improving students’ reading skill through quizizz
TRANSCRIPT
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IMPROVING STUDENTS’ READING SKILL THROUGH QUIZIZZ
APPLICATION OF THE TENTH GRADE STUDENTSOF
SMA NEGERI 1 PANGKEP (Pre Experimental Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Makassar Muhammadiyah University in partial fulfillment of the requirement for
the degree of education in English department
MAGFIRATUL JANNAH RASYID
105351107916
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMDIYAH MAKASSAR
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : Magfiratul Jannah Rasyid
NIM : 10535 1107916
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Improving students’ reading skill through Quizizz Application of
the tenth grade students of SMA Negeri 1 Pangkep.
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, April 2021
Yang membuat pernyataan
Magfiratul Jannah Rasyid
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMDIYAH MAKASSAR
SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini:
Nama : Gatri Raka Putri Karsa
NIM : 10535 1109416
Program : English Education Department
TITLE : Improving students’ reading skill through Quizizz Application of
the tenth grade students of SMA Negeri 1 Pangkep.
Dengan ini menyatakan perjanjian sebagai berikut:
1) Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya
akan menyusun sendiri skripsi saya (Tidak dibuatkan oleh siapapun)
2) Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3) Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi.
4) Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2,
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2021
Yang membuat perjanjian
Magfiratul Jannah Rasyid
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MOTTO AND DEDICATION
‘’ If you look at what you have in life, you’ll always have more. If you look at
what you don’t have in life, you’ll never have enough.’’ – Oprah winfrey
This thesis is dedicated to My Parents as a sign of my respect and gratitude for
supporting me and giving a lot of love.
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ABSTRACT
MAGFIRATUL JANNAH RASYID, 2021. Thesis of English Department,
Faculty of teacher Training and Education, Muhammadiyah University of
Makassar. “ Improving Students’ Reading Skill Through Quizizz Application of
the Tenth Grade Student of SMA Negeri 1 Pangkep” Under the supervision of
Andi Tenri Ampa and Andi Asri Jumriaty.
The research aimed at investigating the use of Quizizz application in
improving students’ reading skill. A Pre experimental design was employed only
one classes of the tenth graders at one school Kab. Pangkep selected with total
sampling as sampel. The data were obtained through a pre-test, a post-test. The
reading comprehension was covering identify literal comprehension (the main
Ideas) and interpretive comprehension (Understanding vocabulary).
The compulation showed that the used Quizizz application was improving
the students’ reading comprehension skill, students’ reading comprehension skill
using the Quizizz application show better learning outcomes than before the
Quizizz application was applied. The result of pre-test and post-test, the result of
t-test value of level significant (p) = 0.05 with degree of freedom in Literal (main
idea) (df) = 21; in interpretative (understanding vocabulary) (df) = 21. Indicated t-
table value is 1.720 and t-table Literal (main idea) is 6.868; in interpretative
(understanding vocabulary) 4.500.After the calculating the value t-test analysis,
then is it compared with t-table value. As the result, the researcher finds that the
value of t-test is higher than the t-table. It means that null hypothesis (H0) is
rejected and alternative hypothesis (H1) is accepted.because there is difference
significant mean score of the test that have given by researcher using Quizizz
application in reading class.
Key words: Quizizz application, Literal comprehension and Interpretative
comprehension
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ABSTRAK
MAGFIRATUL JANNAH RASYID, 2021. Skripsi jurusan Pendidikan Bahasa
Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
Makassar.“ Improving Students’ Reading Skill Through Quizizz Application of the
Tenth Grade Student of SMA Negeri 1 Pangkep”Dibimbing oleh Andi Tenri
Ampa and Andi Asri Jumriaty.
Penelitian ini bertujuan untuk mengetahui apakah dalam penggunaan
aplikasi Quizizz dapat meningkatkan keterampilan membaca siswa. Sebuah
desain pra-eksperimental yang digunakan hanya meneliti satu kelas dari siswa
kelas sepuluh di satu sekolah Kabupaten Pangkep dipilih dengan total sampling
sebagai sampel. Data diperoleh melalui pre-test dan post-test. Pemahaman bacaan
meliputi pemahaman literal (gagasan utama) dan pemahaman interpretatif
(pemahaman kosakata).
Hasil perhitungan menunjukkan bahwa Aplikasi Quizizz yang digunakan
dapat meningkatkan kemampuan pemahaman bacaan siswa, sedangkan
kemampuan pemahaman bacaan siswa menggunakan aplikasi Quizizz
menunjukkan hasil belajar yang lebih baik dari pada sebelum aplikasi Quizizz
diterapkan. Hasil tes awal dan tes akhir diperoleh nilai dari t-test value atau taraf
signifikan (p) = 0,05 dengan derajat kebebasan literal (gagasan utama) (df) = 21;
dalam interpretatif (pemahaman kosakata) (df) = 21. Nilai t-tabel terindikasi 1,720
dan t tabel Literal (gagasan utama) 6,868; dalam interpretatif (pemahaman
kosakata) 4,500. Setelah dilakukan analisis nilai t-test kemudian dibandingkan
dengan nilai t-tabel. Hasilnya, peneliti menemukan bahwa nilai t-test lebih tinggi
dari t-tabel. Artinya hipotesis nol (H0) ditolak dan hipotesis alternatif (H1)
diterima, karena terdapat perbedaan yang signifikan nilai rata-rata tes yang telah
diberikan peneliti dengan menggunakan aplikasi Quizizz dalam membaca di
kelas.
Key words: Quizizz application, Literal comprehension and Interpretative
comprehension
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ACKNOWLEDGMENTS
Alhamdulillahi Robbil ‘Alamin. The writer expresses her high gratitude to
the Almighty of Allah SWT because of His blessing and His mercies upon him, so
the writer could finish this thesis entitle “Improving Students’ Reading Skill
Through Quizizz Application of the Tenth Grade Student of SMA Negeri 1
Pangkep”. Shalawat and greeting are addressed to beloved and chosen messenger
to the Prophet Muhammad SAW peace be upon him.
In writing thesis the writer found many difficulties, so the writer realized
that the thesis has a lot of mistakes and weakness. In order to become perfect, the
writer needs correction and suggestion. The writer would like to say thank you
very much for the people who gave pray, spirit, advice, suggestion, and helping to
the write as follows:
a. Prof. Dr. H. Ambo Asse, M.Ag. As the Rector of Muhammadiyah
University of Makassar for his advices during his studied at the university.
b. Erwin Akib S.Pd., M.Pd.,Ph.D. the Dean of Teacher Training and
Education of University of Muhammadiyah Makassar.
c. Ummi Khaerati Syam, S.Pd.,M.Pd. The head of English Education
Depertment of Teacher Training and Education of University of
Muhammadiyah Makassar.
d. Her high appreciation and great thankful are due to consultant Dr. Hj. Andi
Tenri Ampa, M.Hum. as the first consultant and Andi Asri Jumiaty S.Pd.,
M.Pd. as the second consultant who has given guidance, correction,
patience and support since preliminary state of manuscript till the
completion of this thesis.
e. Her heartfelt to all lectures of the FKIP UNISMUH especially lectures of
English Department and all staff of muhammadiyah University of
Makassar for their guidance during the years of the writer study.
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f. Drs. H. Nurdin Abu M.Si. the head master of SMA Negeri 1 Pangkep and
Muhammad Arif Yusuf S.Pd., M.Pd., the teacher of English and all
students in class X MIPA 1 of SMA Negeri 1 Pangkep and all of the
Teacher in this school who have contributed as respondents of this
research, without them this research will never be accomplished.
g. Her special heartfelt to her beloved parents ABD.Rasyid and
Nurhayati.H.S, S.Pd and. My older sister and my younger brothers and,
who always sacrifice, love, care, support for financial and pray for my
safety and every success of mine.
h. My lovely friends and my classmate C class English Department 2016 for
their friendship, togetherness, humors,support, help, and their kidness
thanks for all
i. My lovely frinds Bff (aisyah asti,gatri raka putri karsa,sukmawati ,aisyah
reski rahayu, andi eliza dian sasmita, meidina nur isnaini, st.khadija rajab,
nur faiza haris and farid heriansyah)
j. My lovely fiends in senior high school (Nursyam musfira rahman, Sri
rahayu, Raodatul Jannah ,Zulfadliani, Annisa Syahrawani) who always
provides supportand advice to the outhor.
