communicative purpose

in reading text.

27

(90%)

3

(10%)

12. Card Short helps me enjoy the process of

understanding a reading text.

28

(93.3%)

2

(6.7%)

13.

Card Short motivates me to read more.

13

(43.3%)

17

(56.7%)

D. Discussion

This research is an action research which is implementing Card Sort technique to

improve students‟ ability in comprehending English text. The results of this research

were satisfying in term of: (1) the improvement of students‟ ability in

comprehending English text; (2) the strength and weaknesses when Card Sort is

applied in teaching reading. Each point is described more detail as follows:

1. The Improvement of Students’ Reading Comprehension

Based on the research finding, there were some improvements of students‟ reading

comprehension. The improvements were in identifying main idea, finding detail


commit to user

112

information, understanding word meaning, understanding sentence meaning, finding

reference, identifying text organization, and identifying communicative purpose.

a. Identifying Main Idea

In this research, there was improvement in students‟ reading comprehension,

especially in identifying main idea. This happened because the implementation of

card sort could increase the mean score of pre-test, test 1, and post test. The mean

score between pre-test, test 1, and post test improved from 60.26 into 68.3 and

76.79. Jacobs, et al. (1997: 60) stated that the groups read the passage section-by-

section, and students take turns clarifying, locating the main idea, summarising, and

predicting. I added groups can work on analyzing their reading passage to look for

main idea, meaning word, recognize words, understanding figurative language, and

etc. Therefore, by analyzing the reading text the students were led to find main idea,

word meaning, referent word, explicitly stated information, and implicitly stated

information.

b. Finding Detail Information

Based on the result of this research, there was improvement in finding detail information. It

could be seen in the mean score of pre-test, test 1, and post test. The mean score

between pre-test, test 1, and post test improved from 68.19 into 73.34 and 81.28. In

line, Heaton (1988: 105-106) defined reading as the ability to: (1) recognize words

and word groups; (2) deduce the meaning of words; (3) understand explicitly stated

information; (4) understand relations within the sentence; (5) understand relations

between parts of a text through both lexical devices, grammatical cohesive devices,

especially anaphoric and cataphoric reference, and connectives; (6) perceive


commit to user

113

temporal and spatial relationships, and also sequences of ideas; (7) understand

conceptual meaning; (8) anticipate and predict what will come next in the text; (9)

identify the main idea and other salient features in a text; (10) generalize and draw

conclusions; (11) understand information not explicitly stated by (a) making

inferences, and (b) understanding figurative language; (12) skim and scan; (13) read

critically; and (14) adopt a flexible approach and vary reading strategies according

to the type of material being read and the purpose for which it is being read.

c. Understanding Word Meaning

Based on the result of this research, there was improvement in understanding word

meaning. It could be seen in the mean score of pre-test, test 1, and post test. The

mean score between pre-test, test 1, and post test improved from 61.16 into 66.07

and 76.34. It is relevant to the procedure proposed by Chesla (2009: 17) states that

reading comprehension covers four basics: (1) finding the basic facts in a passage;

(2) determining the main idea of a passage; (3) determining the meaning of

unfamiliar words from context; and (4) distinguishing between fact and opinion.

Patel and Jain (2008: 85) add that new words and their meanings are easily understood

by learner. It means controlled vocabulary is developed. It helped the students to find

word meaning.

d. Understanding Sentence Meaning

Based on the result of this research, there was improvement in understanding

sentence meaning. It could be seen in the mean score of pre-test, test 1, and post test.

The mean score between pre-test, test 1, and post test improved from 50 into 64.29

and 89.29. It is relevant to the procedure proposed Nuttall (1996: 4), reading is the


commit to user

114

way to get meaning from the text. She identifies some key words related to the

definition of reading, namely decoding, deciphering, identifying, articulating,

speaking, pronouncing, understanding, responding, and meaning. It is impossible for

a person to be able to read with no ability to identify the written words first.

e. Finding Reference

Based on the result of this research, there was improvement in finding reference. It

could be seen in the mean score of pre-test, test 1, and post test. The mean score

between pre-test, test 1, and post test improved from 64.22 into 71.76 and 83.26.

The questions presented in this test are usually around understanding the meaning of

the texts and dialogues by deciding the topic of the text, finding information in

detail, finding explicit and implicit information of the text, finding main idea,

finding references, synonym, and antonym (Panduan materi Bahasa Inggris

SMP/MTsN-Depdiknas in Asih 2006: 178).

f. Identifying Text Organization

Based on the result of this research, there was improvement in identifying text

organization. It could be seen in the mean score of pre-test, test 1, and post test. The

mean score between pre-test, test 1, and post test improved from 56.29 into 70.18

and 82.07. Davenport (2007: 61) states that common types of questions found in the

reading sections also include the following: (1) identifying main idea, main point,

author‟s purpose, or an alternate title for the passage; (2) recognizing the tone of the

passage or identifying the style; (3) comprehending information directly stated in the

passage; (4) answering relational questions about the author‟s opinions or ideas,


commit to user

115

even if not directly stated; (5) recognizing the structural methodology employed to

develop the passage, for example, sequencing; and (6) extending limited information

given by the author to a logical conclusion using inference.

g. Identifying Communicative Purpose

Based on the result of this research, there was improvement in identifying

communicative purpose. It could be seen in the mean score of pre-test, test 1, and

post test. The mean score between pre-test, test 1, and post test improved from 65.81

into 73.3 and 86.43. Kennedy (1995: 5) states that reading is the ability of an

individual to recognize a visual form, associate the form with a sound or meaning

acquired in the past, and on the basis of past experience, understand, and interpret its

meaning. So, reading involves processing language message.

2. Improvement of Class Situation

Like what has been stated in the previous findings, there was improvement in the

teaching learning process.

a) Card Sort can motivate the students to take a part in the teaching learning

process

I showed that motivated students achieve more than students who are not motivated.

Therefore, motivation takes important role in determining the success of teaching

and learning process. It is one of the teacher‟s responsibilities to always motivate her

students. A teacher has to be selective in applying teaching method in the class. A

method which is fun, engaging, and interesting usually motivates students to learn


commit to user

116

and take a part in the process of teaching and learning (Guthrie, 2004: 56). Card sort

technique covers that idea. The Card Sort technique engages the students from the

beginning until the end of reading process to reach good comprehension.

b) Card Sort can improve the students’ self-confidence

Card Sort can also grow the students‟ self-confidence. Since the students should

present their group discussion in front of the class, they are supposed suggested not

to be shy, reluctant, afraid, and lack of self-confidence. Furthermore, it reduces I‟s

dominancy in the classroom. Most of the activity in the class is dominated by the

students‟ role. I was not only person who leads the class. By giving the chance to the

students to present the material in front of the class, it motivates the students to be

more autonomous and relaxed in giving and sharing their different opinion or

suggestion to the other group.

Furthermore, in Card Sort activity, a person or student can be the

representative of his or her group due to the fact that there is a presentation of the

groups‟ result an discussion a whole class. it, of course, grows the students self-

confidence and motivation.

Card sort is activity in which a person representative of the audience is given a set of

cards with terms already written on them. This person puts the terms into logical

groupings and finds a category name for each grouping. (Wikipedia, 2014)

c) Card Sort enables the teacher to create an interesting and enjoyable lesson

People usually enjoy a task if they play an essential part in it. It means that another

way to making learning stimulating and enjoyable is creating learning situation

where learners are required to become more active participants (Dorney, 2001: 77)

Card sort support this idea. Students‟ participation is demanded in looking for their


commit to user

http://en.wikipedia.org/wiki/Card_sorting

117

group and discussing the text. Students have to be active from the beginning to the

end of the steps to reach good comprehension.

Card Sort technique allows the teacher to understand the students‟ prior knowledge

and interest of the topic. By being aware of students‟ interest, the teacher can create

the lesson plan, project, and event task that students will enjoy.

d) Card Sort is more effective when students sit in group

Sitting in groups will make the procedure of Card Sort run as it is hoped. As a matter

of fact, grouping can be an alternative solution for two weaknesses of Card sort. By

sitting a group, the students can help each other by sharing ideas about the topic.

They can discuss about things they want to know and share information to arrange

the paragraph. Card Sort technique requires more time in doing each steps. By

sitting in group students can save time in arranging the text since they do it together

and the teacher can manage time properly. Joanne (1976: 85) proposes that:

People learn from one another. A student, whose background knowledge less

extensive than the other students can learn from them. The students who find

reading difficult need good readers as model. The students who have trouble in

reading may in fact be a good listener and thinker who will contribute significantly

to small group discussion.


commit to user

118

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

To solve the problem faced by the students of SMA Batik 2 Surakarta Class

XI IPA 1 needs appropriate technique. One of the techniques is Card Sort technique.

After I carried out the action research by implementing Card Sort technique to

improve the students‟ reading comprehension for the students of SMA Batik 2

Surakarta class XI IPA 1, I find that there is significant improvement in the students‟

reading comprehension. In addition, the scores of all indicators of students reading

comprehension that cover understanding main idea, finding detail information,

finding word meaning, understanding sentence meaning, finding referent word,

identifying text organization, and identifying communicative purpose of a reading

text improved thoroughly. The students‟ reading comprehension improves

significantly. It proves that Card Sort technique gives the contribution to improve

students‟ achievement in reading comprehension. Furthermore, there is also

improvement in students‟ behavior during teaching learning process. The students

are active taking part in the process of teaching learning. Conducting discussion has

attracted students‟ interest to be actively involved during the teaching learning

process. The students become more active and enthusiastic in learning process. It

also improves the student‟s self-confidence. Since the students could present the

result of group in front of the class, the students are supposed and suggested not to

be shy, reluctant, afraid, and lack of self-confidence. It can be proven when the


commit to user

119

students are asked to present their result of card sorting of their groups, they come in

front of the class. Moreover, they can give and offer opinion and suggestion when

there is discussion in whole class.

Based on the result above, it can be concluded that:

1. The use Card Sort technique can improve the students‟ reading comprehension.

2. Card Sort technique becomes an appropriate way to overcome the problems

occuring in passive class.

As additional information, after implementing Card Sort technique to

improve students‟ reading comprehension, it was found that this technique also

improved students‟ motivation to study.

B. Implication

Based on the result of this research, Card Sort technique can improve

students‟ reading competence, especially for students class XI IPA 1 SMA Batik 2

Surakarta and it can also improve students‟ motivation in learning process. The

strategies of Card Sort technique help the students to understand a text. By using

card sort technique, the students could digest and understand the content of the text

easily by collaborating each other in their group. This activity makes the students

easy to understand and digest the word and sentence in the text. It can also develop

the students‟ critical thinking in understanding the content of the text. So, it will be

easier for the students to understand main idea, find detail information, find word

meaning, understand sentence meaning, find referent word, identify text

organization, and identify communicative purpose of the text.


commit to user

120

Furthermore, when Card Sort technique is implemented in reading activities,

the teaching and learning process can run more attractively. The teacher does not

dominate the class anymore but he gives more opportunity to the students to involve

and be active in the class activities. The students involved in cooperative and

collaborative group work and discussion to find and solve the material so they can

reach the best result. By using card sort technique, the students will get more self-

confidence. The presentation of the cards in front of the class solicits the students

not to be shy, afraid, and reluctant. So the students can be the autonomous and good

learners.

C. Suggestion

After conducting this research, I realizes that there are some negative and

positive sides in using Card Sort technique. Therefore, I would like to give some

suggestions to English teacher, students, and the other researcher. The suggestions

are as follows:

1. For English teacher

Card Sort technique should be introduced to the students to improve their

understanding of text. Teacher should be patient when applying Card Sort

technique. It is important to train the students intensively to apply the steps

of Card Sort technique. The teacher has to give a special attention to the

students who get difficulties in learning process and it is very important to

encourage and give praise to the students. Be good facilitator or helper not as

a leader or instructor, so she or he does not dictate and dominate the class.


commit to user

121

The teacher also should have a high commitment to be creative and

innovative in providing and selecting the materials, especially related to text

based on the theme and the student‟s level.

2. For the students

Students have to study seriously. They must be brave and active in practicing

Card Sort technique. The most important point is having the awareness that

to commit an error is human, so never give up to improve your reading

competence. There is a way to be better. The students should be brave in

giving opinion and suggestion, and presenting the result of learning. The

students are also not to be shy for asking and consulting to a teacher when

they get difficulties in comprehending reading text.

3. For the other researcher

I am aware that this research is far from perfect, but it is expected to become

an input for other researchers to do the research using Card Sort technique to

improve students‟ reading competence.


commit to user

122

BIBLIOGRAPHY

Adler, C.A. 2004. Seven Strategies to Teach Students Text Comprehension.

Download from: http://www.readingrocket.com. August 1st, 2013

Anderson, Mark, Kathy Anderson. 1999. Text Type in English. South Yara:

Macmillan education Australia PTY LTD.

Arikunto, Suharsimi. 1998. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi

Akshara.

Badan Standar Nasional Pendidikan. 2006. Contoh/Model Silabus Mata Pelajaran

Bahasa Inggris Sekolah Menengah Pertama. Jakarta: National Education

Department.

Boothe, K. Leah B Walter. 1999. What is A Bottom-Up Reading Model. Texas: SIL

International.

Brown, H. Douglas. 2001. Teaching by Principle: An Interactive Approach to

Language Pedagogy. 2nd

Ed. New York: Addison Wesley Longman, Inc.

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom

Practices. New York: Addison Wesley Longman, Inc.

Burns, Roe. Ross. 1990. Teaching Reading Today in Elementary school: Third

Edition. Houghton: Mifflin.

Burns, Anne. 1999. Collaborative Action Research for English Language Teachers.

United Kingdom: Cambridge University Press.

Chesla, Elizabeth L. 2009. Reading comprehension success in 20 minutes a day.

New York: LearningExpress, LLC.

Clapham, Caroline. 1996. The Developments of IELTS: A Study of the Effect of

Background Knowledge on Reading Comprehension. Cambridge: Cambridge

University Press.

Cohen, Elizabeth G. 1994. Designing Groupwork : Strategies for the Heterogeneous

Classroom. Teachers College Press. Columbia University.

Dallman, M. 1982. The Teaching of Reading. New York: Holt Rinehap and

Winston.

Davies, Florence. 1995. Introducing Reading. Middlesex: Penguin Books Ltd.


commit to user

http://www.readingrocket.com/

123

Departemen Pendidikan Nasional. 2006. Peraturan Menteri Pendidikan Nasional

Republik Indonesia Nomor 22 Tahun 2006 tentang Standard Isi untuk Satuan

Pendidikan Dasar dan Menengah. Jakarta: Departemen Pendidikan

Nasional.

Depdiknas, 2005. Peraturan Pemerintah No. 19, 2005. Standar Nasional

Pendidikan. Jakarta: Depdiknas.

Djiwandono, P. Istiarto. 2002. Strategi Membaca Bahasa Inggris. Jakarta: PT

Gramedia Pustaka Utama.

Fitriyah, Nurul. 2013. The Use of Card Sort Method to Improve Vocabulary

Mastery. Retrieved from http://the use of card-sort to improve-

stainsalatiga.pdf. September 11th

, 2014.

Glaser J, Barney. 1980. The Discovery of Grounded Theory Strategies for

Qualitative Research. New York: Aldine Publising Company.

Grellet, Francoise. 1986. Developing Reading Skills. Cambridge: University Press.

Harmer, Jeremy. 2001. The Practice of english Language Teaching. New York:

Longman.

Heilman. 1981. Principles and practices of Teaching Reading. United Stated of

America: Bell & Howell Company.

Hopkins, David. 2003. A Teacher‟s Guide to Classroom Research. Buckingham-

Philadelphia: Open University Press.

Ismail. 2008. Strategi Pembelajaran Agama Islam Berbasis PAIKEM

(Pembelajaran aktif inovatif, kreatif, efektif dan menyenangkan). Semarang:

Rasail Media Group

Kawabata, Takako. 2007. Teaching Second Language Reading Strategies.

Download from: http://iteslj.org/techniques/kawabata-readingstrategies.htm.

September 25th

, 2014.

Kemmis, Stephen and Wilkinson, Mervyn. 2002. Participatory Action Research and

the Study of Practice. In Bill Atweh, Stephen Kemmis, and Patricia Weeks.

Action Research In Practice. New York: Routledge.

Kurnia, Rifka Putri. 2012. The Effect of Using Card Sort Strategy Toward Students‟

Speaking Achievement. Jambi: STKIP PGRI.

Long, Michael H & Richards, Jack C. 1987. Methodology in TESOL: A Book of

Readings. Boston : Heine & Heinle Publishers.


commit to user

http://iteslj.org/techniques/kawabata-readingstrategies.htm

124

Lynch, Brian K. 1997. Language Program Evaluation. Cambridge, UK: Cambridge

University Press.

Madsen, S. Harold. 1983. Techniques in Testing. Oxford: Oxford University Press.

Matthews. 1996. Collaborative Learning Creating Knowledge with Students. San

Fransisco: Josse-Bass.

McNeil, John D. 1992. Reading Comprehension, Third Edition. Los Angeles:

Harper Collin Publisher.

McNiff, J. 1988. Action Research: Principles and practices. New York: Rouledge.

McTaggart, R. 1991. Action research. A short modern history. Geelong, Victoria,

Australia: Deakin University press

Ngadiso. 2006. Statistic (ELT RESEARCH II). Surakarta. Teacher Training and

Education Faculty. Sebelas Maret University.

Nunan, D. 1992. Research Method in Language Learning. Cambridge, UK:

Cambridge University Press.

Nuttall, Christine. 1996. Teaching Reading Skills in a Foreign Language. Oxford:

Heinemann

Petty. 1980. Developing Children‟s Language. Boston: Allyn and Bacon, Inc.

Puji, Hidayati. 2011. The Use of Card Sort to Improve Student‟s Understanding on

Conditional Sentence. Retrieved from http://jtptiain-gdl-pujihidaya-5209-

1.fileskr-i.pdf. September 14th

, 2014.

Purwanto, Ngalim M. 1985. Prinsip-Prinsip dan Teknik evaluasi Pengajaran.

Jakarta: CV. Remadja Karya.

Silberman, Mel. 2001. Active Learning: 101 Strategi Pembelajaran Active.

Jogjakarta: Putaka Insan Madani.

Sutopo. 2006. Metode Penelitian Kualitatif. Surakarta: Universitas Sebelas Maret.

Vacca. 1989. Content Area Reading. New York City. Harper Collins Publisher.

Wallace, Catherine. 1996. Reading. Oxford: Oxford University Press.


commit to user

http://jtptiain-gdl-pujihidaya-5209-1.fileskr-i.pdf/

http://jtptiain-gdl-pujihidaya-5209-1.fileskr-i.pdf/

125

APPENDICES


commit to user

126

Appendix 1.a

QUESTIONNAIRE 1

NO Aspects Asked SD D A SA

1. Reading subject is difficult.

2. It is difficult for me to comprehend the

expository text.

3. I have problem to understand some words.

4. It is not easy to find detail information in the

text.

5. It is difficult to find a main idea.

6. It is difficult to understand the sentence

meaning.

7. It is difficult to understand word meaning.

8. It is not easy to identify text organization.

9. It is difficult to find reference.

10. It is not easy to identify communicative

purpose.

11 The class is very noisy

12. The method used by the teacher is

monotonous.

13. The students are lazy to read English.

14. The students have little vocabulary.

15. An alternative method to learn reading is

needed.

Note :

SD = Strongly disagree

D = Disagree

A = Agree

SA = Strongly agree


commit to user

127

QUESTIONNAIRE 2



interesting.


classroom.

3. Card Short makes me and other students more active

in the teaching and learning process.









reading text.

11. Card short helps me to identify communicative

purpose in reading text.



13. Card Short motivates me to read more.

Note:

SD = Strongly disagree A = Agree

D = Disagree SA = Strongly disagree


commit to user

128

Appendix 1.b

RESULT OF QUESTIONNAIRE 1

NO Aspects Asked SD D A SA

1. Reading subject is difficult. - 1

(3.3%)

24

(80%)

5

(16.7%)

2. It is difficult for me to comprehend the expository

text.

- -

15

(50%)

15

(50%)

3. I have problem to understand some words. - - 13

(43.3%)

17

(56.7%)

4. It is not easy to find detail information in the text. - - 12

(40%)

18

(60%)

5. It is difficult to find a main idea. - - 23

(76.7%)

7

(23.3%)

6. It is difficult to understand the sentence meaning. - 1

(3.3%)

10

(33.3%)

19

(63.4%)

7. It is difficult to understand word meaning. - 1

(3.3%)

7

(23.3%)

22

(73.4%)

8. It is not easy to identify text organization. - - 16

(53.3%)

14

(46.7%)

9. It is difficult to find reference. - 16

(53.3%)

14

(46.7%)

-

10. It is not easy to identify communicative purpose. - - 22

(73.3%)

8

(26.7%)

11 The class is very noisy - 22

(73.4%)

8

(26.7%)

-

12. The method used by the teacher is monotonous. - 4

(13.3%)

10

(33.3%)

16

(53.4%)

13. The students are lazy to read English. - 2

(6.7%)

13

(43.3%)

15

(50%)

14. The students have little vocabulary. - 4

(13.3%)

10

(33.3%)

16

(53.4%)

15. An alternative method to learn reading is needed. - - 21

(70%)

9

(30%)

Note :

1 = Strongly disagree

2 = Disagree

3 = Agree

4 = Strongly agree


commit to user

129

RESULT OF QUESTIONNAIRE 2



interesting.

30

(100%)


classroom.

30

(100%)

3. Card Short makes me and other students more active

in the teaching and learning process.

2

(6.7%)

27

(90%)

1

(3.3%)



30

(100%)


23

(76.7%)

7

(23.3%)


28

(93.3%)

2

(6.7%)


27

(90%)

3

(10%)


29

(96.7%)

1

(3.3%)


29

(96.7%)

1

(3.3%)


reading text.

28

(93.3%)

2

(6.7%)

11. Card short helps me to identify communicative

purpose in reading text.

27

(90%)

3

(10%)



28

(93.3%)

2

(6.7%)

13.

Card Short motivates me to read more.

13

(43.3%)

17

(56.7%)

Note:

1 = Strongly disagree 3= Agree

2 = Disagree 4= Strongly disagree


commit to user

130

Appendix 2.a

QUESTIONS FOR STUDENTS’ INTERVIEW

1. What do you think when the teacher uses the Card Sort technique to teach

reading?

2. Is Card Short technique better than the other techniques the teacher usually

applies?

