the effectiveness of using sq3r technique in...
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THE EFFECTIVENESS OF USING SQ3R TECHNIQUE
IN STUDENTS’ READING COMPREHENSION
OF HORTATORY EXPOSITION TEXT
(A Quasi-experimental Study at the Eleventh Grade Students of SMA Annajah,
Rumpin, Bogor)
By
MAULANI RIFAT YENISA
NIM. 1110014000112
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCE
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2017
iv
ABSTRACT
Maulani Rifat Yenisa (1110014000112) “The Effectiveness of Using SQ3R
Technique in Students‟ Reading Comprehension Of Hortatory Exposition Text (A
Quasi-experimental Study at The Eleventh Grade of SMA Annajah, Rumpin,
Bogor)”. Skripsi, Department of English Education, Faculty of Educational
Science, Syarif Hidayatullah State Islamic University Jakarta.
Keyword: Hortatory Exposition Text, Reading Comprehension, SQ3R
The purpose of the study was to obtain empirical evidence about the effect of
SQ3R technique in students‟ reading comprehension of hortatory exposition text.
The objects of this study were 60 students of class XI of SMA Annajah, Rumpin,
Bogor which is conducted in October 2015. The method of this study was a quasi-
experimental. The technique of sampling was using Slovin‟s formula sampling
technique; it was conducted in the eleventh grade of SMA Annajah, Rumpin,
Bogor at the 2015/2016 academic year, class XI IPA 1 as the experimental class
while class XI IPA 2 as the control class. Both experimental class and control
class consist of 30 students. The instrument used in this study is a test. There are
pre-test and post-test of reading comprehension of hortatory exposition text given
to students. The data gained in this study by statistical calculation. The result of
the statistical calculating shows that the value of is 5.07 which is higher than at significant level 5% = 1.67 and 1% = 2.39. It means that the alternative
hypothesis (Ha) is accepted and the null hypothesis is rejected (H0). Based on the
research, it can be drown conclusion that students‟ reading comprehension of
hortatory exposition text can be affected by using SQ3R technique.
v
ABSTRAK
Maulani Rifat Yenisa (1110014000112) “The Effectiveness of Using SQ3R
Technique in Students‟ Reading Comprehension Of Hortatory Exposition Text (A
Quasi-experimental Study at The Eleventh Grade of SMA Annajah, Rumpin,
Bogor)”. Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Pendidikan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata Kunci: Teks Eksposisi Hortatori, Pemahaman Membaca, SQ3R
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang
pengaruh teknik SQ3R pada pemahaman membaca siswa terhadap teks eksposisi
hortatori. Objek penelitian ini adalah 60 siswa kelas XI SMA Annajah, Rumpin,
Bogor yang dilaksanakan pada bulan Oktober 2015. Metode penelitian ini adalah
eksperimen semu. Teknik pengambilan sampel menggunakan teknik pengambilan
sampel Slovin; Penelitian dilakukan di kelas sebelas SMA Annajah, Rumpin,
Bogor pada tahun ajaran 2015/2016, kelas XI IPA 1 sebagai kelas eksperimen
sedangkan kelas XI IPA 2 sebagai kelas kontrol. Kedua kelas eksperimen dan
kelas kontrol terdiri dari 30 siswa. Instrumen yang digunakan dalam penelitian ini
adalah tes. Tes tersebut adalah pre-test dan post-test untuk mengetahui
pemahaman bacaan teks hortatori yang diberikan kepada siswa. Data yang
didapatkan dalam penelitian ini diperoleh melalui perhitungan statistik. Hasil
perhitungan statistik menunjukkan bahwa nilai adalah 5,07 yang lebih tinggi
dari pada tingkat signifikansi 5% = 1,67 dan 1% = 2,39. Artinya hipotesis
alternatif (Ha) diterima dan hipotesis nol ditolak (H0). Berdasarkan penelitian,
dapat ditarik kesimpulan bahwa pemahaman bacaan siswa terhadap teks eksposisi
hortatori dapat dipengaruhi oleh teknik SQ3R.
vi
ACKNOWLEDGMENTS
“Bismillah Ar Rahman Ar Rahim”
In the name of Allah, The Beneficent, The Merciful
All praise is to Allah, the Lord of the universe, who always gives the writer
all of the happiness in this world. His blessing, love, and guidance which are
never ended till the writer can accomplish this last assignment of her study. Peace
and salutation be upon the prophet Muhammad SAW., his family, his
companions, and his adherence.
It is a pleasure to acknowledge the help and contribution to all lectures,
institution, family and friends who contribute in different ways since the „skripsi‟
is processed till it becomes a complete writing which will be presented to the
Faculty of Educational Science in partial fulfillment of the requirements for the
degree of S.Pd in English Language Education.
The writer would express her gratitude and honor to her parents, especially
her late father, Nurrifman, where this „skripsi‟ is dedicated. To her great mother,
Yeni Rachmawati, who always gives a prayer that never ended so the writer can
finish her study. For her brothers and sister, M. Arief Yannur, Athoullah Ridha
Rezki, Ferdy Fauzan, and Meirani Rifka Hadijah, who have given every support
to the writer.
The writer also wants to thank her little family, especially her husband,
Ahmad Syarip Hidayat, who always gives anything needed by her and also for her
two children, M. Ashraff Khairul Azzam and Arshaka Virendra Shafwan who
become her motivation for finishing this „skripsi‟.
The writer would also like to deliver her greatest thanks and deepest
gratitude to her advisor, Dr. Alek, M.Pd. And Hapsari Dwi Kartika, M.A.TESOL.
For being a motivator and also give their guidance, corrections and suggestions
that have to enable the writer to refine this „skripsi‟.
The writer‟s sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, M.A. as the Dean of Faculty of Educational
Science, Syarif Hidayatullah State Islamic University Jakarta.
vii
2. Dr. Alek, M.Pd. as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum. as the secretary of Department of English Education.
4. All lectures of Department of English Education who has shared their
knowledge, motivation, and inspiration to the writer during her study in
Syarif Hidayatullah Islamic State University Jakarta.
5. Nok Siti Maesaroh, S.Pd, M.Si, as the Headmaster of SMA Annajah.
6. Lisniawati, S.Pd as English teacher of eleventh-grade students in SMA
Annajah who has helped and supported the writer during the research.
7. All the teachers and staff of SMA Annajah who has supported the writer to
finish this „skripsi‟.
8. Her beloved best friends in EED class C, Tiara Wenty Aulianda, S.Pd., Fara
Zikara Putri, S.Pd., Ade Tiara S.Pd., and all friends of EED class C who have
given many happy experiences, knowledge, and support during her study in
Syarif Hidayatullah Islamic State University.
The writer realizes that the skripsi is imperfectly accomplished. Therefore,
criticism and constructive suggestions are highly expected to make this skripsi
better.
Jakarta, July 2017
The Writer
viii
TABLE OF CONTENT
APROVAL .................................................................................................. i
ENDORSHMENT SHEET ........................................................................ ii
SURAT PERNYATAAN KARYA SENDIRI .......................................... iii
ABSTRACT ................................................................................................ iv
ABSTRAK .................................................................................................. v
ACKNOWLEDGMENT ............................................................................ vi
TABLE OF CONTENTS ........................................................................... viii
LIST OF TABLES ..................................................................................... xii
LIST OF APPENDICES ........................................................................... xiii
CHAPTER I. INTRODUCTION .............................................................. 1
A. Background of the Study ............................................. 1
B. Identification of the Research ..................................... 3
C. Limitation of the Problem ........................................... 3
D. Formulation of the Problem ........................................ 3
E. Objective of the Research ........................................... 4
F. Significance of the Research ....................................... 4
CHAPTER II. THEORETICAL FRAMEWORK ................................. 5
A. Reading and Reading Comprehension ........................ 5
1. The Definition of Reading and Reading
Comprehension ........................................................ 5
a. Reading ............................................................ 5
b. Reading Comprehension …………………….. 5
2. The Kinds of Reading ............................................ 6
3. The Purposes of Reading ........................................ 6
B. SQ3R Technique ......................................................... 7
1. The Definition of SQ3R Technique ......................... 7
2. The Characteristics of SQ3R Technique ................ 7
3. The Steps of SQ3R Technique ............................... 7
ix
4. The Purpose of SQ3R Technique ........................... 9
C. Hortatory Exposition Text .......................................... 9
1. The Definition of Hortatory Exposition Text ........ 9
2. The Purpose of Hortatory Exposition Text ........... 10
3. Generic Structure ................................................... 10
4. Language Features ................................................ 11
D. Technique of Teaching Reading Hortatory Exposition
Text through SQ3R ..................................................... 12
E. The Advantages and Disadvantages of Using SQ3R
in Teaching Reading ................................................... 13
F. Previous Study ............................................................. 14
CHAPTER III. RESEARCH METHODOLOGY ................................... 16
A. Place and Time ............................................................ 16
B. Research Design .......................................................... 16
C. Research Procedure ..................................................... 16
D. Population and Sample................................................. 17
1. Population ............................................................. 17
2. Sample ................................................................... 17
E. Research Instrument .................................................... 18
F. Technique of Collecting Data ..................................... 18
G. Technique of Analyzing Data ..................................... 18
H. Statistical Hypotheses ................................................. 22
CHAPTER VI. RESEARCH FINDINGS AND DISCUSSION .............. 23
A. Research Findings ....................................................... 23
1. The Description of Data ......................................... 23
2. The Requirements of Data Analysis …………… ... 29
a. Normality of the Data ...................................... 29
1. Normality of Pre-test in the
Experimental Class .................................... 29
x
2. Normality of Post-test in the
Experimental Class .................................... 31
3. Normality of Pre-test in the
Control Class ............................................. 33
4. Normality of Post-test in the
Control Class ............................................. 35
3. Data Analysis ......................................................... 37
4. The Testing of the Hypotheses ............................... 40
B. Discussion…………………………. ........................... 41
CHAPTER V. CONCLUSION AND SUGGESTION ............................. 42
A. Conclusion ................................................................... 42
B. Suggestion .................................................................... 43
BIBLIOGRAPHY ....................................................................................... 44
APPENDICES ............................................................................................. 47
xi
LIST OF TABLES
Table 4.1 The Result of Students‟ Pre-test and Post-test
in Experimental Class .................................................................. 24
Table 4.2 The Result of Students‟ Pre-test and Post-test
in Control Class ........................................................................... 25
Table 4.3 The Comparison of Experiment and Control Class
Students‟ Scores ........................................................................... 27
Table 4.4 Calculation of Pre-test Normality in Experimental Class ............ 29
Table 4.5 Calculation of Post-test Normality in Experimental Class .......... 31
Table 4.6 Calculation of Pre-test Normality in Control Class ..................... 33
Table 4.7 Calculation of Post-test Normality in Control Class .................... 35
xii
LIST OF APPENDICES
Appendix A Lesson Plans .......................................................................... 47
1. Lesson Plans of Experimental Class .................................. 47
2. Lesson Plans of Control Class ........................................... 53
Appendix B Research Instrument ............................................................ 59
1. Instrument for Validity and Reliability .............................. 59
2. Calculation of Validity and Reliability of the Instrument .. 66
3. Instrument of Pre-test and Post-test .................................... 75
4. Answer Key of the Instrument ............................................ 83
Appendix C Research Sources and Result ............................................... 85
1. Materials for Experimental Class (PPT) ............................. 85
2. Materials for Control Class (PPT) ...................................... 87
3. Example of Hortatory Exposition Text ............................... 89
4. Students‟ Answer of Pre-test of Experimental Class .......... 90
5. Students‟ Answer of Post-test of Experimental Class ........ 91
6. Students‟ Answer of Pre-test of Control Class ................... 92
7. Students‟ Answer of Post-test of Control Class ................. 93
Appendix D Surat Bimbingan Skripsi ..................................................... 94
Appendix E Surat Izin Melakukan Penelitian ........................................ 95
Appendix F Surat Keterangan Telah Melakukan Penelitian ................ 96
1
CHAPTER I
INTRODUCTION
This chapter discusses the general background of the study. This chapter also
presents the reason for choosing the topic, the statements of the problem, the
objectives of the study, significance of the study and limitation of the study.
A. Background of the Study
Reading is one of the four English language skills (listening, speaking, reading
and writing) that must be taught to the students in the school. Through reading,
students can get a lot of knowledge because many English language materials in
the form of writing which must be obtained by reading. Reading also becomes a
major and mandatory thing to do for Muslims. This is evidenced by the first verse
that Allah sent to the Qur'an that is "IQRA"1 which means read
2. In other words,
this verse confirmed to humankind that reading is one of the learning activities
that are required to be done continuously in order that human has the widest
knowledge. Therefore, reading became one of the English language skills that
have to be mastered completely.
It does not stop there; the most important thing in reading is reading
comprehension. With a good reading comprehension, students can easily
understand the content of the reading and it means that they will enrich their
knowledge from what they get from their reading. Students will be more
motivated in reading if they see that the reading materials are easier to understand.
Due to reading become something which is so important, so the teaching of
reading comprehension was supposed to be improved or made more models and
variations of teaching in order to make students can more easily understand the
reading materials. But in reality, the teaching of reading is felt by teachers is quite
difficult, it happens because they are lack of knowledge about the methods and
techniques of teaching reading that actually can be adapted in the classroom. Most
1Raghib As-Sirjani, Amir Al-Madari, Spiritual Reading: Hidup Lebih Bermakna Dengan
Membaca, (Solo: Aqwam, 2007), p. 15. 2Rekta Prawono, “Improving Students’ Reading Comprehension through SQ3R,” (A Thesis of
Faculty of Tarbiya’ and Teachers’ Training, UIN Jakarta, 2013), p. 1.
2
teachers use the traditional methods and techniques of teaching, so it makes
students feel bored and have some difficulties in learning English. It is also
happened in learning reading, so it makes students’ reading comprehension
become less.
The writer found this case occurred at a school in the area of Bogor namely
SMA Annajah, where the students in this school are still very lacking in mastering
English lessons, especially reading. They also still lack interest and motivation to
learn English because according to them, English is a difficult language to learn.
This is evidenced by the number of students who have a fewer score under the
KKM for English subjects. Furthermore, when the students are being asked to
read, they need a long time to understand the text or English textbook which are
given to them.
Learning reading is not an easy thing. Miles V. Zintz stated that “Learning to
read is a complicated developmental process not yet taught to huge numbers of
children around the world” (Zintz: 1972)3. It can occur due to many things such as
teachers who are constantly using traditional teaching methods and techniques so
it makes students feel bored, same as noted above, or English reading materials
are quite difficult to understand and make the students are not interested to learn
it. Even so, of course, there are also many ways that can be done in order to make
reading does not become a difficult thing, both for teachers or students, one of
them is by using a method and a technique of teaching reading which was created
by the experts. In this case, the writer would like to propose a technique of
teaching reading, it is SQ3R (Survey, Question, Read, Recite and Review). The
writer felt that SQ3R are able to increase students’ reading comprehension.
The SQ3R technique will ease students in finding the ideas about the topic of
the reading material, they also can easily understand about the topic, in this case,
is hortatory text. SQ3R also has five steps in its practice and in each step, it can
make students will be more focus on reading materials. Thus, it will make
students more active and interact when they are asking to read in the class.
3Miles V. Zintz, The Reading Process, (United States of America: WM. C. Brown Company
Publishers, 1972), p. 17.
3
Therefore, the writer did the research about using the SQ3R method to improve
students’ reading comprehension of hortatory text. To find the answer, the writer
did a research at the eleventh-grade students of SMA Annajah, Rumpin, Bogor.
B. Identification of the Problem
This study was conducted to determine whether the use of the SQ3R technique
in teaching reading can improve students' reading comprehension. Based on the
background of the study above, the problems can be identified as follows:
1. Mostly, the teachers use traditional teaching methods and techniques in
teaching, so there are many students who finally do not like learning English,
especially in reading, because they think English is a difficult and tedious
lesson.
2. Teachers have less knowledge in knowing the techniques and strategies in
teaching reading, whereas there are many techniques and strategies of teaching
reading which is more interesting and can make the students will be more
interested in learning reading.
3. English reading materials, for this case, is exposition text, are quite difficult to
understand by the students, so it makes they are not interested to learn it.
C. Limitation of the Problem
Based on the problem identification, the research only focuses on the use of
the SQ3R technique for teaching reading comprehension of hortatory text at the
eleventh-grade students of SMA Annajah, Rumpin, Bogor.
D. Formulation of the Problem
The research problem is formulated as follow:
“Is there any effect of using SQ3R technique toward students’ reading
comprehension of hortatory text at the eleventh-grade students of SMA Annajah,
Rumpin, Bogor?”
4
E. Objective of the Research
The objectives of this research are the writer wants to know whether the SQ3R
technique can be used as the technique in teaching reading comprehension and
how effective SQ3R teaching technique toward students’ reading comprehension
of hortatory text.
F. Significance of the Research
The result of this study is expected to contribute to:
1. The English teachers, especially in teaching reading comprehension. This
study is expected to provide a new variation and facilitate the teachers in
teaching reading comprehension at the high school level.
2. The students, especially for the eleventh grade of Annajah Senior High
School. This study is expected to be a new knowledge for students in learning
reading, so they have a new way to ease them in understanding English
reading materials, especially in hortatory text, through SQ3R method.
3. The other researchers. The finding of this study can be used by them as the
consideration for further study.
5
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the theoretical basis of the study. The theory given is the
explanation about reading and reading comprehension, SQ3R technique and
hortatory exposition text.
A. Reading and Reading Comprehension
1. The Definition of Reading and Reading Comprehension
a. Reading
Reading is one of four basic skills, which should be mastered by students in
learning English as a foreign language1. Reading is also a process which is done
and used by the readers to get the message, which wants to be submitted by the
writer using the words and writing2.
Tarigan quoted from Anderson that reading is a recording and decoding
process; it is different between speaking and writing. A decoding is one aspect
which is relating written words with oral and language meaning which includes
the changes of written to become a sound which has to mean3. According to
Harmer, he stated that “reading is an exercise dominated by the eyes and the
brain. The eyes received messages then the brain has to work out the significance
of these messages.”4
From the explanations above, it can be concluded that reading is a process of
recording and decoding, involving the eye and brain, to work together in getting
the message from the writer to the reader.
b. Reading Comprehension
Reading and comprehension are two things that outfit each other. While
reading is described as a thinking process which requires some kind of responses
1Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman), p. 16.