k. My lovely friends IPPM pangkep (Hainul Qadri, Rusdi saputra, Suci
nurannisa, Awalia nur utari)
l. Finally, for all everybody who gave valuable suggestion, guidance,
assistance, and advice to completion this thesis may Allah SWT always be
with us and give us power and guidance to keep ours belive till the end of
our life. Ameen
Makassar, April 2021
The Researher
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LIST OF CONTENTS
Pages
COVER ........................................................................................................... i
LEMBAR PENGESAHAN .............................................................................. ii
APPROVAL SHEET ....................................................................................... iii
COUNSELING SHEET .................................................................................. iv
SURAT PERNYATAAN ................................................................................. vi
SURAT PERJANJIAN ................................................................................... vii
MOTTO AND DEDICATION......................................................................... viii
ABSTRACT ..................................................................................................... ix
ACKNOLEDGMENT ...................................................................................... xi
LIST OF CONTENTS .................................................................................... xiii
LIST OF TABLE ............................................................................................. xvi
LIST OF FIGURE ........................................................................................... xvii
LIST OF APPENDICES .................................................................................. xix
CHAPTER I INTRODUCTION ........................................................... 1
A. Background ........................................................................................ 1
B. Problem Statements ............................................................................ . 5
C. Object of the Study ............................................................................ . 5
D. Significance of the Study ................................................................... . 5
E. Scope of the Study ............................................................................. . 6
CHAPTER II REVIEW OF RELATED LITERATURE .................... 7
A. Previous Related Research Findings ................................................... 7
B. Concept of Reading ............................................................................ 9
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1. Defenition of Reading .................................................................. 9
2. Kinds of Reading.......................................................................... 10
3. Reading Techniques ..................................................................... 12
4. Descriptive Text ........................................................................... 14
C. Concept of Reading Comprehension ................................................... 16
D. Quizizz Application ........................................................................... 17
E. Conceptual Framework ...................................................................... 21
CHAPTER III RESEARCH METHOD ............................................... 22
A. Research Design................................................................................. 22
B. Population and Sample ....................................................................... 23
C. Variable and Indicators ...................................................................... 24
D. Instrument .......................................................................................... 24
E. Technique of the Data Collection ....................................................... 25
F. Technique of Data Analysis ............................................................... 26
CHAPTER IV FINDINGS AND DISCUSSIONS................................. 29
A. Findings ............................................................................................. 29
B. Discussions ........................................................................................ 35
CHAPTER V CONCLUSIONS AND SUGGESTIONS ....................... 38
A. Conclusions ....................................................................................... 38
B. Suggestions ........................................................................................ 38
BIBLIOGRAPHY
APPENDICES
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LIST OF TABLE
Tabel Pages
3.1 One Grouo Pretest-Posttest Design .......................................................... 22
3.2Population of the Tenth Grade SMAN 1 Pangkep .................................... 23
3.3Classifiying the score of the students’ ..................................................... 26
4.1Mean score of literal and interpretative comprehension ............................ 30
4.2Students improvement in literal and interpretative comprehension ........... 31
4.3Frequency of the Students’ improvement to find out Literal and interpretative
Reading comprehension in pre-test and post-test .................................... 32
4.4The T-test value of students reading comprehension................................. 34
4.5The T-test value of students’ reading comprehension ............................... 34
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LIST OF FIGURE
Figure Pages
2.1 Quizizz Application in Laptop ............................................................... 20
2.2Quizizz Application in Android .............................................................. 20
2.3Quizizz Application for Teacher............................................................. 20
2.4Quizizz Application for Students ............................................................ 21
2.5Conceptual Framework .......................................................................... 21
4.1Mean score of literal and interpretative comprehension .......................... 30
4.2Frequency of the students’ improvement to find out literal and interpretative
comprehension in pre-test and post-test ....................................................... 32
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LIST OF APPENDICES
appendices Pages
Appendix A: Pre-test................................................................................... 40
Appendix B: Post-test ................................................................................. 45
Appendix C: Treatment ............................................................................... 51
Appendix D: The list name of X MIPA 1 .................................................... 54
Appendix E: Data analysis of Students Score pre-test and post-test ............. 55
Appendix F: Data From Application Spss 3.0 ............................................. 56
Appendix G: The improvement of students in reading comprehension ........ 59
Appendix H: T-test Analysis ....................................................................... 60
Appendix I: Distributon of T-table .............................................................. 61
Appendix J: RPP ......................................................................................... 62
Appendix K: Turnitin Certificate................................................................. 68
Appendix L: Research Permit ..................................................................... 69
Appendix M: Surat Keterangan Telah Meneliti ........................................... 71
Appendix N: Research control card ............................................................. 72
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CHAPTER I
INTRODUCTION
A. Background
The progress of education in Indonesia is developing rapidly along with
technological advancements. One lesson that is no less important is English. In
learning English, there are several aspects that are considered in accordance
with basic skills, namely reading, writing, speaking, and listening. All of these
skills have one and the same bond, especially in reading skills. Reading is an
activity carried out by people every day, with the aim of knowing what
information is happening right now. Reading is where someone needs a very
high focus or concentration to understand the reading they are reading, with a
high concentration the reader will get information about what the writer is
conveying to the reader. (Rahayu,2014)
Stated that, reading is a process carried out by the reader to get a
message, which will be conveyed from the author by intermediary words or
writing media. In addition, reading is a process carried out and used for readers
to find out messages that use the word author or written language. Reading is
also needed to find answers to certain questions or problems that someone
reads. To quench one's thirst for knowledge, reading a book is needed, and
most books. But in reading a lot of difficulties someone makes the message
conveyed by the writer does not reach the reader (Pardon,2004).
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Indonesian students may have difficulty understanding English reading
texts because English is not their main language. For example, the first students
find some difficulties when the teacher asks them about some information that is
not purely mentioned in the text but is still in context. the second is that
Indonesian students lack vocabulary and that makes it difficult for them to
understand the text. the third difficulty faced by students is in finding the main
ideas of the text. Students must master these aspects so they can understand the
text and answer the questions presented well. (Aryanti Puspita,2017)
Based on observations from Magang 1,2,3 and P2K, most difficulties and
problems occur in students when reading books. Sometimes students face
books but don't read at all. They can only mention the word symbol without
getting an idea from a book. Researchers themselves experience when reading
a book without understanding anything that tends to feel sleepyso that students
who feel bored will have difficulty understanding the reading text. Students
who do not understand the content of the text they read will find it difficult to
answer questions.For example, what are the main ideas they read. Not only
that, students will find it difficult to understand new vocabulary words that
they see in reading.
As the explanation above, the data from observation magang 1,2,3 and
P2k indicates that the students also face the same problems. Most of them are
not competent to understand the text in English well. Many learners can read
the word perfectly in the passage, but can not answer the questions. They can
say words, but they can't get the sense out of words. They find reading
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materials hard to grasp. The author also noticed that the instructor only asked
the students to read, and then they first had to answer the question without
explaining the text. So those students who didn't understand what they were
reading.As a result, they did not correctly answer all the questions. The
students have to read critically in this situation, and the instructor must choose
the best technique or method for teaching it.
What a teacher has to consider as an essential primary task is how to
design the reading course with strategies and techniques to help students to
grasp the idea in the text from the mind of the author. Many professionals
familiar with reading comprehension have addressed many approaches and
methods. One of the techniques to be offered here is Quizizz Application.As a
fun multiplayer class activity, Quizz is an online evaluation platform that
allows all students to practice with their computer, smartphone and I Pad
together. The researchers used this application media because this application
media is a type of learning model (Ju, 2018).
In overcome students' problems in reading, we can see the current
situation and see the development of technology, there are many schools that
allow students to bring mobile phones to school, but the use of mobile phones
also accepts many pros and cons because not all students use it properly, or in a
sense that they carry a cellphone but don't use it properly.
Therefore, how students can obtain some information through the
Quizizz Application and students can work together with their friends and
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share with their teacher. So students are encouraged to collaborate with friends
about the advantages of using the Quizizz Application media.
Regarding to Adam, (2018) in Implementing Quizizz Application as
Game Based Learning in the Arabic Classroom The Arabic classroom by
implementing Quizizz as a game based learning in the Arabic classroom of
Sultan Idris Education University Malaysia. found that all the students were
very active on the topic of research and more concentrated on the topic. In
addition, the results of the questioners show that the students displayed the
position of attorney as an online teaching and assessment tool during the
Arabic class.
Quizizz Application also integrated with Google Classroom. So if
students are using that learning management system can easily push out your
quizzes to your students, and they will already be authenticated with their
school emails. Some of the features of Google Classroom integration include
the following: Google Classroom Integrated Reports Quizizz is definitely fun.
But when someone reacts to multiple questions at different times, you lose a
little bit of enthusiasm. You can check all the questions all at once when a
game of Quizz is over and you lose the isolation.(Medvedovska, et al.(2016).
Based on the explanation above, the researcher is interested in carrying
out a study entitled "Improving students reading skill through Quizizz
application of the tenth grade students of SMA Negeri 1 Pangkep."
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B. Problem Statement
The research question are formulated as follows :
1. How is the Improvement of Students’ reading comprehension in terms of
literal and interpretative comprehension through the use of Quizizz
application in teaching English at SMA Negeri 1 Pangkep?
2. Is the improvement of the students’ reading comprehension in terms of
literal and interpretative comprehension through the use of Quizizz
Application in in teaching English significant or not?
C. Objective of the study
This Reasearch To find out :
1. The Improvement of students’ reading comprehension in terms of literal
and interpretative comprehension through the use of Quizizz application
in teaching English at SMA Negeri 1 Pangkep.
2. The improvement of the students’ reading comprehension in terms of
literal and interpretative comprehension through the use of Quizizz
application in in teaching English significant or not.
3. Significance of the Study
In this research it is hoped that it can be useful and provide positive
things especially for researchers, teachers and students.
1. Teacher
It is hoped that this research will provide a positive side to the
teacher get to know the latest learning through the application and can
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also motivate students by providing varied learning especially in reading
learners.
2. Students
Students are expected to improve their reading skills with using
Quizizz application or another applications and also students are
expected so that with this research can be motivated in learning.
3. Researcher
It is expect that the result give some knowledge an exprerience for
the researccher in teaching learning process, especially in teaching
reading usingquizizz application. It is also can be use as new reference
about media in teaching learning process especially in teaching reading.
4. Scope of the study
The aim of this study is to Improve the use of Quizizz Applications for
Improve Reading Skills in class X students at SMA Negeri 1 Pangkep. Focus
on literal comprehension (the main Ideas) and interpretive comprehension
(understanding vocabulary).
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
Mei (2018) The main purpose of this research is evaluating the
effectively interesting of students for Arabic class by implement of Quizizz as
a game based learning in the Arabic classroom of Sultan Idris Education
University Malaysia . The researchers tested 85 students for 3 sections during
Arabic course titled ―Arabic skill‖. And created 20 questions relevant to the
topics which are students already learned before by using Quizizz as games
based learning for 20 minutes before finishing Arabic class once the students
feel very tired, sleeping and bored for their Arabic class. And a set of
questioners was distributed to those students regarding to their opinion of
implementing Quizizz during the Arabic class. According to testing the
implementing of Quizizz by researcher during the Arabic skill classroom,
found that all students were very active to answer the questions which
provided by researches, and more concentrated on the topic. And the results
of the questioners shows that the students displayed the 24 position attitude
for quizizz as a online teaching and assessment tool during the Arabic class.
Nurhidayah (2018) This research focused on the use of pictoral poster to
provide useful information for students, the students can improve knowladge
about effectiveness of using pictorial in descriptive text. The researcher used
pre-experimental design with one group pre-test and post-test. This strategy
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was very useful in English language teaching and learning especially in
english reading process to improve students reading comprehension.
Nanda (2018) conducts research about improving reading comprehension
using “ Quizizz Application” strategy. The research aimed at investigating the
use of Quizizz application in improving students‘ reading comprehension
skill. A Pre experimental design was employed only one classes of the tenth
graders at one school Kab. Takalarseelected with total sampling as sample.