3. Are you interested in the learning process when Card Sort technique is used?

4. Can the technique help you to:

a. Identify main idea.

b. Find detail information.

c. Understand word meaning.

d. Understand sentence meaning.

e. Find reference.

f. Identify text organization.

g. Identify communicative purpose.

5. Can the technique help you to get or achieve the objectives of the lesson?

6. Can you mention some advantages when Card Sort is used in the learning

process?

7. Can you mention some disadvantages when Card Sort is used in the learning

process?


commit to user

131

QUESTIONS FOR COLABORATOR’S INTERVIEW

1. What do you think about the Card Sort technique?

2. Can the technique help us to overcome the obstacles?

3. Can it help us to make teaching reading more interesting?

4. Can it help the students to :

a. Identify main idea.

b. Find detail information.

c. Understand word meaning.

d. Understand sentence meaning.

e. Find reference.

f. Identify text organization.

g. Identify communicative purpose.

h. How is the class‟ condition when Card Sort is applied in teaching reading?

i. What are the advantages when Card Sort is used in the learning process?

j. What are the disadvantages when Card Sort is used in the learning process?


commit to user

132

Appendix 2.b

SAMPLE OF THE INTERVIEW OF THE STUDENTS

TEACHER (FF) – STUDENT 1 (BRP)

FF : “Selamat pagi Berlina.”

BRP : “Pagi, Miss”

FF : “Ok, Berlina. Pakai bahasa Inggris atau bahasa Indonesia?”

BRP : “Bahasa Indonesia aja, Miss.”

FF : “Ok. Pertanyaan pertama dari bu Afifah. Menurutmu reading itu gampang

atau susah?”

BRP : “Ya lumayan gampang, Miss.”

FF : “Tidak menemui kesusahan yang berarti ?”

BRP : “Hmm . . paling arti kata, Miss.”

FF : “Bagaimana menurutmu ketika bu Afifah mengajar dengan menggunakan

teknik Card Sort?

BRP : “Menurut saya itu menyenangkan, Miss. Saya lebih mudah bagi saya untuk

memahami bacaannya”

FF : “Menurutmu apakah Card Sort itu lebih baik jika dibanding dengan teknik2

lain yang sering digunakan dikelas?”

BRP : “Kalo untuk reading, lebih mendingan menggunakan Card Sort, Miss.

Lebih menarik dan mudah dipahami.”

FF : “Tertarik belajar menggunakan Card Sort?”

BRP : “Iya, Miss. Tertarik banget”.

FF : “Kenapa kamu tertarik?”

BRP : “Karena kita belajar dalam kelompok. Kita bisa Tanya ke temen2 kalo

nggak tau artinya, Miss.”

FF : “Well. bisa dibilang dengan menggunakan Card Sort bisa menolong kamu

memahami bacaan dengan lebih baik?”

BRP : “iya, Miss. Bisa dibilang begitu”.

FF : “Apakah teknik tersebut bisa menolong didalam mencapai tujuan

pembelajaran?”

BRP : “iya, tapi yang sentence meaning susah dipahami, Miss.“

FF : “Menurutmu apa kelebihan Card Sort?”

BRP : “Bisa lebih mudah memahami arti kata dan main idea.”

FF : “Kenapa begitu?”


commit to user

133

BRP : “Kan kita punya kartu masing2, Miss. Jadi untuk mencari main idea lebih

mudah karena kita focus pada kartu yang kita pegang saja. Kita juga dapat

bacaan baru jadi kita bisa dapat banyak kata2 baru.”

FF : “Ada tidak kekurangan Card Sort yang kamu lihat selama kita belajar

dengan teknik itu?

BRP : “Saya rasa tidak ada, Miss. Bagus kok.

FF : “Ya, itu saja Berlina. Terima kasih ya.:

BRP : “iya, Miss.”

TEACHER (FF) – STUDENT 2 (AN)

FF : “Selamat pagi, Amir.”

AN : “Pagi, Miss”

FF : “Ok, bu Afifah pakai bahasa Indonesia?”

AN : “Ok, Miss.”

FF : “Ok. Pertanyaan pertama. Menurutmu reading itu gampang atau susah?”

AN : “Ada susahnya, ya ada gampangnya, Miss. Terus dari main idea juga agak

susah terutama untuk seluruh bacaan”

FF : “Kalau sentence meaning itu susah tidak?”

AN : “Sentence meaning? Tergantung kalimatnya. Kalau sederhana ya gampang,

Miss, tapi kalau sudah rumit ya susah juga.”

FF : “Ok. Yang lainnya tidak masalah kan?”

AN : “Ya, gampang2 susah juga, Miss.”

FF : “Gitu ya. Ok. Apa pendapatmu ketika bu Afifah mengajar dengan

menggunakan teknik Card Sort?”

AN : “Kayaknya waktunya tidak efisien, Miss.”

FF : “Ok. Soal waktu ya. Kalau kamu bandingkan Card Sort dengan teknik yang

lain, menurutmu gimana?”

AN : “Card Sort ada bagusnya yaitu kita dengan mudah memahami bacaan

dengan cara berkelompok. Kita juga punya keberanian untuk

mempresentasikan didepan kelas. Tidak baiknya ya soal waktu itu, Miss”.

FF : “Apakah teknik tersebut dapat membantu kamu didalam mengerti isi

bacaan?”

AN : “Kalau saya sendiri iya, Miss. Tapi tergantung juga dari individunya.”

FF : “Kamu tertarik tidak dengan Card Sort?”

AN : “emmm…sedikit, Miss. He…he…he…”.

FF : “Lohh kenapa sedikit?”

AN : “Terlalu ribet, Miss. Bingung pas nyari anggota kelompoknya.“


commit to user

134

FF : “O…gitu. Ok. Nah, menurut kamu apakah indikator2 atau tujuan

pembelajaran dapat dicapai dengan menggunakan Card sort?”

AN : “Alhamdulillah tercapai, Miss.”

FF : “Apakah masih ada kelebihan dan kekurangan yang lain dari Card Sort

selain dari yang sudah kamu sebutkan sebelumnya?”

AN : “Sebenarnya kekurangannya Cuma masalah waktu aja, Miss.”

FF : “Kelebihannya?”

AN : “Ya merasangsang rasa ingin tahu, menarik, memacu untuk membaca text

secara keseluruhan, jadi bisa tahu detail dan main ideanya. Bisa

mendapatkan kata2 baru.”

FF : “Ok. Thank you.”

AN : “Your welcome, Miss.”

TEACHER (FF) – STUDENT 3 (FBP)

FF : “Selamat pagi Firda.”

FBP : “Pagi, Miss”

FF : “Ok, Firda. Pakai bahasa Inggris atau bahasa Indonesia?”

FBP : “Campur aja, Miss.”

FF : “Ok. What do you think about reading? It is difficult or easy”

FBP : “I think easy, but…itu Miss, misal kalau ada kata2 sulit yang belum pernah

kita baca itu menjadi sulit untuk mengartikannya miss.”

FF : “What do you think when the teacher uses the Card Sort technique to teach

reading?”

FBP : “Hmm . . . jangan panjang2 Miss pertanyaannya, he…he…he….”

FF : “Bagaimana menurutmu ketika bu Afifah mengajar dengan menggunakan

teknik Card Sort?

FBP : “I think it help me to more understand about reading and about information

in the text”

FF : “Kalau kamu bandingkan Card sort dengan teknik yang lain yag pernah

digunakan di kelas apa pendapatmu? Baik atau tidak baik?”

FBP : “Kayaknya ini lebih mudah untuk dimengerti tapi butuh waktunya lebih

lama Miss.”

FF : “Kamu tertarik nggak waktu Card Sort ini digunakan?”

FBP : “Tertarik, Miss. Karena ini pertama kali menggunakan metode seperti ini di

kelas.”

FF : “Ok. Apakah bisa dibilang teknik ini bisa menolong didalam mencapai

tujuan pembelajaran?”


commit to user

135

FBP : “Iya.”

FF : “Apakah semua indicator itu bisa dimengerti? Atau adakah yang tidak

tercapai?”

BRP : “iya, bisa…tapi mencari arti kalimat masih bingung, Miss.”

FF : “Menurutmu apa yang menjadi nilai positive atau kelebihan dari Card

Sort?”

FBP : “emmmm.“

FF : “Kan setiap teknik itu ada kelebihan dan kekurangannya. Nah,

kelebihannya apa menurutmu?”

FBP : “ini, Miss…lebih menarik disbanding metode2 yang lain. Itu juga membuat

kita lebih aktiv dalam belajar reading. Kita bisa dapat banyak kosa kata baru

dari text yang baru.”

FF : “Kalau kekurangannya ada tidak?”

FBP : “Menurut saya tidak…tapi sepertinya saat menyusun paragraf itu yang

butuh waktu lama.”

FF : “O gitu…makasih ya?”

FBP : “Sama-sama Miss.”

TEACHER (FF) – STUDENT 4 (DNA)

FF : “Dani. Yang pertama, menurutmu reading itu susah atau gampang?”

AN : “Tidak terlalu, Miss.”

FF : “Word meaning susah tidak?”

AN : “Susah juga tapi tergantung katanya.”

FF : “Sentence meaning?”

AN : “Susah juga Miss.”

FF : “Apa pendapatmu ketika bu Afifah mengajar dengan teknik Card Sort?”

AN : “Menuurut saya kurang Miss, ada beberapa teman yang nggak mau

membaca n mengerjakan, mereka mengandalkan teman2 yang lain untuk

jawabannya.”

FF : “Tapi menurutmu tekniknya sendiri gimana?”

AN : “Bagus sebenarnya Miss.”

FF : “Tadi kamu bilang bagus. Kalau dibandingkan dengan teknik yang lain apa

pendapatmu?”

AN : “Bagus, Miss.”

FF : “Bagusnya kenapa?”

AN : “Karena kita kerja kelompok, Miss. Jadi kalau kurang tau artinya atau

kurang paham maksudnya bisa didiskusikan dengan teman2.”


commit to user

136

FF : “Apa yang bisa diperoleh dari diskusi kelompok?”

AN : “Banyak Miss, kita bisa sharing, lebih mudah mencari jawaban dari

pertanyaan tentang main idea, reference, word meaning, dan lain2.

Indikator2 itu, Miss.“

FF : “Berarti kamu tertarik dengan Card Sort?”

AN : “Iya, Miss.”

FF : “Tertariknya kenapa?”

AN : “Kerja kelompok membuat kita lebih aktiv.”

FF : “Menurutmu apa semua indicator tercapai dengan Card Sort?”

AN : “Menurut saya ada yang tercapai, ada juga yang tidak.”

FF : “Yang tidak tercapai apa?”

AN : “Sentence meaning.”

FF : “Apa teknik itu bisa menolong kamu memahami isi bacaan dengan lebih

baik?”

DNA : “Iya Miss, bisa.”

FF : “Kenapa?”

DNA : “Kita kan punya kartu masing2, Miss. Kita memahami setiap paragraph dari

potongan kartu yang kita bawa, terus kita susun kartunya jadi sebuah text.

Nahh di situ lah kita bisa memahami isi keseluruhannya karena setiap teman

yang membawa potongan kartu menjelaskan isi bacaan dari paragraph yang

mereka bawa.”

FF : “Apa kelebihan Card Sort menurutmu?”

DNA : “Kelebihannya membuat siswa lebih mudah memahami bacaan”

FF : “Kekurangannya?”

DNA : “Ada beberapa siswa yang malas membaca dan ngobrol sendiri, Miss.”

FF : “Ok. Makasih ya.”

DNA : “Iya, Miss.”


commit to user

137

Appendix 2.c

INTERVIEW OF THE RESEARCHER AND THE COLLABORATOR

Researcher (R) – Collaborator (C)

R : After you observed me teaching the class using Card Sort technique and

also you once taught the class using the technique, what do you think about

Card Sort?

C : I think it‟s great because the students become more active when they

discuss in group and also it helps the lack students to be able to understand

the text by discussing with their friends. I think it is good. There are some

improvements that I can see from that technique.

R : Ok. So, in teaching reading the main point is to improve students‟ reading

comprehension. It is also my goal in conducting this research. Do you think

the technique can help the students to understand the text better or not.

C : I think the technique can help them, can improve their reading

comprehension because like I said before, they are divided into some groups

and then from that group all the students can discuss not only the students

with lack ability but also the students with good ability so that they can

discuss together and share their ideas and students who have capability can

help the students who lack in reading. The point is that this technique can

increase their reading comprehension.

R : Is it interesting?

C : The technique is quite interesting because the first thing is they have to

take the card randomly and find the group from the card that they have, it

makes the students enthusiastic. Then, they have to read the paragraph in

their cards, it simulates their brain to think about their prior knowledge, and

they do brainstorming. After they discuss the text, they have to come in front

of class to present their group result. It is interesting, it makes the students

active.

R : What can you see from the class condition?

C : Class condition? In what term?


commit to user

138

R : When I explain about the technique, about the steps, and when they are

doing the steps. Do you think they do it seriously?

C : I think they do it seriously. They are very enthusiastic about it because it is

a new technique for them, new thing for them so they want to what is Card

sort so it is just like a boy who gets a new toy.

R : Ok. It can be denied that every single technique used in the class has

advantages as well as disadvantages. So far you have mentioned some

advantages of Card Sort. Are there any disadvantages you can see from Card

Sort?

C : The disadvantage that I can see is about the group. There are some groups

that consists of the students who are lack in English so they do not know

what to do.

R : What do you think with the time?

C : Yes, the time is not enough and this is quite disappointing. Their process in

arrange the paragraph takes much time. If we had more time, it would be

better.

R : Do you have any suggestion?

C : well. I think we have to be selective when we choose reading material. It

will be better if we choose topic that is familiar for the students to make them

easy to do the steps. That‟s all.

R : Thanks a lot.

C : Your welcome.


commit to user

ix

Appendix 3

SILABUS PEMBELAJARAN

Nama Sekolah : SMA BATIK 2 SURAKARTA

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 2

Standar Kompetensi

Kompetensi Dasar Materi

Pembelajaran Nilai Budaya &

Karakter Bangsa

Kewirausahaan/Ekonomi

Kreatif

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian Alokasi Waktu

Sumber Belajar

Membaca

11 Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition

dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.1Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahua

Identifying meanings and information in a narrative text

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

Membaca nyaring bermakna sebuah banner, poster, pamphlet secara individu

Mendiskusikan isi teks yang dibaca secara berpasangan.

Mendiskusikan ciri-ciri gramatikal yang digunakan dalam teks yang dibaca secara berkelompok.

Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar

Mengidentifikasi topic dari teks yang dibaca

Mengidentifikasi informasi tertentu dari banner, poster, pamphlet

Performans

Tertulis

(PG dan Uraian)

Quiz

Tugas

1 x 45

1 x 45

2 x 45

Developing English Competencies

for Grade X Senior High School (SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar

Koran berbehasa Inggris

Majalah

Internet


commit to user

x

Standar Kompetensi



Karakter Bangsa


Kreatif




Sumber Belajar

11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition

Reading narrative texts

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

Membaca nyaring bermakna teks exposition secara individu

Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok.

Berlatih menggunakan kalimat yang menyatakan argumen dan saran

Mengidentifikasi makna kata dalam teks yang dibaca

Mengidentifikasi makna kalimat dalam teks yang dibaca

Mengidentifikasi setting dalam sebuah cerita narasi

Mengidentifikasi komplikasi dalam sebuah cerita narasi

Mengidentifikasi kejadian dalam teks yang dibaca

Mengidentifikasi kasus yang dibahas dalam teks

Mengidentifikasi argumen yang diberikan

Mengidentifikasi saran yang diberikan

Mengidentifikasi langkahlangkah retorika dari teks

Performans

Tertulis

(PG dan

Uraian)

Tugas

Quiz

2 x45

4 x45

2 x45

Developing English Competencies

for Grade X Senior High School (SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar

Koran berbehasa Inggris

Majalah

Internet


commit to user

xi

Standar Kompetensi



Karakter Bangsa


Kreatif




Sumber Belajar

Mengidentifikasi tujuan komunikasi teks dibaca


commit to user

147


commit to user

148

Appendix 4.a

THE BLUE PRINT OF

READING COMPREHENSION

Competency Standard Basic Competence Dimension Indicator Item

Number

Total

Understand accurately,

fluently and appropriately

messages in short

functional texts in the

daily live context/situation

and get access to popular

science.

Respond accurately,

fluently and

appropriately messages

in short functional texts

in the daily live

context/situation and

get access to popular

science.

Comprehension

Students are able to identify

main ideas of the text or

paragraph


detail information of the text

Students are able to

understand the meaning of

words


understand the sentence

meaning

Students are able to find

reference


the text organization


communicative purposes of

the text.

3,6,15,25,30,35,36,40,42,45

1,9,11,29,33,34,39,43,48,49

8,12,13,19,32,38,44,46,47

4,7,14,18,20,23,37

2,10,17,28

16,22,24,26,41

5,21,27,31,50

10

10

9

7

4

5

5


commit to user

149

TEST TRY OUT

Text 1

Whales are the animal on earth. Bigger than elephants, they may grow 95 feet

long and weighs 150 tons. A baby blue whale, just born, can be 23 feet long and weighs 3

tons.

Although whales live in the ocean and can swim like dolphins but they are

different from fish. Unlike fish, they give birth, not lay eggs. Their babies live on their

mothers‟ milk. They breathe through their lungs and hold their breath when they go under

water. If they cannot come to the surface to breathe fresh air, they will drown. They are warm

blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.

Whales live in all the oceans. In winter, some of them go to warm water to breed

and in summer they go to cold water to feed. There are two kinds of whales, whales with

teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales eat fish

although they swallow their food without chewing it. The baleen ones eat plankton. When

they find plankton, they close their mouths, squeeze out the water and swallow the plankton.

Whales have few enemies. Only human beings and the killer whales attack

whales and whales do not seem to fight among themselves. They usually live from 20 to 30

years.

(Taken from: Standar Kompetensi Kurikulum 2004)

1. How a foot long is a new baby blue whale?

a. Whales are generally 95 feet long and weight 150 ton.

b. It can be 23 feet long.

c. It can reach 3 tons

d. It can bigger than an elephant.

e. A new baby whale may weight one-fifth of its mother.

2. The word “they” in sentence “Unlike fish, they give birth, not lay eggs” (paragraph 2, line

2) refers to…

a. Ocean.

b. Elephants.

c. Fish.

d. Whales

e. Eggs.

3. What is the main idea of paragraph 2?

a. Whales live in the ocean.

b. Whales are different from fishes in common.

c. Whales give birth.

d. Whales are warm - blooded and breathe through lungs.

e. Fish are cold blooded.

4. In winter, some of them go to warm water to breed and in summer they go to cold water to

feed. The sentence explains…

a. The habit of the whales in every winter and summer.

b. The activity that happened in the past.


commit to user

150

c. The activity that is happening at the moment.

d. The activity the whales will do the in the next winter and summer.

e. The activity that has been done by the whales.

5. What is the communicative purpose of the text?

a. To tell the readers what happened in the past through a sequence of events.

b. To inform readers, listeners, or viewers about events of the day which are considered

newsworthy or important.

c. To amuse or entertain the readers with actual or imaginary experiences in difference

ways.

d. To describe whales to the readers.

e. To give readers valuable information.

Text 2

Once upon a time, there was a handsome man. His name was Batara Guru Sahala. He

liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.

The fish begged him to set it free.

Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish

changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with

that fish-woman. The woman wanted to marry with him and said that Batara Guru had to

keep the secret which she had been a fish. Batara Guru agreed and promised that he would

never tell anybody about it.

They were married happily. They had two daughters. One day Batara Guru got very

angry with his daughter. He could not control his mad. He shouted angrily and got the word

of fish to his daughters. The daughters were crying. They found their mother and talked her

about it.

The mother was very annoyed. Batara Guru broke his promise. The mother was

shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed

a very big hole. People believed that the big hole became a lake which is known as Toba

Lake.

(Taken from: SIMPATI, handbook, 2010)

6. What is the main idea of the text?

a. Batara Guru Sahala.

b. A handsome man.

c. The Legend of Toba Lake.

d. Batara Guru‟s life.

e. A talk-fish.

7. Batara Guru broke his promise. The sentence means…

a. Batara Guru kept his promise.

b. Batara Guru was keeping his promise .

c. Batara Guru doesn‟t keep his promise.

d. Batara Guru didn‟t keep his promise.

e. Batara Guru had kept his promise.

8. “ … became a lake which is known as Toba Lake. (Paragraph 4, line 3).

The underlined word means…

a. Good looking.


commit to user

151

b. Faithful.

c. Loyal.

d. Famous.

e. Practically.

9. Who shouted angrily and got the word of fish?

a. The fish.

b. The people.

c. The daughters.

d. The Batara Guru.

e. The mother.

10. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph 2,

line 4). The word “it” refers to ….

a. The fish.

b. The secret.

c. Toba Lake.

d. The hole.

e. The volcano.

Text 3

Here is the story. A long time ago, when the world was new, the Sun married the

Moon and they lived as happily as can be. They lived in a little cottage near the Ocean.

You know what? One day, the Sun and the Moon invited the Ocean to their house

for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and the

Moon liked the Ocean and hope the cottage would be big enough for all three of them.

So the Sun and the Moon invited the Ocean to stay with them. What happened then?

Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the crabs and all

the creatures that live in the sea.

Oh my… The water rose higher and higher in the cottage. Soon, there was no more

room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky where

they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).

11. Why couldn‟t the Sun and the Moon live in the cottage?

a. Because they were bored staying there.

b. Because the Ocean ruined the cottage.

c. Because they gave the cottage to the Ocean.

d. Because there were no room for them.

e. Because the cottage was big enough.

12. The synonym of “cottage” in the text is...

a. Hut.

b. Room.

c. Inn.

d. House.

e. Hotel.

13. … the creatures that live in the sea. The underlined word means…

a. Things

b. Living things

c. Animals


commit to user

152

d. Spaces things

e. Fish

14. They rose up into the sky where they have lived ever since. The sentence means…

a. They lived ever after in the sky.

b. They had lived in the sky for a while.

c. They lived in the sky before.

d. They never lived in the sky.

e. They lived in the sky since that time.


a. The Sun married the Moon.

b. The Sun and the Moon lived in a little cottage near the Ocean.

c. The Ocean like it and want to stay with them.

d. The Sun and the Moon invited the Ocean to their house for a visit.

e. The Ocean came with all the creatures that live in the sea.

Text 4

Singapore is a city state; it is a city but it is also a state. It is a republic. Along with

Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the

Association of South-East Asia Nation.

Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese, Malays,

Indians, and Eurasians make up the citizens. Other Asians, including Indonesians, Japanese,

Philippines, Koreans, Thais, and Arabs also live on that tiny island. Singapore is sometimes

called “instant Asia” because you can see varieties of customs, cultures, and foods of nearly

all Asia in Singapore. (Taken from: SIMPATI published by Grahadi)

16. What isthe generic structure of the text?

a. General classification - identification.

b. Identification - description.

c. Orientation - description.

d. Description - identification.

e. Thesis – argument - reiteration.

17. … it belongs to ASEAN (paragraph 1, line 2). The word “it” refers to…

a. China, Malaysia, Indian, and Eurasia.

b. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.

c. Indonesia, Malaysia, Thailand, the Philippines and Brunei.

d. Indonesia, Malaysia, China, Thailand, Japan and Brunei

e. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei

18. Singapore is sometimes called “instant Asia”. It means that …

a. You can find varieties of customs, cultures, and foods of nearly all Asia in

Singapore.

b. Chinese, Malays, Indians, and Eurasians make up the citizens in Singapore.

c. Indonesians, Japanese, Philippines, Koreans, Thais, and Arabs also live on that tiny

island.

d. Singapore is a country of “Bhinneka Tunggal Ika”.

e. Singapore is a city state.


commit to user

153

19. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny is…

a. Cute

b. Huge

c. Small

d. Broad

e. Narrow

20. Chinese, Malays, Indians, and Eurasians make up the citizens. The sentence explains…

a. The citizens are formed by Chinese, Malays, Indians, and Eurasians.

b. Chinese, Malays, Indians, and Eurasians live in Singapore.

c. Chinese, Malays, Indians, and Eurasians belong to ASEAN.

d. The citizens who live in Singapore make a group.

e. Chinese, Malays, Indians, and Eurasians enjoy live in Singapore.

Text 5

I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate. He

is so handsome and cute. He has short wavy but rather blonde hair, which is always combed

neatly. His skin is white.

He has bluish black eyes with thick eyebrows and outstanding eyelashes. His round

faces makes him more impressive. Although Adi is not so tall, he has a well built body.

People frequently think he is a European or American offspring, but he is actually a

Sundanase genuine. He looks more handsome when he is smiling.

Adi is a pleasing peer. I am happy to spend my time with him. He is always

available to help his friends who are in trouble. He is never angry with any friends who try to

annoy him. Because he is so smart, most of his classmates seek him to explain any difficult

in any school subject. I am proud of having such best friends.

Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots as

well as a denim jacket. He doesn‟t wear glasses.

Moreover, his best talent is playing musical instrument, especially a guitar. It is one

of examples of balancing his left and right brains in daily life. Not to mention, the best

hobby of all his life is singing besides his routine schooling.

21. The purpose of the text is…

a. To tell the readers what happened to Adi Saputra.

b. To inform readers about Adi Saputra‟s life.

c. To amuse or entertain the readers with Adi‟s hobby.

d. To describe a particular person to the readers.


22. What is the generic structure of paragraph 2?

a. Orientation.

b. Event.

c. Complication.

d. Identification.

e. Description.

23. … , which is always combed neatly (paragraph 1, line 2). The sentence means…


commit to user

154

a. He always keeps his hair neatly.

b. He always lets his hair messy.

c. He is combing his hair.

d. He doesn‟t care with his hair.

e. He makes his hair more stylist.

24. What is the generic structure of paragraph one?

a. Identification.

b. Description.

c. Orientation.

d. Complication.

e. Steps or method.

25. The main idea of the fifth paragraph is…

a. Adi‟s best talent.

b. Adi likes to play guitar.

c. Adi‟s hobby.

d. Adi likes to go to school.

e. Adi likes to sing.

Text 6

One day, when Sangkuriang was hunting, he accidentally killed his beautiful black

dog Si Tumang. This dog is actually Sangkuriang‟s father who had been condemned to live

the life of a dog by his GURU. However, Sangkuriang never knew it.

Sangkuriang had been separated from his mother since childhood. On his way home,

he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize that the

village was his homeland nor the beautiful girl was his own sacred mother who remained

young and pretty.

Their love grew naturally and one day, when they were discussing their wedding

plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched that

of her son‟s who had left twenty years earlier. How could she marry her own son? But she

did not wish to disappoint him. So she agreed to marry Sangkuriang only on the condition

that he would provide her with a lake and a boat with which they could sail on their wedding

day the next day at dawn.

Sangkuriang accepted this condition. He dammed up the Citarum river to make a

lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set. With a

wave of her supernatural shawl, she lit up the eastern horizon with flashes of light. Deceived

by false dawn, the cock crowed and farmers rose for the new day.

Sangkuriang realized that he failed to finish the boat. With all his anger, he kicked

the unfinished boat upside-down. The boat is now known as the mount Tangkuban Perahu.

In Sundanese Tangkuban means upturned or upside down, and Perahu means boat. With the

dam torn asunder, the water drained off the lake and made the lake a wide plain. It is now

called Bandung from the word Bendung which means dam.


a. Identification.

b. Resolution.

c. Topic.


commit to user

155

d. Description.

e. Orientation.


a. To tell about the Legend of Tangkuban Perahu.

b. To tell about Sangkuriang‟s life.

c. To describe about Tangkuban Perahu.

d. To inform how Sangkuriang marry Dayang Sumbi.

e. To explain Dayang Sumbi‟s life.

28. But she did not wish to disappoint him. (Paragraph 3, line 3) What does the word “him”

refer to?

a. The Guru.

b. Si Tumang.

c. Sangkuriang.

d. The farmer.

e. Dayang Sumbi.

29. Who was condemned by Guru?

a. Sangkuriang‟s dog.

b. Sangkuriang‟s son.

c. Sangkuriang‟s girl.

d. Sangkuriang‟s father.

e. Sangkuriang‟s mother.

30. The main idea of paragraph 4 is…

a. Dayang Sumbi used her supernatural shawl to fail Sangkuriang on his effort to bult a

lake and a boat.

b. Dayang Sumbi thought that the condition she offered to Sangkuriang would not be

carried out.

c. Sangkuriang had finished building a lake and a boat before the cock began

crowning.

d. Sangkuriang felt sure that he could finish building the lake and boat before dawn.

e. The cock and the farmers had woken up earlier that morning.

Text 7

A long time ago, a child was born to a queen and king and she was called Snow

White. When the queen died, the king remarried. This new queen was wicked and hated

Snow White. The queen gave orders that Snow White was to be treated as a servant.

Snow White grew to be a very beautiful girl. One day a Prince who was riding by

saw her at work and immediately fell in love with her.

The queen was beautiful too, and every day she asked her Magic Mirror, “Who is

the fairest in the land?” and the mirror always answered, “You are the fairest one of all”.

One day the mirror answered that Snow White was the fairest one in the land. In a

rage the queen gave orders to one of her huntsmen to take Snow White into the woods and

kill her.

But the huntsmen had a kind heart and couldn‟t carry out the order. So he told Snow

White to run away. She fled into the woods where the Seven Dwarfs lived. Their house was

small and strange.


commit to user

156

Snow White entered the little house and found it very untidy. She started to clean it

up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of the

beds, and soon fell asleep.

When the dwarfs came home, they were surprised to find Snow White and after

some arguments, they decided to let her stay. She promised to cook and look after them.

The queen discovered where Snow White was living and disguising herself as a

witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow White

the poisoned apple. Snow white ate it and as soon as she bit into the apple, she sank into

unconsciousness.

Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days she

lay in the forest in her glass coffin. One day, the Prince who was riding through the forest

looking for Snow White found her. He leaned over and kissed her. She opened her eyes and

sat up with a smile. Everyone was happy. The Prince took Snow White to his Palace where

they were married and lived happily ever after.


a. To tell the readers about the bad queen.

b. To tell the readers about Snow White and the Seven Dwarfs.

c. To persuade the reader to read the Snow white story.

d. To describe the Snow White‟s life.

e. To explain how Snow White died.

32. “Snow White entered the little house and found it very untidy.” (paragraph 6, line 1).

The underlined word means ….

a. Big.

b. Clean.

c. Fresh.

d. Messy.

e. Beautiful.

33. Why did the Queen go to the woods?

a. She liked visiting Snow White.

b. She missed Snow White very much.

c. She wanted to kill Snow White by herself.

d. She promised Snow White to bring her apples.

e. She wanted to meet Snow White and the dwarfs.

34. What did the queen order the huntsman?

a. The queen ordered the huntsman to take Snow White into the woods and kill her.

b. The queen ordered the huntsman to accompany Snow White walk around the woods.

c. The queen ordered the huntsman to visit Snow White in the woods.

d. The queen ordered the huntsman to give an apple to Snow White.

e. The queen ordered the huntsman to build a house for Snow White.


a. The Prince was riding through the forest.

b. The Prince saved Snow White.

c. The Prince and Snow White were married.

d. The Prince took Snow White to his Palace.

e. The Prince leaned over and kissed Snow White.


commit to user

157

Text 8

Tanjung Kodok

Have you ever visited Tanjung Kodok? Some of you may have been to the place.

Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung Kodok

is a beach that lies on the north coast of East Java. Exactly, this resort is located in Paciran

Lamongan, East Java. The beach is about 25 kilometers from Lamongan city, near Goa

Maharani, another popular tourist spot in Lamongan.

Tanjung Kodok has a meaning that describes the most important part of the beach.

In the area, there is a cape, a strip of coral reef projecting into a body of water, whose

structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as tanjung

means a cape and kodok in Javanese means frog.

Tanjung Kodok is a comfortable place to visit. The water of the beach is clean. The

air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen there.

However, you may go down to the sea water, take some photographs and have some fun.

For the children, in Tanjung Kodok there is a children swimming pool, where they

can amuse themselves. There are also fishing and camping areas that provide specific

entertaining recreations for certain visitors.

To satisfy the visitors some hotels and restaurants are built there. For shoppers, the

resort provides a specific market where souvenirs, foods, and drinks are sold with cheap

prices. Since some visitors come from other regions, provinces, and countries, the parking

lot is wide enough to accommodate many kinds of vehicles.


a. Tanjung Kodok is the most important part of the beach.

b. The meaning of Tanjung Kodok.

c. There is a cape that is shaped like a frog.

d. Tanjung Kodok is a beach that lies on the north coast of East Java.

e. The description of the beach.

37. Have you ever visited Tanjung Kodok? The meaning of the sentence is…

a. To ask someone to visit Tanjung Kodok.

b. To inform that Tanjung Kodok is a beautiful place.

c. To know whether someone has visited Tanjung Kodok or has not.

d. To inform that the writer has been there.

e. To ask information about Tanjung Kodok.

38. ..to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined word

means…

a. To prepare.

b. To stay.

c. To facilitate.

d. To get ready.

e. To choose.

39. What does the resort provide for the shoppers?

a. Hotels and restaurants.

b. Fishing and camping areas.

c. A specific market which sells souvenirs, foods, and drink cheaply.


commit to user

158

d. The parking lot.

40. The main idea of the text is…

a. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive

view to see.

b. Tanjung Kodok is a comfortable place to visit.

c. Tanjung Kodok has many satisfying facilities.

d. Tanjung Kodok is a good place for children to have some fun.

e. Tanjung Kodok has a meaning that describes the most important part of the beach.

Text 9

Borobudur is a Hindu-Buddhist temple built in the 9th

century under the Sailendra

dynasty of Java. It is located near Magelang on the island of Java, Indonesia.

Abandoned in the 11th century and partially excavated by archaeologists in the early

20th century, Borobudur temple is well-known all over the world. Influenced by the Gupta

architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of

eight step-like stone terraces, one on top of the other. The first five terraces are square and

surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper three are

circular, each with a circle of bell-shaped stupa (a Buddhist shrine).

The entire edifice is crowned by a large stupa at the centre of the top circle. The

way to the summit extends through some 4.8 km of passages and stairways. The design of

Borobudur, a temple-mountain symbolizing the structure of the universe, influenced the

temples built at Angkor, Cambodia.

Borobudur, rededicated as an Indonesia national monument in 1983, is a valuable

treasure for Indonesia people.


a. Identification.

b. Description.

c. Orientation.

d. Complication.

e. Steps or method.


a. Borobudur is well known all over the world.

b. Borobudur is Hindu-Buddhist temple.

c. Borobudur is located near Magelang on the island of Java.

d. Borobudur was built by Gupta.

e. Borobudur is a valuable treasure for Indonesia people.

43. The Borobudur building was influenced by …

a. The Sailendra architecture.

b. The Gupta architecture.

c. The Cambodia architecture.

d. The Buddhist architecture.

e. The Angkor architecture.

44. “… and surrounded by walls adorned with Buddhist sculptures….”


commit to user

159

The meaning of adorned is…

a. Designed.

b. Decorated.

c. Established.

d. Represented.

e. Symbolized.

45. The main idea of the second paragraph is…

a. Borobudur was influenced by the design of temples built at Angkor.

b. Borobudur was influenced by the Gupta architecture of India.

c. Borobudur was partially excavated by archaeologists.

d. Borobudur was abandoned in the 11th century.

e. Borobudur is well-known all over the world.

Text 10

One day a cat and a fox were having a conversation. The fox, who was a conceited

creature, boasted how clever she was. “Why, I know at least a hundred tricks to get away

from our mutual enemies, the dogs,” she said.

“I know only one trick to get away from dogs,” said the cat. “You should teach me

some of yours!”

“Well, maybe some day, when I have the time. I may teach you a few of the simpler

ones,” replied the fox airily.

Just then they heard the barking of a pack of dogs in the distance. The barking grew

louder and louder – the dogs were coming in their direction! At once the cat ran to the

nearest tree and climbing into its branches, well out of reach of any dog. “This is the trick I

told you about, the only one I know,” she called down to the fox. “Which one of your

hundred tricks are you going to use?”

The fox sat silently under the tree, wondering which trick she should use. Before she

could make up her mind, the dogs arrived. They fell upon the fox and tore her to pieces.

46. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1, line

2). The underlined word means…

a. The fox has a hundred tricks to run away from the dog.

b. The fox has a hundred tricks to avoid the dog.

c. The fox has a hundred tricks to attack the dog.

d. The fox has a lot of tricks to help the dog.

e. The fox has a lot of tricks to accompany the dog.

47. They fell upon the fox and tore her to pieces. The word „tore‟ means…

a. Rip.

b. Cut.

c. Break.

d. Drop.

e. Damage.

48. How many tricks did the cat have?

a. More than a hundred trick.

b. A trick only.

c. Many trick.


commit to user

160

d. Have no trick.

e. Need some lesson.

49. What was the only trick that the cat knew?

a. Sitting under the tree.

b. Waiting for the fox.

c. Running as fast as he can.

d. Mocking the dogs.

e. Climbing a tree.

50. The communicative purpose of the text is…

a. To tell a true.

b. To give solution to the readers.

c. To describe a cat and a fox story to the readers.

d. To amuse or entertain the readers.

e. To persuade the readers to read the text.


commit to user

161

Appendix 4.b

Try Out key Answer

No Answer No Answer

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

B

D

B

A

D

C

D

D

D

B

D

A

B

A

A

B

C

A

C

A

D

D

C

A

A

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

E

A

C

D

A

B

D

C

A

B

B

C

C

C

A

B

A

B

B

B

A

A

B

E

D


commit to user

149

Appendix 4.c

Resp 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Xt xt xt2

1 1 1 0 0 0 1 0 1 0 1 0 0 1 0 0 0 1 1 0 1 1 1 1 0 1 0 1 0 0 1 1 1 0 1 0 0 1 1 0 1 0 0 1 1 1 1 0 1 0 0 26 -1 1.62 1 0 1 0 1 1 0 0 1 1 0 0 0 0 1 0 1 1 0 0 0 1 1 0 0 0 1 1 1 1 0 1 0 0 0 1 0 0 1 0 1 1 1 1 0 0 1 1 0 1 25 -2 5.23 1 1 1 0 1 0 1 1 1 1 0 1 1 1 0 0 0 0 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 0 1 1 0 1 0 1 0 1 0 0 1 1 1 0 1 0 31 3.7 144 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 0 1 0 0 1 0 0 1 0 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 32 4.7 225 1 0 1 0 1 1 0 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 1 1 26 -1 1.66 1 1 1 0 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 0 1 0 0 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 0 0 33 5.7 337 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 0 1 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 30 2.7 7.48 0 0 1 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 0 1 1 0 0 0 0 1 0 0 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 0 1 1 1 1 1 25 -2 5.29 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 1 1 1 0 1 1 0 0 0 1 0 1 0 0 1 1 1 1 1 1 1 1 1 33 5.7 33

10 1 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 0 0 0 1 0 0 1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 1 1 1 32 4.7 2211 1 1 1 1 0 1 0 0 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 0 1 0 31 3.7 1412 1 0 1 1 1 0 1 1 1 1 1 1 0 0 1 0 1 0 0 0 1 0 1 1 1 1 0 1 1 1 0 0 1 0 1 0 1 1 1 0 0 1 1 1 0 1 1 1 1 0 32 4.7 2213 1 1 1 0 0 1 1 1 1 0 0 0 1 1 1 0 0 0 1 1 1 0 1 0 0 0 0 0 0 1 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 0 28 0.7 0.514 1 1 1 0 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 0 0 0 0 1 1 0 1 0 0 1 33 5.7 3315 1 1 1 1 0 0 1 1 0 1 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 0 0 1 1 1 1 0 1 0 1 0 1 0 1 0 0 1 1 0 1 1 0 1 1 1 32 4.7 2216 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 1 0 0 0 1 1 0 1 0 32 4.7 2217 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 1 1 1 1 0 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 34 6.7 4518 1 1 0 0 1 0 0 1 0 1 0 0 0 1 0 1 0 1 0 1 1 1 1 0 1 0 1 1 1 1 0 1 0 1 0 0 1 1 0 0 0 0 1 0 1 1 1 0 0 1 26 -1 1.619 0 0 1 0 0 0 1 0 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 0 0 1 0 0 0 0 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 26 -1 1.620 1 1 0 1 0 0 1 0 0 0 0 1 1 1 0 1 1 0 0 1 1 1 1 0 0 0 1 0 0 1 1 1 1 0 0 1 1 0 0 0 0 1 0 0 0 1 0 0 0 1 23 -4 1821 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 0 1 0 1 1 0 1 0 1 0 34 6.7 4522 1 1 1 0 1 0 0 0 1 1 1 0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 0 31 3.7 1423 1 1 1 1 1 1 0 0 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 0 1 1 1 0 0 1 0 0 0 0 0 1 0 1 28 0.7 0.524 1 1 1 0 1 0 1 1 1 1 1 0 0 1 1 0 1 0 1 0 1 1 0 0 0 1 0 0 1 0 1 0 1 0 0 0 1 1 1 1 0 1 1 1 0 1 1 0 1 0 29 1.7 325 1 0 1 0 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 0 0 0 1 0 1 1 0 1 1 1 0 0 0 0 1 0 1 0 1 0 0 1 1 1 1 0 1 1 28 0.7 0.526 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 0 0 1 1 1 0 0 1 1 0 0 1 0 1 0 0 1 0 0 1 0 1 0 1 1 0 1 0 0 29 1.7 327 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 0 1 0 0 0 1 0 0 1 0 1 0 0 1 1 0 0 31 3.7 1428 0 0 1 1 1 1 0 0 0 0 0 0 0 1 0 1 0 1 0 1 0 1 1 1 0 0 1 0 1 0 1 0 0 0 1 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 21 -6 3929 1 0 1 1 1 1 0 0 1 1 1 0 1 0 1 0 1 0 0 1 1 0 1 0 0 1 1 0 0 1 0 0 1 1 0 1 1 0 1 0 1 0 0 1 0 1 1 1 0 0 27 -0 0.130 1 0 1 1 1 1 1 0 1 1 0 1 0 0 0 1 0 1 0 1 1 1 1 1 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 1 0 0 0 0 1 0 0 1 1 25 -2 5.2∑ 27 20 25 12 22 16 20 19 23 24 18 19 19 15 17 13 24 13 10 16 28 17 17 11 11 15 15 11 16 26 14 13 19 11 14 14 23 15 22 9 11 19 19 18 19 21 21 19 18 15 873 55 450p 0.8 0.6 0.8 0.4 0.7 0.5 0.6 0.6 0.7 0.8 0.6 0.6 0.6 0.5 0.5 0.4 0.8 0.4 0.3 0.5 0.9 0.5 0.5 0.3 0.3 0.5 0.5 0.3 0.5 0.8 0.4 0.4 0.6 0.3 0.4 0.4 0.7 0.5 0.7 0.3 0.3 0.6 0.6 0.6 0.6 0.7 0.7 0.6 0.6 0.5 27q 0.2 0.4 0.2 0.6 0.3 0.5 0.4 0.4 0.3 0.3 0.4 0.4 0.4 0.5 0.5 0.6 0.3 0.6 0.7 0.5 0.1 0.5 0.5 0.7 0.7 0.5 0.5 0.7 0.5 0.2 0.6 0.6 0.4 0.7 0.6 0.6 0.3 0.5 0.3 0.7 0.7 0.4 0.4 0.4 0.4 0.3 0.3 0.4 0.4 0.5st 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

Mean X130 30 29 29 29 28 30 30 30 30 31 30 30 28 30 29 30 29 31 28 30 28 28 30 31 31 28 30 30 30 29 29 30 29 31 28 29 30 30 30 29 30 29 30 30 29 30 29 30 28Mean Xt27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27

ro 1.5 1 1.1 0.3 0.8 0.3 1.1 0.9 1.1 1.1 1.1 0.8 1 0.3 0.8 0.3 1.2 0.3 0.7 0.2 1.6 0.3 0.2 0.5 0.6 0.9 0.3 0.6 0.7 1.3 0.3 0.3 0.8 0.3 0.8 0.3 0.8 0.6 0.9 0.4 0.3 0.7 0.5 0.7 0.9 0.7 1 0.7 0.8 0.2rt 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3

statusvalidvalidvalidnot validvalidnot validvalidvalidvalidvalidvalidvalidvalidnot validvalidnot validvalidnot validvalidnot validvalidnot validnot validvalidvalidvalidnot validvalidvalidvalidnot validnot validvalidnot validvalidnot validvalidvalidvalidvalidnot validvalidvalidvalidvalidvalidvalidvalidvalidnot valid