2Henry Guntur Tarigan, Membaca, (Bandung: Angkasa, 2008), p. 7.
3Ibid., p. 7.
4Harmer, op. cit., p. 190.
6
on the part of a reader, comprehension is described as total understanding to the
passage5. It can be concluded that in the process of reading certainly there would
be a comprehension process for its reading too.
2. The Kinds of Reading
According to Harmer, there are two kinds of reading which related to its
purpose, those are reading for pleasure and reading for detailed comprehension6.
a. Reading for Pleasure. Reading for pleasure is the reader read a text whatever
he/she wants. This activity brings the reader enjoy and fun. This kind of
reading is such as when someone likes to read a magazine, and he/she read a
magazine that he/she likes most. So, when he/she read it, he/she is doing a
reading for pleasure.
b. Reading for Detailed Comprehension. Reading for comprehension is the
reader looking for detailed information or language. This condition makes the
reader studies about what he/she reads and they remember about it. This kind
of reading is such as when someone wants to know about something like the
schedule of train, bus, etc. so, when he/she read it, he/she is doing a reading
for detailed comprehension.
3. The Purposes of Reading
Besides reading has a definition, it also has some purposes. Nida Husna, in her
book, has classified the reading purposes under four main headings7:
a. Reading to search for simple information. Most people said that reading to
search for simple information is a common reading ability, though some
researchers see it as a relatively independent cognitive process. It is used often
in reading tasks that it is probably best seen as a type of reading ability.
5Christine Nutall, Teaching Reading Skills: In a Foreign Language, (UK: Macmillan
Publisher Limited, 1998), p. 4. 6Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2003), p. 69.
7Nida Husna, Step by Step to Reading Skills: Step 1, (Jakarta: UIN Syarif Hidayatullah, 2010),
p. 9.
7
b. Reading to learn from texts. It usually occurs in academic and professional
contexts when people need to learn a considerable amount of information
from a text.
c. Reading to integrate information, write and critique texts. This purpose
requires additional decisions about the relative importance of complementary,
mutually supporting or conflicting information and the likely restructuring of a
rhetorical frame to accommodate information from multiple sources.
d. Reading for general comprehension. It is the most basic purpose for reading,
underlying and supporting most other purposes for reading. It is also more
complex than commonly assumed.
B. SQ3R Technique
1. The Definition of SQ3R Technique
The SQ3R method of study was developed by Francis Pleasant Robinson
(l941) to provide students with a systematic approach for studying a textbook
assignment. This study method capitalizes on the predictable format in most
traditional content textbooks8.
2. The Characteristics of SQ3R Technique
As the writer has mentioned above, the SQ3R technique is a systematic
approach to learning reading which has five steps in its use. With its steps, it is
expected that students can more easily understand the English materials.
3. The Steps of SQ3R Technique
SQ3R is a reading strategy which has abbreviation from Survey, Question,
Read, Recite and Review. The each step can be explained as follows9:
a. Before read, Survey the chapter:
the title, headings, and subheadings
8Diana Browning Wright, “SQ3R Method of Study,” Teaching & Learning 2003, Internet,
available from http://www.pent.ca.gov/acc/SQ3Rmethodofstudy.pdf, accessed 24 January 2014. 9Ezra Pound, “SQ3R Reading Method,” Study Guides and Strategies, Internet, available from
http://www.studygs.net/texred2.htm, accessed 24 January 2014.
8
captions under pictures, charts, graphs or maps
review questions or teacher-made study guides
introductory and concluding paragraphs
summary
b. Question while surveying:
Turn the title, headings, and/or subheadings into questions
Read questions at the end of the chapters or after each subheading
Ask yourself, “What did my instructor say about this chapter or subject
when it was assigned?”
Ask yourself, “What do I already know about this subject?”
Note: If it is helpful to you, write out these questions for consideration.
This variation is called SQW3R
c. When begin to Read:
Look for answers to the questions you first raised
Answer questions at the beginning or end of chapters or study guides
Reread captions under pictures, graphs, etc.
Note all the underlined, italicized, bold printed words or phrases
Study graphic aids
Reduce your speed for difficult passages
Stop and reread parts which are not clear
Read only a section at a time and recite after each section
d. Recite after reading a section:
Orally ask yourself questions about what you have just read, or
summarize, in your own words, what you read
Take notes from the text but write the information in your own words
Underline or highlight important points you've just read
Reciting:
The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing Quadruple strength
learning: Seeing, saying, hearing, writing
9
e. Review: an ongoing process10
In this part, after your reading is finish, recheck your notes and check
some points are below:
1. You have answered the question that has been made before.
2. Response directly to the answers of each question.
3. The answers already contain the explanations and examples that are
needed in order your understanding of the reading will be more widely.
4. The Purpose of SQ3R Technique
Nida Husna writes that “SQ3R method is designed to help students understand
and retain textbook material by using a system or series of steps to guide them as
they read and study.”11
In other words, the SQ3R method was created in order to
make students are more guided and easier to understand English language
materials through the stages which have been determined.
C. Hortatory Exposition Text
1. The Definition of Hortatory Exposition Text
Hortatory exposition is a type of English text that belongs to the class of
argumentation. Hortatory exposition is a type of English text which presents the
writer’s attempt to influence the reader to do something or act in a particular case.
In hortatory exposition, the writer lists some opinion on certain things to reinforce
the main idea of the text. Hortatory exposition presents recommendation as the
concluding paragraph of the hortatory exposition text12
. In this recommendation,
the writer seeks to invite and persuade the reader to do something.
10
Nida Husna, Step by Step to Reading Skills: Step 3, (Jakarta: UIN Syarif Hidayatullah,
2010), p. 11. 11
Ibid., p. 9. 12
Liliaswati, “Pengertian Hortatory Exposition Teks dan Contoh2nya,” Ada Apa Aja, Internet,
available from http://bebbiony.wordpress.com/2013/05/02/pengertian-hortatory-exposition-teks-
dan-contoh2-nya/, accessed 30 January 2014.
10
2. The Purpose of Hortatory Exposition Text
The purpose of hortatory exposition text is to persuade the reader that
something should or should not be the case13
. In a hortatory text, there is a topic or
problem which is being discussed and the writer will have a position in which he
will support or not on the issue discussed. It will be seen from the statement of the
thesis given. Then, the writer will give some opinions to strengthen his/her
statement and also gives detail explanation for the opinions given. At the end, the
writer will give a conclusion in the form of a recommendation about what should
or should not be done by the reader based on the statement and opinions that have
been described in the previous section. The recommendation is also the writer’s
invitation to the reader to do something reviewed by the writer. After reading a
hortatory exposition text, the reader is attracted to do the things that have been
written in the text, or based on the topic or the issue and the opinions given by the
writer.
3. Generic Structure
The generic structures in hortatory exposition text are:
a. Thesis
The thesis is the announcement of issue concern. In this section, the writer
gives the topic or main idea of a problem that is based on a reality. It shows
the writer’s stated position of the topic.
b. Arguments
Arguments are reasons for concern, leading to the recommendation. In this
section, the writer provides an opinion in the form of a more thorough
explanation of the thesis. Explanations are given in the form of either facts or
examples to substantiate the writer’s arguments.
13
Zainul Labib, “Hortatory Exposition dan Contoh Text,” Zain Dalam Blog, Internet, available
from http://zain-corp.blogspot.com/2013/05/hortatory-exposition-dan-contoh-text.html, accessed
30 January 2014.
11
c. Recommendation
The recommendation is a statement of what ought or ought not to happen.
In this section, the writer will give a conclusion in the form of a
recommendation about what should or should not be done by readers based on
the statement and opinions that have been described in the previous section.
4. Language Features
In hortatory exposition text, there are several significant lexicogrammatical
features used as below14
:
a. Focus on generic human and non-human participants, except for speaker
or writer referring to self.
b. Use of:
Mental processes: to state what writer thinks or feels about the issue,
e.g., realize, feel, appreciate, etc.
Material processes: to state what happens, e.g., is polluting, drive
travel spend, should be treated.
Relational processes: to state what is or should be, e.g., doesn’t seem
to have been, is.
c. Use of simple present tense.
This kind of text explains the issue happens surrounding our society, so
the tense that is used is simple present tense which its function is to
express general statements of fact15
.
14
Tri Indaryati, English Alive for Senior High School Grade XI/2, (Jakarta: Yudhistira, 2010),
p. 123. 15
Tri Indaryati, English Alive for Senior High School Grade XI/1, (Jakarta: Yudhistira, 2010),
p. 92.
12
The following text is an example of hortatory exposition text:
Integrated Pest Management
There is no one best way to deal with pests in agriculture.
Pesticides are commonly used, but this may cause many problems.
That’s why I feel that combining different management operations
is the most effective way to control pests.
The chemicals in pesticides may build as residues in the
environment. This reduces the quality of farm produce. As well,
pests can gradually become resistant to pesticides. This means the
newer and sometimes stronger ones have to be developed.
Some pesticides affect nontarget animals such as fish and bees.
This affects the natural balance. Also aiming to completely wipe
out agricultural pests may be very expensive. Sometimes pest’s
damage costs less than the method of control.
Understanding the ecology of the area helps a lot in pest control.
Natural enemies can be used to control a pest. Pesticides would be
chosen that don’t affect the natural enemies. Therefore, I think
integrated pest management is a safe and more effective option in
agriculture.
(Taken from www.lpmc.edu.au)
D. Technique of Teaching Reading Hortatory Exposition Text
through SQ3R
Step 1 (Survey): Give the hortatory exposition text to the students, asks
them to survey the text. Show them the sections they have to see such as
italics, headings, boldface and other typographical clues in each paragraph
that would assist students in locating section concerning this step. Ask
them to find out the main idea in each paragraph too.
Thesis
Argument
Recommendation
Relational
process
Mental
process
Non-human
participant
Present
tense
Material
process
13
Step 2 (Question): Show students how to transform typographical clues
into question that are related to their purpose of determining what idea of
this step.
Step 3 (Read): Teach students how to go back and read the identified
sections with their questions in mind and how to record the answer.
Step 4 (Recite): Instruct students to pause after reading all the material and
try to recite the answer to all the questions that they formulated as well as
to the original question. If they cannot, tell them to reread appropriate
sections.
Step 5 (Review): Teach the student to review by repeating step 1-4 if
necessary and by surveying key points, reciting their answer and re-
reading to judge their accuracy immediately prior to the examination.
E. The Advantages and Disadvantages of Using SQ3R in Teaching
Reading
In using a teaching method, surely, there will be some advantages and
disadvantages in using those methods, likewise with the using of an SQ3R method
for teaching reading comprehension. Nida Husna also stated on her book about
several advantages of using the SQ3R method; “First, you approach the task of
textbook reading with a system or strategy that makes it possible to begin the task
with confidence. Second, SQ3R helps concentration, each step requires doing
something. Third, the method can help you focus on those parts of the reading that
caused difficulty. Fourth, the SQ3R helps you anticipate the questions that could
possibly be part of an exam based on the assignment. Finally, the technique helps
you prepare study notes in question-and-answer form for purposes of review”
(Husna, 2010)16
.
Furthermore, there is also disadvantage of using the SQ3R method in teaching
reading comprehension that is the students will get difficulty in understanding the
meaning. It means, due to SQ3R method stressed to the students to focus on the
16
Husna, loc. cit.
14
steps of reading which have been known and passed the difficult vocabulary, so it
will be difficult for students who have less vocabulary mastery17
.
F. Previous Study
In this part, the writer found some researches which are explained about the
using of SQ3R in teaching reading.
1. Rekta Prawono: Improving Students’ Reading Comprehension through SQ3R,
2013.
This study aimed to determine whether the reading comprehension of
students in SMK Andalus can be enhanced through the SQ3R method. This
study is a Classroom Action Research (PTK), the research which is conducted
to identify and solve the problems of students' reading comprehension. The
study begins with the teachers’ interview and classroom’s observation. The
total sample is 45 persons. The author adheres to Kemmis and Taggart's
models, which is using four phases: plan, act, observe and reflect. Data
obtained from the test results (pre-test and post-test), interview and
observation. The results showed that there is an increase in the average value
of the students' test results, it is about 72.67%. Then, based on the result of the
observation, the students are also more engaged and more interaction with the
reading material. Finally, the results of the interview showed that SQ3R assist
teachers in finding a good way to teach reading.
2. Dewi Ika Sari: Improving Students’ Reading Comprehension of Narrative
Text by Using SQ3R Technique (A Classroom Action Research in the Second
Grade of Bina Prestasi II Class at MTsN Tangerang II Pamulang).
This study aimed to determine the grade 8 students can comprehend
narrative text by using SQ3R reading. This study is an action research (PTK),
the research conducted to identify and solve the problems of students' reading
comprehension. The study begins with teachers’ interview and students’
17
Dede Kurniasih, “Using Survey, Question, Read, Recite and Review in Teaching Reading at
Eight Grade of SMP YPI Bintaro,” (A Thesis of Faculty of Tarbiya’ and Teachers’ Training, UIN
Jakarta, 2009), p. 15.
15
observation. The total sample is 30 persons. The author adopted Kurt Lewin’s
model, which is using four phases: plan, act, observe and reflect. Data
obtained from the test results (pre-test and post-test), interviews and
observations. The results showed that an increase in the average value of the
students' test results, it is about 76.67%. Then, based on the results of the
observations, the students are more active and interested in learning reading
activities in the class; especially they can analyze the schematic structure of a
story using the SQ3R. Finally, the results of the interview showed that the
students' reading comprehension is more developed and SQ3R assist teachers
in finding suitable strategies in teaching narrative.
3. Dede Kurniasih (Using Survey, Question, Read, Recite and Review in
Teaching Reading at Eight Grade of SMP YPI Bintaro: 2009).
This study aimed to obtain information about the use SQ3R techniques in
teaching reading at an eighth-grade junior YPI Bintaro, South Jakarta. This
study uses a case study using observation and evaluation. The results showed
that there is no significant influence of using the SQ3R technique in teaching
reading. It happens because, at second grade of SMP YPI Bintaro, South
Jakarta, the using the SQ3R technique is more difficult than using none SQ3R
technique. Yet, it does not mean that SQ3R technique is not good for the
student to develop their reading skills. It is only approved for research of the
writer itself.
16
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of the research undertaken. This
chapter explains about the place and time of the research, the method of the
research, analyzing the data obtained and the statistical hypotheses.
A. Place and Time
The research was conducted at the eleventh-grade students of SMA Annajah,
Rumpin, Bogor in academic year 2015/2016 which started in October 2015. The
research took place for 4 meetings or about 2 – 3 weeks.
B. Research Design
This research is an experimental study, in which Rick Houser stated in his
book that, “Experimental design is essentially a map or systematic plan for
conducting the collection of data.”1 The writer used quasi-experimental research
for this study. This experiment typically involves a comparison of two groups2 (an
experimental group and control group). Only the students in the experimental
group are taught using SQ3R during the teaching process as the treatment of the
research while the students in control class using the conventional technique. The
data are taken from the pre-test and post-test.
C. Research Procedure
As the writer mentioned above, the research was conducted for 4 meetings in
each class, 4 times in control class and also 4 times for experiment class and it is
lasted for 2 – 3 weeks. The first meeting is pre-test, that is a test conducted to
determine the extent of students’ ability in comprehending the hortatory
exposition text before they are given any treatments. The time taken is about 60
minutes. The second and third meetings are the treatments, in which in
1Rick Houser, Counseling and Educational Research: Evaluation and Application, (USA:
SAGE Publications, Inc., 2009), p. 46. 2L. R. Gay, Geoffrey E. Mills and Peter Airasian, Educational Research: Competencies for
Analysis and Applications, (New Jersey: Pearson International Edition, 2009), p. 240.
17
experimental class, the students were taught reading hortatory exposition text
using SQ3R and in control class, the students were taught reading hortatory
exposition text using traditional teaching method and technique. The time spent
during the treatment is about 2x45 minutes in each meeting, or follow the time
allocation of English lesson in SMA Annajah. The last meeting is post-test, that is
a test conducted to determine the extent of students’ ability in comprehending the
hortatory exposition text after they are given the treatments, in which in
experimental class the teacher used SQ3R while in control class the students were
not given the technique. The time taken is also 60 minutes, as the pre-test. The
post-test also aims to determine whether there is a difference in the students'
understanding achievement in reading hortatory exposition text when using SQ3R
in both class, experiment class, and control class. After conducting the pre-test
and post-test, the writer analyzes students’ score in both of class, making the
report about the finding of the research and interpreting it. The last, the writer
gives the conclusion based on her finding research.
D. Population and Sample
1. Population
The writer did this experiment at the eleventh-grade students of Annajah
Senior High School, Rumpin, Bogor, involving the process of teaching improving
students’ reading comprehension by using the SQ3R technique. The population of
this research is the eleventh-grade students of SMA An-Najah Rumpin, Bogor
(academic year: 2015/2016). There are 3 classes consist of XI IPA 1, XI IPA 2
and XI IPS with a total number of students is about 103 students.
2. Sample
The writer determines the number of sample in this research by using
purposive technique of sampling relies on English teacher’s pronouncement of
SMA Annajah. The classes which almost have the quite good ability in learning
English are XI IPA 1 and XI IPA 2, so the writer decided to choose XI IPA 1 as
the experimental class and XI IPA 2 as the control class. Furthermore, in each
18
class consists about 33 students, so to simplify the calculation and to equalize the
number of samples in each class, the writer took the number of samples about 60
students in which the total number of samples in each class is 30 students for
experimental class and 30 students in the control class.
E. Research Instrument
In this research, the writer uses the test as the instrument. There are 2 tests,
pre-test, and post-test. The test which will be given to the students is a multiple
choice test which contains some questions about the content of hortatory text
which is given. Its purpose is to know students’ reading comprehension of
hortatory text. Before giving the pre-test and post-test, validity and reliability test
was done at another school with 50 questions. The valid and reliable questions of
the test were 30 items.