The data were obtained through a pretest, a post-test. The Reading
comprehension assessment was covering identify main idea, identifying
supporting details, identifying reference, understanding vocabulary, and
making inference. The finding of Siti Reski Nanda’s work show
improvement. The students’ reading comprehension after Quizizz Application
was implemented.
Based on three experts above, all the researcher focuses on reading skill
through Quizizz Application and using Descriptive text, the first research
focus in evaluating the effectively interesting of students for Arabic class by
implement of Quizizz as a game based learning in the Arabic classroom, the
second research focus to improve reading comprehension of descriptive text
by using pictorial poster to motivate the students to improve imagination in
the mastering of reading ability. The last research focus in investigating the
use of Quizizz application in improving students‘ reading comprehension
skill. However in this research focus to improve reading skill of descriptive
text by using quizizz application because quizizz application is one of the
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interesting media in teaching English reading ability. So the teacher use
quizizz application media to motivate the students’ to improve students' in
learning to be more active and interested in the mastering of reading ability.
B. Concept of Reading
1. Definition of Reading
Reading is one of the most important skills in learning language besides
listening, speaking and writing. It has the fundamental goal to know enough
the concept and the language. It operational means an activity that the
students perform to gain information or message from the written material the
read. Therefore, in reading activity students have intention to obtain
knowledge from their reading.
According to (Tarigan (1990:7) in Jaenal 2010) argues that reading is a
process that is carried and used by readers who want to get the message
delivered by the author through the medium of words or written language.
According to (Oka (1983:15) in Jaenal 2010) if viewed in terms of
differences in scope, it can be distinguished three kinds of meaning to read:
Understanding the first is a narrow sense, namely the sense that regards
reading it as a process of written symbols recognition. Into this process
included the recognition of words carefully, in a wide range, and quickly.
According to William (2014:486) reading can be point as four steps
process. The four steps are interrelated to another, they are:
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a. Word perception, the ability to recognize a point
b. Comprehension, the ability to infer ideas from words
c. Reaction, a step in which the reader interacts intellectually and
emotionally.
d. Integration, absorbing the ideas in context of one’s personal
background. Based on the definition of reading above, reading is the
procces of looking at a series of written symbols and getting meaning
from them.
2. Kinds of Reading
As reference to the conception of reading comprehension highlighted in
preceding discussion, there are four types of reading according to Petel& Jain,
(2008: 117-123) : (1) reading aloud, (2) silent reading, (3) intensive reading,
(4) extensive reading.
a. Reading Aloud
Aloud reading is basic form of classroom organization and
disciplines. In reading aloud, the students are confronted with written
sentences which haven‘t spoken before. The aim of reading aloud is the
achievement or better speaking ability and the pronunciation of the
students.
b. Silent Reading
Silent reading is a very important skill in teaching of English. This
reading should be employed to increase reading ability among learners.
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Silent reading is done to acquire a lot of information. Silent reading must
be based on student‘s selected text. Silent reading enables the students to
read completely silently without making sounds and moving his lips. It
helps him read with speed, ease and fluency. It aids comprehension and
expands the student‘s vocabulary.
c. Intensive Reading
Intensive reading is related to further in language learning under the
teacher‘s guidance. Intensive reading will provide a basic for explaining
difficulties of structure and for extending knowledge of vocabulary and
idioms. Intensive reading material will be the basis for classroom
activity. It will not only be read but will be discussed in detail in the
target language, sometimes analyzed and used as a basis for writing
exercises. Intensive reading is text reading or passage reading. In this
reading the learner read the text to get knowledge or analysis. The goal of
this reading is to read shorted text. This reading is done to carry out to
get specific information.
d. Extensive Reading
Extensive reading is used to obtain a general understanding of a
subject and includes reading longer texts for pleasure. The reader wants
to know about something. The reader doesn‘t care about specific or
important information after reading. Usually people read for to keep them
update.
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3. Reading techniques
To achieve the purpose of reading one should read effectively. Olivia
(2006) states that effective reading means being able to read accurately,
efficiently and to understand as much of the pessage as you read in order
to achieve your purpose. To achieve the pupose of reading, people can
apply some reading technique as follows:
a. Survey Reading
Brown (2006:903) says surveying is specialized technique for
getting a mountain top new of article chapter content and it helps to give
a general point of view.
b. Skimming
Skimming is a kind of reading that make our eyes move quickly in
order to get the main idea from the reading material. Skimming enable
people to select content that want to read and to discard that which is an
consequential for their purpose.
c. Scanning
Scanning is reading the text quickly to answer a specific question.
This technique enables people to locate specific information without
reading all the material. Brown (2006:138) states that scanning serves
two functions. It uncoveres relevant information and accelerates your
reading speed.
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d. Pre-reading
Pre-reading is a technique that a reader uses before he began to
read the material to improve his comprehension and recall. States that
pre-reading involves only at that part of reading maerials that will tell
you that is about or how it is organize. Further he explains the port on to
look at in reading text book chapters are :
1) Read the tittle.
2) Read the introduction or opening paragraph.
3) Read the first sentence under each heading.
4) Read each boldface heading.
5) Notice any typograpical.
6) Notice any graph or pictures.
7) Read the last paragraph or summary.
Grabe (2002) state that pre-reading activities are very useful in the
reading class because they have been referee to as instruments teachers
can use in the class to active students’ background knowladge, it can be
conduct that pre-reading is very effective because it helps a reader to give
basic information about the organization and the content of the materials.
4. Decriptive text
Descriptive Text is a text which says what a person or a thing is
like. Its purpose is to describe and reveal a particular person, place, or
thing.” According to Friedman (2010), descriptive details mean to grab
the reader’s attention. A descriptive text is considered as the simplest and
14
easiest writing form compared to narrative, recount, or procedure,
particularly for the beginning writers.
Descriptive is to describe something, such as a person, place, or
thing. Usually when the people want to describe something, for example
in describing people, they often describe each of people in terms of age,
nationality, clothes, hair, face, height,etc. Descriptive has two types or
kinds :
a. Description of a place
When we start to write anything in a description, it should be clear.
As stated by Sandra Mckay that the best wa to describe a place it to
show someone the actual place or to take a picture of it or just give the
characteristics of the place. For example, the place home or a room, so
it is important to give clearly picture of the size and arrangement of the
space involved. Therefore, in describing a place we should be taken
considerations of (a) the location of the object of the place should be
clear, (b) the details should be arranged logically and systematically so
that it is easy for readers to imagine the objects in their minds, and (c)
controlling idea, this is the most important in writing procces, because
if we have a strong controlling idea it can give the paragraph focus.
The grammatical is used in describing a place is subject-verb
agreement and as a notice that since the selection describes and area
thet now exists, all the verbs in the present tense.
b. Description of a person
15
If you are writing a description of a person, you gather informative
details about that person and the ask your self what these details add up
to. In describing of a person, there are many ways such as his/her face,
color of hair, clothes, skin body shape,etc. In describing person,
however, you are not oblinges to give every single detail about a
persons’ appearance. You can focus on one or two striking features that
convey something about the person’s character.
C. The Concepts of Reading Comprehension
1. Definition of Reading Comprehension
According to Mayor (in Firmansyah, 2015: 236) reading comprehension
is understanding a text that is read, or the process of “constructing meaning”
from a text. Comprehension is a “construction process” because it involves all
of the elements of the reading process working together as a text is read to
create representation of the text in the reader’s mind. Furthermore, Turner
Alexander (1998) points out that reading comprehension involves taking
meaning to a text in order to obtain meaning from the text. Comprehension is
the act or process of comprehending. Besides, Holt (1996: 175) states that
reading comprehension is the minds act or power of understanding.
From definitions above, the researcher concludes that Reading
Comprehension is knowledge to understand the text and know the meaning of
the text.
2. Reading Comprehension Levels
16
Reading has different levels of comprehension. Burn divided
comprehension into four levels, namely: literal comprehension,
interpretive comprehension, critical comprehension, and creative
comprehension.
a. Literal Comprehension
Literal comprehension is the most obvious comprehension at this
level involves surface meaning. At this level teacher can ask students to
find information and idea that they are explicitly stated in the text. The
readers can usually outline, paraphrase, or summarize the ideas
expressed by the author.
Literal comprehension is the understanding of information and
facts directly stated in the text. It is recognised as the first and most
basic level of comprehension in reading. Students can employ literal
comprehension skills (keywords, skim reading and scanning) to better
locate information efficiently.
According to Rubin (1982: 107) literal understanding requires
lower than three levels of thinking skills think at another level of
understanding. According to him understanding literal indicates the
ability to gain understanding low level using only the information
mentioned explicitly. In this type of literal understanding the reader
only directed at answers to literal questions that students demand
remember what is stated explicitly.
17
In line with opinion above, Burns (1996: 255) states that
understanding literal is understanding obtained by reading what is
stated directly in the reading text.
b. Interpretive Comprehension
Interpretive reading involves reading between the lines or making
interferences. It is process of deriving ideas that are implied rather than
directly stated.
Burns (1996: 263) interpretive understanding is read between lines
to make inference. Interpretive reading is the process of tracing
unsubstantiated ideas live. Interpretive reading includes making
conclusions, for example about the main idea of the reading, causal
relationships, and analysis of the reading such as finding the purpose of
the author of writing the reading, the interpretation of figurative
language.
c. Critical Comprehension
Critical reading is evaluating within material, comparing the ideas
discovered in the material with known standards and drawing
conclusion about the accuracy appropriate and timelines.
d. Creative Comprehension
It is text involves going beyond the material presentably by author.
It required thinking as they read.
18
D. QuizizzApplication
1. Definition Quizizz
Application Quizizz is an online assessment tool as a fun multiplayer
classroom activity that allows all students to practice together with their
computer, Smartphone and I Pad. The main purpose of this research is
evaluating the interesting of students for Arabic class by implement of
Quizizz (Ju, 2018).
According to Samet Bal (2018), quizizz is web-based learning that
significantly affects the learning process among foreign language laerners.
So, the technology based learning like quizizz can create pleasant learning
condition by helping students activate their background knowledge before
reading and evaluate their understanding after reading.
Quizizz is an alternative to Kahoot! and constitutes a great online tool
which helps students check their knowledge and progress in learning. In
Quizizz, the question order is randomized for each student. With Quizizz,
teachers can also assign homework to give students additional practice.