NUMBER OF ITEMSINTERNAL VALIDITY


commit to user

150

Appendix 4.d

Res 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Xt xt xt2

1 1 1 0 0 0 1 0 1 0 0 1 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 1 0 1 1 1 1 0 1 0 17 -4 132 1 0 1 1 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 1 1 0 0 0 0 1 0 1 1 1 0 0 1 1 0 16 -5 223 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 0 0 1 1 1 0 1 26 5.3 294 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 0 0 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 1 24 3.3 115 1 0 1 1 0 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 22 1.3 1.86 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 27 6.3 407 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 27 6.3 408 0 0 1 1 0 1 1 1 0 1 0 0 0 0 1 0 0 0 0 0 1 1 0 1 0 1 0 1 1 0 0 1 1 1 1 17 -4 139 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 28 7.3 54

10 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 0 1 0 1 1 0 1 1 1 0 1 1 1 25 4.3 1911 1 1 1 0 0 0 1 1 0 1 0 0 1 1 1 0 0 1 0 0 1 0 1 1 1 0 0 0 0 1 1 1 1 0 1 19 -2 2.712 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 30 9.3 8713 1 1 1 0 1 1 1 0 0 0 1 1 0 1 1 0 0 0 0 0 1 0 1 1 0 1 1 1 1 0 1 1 0 1 1 21 0.3 0.114 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 0 0 1 1 0 1 0 0 25 4.3 1915 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 0 1 1 0 1 1 28 7.3 5416 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 0 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 1 23 2.3 5.517 1 1 1 1 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 26 5.3 2918 1 1 0 1 0 1 0 1 0 0 0 0 0 0 1 0 1 0 1 1 1 0 0 1 1 0 0 0 1 0 1 1 1 0 0 16 -5 2219 0 0 1 0 1 0 1 0 0 1 1 0 1 0 1 0 0 0 0 0 0 1 0 1 1 1 1 1 1 0 0 1 1 1 1 18 -3 7.120 1 1 0 0 1 0 0 0 0 1 1 0 1 0 1 0 0 0 0 0 1 1 0 1 0 0 0 1 0 0 0 1 0 0 0 12 -9 7521 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 1 1 0 1 0 1 1 0 1 0 1 27 6.3 4022 1 1 1 1 0 0 1 1 1 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 26 5.3 2923 1 1 1 1 0 0 1 1 1 0 0 1 1 0 1 0 0 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 0 1 0 19 -2 2.724 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 0 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0 1 26 5.3 2925 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 0 1 1 1 1 0 1 21 0.3 0.126 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 1 0 1 1 0 1 0 26 5.3 2927 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 0 1 1 0 28 7.3 5428 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 0 1 1 1 0 0 0 0 9 -12 13629 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 0 0 1 0 0 1 1 0 1 0 1 0 0 0 1 0 1 1 1 0 19 -2 2.730 1 0 1 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 1 0 0 1 13 -8 59∑ 27 20 25 22 20 19 23 24 18 19 19 17 24 10 28 11 11 15 11 16 26 19 14 23 15 22 9 19 19 18 19 21 21 19 18 661 41 924p 0.8 0.6 0.8 0.7 0.6 0.6 0.7 0.8 0.6 0.6 0.6 0.5 0.8 0.3 0.9 0.3 0.3 0.5 0.3 0.5 0.8 0.6 0.4 0.7 0.5 0.7 0.3 0.6 0.6 0.6 0.6 0.7 0.7 0.6 0.6 21q 0.2 0.4 0.2 0.3 0.4 0.4 0.3 0.3 0.4 0.4 0.4 0.5 0.3 0.7 0.1 0.7 0.7 0.5 0.7 0.5 0.2 0.4 0.6 0.3 0.5 0.3 0.7 0.4 0.4 0.4 0.4 0.3 0.3 0.4 0.4st 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4

Mea 23 24 23 23 24 24 23 23 25 23 24 24 23 25 23 24 25 25 24 24 23 24 24 22 23 23 24 23 23 23 23 22 23 23 23Mea 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21ro 0.9 0.7 0.7 0.5 0.8 0.8 0.7 0.7 0.9 0.6 0.7 0.8 0.8 0.6 1 0.5 0.5 0.7 0.5 0.6 0.8 0.7 0.6 0.4 0.4 0.7 0.4 0.6 0.4 0.5 0.6 0.4 0.7 0.6 0.6rt 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3

stat vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali vali

VALIDITYNUMBER OF ITEMS


commit to user

151

Appendix 4.e

Resp. 1 4 6 7 8 9 10 12 13 15 17 20 22 23 24 25 27 28 29 30 32 33 34 35 37 38 39 40 41 42 44 46 47 49 50 Xt xt Xt2

23 1 1 1 1 0 0 1 0 1 0 1 1 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 1 1 1 0 1 1 25 -5.2 27.04

17 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1 1 0 1 1 32 1.8 3.24

3 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 38 7.8 60.84

19 1 0 1 0 0 1 1 1 0 0 0 1 1 0 1 1 0 0 1 0 0 1 1 0 1 1 0 1 1 1 1 0 1 0 1 24 -6.2 38.44

5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 38 7.8 60.84

28 1 0 0 1 0 0 1 0 0 1 0 0 0 1 0 0 1 0 0 1 0 1 1 0 0 0 1 0 1 0 1 0 0 0 1 15 -15.2 231.04

7 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 36 5.8 33.64

26 1 0 0 1 0 1 0 1 0 0 0 1 1 0 1 0 1 1 1 0 1 0 1 0 0 1 1 0 1 1 0 0 0 0 0 19 -11.2 125.44

9 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 38 7.8 60.84

10 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 36 5.8 33.64

30 0 0 1 0 0 0 0 1 0 1 0 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 0 0 1 0 1 1 0 1 0 21 -9.2 84.64

12 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 36 5.8 33.64

25 1 1 1 0 1 0 1 1 1 0 0 0 1 0 1 1 0 1 0 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 1 25 -5.2 27.04

14 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 35 4.8 23.04

15 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 36 5.8 33.64

16 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 35 4.8 23.04

2 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 37 6.8 46.24

18 1 0 0 1 0 0 1 1 0 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 0 1 0 0 1 1 1 0 1 0 1 24 -6.2 38.44

4 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 38 7.8 60.84

20 1 0 1 1 1 1 0 1 0 0 0 1 1 0 1 1 0 0 1 1 0 0 1 0 0 0 0 1 0 1 1 0 1 0 1 22 -8.2 67.24

21 1 1 1 0 1 0 1 1 0 0 1 1 0 0 0 0 0 1 1 1 1 1 0 1 1 0 0 0 0 1 0 1 0 1 1 23 -7.2 51.84

22 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 0 0 1 1 0 1 0 0 1 0 0 0 1 0 0 1 0 1 1 1 25 -5.2 27.04

1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 36 5.8 33.64

24 1 1 1 1 0 0 1 0 1 0 0 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 25 -5.2 27.04

13 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 36 5.8 33.64

8 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 38 7.8 60.84

27 0 0 0 0 0 0 1 1 0 0 1 0 0 1 1 1 1 1 0 1 1 1 0 0 0 1 1 0 1 1 0 0 0 1 0 20 -10.2 104.04

6 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 36 5.8 33.64

29 0 0 0 1 1 0 1 0 0 1 1 0 0 0 0 1 1 0 1 0 1 0 1 0 0 1 1 0 1 0 1 1 0 1 1 21 -9.2 84.64

11 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 36 5.8 33.64

27 19 23 23 15 13 27 25 15 20 19 25 22 21 27 26 22 22 26 23 26 22 26 14 17 26 24 15 24 24 26 22 17 25 27 906 1602.8

p 0.9 0.6 0.8 0.8 0.5 0.4 0.9 0.8 0.5 0.7 0.6 0.8 0.7 0.7 0.9 0.9 0.7 0.7 0.9 0.8 0.9 0.7 0.9 0.5 0.6 0.9 0.8 0.5 0.8 0.8 0.9 0.7 0.6 0.8 0.9 30.2

q 0.1 0.4 0.2 0.2 0.5 0.6 0.1 0.2 0.5 0.3 0.4 0.2 0.3 0.3 0.1 0.1 0.3 0.3 0.1 0.2 0.1 0.3 0.1 0.5 0.4 0.1 0.2 0.5 0.2 0.2 0.1 0.3 0.4 0.2 0.1

pq 0.1 0.2 0.2 0.2 0.3 0.2 0.1 0.1 0.3 0.2 0.2 0.1 0.2 0.2 0.1 0.1 0.2 0.2 0.1 0.2 0.1 0.2 0.1 0.2 0.2 0.1 0.2 0.3 0.2 0.2 0.1 0.2 0.2 0.1 0.1 6.65

Numbers of Items

RELIABILITY


commit to user

164


commit to user

165

Appendix 5.a THE BLUE PRINT OF



Number

Total



messages in short




science.

Respond accurately,

fluently and



in the daily live



science.

Comprehension



paragraph





words



meaning


reference





the text.

1, 3, 7, 11, 14, 28, 30, 33

5, 6, 8, 12, 18, 19, 24, 31, 35

2, 9, 10, 16, 17, 21, 23, 32

22

13, 20, 25

27, 29, 34

4, 15, 26

8

9

8

1

3

3

3


commit to user

195

TEST PRE-TEST

Text 1

Tanjung Kodok


Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung

Kodok is a beach that lies on the north coast of East Java. Exactly, this resort is located in

Paciran Lamongan, East Java. The beach is about 25 kilometers from Lamongan city,

near Goa Maharani, another popular tourist spot in Lamongan.

Tanjung Kodok has a meaning that describes the most important part of the

beach. In the area, there is a cape, a strip of coral reef projecting into a body of water,

whose structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as

tanjung means a cape and kodok in Javanese means frog.

Tanjung Kodok is a comfortable place to visit. The water of the beach is clean.

The air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen

there. However, you may go down to the sea water, take some photographs and have

some fun.

For the children, in Tanjung Kodok there is a children swimming pool, where

they can amuse themselves. There are also fishing and camping areas that provide

specific entertaining recreations for certain visitors.

To satisfy the visitors some hotels and restaurants are built there. For shoppers,

the resort provides a specific market where souvenirs, foods, and drinks are sold with

cheap prices. Since some visitors come from other regions, provinces, and countries, the

parking lot is wide enough to accommodate many kinds of vehicles.


f. Tanjung Kodok is the most important part of the beach.

g. The meaning of Tanjung Kodok.

h. There is a cape that is shaped like a frog.

i. Tanjung Kodok is a beach that lies on the north coast of East Java.

j. The description of the beach.

2. ...to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined word

means…

f. To prepare.

g. To stay.

h. To facilitate.

i. To get ready.

j. To choose.


f. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive

view to see.

g. Tanjung Kodok is a comfortable place to visit.

h. Tanjung Kodok has many satisfying facilities.

i. Tanjung Kodok is a good place for children to have some fun.

j. Tanjung Kodok has a meaning that describes the most important part of the

beach.

Text 2


commit to user

196








One day the mirror answered that Snow White was the fairest one in the land. In

a rage the queen gave orders to one of her huntsmen to take Snow White into the woods

and kill her.

But the huntsmen had a kind heart and couldn‟t carry out the order. So he told

Snow White to run away. She fled into the woods where the Seven Dwarfs lived. Their

house was small and strange.

Snow White entered the little house and found it very untidy. She started to clean

it up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of

the beds, and soon fell asleep.




witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow

White the poisoned apple. Snow white ate it and as soon as she bit into the apple, she

sank into unconsciousness.

Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days

she lay in the forest in her glass coffin. One day, the Prince who was riding through the

forest looking for Snow White found her. He leaned over and kissed her. She opened her

eyes and sat up with a smile. Everyone was happy. The Prince took Snow White to his

Palace where they were married and lived happily ever after.


f. To tell the readers about the bad queen.

g. To tell the readers about Snow White and the Seven Dwarfs.

h. To persuade the reader to read the Snow white story.

i. To describe the Snow White‟s life.

j. To explain how Snow White died.


f. She liked visiting Snow White.

g. She missed Snow White very much.

h. She wanted to kill Snow White by herself.

i. She promised Snow White to bring her apples.

j. She wanted to meet Snow White and the dwarfs.


f. The queen ordered the huntsman to take Snow White into the woods and kill her.

g. The queen ordered the huntsman to accompany Snow White walk around the

woods.

h. The queen ordered the huntsman to visit Snow White in the woods.

i. The queen ordered the huntsman to give an apple to Snow White.

j. The queen ordered the huntsman to build a house for Snow White.


f. The Prince was riding through the forest.

g. The Prince saved Snow White.


commit to user

197

h. The Prince and Snow White were married.

i. The Prince took Snow White to his Palace.

j. The Prince leaned over and kissed Snow White.

Text 3




for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and

the Moon liked the Ocean and hope the cottage would be big enough for all three of them.

So the Sun and the Moon invited the Ocean to stay with them. What happened

then? Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the

crabs and all the creatures that live in the sea.

Oh my… The water rose higher and higher in the cottage. Soon, there was no

more room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky

where they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).


f. Because they were bored staying there.

g. Because the Ocean ruined the cottage.

h. Because they gave the cottage to the Ocean.

i. Because there were no room for them.

j. Because the cottage was big enough.


f. Hut.

g. Room.

h. Inn.

i. House.

j. Hotel.


f. Things

g. Living things

h. Animals

i. Spaces things

j. Fish


f. The Sun married the Moon.

g. The Sun and the Moon lived in a little cottage near the Ocean.

h. The Ocean like it and want to stay with them.

i. The Sun and the Moon invited the Ocean to their house for a visit.

j. The Ocean came with all the creatures that live in the sea.

Text 4



tons.





commit to user

198

water. If they cannot come to the surface to breathe fresh air, they will drown. They are

warm blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.

Whales live in all the oceans. In winter, some of them go to warm water to

breed and in summer they go to cold water to feed. There are two kinds of whales, whales

with teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales

eat fish although they swallow their food without chewing it. The baleen ones eat

plankton. When they find plankton, they close their mouths, squeeze out the water and

swallow the plankton.


whales and whales do not seem to fight among themselves. They usually live from 20 to

30 years. (Taken from: Standar Kompetensi Kurikulum 2004)







13. The word “they” in sentence “Unlike fish, they give birth, not lay eggs” (paragraph 2,

line 2) refers to…

a. Ocean.

b. Elephants.

c. Fish.

d. Whales

e. Eggs.








a. To tell the readers what happened in the past through a sequence of events.

b. To inform readers, listeners, or viewers about events of the day which are

considered newsworthy or important.

c. To amuse or entertain the readers with actual or imaginary experiences in

difference ways.



Text 5

One day a cat and a fox were having a conversation. The fox, who was a

conceited creature, boasted how clever she was. “Why, I know at least a hundred tricks to

get away from our mutual enemies, the dogs,” she said.

“I know only one trick to get away from dogs,” said the cat. “You should teach

me some of yours!”

“Well, maybe some day, when I have the time. I may teach you a few of the

simpler ones,” replied the fox airily.

Just then they heard the barking of a pack of dogs in the distance. The barking

grew louder and louder – the dogs were coming in their direction! At once the cat ran to

the nearest tree and climbing into its branches, well out of reach of any dog. “This is the


commit to user

199

trick I told you about, the only one I know,” she called down to the fox. “Which one of

your hundred tricks are you going to use?”

The fox sat silently under the tree, wondering which trick she should use. Before

she could make up her mind, the dogs arrived. They fell upon the fox and tore her to

pieces.

16. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1,

line 2). The underlined word means…

f. The fox has a hundred tricks to run away from the dog.

g. The fox has a hundred tricks to avoid the dog.

h. The fox has a hundred tricks to attack the dog.

i. The fox has a lot of tricks to help the dog.

j. The fox has a lot of tricks to accompany the dog.


f. Rip.

g. Cut.

h. Break.

i. Drop.

j. Damage.


f. More than a hundred trick.

g. A trick only.

h. Many trick.

i. Have no trick.

j. Need some lesson.


f. Sitting under the tree.

g. Waiting for the fox.

h. Running as fast as he can.

i. Mocking the dogs.

j. Climbing a tree.

Text 6

Singapore is a city state; it is a city but it is also a state. It is a republic. Along

with Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the


Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese,

Malays, Indians, and Eurasians make up the citizens. Other Asians, including

Indonesians, Japanese, Philippines, Koreans, Thais, and Arabs also live on that tiny

island. Singapore is sometimes called “instant Asia” because you can see varieties of

customs, cultures, and foods of nearly all Asia in Singapore. (Taken from: SIMPATI

published by Grahadi)


f. China, Malaysia, Indian, and Eurasia.

g. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.

h. Indonesia, Malaysia, Thailand, the Philippines and Brunei.

i. Indonesia, Malaysia, China, Thailand, Japan and Brunei

j. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei


commit to user

200

21. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny

is…

f. Cute

g. Huge

h. Small

i. Broad

j. Narrow

Text 7

Once upon a time, there was a handsome man. His name was Batara Guru Sahala.

He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could

talk. The fish begged him to set it free.

Batara Guru could not bear it. He made the fish free. As soon as it was free, the

fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in

love with that fish-woman. The woman wanted to marry with him and said that Batara

Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised

that he would never tell anybody about it.

They were married happily. They had two daughters. One day Batara Guru got

very angry with his daughter. He could not control his mad. He shouted angrily and got the

word of fish to his daughters. The daughters were crying. They found their mother and

talked her about it.


shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth

formed a very big hole. People believed that the big hole became a lake which is known as

Toba Lake.(Taken from: SIMPATI, handbook, 2010)









f. Good looking.

g. Faithful.

h. Loyal.

i. Famous.

j. Practically.


a. The fish.

b. The people.

c. The daughters.

d. The Batara Guru.

e. The mother.

25. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph

2, line 4). The word “it” refers to ….

a. The fish.

b. The secret.

c. Toba Lake.


commit to user

201

d. The hole.

e. The volcano.

Text 8

I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate.

He is so handsome and cute. He has short wavy but rather blonde hair, which is always

combed neatly. His skin is white.

He has bluish black eyes with thick eyebrows and outstanding eyelashes. His

round faces makes him more impressive. Although Adi is not so tall, he has a well built

body. People frequently think he is a European or American offspring, but he is actually a



available to help his friends who are in trouble. He is never angry with any friends who

try to annoy him. Because he is so smart, most of his classmates seek him to explain any

difficult in any school subject. I am proud of having such best friends.

Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots

as well as a denim jacket. He doesn‟t wear glasses.

Moreover, his best talent is playing musical instrument, especially a guitar. It is

one of examples of balancing his left and right brains in daily life. Not to mention, the

best hobby of all his life is singing besides his routine schooling.


b. To tell the readers what happened to Adi Saputra.






f. Identification.

g. Description.

h. Orientation.

i. Complication.

j. Steps or method.


f. Adi‟s best talent.

g. Adi likes to play guitar.

h. Adi‟s hobby.

i. Adi likes to go to school.

j. Adi likes to sing.

Text 9




Abandoned in the 11th century and partially excavated by archaeologists in the

early 20th century, Borobudur temple is well-known all over the world. Influenced by the

Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and

consists of eight step-like stone terraces, one on top of the other. The first five terraces are

square and surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper

three are circular, each with a circle of bell-shaped stupa (a Buddhist shrine).


commit to user

202








f. Identification.

g. Description.

h. Orientation.

i. Complication.

j. Steps or method.


f. Borobudur is well known all over the world.

g. Borobudur is Hindu-Buddhist temple.

h. Borobudur is located near Magelang on the island of Java.

i. Borobudur was built by Gupta.

j. Borobudur is a valuable treasure for Indonesia people.


f. The Sailendra architecture.

g. The Gupta architecture.

h. The Cambodia architecture.

i. The Buddhist architecture.

j. The Angkor architecture.



f. Designed.

g. Decorated.

h. Established.

i. Represented.

j. Symbolized.


f. Borobudur was influenced by the design of temples built at Angkor.

g. Borobudur was influenced by the Gupta architecture of India.

h. Borobudur was partially excavated by archaeologists.

i. Borobudur was abandoned in the 11th century.

j. Borobudur is well-known all over the world.

Text 10

One day, when Sangkuriang was hunting, he accidentally killed his beautiful

black dog Si Tumang. This dog is actually Sangkuriang‟s father who had been

condemned to live the life of a dog by his GURU. However, Sangkuriang never knew it.

Sangkuriang had been separated from his mother since childhood. On his way

home, he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize

that the village was his homeland nor the beautiful girl was his own sacred mother who

remained young and pretty.


plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched

that of her son‟s who had left twenty years earlier. How could she marry her own son?


commit to user

203

But she did not wish to disappoint him. So she agreed to marry Sangkuriang only on the

condition that he would provide her with a lake and a boat with which they could sail on

their wedding day the next day at dawn.


lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set.

With a wave of her supernatural shawl, she lit up the eastern horizon with flashes of light.

Deceived by false dawn, the cock crowed and farmers rose for the new day.