F. Technique of Collecting Data
Technique in collecting data which is used by the writer is a test. The writer
divided the test into two: pre-test and post-test. A pre-test is conducted firstly to
know the students’ condition before use SQ3R technique. Then, at the end of this
research, after the students are given the treatment, the students did the post-test to
measure their outcomes.
G. Technique of Analyzing Data
After getting the data from pre-test and post-test, the writer analyzes it by
using statistic calculation of the T-test. T-test which is done is a test of the
difference average of two related population where there is only one treatment. It
means, this design just compares the changes that occurred before and after the
treatment3.
t =
3Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,
2010), p. 208.
19
In which:
= ∑
= and
=
√
SD = √∑( )
D = score pair of X1 – X2
= mean of D
= standard deviation of D
Before analyzing the hypotheses, the writer had to analyze the normality of
the data. This analysis used to see whether the data got in the research has been
normally distributed or not. When it is normally distributed, it means the data can
represent the population. Because the object of this study belongs to little sample,
it is recommended using Lilyfors. In this formula, the data was transformed into
the basic value. The maximum dispute (T) got from the calculation must be in
absolute value (+). The result of normality can be seen by comparing the value of
to 4.
This study analyzes the data uses the statistical calculation of t-test to find
out the difference score of students’ achievement in reading comprehension using
SQ3R compared without using SQ3R. The comparative technique is an analysis
technique to evaluate hypotheses concerning the differences between two
variables examined. In the comparative technique, the variables are compared to
recognize whether or not the differences are significant. The writer uses t-test
formula with the significance degree 5% and 1% and gained score between pre-
test and post-test5. Before using t-test formula, the writer has sought some
formulas:
4Ibid., p. 148.
5Lee A. Becker, “Effect Size Calculators,” Analysis of Pretest and Posttest Scores with Gain
Scores and Repeated Measures, Internet, available from
https://www.uccs.edu/lbecker/gainscore.html, accessed 17 February 2017.
20
1. Determining Mean with the formula:
M = ∑
M = The average of variables score
∑ = Sum of frequency multiply students’ score
= Number of students
2. Determining of Standard Deviation score with the formula:
= √∑
(
∑
)
= Standard deviation of gained score
∑ = Sum of squared gained score
∑ = Sum of gained score
= Number of students
3. Determining Standard of Error Mean with the formula:
=
√
= Standard error mean of gained score
= Standard deviation of gained score
= Number of students
4. Determining Standard of Error Mean of variable X and variable Y with the
formula:
= √
5. Determining t-observation ( ) with the formula:
21
6. Determining t-table in significant level 5% and 1% with a degree of freedom
(df), with the formula:
df = ( )
df = Degree of freedom
= Number of students
After the writer know that the technique, in this research is SQ3R, has a
significant influence on students’ achievement in reading comprehension, but it
does not tell us whether the technique has the strong or weak effect to the
students. So, after doing a t-test, we can measure the effect size by using Cohen’s
d formula.
The formula for this effect size is as follow6:
d =
d = The significant effect of a method
= The mean score of experimental group
= The mean score of experimental group
Where the Pooled standard deviation = (Standard deviation of group A +
standard deviation of group B) / 2.
There are some guidelines for determining whether the effect size is strong or
not. Cohen formulated as follow:
0 – 0.20 = weak effect
0.21 – 0.50 = modest effect
0.51 – 1.00 = moderate effect
> 1.00 = strong effect
6Daniel Muijs, Doing Quantitative Resarch in Education, (California: Sage Publication Ltd.,
2004), p. 136 – 139.
22
H. Statistical Hypotheses
The writer has hypothesized that states that the use of the method SQ3R can
improve students' reading comprehension. The form of the formulation of this
research is:
H0: There is no enhancement in students’ reading comprehension by using the
SQ3R method.
Ha: There is an enhancement in students’ reading comprehension by using the
SQ3R method.
The formulation of statistical hypotheses:
H0: µA = µB
Ha: µA ≠ µB
The criterion for hypothesis testing is:
H0 is accepted if –t(1-1/2α) < t > t(1-1/2α), the value of t(1-1/2α) is obtained from the
distribution list of t(1-1/2α). Contrarily, H0 is rejected in the other value.
To prove the hypotheses, the obtained data from the experiment class and
control class were calculated by using formula with assumption as follows:
1. The Null Hypotheses ( ) is accepted if ≤ in significant degree of
1% and 5%. It means that there is no significant effect of SQ3R in teaching
reading of hortatory exposition text.
2. The Alternative Hypotheses ( ) is accepted if ≥ in significant
degree of 1% and 5%. It means that there is significant effect of SQ3R in
teaching reading of hortatory exposition text.
23
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this research, the data collected is quantitative data. The quantitative data
include pre-test and post-test of reading comprehension of hortatory text given to two
classes, experiment class with the treatment of SQ3R teaching technique and control
class without the treatment SQ3R teaching technique. This chapter consists of the
description of data, analysis of data and interpretation of data.
A. Research Finding
1. The Description of the Data
As described previously, the writer held the research in SMA Annajah, Rumpin,
Bogor, on October 2015. The research was conducted in the class of XI IPA 1 and XI
IPA 2.The writer used XI IPA 1 as the experimental class and XI IPA 2 as the control
class. The research was conducted in four times meeting.
The first step of this research was conducting the pre-test in both experimental
and control class. This test was used to see students’ knowledge and understanding of
the material before the teacher explained it. The test is given in the form of a
hortatory text which is followed by some questions about the text. The total number
of questions is 30 questions. The questions which are given had also been tested for
its validity and reliability. Students’ had about 60 minutes to do the test. The true
answer will be given 1 for the score and 0 for the wrong answer.
Those classes got different treatment during the research in order to see the
effectiveness of SQ3R in reading comprehension of hortatory exposition text. After
had been explained about the hortatory exposition text, students in XI IPA 1 as the
experimental class were introduced to SQ3R that would help them in comprehending
hortatory exposition text. Then the students practiced SQ3R method while reading
and comprehending the text. On the other hand, the control class or XI IPA 2 students
were taught by conventional technique in teaching reading of hortatory exposition
24
text. The teacher gave the explanation about what is hortatory exposition text and
then gave the example of it. Students were asked to read the text and given the
question about the text.
In the next meeting, the writer conducted a post-test in both experimental and
controlled class. The post-test was the same test with same questions as the pre-test
before. The total number of question is 30 questions with the same technique of
scoring as the pre-test one.
To find out the result of tests, the writer provides the table of students’ score as
follow:
The Result of the Students’ Pre-test and Post-test in Experimental Class
Table 4.1
Student Pre-test Post-test Gained Score
1. 53 60 7
2. 17 30 13
3. 53 67 14
4. 60 63 3
5. 33 37 4
6. 53 67 14
7. 37 70 33
8. 27 30 3
9. 37 40 3
10. 67 70 3
11. 60 73 13
12. 23 50 27
13. 53 60 7
14. 27 43 16
15. 53 83 30
16. 37 40 3
17. 63 93 30
18. 43 70 27
19. 70 83 13
25
Student Pre-test Post-test Gained Score
20. 53 70 17
21. 37 77 40
22. 26 37 11
23. 37 40 3
24. 63 70 7
25. 40 73 33
26. 33 70 37
27. 40 67 27
28. 40 60 20
29. 60 70 10
30. 53 73 20
N = 30
Ʃ = 1348 Ʃ = 1836 ∑ = 488
M = 44.93 M = 61.20 Mx = 16.27
Based on the data in Table 4.1 above, it can be described that the lowest pre-test
score in the experimental class is 17 while the highest score is 70. The criterion of
minimum completeness (KKM) is 70, so there is only a (one) student who passed the
KKM. In post-test, the lowest score is 30 and the highest is 93. There are 14 students
who get scored 70 and above which means they passed the KKM. The lowest gained
score is 3 and the highest gained score is 40.
The data in Table 4.1 also shows that the mean of pre-test score in experimental
class is 44.93 and the mean of post-test is 61.20. Then, the mean of the gained score
is 16.27.
The Result of the Students’ Pre-test and Post-test in Control Class
Table 4.2
Student Pre-Test Post-test Gained Score
1. 33 43 10
2. 17 30 13
3. 70 73 3
26
Student Pre-test Post-test Gained Score
4. 20 23 3
5. 27 30 3
6. 57 57 0
7. 53 57 4
8. 33 37 4
9. 40 43 3
10. 73 77 4
11. 27 33 6
12. 43 40 -3
13. 67 60 -7
14. 50 57 7
15. 27 40 13
16. 37 37 0
17. 33 37 4
18. 40 57 17
19. 53 53 0
20. 47 50 3
21. 60 73 13
22. 53 57 4
23. 53 50 -3
24. 67 70 3
25. 53 53 0
26. 37 50 13
27. 50 53 3
28. 37 43 6
29. 50 53 3
30. 70 73 3
N = 30
Ʃ = 1377 Ʃ = 1509 ∑ = 132
M = 45.90 M = 50.30 My = 4.40
27
Based on the data in Table 4.2, it informs that there is a (one) student get score 17
which is the lowest pre-test score in control class and a (one) student get score 73 as
the highest score. There are 3 students who passed the KKM. In post-test, the lowest
score is 23 and the highest score is 77. There are 5 students who get scored 70 and
above which means they passed the KKM. The lowest gained score is -7 and the
highest gained score is 17.
The mean of pre-test in control class is 45.90 and the mean of post-test is 50.30.
Then, the mean of the gained score is 4.40.
The Comparison of Experiment and Control Class Students’ Scores
Table 4.3
Student x y X Y
1. 7 10 -9.30 5.60 86.49 31.36
2. 13 13 -3.30 8.60 10.89 73.96
3. 14 3 -2.30 -1.40 5.29 1.96
4. 3 3 -13.30 -1.40 176.89 1.96
5. 4 3 -12.30 -1.40 151.29 1.96
6. 14 0 -2.30 -4.40 5.29 19.36
7. 33 4 16.70 -0.40 278.89 0.16
8. 3 4 -13.30 -0.40 176.89 0.16
9. 3 3 -13.30 -1.40 176.89 1.96
10. 4 4 -12.30 -0.40 151.29 0.16
11. 13 6 -3.30 1.60 10.89 2.56
12. 27 -3 10.70 -7.40 114.49 54.76
13. 7 -7 -9.30 -11.40 86.49 129.96
14. 16 7 -0.30 2.60 0.09 6.76
15. 30 13 13.70 8.60 187.69 73.96
16. 3 0 -13.30 -4.40 176.89 19.36
17. 30 4 13.70 -0.40 187.69 0.16
18. 27 17 10.70 12.60 114.49 158.76
19. 13 0 -3.30 -4.40 10.89 19.36
28
Student x y X Y
20. 17 3 0.70 -1.40 0.49 1.96
21. 40 13 23.70 8.60 561.69 73.96
22. 11 4 -5.30 -0.40 28.09 0.16
23. 3 -3 -13.30 -7.40 176.89 54.76
24. 7 3 -9.30 -1.40 86.49 1.96
25. 33 0 16.70 -4.40 278.89 19.36
26. 37 13 20.70 8.60 428.49 73.96
27. 27 3 10.70 -1.40 114.49 1.96
28. 20 6 3.70 1.60 13.69 2.56
29. 10 3 -6.30 -1.40 39.69 1.96
30. 20 3 3.70 -1.40 13.69 1.96
N=30
∑ 489 ∑ 193 ∑ 0.00 ∑ 0.00
3852.30
Ʃ
833.20
Mx =
16.30
My = 4.40 0.00 0.00 M
128.41
M =
53.75
Based on the data in Table 4.3, it shows the comparison of students’ score in the
research. X means gained scores of students in experimental class while Y is control
class students’ gained score. The gained score is the improvement score that students
made from pre-test to post-test. The highest gained score in the experimental class is
40 and the lowest gained score is 3. In control class, 17 is the highest gained score
and -7 is the lowest. The table also informs that students in experimental class gained
16.30 points in the average between the pre-test and post-test while students in
control class only gained 4.40 points. To sum up, the score of experimental class
students is higher than students’ score in control class.
29
2. The Requirements of the Data Analysis
a. Normality of the Data
Before analyzing the hypotheses, the writer had to analyze the normality of the
data. This analysis is used to see whether the data got in the research has been
normally distributed or not. When it is normally distributed, its dissemination is also
normal and can represent the population. Because the object of this study belongs to
little sample, it is recommended using Lillyfors. In this formula, the data was
transformed into the basic value. The maximum dispute (T) got from the calculation
must be in absolute value (+). The result of normality can be seen by comparing the
value of to .
1. Normality of Pre-test in the Experimental Class
Hypotheses
= Data of X is normally distributed
= Data of X is not normally distributed
Calculation of Pre-test Normality in Experimental Class
Table 4.4
f fx p=f/n Z=(
Ø ∑ T=Ø -
∑
17 1 17 289 289 0.033333 -3.45745 0.000273 0.033333 0.03306
23 1 23 529 529 0.033333 -2.65957 0.003912 0.066667 0.06275
26 1 26 676 676 0.033333 -2.26064 0.011891 0.1 0.08811
27 2 54 729 1458 0.066667 -2.12766 0.016683 0.166667 0.14998
33 2 66 1089 2178 0.066667 -1.32979 0.091794 0.233333 0.14154
37 5 185 1369 6845 0.166667 -0.79787 0.333543 0.4 0.06646
40 3 120 1600 4800 0.1 -0.39894 0.34497 0.5 0.15503
43 1 43 1849 1849 0.033333 0 0.5 0.533333 0.03333
53 7 371 2809 19663 0.233333 1.329787 0.908206 0.766667 0.141539
60 3 180 3600 10800 0.1 2.260638 0.988109 0.866667 0.121443
30
Based on the data in Table 4.4, it describes the data of the pre-test scores in
experimental class for testing and shows whether the data is normally distributed or
not. It will be normal if the (T=Ø-∑ is lower than . From the table,
of pre-test score in the experimental class is 0.15503.
S = 13.97
= 195.10
M = 43
= 0.15503
= 0.161
= ∑
– [
∑
]
=
– [
]
= 2213.80 – [ ]
= 2213.80 – 2018.70
= 195.10
S = √
= 13.97
f fx p=f/n Z=(
Ø ∑ T=Ø -
∑
63 2 126 3969 7938 0.066667 0.265957 0.604864 0.633333 0.02847
67 1 67 4489 4489 0.033333 3.191489 0.999292 0.966667 0.032626
70 1 70 4900 4900 0.033333 3.590426 0.999835 1 0.00017
559 30 1348 27897 66414
43.00 2.31 103.69 2145.92 5108.77
31
Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows:
( ( = 0.161
= T < 0.161
= T > 0.161
The result shows that < (0.15503 < 0.161), it means that the data is
normally distributed.
2. Normality of Post-test in the Experimental Class
Hypotheses
= Data of X is normally distributed
= Data of X is not normally distributed
Calculation of Post-test Normality in Experimental Class
Table 4.5
f fx f p=f/n Z=(
Ø ∑ T=Ø - ∑
30 2 60 900 1800 0.066667 -5.0433 2.29E-07 0.066667 0.066666438
37 2 74 1369 2738 0.066667 -3.88436 5.13E-05 0.133333 0.133282034
40 3 120 1600 4800 0.1 -3.38767 0.333543 0.233333 0.100209667
43 1 43 1849 1849 0.033333 -2.89098 0.332563 0.266667 0.065896333
50 1 50 2500 2500 0.033333 -1.73204 0.276354 0.3 0.023646
60 3 180 3600 10800 0.1 -0.07641 0.469545 0.4 0.069545004
63 1 63 3969 3969 0.033333 0.420275 0.285631 0.433333 0.147702333
67 3 201 4489 13467 0.1 1.082527 0.433912 0.533333 0.099421333
70 7 490 4900 34300 0.233333 1.579215 0.651237 0.766667 0.115429667
73 3 219 5329 15987 0.1 2.075904 0.981049 0.866667 0.114381929
77 1 77 5929 5929 0.033333 2.738156 0.996911 0.9 0.096910761
32
Based on the data in Table 4.5, it describes the data of the post-test scores in
experimental class for testing and shows whether the data is normally distributed or
not. It will be normal if the (T=Ø-∑ is lower than . From the table,
of post-test score in the experimental class is 0.1477.
S = 16.54
= 273.43
M = 60.46
= 0.1477
= 0.161
= ∑
– [
∑
]
=
– [
]
= 4018.87 – [ ]
= 4018.87 – 3745.44
= 273.43
S = √
= 16.54
f fx f p=f/n Z=(
Ø ∑ T=Ø - ∑
83 2 166 6889 13778 0.066667 3.731533 0.999905 0.966667 0.033238174
93 1 93 8649 8649 0.033333 5.387163 0.332543 0.366634 -0.034091
786 30 1836 51972 120566
60.46 2.31 141.2308 3997.846 9274.308
33
Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows:
( ( = 0.161
= T < 0.161
= T > 0.161
The result shows that < (0.1477 < 0.161), it means that the data is
normally distributed.
3. Normality of Pre-test in the Control Class
Hypotheses
= Data of X is normally distributed
= Data of X is not normally distributed
Calculation of Pre-test Normality in Control Class
Table 4.6
f fy f p=f/n Z=(
Ø
∑ T=Ø -
∑
17 1 17 289 289 0.033333 -3.79594 7.35E-05 0.033333 -0.03326
20 1 20 400 400 0.033333 -3.40683 0.000329 0.066667 -0.06634
27 3 81 729 2187 0.1 -2.49892 0.006229 0.166667 -0.16044
33 3 99 1089 3267 0.1 -1.72071 0.333267 0.266667 0.0666
37 3 111 1369 4107 0.1 -1.2019 0.425341 0.366667 0.058674
40 2 80 1600 3200 0.066667 -0.8128 0.533272 0.433333 0.099939
43 1 43 1849 1849 0.033333 -0.42369 0.335895 0.466667 -0.13077
47 1 47 2209 2209 0.033333 0.095115 0.537888 0.5 0.037888
50 3 150 2500 7500 0.1 0.48422 0.685885 0.6 0.085885
53 5 265 2809 14045 0.166667 0.873325 0.808757 0.766667 0.04209
57 1 57 3249 3249 0.033333 1.392131 0.918059 0.8 0.118059
60 1 60 3600 3600 0.033333 1.781236 0.962563 0.833333 0.12923
34
Based on the data in Table 4.6, it describes the data of the pre-test scores in
control class for testing and shows whether the data is normally distributed or not. It
will be normal if the (T=Ø-∑ is lower than . From the table, of
pre-test score in the control class is 0.16044.