Each question ought to be multiple choice with two or four possible
answers. friendly online formative assessment tools which help teachers
assess students‘ language as well as their curriculum knowledge (Baeta
Bury, 2007).
19
2. Purpose of Quizizz Application
Quizizz is a wonderful tool similar to Kahoot in that you can make online
quizzes. It is much less competitive than Kahoot and students can actually
see the question on the device. All students work at their own pace and
timers can be turned off. It is a wonderful way to implement BYOD and it
takes the stress away from students seeing a leaderboard (unless you want
them to see it). You can make a Quizizz a homework assignment or have
students complete them in class. You can easily export the results into an
Excel spreadsheet and the program saves the data. You can log in simply
with your (google) email address. This takes away the stress of students
knowing that they are in last place. You can also create your own memes
which are funny pictures. It is also very easyto make your own quizzes by
building from other people's public quizzes. It saves a lot of time in grading.
(Medvedovska, et.al. 2016).
3. The Implementing of Quizizz Application
The implementing of Quizizz application, According to Chandler, (2015)
are :
First, Quizizz is free tool that allows teachers to quickly turn introductory
and review activities into fun, multiplayer activities for students. It works on
any device with a browser, and allows you to create your own activities or
to use those already made by other educators. No usernames or passwords
are required.
20
Second, Quizizz To ‗play,‘ students simply go to the Quizizz site and
enter the game code provided by their teacher. Once the quiz ends, teachers
are provided a detailed report of student responses that can be downloaded
and saved.
Third, Quizziz has some unique features that most free gamification tools
don‘t. For example, Quizizz is designed to be student-paced, rather than
teacher-driven. The teacher dashboard provides excellent real-time updates
of student progress, but also allows teachers to customize each learning
activity.
Finally, There are options that allow you to jumble the question order,
decide if you want to use timers and leaderboards, and even provide a list of
correct questions and answers at the end of the quiz. Quizizz injects quiz-
taking with a bit of badly needed fun. Equally important, it provides
teachers with excellent feedback on how their students are doing.
4. Features of Quizizz Application
a) Quizizz Application can use in Laptop and Android
Figure 2.1 Quizizz Application in Laptop
21
Figure 2.2 Quizizz Application in Android
b) The quizizz application can be used for teachers to make
questions and for students.
Figure 2.3 Quizizz Application for Teacher
Figure 2.4 Quizizz Application for students
22
E. Conceptual Framework
Figure 2.5. Conceptual Framework
In this research, the researcher use Quizizz Application by the class X
students at SMA 1 Pangkep as the media in learning process. . The researcher
focus on Input refers to text read by students through reading papers and students
can identify main ideas andidentyfy understand vocabulary, indescriptive texts
teaching reading skills in class and the Output refers to achieving Does the use of
Quizizz application can improve the reading of the students.Then the teacher as
the controller to assist the students. And the result gave impact to the students
achievement in literal comprehension and interpretative comprehension. Do the
students get significant developing or not.
Interpretive
Comprehension
improvement in
Reading skill
Reading Skill
Quizizz application
Reading
Comprehension
Literal
Comprehension
improvement in
Reading skill
23
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, researchers used Pre-experimental research to determine
students' reading skills through Quizizz Application method at the tenth grade
students of SMA NEGERI 1 PANGKEP. Researchers conduct a pre-test to
find out the basic knowledge of students about their reading skills. The next
step is treatment, and the researchers will use quizizz application method as a
method. At the end of the study, there will be a post-test. By getting students'
scores in the pre-test and post-test, the significance between them display.
The research design can be describing as:
Table 3.1 One Group Pretest-Posttets Design
Pre-test Treatment Post-test
O1 X O2
Source: (Emzir, 2014)
Where:
O1 = pre-test
O2 = post-test
X = treatment using Quizizz game
24
The procedures are as follows :
1. Pre-Test
In this part, the researcher gave a pre-test to the students used
google forms to replace paper in this situation and than to measure how
much they understand a text used google form/paper before used quizizz
application was implemented.
2. Treatment
After the pre-test, the researcher gave the treatment to students. The
treatment procedure explained as follows:
a. The first, the researcher introduce how to use quizizz application to the
students by using google meet and group whatsapp students.
b. Next, the researcher introduce the material (Descritive text) in
theQuizizzApplication to the students by using Google meet.
c. The researcher explain to the students about how to join in the quizizz
application room reading:
1) The researcher gave password to join in the room .
2) The researchergave reading text based on the classical of
students’ quality.
3) The students read silently for the full 15-20 minutes.
4) In the next 20-40 minutes, students’ answer the question
correctly.
5) The researcherinstruct the students to push the finish button.
25
3. Post-Test
After giving the treatment, the researcher did a Post-tes. Questions
given was consisted of ten numbers of multiple choices same as pre-test.
Post-test given to see the effectiveness of the Quizizz application. Post-test
used to measure how deep students' understanding of the text and measure
how interes students' after the quizizz application was applied.
B. Population and sample.
1. Population
The population of this research at the Tenth grade of SMA
NEGERI 1 Pangkep which consists of 11 classes and 282 students.
Obviously, it can be seen in the following table.
Table 3.2. Population of The Tenth Grade SMA NEGERI1 Pangkep.
No Class Number of Students
1 MIA 1 22
2 MIA 2 25
3 MIA 3 27
4 MIA 4 24
5 MIA 5 22
6 MIA 6 27
7 MIA 7 28
8 IIS 1 25
9 IIS 2 28
10 IIS 3 27
11 IBB 1 27
Source : UPT SMANegeri1 Pangkep
2. Sample
This research used Cluster random sampling in the tenth grade of SMA
NEGERI1Pangkep.The sample of this research choose 1 class students from
all of class randomly.The class is X MIA 1 consist of 22 students.
26
C. Research Variable and Indicator
1. Variable
The variables in this research, Independent variable was Quizizz
Application and dependent variable wasdescriptive text.
2. Indicator
The indicator of this research was literalcomprehension were the
main ideas and interpretative comprehension were understanding
vocabulary.
D. Instrument
The instrument of this research was reading test. Pre-test and post-test will
be committed by reading. The students was read the text and answer question
from the text. The aspects that the researcher focused on this study in reading
and student interest in reading after using quizizz application.
E. Technique of Data Collection
The procedure of data collecting use the following steps:
1. Pretest refers to present which is descriptive text read by students through
reading with google forms to replace papers in this situation and students can
answer the question from the text to identify main idea and identify
understand vocabulary, in descriptive text on teaching reading skills in class.
2. Treatment of referring to the text read by students through the Quizizz
application. The teacher provides an explanation of what is Descriptive Text
27
and how to using Quizizz Application by whatsapp group students’ and
Google meet. Next, students can: identify the main idea and
identifyingunderstanding vocabulary in descriptive in teaching reading skills
in class.
3. Post-test refers post test which is to achieving Does the use of Quizizz
application can improve the reading of the students.
F. Technique of Data Analysis
The data was analyzed quantitativly. The steps that the writer took in the
quantitative analysis were as follows:
1. Scoring the students’correct answer pre-test and post-test
Students Score = The number of students’ correct answer X 100
Maximum Score
(Gay,2012)
2. Calculating the collection data from the students in answering the test, the
researcher used formula to get the mean score of the students as follows :
x = N
x
Where :
x = Mean Score
x = The sum of all scores
N = The total number of samples
(Gay,2012)
28
3. To find the students’ improvement the formula as follows :
% = 1
12
x
xx
X 100
Where :
% = the students’ improving
X1 = the mean score of post-test
X2 = the mean score of pre-test
(Gay,2012)
4. Classifying the score of the students’ using the following scale:
Table 3.3. Score Classifying the score of the students
No Score Classfication
1 96 – 100 Execllent
2 86 – 95 Very Good
3 76 – 85 Good
4 66 – 75 Fairly Good
5 56 – 65 Fair
6 36 – 55 Poor
7 0 – 35 Very Poor
(Depdikbud,2006)
5. Finding out the significant difference between the score of the pre-test and
post-test by using SPSS 4.0.
29
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals the findings and discussion of the research. The findings
shows the data obtained through the test to see achievement of the tenth grade of
Sma Negeri 1 Pangkep after being taught through Quizizz application. The
discussion contains the description and interpretation of the findings of the
research. It would be based on the analysis of data collected.
A. Findings
The purpose of this research was to find out whether there is the
significance differences the students’ after used Quizizz application. This research
was conducted at the X MIPA 1 students of SMA Negeri 1 Pangkep in the
academic year of 2020/2021 which consists of 22 students.
The result of data findings found that teaching reading comprehension
through Quizizz Application was improve the students’ achievement in literal
comprehension in main idea and interpretive comprehension understanding
vocabulary, at the X MIPA 1 of SMA Negeri 1 Pangkep. It could be seen the
result data analysis was follow :
1. The improvement of Students’ Literal comprehension (Main idea) and
Interpretative comprehension (Understanding vocabulary)
In order to answer the research question in the previous chapter, the
researcher administrated two kinds of test such as pre-test that given before
the treatment and post-test that given after the students got the
30
treatmentbefore. The result of the students’ improvement in reading by using
descriptive text multiple choice text was presented in the table below :
Table 4.1 mean score of literal and interpretative comprehension.
Criteria Pre - test Post – test
Literal Comptehension
(Main idea) 53,63 79,09
Interpretative Comprehension
(Understanding vocabulary) 63,63 80,00
The table shows the students’ improvement in finding literal (Main idea) in
reading as the result of calculating the students pre-test and post-test in terms of
content and organization by using descriptive text. The students’ reading score
about main idea in pre-test (53,63) lower than the post-test (79,09). It mean score
of the students’ pre-test.
Figure 4.1 mean score of literal and interpretative comprehension.
In explanation the table also scan be shown in chart of the students’
improvement in finding understanding vocabulary in reading as the result of
calculating the students’ pre-test and post test in terms of main idea and
understanding vocabulary by using descriptive test withe the Quizizz application.
The students’ reading score about understanding vocabulary in pre-test (63,63) is
lower than the post-test (80,00). It means that the mean score of the students’
post-test is higher than the mean score of the students’ pre-test.