Sangkuriang realized that he failed to finish the boat. With all his anger, he

kicked the unfinished boat upside-down. The boat is now known as the mount Tangkuban

Perahu. In Sundanese Tangkuban means upturned or upside down, and Perahu means

boat. With the dam torn asunder, the water drained off the lake and made the lake a wide

plain. It is now called Bandung from the word Bendung which means dam.


f. Identification.

g. Resolution.

h. Topic.

i. Description.

j. Orientation.


f. Sangkuriang‟s dog.

g. Sangkuriang‟s son.

h. Sangkuriang‟s girl.

i. Sangkuriang‟s father.

j. Sangkuriang‟s mother.

k. Appendix 5.b

l. Pre test key Answer

No Answer No Answer

1

2

3

4

5

6

7

8

9

10

11

12

13

B

C

A

B

C

A

B

D

A

B

A

B

D

21

22

23

24

25

26

27

28

29

30

31

32

33

C

D

D

D

B

D

A

A

B

A

B

B

B


commit to user

204

14

15

16

17

18

19

20

B

D

A

A

B

E

C

34

35

E

D

m.


commit to user

205

Appendix 5.c

Score of Pre-Test

No STUDENTS CORRECT INCORRECT SCORE

1 AMIR NOVIYANTO 24 11 68.57143

2 ASTI W 22 13 62.85714

3 ATRIYO BIMARTINI 24 11 68.57143

4 AULIA SUKMA F 24 11 68.57143

5 AYU SHINTA 21 14 60

6 BELLA ELMA A 19 16 54.28571

7 BERLINA ROSNA P 20 15 57.14286

8 CHINDY KUSUMA 22 13 62.85714

9 DANI NUR AINI 20 15 57.14286

10 DEVINA SH 21 14 60

11 DHEA ASTARANI 19 16 54.28571

12 ERIZHA PP 20 15 57.14286

13 FANDY ACHMAD 20 15 57.14286

14 FIRDA BUDI P 24 11 68.57143

15 GILANG YANUAR 20 15 57.14286

16 GLEDI ADITYA 23 12 65.71429

17 ICA SAKTI C.I 19 16 54.28571

18 INDANG S WIDOWATI 22 13 62.85714

19 INTAN P 18 17 51.42857

20 IRA SETYOWATI 18 17 51.42857

21 IRFA SEPTRIFA R 20 15 57.14286

22 KHAIRUNNISA D 21 14 60

23 LUBY WIJAYANTO 20 15 57.14286

24 NADIA FATMA N 15 20 42.85714

25 NURULUMMI CHANDRA 17 18 48.57143

26 RADEN FAJAR K 15 20 42.85714

27 ROSID RIDWANTO 19 16 54.28571

28 SHINTA S 20 15 57.14286

29 SONNY SIGIT P 18 17 51.42857

30 TIARA DEWI P 22 13 62.85714

SUM 1734.286

AVERAGE 61.93878

Appendix 5.d

Indicator's Score of Pre-Test


commit to user

206

No STUDENTS MI DI WM SM REF TO CP

1 AMIR NOVIYANTO 50 22.2 50 0 66.6 22.2 33.3

2 ASTI W 50 77.7 12.5 0 66.6 22,2 22.2

3 ATRIYO BIMARTINI 62.5 66.6 75 100 66.6 88.8 77.7

4 AULIA SUKMA F 50 66.6 37.5 100 66.6 22.2 88.8

5 AYU SHINTA 62.5 77.7 50 0 55.5 33.3 88.8

6 BELLA ELMA A 50 77.7 87.5 100 88.8 55.5 66.6

7 BERLINA ROSNA P 62.5 77.7 75 100 55.5 55.5 77.7

8 CHINDY KUSUMA 37.5 55.5 37.5 0 33.3 22.2 77.7

9 DANI NUR AINI 75 88.8 62.5 0 66.6 88.8 55.5

10 DEVINA SH 25 77.7 62.5 100 55.5 66.6 77.7

11 DHEA ASTARANI 50 22.2 50 0 33.3 66.6 55.5

12 ERIZHA PP 62.5 88.8 75 100 66.6 77.7 66.6

13 FANDY ACHMAD 75 55.5 37.5 100 33.3 22.2 44.4

14 FIRDA BUDI P 75 77.7 62.5 0 66.6 77.7 77.7

15 GILANG YANUAR 87.5 88.8 75 100 88.8 44.4 55.5

16 GLEDI ADITYA 50 66.6 62.5 0 33.3 55.5 44.4

17 ICA SAKTI C.I 62.5 66.6 37.5 0 88.8 66.6 77.7

18 INDANG S WIDOWATI 25 33.3 50 0 66.6 22.2 22.2

19 INTAN P 50 55.5 87.5 100 33.3 33.3 44.4

20 IRA SETYOWATI 75 22.2 62.5 0 55.5 22.2 44.4

21 IRFA SEPTRIFA R 75 66.6 87.5 0 66.6 55.5 88.8

22 KHAIRUNNISA D 87.5 77.7 62.5 100 66.6 88.8 66.6

23 LUBY WIJAYANTO 75 88.8 25 0 88.8 66.6 66.6

24 NADIA FATMA N 50 77.7 75 100 77.7 55.5 77.7

25 NURULUMMI CHANDRA 37.5 55.5 75 100 77.7 66.6 55.5

26 RADEN FAJAR K 62.5 77.7 87.5 0 77.7 77.7 77.7

27 ROSID RIDWANTO 62.5 77.7 62.5 0 66.6 77.7 77.7

28 SHINTA S 25 33.3 12.5 0 44.4 44.4 55.5

29 SONNY SIGIT P 50 66.6 37.5 100 22.2 55.5 44.4

30 TIARA DEWI P 25 22.2 37.5 100 22.2 44.4 33.3

SUM 1687.3 1909 1713 1400 1798 1576 1843

AVERAGE 60.27 68.19 61.16 50 64.22 56.29 65.81

Appendix 6.a

LESSON PLAN

School : SMA BATIK 2 SURAKARTA


commit to user

207

Subject : English

Reading text : An Indian and His Fish

Genre : Narrative

Class/Semester : X1/1

Time Allocation : 2 x 45 minutes

Cycle/meeting : 1/1

Academic Year : 2011/2012

A. Competence Standard

Reading:

5. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan

sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Basic Competence

5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,

iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

C. Indicator

The students are able to:

1. Identify main idea.

2. Find detail information.

3. Understand word meaning.

4. Understand sentence meaning.

5. Find reference.

6. Identify text organization.

7. Identify communicative purpose.

D. Passing Grade (KKM) : 70

E. Teaching method : Collaborative Learning (Card Sort)

F. Instructional Material

1. Sources:

a. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar

dan Menengah. Jakarta: Depdiknas.

b. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga

Publisher.

2. Media: Laptop, LCD, Camera, White Board, Chart, Worksheet.

3. Reading Text

An Indian and His Fish


commit to user

208

Once there was an Indian who had a pet fish named Tommy, which he

kept in a barrel. But the fish got pretty big and the Indian had to change the water

a good deal to keep him alive. He was too lazy to do that, so he thought he would

teach the fish live out of water.

He began by taking Tommy out of the barrel for a few minutes at a time,

pretty often, and then he took him out more often and kept him out longer. After

sometime Tommy could stay out a good while if he was in some wet grass.

Then the Indian found he could leave him in the wet grass all night and

pretty soon that fish could in the shade whether the grass was wet or not. By that

time he had got pretty tame, too and he used to follow the Indian around a good

deal. When the Indian went out to dig worms to eat, Tommy went along too and

got some for himself. The Indian thought of everything for that fish, until Tommy

didn‟t need any water at all. He could go anywhere down a dusty road and stay all

day out in the hot sun.

So, people wanted to buy Tommy, but the Indian said he wouldn‟t sell a

fish like that for any amount of money. You‟d see him coming to town with

Tommy following along the road behind, just like a dog, only of course he

traveled a good deal like a snake, and almost as fast.

Well. It was really sad the way that Indian lost his fish and it was unusual,

too. He went to town one day with Tommy coming along behind, as usual. There

was a bridge in the road and the Indian came to it. He saw there was a hole in it,

but he went over it without thinking. A little later he looked around for Tommy

but he couldn‟t find him. He went back away and called, but he still couldn‟t see

any sign of his pet.

Finally he came to the bridge and saw the hole, and he thought right away

that maybe his fish had fallen in there. So he went to the hole and looked down,

and sure enough, there was Tommy, floating on the water, bottom-side up. He‟d

fallen through that hole into the river and drowned.

G. Teaching and Learning Activities

Teacher’s Activity Students’ Activity

I. Preparation (10’)

1. Greeting the students, checking the

attendance list and condition of

class.

1. Responding to the teacher.


commit to user

209

2. Preparing the media and learning

resources.

2. Giving attention to the teacher.

II. Pre-reading Activities (70’)

1. Explaining the objectives of the

teaching and learning.

2. Explaining about the technique and

what the students should do in

every step.

3. Asking the students to discuss with

friends and brainstorm everything

they know related to the topic.

1. Paying attention to the teacher.


3. Using their prior knowledge, the

students brainstorm everything

related to the text. It can be words,

phrases, or terms.

III. Whilst-reading Activities

1. Asking the students to take the

card randomly.

2. Asking the student to find their

friends who have card with the

same category. (a group of 5 or 6).

3. Asking the students to exchange

their cards until they have read all

of the cards in their group.

4. Asking the students to arrange the

cards into a good text.

5. Using their own cards, each

student should find the main idea

of the paragraph that they get.

6. Asking the students to find the

difficult vocabularies and find the

meaning from the card that they

1. Taking the card.

2. Standing and finding their friends.

3. Starting to read the cards.

4. Predicting the meaning of words

based on the context.

5. Starting to read their card.


commit to user

210

get.


main idea, detail information, word

meaning, sentence meaning,

reference, text organization, and


8. Monitoring the students‟ activity.

6. Starting to find the answers.

IV. Post-reading Activities

1. Asking one of student in each group

to come in front of class and tell

what the story is about.

2. Together with the students

discussing the result of their

reading.

3. Giving the students an exercise to

check their comprehension of the

text they have read.

1. Telling story.

2. Discussing the result of the reading.

3. Doing the exercise given by the

teacher.

V. Closing (10’)

1. Giving conclusion about the

subject.

2. Reflecting the process of teaching

and learning.

3. Saying farewell.


2. Reflecting the learning process

together with the teacher.

3. Responding the farewell.

H. Assessment:

1. Kind of test : Written test

2. Scoring :

I. Test Items:

Answer the questions below based on the information from the text!


commit to user

211


2. Why was the Indian lazy to change the water?

3. What does the word “pretty soon” mean?

4. “He could go anywhere down a dusty road and stay all day out in the hot sun.”

What does the sentence means ….

5. “ … and then he took him out more often … “ (paragraph 2, line 2). Him refers

to …

6. What kind of text is it?


8. What does the word “went over” mean?

9. What did Tommy do when the Indian went out to dig worms to eat?

10. “… and it was unusual, too.” (paragraph 5, line 1). It refers to ….

Karanganyar, September 2011

Researcher,

AFIFAH SARI RACHMAWATI

LESSON PLAN


Subject : English

Reading text : The Legend of Prambanan Temple

Genre : Narrative



Cycle/meeting : 1/2


A. Standard Competence

Reading:



B. Basic Competence





commit to user

212

C. Indicator






5. Find reference.






1. Sources:

a. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar



Publisher.


3. Reading Text

The Legend of Prambanan Temple

Once, there was a beautiful Javanese princess whose name was Roro

Jonggrang. Roro Jonggrang whose beauty was very famous in the land was the

daughter of Prabu Baka, an evil king.

One day, a handsome young man with supernatural power, named

Bandung Bondowoso, defeated and killed Prabu Baka. On seeing Princess Roro

Jonggrang‟s beauty, Bandung Bondowoso fell in love and wanted to marry her.

Meanwhile, Princess Roro Jonggrang felt sad due to the death of her

father. She did not want to marry Bandung because he had killed her father. But

she was also afraid of Bandung. So to refuse politely, she made a condition. “I

will marry you but you have to buld one thousand temples in one night as

wedding gift.” requested Roro Jonggrang. Bandung agreed with this condition.

Helped by the spirit of demons, Bandung Bondowoso started building the

temples. Approaching midnight, the work was nearly done. Roro Jonggrang knew

and thought, “What should I do? Bandung is smarter than me. I will lose against

Bandung.”


commit to user

213

Suddenly, she got an idea. She woke up all the woman in the palace and

ordered them to make the noisy sounds of grinding rice so that the roosters would

think it had already dawn.

Bandung Bondowoso got frustrated because he failed to complete the

thousandth temple. “The Princess has deceived me!” following his anger, he

cursed Roro Jonggrang, “You have cheated me. Now, the thousandth temple is

you!”

At once, the princess turned into a statue. Knowing this, Bandung

Bondowoso regretted this and he went away into a far land. From then, people

called the temple “Prambanan Temple” and the princess statue was “Roro

Jonggrang.”






class.


resources.













phrases, or terms.



card randomly.













1. Taking the card.







commit to user

214



get.









1. Asking one of student in each

group to come in front of class and

tell what the story is about.



reading.




1. Telling story.



teacher.

V. Closing (10’)


subject.


and learning.

3. Saying farewell.





H. Assessment:


2. Scoring :

I. Test Items:



2. Who is Roro Jonggrang father?

3. Why didn‟t Roro Jonggrang want to marry Bandung Bondowoso?

4. What does the word “famous” mean?

5. “You have cheated me now, the thousandth temple is you!”. What does the

sentence mean?

6. “The Princess has deceived me!” (paragraph 6, line 2). The word me refers

to …


8. What kind of the text is it?


commit to user

215

9. “… and ordered them to make the noisy …” (paragraph 5, line 2). The word

them refers to?

10. What does the word “defeated” mean?


Researcher,


LESSON PLAN


Subject : English

Reading text : The Elves and the Shoemaker

Genre : Narrative



Cycle/meeting : 1/3



Reading:



B. Basic Competence




C. Indicator






12. Find reference.




commit to user

216




1. Sources:

c. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar


d. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead. Jakarta: Erlangga

Publisher.


3. Reading Text

THE ELVES AND THE SHOEMAKER

Although Peter Schumaker worked hard and was kind to everyone in the

village, he could never earn enough making shoes. On this particularly cold and

snowy day, all he had left in his workroom was enough leather to make one last

pair of shoes. That evening, Peter carefully cut up his precious leather and laid it

aside for the morning when we would sew them together.

The sun rose the next morning, and Peter was ready to start work, but to

this great surprise, an exquisitely crafted pair of shoes sat on his worktable. “What

magic”, said Cecilia, his wife. They quickly put the shoes in the shop window, for

the holiday shopping season had just begun. As luck would have it, the shoes

fitted the finicky Mrs. Sniggins perfectly, and she paid a generous sum for the fine

fit. With the money, Peter went to buy more leather enough for two more pairs.

That evening, he once again set to work, cutting his leather and left the pieces on

the table when he went to bed. Hoping for a good design, he fell asleep dreaming

of shoes.

When he awoke early the next morning, he again found two finely crafted

pairs of shoes before his eyes. Customers bought these up quickly for they were

masterpieces. Now Peter could buy enough leather for four pairs of shoes. This

magical business went on for some time, and schumaker‟s name became well-

known for the finest shoes in town. These days, life was much better for Peter and

Cecilia.


commit to user

217

On day, Cecilia said,” I wonder who has been helping us so much?” Peter

announced, ”Tonight we will hide in the workshop and see what goes on there!”

And so they did. At exactly midnight, two tiny elves tiptoed in and began to work,

swiftly making the find shoes. They were shabbily dressed, weren‟t even wearing

shoes themselves. Before daybreak, they had already dashed off, leaving several

pairs of shoes ready for sale that day. Peter and Cecilia were grateful to these little

elves, and worried about them working so hard in such cold weather. So Peter set

to work making two tiny pair of shoes, and Cecilia stitched two warm sets of

clothing for each of them.

On Christmas Eve, instead of leather pieces, they set the little shoes and

clothes out and hid themselves again. At midnight, the elves popped in and saw

the new clothes. In a flash, they had them on their little bodies. They were so

happy that they laughed and chuckled, and danced right out of the window; never

to be seen again. Peter continued making shoes, everyday, and he and Cecilia

lived a very happy and contented life for many years. As did the elves.






class.


resources.






5. Explaining about the technique and

what the students should do in

every step.









phrases, or terms.


17. Asking the students to take the 7. Taking the card.


commit to user

218

card randomly.















get.









10. Predicting the meaning of

words based on the context.




4. Asking one of student in each group

to come in front of class and tell

what the story is about.



reading.




4. Telling story.



teacher.

V. Closing (10’)


subject.


and learning.

6. Saying farewell.





H. Assessment:


2. Scoring :

I. Test Items:



commit to user

219


11. How did Peter become popular as the shoemaker?

12. What does the word “earn” mean?

13. “he again found two finely crafted pairs of shoes before his eyes.” What

does the sentence means ….

14. “As luck would have it … “ (paragraph 2, line 3). It refers to …

15. What kind of text is it?


17. What does the word “generous” mean?

18. What did the two tiny elves do at midnight?

10. “They were so happy that they laughed and chuckled,…” (paragraph 5, line

3). They refers to ….


Researcher,


LESSON PLAN


commit to user

220


Subject : English

Reading text : Keong Emas

Genre : Narrative



Cycle/meeting : 1/4


A. Standard Competence

Reading:



B. Basic Competence




C. Indicator






12. Find reference.






1. Sources:

c. Depdiknas. 2006. Panduan Penyusunan KTSP Jenjang Pendidikan Dasar



Publisher.


5. Reading Text

KEONG MAS

Once upon time, there was a king of the Antah Berantah Kingdom wishes

Dewi Sekarjati became his wife. To do so, he kidnaped her. Fortunately, The God


commit to user

221

Narada saved Dewi Sekarjati by changing her into a golden snail: Keong Emas.

The God told Keong Emas to drift along the river in order to find her husband,

Panji Asmoro Bangun.

One day a poor old widow, Mbok Rondo Dadapan, Who always fished

along the river, found a golden snail and took it home. There she put the snail in a

jar and took good care of it. All of a sudden, unexpected good things took place in

Mbok Rondo‟s life.

Coming back from her daily fishing, she would find delicious dishes on

the table and the house cleaned. She wondered who had been so nice to take care

of her house and to do the cooking. When this went on for several days, she could

not resist the temptation to find out who the mysterious kind person was. So, one

day, instead of fishing, she peeped through hole in the wall of her house. To her

amazement she saw a beautiful princess coming out of the jar and starting to clean

the house and preparing a meal.

The next day, the same thing happened. Without wasting anytime Mbok

Rondo rushed into the house and smashed the jar. ‟Homeless‟ Dewi Sekarjati

could not turn back into a snail. She was then adopted by Mbok Rondo.

Meanwhile, Raden Panji Asmoro Bangun searching for his wife,

wondered from one village to another, finally reaching Dadapan where he found

his beloved.

Filled with happiness and love, they went back to kingdom, talking along

good Mbok Rondo.






class.


resources.













phrases, or terms



card randomly.

7. Taking the card.


commit to user

222















get.



















reading.



text they have read

4. Telling story.



teacher.

V. Closing (10’)


subject.


and learning.

6. Saying farewell.





H. Assessment:


2. Scoring :

I. Test Items:




commit to user

223

12. Who is Mbok Rondo Dadapan?

13. Why did Dewi Sekartaji change become a Keong Emas?

14. What does the word “widow” mean?

15. “She was then adopted by Mbok Rondo!”. What does the sentence mean?

16. “… found a golden snail and took it home!” (paragraph 2, line 1). The word

it refers to …



19. “To her amazement she saw a beautiful princess …” (paragraph 3, line ). The

word her refers to?

20. What does the word “homeless” mean?


Researcher,



commit to user

224


commit to user

225

Appendix 6.b

THE BLUE PRINT OF


Competency

Standard

Basic Competence Dimension Indicator Item

Number

Total

Understand

accurately, fluently

and appropriately

messages in short


daily live



science.

Respond accurately,

fluently and

appropriately

messages in short

functional texts in

the daily live

context/situation

and get access to

popular science.

Comprehension


identify main ideas of

the text or paragraph


identify detail

information of the text


understand the meaning

of words



meaning


reference


identify the text

organization

4, 8, 9, 11, 22, 26, 32, 35

2, 3, 5, 15, 18, 20, 29, 30,

33

6, 7, 10, 13, 17, 27, 28, 34

16

12, 19, 21

14, 25, 31

8

9

8

1

3

3


commit to user

226


identify communicative

purposes of the text.

1, 23, 24

3


commit to user

223

TEST POST-TEST 1

Text 1








One day the mirror answered that Snow White was the fairest one in the land. In

a rage the queen gave orders to one of her huntsmen to take Snow White into the woods

and kill her.

But the huntsmen had a kind heart and couldn‟t carry out the order. So he told

Snow White to run away. She fled into the woods where the Seven Dwarfs lived. Their

house was small and strange.

Snow White entered the little house and found it very untidy. She started to clean

it up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of

the beds, and soon fell asleep.




witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow

White the poisoned apple. Snow white ate it and as soon as she bit into the apple, she

sank into unconsciousness.

Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days

she lay in the forest in her glass coffin. One day, the Prince who was riding through the

forest looking for Snow White found her. He leaned over and kissed her. She opened her

eyes and sat up with a smile. Everyone was happy. The Prince took Snow White to his

Palace where they were married and lived happily ever after.


k. To tell the readers about the bad queen.

l. To tell the readers about Snow White and the Seven Dwarfs.

m. To persuade the reader to read the Snow white story.

n. To describe the Snow White‟s life.

o. To explain how Snow White died.


k. She liked visiting Snow White.

l. She missed Snow White very much.

m. She wanted to kill Snow White by herself.

n. She promised Snow White to bring her apples.


commit to user

224

o. She wanted to meet Snow White and the dwarfs.


k. The queen ordered the huntsman to take Snow White into the woods and kill her.

l. The queen ordered the huntsman to accompany Snow White walk around the

woods.

m. The queen ordered the huntsman to visit Snow White in the woods.

n. The queen ordered the huntsman to give an apple to Snow White.

o. The queen ordered the huntsman to build a house for Snow White.


k. The Prince was riding through the forest.

l. The Prince saved Snow White.

m. The Prince and Snow White were married.

n. The Prince took Snow White to his Palace.

o. The Prince leaned over and kissed Snow White.

Text 2




for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and

the Moon liked the Ocean and hope the cottage would be big enough for all three of them.

So the Sun and the Moon invited the Ocean to stay with them. What happened

then? Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the

crabs and all the creatures that live in the sea.

Oh my… The water rose higher and higher in the cottage. Soon, there was no

more room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky

where they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).


k. Because they were bored staying there.

l. Because the Ocean ruined the cottage.

m. Because they gave the cottage to the Ocean.

n. Because there were no room for them.

o. Because the cottage was big enough.


k. Hut.


commit to user

225

l. Room.

m. Inn.

n. House.

o. Hotel.


k. Things

l. Living things

m. Animals

n. Spaces things

o. Fish


k. The Sun married the Moon.

l. The Sun and the Moon lived in a little cottage near the Ocean.

m. The Ocean like it and want to stay with them.

n. The Sun and the Moon invited the Ocean to their house for a visit.

o. The Ocean came with all the creatures that live in the sea.

Text 3

Tanjung Kodok


Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung

Kodok is a beach that lies on the north coast of East Java. Exactly, this resort is located in

Paciran Lamongan, East Java. The beach is about 25 kilometers from Lamongan city,

near Goa Maharani, another popular tourist spot in Lamongan.

Tanjung Kodok has a meaning that describes the most important part of the

beach. In the area, there is a cape, a strip of coral reef projecting into a body of water,

whose structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as

tanjung means a cape and kodok in Javanese means frog.

Tanjung Kodok is a comfortable place to visit. The water of the beach is clean.

The air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen

there. However, you may go down to the sea water, take some photographs and have

some fun.

For the children, in Tanjung Kodok there is a children swimming pool, where

they can amuse themselves. There are also fishing and camping areas that provide

specific entertaining recreations for certain visitors.