S = 15.060
= 226.82
M = 46.27
= 0.16044
= 0.161
= ∑
– [
∑
]
=
– [
]
= 2333.63 – [ ]
= 2333.63 – 2106.81
= 226.82
S = √
= 15.060
f fy f p=f/n Z=(
∑ T=Ø -
∑
67 2 134 4489 8978 0.066667 2.689148 0.996418 0.9 0.096418
70 2 140 4900 9800 0.066667 3.078253 0.998959 0.966667 0.032292
73 1 73 5329 5329 0.033333 3.467358 0.999737 1 -0.00026
694 30 1377 36410 70009
46.27 2 91.8 2427.333 4667.27
35
Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows:
( ( = 0.161
= T < 0.161
= T > 0.161
The result shows that < (0.16044 < 0.161), it means that the data is
normally distributed.
4. Normality of Post-test in the Control Class
Hypotheses
= Data of X is normally distributed
= Data of X is not normally distributed
Calculation of Post-test Normality in Control Class
Table 4.7
f fy p=f/n Z=(
Ø ∑ T=Ø -
∑
23 1 23 529 529 0.033333 -3.15885 0.000792 0.033333333 -0.03254
30 2 60 900 1800 0.066667 -2.33045 0.009891 0.1 -0.09011
33 1 33 1089 1089 0.033333 -1.97542 0.02411 0.133333333 -0.10922
37 3 111 1369 4107 0.1 -1.50205 0.333212 0.233333333 0.099879
40 2 80 1600 3200 0.066667 -1.14702 0.365409 0.3 0.065409
43 3 129 1849 5547 0.1 -0.79199 0.42198 0.4 0.02198
50 3 150 2500 7500 0.1 0.036413 0.514524 0.5 0.014524
53 4 212 2809 11236 0.133333 0.391443 0.652265 0.633333333 0.018932
57 5 285 3249 16245 0.166667 0.864816 0.80643 0.8 0.00643
60 1 60 3600 3600 0.033333 1.219845 0.764671 0.833333333 -0.06866
70 1 70 4900 4900 0.033333 2.403277 0.991876 0.866666667 0.125209
73 3 219 5329 15987 0.1 2.758307 0.997095 0.966666667 0.030428
36
f fy p=f/n Z=(
Ø ∑ T=Ø -
∑
77 1 77 5929 5929 0.033333 3.23168 0.999385 1 -0.00062
646 30 1509 35652 81669
49.69231 2.307
692
116.0769 2742.462 6282.231
Based on the data in Table 4.7, it describes the data of the post-test scores in
control class for testing and shows whether the data is normally distributed or not. It
will be normal if the (T=Ø-∑ is lower than . From the table, of
post-test score in the control class is 0.125209.
S = 13.86
= 192.21
M = 49.69
= 0.125209
= 0.161
= ∑
– [
∑
]
=
– [
]
= 2722.30 – [ ]
= 2722.30 – 2530.09
= 192.21
S = √
= 13.86
37
Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows:
( ( = 0.161
= T < 0.161
= T > 0.161
The result shows that < (0.125209 < 0.161), it means that the data is
normally distributed.
3. Data Analysis
From the result of statistical calculation, it can be seen that normality of pre-test is
(0.15503), post-test (0.14470) in the experimental class, while = 0.161 and
normality of pre-test (0.16044), post-test (0.125209) in the control class. Since the
population is normally chosen, it is distributed normally.
From the table above, the writer got ∑ = 488 by adding all scores in variable x,
while ∑ = 132 by adding all scores in variable y. Afterwards, the writer calculated
them based on the step of the t-test formula, as follow:
1. Determining Mean X
Mean variable X ( ) = ∑
=
= 16.27
2. Determining Mean Y
Mean variable Y ( ) = ∑
=
= 4.40
3. Determining of Standard Deviation of variable X
= √∑
= √
= √ = 11.33
38
4. Determining of Standard Deviation of variable Y
= √∑
= √
= √ = 5.58
5. Determining Standard of Error Mean of variable X. Determining Standard of
Error Mean of variable Y
=
√ =
√ =
√ =
= 2.10
6. Determining Standard of Error Mean of variable Y. Determining Standard of
Error Mean of variable X
=
√ =
√ =
√ =
= 1.04
7. Determining Standard of Error Mean difference of and
- = √
= √
= √
= √ = 2.34
8. Determining :
=
=
= 5.07
9. Determining t-table in significant level 5% and 1% with df
df = ( = 30+30-2 = 58
At the degree of significant of 5% = 1.67
At the degree of significant of 1% = 2.39
39
10. The comparison between t-score with t-table
= 1.67 < 5.07 > 2.39
11. The measure of effect size (Cohen’s d ) formulation:
Pooled standard deviation
Cohens’d formulation
The comparison between effect size result and Cohen’s d guidelines of effect
size :
0 – 0.20 = weak effect
0.21 – 0.50 = modest effect
0.51 – 1.00 = moderate effect
> 1.00 = strong effect
And the result of the effect size from the calculation above is 1.36 that is higher
than 1.00 ( > 1.00), which means that SQ3R teaching reading technique has a strong
effect in students reading comprehension of hortatory text.
40
4. The Testing of the Hypothesis
The research was held to answer the question whether using SQ3R is effective on
students’ reading comprehension of hortatory exposition text at the eleventh-grade
students of SMA Annajah, Rumpin, Bogor. In order to provide the answer to the
question above, the Alternative Hypotheses ( ) and Null Hypotheses ( ) were
proposed as follows:
1. Null Hypotheses ( ): SQ3R is not effective in teaching reading of hortatory
exposition text.
2. Alternative Hypotheses ( ): SQ3R is effective in teaching reading of hortatory
exposition text.
To prove the hypotheses, the obtained data from experiment class and control
class were calculated by using formula with assumption as follows:
1. If ≤ in significant degree of 1%, the Null Hypotheses ( is accepted
and the Alternative Hypotheses ( is rejected. It means that there is no
significant effect of SQ3R in teaching reading of hortatory exposition text.
2. If ≥ in significant degree of 1%, the Null Hypotheses ( is rejected
and the Alternative Hypotheses ( is accepted. It means that there is significant
effect of SQ3R in teaching reading of hortatory exposition text.
The hypotheses criteria above states that: if > = is accepted and is
rejected, and if < is rejected and is accepted. is Hypotheses
Alternative, is Null Hypotheses, is t observation and is t test.
The result of the statistic calculation indicates that the value of is 5.07 which is
higher than ( at significance level 5% = 1.67 and ( at significance
level 1% = 2.39. it means that the Null Hypotheses ( is rejected and the
Hypotheses Alternative ( is accepted.
41
B. Discussion
From the data result in the table above, the average score of the experimental
class is known 16.27. Meanwhile, in control class that is taught without SQ3R, the
average score is known 4.40.
Based on the calculation above, it showed that there is the obvious difference in
students’ reading comprehension of hortatory exposition text. Based on the score in
freedom degree of “t” table, that is by df (n) is 58, the significance 5% = 1.67 and at
the 1% = 2.39. based on the calculation and average scores, the last score got 5.07.
As known, is higher than as 1.67 < 5.07 > 2.39.
Based on the result of the data analysis, it showed there is significant difference
result of using SQ3R in teaching reading hortatory exposition text. The result showed
that is higher than so the null hypotheses is rejected and the is accepted. This
means teaching reading of hortatory exposition text by using SQ3R is more effective
than teaching reading of hortatory exposition text without using SQ3R.
42
CHAPTER V
CONCLUSION AND SUGGESTION
After finishing the whole steps of this study, the writer draws the conclusion
referring to the result of the study. After that, related to the conclusion, the writer
gives some suggestions.
A. Conclusion
From the discussion in the previous chapter, the result of the statistical calculating
indicates that the value of is 5.07 which is higher than at significant level 5% =
1.67 and 1% = 2.39 so the null hypotheses ( ) is rejected and the alternative
hypotheses ( is accepted. It means that using SQ3R in teaching reading of
hortatory exposition text to the eleventh-grade students of SMA Annajah, Rumpin,
Bogor is effective.
SQ3R helps students to improve their reading comprehension. It can be proved by
considering experimental class students’ scores that increasing from pre-test to post-
test. The lowest pre-test score in the experimental class is 17 while the highest score
is 70. The criterion of minimum completeness (KKM) is 70, so there is only 1 student
who passed the KKM. In post-test, the lowest score is 30 and the highest score is 93.
There are 14 students who get score 70 which means they passed the KKM. They
also get post-test scores which are significantly higher than the students in control
class who are not taught by using SQ3R.
To sum up, teaching reading of hortatory exposition text using SQ3R is effective.
In addition, the students were active and participated and gave more their attention in
the teaching-learning process of reading. Therefore, SQ3R can be an alternative
technique in teaching reading of hortatory exposition text.
43
B. Suggestion
Based on the conclusion, it can be delivered some suggestions go to:
1. Teachers: First, the teacher should use the SQ3R technique in teaching and
learning activities to improve students’ reading comprehension. Second, the
students should be more often introduced with the using of SQ3R because it
helps students’ comprehension in reading English text. Third, the teachers
should develop the use of SQ3R not only in a text but also when reading
textbooks.
2. Students: The students should be more often use SQ3R technique when they
are reading, especially in reading textbooks. The using of SQ3R can make
them easier to get information without having to read the entire text. Surely, it
will give benefit for students who do not really like reading books. In
addition, SQ3R’s five steps can make the students will be more focus in
learning reading.
3. School: School should facilitate the teacher and the students when they use
SQ3R in learning reading, especially for the time and situation. SQ3R takes a
long time and needs more concentration in using, so the school is expected to
provide the facilities to the teachers and the students such as quiet rooms and
the sufficient time to learn so that the students can be more focus when
learning this technique.
4. Other researchers: the other researchers should more develop this study so
there are more people in the world of education will know and eventually
adopt SQ3R technique in teaching reading.
44
REFERENCES
As-Sirjani, Raghib and Amir Al-Madari, Spiritual Reading: Hidup Lebih Bermakna
Dengan Membaca, Solo: Aqwam, 2007.
Becker, Lee A. Dr., “Effect Size Calculators,” Analysis of Pretest and Posttest Scores
with Gain Scores and Repeated Measures, Internet, available from
https://www.uccs.edu/lbecker/gainscore.html, accessed 17 February 2017.
Browning Wright, Diana, “SQ3R Method of Study,” Teaching & Learning 2003,
Internet, available from http://www.pent.ca.gov/acc/SQ3Rmethodofstudy.pdf,
accessed 24 January 2014.
Harmer, Jeremy, How to Teach English, Essex: Pearson Education Limited, 2003.
Harmer, Jeremy, The Practice of English Language Teaching, New York: Longman.
Houser, Rick, Counseling and Educational Research: Evaluation and Application,
USA: SAGE Publications, Inc., 2009.
Husna, Nida, Step by Step to Reading Skills: Step 1, Jakarta: UIN Syarif
Hidayatullah, 2010.
Husna, Nida, Step by Step to Reading Skills: Step 3, Jakarta: UIN Syarif
Hidayatullah, 2010.
Indaryati, Tri, English Alive for Senior High School Grade XI/2, Jakarta: Yudhistira,
2010.
Indaryati, Tri, English Alive for Senior High School Grade XI/1, Jakarta: Yudhistira,
2010.
45
Kurniasih, Dede, “Using Survey, Question, Read, Recite and Review in Teaching
Reading at Eight Grade of SMP YPI Bintaro,” A Thesis of Faculty of Tarbiya’
and Teachers’ Training, UIN Jakarta, 2009.
Liliaswati, “Pengertian Hortatory Exposition Teks dan Contoh2nya,” Ada Apa Aja,
Internet, available from http://bebbiony.wordpress.com/2013/05/02/pengertian-
hortatory-exposition-teks-dan-contoh2-nya/, accessed 30 January 2014.
L. R. Gay, Geoffrey E. Mills and Peter Airasian, Educational Research:
Competencies for Analysis and Applications, New Jersey: Pearson International
Edition, 2009.
Labib, Zainul, “Hortatory Exposition dan Contoh Text,” Zain Dalam Blog, Internet,
available from http://zain-corp.blogspot.com/2013/05/hortatory-exposition-dan-
contoh-text.html, accessed 30 January 2014.
Muijs, Daniel, Doing Quantitative Resarch in Education, California: Sage
Publication Ltd., 2004.
Nutall, Christine, Teaching Reading Skills: In a Foreign Language, UK: Macmillan
Publisher Limited, 1998.
Pound, Ezra, “SQ3R Reading Method,” Study Guides and Strategies, Internet,
available from http://www.studygs.net/texred2.htm, accessed 24 January 2014.
Prawono, Rekta “Improving Students’ Reading Comprehension through SQ3R,” A
Thesis of Faculty of Tarbiya’ and Teachers’ Training, UIN Jakarta: 2013. Not
published.
Susestyo, Budi, Dr., M. Pd, Statistika Untuk Analisis Data Penelitian, Bandung: PT
Refika Aditama, 2010.
46
Tarigan, Henry Guntur, Membaca, Bandung: Angkasa, 2008.
V. Zintz, Miles, The Reading Process, United States of America: WM. C. Brown
Company Publishers, 1972.
47
Raghib As-Sirjani, Amir Al-Madari, Spiritual Reading: Hidup Lebih Bermakna Dengan Membaca, (Solo: Aqwam, 2007),
p. 15.
Rekta Prawono, “Improving Students’ Reading Comprehension through SQ3R,” (A Thesis of Faculty of Tarbiya’ and
Teachers’ Training, UIN Jakarta, 2013), p. 1.
Miles V. Zintz, The Reading Process, (United States of America: WM. C. Brown Company Publishers, 1972), p. 17.
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman), p. 16.
Henry Guntur Tarigan, Membaca, (Bandung: Angkasa, 2008), p. 7.
Ibid., p. 7.
Harmer, op. cit., p. 190.
Christine Nutall, Teaching Reading Skills: In a Foreign Language, (UK: Macmillan Publisher Limited, 1998), p. 4.
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2003), p. 69.
Nida Husna, Step by Step to Reading Skills: Step 1, (Jakarta: UIN Syarif Hidayatullah, 2010), p. 9.
Diana Browning Wright, “SQ3R Method of Study,” Teaching & Learning 2003, Internet, available from
http://www.pent.ca.gov/acc/SQ3Rmethodofstudy.pdf, accessed 24 January 2014.
Ezra Pound, “SQ3R Reading Method,” Study Guides and Strategies, Internet, available from
http://www.studygs.net/texred2.htm, accessed 24 January 2014.
Nida Husna, Step by Step to Reading Skills: Step 3, (Jakarta: UIN Syarif Hidayatullah, 2010), p. 11.
Ibid., p. 9.
Liliaswati, “Pengertian Hortatory Exposition Teks dan Contoh2nya,” Ada Apa Aja, Internet, available from
http://bebbiony.wordpress.com/2013/05/02/pengertian-hortatory-exposition-teks-dan-contoh2-nya/, accessed 30 January 2014.
Zainul Labib, “Hortatory Exposition dan Contoh Text,” Zain Dalam Blog, Internet, available from http://zain-
corp.blogspot.com/2013/05/hortatory-exposition-dan-contoh-text.html, accessed 30 January 2014.
Tri Indaryati, English Alive for Senior High School Grade XI/2, (Jakarta: Yudhistira, 2010), p. 123.
Tri Indaryati, English Alive for Senior High School Grade XI/1, (Jakarta: Yudhistira, 2010), p. 92.
Husna, loc. cit.
Dede Kurniasih, “Using Survey, Question, Read, Recite and Review in Teaching Reading at Eight Grade of SMP YPI
Bintaro,” (A Thesis of Faculty of Tarbiya’ and Teachers’ Training, UIN Jakarta, 2009), p. 15.
Rick Houser, Counseling and Educational Research: Evaluation and Application, (USA: SAGE Publications, Inc., 2009),
p. 46.
L. R. Gay, Geoffrey E. Mills and Peter Airasian, Educational Research: Competencies for Analysis and Applications,
(New Jersey: Pearson International Edition, 2009), p. 240.
Stephanie Ellen, “Slovin’s Formula Sampling Technique,” eHow Education, Internet, available from
http://www.ehow.com/way_5475547_slovins-formula-sampling-techniques.html, accessed 23 January 2014.
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 208.
Ibid., p. 148.
Lee A. Becker, “Effect Size Calculators,” Analysis of Pretest and Posttest Scores with Gain Scores and Repeated
Measures, Internet, available from https://www.uccs.edu/lbecker/gainscore.html, accessed 17 February 2017.
Daniel Muijs, Doing Quantitative Resarch in Education, (California: Sage Publication Ltd., 2004), p. 136 – 139.
1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL CLASS
Satuan Pendidikan : SMA Annajah
Kelas/Semester : XI/1
Mata Pelajaran : Bahasa Inggris
Topik : Hortatory Exposition Text
Pertemuan Ke- : 2 dan 3
Alokasi Waktu : 2x45 menit
A. Standar Kompetensi
Reading:
11. Understanding short functional written text and simple essay in daily life and knowledge
usage in the form of narrative, spoof and hortatory exposition.
B. Kompetensi Dasar
11.1 Responding meaning in formal and informal short functional written text in daily life and
knowledge usage accurately, fluently, and understandably.
11.2 Responding meaning and rethorical steps of simple essay in daily life and knowledge
usage accurately, fluently and understandably in the form of narrative, spoof and hortatory
exposition.
C. Indikator Pencapaian Kompetensi
1. Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris.
2. Mengidentifikasi struktur dari hortatory exposition text.
3. Memahami isi dari hortatory exposition text.
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
a. Menjelaskan struktur dari hortatory exposition text dan menjelaskan tiap-tiap bagiannya.
b. Memahami isi dari hortatory exposition text dan memberikan argumen disertai alasan sendiri
terhadap wacana yang diberikan.