0
50
100
Pre - Test Post - Test
Literal (Main Idea)
Interpretative(Vocabulary)
31
Table 4.2 Students’improvement in literal and interpretative comprehension.
Criteria Mean
Pre - test
Mean
Post - test Improving
Literal Comptehension (Main idea)
53,63 79,09 47,47%
Interpretative
Comprehension
(Understanding vocabulary)
63,63 80,00 25,72%
Based on the table 4.2 shows that in Literal comprehension(main idea)
the mean score of pre-test was 53,63 and post-test was 79,09. The
improvement of pre-test and post-test was 47,47%. In interpretative
comprehension (understanding vocabulary) the mean score of pre-test was
63,63, and post-test was 80,00. The improvement of pre-test and post-test was
25,72%. Based on the result, it concluded that the using Quizizz application
was able to give greater contribution in teaching and learning reading text.
This part presented the result of the students’ reading comprehension, such
as main idea and understanding vocabulary. The student’ score of pre-test and
post test was classified into some criteria and percentage as followed:
Table 4.3 the frequency of the students’ improvement to find out main idea and
undestanding vocabulary of pre-test and post-test.
No Classifications Score Test
Pre-
test Percentage%
Post-
test Percentage%
1 Excellent 96 –
100 - - 4 11,8 %
2 Very Good 86 – 95 - - 14 63,6
3 Good 76 – 85 - - 7 31,8
4 Fairly Good 66 – 75 - - - -
5 Fair 56 – 65 5 14,7 - -
6 Poor 35 – 55 8 17,6 - -
7 Very Poor 0 – 35 3 88% - -
32
Figure 4.2 the frequency of the students’ improvement to find out main idea
and undestanding vocabulary of pre-test and post-test.
Based on the table above, it showed the students’ improvement was pre-test,
there was not students’ who got excellent, very good, good and fearly good, so did
very good and good classifications. Then, there are 3(88%). While, the students
who got fair there are 5(14,7).
Based on the table above, it shows that students’ improvement in post-test,
there was 4(11,8%) students got excellent, 14(63,6) students got very good. Then
there are 7(31,8) got good.
2. The significance of the students improvement in terms of Literal
comprehension (Main idea) and Interpretative comprehension (undestanding
vocabulary)
The hypothesis testing in the next step to got conclusion of analysis this
research. The researcher committed test in one class was taught by using Quizizz
application. So to know the level of significance of the pre-test and post-test, the
researcher used t-test analysis on the level of significance (p) + 0,05 with the
degree of freedom (dl) = N-1 where the N- number of subject (22 students) then
0
20
40
60
80
Excellent VeryGood
Good FairlyGood
FairlyGood
Poor Very Poor
Pre - Test
Post - Test
33
the value of table is 1.720the t-test statistic, analysis of independent sample was
applied. The researcher uses program SPSS 24 to analysis the T-test.
As for the hypothesis in this research were H0 states that there is no
significant difference students’ reading comprehension before and after treatment
reading material by using quizizz application in descriptive text of tenth grade
students of SMA Negeri 1 Pangkep in the academic years 2020/2021. While the
alternative Hypothesis (H1) states that there is significant difference students’
reading comprehension before and after treatment reading material by using
quizizz application on descriptive text of tenth grade students of SMA Negeri 1
Pangkep in the academic years 2020/2021. Hypothesis test can be done after the
normality and correlation test were done.
Table 4.4 T-Test calculation/value
Paired Differences
t df
Sig.
(2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair 1 preliteral -
postliteral -25.45455 17.38288 3.70604 -33.16168 -17.74741 -6.868 21 .000
Pair 2 preinterpre
-
postinterpre
-16.36364 17.05606 3.63636 -23.92587 -8.80140 -4.500 21 .000
Note: Preliteral : Pre-Test Of Main Idea
Postliteral : Post-Test Of Main Idea
Preinter : Pre-Test Of Understanding Vocabulary
Postinter : Post-Test Of Understanding Vocabulary
34
The result of t-test for reading comprehension focus on literal and interpretative
levels as follows:
Table 4.5 the T-test Value of Students’ Reading Comprehension
Variable T-test T-table comprehension classification
Literal
comprehensions
6.868 1.720 t-test > t-table Significantly
different
Interpretative
comprehensions
4.500 1.720 t-test > t-table Significantly
different
Table 45, showed that t-test value for reading comprehension focused on
literal with the t-test value was 68,68>1.720 and interpretative with t-test
4.500>1.720. It indicated that the result of t-test value in all of variable and
indicator was lower than t-table value. It means that there were as a significant
different between the result of pre-test and post-test in reading comprehension.
Based on the result, it concluded that there was improvement of the
students‟ reading comprehension deal with literal and interpretative
comprehension by using Quizizz Application.
B. Discussion
In this section discussed about the result of data collected and analysis to
depict students’ reading comprehension in teaching and learning process by using
Quizizz Application. The description of data collected from reading of the text as
explanation in previous section showed that the students reading comprehension
was improved. It was supported by mean score and percentage of the students’
35
pre-test and post-test result. Based on the finding above, the use of Quizizz made
students had mean score was higher in comprehension.
Literal comprehension represents the ability of the students to understand the
content of the text (Hidayah N., 2019). This level is the simplest level. It means
that what the reader needs to do is to reproduce the fact as they are related by the
writer. At this level, Questions are factual and detailed. The skills needed for this
level are nothing factual data, sequence, chronology, and enumeration.
The aims in this research was using Quizizz application in improve their
literal and interpretative reading comprehension based on one text, desriptive text.
Reffering to the comparison text between pre-test and pos-test of the pre-
experimental class. There was an increase on students‘ score where pre-test and
post-test. It can be conclued the students score between pre-test and post-test had
a significance different.
For the pre-test and the post-test consisted of four readingdescriptive texts.
Two literal comprehension (Main idea) and two interpretative comprehension.
Which consists of several questions. At the time of pre-test the students
experienced many difficulties in answering the pre-test questions, Because more
students underline the vocabulary they don't know the meaning At the time of the
treatment, for the text descriptve the students knew more about the vocabulary in
the text and they were very easy to read especially for the vocabulary they knew
before inthe text descriptve. And in giving treatment that is in the form of using
Quizizz application in the material of reading text (descriptive text). Students have
many changes to reading and try to find out the words they did not know
36
beforehand. In addition, when giving pre-tests to students. This indicates that the
percentage of reading ability is included in the category for descriptive text, and
for post-test students answer questions correctly and underline the vocabulary
they do not know in descriptive text.
Through the result of pre-test and post-test, the result of t-test value of level
significant (p) = 0.05 with degree of freedom in Literal (main idea) (df) = 21; in
interpretative (conclusion) (df) = 21. Indicated t-table value is 1.720 and t-table
Literal (main idea) is 6.868; in interpretative (understanding vocabulary) 4.500.
After the calculating the value t-test analysis, then is it compared with t-table
value. As the result, the researcher finds that the value of t-test is higher than the t-
table. It means that null hypothesis (H0) is rejected and alternative hypothesis
(H1) is accepted because there is difference significant mean score of the test that
have given by researcher using Quizizz application in reading class.
From the discussion above, it can be concluded that using Quizizz application
is one of teaching media that can improve students’ reading comprehension at the
Tenth grade of SMA Negeri 1 Pangkep.
37
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on discussion proposed in previous chapter, the following
conclusion was it can be concluded that the use of Quizizz application can
improve students’ reading skills, particularly in reading descriptive text at the
tenth grade of SMANegeri1Pangkep. It was proven by the students’ mean
score improvement from pre-test to post-test. It means that there was a
significant difference. Therefore H0 was rejected and H1 was accepted.
B. Suggestion
Based on the conclution above the researcher proposes the following
suggestions:
1. In the pandemic Covid-19, the english teacher should be more creative to
choose media, method, strategy or etc. in teaching descriptive text, so that
the students would be more interested and motivated to study english.
2. The English teacher must understand what the students need in the
pandemic Covid-19 for making students more active.
3. Using Quizizz application as learning media should be applied in learning
materials to develop the students main idea and understanding vocabulary
details mastery. Because it could be improved students reading
comprehension.
38
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Sriwahyuni, (2010) Using Call(computer assisted language learning) in teaching
reading. Universitas Negeri Makassar.
Sugiono. 2005. Metodologi Penelitian. SabanaPustaka : Jakarta.
Petel.,& Jain. (2008). The analysis if skimming and scanning tehnique to improve
students in teaching reading comprehension. IkipSiliwangi.
Puspita, Arianti. (2017) Students’ difficulties in comphering english reading text
at second grade students of SMAN 2 metro. University of Lampung.
40
Appendix A
PRE-TEST
Name :
Class :
Read the following text to answer question number 1 - 3.
One of the most interesting places to visit is the Bird Park. It is located in
the industrial area in singapore, called jurong. The bird park is about twelve
kilometers from the centre of the city,and it’s easy to get there by bus or by taxi.
It is one of the largest birth park in the world. The birds are kept in large
cages,and there are hundreds of beautiful birds from many different parts of the
world, including penguins,parrots, eagles and ostriches. There is large lake in the
park a restaurant beside it. There is also a very large cage which you can walk in
to get a closer look at the birds.
It takes about two hours to see all the birds. You can walk around the park
or ride on a bus. The best time to visit the park in the early morning late
afternoon,when it is cooler.
1. What is the main idea of the second paragraph?
A. The most interesting place in Singapore is the bird park.
B. There is a restaurant next to large lake in the park.
C. There are hundreds of very beautiful birds in the cages.
D. Singapore Bird Park is the largest bird parkin the world.
2. What are line the main idea in the first paragraph?
A. 1
41
B. 1-2
C. 2
D. 3
3. What is the main idea of the first paragraph?
A. One of the most interesting
B. Industrial in singapore
C. Bird park
D. Twelve kilometers from the centre of the city.
Read the following text to answer question number 4 - 6.
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked to
do. Peter is interested in sports very much, and at school, he plays football and
tennis. He is the best badminton player in our family.(sumber: pegangan guru
untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan Pariwara).
4. ‘Peter is interested in sports very much, and at school he plays
football and tennis.” The underlined phrase can be replaced by ….
A. Dislike sport
B. Really likes sport
C. Hates sport very much
D. Finds sport not really entertaining
5. ”He is fourteen years old . . . Than me.” The underlined word refers to
….