To satisfy the visitors some hotels and restaurants are built there. For shoppers,

the resort provides a specific market where souvenirs, foods, and drinks are sold with


commit to user

226

cheap prices. Since some visitors come from other regions, provinces, and countries, the

parking lot is wide enough to accommodate many kinds of vehicles.


k. Tanjung Kodok is the most important part of the beach.

l. The meaning of Tanjung Kodok.

m. There is a cape that is shaped like a frog.

n. Tanjung Kodok is a beach that lies on the north coast of East Java.

o. The description of the beach.

10. ..to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined

word means…

k. To prepare.

l. To stay.

m. To facilitate.

n. To get ready.

o. To choose.


k. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive

view to see.

l. Tanjung Kodok is a comfortable place to visit.

m. Tanjung Kodok has many satisfying facilities.

n. Tanjung Kodok is a good place for children to have some fun.

o. Tanjung Kodok has a meaning that describes the most important part of the

beach.

Text 4

Singapore is a city state; it is a city but it is also a state. It is a republic. Along

with Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the


Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese,

Malays, Indians, and Eurasians make up the citizens. Other Asians, including

Indonesians, Japanese, Philippines, Koreans, Thais, and Arabs also live on that tiny

island. Singapore is sometimes called “instant Asia” because you can see varieties of

customs, cultures, and foods of nearly all Asia in Singapore. (Taken from: SIMPATI

published by Grahadi)


commit to user

227


k. China, Malaysia, Indian, and Eurasia.

l. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.

m. Indonesia, Malaysia, Thailand, the Philippines and Brunei.

n. Indonesia, Malaysia, China, Thailand, Japan and Brunei

o. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei

13. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny

is…

k. Cute

l. Huge

m. Small

n. Broad

o. Narrow

Text 5

One day, when Sangkuriang was hunting, he accidentally killed his beautiful

black dog Si Tumang. This dog is actually Sangkuriang‟s father who had been

condemned to live the life of a dog by his GURU. However, Sangkuriang never knew it.

Sangkuriang had been separated from his mother since childhood. On his way

home, he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize

that the village was his homeland nor the beautiful girl was his own sacred mother who

remained young and pretty.


plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched

that of her son‟s who had left twenty years earlier. How could she marry her own son?

But she did not wish to disappoint him. So she agreed to marry Sangkuriang only on the

condition that he would provide her with a lake and a boat with which they could sail on

their wedding day the next day at dawn.


lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set.

With a wave of her supernatural shawl, she lit up the eastern horizon with flashes of light.

Deceived by false dawn, the cock crowed and farmers rose for the new day.

Sangkuriang realized that he failed to finish the boat. With all his anger, he

kicked the unfinished boat upside-down. The boat is now known as the mount Tangkuban

Perahu. In Sundanese Tangkuban means upturned or upside down, and Perahu means

boat. With the dam torn asunder, the water drained off the lake and made the lake a wide

plain. It is now called Bandung from the word Bendung which means dam.


k. Identification.


commit to user

228

l. Resolution.

m. Topic.

n. Description.

o. Orientation.


n. Sangkuriang‟s dog.

o. Sangkuriang‟s son.

p. Sangkuriang‟s girl.

q. Sangkuriang‟s father.

r. Sangkuriang‟s mother.

Text 6

Once upon a time, there was a handsome man. His name was Batara Guru Sahala.

He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could

talk. The fish begged him to set it free.

Batara Guru could not bear it. He made the fish free. As soon as it was free, the

fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in

love with that fish-woman. The woman wanted to marry with him and said that Batara

Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised

that he would never tell anybody about it.

They were married happily. They had two daughters. One day Batara Guru got

very angry with his daughter. He could not control his mad. He shouted angrily and got the

word of fish to his daughters. The daughters were crying. They found their mother and

talked her about it.


shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth

formed a very big hole. People believed that the big hole became a lake which is known as

Toba Lake. (Taken from: SIMPATI, handbook, 2010)









k. Good looking.

l. Faithful.

m. Loyal.


commit to user

229

n. Famous.

o. Practically.


a. The fish.

b. The people.

c. The daughters.

d. The Batara Guru.

e. The mother.

19. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph

2, line 4). The word “it” refers to ….

a. The fish.

b. The secret.

c. Toba Lake.

d. The hole.

e. The volcano.

Text 7



tons.




water. If they cannot come to the surface to breathe fresh air, they will drown. They are

warm blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.

Whales live in all the oceans. In winter, some of them go to warm water to

breed and in summer they go to cold water to feed. There are two kinds of whales, whales

with teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales

eat fish although they swallow their food without chewing it. The baleen ones eat

plankton. When they find plankton, they close their mouths, squeeze out the water and

swallow the plankton.


whales and whales do not seem to fight among themselves. They usually live from 20 to

30 years. (Taken from: Standar Kompetensi Kurikulum 2004)









a. Ocean.

b. Elephants.

c. Fish.

d. Whales

e. Eggs.


commit to user

230








b. To tell the readers what happened in the past through a sequence of events.

b. To inform readers, listeners, or viewers about events of the day which are

considered newsworthy or important.

c. To amuse or entertain the readers with actual or imaginary experiences in

difference ways.



Text 8

I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate.

He is so handsome and cute. He has short wavy but rather blonde hair, which is always

combed neatly. His skin is white.

He has bluish black eyes with thick eyebrows and outstanding eyelashes. His

round faces makes him more impressive. Although Adi is not so tall, he has a well built

body. People frequently think he is a European or American offspring, but he is actually a



available to help his friends who are in trouble. He is never angry with any friends who

try to annoy him. Because he is so smart, most of his classmates seek him to explain any

difficult in any school subject. I am proud of having such best friends.

Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots

as well as a denim jacket. He doesn‟t wear glasses.

Moreover, his best talent is playing musical instrument, especially a guitar. It is

one of examples of balancing his left and right brains in daily life. Not to mention, the

best hobby of all his life is singing besides his routine schooling.


c. To tell the readers what happened to Adi Saputra.






k. Identification.

l. Description.

m. Orientation.

n. Complication.

o. Steps or method.


k. Adi‟s best talent.

l. Adi likes to play guitar.

m. Adi‟s hobby.


commit to user

231

n. Adi likes to go to school.

o. Adi likes to sing.

Text 9

One day a cat and a fox were having a conversation. The fox, who was a

conceited creature, boasted how clever she was. “Why, I know at least a hundred tricks to

get away from our mutual enemies, the dogs,” she said.

“I know only one trick to get away from dogs,” said the cat. “You should teach

me some of yours!”

“Well, maybe some day, when I have the time. I may teach you a few of the

simpler ones,” replied the fox airily.

Just then they heard the barking of a pack of dogs in the distance. The barking

grew louder and louder – the dogs were coming in their direction! At once the cat ran to

the nearest tree and climbing into its branches, well out of reach of any dog. “This is the

trick I told you about, the only one I know,” she called down to the fox. “Which one of

your hundred tricks are you going to use?”

The fox sat silently under the tree, wondering which trick she should use. Before

she could make up her mind, the dogs arrived. They fell upon the fox and tore her to

pieces.

27. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1,

line 2). The underlined word means…

k. The fox has a hundred tricks to run away from the dog.

l. The fox has a hundred tricks to avoid the dog.

m. The fox has a hundred tricks to attack the dog.

n. The fox has a lot of tricks to help the dog.

o. The fox has a lot of tricks to accompany the dog.


k. Rip.

l. Cut.

m. Break.

n. Drop.

o. Damage.


k. More than a hundred trick.

l. A trick only.

m. Many trick.

n. Have no trick.


commit to user

232

o. Need some lesson.


k. Sitting under the tree.

l. Waiting for the fox.

m. Running as fast as he can.

n. Mocking the dogs.

o. Climbing a tree.

Text 10




Abandoned in the 11th century and partially excavated by archaeologists in the

early 20th century, Borobudur temple is well-known all over the world. Influenced by the

Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and

consists of eight step-like stone terraces, one on top of the other. The first five terraces are

square and surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper

three are circular, each with a circle of bell-shaped stupa (a Buddhist shrine).








k. Identification.

l. Description.

m. Orientation.

n. Complication.

o. Steps or method.


k. Borobudur is well known all over the world.

l. Borobudur is Hindu-Buddhist temple.

m. Borobudur is located near Magelang on the island of Java.

n. Borobudur was built by Gupta.

o. Borobudur is a valuable treasure for Indonesia people.


k. The Sailendra architecture.

l. The Gupta architecture.


commit to user

233

m. The Cambodia architecture.

n. The Buddhist architecture.

o. The Angkor architecture.



k. Designed.

l. Decorated.

m. Established.

n. Represented.

o. Symbolized.


k. Borobudur was influenced by the design of temples built at Angkor.

l. Borobudur was influenced by the Gupta architecture of India.

m. Borobudur was partially excavated by archaeologists.

n. Borobudur was abandoned in the 11th century.

o. Borobudur is well-known all over the world.


commit to user

234

Appendix 6.c

Post Test 1 key Answer

No Answer No Answer

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

B

C

A

B

D

A

B

A

B

C

A

C

C

E

D

D

D

D

B

B

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

D

B

D

D

A

A

A

A

B

E

B

A

B

B

B


commit to user

235

Appendix 6.d

Score of Post Test 1



2 ASTI W 18 17 51.4286


4 AULIA SUKMA F 27 8 77.1429

5 AYU SHINTA 24 11 68.5714

6 BELLA ELMA A 25 10 71.4286

7 BERLINA ROSNA P 23 12 65.7143

8 CHINDY KUSUMA 18 17 51.4286

9 DANI NUR AINI 27 8 77.1429

10 DEVINA SH 24 11 68.5714

11 DHEA ASTARANI 20 15 57.1429

12 ERIZHA PP 27 8 77.1429

13 FANDY ACHMAD 23 12 65.7143

14 FIRDA BUDI P 22 13 62.8571

15 GILANG YANUAR 26 9 74.2857

16 GLEDI ADITYA 27 8 77.1429

17 ICA SAKTI C.I 27 8 77.1429

18 INDANG S WIDOWATI 17 18 48.5714

19 INTAN P 18 17 51.4286

20 IRA SETYOWATI 18 17 51.4286

21 IRFA SEPTRIFA R 25 10 71.4286

22 KHAIRUNNISA D 27 8 77.1429


24 NADIA FATMA N 26 9 74.2857

25 NURUL UMMI CHANDRA 19 16 54.2857

26 RADEN FAJAR K 20 15 57.1429


28 SHINTA S 19 16 54.2857

29 SONNY SIGIT P 19 16 54.2857

30 TIARA DEWI P 24 11 68.5714

SUM 1937.14

AVERAGE 69.1837

Appendix 6.e

Indicator's Score of Post-Test 1


commit to user

236


1 AMIR NOVIYANTO 62.5 33.3 62.5 100 77.7 66.6 55.5

2 ASTI W 50 77.7 37.5 0 66.6 44.4 44.4

3 ATRIYO BIMARTINI 75 77.7 75 100 77.7 88.8 77.7

4 AULIA SUKMA F 62.5 66.6 50 100 66.6 33.3 88.8

5 AYU SHINTA 62.5 77.7 62.5 0 66.6 44.4 100

6 BELLA ELMA A 62.5 77.7 87.5 100 88.8 66.6 66.6

7 BERLINA ROSNA P 75 77.7 75 100 77.7 66.6 77.7

8 CHINDY KUSUMA 50 66.6 50 0 44.4 33.3 88.8

9 DANI NUR AINI 62.5 88.8 62.5 0 66.6 100 55.5

10 DEVINA SH 75 77.7 62.5 100 66.6 77.7 77.7

11 DHEA ASTARANI 62.5 33.3 50 0 44.4 77.7 55.5

12 ERIZHA PP 62.5 88.8 75 100 66.6 88.8 66.6

13 FANDY ACHMAD 75 66.6 37.5 100 44.4 33.3 44.4

14 FIRDA BUDI P 62.5 88.8 62.5 0 77.7 88.8 77.7

15 GILANG YANUAR 75 88.8 75 100 88.8 66.6 55.5

16 GLEDI ADITYA 62.5 77.7 62.5 100 44.4 66.6 55.5

17 ICA SAKTI C.I 62.5 66.6 37.5 0 88.8 88.8 77.7

18 INDANG S WIDOWATI 37.5 44.4 50 0 66.6 33.3 33.3

19 INTAN P 62.5 55.5 87.5 100 44.4 44.4 55.5

20 IRA SETYOWATI 62.5 33.3 62.5 100 55.5 44.4 44.4

21 IRFA SEPTRIFA R 75 66.6 87.5 0 66.6 66.6 88.8

22 KHAIRUNNISA D 87.5 100 62.5 0 88.8 100 100

23 LUBY WIJAYANTO 100 88.8 37.5 100 100 88.8 77.7

24 NADIA FATMA N 50 77.7 75 100 77.7 55.5 77.7

25 NURUL UMMI CHANDRA 50 66.6 75 100 88.8 66.6 66.6

26 RADEN FAJAR K 75 77.7 87.5 0 77.7 77.7 77.7

27 ROSID RIDWANTO 75 77.7 62.5 100 66.6 77.7 77.7

28 SHINTA S 37.5 44.4 37.5 0 55.5 55.5 66.6

29 SONNY SIGIT P 62.5 66.6 50 100 33.3 55.5 66.6

30 TIARA DEWI P 37.5 33.3 50 100 33.3 66.6 55.5

SUM 1913 2065 1850 1800 2009 1965 2054

AVERAGE 68.3 73.74 66.07 64.29 71.76 70.18 73.3

Appendix 7.a

LESSON PLAN



commit to user

237

Subject : English

Reading text : Debby Putti

Genre : Descriptive



Cycle/meeting : 2/1



Reading:



B. Basic Competence




C. Indicator






5. Find reference.






1. Sources:

a. Depdiknas 2006, Panduan Penyusunan KTSP Jenjang Pendidikan Dasar

dan Menengah. Jakarta. Depdiknas.


Publisher.


3. Reading Text

Text 1


commit to user

238

Debby Putti

Debby Putti is a model from Surabaya. Now she is a student of State

Senior High school 71 Surabaya. Debby is the first daughter of Mr. Fajar Putti and

Mrs. Ana Karaeng. She became a famous model when she won the competition of

Teenage Model 2005 and YTV Jrang-Jreng 2004.

Debby has brown-skinned. She is tall and slender she is 17 years old.

Debby has wavy short black hair. She has pointed nose and rather big ears. Her

face is oval and her cheeks are dimpled when she smiles.

Debby is an attractive girl in her blue jeans. She likes wearing a cotton

jacket and a T-shirt. She always wants to fell relaxed. She is neat and well

dressed.

Debby is cheerful and friendly girl. Everybody likes her because she is a

humorous and creative girl. She gets on well with other people and she never

forces her opinions on others. But sometimes Debby is short-tempered when she

loses her personal things.

Her hobbies are cooking Japanese food, shopping and singing. Debby has

a beautiful voice and her favorite singer is Kris Dayanti.

Text 2

Jennifer Lopez (or J.Lo) is highly successful actress, singer and dancer.

Her new films and new albums usually go straight to the top.

What‟s a typical working day for her? Making a film is a hard work. She

usually gets up at half past five in the morning and she‟s always on the film set at

half past six. She never drinks coffee and she always has a light lunch of just

green salad. She doesn‟t like working up late at night at nights. She is usually in

bed by half past ten. If she stays out late, she will be too tired in the next morning.

Adam Shankman, a director of one of her films, says, “J.Lo is actually a

quiet person. She does not like going out all the time. She often stays at home on

Saturday nights and watches videos.”

If J.Lo isn‟t working on a film or making a record, her lifestyle is very

different. When she has got time off, she‟s quite happy to go out. She loves New

York restaurants. She loves dancing. She sometimes dances until three o‟clock in

the morning!

J.Lo family lives in New York. They are a very close family. She sees her

parents every weekend and she always phones them if she has a problem. She‟s

got two elder sisters and they get on very well together. They are not just her

sisters; they‟re her best friends.




commit to user

239




class.


resources.













phrases, or terms


1. Asking the students to take the card

randomly.









5. Using their own cards, each student

should find the main idea of the

paragraph that they get.




get.







1. Taking the card.









commit to user

240






reading.




1. Telling story.



teacher V. Closing (10’)


subject.


and learning.

3. Saying farewell.





H. Assessment:


2. Scoring :

I. Test Items:


1. What is Debby‟s profession?

2. How did she become famous?


4. What does the word “humorous” mean?

5. “She is neat and well-dressed”. What does the sentence mean?



8. In the text above, what does the word “She” (paragraph1, line 2) refers to?


10. What does the word “short-tempered” mean?

Surakarta, January 2012

Researcher,


commit to user

241



commit to user

242

LESSON PLAN


Subject : English

Reading text : The Jakarta City

Genre : Descriptive



Cycle/meeting : 2/2



Reading:



B. Basic Competence

5.1. Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman,

iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan

berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu

pengetahuan.

C. Indicator






5. Find reference.






1. Sources:

a. Depdiknas 2006, Panduan Penyusunan KTSP Jenjang Pendidikan Dasar



Publisher.


3. Reading Text


commit to user

243

Text 1

The Jakarta City

Jakarta is the capital city of Indonesia. It is centrally located within the

country on the northwest coast of Java Island at the mouth of the Ciliwung River.

Jakarta dominates Indonesian‟s administrative, economy, cultural

activities, and is a major commercial transportation hub within Asia. With a

population of about 9 million, Jakarta has more people than any other cities in

Indonesia.

The climate is hot and humid year-round. Rainfall occurs throughout the

year, although it is the heaviest from November to May. The average annual

precipitation in Jakarta is 1,790 mm. the city lies on a flat, low pain and prone to

flooding during perods of heavy rainfall.

Kota is the city‟s oldest commercial area. It is located south of the old

Sunda Kelapa harbor. Glodok, the south of Kota is a banking, retail and

residential neighborhood with a large Chinese population.

Merdeka Square with Monas (The National Monument) dominates the

city‟s central district. Surrounding the square are Istana Merdeka, the presidential

palace, the National Museum, and the Istiqlal Mosque.

Text 2

SAN FRANCISCO

San Francisco is my favourite city in the United States. It is

beautiful, clean, not too big, and it has something for everybody. I love the streets

and buildings in San Francisco. The streets wind up and down the hills, with

beautiful old brick and wooden houses on either side.

One of my favorite things to do in San Francisco is to ride the cable car. It

takes you to most parts of the city. It‟s not a very comfortable ride, but it‟s

exciting and the views you get from the car are wonderful.

And I like the weather in San Francisco. It never gets too cold or too hot.

The summers are pleasant. The fresh breezes blow off the ocean and the sky is

always blue. It rains quite a lot in the winter, but it never gets very cold.

Another thing I enjoy about the city is the restaurants. The seafood

restaurants, with crabs and lobster, are my favorites. You can also get great

Chinese, Japanese, American and European food in San Francisco.





commit to user

244



class.


resources.













phrases, or terms.



card randomly.















get.







1. Taking the card.













reading.



1. Telling story.



teacher.


commit to user

245


V. Closing (10’)


subject.


and learning.

3. Saying farewell.





H. Assessment:


2. Scoring :

I. Test items:


1. Where is the National Monument located?

2. “It is located south of the old Sunda Kelapa harbor.” (paragraph 4, line 1). The

word it refers to?

3. What is the generic structure of the text?



6. “Jakarta dominates Indonesian‟s administrative.” What does the sentence

mean?


commit to user

246

7. What does the word “coast” mean?

8. What does the word “lies on” mean?

9. “… although it is the haviest from Novemver to May.” (paragraph 3, line 1).

The word it refers to …

10. What do you find around the Merdeka square?

Karanganyar, January 2012

Researcher,



commit to user

247

LESSON PLAN


Subject : English

Reading text : The Amazing Taj Mahal In India

Genre : Descriptive



Cycle/meeting : 2/3



Reading:



B. Basic Competence




C. Indicator






12. Find reference.






1. Sources:

c. Depdiknas 2006, Panduan Penyusunan KTSP Jenjang Pendidikan Dasar



Publisher.


commit to user

248


3. Reading Text

Text 1

THE AMAZING TAJ MAHAL IN INDIA

Taj Mahal is regarded as one of the eight wonders of the word. It was built

by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra.

Taj Mahal is a Mausoleum that houses the grave of Queen Mumtaz Mahal.

The mausoleum is a part of a vast complex comprising of a main gateway, an

elaborate garden, a mosque (to the left), a guest house (to the right), and several

other palatial buildings. The Taj is at the farthest end of this complex, with the

river Jamuan behind it.

The Taj stand on a raised, square platform (186 x 186 feet) with its four

corners truncated, forming an unequal octagon. The architectural design uses the

interlocking arabesque concept, in which each element stands on its own and

perfectly integrates with the main structure. It uses the principles of self-

replicating geometry and symmetry of architectural elements.

Its central dome is fifty-eight feet in diameter and rises to a height of 213

feet. It is flanked by four subsidiary domed chambers. The four graceful, slender

minarets are 162.5 feet each. The central domed chamber and four adjoining

chambers include many walls and panels of Islamic decoration.

Taj Mahal is built entirely of white marble. Its stunning architectural

beauty is beyond adequate description, particularly at dawn and sunset. The Taj

seems to glow in the light of the full moon. On a foggy morning, the visitors

experience the Taj as if suspended when from across the Jamuna river.

Text 2

The Eiffel Tower

The Eiffel Tower is an iron lattice tower located on the Champ de Mars in

Paris. Built in 1889, it has become both a global icon of France and one of the

most recognizable structures in the world. The tower is the tallest building in Paris

and the most-visited paid monument in the world; millions of people ascend it

every year. Named for its designer, engineer Gustave Eiffel, the tower was built as

the entrance arch to the 1889 World‟s Fair.

The tower stands 324 metres (1,063 ft) tall, about the same height as an

81-story building. Upon its completion, it surpassed the Washington Monument to

assume the title of tallest man-made structure in the world, a title it held for 41

years, until the Chrysler Building in New York City was built in 1930; however,

due to the addition in 1957 of the antenna, the tower is now taller than the

Chrysler Building. Not including broadcast antennas, it is the second-tallest

structure in France after the 2004 Millau Viaduct.

The tower has three levels for visitors. Tickets can be purchased to


commit to user

249

ascend, by stairs or lift, to the first and second levels. The walk to the first level is

over 300 steps, as is the walk from the first to the second level. The third and

highest level is accessible only by elevator. Both the first and second levels

feature restaurants.

The tower has become the most prominent symbol of both Paris and

France, often in the establishing shot of films set in the city.






class.


resources.













phrases, or terms


9. Asking the students to take the card

randomly.




11. Asking the students to

exchange their cards until they

have read all of the cards in their

group.