E. Materi Pembelajaran
1. Fungsi sosial
Mengidentifikasi struktur dan unsur kebahasaan dari hortatory exposition text.
2. Struktur teks (Thesis, Arguments, and Recommendations)
3. Language Features:
The use of emotive words (e.g: alarmed, worried)
The use of words that qualify statements (e.g: usual, probably)
The use of words that link arguments (e.g: firstly, however, on the other hand)
2
The use of present tense
The use of compound and complex sentences
The use of modal and adverbs (e.g: can, may, certainly, get, stop)
The use of subjective opinions using pronouns I and we
F. Model/Metode Pembelajaran
1. Pendekatan: scientific.
2. Strategi: observe – practice.
3. Metode: Inquiry/Experiencial learning.
G. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Guru masuk ke kelas, memberi salam dan langsung menyapa menggunakan
bahasa Inggris agar English Environment dapat langsung tercipta.
Guru mengajak siswa berdoa bersama sebelum memulai pelajaran
(menanamkan sikap religius).
Guru mengabsen siswa satu-persatu dan siswa menjawab dengan satu kata
motivasi (menanamkan motivasi sebelum belajar).
10 menit
Inti Observing
Siswa diperkenalkan metode SQ3R, kelebihan dari SQ3R, dan langkah-langkah
menggunakan teknik tersebut dalam membaca.
Siswa kemudian dijelaskan mengenai pengertian, struktur teks, dan language
features dari hortatory exposition text. .
Questioning
Dengan arahan guru, siswa diminta untuk bertanya mengenai penjelasan yang
telah diberikan, namun belum dapat dipahami.
Sebelum menjawab, guru sebaiknya melempar pertanyaan yang diajukan siswa
kepada siswa lain (menanamkan sikap berani dan percaya diri).
Experimenting
Siswa diminta membuka hortatory exposition text yang terdapat pada buku
paket siswa (judul: we should change the payment system?)
Siswa diminta mengamati bagian-bagian dalam hortatory exposition text,
seperti judul, sub-judul, paragraf awal dan akhir, serta bagian kesimpulan.
Siswa diminta mengubah judul, sub-judul, paragraph awal dan akhir, serta
bagian kesimpulan menjadi pertanyaan.
15 menit
10 menit
15 menit
3
Associating
Siswa diminta membuka kembali hortatory exposition text.
Siswa diminta menjawab pertanyaan yang telah mereka buat.
Siswa diminta memperhatikan kembali bagian-bagian seperti judul, sub-judul,
paragraf awal dan akhir, serta bagian kesimpulan.
Communicating
Siswa secara oral diminta untuk memberikan jawaban yang telah mereka buat.
Siswa diminta membuat catatan penting dari teks tapi dengan bahasa mereka
sendiri.
Siswa diminta memberi tanda atau meng-highlight poin penting dari apa yang
mereka baca.
Siswa diminta me-review ulang apa yang telah siswa lakukan sebelumnya,
yaitu: sudah menjawab pertanyaan yang telah dibuat dan memastikan jawaban
tersebut telah memiliki penjelasan yang cukup untuk pemahaman membaca
siswa terhadap hortatory exposition text yang diberikan.
Siswa diminta untuk menjelaskan hasil pekerjaan masing-masing di depan
kelas.
10 menit
20 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, peserta didik
ditanya bagaimana perasaannya (REFLEKSI).
Guru memberikan pertanyaan untuk mengetahui apakah peserta didik sudah
memahami topik tentang “Hortatory Exposition Text”.
Siswa diminta membuat kesimpulan pada pertemuan ini.
Siswa diminta untuk mencari contoh lain dari hortatory exposition text,
mengidentifikasi struktur teksnya, memberikan penjelasan untuk tiap bagian
strukturnya dan memberikan pendapat mereka sendiri terhadap teks tersebut.
Guru menutup kelas dengan membaca doa dan dapat mengucapkan kalimat,
“See you next meeting”.
10 menit
H. Sumber/Media Pembelajaran
1. Sumber : Buku Paket Siswa, Teks hortatory exposition lain (dari guru).
2. Media : White board, board marker.
I. Penilaian
1. Penilaian dari aspek pengetahuan (knowledge)
a. Kosakata (vocabulary)
5 = Hampir sempurna
4 = Ada kesalahan tapi tidak mengganggu makna
4
3 = Ada kesalahan dan mengganggu makna
2 = Banyak kesalahan dan mengganggu makna
1 = Terlalu banyak kesalahan sehingga sulit dipahami
b. Kelancaran (fluency)
5 = Sangat lancar
4 = Lancar
3 = Cukup lancar
2 = Kurang lancar
1 = Tidak lancar
c. Ketelitian (accuracy)
5 = Sangat teliti
4 = Teliti
3 = Cukup teliti
2 = Kurang teliti
1 = Tidak teliti
d. Pengucapan (pronunciation)
5 = Hampir sempurna
4 = Ada kesalahan tapi tidak mengganggu makna
3 = Ada kesalahan dan mengganggu makna
2 = Banyak kesalahan dan mengganggu makna
1 = Terlalu banyak kesalahan sehingga sulit dipahami
e. Intonasi (intonation)
5 = Hampir sempurna
4 = Ada kesalahan tapi tidak mengganggu makna
3 = Ada kesalahan dan mengganggu makna
2 = Banyak kesalahan dan mengganggu makna
1 = Terlalu banyak kesalahan sehingga sulit dipahami
f. Pemahaman (understanding)
5 = Sangat memahami
4 = Memahami
3 = Cukup memahami
2 = Kurang memahami
1 = Tidak memahami
g. Pilihan kata (diction)
5 = Sangat variatif dan tepat
4 = Variatif dan tepat
3 = Cukup variatif dan tepat
5
2 = Kurang variatif dan tepat
1 = Tidak variatif dan tepat
2. Penilaian dari segi sikap (attitude)
a. Rasa hormat (respect)
5 = Tidak pernah menunjukkan sikap tidak hormat
4 = Pernah menunjukkan sikap tidak hormat
3 = Beberapa kali menunjukkan sikap tidak hormat
2 = Sering menunjukkan sikap tidak hormat
1 = Sangat sering menunjukkan sikap tidak hormat
b. Jujur (honest)
5 = Tidak pernah menunjukkan sikap tidak jujur
4 = Pernah menunjukkan sikap tidak jujur
3 = Beberapa kali menunjukkan sikap tidak jujur
2 = Sering menunjukkan sikap tidak jujur
1 = Sangat sering menunjukkan sikap tidak jujur
c. Peduli (care)
5 = Tidak pernah menunjukkan sikap tidak peduli
4 = Pernah menunjukkan sikap tidak peduli
3 = Beberapa kali menunjukkan sikap tidak peduli
2 = Sering menunjukkan sikap tidak peduli
1 = Sangat sering menunjukkan sikap tidak peduli
d. Berani (brave)
5 = Tidak pernah menunjukkan sikap tidak berani
4 = Pernah menunjukkan sikap tidak berani
3 = Beberapa kali menunjukkan sikap tidak berani
2 = Sering menunjukkan sikap tidak berani
1 = Sangat sering menunjukkan sikap tidak berani
e. Percaya diri (confidence)
5 = Tidak pernah menunjukkan sikap tidak percaya diri
4 = Pernah menunjukkan sikap tidak percaya diri
3 = Beberapa kali menunjukkan sikap tidak percaya diri
2 = Sering menunjukkan sikap tidak percaya diri
1 = Sangat sering menunjukkan sikap tidak percaya diri
f. Berkomunikasi baik (communicative)
5 = Tidak pernah menunjukkan sikap tidak komunikatif
4 = Pernah menunjukkan sikap tidak komunikatif
3 = Beberapa kali menunjukkan sikap tidak komunikatif
6
2 = Sering menunjukkan sikap tidak komunikatif
1 = Sangat sering menunjukkan sikap tidak komunikatif
g. Peduli sosial (social awareness)
5 = Tidak pernah menunjukkan sikap tidak peduli sosial
4 = Pernah menunjukkan sikap tidak peduli sosial
3 = Beberapa kali menunjukkan sikap tidak peduli sosial
2 = Sering menunjukkan sikap tidak peduli sosial
1 = Sangat sering menunjukkan sikap tidak peduli sosial
h. Ingin tahu (curiosity)
5 = Tidak pernah menunjukkan sikap tidak ingin tahu
4 = Pernah menunjukkan sikap tidak ingin tahu
3 = Beberapa kali menunjukkan sikap tidak ingin tahu
2 = Sering menunjukkan sikap tidak ingin tahu
1 = Sangat sering menunjukkan sikap tidak ingin tahu
3. Penilaian dari segi tingkah laku (action)
a. Kerja sama (team work)
5 = Selalu bekerja sama
4 = Sering bekerja sama
3 = Beberapa kali melakukan kerja sama
2 = Pernah bekerja sama
1 = Tidak pernah bekerja sama
b. Melakukan tindak komunikasi yang tepat (communicative action)
5 = Selalu melakukan kegiatan komunikasi yang tepat
4 = Sering melakukan kegiatan komunikasi yang tepat
3 = Beberapa kali melakukan kegiatan komunikasi yang tepat
2 = Pernah melakukan kegiatan komunikasi yang tepat
1 = Tidak pernah melakukan kegiatan komunikasi yang tepat
Tangerang, 08 Oktober 2015
Maulani Rifat Yenisa
1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL CLASS
Satuan Pendidikan : SMA Annajah
Kelas/Semester : XI/1
Mata Pelajaran : Bahasa Inggris
Topik : Hortatory Exposition Text
Pertemuan Ke- : 2 dan 3
Alokasi Waktu : 2x45 menit
A. Standar Kompetensi
Reading:
11. Understanding short functional written text and simple essay in daily life and knowledge
usage in the form of narrative, spoof and hortatory exposition.
B. Kompetensi Dasar
11.1 Responding meaning in formal and informal short functional written text in daily life and
knowledge usage accurately, fluently, and understandably.
11.2 Responding meaning and rethorical steps of simple essay in daily life and knowledge
usage accurately, fluently and understandably in the form of narrative, spoof and hortatory
exposition.
C. Indikator Pencapaian Kompetensi
1. Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris.
2. Mengidentifikasi struktur dari hortatory exposition text.
3. Memahami isi dari hortatory exposition text.
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
a. Menjelaskan struktur dari hortatory exposition text dan menjelaskan tiap-tiap bagiannya.
b. Memahami isi dari hortatory exposition text yang diberikan.
c. Membuat hortatory exposition text dari topik yang ditentukan dan memberikan argumen
disertai alasan sendiri terhadap topik tersebut..
E. Materi Pembelajaran
1. Fungsi sosial
Mengidentifikasi struktur dan unsur kebahasaan dari hortatory exposition text.
2. Struktur teks (Thesis, Arguments, and Recommendations)
3. Language Features:
The use of emotive words (e.g: alarmed, worried)
The use of words that qualify statements (e.g: usual, probably)
2
The use of words that link arguments (e.g: firstly, however, on the other hand)
The use of present tense
The use of compound and complex sentences
The use of modal and adverbs (e.g: can, may, certainly, get, stop)
The use of subjective opinions using pronouns I and we
F. Model/Metode Pembelajaran
1. Pendekatan: scientific.
2. Strategi: observe – practice.
3. Metode: Inquiry/Experiencial learning.
G. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Guru masuk ke kelas, memberi salam dan langsung menyapa menggunakan
bahasa Inggris agar English Environment dapat langsung tercipta.
Guru mengajak siswa berdoa bersama sebelum memulai pelajaran
(menanamkan sikap religius).
Guru mengabsen siswa satu-persatu dan siswa menjawab dengan satu kata
motivasi (menanamkan motivasi sebelum belajar).
10 menit
Inti Observing
Siswa dijelaskan mengenai pengertian, struktur teks, dan language features dari
hortatory exposition text.
Salah satu siswa ditunjuk untuk membaca contoh teks dari hortatory exposition
text yang terdapat pada buku paket siswa (judul: we should change the payment
system?).
Siswa dijelaskan mengenai isi hortatory exposition text yang telah dibacakan.
Questioning
Dengan arahan guru, siswa diminta untuk bertanya mengenai penjelasan yang
telah diberikan, namun belum dapat dipahami.
Sebelum menjawab, guru sebaiknya melempar pertanyaan yang diajukan siswa
kepada siswa lain (menanamkan sikap berani dan percaya diri).
Experimenting
Berdasarkan contoh hortatory exposition text yang telah diberikan, siswa
diminta untuk menjawab beberapa pertanyaan yang terdapat pada buku.
Siswa ditunjuk satu persatu untuk menjawab pertanyaan yang telah diberikan.
20 menit
10 menit
10 menit
3
Associating
Guru memberikan contoh teks lain dari hortatory exposition text, yang berjudul
“Mobile Phones should not be banned in School”.
Siswa diminta untuk membaca terlebih dahulu teks tersebut.
Siswa diminta untuk mengidentifikasi struktur teks tersebut.
Communicating
Siswa dibagi menjadi beberapa kelompok. Tiap kelompok terdiri dari 5 orang.
Tiap kelompok diminta untuk menjelaskan tiap bagian dari struktur teks
hortatory exposition yang telah diberikan (thesis berbicara tentang apa,
arguments, dan recommendations, begitu seterusnya).
Siswa juga diminta untuk menjelaskan mana saja argumen yg pro dan kontra
dalam teks tersebut.
Siswa diminta untuk memberikan argumen atau pendapat mereka sendiri
terhadap teks tersebut disertai dengan alasan yang logis.
Kelompok yang telah selesai diminta untuk memberikan penjelasan di depan
kelas mengenai teks tersebut.
10 menit
20 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, peserta didik
ditanya bagaimana perasaannya (REFLEKSI).
Guru memberikan pertanyaan untuk mengetahui apakah peserta didik sudah
memahami topik tentang “Hortatory Exposition Text”.
Siswa diminta membuat kesimpulan pada pertemuan ini.
Siswa diminta untuk mencari contoh lain dari hortatory exposition text,
mengidentifikasi struktur teksnya, memberikan penjelasan untuk tiap bagian
strukturnya dan memberikan pendapat mereka sendiri terhadap teks tersebut.
Guru menutup kelas dengan membaca doa dan dapat mengucapkan kalimat,
“See you next meeting”.
10 menit
H. Sumber/Media Pembelajaran
1. Sumber : Buku Paket Siswa, Teks hortatory exposition lain (dari guru).
2. Media : White board, board marker.
I. Penilaian
1. Penilaian dari aspek pengetahuan (knowledge)
a. Kosakata (vocabulary)
5 = Hampir sempurna
4 = Ada kesalahan tapi tidak mengganggu makna
3 = Ada kesalahan dan mengganggu makna
4
2 = Banyak kesalahan dan mengganggu makna
1 = Terlalu banyak kesalahan sehingga sulit dipahami
b. Kelancaran (fluency)
5 = Sangat lancar
4 = Lancar
3 = Cukup lancar
2 = Kurang lancar
1 = Tidak lancar
c. Ketelitian (accuracy)
5 = Sangat teliti
4 = Teliti
3 = Cukup teliti
2 = Kurang teliti
1 = Tidak teliti
d. Pengucapan (pronunciation)
5 = Hampir sempurna
4 = Ada kesalahan tapi tidak mengganggu makna
3 = Ada kesalahan dan mengganggu makna
2 = Banyak kesalahan dan mengganggu makna
1 = Terlalu banyak kesalahan sehingga sulit dipahami
e. Intonasi (intonation)
5 = Hampir sempurna
4 = Ada kesalahan tapi tidak mengganggu makna
3 = Ada kesalahan dan mengganggu makna
2 = Banyak kesalahan dan mengganggu makna
1 = Terlalu banyak kesalahan sehingga sulit dipahami
f. Pemahaman (understanding)
5 = Sangat memahami
4 = Memahami
3 = Cukup memahami
2 = Kurang memahami
1 = Tidak memahami
g. Pilihan kata (diction)
5 = Sangat variatif dan tepat
4 = Variatif dan tepat
3 = Cukup variatif dan tepat
2 = Kurang variatif dan tepat
5
1 = Tidak variatif dan tepat
2. Penilaian dari segi sikap (attitude)
a. Rasa hormat (respect)
5 = Tidak pernah menunjukkan sikap tidak hormat
4 = Pernah menunjukkan sikap tidak hormat
3 = Beberapa kali menunjukkan sikap tidak hormat
2 = Sering menunjukkan sikap tidak hormat
1 = Sangat sering menunjukkan sikap tidak hormat
b. Jujur (honest)
5 = Tidak pernah menunjukkan sikap tidak jujur
4 = Pernah menunjukkan sikap tidak jujur
3 = Beberapa kali menunjukkan sikap tidak jujur
2 = Sering menunjukkan sikap tidak jujur
1 = Sangat sering menunjukkan sikap tidak jujur
c. Peduli (care)
5 = Tidak pernah menunjukkan sikap tidak peduli
4 = Pernah menunjukkan sikap tidak peduli
3 = Beberapa kali menunjukkan sikap tidak peduli
2 = Sering menunjukkan sikap tidak peduli
1 = Sangat sering menunjukkan sikap tidak peduli
d. Berani (brave)
5 = Tidak pernah menunjukkan sikap tidak berani
4 = Pernah menunjukkan sikap tidak berani
3 = Beberapa kali menunjukkan sikap tidak berani
2 = Sering menunjukkan sikap tidak berani
1 = Sangat sering menunjukkan sikap tidak berani
e. Percaya diri (confidence)
5 = Tidak pernah menunjukkan sikap tidak percaya diri
4 = Pernah menunjukkan sikap tidak percaya diri
3 = Beberapa kali menunjukkan sikap tidak percaya diri
2 = Sering menunjukkan sikap tidak percaya diri
1 = Sangat sering menunjukkan sikap tidak percaya diri
f. Berkomunikasi baik (communicative)
5 = Tidak pernah menunjukkan sikap tidak komunikatif
4 = Pernah menunjukkan sikap tidak komunikatif
3 = Beberapa kali menunjukkan sikap tidak komunikatif
6
2 = Sering menunjukkan sikap tidak komunikatif
1 = Sangat sering menunjukkan sikap tidak komunikatif
g. Peduli sosial (social awareness)
5 = Tidak pernah menunjukkan sikap tidak peduli sosial
4 = Pernah menunjukkan sikap tidak peduli sosial
3 = Beberapa kali menunjukkan sikap tidak peduli sosial
2 = Sering menunjukkan sikap tidak peduli sosial
1 = Sangat sering menunjukkan sikap tidak peduli sosial
h. Ingin tahu (curiosity)
5 = Tidak pernah menunjukkan sikap tidak ingin tahu
4 = Pernah menunjukkan sikap tidak ingin tahu
3 = Beberapa kali menunjukkan sikap tidak ingin tahu
2 = Sering menunjukkan sikap tidak ingin tahu
1 = Sangat sering menunjukkan sikap tidak ingin tahu
3. Penilaian dari segi tingkah laku (action)
a. Kerja sama (team work)
5 = Selalu bekerja sama
4 = Sering bekerja sama
3 = Beberapa kali melakukan kerja sama
2 = Pernah bekerja sama
1 = Tidak pernah bekerja sama
b. Melakukan tindak komunikasi yang tepat (communicative action)
5 = Selalu melakukan kegiatan komunikasi yang tepat
4 = Sering melakukan kegiatan komunikasi yang tepat
3 = Beberapa kali melakukan kegiatan komunikasi yang tepat
2 = Pernah melakukan kegiatan komunikasi yang tepat
1 = Tidak pernah melakukan kegiatan komunikasi yang tepat
Tangerang, 07 Oktober 2015
Maulani Rifat Yenisa
Name:
Class:
Circle the best answer for each question!