42
A. Peter
B. The writer
C. The writer’s brother
D. The writer’s family
6. “But he usually does what he is asked to do.” The underlined phrase
means …
A. He does anything he wants.
B. He always asks.
C. He is lazy.
D. He is diligent.
Read the following text to answer question number 7 - 8.
When I just hang out in a mall one day, I saw a very beautiful bag. I love
this bag at the first sight.This was the first time I've spent much money on a bag
and I don't regret it.
The bag is wonderful. It is made of thin but strong leather. The weight is
light and the size keeps it from getting stuffed with junk. It has a long shoulder
strap that I like because it keeps the bag hands-free. Its neutral color is fun and
sporty. The design is simple and well-made.
The bag is very functional. It is the perfect size to carry a cell phone, a
pocket sized wallet, a small book, a pack of gum, and pens. It also fits well into
my laptop backpack for bike commuting to school. This bag also has more
pockets inside so my small items don't all fall to the bottom. In overall I really
satisfy with bag. (Soal UN SMP/MTS 2013)
43
7. “I've spent much money on a bag and I don't regret it”.
The underlined word refersto …
A. The bag.
B. Having
C. Seeing
D. Buying
8. What is the main idea of the last paragraph?
A. The writer has a new bag.
B. The bag is very functional.
C. The bag has many pockets.
D. The writer is satisfied with the bag
Read the following text to answer question number 9 - 10.
Boyolali regency is located in north of Solo and east of Merapi and
Merbabu Mountains. This regency has been known for its production of fresh
milk for a long time. No wonder, the cow statues adorn Boyolali town.
There are six main cow statues in Boyolali. They are displayed in different
places. The statues are made of concrete. The colour and shape are made in such a
way to resemble the real cows. However, the size is made bigger to catch the eye.
Besides decorating the town, the statues also turn out to be helpful for
people from out of town to find places they are seeking in Boyolali. By
mentioning the position of the statue, people can get their way easily.
9. " ... they are seeking in Boyolali" (paragraph 3)
What does the underlined word refer to?
44
A. People from out town
B. Places in Boyolali.
C. Cow statues.
D. Real cows.
10. What is the main idea of the last paragraph?
A. The statues help people to find places easily.
B. The statues decorate the town beautifully.
C. The cow can get their way easily around the town.
D. The people from out of town easily find the statues
45
Appendix B
POST-TEST
Name :
Class :
Read the following text to answer question number 1 - 3.
My robot is very nice. I just got a toy from my uncle. My uncle is a sailor.
He bough me a robot when he sailed abroad. I love this robot. It is about twenty
centimeters tall. The color of the robot is yellow. The robot has strong body. It has
two big blue eyes. It’s two strong lengs are covered with blade boots
My robot can be moved with two medium sized batteries. After interesting
the batteries at the back of the robot body, we can make it move when we push the
button behind it’s neck. The robot will move it’s left and right foot in turn. It will
move its two arms in turn too. However, the robot could not bend its feet and it
moves forward only.
1. What are line the main idea of paragraph one?
A. I just got a new toy from my uncle
B. My robot is very nice
C. My uncle is a sailor
D. Its two strong lengs are covered with blade boots.
2. What is the main idea of paragraph two?
A. My robot can be moved with two medium sized batteries
B. The robot’s feet are bendable
C. The robot can’t move at all
46
D. The robots has no arms
3. .....”We can make it move when we push the button behind its neck.” The
underlined word refers to ….
A. strong body
B. The batteries
C. The robot
D. The lengs
Read the following text to answer question number 4 - 5.
Tabuik Ceremony is a traditional on the west coast of west sumatera.,
indonesia,especiaally in pariaman. It is held at the Asura day which falls on the
10th of muharram of the Islamic calendar. In Bengkulu it was known as Tabot.
Tabuik is the made of bamboo, rattan, and paper. During the week of Tabuik
many activities are held including kite race and other traditional activities. Tabuik
is also a term used to refer to thr high funeral biers carried around during the
rememberance procession. On the appointed day, all participants of the ceremony
gather in the centre of the city. All goverment officials also attended his colossal
ceremony in the west Sumatera.
One Tabuik was carried by 40 people. Behid Tabuik, a group of people
wearing traditional clothes carry various of percussion stop, dozens of people
perfom martial arts accompanied by Minang Tetabuhan. The sunset marks the end
of the procession the Tabuik was the bought to a shore and then floated out to sea.
This is conducted as they believe that throwing Tabuik in to the sea will dispose
of bad luck.
47
4. What is the main idea of paragraph one?
E. Tabuik Ceremony is a tradional on the west coast of west Sumatera,
Indonesia.
F. It is held at the Asura day which falls on the 10th of Muharram of the
Islamic calendar.
G. In Bengkulu it was known as Tabot
H. All government offocials also attended his colossal ceremony in the
west Sumatera
5. What is the main idea of paragraph two?
E. One Tabuik was carried by 40 people.
F. Behid Tabuik, a group of people wearing traditional clothes carry
various of percussion stop, dozens of people perfom martial arts
accompanied by Minang Tetabuhan.
G. The sunset marks the end of the procession the Tabuik was the bought
to a shore and then floated out to sea .
H. This is conducted as they believe that throwing Tabuik in to the sea
will dispose of bad luck.
Read the following text to answer question number 6 - 8.
Orchard Road is a Boulevard which becomes business and entertainment
center in Singapore. Orchard Road is surrounded by a lush tropical and flower
48
gardens which are beautiful. At first, Orchard Road is just a suburban street lined
with orchards, plantations nutmeg, and pepper farming. However, in the 1970s, it
turned into a shopping center in SingaporE. In 1960 and 1970 entertainment
industries began to enter this roaD. Shopping centers such as mall and Plaza was
built in 1974.
Orchard Road runs along about 2.2 km. This road is one-way street flanked by
a variety of shopping malls, hotels and restaurants. The shopping area which is
nearly 800,000 square meters provides a wide range of Things, food, and
entertainment. In this area there are many options that can satisfy visitors from all
walks of life starting from the luxury branded things to the Popular branded, from
exclusive restaurants to fast food.
There are so many ways that can be accessed to get to Orchard road such as:
by taxi, bus or drive your own car. For those who are driving to Orchard Road can
be entered from the west through the Napier RoaD. Vehicles from Dunearn Road
can turn to left at the intersection of the Marriott Hotel junction. Vehicles that
come from Paterson can turn right onto Orchard RoaD. Orchard is always
crowded so you have to be careful in order not to get lost.
6. Words “it” in line 4 refers to?
A. The plantation
B. Luxury branded things
C. The plaza
D. Suburban street
49
7. The word “satisfy” in line eighth has the closet meaning with?
A. Pleased
B. Frighten.
C. Threat.
D. Loved
8. " ... always crowded so you have to be careful in order not to get lost."
What does the underlined word refer to?
A. Singapore
B. Orchard road
C. Suburban street
D. Mall and Plaza
Read the following text to answer question number 9 - 10.
Picasso was one of the most outstanding and important artists of the
1900’s. He was best known for his paintings. Almost every style in modern art
was represented in Picasso’s works. Picasso was born in 1881 in Malaga, Spain,
as the son of an art teacher. He studied painting with his father and also in Madrid.
From 1895 to 1901, he painted realistic works in a traditional style. Then
he entered what was called the Blue period. During this time, he only used shades
of blue in his paintings to show poverty in Barcelona.
After 1907, he entered the style of cubism. Among his well-known cubist
paintings are “The Three Musician” and “The man with a guitar” which depicted
the destruction of Spanish town. Picasso died in France in 1973.
50
9. " ... Which depicted the destruction of Spanish town" (paragraph 3)
The underlined word has the same meaning as ...
A. Dreawed
B. Described
C. Painted
D. Presented
10. What is the main idea of paragraph three?
A. Picasso used shades of blue in his paintings.
B. Picasso died in France on 1973.
C. Picasso was taught by his father.
D. Picasso was taught by his father
51
Appendix C
TREATMENT
A. Pengertian Descriptive Text
Descriptive Text adalah salah satu jenis text dalam Bahasa Inggris yang
menggambarkan dengan jelas sifat-sifat yang melekat pada sesuatu, baik itu
manusia, hewan, tumbuhan mau pun benda mati. Tujuan dari teks ini adalah
memberikan informasi dengan jelas mengenai objek yang digambarkan kepada
pembaca.
B. Ciri-ciri Descriptive Text
1. Menggunakan Simple Present Tense
Teks ini menggunakan Simple Present Tense karena kita akan
mendiskripsikan fakta-fakta yang melekat pada suatu objek, dan salah
fungsi dari Simple Present Tense sendiri adalah untuk menunjukkan suatu
fakta atau kebenaran.
Misalkan kamu ingin mendeskripsikan mengenai tempat tidur
kamu, kamu bisa menggunakan kalimat:The color of my bedroom is blue.
2. Menggunakan banyak kata sifat (adjective).
Karena fungsi dari teks ini adalah untuk memberikan informasi
dengan menggambarkan suatu objek yang dideskripsikan, maka dalam
Descriptive Text akan banyak dijumpai kata sifat (adjective).
Contohnya adalah big, small, colorful, dan lain sebagainya.
3. Menggunakan kata kerja penghubung (relating verb).
52
Relating verb adalah kata kerja yang memberikan penjelasan
kepada kata benda yang menjadi subjek dari suatu kalimat.
Contohnya: is, have, seem, appear, dan kata kerja lainnya.
C. Generic Structure of Descriptive Text
1. Identification
Bagian ini, terletak pada paragraf pertama, tujuannya adalah untuk
mengidentifikasi suatu objek yang ingin dideskripsikan. Indentification
berfungsi untuk memperkenalkan kepada pembaca tentang objek yang
akan kita jelaskan, sebelum kita memberitahu tentang lebih rinci mengenai
objek tersebut pada paragraf selanjutnya.
2. Description
Bagian ini, terletak pada paragraf kedua dan seterusnya, berisi
tentang sifat-sifat yang melekat pada sesuatu yang sudah kamu kenalkan
pada pembaca pada paragraf pertama.
Contoh text descriptive :
Kediri is a name of a town. It is situated in a valley between the Kelud
and Willis mountains and inhabited by about 1.3 million people. In the centre
of the town there is a large hill which is called the Dathok Mountain. Because
of the topography of the region, Kediri is called a chilly town by the locals.