12. Asking the students to arrange

the cards into a good text.







get.



7. Taking the card.








commit to user

250




16. Monitoring the students‟ activity. IV. Post-reading Activities






reading.




4. Telling story.



teacher.

V. Closing (10’)


subject.


and learning.

6. Saying farewell.





H. Assessment:


2. Scoring :

I. Test Items:


11. What is Taj Mahal for?

12. What is mausoleum?


14. What does the word “grave” mean?

15. “The Taj stand on a raised”. What does the sentence mean?



18. In the text above, what does the word “It” (paragraph 3, line 3) refers to?


20. What does the word “chamber” mean?

Surakarta, January 2012

Researcher,


commit to user

251



commit to user

252


commit to user

253

Appendix 7.b

THE BLUE PRINT OF



Number

Total



messages in short




science.

Respond accurately,

fluently and



in the daily live



science.

Comprehension



paragraph





words



meaning


reference





the text.

4, 11, 14, 16, 18, 28, 31, 35

1, 7, 8, 12, 20, 25, 29, 33, 34

2, 3, 5, 6, 17, 22, 24, 30

23

13, 21, 27

10, 19, 27

9, 15, 32

8

9

8

1

3

3

3


commit to user

254

Post Test 2

Text 1




for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The Sun and the

Moon liked the Ocean and hope the cottage would be big enough for all three of them.

So the Sun and the Moon invited the Ocean to stay with them. What happened then?

Then, came the Ocean with all his friends; the whales, the fish, the tortoises, the crabs and all

the creatures that live in the sea.

Oh my… The water rose higher and higher in the cottage. Soon, there was no more

room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky where

they have lived ever since. (Taken from: http://yusufe.wordpress.com/2011).


p. Because they were bored staying there.

q. Because the Ocean ruined the cottage.

r. Because they gave the cottage to the Ocean.

s. Because there were no room for them.

t. Because the cottage was big enough.


p. Hut.

q. Room.

r. Inn.

s. House.

t. Hotel.


p. Things

q. Living things

r. Animals

s. Spaces things


commit to user

255

t. Fish


p. The Sun married the Moon.

q. The Sun and the Moon lived in a little cottage near the Ocean.

r. The Ocean like it and want to stay with them.

s. The Sun and the Moon invited the Ocean to their house for a visit.

t. The Ocean came with all the creatures that live in the sea.

Text 2

One day a cat and a fox were having a conversation. The fox, who was a conceited

creature, boasted how clever she was. “Why, I know at least a hundred tricks to get away

from our mutual enemies, the dogs,” she said.

“I know only one trick to get away from dogs,” said the cat. “You should teach me

some of yours!”

“Well, maybe some day, when I have the time. I may teach you a few of the simpler

ones,” replied the fox airily.

Just then they heard the barking of a pack of dogs in the distance. The barking grew

louder and louder – the dogs were coming in their direction! At once the cat ran to the

nearest tree and climbing into its branches, well out of reach of any dog. “This is the trick I

told you about, the only one I know,” she called down to the fox. “Which one of your

hundred tricks are you going to use?”

The fox sat silently under the tree, wondering which trick she should use. Before she

could make up her mind, the dogs arrived. They fell upon the fox and tore her to pieces.

5. I know at least a hundred tricks to get away from our mutual enemies (Paragraph 1, line

2). The underlined word means…

p. The fox has a hundred tricks to run away from the dog.

q. The fox has a hundred tricks to avoid the dog.

r. The fox has a hundred tricks to attack the dog.

s. The fox has a lot of tricks to help the dog.

t. The fox has a lot of tricks to accompany the dog.


p. Rip.


commit to user

256

q. Cut.

r. Break.

s. Drop.

t. Damage.


p. More than a hundred trick.

q. A trick only.

r. Many trick.

s. Have no trick.

t. Need some lesson.


p. Sitting under the tree.

q. Waiting for the fox.

r. Running as fast as he can.

s. Mocking the dogs.

t. Climbing a tree.

Text 3

I have a lot of friends. But, my closest friend is Adi Susilo. Adi is my classmate. He

is so handsome and cute. He has short wavy but rather blonde hair, which is always combed

neatly. His skin is white.

He has bluish black eyes with thick eyebrows and outstanding eyelashes. His round

faces makes him more impressive. Although Adi is not so tall, he has a well-built body.

People frequently think he is a European or American offspring, but he is actually a



available to help his friends who are in trouble. He is never angry with any friends who try to

annoy him. Because he is so smart, most of his classmates seek him to explain any difficult

in any school subject. I am proud of having such best friends.

Adi is a simple boy. He likes to wear casual clothes, jeans, and t-shirt, and boots as

well as a denim jacket. He doesn‟t wear glasses.


commit to user

257

Moreover, his best talent is playing musical instrument, especially a guitar. It is one

of examples of balancing his left and right brains in daily life. Not to mention, the best

hobby of all his life is singing besides his routine schooling.


d. To tell the readers what happened to Adi Saputra.






p. Identification.

q. Description.

r. Orientation.

s. Complication.

t. Steps or method.


p. Adi‟s best talent.

q. Adi likes to play guitar.

r. Adi‟s hobby.

s. Adi likes to go to school.

t. Adi likes to sing.

Text 4



tons.




water. If they cannot come to the surface to breathe fresh air, they will drown. They are warm

blooded. Fish, however, lay eggs, breathe oxygen in the water and are cold blooded.

Whales live in all the oceans. In winter, some of them go to warm water to breed

and in summer they go to cold water to feed. There are two kinds of whales, whales with

teeth (toothed whales) and the one without teeth (baleen teeth). The toothed whales eat fish

although they swallow their food without chewing it. The baleen ones eat plankton. When

they find plankton, they close their mouths, squeeze out the water and swallow the plankton.


whales and whales do not seem to fight among themselves. They usually live from 20 to 30

years.

(Taken from: Standar Kompetensi Kurikulum 2004)




commit to user

258







a. Ocean.

b. Elephants.

c. Fish.

d. Whales

e. Eggs.








c. To tell the readers what happened in the past through a sequence of events.

b. To inform readers, listeners, or viewers about events of the day which are considered

newsworthy or important.

c. To amuse or entertain the readers with actual or imaginary experiences in difference

ways.



Text 5

Tanjung Kodok


Tanjung Kodok is a tourist resort in East Java that has attractive view to see. Tanjung Kodok

is a beach that lies on the north coast of East Java. Exactly, this resort is located in Paciran

Lamongan, East Java. The beach is about 25 kilometers from Lamongan city, near Goa

Maharani, another popular tourist spot in Lamongan.

Tanjung Kodok has a meaning that describes the most important part of the beach.

In the area, there is a cape, a strip of coral reef projecting into a body of water, whose

structural shape is like a frog. That‟s why the cape is called Tanjung Kodok as tanjung

means a cape and kodok in Javanese means frog.

Tanjung Kodok is a comfortable place to visit. The water of the beach is clean. The

air is fresh with the warm blow of coastal wind. Some waves sometimes can be seen there.

However, you may go down to the sea water, take some photographs and have some fun.

For the children, in Tanjung Kodok there is a children swimming pool, where they

can amuse themselves. There are also fishing and camping areas that provide specific

entertaining recreations for certain visitors.

To satisfy the visitors some hotels and restaurants are built there. For shoppers, the

resort provides a specific market where souvenirs, foods, and drinks are sold with cheap


commit to user

259

prices. Since some visitors come from other regions, provinces, and countries, the parking

lot is wide enough to accommodate many kinds of vehicles.


p. Tanjung Kodok is the most important part of the beach.

q. The meaning of Tanjung Kodok.

r. There is a cape that is shaped like a frog.

s. Tanjung Kodok is a beach that lies on the north coast of East Java.

t. The description of the beach.

17. ..to accommodate many kinds of vehicles. (paragraph 5, last line). The underlined word

means…

p. To prepare.

q. To stay.

r. To facilitate.

s. To get ready.

t. To choose.


p. Tanjung Kodok is a tourist resort in East Java with good facilities and attractive

view to see.

q. Tanjung Kodok is a comfortable place to visit.

r. Tanjung Kodok has many satisfying facilities.

s. Tanjung Kodok is a good place for children to have some fun.

t. Tanjung Kodok has a meaning that describes the most important part of the beach.

Text 6

One day, when Sangkuriang was hunting, he accidentally killed his beautiful black

dog Si Tumang. This dog is actually Sangkuriang‟s father who had been condemned to live

the life of a dog by his GURU. However, Sangkuriang never knew it.

Sangkuriang had been separated from his mother since childhood. On his way home,

he stopped at a small village and fell in love with a beautiful girl. He didn‟t realize that the

village was his homeland nor the beautiful girl was his own sacred mother who remained

young and pretty.


commit to user

260


plans, Dayang Sumbi suddenly realized that the profile of Sangkuriang‟s head matched that

of her son‟s who had left twenty years earlier. How could she marry her own son? But she

did not wish to disappoint him. So she agreed to marry Sangkuriang only on the condition

that he would provide her with a lake and a boat with which they could sail on their wedding

day the next day at dawn.


lake. Dayang Sumbi realized that Sangkuriang would fulfill the condition she had set. With a

wave of her supernatural shawl, she lit up the eastern horizon with flashes of light. Deceived

by false dawn, the cock crowed and farmers rose for the new day.

Sangkuriang realized that he failed to finish the boat. With all his anger, he kicked

the unfinished boat upside-down. The boat is now known as the mount Tangkuban Perahu.

In Sundanese Tangkuban means upturned or upside down, and Perahu means boat. With the

dam torn asunder, the water drained off the lake and made the lake a wide plain. It is now

called Bandung from the word Bendung which means dam.


p. Identification.

q. Resolution.

r. Topic.

s. Description.

t. Orientation.


s. Sangkuriang‟s dog.

t. Sangkuriang‟s son.

u. Sangkuriang‟s girl.

v. Sangkuriang‟s father.

w. Sangkuriang‟s mother.

Text 7

Singapore is a city state; it is a city but it is also a state. It is a republic. Along with

Indonesia, Malaysia, Thailand, the Philippines and Brunei, it belongs to ASEAN, the


Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”. Chinese, Malays,

Indians, and Eurasians make up the citizens. Other Asians, including Indonesians, Japanese,

Philippines, Koreans, Thais, and Arabs also live on that tiny island. Singapore is sometimes


commit to user

261

called “instant Asia” because you can see varieties of customs, cultures, and foods of nearly

all Asia in Singapore. (Taken from: SIMPATI published by Grahadi)


p. China, Malaysia, Indian, and Eurasia.

q. Indonesia, Japan, Philippine, Korea, Thailand, and Arab.

r. Indonesia, Malaysia, Thailand, the Philippines and Brunei.

s. Indonesia, Malaysia, China, Thailand, Japan and Brunei

t. Indonesia, Malaysia, Thailand, Korea, Philippine and Brunei

22. … and Arabs also live on that tiny island (paragraph 2, line 3). The meaning of tiny is…

p. Cute

q. Huge

r. Small

s. Broad

t. Narrow

Text 8

Once upon a time, there was a handsome man. His name was Batara Guru Sahala. He

liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.

The fish begged him to set it free.

Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish

changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with

that fish-woman. The woman wanted to marry with him and said that Batara Guru had to

keep the secret which she had been a fish. Batara Guru agreed and promised that he would

never tell anybody about it.

They were married happily. They had two daughters. One day Batara Guru got very

angry with his daughter. He could not control his mad. He shouted angrily and got the word

of fish to his daughters. The daughters were crying. They found their mother and talked her

about it.


shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed

a very big hole. People believed that the big hole became a lake which is known as Toba

Lake. (Taken from: SIMPATI, handbook, 2010)








commit to user

262



p. Good looking.

q. Faithful.

r. Loyal.

s. Famous.

t. Practically.


a. The fish.

b. The people.

c. The daughters.

d. The Batara Guru.

e. The mother.

26. Batara Guru agreed and promised that he would never tell anybody about it (Paragraph 2,

line 4). The word “it” refers to ….

a. The fish.

b. The secret.

c. Toba Lake.

d. The hole.

e. The volcano.

Text 9




Abandoned in the 11th century and partially excavated by archaeologists in the early

20th century, Borobudur temple is well-known all over the world. Influenced by the Gupta

architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of

eight step-like stone terraces, one on top of the other. The first five terraces are square and

surrounded by walls adorned with Buddhist sculptures in bas-relief; the upper three are

circular, each with a circle of bell-shaped stupa (a Buddhist shrine).








p. Identification.

q. Description.

r. Orientation.

s. Complication.


commit to user

263

t. Steps or method.


p. Borobudur is well known all over the world.

q. Borobudur is Hindu-Buddhist temple.

r. Borobudur is located near Magelang on the island of Java.

s. Borobudur was built by Gupta.

t. Borobudur is a valuable treasure for Indonesia people.


p. The Sailendra architecture.

q. The Gupta architecture.

r. The Cambodia architecture.

s. The Buddhist architecture.

t. The Angkor architecture.



p. Designed.

q. Decorated.

r. Established.

s. Represented.

t. Symbolized.


p. Borobudur was influenced by the design of temples built at Angkor.

q. Borobudur was influenced by the Gupta architecture of India.

r. Borobudur was partially excavated by archaeologists.

s. Borobudur was abandoned in the 11th century.

t. Borobudur is well-known all over the world.


commit to user

264

Text 10








One day the mirror answered that Snow White was the fairest one in the land. In a

rage the queen gave orders to one of her huntsmen to take Snow White into the woods and

kill her.

But the huntsmen had a kind heart and couldn‟t carry out the order. So he told Snow

White to run away. She fled into the woods where the Seven Dwarfs lived. Their house was

small and strange.

Snow White entered the little house and found it very untidy. She started to clean it

up. Upstairs she found seven little beds. Feeling very tired she stretched out on one of the

beds, and soon fell asleep.




witch. She took a poisoned apple and set out for the Dwarfs‟ cottage. She gave Snow White

the poisoned apple. Snow white ate it and as soon as she bit into the apple, she sank into

unconsciousness.

Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days she

lay in the forest in her glass coffin. One day, the Prince who was riding through the forest

looking for Snow White found her. He leaned over and kissed her. She opened her eyes and

sat up with a smile. Everyone was happy. The Prince took Snow White to his Palace where

they were married and lived happily ever after.


p. To tell the readers about the bad queen.

q. To tell the readers about Snow White and the Seven Dwarfs.

r. To persuade the reader to read the Snow white story.

s. To describe the Snow White‟s life.

t. To explain how Snow White died.


p. She liked visiting Snow White.

q. She missed Snow White very much.

r. She wanted to kill Snow White by herself.


commit to user

265

s. She promised Snow White to bring her apples.

t. She wanted to meet Snow White and the dwarfs.


p. The queen ordered the huntsman to take Snow White into the woods and kill her.

q. The queen ordered the huntsman to accompany Snow White walk around the woods.

r. The queen ordered the huntsman to visit Snow White in the woods.

s. The queen ordered the huntsman to give an apple to Snow White.

t. The queen ordered the huntsman to build a house for Snow White.


p. The Prince was riding through the forest.

q. The Prince saved Snow White.

r. The Prince and Snow White were married.

s. The Prince took Snow White to his Palace.

t. The Prince leaned over and kissed Snow White.


commit to user

266

Appendix 7.c

Post Test 2 key Answer

No Answer No Answer

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

D

A

B

A

A

A

B

E

D

A

A

B

D

B

D

B

C

A

E

D

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

C

C

D

D

D

B

B

A

B

B

B

B

C

A

B


commit to user

267

Appendix 7.d

Score of Post-Test 2



2 ASTI W 21 14 60


4 AULIA SUKMA F 27 8 77.143

5 AYU SHINTA 27 8 77.143

6 BELLA ELMA A 28 7 80

7 BERLINA ROSNA P 28 7 80

8 CHINDY KUSUMA 21 19 60

9 DANI NUR AINI 30 5 85.714

10 DEVINA SH 29 6 82.857

11 DHEA ASTARANI 24 11 68.571

12 ERIZHA PP 31 4 88.571

13 FANDY ACHMAD 28 7 80

14 FIRDA BUDI P 27 8 77.143

15 GILANG YANUAR 30 5 85.714

16 GLEDI ADITYA 28 7 80

17 ICA SAKTI C.I 27 8 77.143

18 INDANG S WIDOWATI 28 7 80

19 INTAN P 22 13 62.857

20 IRA SETYOWATI 20 15 57.143

21 IRFA SEPTRIFA R 28 7 80

22 KHAIRUNNISA D 31 4 88.571


24 NADIA FATMA N 25 10 71.429

25 NURUL UMMI CHANDRA 25 19 71.429

26 RADEN FAJAR K 26 9 74.286


28 SHINTA S 22 13 62.857

29 SONNY SIGIT P 22 13

62.857

30 TIARA DEWI P 26 9

74.286

SUM 2220

AVERAGE 79.286


commit to user

268

Appendix 7.e

Indicator's Score of Post-Test 2


1 AMIR NOVIYANTO 75 77.7 75 100 88.8 77.7 88.8

2 ASTI W 62.5 77.7 50 100 77.7 55.5 77.7

3 ATRIYO BIMARTINI 87.5 88.8 87.5 100 88.8 88.8 88.8

4 AULIA SUKMA F 75 77.7 62.5 100 77.7 55.5 100

5 AYU SHINTA 75 77.7 75 100 77.7 55.5 100

6 BELLA ELMA A 75 88.8 100 100 88.8 66.6 77.7

7 BERLINA ROSNA P 75 77.7 75 100 77.7 77.7 88.8

8 CHINDY KUSUMA 62.5 66.6 62.5 0 77.7 55.5 100

9 DANI NUR AINI 75 88.8 75 100 66.6 100 66.6

10 DEVINA SH 87.5 77.7 75 100 77.7 88.8 100

11 DHEA ASTARANI 75 66.6 62.5 100 66.6 88.8 77.7

12 ERIZHA PP 75 100 75 100 77.7 100 77.7

13 FANDY ACHMAD 75 66.6 50 100 55.5 55.5 55.5

14 FIRDA BUDI P 75 100 62.5 0 77.7 100 88.8

15 GILANG YANUAR 75 88.8 75 100 88.8 66.6 77.7

16 GLEDI ADITYA 62.5 77.7 62.5 100 55.5 77.7 66.6

17 ICA SAKTI C.I 62.5 66.6 50 0 100 100 88.8

18 INDANG S WIDOWATI 75 55.5 50 100 66.6 55.5 66.6

19 INTAN P 62.5 66.6 87.5 100 77.7 66.6 66.6

20 IRA SETYOWATI 62.5 55.5 62.5 100 66.6 66.6 55.5

21 IRFA SEPTRIFA R 75 77.7 87.5 0 77.7 77.7 88.8

22 KHAIRUNNISA D 100 100 100 100 100 100 100

23 LUBY WIJAYANTO 100 100 100 100 100 88.8 88.8

24 NADIA FATMA N 62.5 77.7 75 100 88.8 66.6 77.7

25 NURUL UMMI CHANDRA 50 66.6 87.5 100 100 77.7 77.7

26 RADEN FAJAR K 62.5 77.7 87.5 100 77.7 88.8 88.8

27 ROSID RIDWANTO 75 77.7 62.5 100 66.6 77.7 77.7

28 SHINTA S 50 44.4 50 0 66.6 66.6 77.7

29 SONNY SIGIT P 62.5 66.6 62.5 100 55.5 77.7 66.6

30 TIARA DEWI P 62.5 44.4 50 100 66.6 77.7 66.6

SUM 2150 2276 2138 2500 2331 2298.2 2420.3

AVERAGE 76.79 81.28 76.34 89.29 83.26 82.0786 86.4393


commit to user

269

Appendix 8

Observer’s Field Note 1

Date : Tuesday, September 20th

, 2011

Time : 07.00 am – 08.30 am

Place : 11th

Grade of SMA Batik 2 Surakarta (Science Class)

Object : Teaching and learning process led by Afifah Sari R. (Afifah)

Observer : Mrs. Ratmi, S.Pd.

Teaching Learning Process

I told the students that Mrs. Afifah would teach them reading. She greeted

them. She told the class about using card sort in reading text. She explained how to

comprehend reading text. Some students focused on her explanation, but some boys

looked busy with their conversation.

She introduced the topic and the goal that have to be achieved at the end of

the lesson. By the end of the lesson, the students should be able to comprehend text.

She taught them about narrative text. Then, she continued teaching how to apply card

sort. She had provided the materials card sort. Some of them looked enthusiastic

because it was new for them. However, some of them were busy with their own

business. After arranging and discussing the text, she continued ask the students to

present their discussion. Then she discussed the correct answer.

At the end of the lesson, she gave the students assessment. She also gave

students chance to ask questions. Finally, she summarized the material and closed

the lesson.

Note:

She could explain the material well and clear enough.

Some students were still confused.

Some students were still busy with their own business and did encourage to be

involved in class.


commit to user

270

She must go around more frequently checking the students‟ activity especially doing

unrelated activity during the class.


Date : Friday, September 23rd

, 2011

Time : 07.00 am – 08.30 am

Place : 11th



Observer : Mrs. Ratmi S.Pd.


Afifah started the class by praying together. Then, she checked the students‟

attendance list. Furthermore, she remained the steps of card sort. They listened

carefully.

After remained the steps of card sort, she continued distributed the cards.

She asked the students to take the card randomly. The situation was more alive than

the previous meeting because enthusiastic to do the steps. After doing that activity,

she asked the students to present their result in front of class. After all group

presented their result, she discussed the correct answer.

At the end of the lesson, She gave the students some assessment. She also

gave students chance to ask questions. Finally, she summarized the material and

closed the lesson.

Note:

The classroom situation was more alive.

The students started enjoying in the activity

Some students were still busy with their own business and did encourage being

involved in class.


commit to user

271

She went around to check the students‟ activity.


Date : Tuesday, September 22nd

, 2011

Time : 07.00 am – 08.30 am

Place : 11th



Obsårvmr : Mrs. Ratmi. S.Pd.


She started tle lesson by praying together and checking the students‟

attendance list. she felt that there was an improvement of doing card sort activity.

The students were more eager to do car sort activity in comprehending text. They

seemed interested in doing all the procedures of card sort. In this meeting, the

students were able to use the time to discuss in group. They showed their curiosity in

finding the correct answer and arrangement of the text. Although, there were two

groups who arrange the text in reverse order. They tried to discuss with the

researcher to find the correct arrangement. In this meeting, there was not more talk

between the students in group to decide who would be the presenter of group‟s result

since they had discussed before.

Note:

Some students talked each other.