Text 1
Smoking in a restaurant does not only give the bad impact to the active smokers but also the
passive ones.
Smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn
them off their food. People pay to taste good food and not to be put off by foul-smelling smoke.
Besides, smoking harm the others especially passive smokers, that is, breathing in smoke
made by a smoker, can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smoker. Cigarettes cause heart and
lung disease and people do not smoke anywhere, not just in restaurants.
Regarding to the bad impacts, smoking must not be allowed in any restaurants.
1. The communicative purpose of the text is to…
A. Explain how the smoking can be dangerous
B. Retell about some positive effects of smoking
C. Persuade readers with the smoking risk
D. Describe how the smoking is not allowed
E. Persuade readers that smoking must be banned
2. Smoking in a restaurant is impolite. (paragraph 2). The antonym of the underlined word is…
A. Rude D. Sensitive
B. Polite E. Kind
C. Delicate
3. The statements below are true based on the text, except…
A. Smoking is dangerous
B. Smoking makes us better
C. Smoking is unhealthy for the smoker
D. Smoking must not be allowed
E. Smoking harms to the others
4. What is the main idea of the second paragraph?
A. Smoking in a restaurant is rude to do
B. Passive smoking is made by a smoker
C. Cigarettes cause heart and lung disease
D. Smoking in restaurants must not be allowed
E. The smell of the smoke affects all people
5. The generic structure of the first paragraph is?
A. Arguments D. Reiteration
B. Thesis E. Conclusion
C. Recommendation
Text 2
If you want to advance in your career, you will have to make some careful decision about
which jobs to take. Evaluate a job offer for the value it has to your career. It may mean sacrifice
at first. You may have to move to a different region or a different country to get a job that is right
for you. You may have to work late hours, at last temporarily. You might even have to take
lower salary for job that offers you the experience that you need. But you should never accept a
job if it is not related to your career goals.
Accepting a job that is not within your career path will not give you the training or
experience you need or want. You will find yourself frustrated in such position and consequently
will not perform your best. This will have an effect on the people around you who will not feel as
you are being a part of the team. The best advice is to think carefully before accepting any
position and make sure the job is the one you want to have.
6. What is the most significant factor in evaluating a job?
A. Location D. How much you like it
B. Salary E. Prestige
C. Value to your career
7. Which is not mentioned as a sacrifice for valuable job?
A. Moving to other region D. Moving to other country
B. No benefits E. Low salary
C. Bad working hours
8. What is wrong with taking a job outside your career path?
A. You will earn less D. You will be part of a team
B. You won’t perform well E. People will give you advice
C. People will complain to you
9. What is the writer’s best advice?
A. Take the first job offered D. Think before accepting a job
B. Consider changing career E. Find a job with the highest salary
C. Do not work with other people
Text 3
When a person old enough to be responsible for a crime? This question needs to be
investigated because the current law is not good enough.
The law at present protects children aged between ten years and fourteen years from being
punished for committing crimes. It is believed that children under fourteen years are too young to
realize the seriousness of their crimes. Mr. Stephen Scarlett, head of the NSW Children’s Court,
describes how clever young offenders use this defense, saying that they are too young to
understand that they have broken the law. Mr. Scarlett, an expert on this subject, states that the
age should be dropped from fourteen to twelve years. I agree with this.
Teenagers these days are far more sophisticated than those in the past. The law should
recognize this. In a recent survey some people suggested that the age for being responsible for a
crime should be dropped to eight years old. This, I feel, is too young. Fourteen, however, is too
old. Is there anyone who believes that a fourteen-year-old does not know that it is against the law
to steal or vandalize property? By the age of twelve, children are aware of what is legal and what
is not.
Public pressure creates change. It is now up to the public to put pressure on the government
to change the age at which a person may be held responsible for a crime from fourteen years to
twelve years. Out of date laws have no place in a modern society, especially one that needs
people to be responsible for their actions.
10. What does the text above talk about?
A. When a person is old enough to be responsible for a crime
B. When a person is being punished for committing crimes
C. When children are too young to be responsible for a crime
D. When a person is too old to be responsible for a crime
E. When do teenagers realize the seriousness of their crimes
11. In what age are the children protected by the present law from being punished for
committing crimes?
A. Ten years old D. Eight years old
B. Fourteen years old E. Twelve years old
C. Ten to fourteen years old
12. In what paragraph do we find the recommendation of the text above?
A. In the first paragraph D. In the fourth paragraph
B. In the second paragraph E. No any paragraph
C. In the third paragraph
13. The part of the text which states what ought or ought not to happen is called...
A. Thesis D. Reiteration
B. Argument E. Recommendation
C. Elaboration
14. “Teenagers these days are far more sophisticated than those in the past.” The word those
refer to...
A. Days D. Children
B. Teenagers E. Crimes
C. Laws
15. What type of genre does the text belong to?
A. Analytical exposition D. Description
B. Hortatory exposition E. Narrative
C. Report
16. “Mr. Scarlett, an expert on this subject, states that the age should be dropped from fourteen
to twelve years. I agree with this.” The sentence above expresses...
A. Argument D. Debate
B. Opinion E. Agreement
C. Certainty
Text 4
Space travel should be stopped for many reasons. Firstly, it is totally unsafe as proven by the
Colombia Space Shuttle disaster. Thousand people have been killed in accidents. Secondly, it
costs billions and billions dollars everyday just to put fuel into rockets. Professor Smith from the
Spend Money on People Space Association agrees that space travel is a waste of time and
money. Further, space travel is altering the world’s weather pattern as evidenced by the record of
high temperatures this summer in Cobar. Everyone knows that if God wanted us to fly in space
we should have been born with space suits. Stop space before it destroys the earth.
17. How many reasons are stated in the text dealing with the point that Space travel should be
stopped?
A. One D. Four
B. Two E. Five
C. Three
18. “Professor Smith from the Spend Money on People not Space Association agrees that space
travel is a waste of time and money.” The sentence contains a word expresses...
A. Agreement D. Certainity
B. Disagreement E. Desire
C. Contrast
19. Which is not true based on the text above?
A. Space travel should be stopped
B. Space travel destroys the earth
C. Space travel costs billions and billions of dollars everyday
D. Space travel offer benefits to the earth
E. Space travel is unsafe
20. What does the text above mainly talk about?
A. Air travel D. Space travel
B. Road travel E. Rocket travel
C. Water travel
21. “Stop space before it destroys the earth.” This part of paragraph indicates the...
A. Reiteration D. Thesis
B. Reinforcement E. Elaboration
C. Argument
Text 5
There are many arguments in favor of a boarding school education. Nevertheless, the
boarding school is not always the best education institution for everyone.
At an early age interacting and communicating with people is very important for a child’s
personal life and can be especially helpful for his/her future. In a boarding school, shy children
can take advantage of interaction through communal activities. The boarding school also offers a
great variety of activities such as arts, sports, and music that allow children to demonstrate and
develop specialized skills in their free time.
Furthermore, the structured way of life and strict rules at the boarding school may helps
students to get used to a well ordered way of life. The manners and social skills will help them to
become more responsible and confident, and to develop their talents in leadership. Professionally
trained teachers and educators in the boarding school can offer excellent education without the
parents’ constant supervision.
In spite of these good points, it is not advisable to send a child to a boarding school if he/she
is a dependent learner. A boarding school usually demands that student learn independently. In
addition, the boarding school should not be seen as a measure to solve inappropriate behavior or
unsatisfactory study performance. Instead of improving, problematic children may close off their
relationship with their peers and teachers.
In conclusion although a boarding school may provide good education to many children, it is
not recommended for those who are strongly attached to their families. They may become
frustrated and socially isolated.
22. According to the writer, children in a boarding school can develop specialized skills in…
A. Entrepreneurship D. Drama
B. Community service E. Music
C. Reading
23. Why do parents send their children to boarding school? Because…
A. It is good for shy children
B. It gives good education for adults
C. Interacting and communicating with people is very important
D. It does not allow children demonstrate excellence and develop their skills
E. It is safe and makes children become responsible and develop talents in leadership
24. From the text, we can conclude that…
A. The boarding school can be very expensive
B. There are good and bad boarding schools
C. The boarding school is the solution to our educational problems
D. It’s not necessary to send children to a boarding school because the students can live
independently
E. Not everyone thinks that the boarding school is the best educational institution for
children
25. The generic structure of the text above is...
A. thesis – arguments – reiteration
B. thesis – arguments – recommendation
C. description – identification
D. identification – description
E. orientation – event – reorientation
26. How many arguments mention in the text ?
A. 2 D. 6
B. 3 E. 7
C. 4
Text 6
Jakarta is the capital city of Indonesia. It is a big city that has many buildings, offices tower,
real estates and skyscrapers which make Jakarta as a beautiful city especially in the night.
Flooding is one of natural disasters in Indonesia, especially in Jakarta beside earth quake. And it
is one of serious problems due to flood.
One of the problems is, there are many citizens who like throwing away the garbage in the
street, rivers, or we can say garbage is in every corner of the city. They do not care about
cleanliness. So, it makes looks a dirty city. It is a dark side of Jakarta.
The other problem is illegal house. Many people from central or east java move to Jakarta
just looking for a job and they bring their family but they do not have house for their living. So
they make an illegal house in the side of river in Jakarta and it makes more flooding in Jakarta.
There are many ways to decrease the flood. First of all, we must aware of flood. Do not try to
throw away the garbage. And the last but not least, keep the cleanliness, because the cleanliness
is a part of belief in Islamic religion.
27. Based on the text above, how many reasons cause flood in Jakarta?
A. One D. Four
B. Two E. Five
C. Three
28. To whom does the writer give the suggestion? (the last paragraph)
A. Readers of the text D. Writer and readers
B. People of Indonesia E. Someone in Jakarta
C. Citizen of Jakarta
29. “Real estates and skyscrapers…” (first paragraph). The italic word means…
A. The space above the earth
B. Where we see sun, stars and moon
C. Outline of the earth
D. Very high building
E. Building of the sky
30. “One of natural disasters...” The italic word is called as…
A. Noun D. Adverb
B. Verb E. Compound
C. Adjective
31. “One of serious problems due to flood...” The italic word means…
A. Use to D. Cause of
B. Used to E. Turn off
C. Have to
Text 7
Anybody who is over the age of six knows that there is nowhere safe for skateboarders to
skate. This prevents young people from enjoying an active, energetic and adventurous pastime.
Just watch a local street for a short while and note the steady stream of skaters speeding up
and down the footpaths. Toddlers can be trampled on and old ladies can be knocked down as
they struggle home carrying their cat food from supermarkets.
Skateboarding is a serious sport that improves young people’s health. It increases fitness,
improves balance and strengthens the joints in knees and ankles. Although it appears to be a solo
sport, when groups practice together and compete to perform stunts or runs they form firm
friendships.
Young people should be prevented from becoming overweight couch potatoes. If they are
actively involved in skating, they do not smoke, take drugs or break laws for fun.
Kids will always seek thrills and excitement. They need to practice their 180s, 360s and
Ollie’s free from restrictions. We must build skate parks in the suburbs so that streets are safe for
small children and senior citizens and skaters have spaces where they can race, chase, speed, and
soar towards the sun.
32. Where do the kids usually ride their skateboard?
A. In the main roads and foot paths D. In the suburbs
B. In front of the supermarket E. In the park
C. In front of their home
33. What is the main idea of paragraph 3?
A. There is no safe place for skateboarders
B. Kids seek an excitement in skate
C. The goodness of skateboarding
D. The skateboarding is a serious sport
E. How to prevent overweight by skateboarding
34. The writer’s purpose in writing the text is ….
A. To invite the local teenagers to skate in a park built specifically for skaters
B. To convince the readers that they need a safe place for skaters to skate
C. To provoke youngsters into the local government policy
D. To promote the writer’s business of skateboarding class
E. To inform parents about the goodness of skateboarding
35. What must we do to let the skaters play?
A. Join with them anywhere D. Let them play in the local street
B. Give them space in the park. E. Build a skate park in the suburbs
C. Let them play in the main roads.
36. They need to practice their 180s, 360s and Ollie’s free from restrictions. (paragraph 5)
The synonym of the underlined word is ….
A. Approval D. Prevention
B. Allowance E. Limitation
C. Improvement
Text 8
Faster planes and cheaper flights are making it easier than ever before for people to travel. In
the most 'developed' societies, visiting exotic places is a sought-after status symbol. The tourism
industries of both developed and developing countries have recognised this fact and are learning
to take advantage of it.
There are, however, some problems associated with this new industry. Firstly, there is the
increasing crime rate. Some local's tourists as an easy prey because, not only are they in
unfamiliar territory and therefore less able to take care of themselves, but also they carry visible
items of wealth, such as cameras and jewelery which can be disposed of quickly for profit.
Another major problem is health. With greater mobility comes greater danger of spreading
contagious diseases around the world. One carrier returning home could easily start an epidemic
before their illness was diagnosed. Moreover, the emergence of many diseases which resist
antibiotics is causing scientists to be increasingly concerned about this issue.
Also to be considered is the natural environment, which can be seriously threatened by too
many visitors. Australia's Great Barrier Reef, for example, is in danger of being destroyed by
tourists and there are plans to restrict visitors to some of the more delicate coral cays.
These are just three of the reasons why any country should be wary of committing itself to
an extensive tourism development program.
37. Why does the natural environment become one of the serious problem associated with the
faster planes ail cheaper flight? Because...
A. It easily started an epidemic before their illness was diagnosed
B. It can be destroyed by too many visitors
C. The health problem will increase
D. They carry visible items of wealth
E. It can increase crime rate
38. Why is the crime rate increasing due to the new industry?
A. Some tourists carry visible items of wealth
B. The tourists are spreading contagious diseases
C. The government is planning to restrict visitors to some coral cays
D. The new industry makes the number of unemployment increase
E. The tourists come by plane
39. "One carrier returning home could easily start an epidemic before their illness was
diagnosed." (Paragraph 3). The underlined word means...
A. Found D. Examined
B. Observed E. Healed
C. Identified
Text 9
Students’ cheating is one of the biggest problems faced by teachers nowadays. Despite the
fact that teachers advise their students not to do dishonest acts during tests, some students still do
cheating. There are many kinds of cheating that students do during the test or examination, such
as looking other students’ work, put some notes under their clothes, write notes or formulas on
their desks make hand signals or go to rest rooms to get the answers from their friends.
In my view, students who do cheating are committing a crime. It is a sort of taking
something illegally. This crime causes negative results to the students. Students who always
cheat deteriorate their mental capacity. Cheating acts also create dependence. They weaken their
self confidence. Instead of preparing for the coming test, they are busy to organize notes on a
piece of paper. If this awful habit continues, the students will lose their opportunity to develop
their intellectual and mind.
Therefore, school should consider cheating as a very serious problem. School board and
administration should go hand to overcome this matter. Honesty must be put in school’s vision.
Harsh punishment must be applied to students who commit this crime.
40. What is mainly discussed in the text?
A. School policy D. Mental deterioration
B. Harsh punishment E. Different ways of cheating
C. Cheating as a crime
41. What will the school do to eliminate students who commit cheating?
A. Create a good vision D. Make students confident
B. Select honest students E. Administer the school affair
C. Make harsh punishment
42. “Students who always cheat deteriorate their mental capacity.” (Paragraph 3).
The underlined word means…
A. Support D. Create
B. Worsen E. Find
C. Cause
43. “They weaken their self confidence.” (Paragraph 3). The underline word refers to...
A. Tests D. Students
B. Papers E. Cheatings
C. Results
Text 10
Being on time is a beautiful social ethic and one of great importance, as it creates efficiency
in system and implies respect for one another. However, it is one the many values that is not easy
for our students to learn.
Inner discipline, one that comes from an understanding of the set rules and regulation, is the
highest form of behavior. Most excellent school tried to instill this with a loving environment.
Why, even adults arrive late to meeting, work, etc. Here, we do not agree that late comers should
be shut out. They can be given warnings, most of which are enough to make them try their best
to reach the school on time latter. If this fails, invite the parent to school.
By closing the gates, the school is behaving cruelly, to which we prefer not to expose our
children. Every school has responsibility to implant good educational principle, but it should be
in appropriate ways. Good schools create competitive students who can organize themselves
effectively in society, so that everyone gets a quality life as a result of the ethics and values
learned for as long as 12 years.
Children are precious and dependent on the adult for guidance. Understanding them is the
key, and to this end, both parents and schools must work hand in hand without playing the blame
game.
44. What should the school do if a student can’t stop his/her habit to come late to school?
A. Punish him/her D. Talk to his/her parents
B. Shut him/her out E. Try to understand him/her
C. Fail him/her
45. What does the writer think to be “the highest form of behaviour” (in the second paragraph)?
A. Respect for one another
B. Not being late to school
C. Understanding the regulations
D. Understanding the rules
E. Inner discipline
46. ”Children are precious and dependent on the adults for guidance.”