There is a big river called Brantas cutting off the centre of the town.
53
Beside the temples, Kediri is also famous for its products like
cigarettes and a special kind of tofu or bean curd. This highly nutritious food
is delicacy of Kediri and has a distinctive taste. The cigarettes factory
dominates the town economy and employs the majority of the women labor
force. Kediri and the cigarettes factory are inseparable and it is considered
the biggest cigarette factory in Indonesia. Most of the local people work in
this factory. Those who do not work here are farmers or traders.
54
Appendix D
The list name of X MIPA 1 students at SMA Negeri 1 Pangkep.
NO NAME CODE
1 Suhani S – 1
2 Annisa Safiqha Aulia S – 2
3 Nur Istiqamah S – 3
4 Aluna Putri Sagina S – 4
5 Aluna Putri Sagita S – 5
6 Nur Halisa Aprilianti S – 6
7 Maudy Aprilia Ahmad S – 7
8 Naya Suraiyah S – 8
9 Lutfiah S – 9
10 Rahmawati Nandar S - 10
11 Hasmaul Husna S – 11
12 Alysyah Syahrawani T.A S – 12
13 Fitrah Asy Syaumi Ramadani S – 13
14 Alysa Fitra Yuni S – 14
15 St. Marwah S – 15
16 Rianita Putri Puspita S – 16
17 Abdi Januar Burhanuddin S – 17
18 Ahmad Aqiil Farras S – 18
19 Fatima Azzahra Sofyan S – 19
20 Auli Inda Marisa S – 20
21 Nailah Azizah Seroh S – 21
22 Sri Ratnasari.H S - 22
55
Appendix E
Data Analysis of Students’ Score Pre-Test and Post-Test
Note : Preliteral : Pre-Test Of Main Idea
Postliteral : Post-Test Of Main Idea
Preinter : Pre-Test Of Conclusion
Postinter : Post-Test Of Conclusion
NO SAMPEL Pre-Literal Post-Literal Pre-inter Post-inter
1 S – 1 60 80 80 80
2 S – 2 100 100 40 80
3 S – 3 20 80 20 80
4 S – 4 40 80 60 80
5 S – 5 40 60 60 80
6 S – 6 100 100 80 100
7 S – 7 60 80 80 80
8 S – 8 40 80 60 80
9 S – 9 00 60 20 60
10 S – 10 100 100 60 80
11 S – 11 20 60 40 60
12 S – 12 60 80 40 60
13 S – 13 40 80 20 60
14 S – 14 80 100 60 80
15 S – 15 60 80 100 100
16 S – 16 60 80 80 80
17 S – 17 80 100 80 100
18 S – 18 100 100 80 80
19 S - 19 20 60 80 80
20 S – 20 40 60 100 100
21 S – 21 40 60 80 80
22 S - 22 100 100 80 80
56
Appendix F
Students’ Score in Literal Comprehension in Pre – Test
N Valid 22
Missing 12
Mean 53.6364
Std. Deviation 29.68813
Variance 881.385
Range 90.00
Minimum 10.00
Maximum 100.00
Frequency and Rate Percentage of the Students’ Literal Reading
Comprehension in Pre-Test
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 10.00 2 5.9 9.1 9.1
20.00 3 8.8 13.6 22.7
40.00 6 17.6 27.3 50.0
60.00 5 14.7 22.7 72.7
80.00 2 5.9 9.1 81.8
100.00 4 11.8 18.2 100.0
Total 22 64.7 100.0
Missing System 12 35.3
Total 34 100.0
57
Students’ Score Literal comprehension (main idea) in Post - Test
N Valid 22
Missing 12
Mean 79.0909
Std. Deviation 15.70838
Variance 246.753
Range 40.00
Minimum 60.00
Maximum 100.00
Frequency and Rate Percentage of the Students’ Literal Reading
Comprehension in Post-Test
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 60.00 7 20.6 31.8 31.8
80.00 9 26.5 40.9 72.7
100.00 6 17.6 27.3 100.0
Total 22 64.7 100.0
Missing System 12 35.3
Total 34 100.0
Students’ Score in interpretative reading comprehension in Pre – Test
N Valid 22
Missing 12
Mean 63.6364
Std. Deviation 24.40637
Variance 595.671
Range 80.00
Minimum 20.00
Maximum 100.00
58
Frequency and Rate Percentage of the Students’ Interpretative
Reading comprehension in Pre-Test
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 20.00 3 8.8 13.6 13.6
40.00 3 8.8 13.6 27.3
60.00 5 14.7 22.7 50.0
80.00 9 26.5 40.9 90.9
100.00 2 5.9 9.1 100.0
Total 22 64.7 100.0
Missing System 12 35.3
Total 34 100.0
Students’ Score Interpretative Reading comprehension in Post - Test
N Valid 22
Missing 12
Mean 80.0000
Std. Deviation 12.34427
Variance 152.381
Range 40.00
Minimum 60.00
Maximum 100.00
Frequency and Rate Percentage of the Students’ Interpretative
Reading comprehension in Post-Test
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 60.00 4 11.8 18.2 18.2
80.00 14 41.2 63.6 81.8
100.00 4 11.8 18.2 100.0
Total 22 64.7 100.0
Missing System 12 35.3
Total 34 100.0
59
Appendix G
The Improvement of Students in Reading Comprehension
1. Improvement students’ in Literal Comprehension (Main idea)
% = 𝑋2 − 𝑋1
𝑋1× 100
% = 79.09 − 53.63
53.63× 100
% = 25.46
53.63× 100
% = 0.4747 × 100
% = 47.47
The students’ improvement= 47.47%
2. Improvement Students’ In Interpretative Comprehension (Understanding
Vocabulary)
% = 𝑋2 − 𝑋1
𝑋1× 100
% = 80.00 − 63.63
63.63× 100
% = 16,37
63.63× 100
% = 0.2572 × 100
% = 25.72
The students’ improvement= 25.72%
60
Appendix H
T-TEST ANALYSIS
Paired Samples Statistics
Mean N
Std.
Deviation
Std. Error
Mean
Pair 1 preliteral 53.6364 22 29.68813 6.32953
postliteral 79.0909 22 15.70838 3.34904
Pair 2 preinterpre 63.6364 22 24.40637 5.20346
postinterpre 80.0000 22 12.34427 2.63181
Paired Samples Correlations
N
Correlatio
n Sig.
Pair 1 preliteral&postliteral 22 .886 .000
Pair 2 preinterpre&postinterpre 22 .759 .000
T-Test calculation/value
Paired Differences
t df
Sig.
(2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair 1 preliteral -
postliteral -25.45455 17.38288 3.70604 -33.16168 -17.74741 -6.868 21 .000
Pair 2 preinterpre -
postinterpre -16.36364 17.05606 3.63636 -23.92587 -8.80140 -4.500 21 .000
61
Appendix I
Distribution of T-table
Pr 0.25 0.10 0.05 0.025 0.01
Df 0.50 0.20 0.10 0.050 0.02
1 1.00000 3.07768 6.31375 12.70620 31.82052
2 0.81650 1.88562 2.91999 4.30265 6.96456
3 0.76489 1.63774 2.35336 3.18245 4.54070
4 0.74070 1.53321 2.13185 2.77645 3.74695
5 0.72669 1.47588 2.01505 2.57058 3.36493
6 0.71756 1.43976 1.94318 2.44691 3.14267
7 0.71114 1.41492 1.89458 2.36462 2.99795
8 0.70639 1.39682 1.85955 2.30600 2.89646
9 0.70272 1.38303 1.83311 2.26216 2.82144
10 0.69981 1.37218 1.81246 2.22814 2.76377
11 0.69745 1.36343 1.79588 2.20099 2.71808
12 0.69548 1.35622 1.78229 2.17881 2.68100
13 0.69383 1.35017 1.77093 2.16037 2.65031
14 0.69242 1.34503 1.76131 2.14479 2.62449
15 0.69120 1.34061 1.75305 2.13145 2.60248
16 0.69013 1.33676 1.74588 2.11991 2.58349
17 0.68920 1.33338 1.73961 2.10982 2.56693
18 0.68836 1.33039 1.73406 2.10092 2.55238
19 0.68762 1.32773 1.72913 2.09302 2.53948
20 0.68695 1.32534 1.72472 2.08596 2.52798
21 0.68635 1.32319 1.72074 2.07961 2.51765
22 0.68581 1.32124 1.71714 2.07387 2.50832
23 0.68531 1.31946 1.71387 2.06866 2.49987
24 0.68485 1.31784 1.71088 2.06390 2.49216
25 0.68443 1.31635 1.70814 2.05954 2.48511
26 0.68404 1.31497 1.70562 2.05553 2.47863
27 0.68368 1.31370 1.70329 2.05183 2.47266
28 0.68335 1.31253 1.70113 2.04841 2.46714
29 0.68304 1.31143 1.69913 2.04523 2.46202
30 0.68276 1.31042 1.69726 2.04227 2.45726
31 0.68249 1.30946 1.69552 2.03951 2.45282
32 0.68223 1.30857 1.69389 2.03693 2.44868
33 0.68200 1.30774 1.69236 2.03452 2.44479
34 0.68177 1.30695 1.69092 2.03224 2.44115
62
Appendix J
RENCANA PELAKSANAAN PEMBELAJARAN MODA DARING
(RPP)
SEKOLAH : SMA NEGERI 1 PANGKEP
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : X / GANJIL
MATERI POKOK : Describing A Tourism
Destination And Historical Place
ALOKASI WAKTU : 3 X 45 MENIT (3x Pertemuan)
A. KOMPETENSI INTI
1. Menghargai dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli
(gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif,
dan pro-aktif melalui keteladanan, pemberian nasehat, penguatan,
pembiasaan, dan pengkondisian secara berkesinambungan serta
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan
faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis,
spesifik, detil, dan kompleks dalam ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian pada
bidang kerja yang spesifik untuk memecahkan masalah.
4. Menunjukkan keterampilan menalar, mengolah, dan menyaji secara:
efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan
solutif.