The teacher could overcome the situation.


commit to user

272


Date : Saturday, Octoberr 1st, 2011

Time : 07.00 am – 08.30 am

Place : 11th



Observer : Mrs. Ratmi., S.Pd.


The students were very active and enthusiastic in doing the activities.

During the group work, the students enjoyed their activity. If they found some

difficulties, they discussed them in group. This activity made them motivated to

solve the problems and find all findings so that they could comprehend the text

more easily. Based on the observation, in this meeting the students showed much

more improvement. Nevertheless, some problem related to process of activity

still occurred.

Note:

The classroom situation was quite noisy.

There were some students who were not active during the group activity.


commit to user

273


Date : Thursday, January 12th

, 2012

Time : 07.00 am – 08.30 am

Place : 11th





She told that the material of cycle 2 would be descriptive text. In this time,

the researcher focused on the problems which occurred in cycle 1. Therefore, the

researcher gave some question from the given text which emphasized on finding

main idea, understanding word meaning, and sentence meaning. The researcher

always asked the students whether her explanation was clear and acceptable or not.

Furthermore, the researcher gave different card to the students than in cycle 1 so the

students could do more exercises which emphasized on three indicators. The

researcher found that the students tried to collaborate each other in their group. Since

the time was limited, the students competed to do the best for their group.

Nevertheless, the students still found difficulty in finding the correct answer of the

main idea and word meaning. Some of them were still confused to arrange the text. It

means that the arrangement was disorder. Furthermore, in presenting the group

result, the students who became the presenter of their group were rather shy although

the researcher told that it was a good chance for them. It means that they still showed

their passiveness

Note:

The students were enthusiastic.

The teacher walked around the groups.


commit to user

274



, 2012

Time : 07.00 am – 08.30 am

Place : 11th



Observer : Mrs. Ratmi, S.Pd.


She reminded the students again to collaborate each other in card sort

activity. The researcher also reminded the groups to share the cards to all

members of the groups then show them so it would make the process of card

sorting run more easily. The students showed their capability in sorting and

arranging of the cards. Each group did activity without showing their confusion.

They collaborate well to find the answer of the indicators. Moreover, the students

also showed their curiosity to comprehend the text. Hence, in the second

meeting, there were still some problems related to decide the correct

arrangement. The arrangement of paragraph was up side down. The researcher

corrected the mistake. The presentation of group discussion could be done well

without debating in choosing the presenter. The students began to realize that

they might not to be passive in the class. Over all, the activity of card sort ran

smoothly with the improvement of the group‟s result.

Note:

She overcame the cheating students.

She helped the students by giving correct answer.


commit to user

275



, 2012

Time : 07.00 am – 08.30 am

Place : 11th





In this activity showed that in every reading stage of card sort technique,

the students‟ activity was satisfying. They used their background knowledge to

do card sort activity for finding the answer some questions related to the text

which would be discussed. She noticed that the students worked cooperatively.

The students participated actively in doing card sort activity. They could

collaborate to sort and arrange the cards by using the limited time effectively.

She expressed her happiness by praising the students‟ progress. She also

rewarded the work and the result of all groups. Moreover, the researcher and the

collaborator noticed that students‟ confidence improved. It proved that they

wanted to present their result of their discussion in front of the class without

showing the nervousness. Most of exercise of all indicators could be answered by

the students. She thought that this meeting showed the good improvement or

progress.

.

Note:

The students‟ reading comprehension improved, it could be seen in their score.


commit to user

276

Appendix 9

Research Diary

Observation

Tanggal : 1 September 2011

Kelas : XI IPA

Waktu : 07.00 – 08.30

Saya memasuki kelas bersama Bu Ratmi. Bu Ratmi memberi tahu para siswa

bahwa saya akan berada di kelas selama pelajaran Bahasa Inggris untuk mengadakan

pengamatan tentang situasi belajar. Pada saat itu anak-anak sedang mempelajari

Descriptive Text. Bu Ratmi menjelaskan tentang bagaimana cara memahami

Descriptive text. Selama pengamatan, saya melihat bahwa para siswa membutuhkan

waktu lama untuk memahami. Mereka sering bertanya pada teman mereka. Mereka

kurang menguasai kosa kata sehingga membuat mereka bingung memahami textnya.

Bu Ratmi memberikan beberapa soal yang berkaitan dengan descriptive text. Para

siswa terlihat masih bingung. Ada beberapa siswa yang tidak mengerjakan dan

mencontek temannya. Setelah bu Ratmi membahas soal satu persatu dan memberi

jawaban yang benar, lalu kami meninggalkan kelas.

Catatan:

Para siswa tidak aktif dalam belajar.

Para siswa sibuk dengan urusan mereka masing-masing.

Para siswa mengobrol pada saat diminta untuk mengerjakan tugas.

Guru menggunakan teknik tradisional.

Guru hanya menggunakan buku cetak sebagai bahan ajar.

Pre-test



commit to user

277

Kelas : XI IPA

Waktu : 11.30 – 13.00

Pada hari ini saya ditemani Bu Ratmi ke kelas untuk memberikan “pre-test”

kepada para siswa. Hari sebelumnya bu Ratmi telah memberitahukan kepada siwa

bahwa saya akan memberikan “pre-test” tentang descriptive dan narrative text

sehingga mereka dapat mempersiapkan diri sebelumnya karena materi tersebut sudah

diberikan sebelumnya.

Saya membagikan soal kepada para siswa dan membacakan petunjuk

pengerjaan soal sebelumnya. Mereka diminta untuk menjawab pertanyaan yang

sudah diberikan dalam bentuk multiple choice. Ternyata selama pre-test banyak yang

mengalami kesulitan dalam memahami bacaan. Beberapa siswa selalu bertanya pada

temannya dan bebrapa tetap sibuk membuka kamus.

Setelah selesai mengerjakan “pre-test” , saya menanyakan kepada siswa

tentang cara memahami reading text dengan menggunakan Card Sort. Saya

mengatakan kepada siswa bahwa untuk hari selanjutnya mereka akan belajar Bahasa

Inggris dengan menggunakan Card Sort. Merekapun merasa gembira saat saya

mengatakan hal tersebut. Setelah itu saya bersama Bu Ratmi menutup pelajaran pada

hari ini dan meninggalkan kelas.

Cycle 1 Meeting 1


Kelas : XI IPA

Waktu : 07.00 – 08.30

Saya dan bu Ratmi masuk ke kelas XI IPA 1 (30 siswa). Sebelum memulai

pelajaran, Saya disambut para siswa dengan mengatakan "AssalamualaikumWr.Wb,

baik mahasiswa pagi, apa kabarmu hari ini?" Para siswa berkata

"wa'alaikumsalamWr.Wb, ibu pagi, aku baik-baik saja, terima kasih, dan Anda ?

"kata peneliti" saya baik-baik saja, terima kasih. "Setelah itu saya memeriksa daftar

hadir dengan memanggil nama masing-masing siswa, sedangkan kolaborator yang


commit to user

278

mengambil tempat duduk di sisi belakang. Semua siswa yang hadir hari ini. Lalu

saya memperkenalkan diri secara singkat dan menjelaskan tujuan saya mengajar di

kelas ini.

Saya memperkanalkan Card sort sebagai media dalam pembelajaran Bahasa

Inggris khususny adalam memahami bacaan. Saya menjelaskan aturan-aturan dalam

proses belajar menggunakan Card Sort.

Saya membagikan kartu. Teks yang digunakan pada pertemuan pertama

adalah "An Indian dan The Fish". Ketika ia menjelaskan Card Sort, para siswa

tampak serius dan aktif. Setelah itu, guru bertanya kepada siswa untuk membaca

judul teks dan meminta kepada mahasiswa untuk melakukan brainstorming tentang

judul atau topik dalam teks.

Saya menjelaskan bahwa dalam teknik ini siswa akan bekerja dalam kelompok.

Setiap kelompok terdiri dari 6 siswa. Dia meminta para siswa untuk mengambil kartu

secara acak. Para siswa yang memiliki kartu dengan kategori yang sama harus

mencari teman-teman mereka dan membuat grup. Kemudian peneliti mulai

menjelaskan bahwa setiap kelompok yang mendapat satu set kartu yang berisi

potongan paragraf teks narasi harus bertukar kartu mereka sampai mereka telah

membaca semua paragraf. Dengan kartu mereka sendiri, setiap siswa diminta untuk

mencari kosakata yang sulit dan menemukan gagasan utama paragraf. Selanjutnya,

saya meminta siswa untuk menyusun kartu ke dalam teks yang baik. Setelah

menyusun paragraf, saya meminta para siswa untuk mengetahui gagasan utama,

informasi rinci, makna kata, makna kalimat, referensi, organisasi teks, dan tujuan

komunikatif.

Kemudian, satu siswa di setiap kelompok mempresentasikan hasil mereka di depan

kelas. Pada pertama kalinya, mereka enggan untuk datang di depan kelas, tetapi

ketika saya mengatakan kepadanya / bahwa mereka semua belajar, mereka memiliki

keberanian untuk hadir. Dalam tahap ini, saya memandu semua presentasi yang

dilakukan oleh siswa. Selama kegiatan ini, semua siswa sangat antusias. Ketika salah


commit to user

279

satu siswa dari kelompok kedua, siswa GA, mewakili kelompoknya untuk

mempresentasikan hasil kelompoknya, teman-teman lainnya mendengarkan dengan

seksama. Presentasi berjalan dengan baik. Dan kemudian, presentasi diikuti oleh

kelompok satu, lima dan empat. Semua kelompok melakukan presentasi dengan

baik. Tapi, ketika mahasiswa dari kelompok ketiga, LW siswa, mempresentasikan

hasil kelompoknya, ia membahas teks yang berbeda. Susunan paragraf dari grup ini

adalah salah. Mereka menempatkan paragraf keempat dan kelima dalam urutan

terbalik. Mereka harus menempatkan paragraf keempat setelah paragraf ketiga, tidak

dalam urutan terbalik. Hasilnya siswa menunjukkan bahwa mereka punya sedikit

kesulitan sedikit untuk mmenyusun paragraf. Mereka juga bingung untuk

mengetahui kalimat makna dari teks. Kali ini, saya membimbing siswa untuk

menemukan jawaban yang benar dari semua masalah yang terjadi dalam membahas

materi teks. Semua kelompok bisa mempresentasikan hasil mereka di depan kelas.

Mereka menikmati teknik Card Sort meskipun masih banyak kesalahan dalam

mengatur paragraf terkait teks. Peneliti memberikan penilaian kepada siswa dalam

kelompok dan mereka diberi 15 menit untuk menyelesaikan.

Lima menit sebelum jam pelajaran berakhir, saya meminta para siswa

untuk melajutkan mengerjakan soal-soal tersebut di rumah. Lalu saya menutup

pelajaran dan meninggalkan kelas.

Catatan:

Beberapa siswa tampak bersemangat namun beberapa siswa masih tampak bingung

dalam kegiatan belajar menggunakan Card sort.

Beberapa siswa tidak berpartisipasi dalam kegiatan belajar dan sibuk dengan

urusan mereka sendiri.

Cycle 1 Meeting 2


Kelas : XI IPA

Waktu : 07.00 – 08.30


commit to user

280

Saya memasuki kelas di 07:00, bu Ratmi datang 5 menit kemudian. Kelas itu

sangat kotor. Jadi, saya meminta beberapa siswa untuk menyapu lantai dan

membersihkan sampah ke tempat sampah. Butuh waktu 5 menit untuk

membersihkan kelas. Saya meminta siswa untuk kembali ke kursi mereka. Mereka

mulai berdoa bersama-sama. Kemudian, saya menyambut para siswa dan memeriksa

daftar hadir dengan memanggil nama siswa. Semua siswa yang hadir pada hari itu.

Saya telah menyiapkan materi tentang The Legend of Prambanan Temple.

lalu saya membagikan kartu dan menyuruh siswa melakukan procedure seperti

pertemuan sebelumnya. Dalam pertemuan ini, ada salah satu kelompok yang

mempunyai pendapat lain soal jawaban dari pertanyaan yang saya berikan. Ada

seorang siswa yang protes tentang word meaning dari Famous. Siswa tersebut bilang

bahwa word meaning dari famous tidak hanya popular tapi bisa juga well known.

Kemudian, siswa lain yang melakukan presentasi mulai terlihat percaya diri.

Setelah kegiatan selesai, saya memberikan kesimpulan tentang jawaban yang

benar. Lalu saya mengucapkan selamat tinggal dan meninggalkan kelas.

Catatan:

Situasi kelas tampak lebih hidup.

Para siswa mulai ikut serta dalam pembelajaran.

Saya harus lebih aktif dalam mengawasi mereka untuk mencegah kegiatan di luar

pembelajaran.

Cycle 1 Meeting 3


Kelas : XI IPA

Waktu : 07.00-08.30

Saya dan bu Ratmi memasuki kelas dan menyapa siswa. Saya dan bu Ratmi

tersenyum bahagia karena semua siswa telah duduk rapi. Kemudian, peneliti

meletakkan bahan ajar di atas meja guru, sementara bu Ratmi mengambil tempat


commit to user

281

duduk di sisi belakang. Saya memeriksa daftar hadir dengan memanggil nama

masing-masing siswa. Pada hari itu semua siswa hadir..

Saya membagikan kartu. Pertemuan kali ini teksnya berjudul "The eves dan

The Shoemaker". Saya menyusruh siswa untuk membaca kartu yag sudah mereka

dapat dan menyusunnya menjadi paragraph yang benar. Mereka tampak antusias.

Setelah selsai menyusun paragraph. Setiap keolompok menunjuk seorang siswa

untuk presentasi ke depan. Pada pertemuan ini, semua siswa mengerjakan dengan

baik. Hanya saja salah satu kelompok masih salah dalam menyusun paragraph.

Setelah semua kelompok selesai presentasi, kemudian saya memberikan jawaban

yang benar. Saya memberi kesempatan pada siswa untuk bertanya. Siswa terlihat

masih kesulitan dalam memahami arti kalimat.

Saya memuji para siswa dan memotivasi mereka untuk belajar lebih baik

untuk pertemuan berikutnya. Lalu saya meninggalkan kelas.

Catatan:

Saya mulai aktiv menanyakan kesulitan siswa.

Kegiatan belajar sangat aktif dan menyenangkan.

Siswa mulai percaya diri

Cycle 1 Meeting 4

Tanggal : 1 Oktober 2011 2014

Kelas : XI IPA

Waktu : 07.00 – 08.30

Langit tampak begitu cerah, dan siswa tampak begitu khawatir karena sinar

matahari masuk kelas mereka, sehingga siswa harus menutup pintu dan menutup

jendela dengan tirai. Saya dan bu Ratmi menyapa siswa dan tidak ada siswa yang

tidak hadir. Saya memeriksa daftar hadir dan memberikan tanda centang. Pada hari

itu semua siswa hadir.


commit to user

282

Kegiatan hari ini berjalan dengan baik. Siswa mulai terbiasa dengan Card

Sort. Mereka tampak dengan mudah mengarjakan soal-soal yang saya berikan. Tapi

ada beberapa dari mereka masih kesulitan dalam mencari arti kalimat.

Sebelum jam pelajaran selesai seperti biasa saya beserta siswa menyimpulkan

materi pada hari ini dan memberitahukan kepada siswa bahwa besok saya akan

memberikan “test” dan diakan di ruang kelas. Kemudian saya menutup pelajaran hari

ini dengan mengucapkan salam dan meninggalkan ruang kelas dengan Bu Ratmi.

Catatan:

Para siswa aktif dalam kerja kelompok namun masih ada sedikit siswa yang yang

malas dalam mengerjakan.

Test in Cycle 1

Tanggal : 4 Oktober 2011

Kelas : XI IPA

Waktu : 07.30 – 08.30

Hari ini saya masuk kelas bersama Bu Ratmi sebelum pelajaran dimulai,

siswa berdoa terlebih dahulu. Setelah itu saya mengecek daftar hadir siswa dan

semua siswa hari ini masuk. Setelah itu saya membagikan lembar soal kepada siswa

untuk dikerjakan. Bu Ratmi mengawasi jaalnnya test pada hari ini. Beliau pun

berpesan kepada siswa agar memperhatikan petunjuk soal yang ada di lembar kerja

mereka masing-masing

Catatan:

Beberapa siswa masih tampak memulai mengerjakan setelah beberapa menit.

Para siswa terlihat tenang dalam mengerjakan soal.

Saya melihat ada beberapa siswa yang bertanya pada temannya .

Saya juga melihat adanya peningkatan pada hasil kerja mereka yaitu mereka.

Cycle 2 Meeting 1

Tanggal : 12 Januari 2012

Kelas : XI IPA

Waktu : 07.00 – 08.30


commit to user

283

Hari ini saya mulai melaksanakan siklus ke 2 dalam penelitian saya karena

setelah saya koreksi hasil tes siswa kurang memuaskan. Saya masuk kelas dan

mempimpin doa lalu mengecek kehadiran mereka. Lalu saya membagikan hasil tes

pertama mereka. Saya dan para siswa membahas kesalahan dalam tes mereka.

Dalam pertemuan pertama siklus 2 ini, saya berfokus pada masalah-masalah

yang terjadi pada siklus 1. Oleh karena itu, saya memberikan beberapa pertanyaan

dari teks yang diberikan yang menekankan pada menemukan gagasan utama, makna

kata pengertian, dan makna kalimat. Saya selalu bertanya kepada siswa apakah

penjelasannya jelas dan dapat diterima atau tidak. Selain itu, saya memberikan kartu

yang berbeda kepada siswa dibandingkan siklus 1 sehingga siswa bisa melakukan

latihan lebih banyak yang menekankan pada tiga indikator. Saya menemukan bahwa

siswa mencoba untuk berkolaborasi satu sama lain dalam kelompok mereka. Sejak

saat itu terbatas, para siswa berkompetisi untuk melakukan yang terbaik untuk

kelompok mereka. Namun demikian, para siswa masih menemukan kesulitan dalam

mencari jawaban yang benar dari ide dan kata utama makna. Beberapa dari mereka

masih bingung untuk mengatur teks. Ini berarti bahwa pengaturan itu gangguan.

Selanjutnya, dalam menyajikan hasil kelompok, siswa yang menjadi presenter

kelompok mereka agak malu meskipun saya mengatakan bahwa itu adalah

kesempatan yang baik bagi mereka.

Saya menutup kegiatan belajar dengan meminta memotivasi mereka agar

lebih percaya diri. Setelah mengucapkan salam saya meninggalkan kelas bersama Bu

Ratmi.

Catatan:

Kegiatan hari ini sebagian besar untuk membahas kesalahan mereka pada tes

pertama.

Semua siswa sudah tampak serius dalam proses pembelajaran mereka.

Masih ada siswa yang kurang percaya diri.


commit to user

284

Cycle 2 Meeting 2


Kelas : XI IPA

Waktu : 07.00 – 08.30

Pada hari ini saya masuk kelas seperti biasa didampingi oleh bu Ratmi dan

mengecek daftar hadir siswa, dan hari ini semua siswa masuk.

Saya mengingatkan siswa lagi untuk berkolaborasi satu sama lain dalam

kegiatan semacam kartu. Saya juga mengingatkan kelompok untuk berbagi kartu

untuk semua anggota kelompok kemudian menunjukkan kepada mereka sehingga

akan membuat proses penyortiran kartu berjalan lebih mudah. Dalam pertemuan ini,

para siswa menunjukkan kemampuan mereka dalam memilah dan mengatur kartu.

Setiap kelompok melakukan kegiatan tanpa menunjukkan kebingungan mereka.

Mereka berkolaborasi dengan baik untuk menemukan jawaban dari indikator. Selain

itu, siswa juga menunjukkan rasa ingin tahu untuk memahami teks mereka. Oleh

karena itu, di pertemuan kedua ini, masih ada beberapa masalah yang berkaitan

dengan menentukan pengaturan yang benar. Susunan ayat naik sisi. Saya mengoreksi

kesalahan. Presentasi diskusi kelompok dapat dilakukan dengan baik tanpa berdebat

dalam memilih presenter. Para siswa mulai menyadari bahwa mereka tidak mungkin

menjadi pasif di kelas. Kegiatan ini berjalan lancar dengan peningkatan hasil

kelompok

Saya menutup kelas dengan mengucapkan salam lalu meninggalkan kelas

bersama Bu Ratmi.

Catatan:

Tanpa diminta, para siswa sudah mulai melakukan procedure Card Sort

Siswa tampak aktif dan bersemangat dalam mengerjakan tugas.

Mereka belajar untuk mengerjakan tugas secara kompak.

Cycle 2 Meeting 3



commit to user

285

Kelas : XI IPA

Waktu : 07.00 – 08.30

Saya memasuki kelas bersama Bu Ratmi dan mempimpin doa lalu mengecek

daftar hadir siswa.

Dalam pertemuan ketiga siklus 2 menunjukkan bahwa dalam setiap membaca

menggunakan teknik Card Sort, kegiatan yang siswa lakukan sangat memuaskan.

Mereka menggunakan latar belakang pengetahuan mereka untuk melakukan aktivitas

menggunakan Card Sort untuk menemukan jawaban dari beberapa pertanyaan yang

berkaitan dengan teks yang akan dibahas. Dalam pertemuan ini, saya dan bu ratmi

melihat bahwa siswa bekerja secara kooperatif. Para siswa berpartisipasi aktif dalam

melakukan kegiatan menggunakan Card Sort . Mereka bisa bekerja sama untuk

menyortir dan menyusun kartu dengan menggunakan waktu yang terbatas secara

efektif. Saya mengungkapkan kebahagiaan saya dengan memuji kemajuan siswa.

Catatan:

Situasi kelas sedikit ramai karena berdiskusi.

Siswa mulai percaya diri dalam mempresentasikan hasil diskusi didepan kelas

Post-test

Tanggal : 2 februari 2012

Kelas : XI IPA

Waktu : 07.00 – 08.00

Saya memasuki kelas bersama Bu Ratmi. Salah satu siswa memimpin doa.

Setelah selesai berdoa, saya mengecek daftar hadir siswa dan seluruh siswa masuk

pada hari ini. Setelah itu saya membagikan lembar soal kepada siswa untuk

dikerjakan. Bu Ning ikut mengawasi jalannya “post-test” pada hari ini.

Catatan:

Seluruh siswa langsung mengerjakan post-test tanpa menunggu beberapa saat.

Mereka tampak tenang dan percaya diri dalam mengerjakan post-test.


commit to user

286

Appendix 10

Pothogrpah


commit to user

287


commit to user

288


commit to user

improving students’ reading comprehension · improving students’ reading comprehension by ......

Documents