The underlined word is closest in meaning to...
A. Valuable D. Innocent
B. Excellent E. Naive
C. Clever
Text 11
Is it important to know what your kids are watching? Of course yes. Television can expose
things you have tried to protect them from, especially violence, pornography, consumerism, etc.
A study demonstrated that spending too much time on watching TV during the day or
bedtime often causes bedtime disruption, stress, and short of sleep duration.
Another research found that there is a significant relationship between the amount of time
spent for watching television during adolescence and early adulthood, and the possibility of
being aggressive.
Meanwhile, many studies have identified a relationship between kids who watch TV a lot
and being inactive and overweight.
Considering some facts mentioned above, protect your children with the following tips:
1. Limit television viewing to 1 – 2 hours each day
2. Do not allow your children to have a TV set in their bedrooms
3. Review the rating of TV shows that your children watch
4. Watch television with your children and discuss what is happening the show
47. What is the text about?
A. The programs show on TV
B. Watching TV is disadvantageous
C. The effects of watching television on kids
D. Reviewing the ratings of TV shows is important
E. The importance of knowing the program watched by our children
48. The following are the effects of watching TV a lot, except...
A. Stress D. Bedtime disruption
B. Being active E. Shorten sleep duration
C. Being aggressive
49. Which of the following statements is true according to the text?
A. All TV programs are good for children
B. Children know what programs to watch
C. It is good for a kid to watch TV all day long
D. It is very important for children to have a TV set in their bedrooms
E. Spending too much time for watching TV may cause kids inactive
50. It is hard for a child to sleep because...
A. The parents review TV’s program
B. The parents limit the time to watch TV
C. The kid watches TV with his/her parents
D. The kid watches too much TV at bedtime
E. The kid discusses the program with his/her parents
15.validasi fixedSKOR DATA DIBOBOT=================
Jumlah Subyek = 22Butir soal = 50Bobot utk jwban benar = 1Bobot utk jwban salah = 0Nama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 a 34 16 0 34 34 2 2 b 23 27 0 23 23 3 3 c 23 27 0 23 23 4 4 d 35 15 0 35 35 5 5 e 33 17 0 33 33 6 6 f 39 11 0 39 39 7 7 g 37 13 0 37 37 8 8 h 36 14 0 36 36 9 9 i 37 13 0 37 37 10 10 j 37 13 0 37 37 11 11 k 37 13 0 37 37 12 12 l 32 18 0 32 32 13 13 m 22 28 0 22 22 14 14 n 31 19 0 31 31 15 15 o 28 22 0 28 28 16 16 p 17 33 0 17 17 17 17 q 30 20 0 30 30 18 18 r 33 17 0 33 33 19 19 s 32 18 0 32 32 20 20 t 13 37 0 13 13 21 21 u 33 17 0 33 33 22 22 v 18 32 0 18 18
RELIABILITAS TES================
Rata2= 30,00Simpang Baku= 7,43KorelasiXY= 0,85Reliabilitas Tes= 0,92Nama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 a 17 17 34 2 2 b 14 9 23 3 3 c 14 9 23 4 4 d 19 16 35 5 5 e 18 15 33 6 6 f 21 18 39 7 7 g 20 17 37 8 8 h 20 16 36 9 9 i 19 18 37 10 10 j 19 18 37 11 11 k 19 18 37 12 12 l 15 17 32 13 13 m 13 9 22 14 14 n 15 16 31 15 15 o 15 13 28 16 16 p 12 5 17 17 17 q 15 15 30 18 18 r 18 15 33 19 19 s 17 15 32 20 20 t 7 6 13 21 21 u 19 14 33 22 22 v 10 8 18
Page 1
15.validasi fixed
KELOMPOK UNGGUL & ASOR======================
Kelompok UnggulNama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 6 f 39 1 1 1 1 - - 1 2 7 g 37 - 1 1 - 1 - 1 3 9 i 37 - 1 1 - 1 - 1 4 10 j 37 - 1 1 - 1 - 1 5 11 k 37 - 1 1 - 1 - 1 6 8 h 36 - 1 1 - 1 - 1 Jml Jwb Benar 1 6 6 1 5 0 6
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 6 f 39 1 1 1 - - 1 - 2 7 g 37 - 1 1 1 1 1 - 3 9 i 37 1 1 1 1 1 1 - 4 10 j 37 1 1 1 1 1 1 - 5 11 k 37 1 1 1 1 1 1 - 6 8 h 36 1 1 1 1 - 1 - Jml Jwb Benar 5 6 6 5 4 6 0
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 6 f 39 1 - 1 1 1 1 1 2 7 g 37 1 1 1 1 1 1 - 3 9 i 37 1 1 1 1 1 1 - 4 10 j 37 1 1 1 1 1 1 - 5 11 k 37 1 1 1 1 1 1 - 6 8 h 36 1 - 1 1 1 1 - Jml Jwb Benar 6 4 6 6 6 6 1
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 6 f 39 1 1 - 1 1 - 1 2 7 g 37 1 1 - 1 1 1 - 3 9 i 37 1 1 - 1 1 - - 4 10 j 37 1 1 - 1 1 - - 5 11 k 37 1 1 - 1 1 - - 6 8 h 36 1 1 - 1 1 1 - Jml Jwb Benar 6 6 0 6 6 2 1
29 30 31 32 33 34 35 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35 1 6 f 39 1 - 1 1 1 1 1 2 7 g 37 1 - 1 1 1 1 1 3 9 i 37 1 - 1 1 1 1 1 4 10 j 37 1 - 1 1 1 1 1 5 11 k 37 1 - 1 1 1 1 1 6 8 h 36 1 - 1 1 1 1 1 Jml Jwb Benar 6 0 6 6 6 6 6
36 37 38 39 40 41 42 No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 41 42 1 6 f 39 1 1 1 1 - - 1 2 7 g 37 - 1 1 - 1 1 1 3 9 i 37 - 1 1 - 1 1 1
Page 2
15.validasi fixed 4 10 j 37 - 1 1 - 1 1 1 5 11 k 37 - 1 1 - 1 1 1 6 8 h 36 - 1 1 - 1 1 1 Jml Jwb Benar 1 6 6 1 5 5 6
43 44 45 46 47 48 49 No.Urut No Subyek Kode/Nama Subyek Skor 43 44 45 46 47 48 49 1 6 f 39 1 1 1 1 1 1 1 2 7 g 37 1 1 - 1 - 1 1 3 9 i 37 1 1 - 1 - 1 1 4 10 j 37 1 1 - 1 - 1 1 5 11 k 37 1 1 - 1 - 1 1 6 8 h 36 1 1 - 1 - 1 1 Jml Jwb Benar 6 6 1 6 1 6 6
50 No.Urut No Subyek Kode/Nama Subyek Skor 50 1 6 f 39 1 2 7 g 37 1 3 9 i 37 1 4 10 j 37 1 5 11 k 37 1 6 8 h 36 1 Jml Jwb Benar 6
Kelompok AsorNama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 2 b 23 - 1 1 1 - - - 2 3 c 23 - 1 1 1 - - - 3 13 m 22 1 1 1 - - - 1 4 22 v 18 - 1 1 - - - 1 5 16 p 17 1 - 1 - - - 1 6 20 t 13 1 1 1 1 - - - Jml Jwb Benar 3 5 6 3 0 0 3
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 2 b 23 1 1 1 1 - - - 2 3 c 23 1 1 1 1 - - - 3 13 m 22 1 1 - 1 - - - 4 22 v 18 1 1 - 1 - - - 5 16 p 17 1 - 1 - - - - 6 20 t 13 1 - - - - - - Jml Jwb Benar 6 4 3 4 0 0 0
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 2 b 23 - - 1 1 1 1 1 2 3 c 23 - - 1 1 1 1 1 3 13 m 22 - 1 - - - 1 - 4 22 v 18 - 1 - 1 1 1 - 5 16 p 17 - - 1 1 1 - - 6 20 t 13 - - - - - 1 - Jml Jwb Benar 0 2 3 4 4 5 2
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 2 b 23 - 1 1 - - 1 -
Page 3
15.validasi fixed 2 3 c 23 - 1 1 - - 1 - 3 13 m 22 - - 1 1 - - - 4 22 v 18 - - - - - 1 - 5 16 p 17 - 1 - - - - - 6 20 t 13 - - - 1 - - - Jml Jwb Benar 0 3 3 2 0 3 0
29 30 31 32 33 34 35 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35 1 2 b 23 1 - 1 1 - - - 2 3 c 23 1 - 1 1 - - - 3 13 m 22 1 - 1 1 - - - 4 22 v 18 1 - 1 1 - 1 - 5 16 p 17 1 - 1 - - - - 6 20 t 13 1 - - 1 - - 1 Jml Jwb Benar 6 0 5 5 0 1 1
36 37 38 39 40 41 42 No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 41 42 1 2 b 23 - - - - - - - 2 3 c 23 - - - - - - - 3 13 m 22 - 1 - 1 - 1 1 4 22 v 18 - - - 1 - - - 5 16 p 17 - 1 - 1 - - 1 6 20 t 13 - - - 1 1 1 - Jml Jwb Benar 0 2 0 4 1 2 2
43 44 45 46 47 48 49 No.Urut No Subyek Kode/Nama Subyek Skor 43 44 45 46 47 48 49 1 2 b 23 1 - 1 1 1 - 1 2 3 c 23 1 - 1 1 1 - 1 3 13 m 22 1 - 1 1 - 1 - 4 22 v 18 1 - - 1 - - - 5 16 p 17 1 - - 1 - - 1 6 20 t 13 - - - - - - - Jml Jwb Benar 5 0 3 5 2 1 3
50 No.Urut No Subyek Kode/Nama Subyek Skor 50 1 2 b 23 - 2 3 c 23 - 3 13 m 22 - 4 22 v 18 - 5 16 p 17 - 6 20 t 13 - Jml Jwb Benar 0
DAYA PEMBEDA============
Jumlah Subyek= 22Klp atas/bawah(n)= 6Butir Soal= 50Nama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 1 3 -2 -33,33 2 2 6 5 1 16,67 3 3 6 6 0 0,00 4 4 1 3 -2 -33,33 5 5 5 0 5 83,33 6 6 0 0 0 0,00
Page 4
15.validasi fixed 7 7 6 3 3 50,00 8 8 5 6 -1 -16,67 9 9 6 4 2 33,33 10 10 6 3 3 50,00 11 11 5 4 1 16,67 12 12 4 0 4 66,67 13 13 6 0 6 100,00 14 14 0 0 0 0,00 15 15 6 0 6 100,00 16 16 4 2 2 33,33 17 17 6 3 3 50,00 18 18 6 4 2 33,33 19 19 6 4 2 33,33 20 20 6 5 1 16,67 21 21 1 2 -1 -16,67 22 22 6 0 6 100,00 23 23 6 3 3 50,00 24 24 0 3 -3 -50,00 25 25 6 2 4 66,67 26 26 6 0 6 100,00 27 27 2 3 -1 -16,67 28 28 1 0 1 16,67 29 29 6 6 0 0,00 30 30 0 0 0 0,00 31 31 6 5 1 16,67 32 32 6 5 1 16,67 33 33 6 0 6 100,00 34 34 6 1 5 83,33 35 35 6 1 5 83,33 36 36 1 0 1 16,67 37 37 6 2 4 66,67 38 38 6 0 6 100,00 39 39 1 4 -3 -50,00 40 40 5 1 4 66,67 41 41 5 2 3 50,00 42 42 6 2 4 66,67 43 43 6 5 1 16,67 44 44 6 0 6 100,00 45 45 1 3 -2 -33,33 46 46 6 5 1 16,67 47 47 1 2 -1 -16,67 48 48 6 1 5 83,33 49 49 6 3 3 50,00 50 50 6 0 6 100,00
TINGKAT KESUKARAN=================
Jumlah Subyek= 22Butir Soal= 50Nama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 10 45,45 Sedang 2 2 21 95,45 Sangat Mudah 3 3 22 100,00 Sangat Mudah 4 4 9 40,91 Sedang 5 5 6 27,27 Sukar 6 6 0 0,00 Sangat Sukar 7 7 17 77,27 Mudah 8 8 21 95,45 Sangat Mudah 9 9 20 90,91 Sangat Mudah 10 10 12 54,55 Sedang 11 11 16 72,73 Mudah 12 12 7 31,82 Sedang 13 13 16 72,73 Mudah
Page 5
15.validasi fixed 14 14 1 4,55 Sangat Sukar 15 15 8 36,36 Sedang 16 16 12 54,55 Sedang 17 17 16 72,73 Mudah 18 18 19 86,36 Sangat Mudah 19 19 18 81,82 Mudah 20 20 20 90,91 Sangat Mudah 21 21 6 27,27 Sukar 22 22 16 72,73 Mudah 23 23 11 50,00 Sedang 24 24 6 27,27 Sukar 25 25 15 68,18 Sedang 26 26 16 72,73 Mudah 27 27 11 50,00 Sedang 28 28 2 9,09 Sangat Sukar 29 29 22 100,00 Sangat Mudah 30 30 1 4,55 Sangat Sukar 31 31 20 90,91 Sangat Mudah 32 32 19 86,36 Sangat Mudah 33 33 11 50,00 Sedang 34 34 14 63,64 Sedang 35 35 15 68,18 Sedang 36 36 7 31,82 Sedang 37 37 17 77,27 Mudah 38 38 9 40,91 Sedang 39 39 12 54,55 Sedang 40 40 13 59,09 Sedang 41 41 14 63,64 Sedang 42 42 14 63,64 Sedang 43 43 18 81,82 Mudah 44 44 15 68,18 Sedang 45 45 12 54,55 Sedang 46 46 19 86,36 Sangat Mudah 47 47 4 18,18 Sukar 48 48 16 72,73 Mudah 49 49 19 86,36 Sangat Mudah 50 50 15 68,18 Sedang
KORELASI SKOR BUTIR DG SKOR TOTAL=================================
Jumlah Subyek= 22Butir Soal= 50Nama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 -0,241 - 2 2 0,380 Sangat Signifikan 3 3 NAN NAN 4 4 -0,178 - 5 5 0,512 Sangat Signifikan 6 6 NAN NAN 7 7 0,386 Sangat Signifikan 8 8 -0,220 - 9 9 0,660 Sangat Signifikan 10 10 0,414 Sangat Signifikan 11 11 0,207 - 12 12 0,470 Sangat Signifikan 13 13 0,070 - 14 14 -0,043 - 15 15 0,664 Sangat Signifikan 16 16 0,194 - 17 17 0,488 Sangat Signifikan 18 18 0,442 Sangat Signifikan 19 19 0,376 Sangat Signifikan 20 20 0,306 Signifikan
Page 6
15.validasi fixed 21 21 0,056 - 22 22 -0,031 - 23 23 0,289 Signifikan 24 24 -0,190 - 25 25 0,452 Sangat Signifikan 26 26 0,145 - 27 27 0,258 - 28 28 0,210 - 29 29 NAN NAN 30 30 0,145 - 31 31 0,415 Sangat Signifikan 32 32 0,191 - 33 33 0,664 Sangat Signifikan 34 34 0,521 Sangat Signifikan 35 35 0,553 Sangat Signifikan 36 36 0,202 - 37 37 0,609 Sangat Signifikan 38 38 0,696 Sangat Signifikan 39 39 -0,387 - 40 40 0,401 Sangat Signifikan 41 41 0,343 Signifikan 42 42 0,472 Sangat Signifikan 43 43 0,234 - 44 44 0,029 - 45 45 0,039 - 46 46 0,351 Signifikan 47 47 0,029 - 48 48 0,769 Sangat Signifikan 49 49 0,670 Sangat Signifikan 50 50 0,821 Sangat Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
KUALITAS PENGECOH=================
Jumlah Subyek= 22Butir Soal= 50Nama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
No Butir Baru No Butir Asli a b c d e * 1 1 10** 0-- 5- 2+ 5- 0 2 2 1--- 21** 0-- 0-- 0-- 0 3 3 0 22** 0 0 0 0 4 4 1- 4++ 1- 7--- 9** 0 5 5 9--- 6** 0-- 7- 0-- 0 6 6 0** 1-- 15--- 6++ 0-- 0 7 7 2- 17** 1++ 0-- 2- 0 8 8 1--- 21** 0-- 0-- 0-- 0 9 9 1-- 1-- 0-- 20** 0-- 0 10 10 12** 9--- 0-- 0-- 1- 0 11 11 0-- 5--- 16** 0-- 1+ 0 12 12 0-- 6- 9--- 7** 0-- 0 13 13 0-- 4--- 0-- 2+ 16** 0
Page 7
15.validasi fixed 14 14 1** 21--- 0-- 0-- 0-- 0 15 15 9--- 8** 3++ 1- 1- 0 16 16 3++ 6--- 0-- 1- 12** 0 17 17 2+ 2+ 16** 2+ 0-- 0 18 18 19** 2--- 0-- 1+ 0-- 0 19 19 0-- 0-- 1++ 18** 3--- 0 20 20 1-- 0-- 0-- 20** 1-- 0 21 21 5++ 4++ 6** 3+ 4++ 0 22 22 2+ 2+ 1+ 1+ 16** 0 23 23 5-- 0-- 6--- 0-- 11** 0 24 24 0-- 7- 6** 1-- 8-- 0 25 25 0-- 15** 5--- 2++ 0-- 0 26 26 0-- 2+ 2+ 2+ 16** 0 27 27 5-- 11** 2+ 1- 3++ 0 28 28 8- 3+ 5++ 2** 4++ 0 29 29 0 0 0 22** 0 0 30 30 19--- 2- 0-- 1** 0-- 0 31 31 1-- 0-- 1-- 20** 0-- 0 32 32 19** 0-- 0-- 0-- 3--- 0 33 33 3++ 3++ 11** 3++ 2+ 0 34 34 1- 14** 1- 1- 5--- 0 35 35 2++ 3- 2++ 0-- 15** 0 36 36 3++ 0-- 4++ 8--- 7** 0 37 37 0-- 17** 2- 1++ 2- 0 38 38 9** 5- 1- 0-- 7--- 0 39 39 6--- 3++ 12** 1- 0-- 0 40 40 1- 4-- 13** 3+ 1- 0 41 41 2++ 0-- 14** 6--- 0-- 0 42 42 0-- 14** 4-- 4-- 0-- 0 43 43 0-- 0-- 2-- 18** 2-- 0 44 44 1+ 4--- 0-- 15** 2++ 0 45 45 2++ 1- 6--- 1- 12** 0 46 46 19** 0-- 1+ 0-- 2--- 0 47 47 1-- 0-- 16--- 1-- 4** 0 48 48 4--- 16** 0-- 2+ 0-- 0 49 49 0-- 0-- 1+ 2--- 19** 0 50 50 1+ 0-- 3- 15** 3- 0
Keterangan: ** : Kunci Jawaban++ : Sangat Baik+ : Baik- : Kurang Baik-- : Buruk---: Sangat Buruk
REKAP ANALISIS BUTIR=====================
Rata2= 30,00Simpang Baku= 7,43KorelasiXY= 0,85Reliabilitas Tes= 0,92Butir Soal= 50Jumlah Subyek= 22Nama berkas: C:\USERS\MAULANI RIFAT YENISA\DOCUMENTS\SKRIPSI\VALIDASI.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 -33,33 Sedang -0,264 - 2 2 16,67 Sangat Mudah 0,391 Sangat Signifikan 3 3 0,00 Sangat Mudah NAN NAN 4 4 -33,33 Sedang -0,217 - 5 5 83,33 Sukar 0,450 Sangat Signifikan 6 6 0,00 Sangat Sukar NAN NAN 7 7 50,00 Mudah 0,449 Sangat Signifikan 8 8 -16,67 Sangat Mudah -0,211 -
Page 8
15.validasi fixed 9 9 33,33 Sangat Mudah 0,654 Sangat Signifikan 10 10 50,00 Sedang 0,302 Signifikan 11 11 16,67 Mudah 0,197 - 12 12 66,67 Sedang 0,417 Sangat Signifikan 13 13 100,00 Mudah 0,900 Sangat Signifikan 14 14 0,00 Sangat Sukar -0,060 - 15 15 100,00 Sedang 0,586 Sangat Signifikan 16 16 33,33 Sedang 0,239 - 17 17 50,00 Mudah 0,506 Sangat Signifikan 18 18 33,33 Sangat Mudah 0,456 Sangat Signifikan 19 19 33,33 Mudah 0,374 Sangat Signifikan 20 20 16,67 Sangat Mudah 0,327 Signifikan 21 21 -16,67 Sukar 0,014 - 22 22 100,00 Mudah 0,900 Sangat Signifikan 23 23 50,00 Sedang 0,188 - 24 24 -50,00 Sukar -0,211 - 25 25 66,67 Sedang 0,417 Sangat Signifikan 26 26 100,00 Mudah 0,900 Sangat Signifikan 27 27 -16,67 Sedang 0,088 - 28 28 16,67 Sangat Sukar 0,218 - 29 29 0,00 Sangat Mudah NAN NAN 30 30 0,00 Sangat Sukar 0,120 - 31 31 16,67 Sangat Mudah 0,414 Sangat Signifikan 32 32 16,67 Sangat Mudah 0,219 - 33 33 100,00 Sedang 0,689 Sangat Signifikan 34 34 83,33 Sedang 0,612 Sangat Signifikan 35 35 83,33 Sedang 0,605 Sangat Signifikan 36 36 16,67 Sedang 0,336 Signifikan 37 37 66,67 Mudah 0,628 Sangat Signifikan 38 38 100,00 Sedang 0,612 Sangat Signifikan 39 39 -50,00 Sedang -0,289 - 40 40 66,67 Sedang 0,446 Sangat Signifikan 41 41 50,00 Sedang 0,378 Sangat Signifikan 42 42 66,67 Sedang 0,391 Sangat Signifikan 43 43 16,67 Mudah 0,227 - 44 44 100,00 Sedang 0,821 Sangat Signifikan 45 45 -33,33 Sedang 0,063 - 46 46 16,67 Sangat Mudah 0,329 Signifikan 47 47 -16,67 Sukar 0,000 - 48 48 83,33 Mudah 0,816 Sangat Signifikan 49 49 50,00 Sangat Mudah 0,675 Sangat Signifikan 50 50 100,00 Sedang 0,888 Sangat Signifikan
Page 9
PRE-TEST
Circle the best answer for each question!