B. KOMPETENSI DASAR (KD) DAN INDIKATOR PENCAPAIAN
KOMPETENSI (IPK)
KOMPETENSI DASAR INDIKATOR PENCAPAIAN
KOMPETENSI
63
3.4 Membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya.
3.4.1 Mengidentifikasi fungsi sosial ,
struktur teks, dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat
wisata
3.4.2 Merespon makna dalam teks
deskriptif, lisan dan tulis, sederhana tentang
tempat wisata
4.4 Membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya.
4.4.1 Merespon makna dalam teks
deskriptif,lisan dan tulis sederhana tentang
tempat wisata.
C. TUJUAN PEMBELAJARAN
1. Pesserta didik dapat membedakan fungsi sosial, struktur trxt, dan unsur
kebahasaan beberapa teks descriptive lisan dan tulis dengan memberi dan
meminta informasi terkait tempat wisata pendek sederhana.
2. Peserta didik dapat menjawab soal mengenai text descriptive pendek dan
sederhana terkait tempat wisata.
D. MATERI PEMBELAJARAN
Teks lisan dan tulisan mengenai descriptive text
Fungsi Sosial
Struktur Teks
- Identifikasi
- Sifat (ukuran,warna,jauh,bentuk,dsb)
- Fungsi,manfaat
Unsur kebahasaan
- Unsur Kebahasaan simple present tense.
- Nomina singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their.
E. PENDEKATAN DAN MODEL PEMBELAJARAN
1. Pendekatan : Scientific Learning
64
2. Model Pembelajaran : Discovery Learning
F. MEDIA DAN BAHAN
Laptop, Smarthphone, Internet, Google Form, Google Meet, Quizizz
Application
G. SUMBER BELAJAR
Buku paket bahasa inggris kelas X, Internet, Quizizz Application
H. LANGKAH-LANGKAH PEMBELAJARAN
1. PERTEMUAN 1 Aktivitas
pembelajaran
Kegiatan Pendahuluan Asinkronous
- Melalui WAG, guru bersama siswa saling memberi dan menjawab
salam serta menyampaikan kabarnya masing-masing.
- Melalui WAG, mengecek kehadiran siswa dengan melakukan presensi
oleh guru yang dilanjutkan dengan bedo’a.
- Melalui WAG, siswa dan guru bertanya jawab tentang Applikasi
Quizizz dan decriptive text.
Penyampaian tujuan dan motivasi siswa
Melalui WAG, siswa Menyimak penjelasan guru tentang semua kegiatan
yang aka dilakukan dan tujuan belajar serta motivasi yang disampaikan guru
di whatsapp group (4C communication)
Kegiatan inti Asinkronous
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation Melalui WAG, guru memberikan suatu applikasi
yaitu Quizizz Application dan menanyakan tentang
applikasi tersebut
Melalui WAG siswa diberi motivasi dan panduan
untuk melihat, mengamati, membaca dan
mengaplikasikannya kembali (kegiatan literasi)
Problem
Statement
Melalui WAG, guru memberikan kesempatan untuk
mengidentifikasi hal yang belum dipahami mengenai
desciptive text dalam aplikasi quizizz application(Critical
Thingking)
Data
collection
Menanya
Melalui WAG, guru mengajukan siswa untuk mengajukan
pertanyaan terkait hal-hal yang diamati dari Quizizz
Application(Critikal Thingking)
Data
processing
Mengumpulkan informasi
Didalam WAG, siswa bersama sama dengan guru
mendiskusikan, mengumpulkan informasi, saling tukar
informasi terkait topik dari decriptive text didalam Quizizz
Application dari nberbagai
sumber(communication,collaboration, creating-4C)
Mengasosiasikan
65
Siswa mengerjakan soal sebagai pre-test melalui
goggle form
Generalization Melalui WAG guru dan siswa membuat kesimpulan tentang
hal-hal yang telah di pelajari terkait materi decriptive text
didalam Quizizz Application(Creativity)
Kegiatan Penutup Asinkronous
Melalui WAG, Guru dan Siswa membuat kesimpulan tentang hal-hal yang
telah dipelajari terkait materi descriptive text di dalam Quizizz Application
(Creativity)
2. PERTEMUAN 2 Aktivitas
pembelajaran
Kegiatan Pendahuluan Asinkronous
- Melalui WAG, guru bersama siswa saling memberi dan menjawab
salam serta menyampaikan kabarnya masing-masing.
- Melalui WAG, mengecek kehadiran siswa dengan melakukan presensi
oleh guru yang dilanjutkan dengan bedo’a.
- Melalui WAG, siswa dan guru bertanya jawab tentang materi
decriptive text.
Penyampaian tujuan dan motivasi siswa
Melalui WAG, siswa Menyimak penjelasan guru tentang semua kegiatan
yang aka dilakukan dan tujuan belajar serta motivasi yang disampaikan guru
di whatsapp group (4C communication)
Kegiatan inti Asinkronous
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation Melalui WAG, guru memberikan materi tentang
descriptive text dan menanyakan tentang
descriptive text serta penggunaannya tersebut
Melalui WAG siswa diberi motivasi dan panduan
untuk melihat, mengamati, membaca dan membuat
kembali (kegiatan literasi)
Problem
Statement
Melalui WAG, guru memberikan kesempatan untuk
mengidentifikasi hal yang belum dipahami mengenai
desciptive text (Critical Thingking)
Data
collection
Menanya
Melalui WAG, guru mengajukan siswa untuk mengajukan
pertanyaan terkait hal-hal yang diamati dari Materi
descriptive text (Critikal Thingking)
Data
processing
Mengumpulkan informasi
Didalam WAG, siswa bersama sama dengan guru
mendiskusikan, mengumpulkan informasi, saling tukar
informasi terkait topik dari decriptive text dari berbagai
sumber(communication,collaboration, creating-4C)
Mengasosiasikan
Siswa memperhatikan dan menyimak materi
descriptive text didalam quizizz application
66
Generalization Melalui WAG guru dan siswa membuat kesimpulan tentang
hal-hal yang telah di pelajari terkait materi decriptive text
didalam Quizizz Application(Creativity)
Kegiatan Penutup Asinkronous
Melalui WAG, Guru dan Siswa membuat kesimpulan tentang hal-hal yang
telah dipelajari terkait materi descriptive text di dalam Quizizz Application
(Creativity)
3. PERTEMUAN 3 Aktivitas
pembelajaran
Kegiatan Pendahuluan Asinkronous
- Melalui WAG, guru bersama siswa saling memberi dan menjawab
salam serta menyampaikan kabarnya masing-masing.
- Melalui WAG, mengecek kehadiran siswa dengan melakukan presensi
oleh guru yang dilanjutkan dengan bedo’a.
- Melalui WAG, siswa dan guru bertanya jawab tentang decriptive text
dan contohnya.
Penyampaian tujuan dan motivasi siswa
Melalui WAG, siswa Menyimak penjelasan guru tentang semua kegiatan
yang aka dilakukan dan tujuan belajar serta motivasi yang disampaikan guru
di whatsapp group (4C communication)
Kegiatan inti Asinkronous
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation Melalui WAG, guru memberikan suatu applikasi
yaitu Quizizz Application dan menanyakan tentang
applikasi tersebut
Melalui WAG siswa diberi motivasi dan panduan
untuk melihat, mengamati, membaca dan membuat
kembali (kegiatan literasi)
Problem
Statement
Melalui WAG, guru memberikan kesempatan untuk
mengidentifikasi hal yang belum dipahami mengenai contoh
desciptive text dalam aplikasi quizizz application(Critical
Thingking)
Data
collection
Menanya
Melalui WAG, guru menyuruh siswa untuk mengajukan
pertanyaan terkait hal-hal yang diamati dari Quizizz
Application(Critikal Thingking)
Data
processing
Mengumpulkan informasi
Didalam WAG, siswa bersama sama dengan guru
mendiskusikan, mengumpulkan informasi, saling tukar
informasi terkait topik dari contoh decriptive text didalam
Quizizz Application dari nberbagai
sumber(communication,collaboration, creating-4C)
Mengasosiasikan
Siswa mengerjakan soal sebagai post-test melalui
Quizizz Application
67
Generalization Melalui WAG guru dan siswa membuat kesimpulan tentang
hal-hal yang telah di pelajari terkait materi decriptive text
dan contohnya didalam Quizizz Application(Creativity)
Kegiatan Penutup Asinkronous
Melalui WAG, Guru dan Siswa membuat kesimpulan tentang hal-hal yang
telah dipelajari terkait materi descriptive text di dalam Quizizz Application
(Creativity)
I. TEKNIK PENILAIAN
1. Teknik : Pre-Test& Post-Test
2. Bentuk : Menggukann Aplikasi Google form & Quizizz
3. Instrumen : Pilihan Ganda
4. Pedoman penilaian :
Scoring the students’ correct answer Pre-test and Post-test
Students’ Score = The number of students’ correct answer X 100
Total number of items
Pangkaje’ne, Oktober 2020
Kepala Sekolah Mahasiswa
Drs. H. Nurdin Abu, M.Si. Magfiratul Jannah Rasyid
NIP. 19620426 199003 1 006 NIM.10535 1107916
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Appendix K (Documentation Screen shoot)
69
Appendix L (Turnitin Certifcate)
70
Appendix M
a. Research permit (LP3M Unismuh Makassar)
71
b. Research permit (UPT P2T BKPMD Prov. Sul-Sel)
72
Appendix M (Surat Keterangan selesai meneliti)
73
Appendix O (Research Control Card)
74
CURRICULUM VITAE
Magfiratul Jannah Rasyid, was born in Pangkaje’ne, Regency
of Pangkep, South Sulawesi on April, 24th 1998. She is a child
of Abdul Rasyid and Nurhayati.HS. Then She is a student of
English Department in Muhammadiyah University of
Makassar.
She studied at SDN 3 Jagong, Pangkep Regency in 2010. Then she continued her
study in SMP Negeri 1 Pangkaje’ne, Pangkep and finished in 2013. She contiuned
her study in SMA Negeri 13 Pangkep. Furthermore she finished in 2013 and was
accepted in Muhammadiyah University of Makassar as a students of English
Departement.
During the study in Muhammadiyah University of Makassar she joined Ikatan
Pemuda Pelajar Mahasiswa Pangkep (IPPM Pangkep) 2016 until now.