Text 1
Smoking in a restaurant does not only give the bad impact to the active smokers but also the
passive ones.
Smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn
them off their food. People pay to taste good food and not to be put off by foul-smelling smoke.
Besides, smoking harm the others especially passive smokers, that is, breathing in smoke
made by a smoker, can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smoker. Cigarettes cause heart and
lung disease and people do not smoke anywhere, not just in restaurants.
Regarding to the bad impacts, smoking must not be allowed in any restaurants.
1. Smoking in a restaurant is impolite. (paragraph 2). The antonym of the underlined word is…
A. Rude D. Sensitive
B. Polite E. Kind
C. Delicate
2. The generic structure of the first paragraph is?
A. Arguments D. Reiteration
B. Thesis E. Conclusion
C. Recommendation
Text 2
If you want to advance in your career, you will have to make some careful decision about
which jobs to take. Evaluate a job offer for the value it has to your career. It may mean sacrifice
at first. You may have to move to a different region or a different country to get a job that is right
for you. You may have to work late hours, at last temporarily. You might even have to take
lower salary for job that offers you the experience that you need. But you should never accept a
job if it is not related to your career goals.
Accepting a job that is not within your career path will not give you the training or
experience you need or want. You will find yourself frustrated in such position and consequently
will not perform your best. This will have an effect on the people around you who will not feel as
you are being a part of the team. The best advice is to think carefully before accepting any
position and make sure the job is the one you want to have.
3. Which is not mentioned as a sacrifice for valuable job?
A. Moving to other region D. Moving to other country
B. No benefits E. Low salary
C. Bad working hours
4. What is the writer’s best advice?
A. Take the first job offered D. Think before accepting a job
B. Consider changing career E. Find a job with the highest salary
C. Do not work with other people
Text 3
When a person old enough to be responsible for a crime? This question needs to be
investigated because the current law is not good enough.
The law at present protects children aged between ten years and fourteen years from being
punished for committing crimes. It is believed that children under fourteen years are too young to
realize the seriousness of their crimes. Mr. Stephen Scarlett, head of the NSW Children’s Court,
describes how clever young offenders use this defense, saying that they are too young to
understand that they have broken the law. Mr. Scarlett, an expert on this subject, states that the
age should be dropped from fourteen to twelve years. I agree with this.
Teenagers these days are far more sophisticated than those in the past. The law should
recognize this. In a recent survey some people suggested that the age for being responsible for a
crime should be dropped to eight years old. This, I feel, is too young. Fourteen, however, is too
old. Is there anyone who believes that a fourteen-year-old does not know that it is against the law
to steal or vandalize property? By the age of twelve, children are aware of what is legal and what
is not.
Public pressure creates change. It is now up to the public to put pressure on the government
to change the age at which a person may be held responsible for a crime from fourteen years to
twelve years. Out of date laws have no place in a modern society, especially one that needs
people to be responsible for their actions.
5. What does the text above talk about?
A. When a person is old enough to be responsible for a crime
B. When a person is being punished for committing crimes
C. When children are too young to be responsible for a crime
D. When a person is too old to be responsible for a crime
E. When do teenagers realize the seriousness of their crimes
6. In what paragraph do we find the recommendation of the text above?
A. In the first paragraph D. In the fourth paragraph
B. In the second paragraph E. No any paragraph
C. In the third paragraph
7. The part of the text which states what ought or ought not to happen is called...
A. Thesis D. Reiteration
B. Argument E. Recommendation
C. Elaboration
8. What type of genre does the text belong to?
A. Analytical exposition D. Description
B. Hortatory exposition E. Narrative
C. Report
Text 4
Space travel should be stopped for many reasons. Firstly, it is totally unsafe as proven by the
Colombia Space Shuttle disaster. Thousand people have been killed in accidents. Secondly, it
costs billions and billions dollars everyday just to put fuel into rockets. Professor Smith from the
Spend Money on People Space Association agrees that space travel is a waste of time and
money. Further, space travel is altering the world’s weather pattern as evidenced by the record of
high temperatures this summer in Cobar. Everyone knows that if God wanted us to fly in space
we should have been born with space suits. Stop space before it destroys the earth.
9. How many reasons are stated in the text dealing with the point that Space travel should be
stopped?
A. One D. Four
B. Two E. Five
C. Three
10. “Professor Smith from the Spend Money on People not Space Association agrees that space
travel is a waste of time and money.” The sentence contains a word expresses...
A. Agreement D. Certainity
B. Disagreement E. Desire
C. Contrast
11. Which is not true based on the text above?
A. Space travel should be stopped
B. Space travel destroys the earth
C. Space travel costs billions and billions of dollars everyday
D. Space travel offer benefits to the earth
E. Space travel is unsafe
12. What does the text above mainly talk about?
A. Air travel D. Space travel
B. Road travel E. Rocket travel
C. Water travel
Text 5
There are many arguments in favor of a boarding school education. Nevertheless, the
boarding school is not always the best education institution for everyone.
At an early age interacting and communicating with people is very important for a child’s
personal life and can be especially helpful for his/her future. In a boarding school, shy children
can take advantage of interaction through communal activities. The boarding school also offers a
great variety of activities such as arts, sports, and music that allow children to demonstrate and
develop specialized skills in their free time.
Furthermore, the structured way of life and strict rules at the boarding school may helps
students to get used to a well ordered way of life. The manners and social skills will help them to
become more responsible and confident, and to develop their talents in leadership. Professionally
trained teachers and educators in the boarding school can offer excellent education without the
parents’ constant supervision.
In spite of these good points, it is not advisable to send a child to a boarding school if he/she
is a dependent learner. A boarding school usually demands that student learn independently. In
addition, the boarding school should not be seen as a measure to solve inappropriate behavior or
unsatisfactory study performance. Instead of improving, problematic children may close off their
relationship with their peers and teachers.
In conclusion although a boarding school may provide good education to many children, it is
not recommended for those who are strongly attached to their families. They may become
frustrated and socially isolated.
13. According to the writer, children in a boarding school can develop specialized skills in…
A. Entrepreneurship D. Drama
B. Community service E. Music
C. Reading
14. The generic structure of the text above is...
A. thesis – arguments – reiteration
B. thesis – arguments – recommendation
C. description – identification
D. identification – description
E. orientation – event – reorientation
15. How many arguments mention in the text ?
A. 2 D. 6
B. 3 E. 7
C. 4
16. “One of serious problems due to flood...” The italic word means…
A. Use to D. Cause of
B. Used to E. Turn off
C. Have to
Text 7
Anybody who is over the age of six knows that there is nowhere safe for skateboarders to
skate. This prevents young people from enjoying an active, energetic and adventurous pastime.
Just watch a local street for a short while and note the steady stream of skaters speeding up
and down the footpaths. Toddlers can be trampled on and old ladies can be knocked down as
they struggle home carrying their cat food from supermarkets.
Skateboarding is a serious sport that improves young people’s health. It increases fitness,
improves balance and strengthens the joints in knees and ankles. Although it appears to be a solo
sport, when groups practice together and compete to perform stunts or runs they form firm
friendships.
Young people should be prevented from becoming overweight couch potatoes. If they are
actively involved in skating, they do not smoke, take drugs or break laws for fun.
Kids will always seek thrills and excitement. They need to practice their 180s, 360s and
Ollie’s free from restrictions. We must build skate parks in the suburbs so that streets are safe for
small children and senior citizens and skaters have spaces where they can race, chase, speed, and
soar towards the sun.
17. What is the main idea of paragraph 3?
A. There is no safe place for skateboarders
B. Kids seek an excitement in skate
C. The goodness of skateboarding
D. The skateboarding is a serious sport
E. How to prevent overweight by skateboarding
18. The writer’s purpose in writing the text is ….
A. To invite the local teenagers to skate in a park built specifically for skaters
B. To convince the readers that they need a safe place for skaters to skate
C. To provoke youngsters into the local government policy
D. To promote the writer’s business of skateboarding class
E. To inform parents about the goodness of skateboarding
19. What must we do to let the skaters play?
A. Join with them anywhere D. Let them play in the local street
B. Give them space in the park. E. Build a skate park in the suburbs
C. Let them play in the main roads.
20. They need to practice their 180s, 360s and Ollie’s free from restrictions. (paragraph 5)
The synonym of the underlined word is ….
A. Approval D. Prevention
B. Allowance E. Limitation
C. Improvement
Text 8
Faster planes and cheaper flights are making it easier than ever before for people to travel. In
the most 'developed' societies, visiting exotic places is a sought-after status symbol. The tourism
industries of both developed and developing countries have recognised this fact and are learning
to take advantage of it.
There are, however, some problems associated with this new industry. Firstly, there is the
increasing crime rate. Some local's tourists as an easy prey because, not only are they in
unfamiliar territory and therefore less able to take care of themselves, but also they carry visible
items of wealth, such as cameras and jewelery which can be disposed of quickly for profit.
Another major problem is health. With greater mobility comes greater danger of spreading
contagious diseases around the world. One carrier returning home could easily start an epidemic
before their illness was diagnosed. Moreover, the emergence of many diseases which resist
antibiotics is causing scientists to be increasingly concerned about this issue.
Also to be considered is the natural environment, which can be seriously threatened by too
many visitors. Australia's Great Barrier Reef, for example, is in danger of being destroyed by
tourists and there are plans to restrict visitors to some of the more delicate coral cays.
These are just three of the reasons why any country should be wary of committing itself to
an extensive tourism development program.
21. Why does the natural environment become one of the serious problem associated with the
faster planes ail cheaper flight? Because...
A. It easily started an epidemic before their illness was diagnosed
B. It can be destroyed by too many visitors
C. The health problem will increase
D. They carry visible items of wealth
E. It can increase crime rate
22. Why is the crime rate increasing due to the new industry?
A. Some tourists carry visible items of wealth
B. The tourists are spreading contagious diseases
C. The government is planning to restrict visitors to some coral cays
D. The new industry makes the number of unemployment increase
E. The tourists come by plane
Text 9
Students’ cheating is one of the biggest problems faced by teachers nowadays. Despite the
fact that teachers advise their students not to do dishonest acts during tests, some students still do
cheating. There are many kinds of cheating that students do during the test or examination, such
as looking other students’ work, put some notes under their clothes, write notes or formulas on
their desks make hand signals or go to rest rooms to get the answers from their friends.
In my view, students who do cheating are committing a crime. It is a sort of taking
something illegally. This crime causes negative results to the students. Students who always
cheat deteriorate their mental capacity. Cheating acts also create dependence. They weaken their
self confidence. Instead of preparing for the coming test, they are busy to organize notes on a
piece of paper. If this awful habit continues, the students will lose their opportunity to develop
their intellectual and mind.
Therefore, school should consider cheating as a very serious problem. School board and
administration should go hand to overcome this matter. Honesty must be put in school’s vision.
Harsh punishment must be applied to students who commit this crime.
23. What is mainly discussed in the text?
A. School policy D. Mental deterioration
B. Harsh punishment E. Different ways of cheating
C. Cheating as a crime
24. What will the school do to eliminate students who commit cheating?
A. Create a good vision D. Make students confident
B. Select honest students E. Administer the school affair
C. Make harsh punishment
25. “Students who always cheat deteriorate their mental capacity.” (Paragraph 3).
The underlined word means…
A. Support D. Create
B. Worsen E. Find
C. Cause
Text 10
Being on time is a beautiful social ethic and one of great importance, as it creates efficiency
in system and implies respect for one another. However, it is one the many values that is not easy
for our students to learn.
Inner discipline, one that comes from an understanding of the set rules and regulation, is the
highest form of behavior. Most excellent school tried to instill this with a loving environment.
Why, even adults arrive late to meeting, work, etc. Here, we do not agree that late comers should
be shut out. They can be given warnings, most of which are enough to make them try their best
to reach the school on time latter. If this fails, invite the parent to school.
By closing the gates, the school is behaving cruelly, to which we prefer not to expose our
children. Every school has responsibility to implant good educational principle, but it should be
in appropriate ways. Good schools create competitive students who can organize themselves
effectively in society, so that everyone gets a quality life as a result of the ethics and values
learned for as long as 12 years.
Children are precious and dependent on the adult for guidance. Understanding them is the
key, and to this end, both parents and schools must work hand in hand without playing the blame
game.
26. What should the school do if a student can’t stop his/her habit to come late to school?
A. Punish him/her D. Talk to his/her parents
B. Shut him/her out E. Try to understand him/her
C. Fail him/her
27. ”Children are precious and dependent on the adults for guidance.”
The underlined word is closest in meaning to...
A. Valuable D. Innocent
B. Excellent E. Naive
C. Clever
Text 11
Is it important to know what your kids are watching? Of course yes. Television can expose
things you have tried to protect them from, especially violence, pornography, consumerism, etc.
A study demonstrated that spending too much time on watching TV during the day or
bedtime often causes bedtime disruption, stress, and short of sleep duration.
Another research found that there is a significant relationship between the amount of time
spent for watching television during adolescence and early adulthood, and the possibility of
being aggressive.
Meanwhile, many studies have identified a relationship between kids who watch TV a lot
and being inactive and overweight.
Considering some facts mentioned above, protect your children with the following tips:
1. Limit television viewing to 1 – 2 hours each day
2. Do not allow your children to have a TV set in their bedrooms
3. Review the rating of TV shows that your children watch
4. Watch television with your children and discuss what is happening the show
28. The following are the effects of watching TV a lot, except...
A. Stress D. Bedtime disruption
B. Being active E. Shorten sleep duration
C. Being aggressive
29. Which of the following statements is true according to the text?
A. All TV programs are good for children
B. Children know what programs to watch
C. It is good for a kid to watch TV all day long
D. It is very important for children to have a TV set in their bedrooms
E. Spending too much time for watching TV may cause kids inactive
30. It is hard for a child to sleep because...
A. The parents review TV’s program
B. The parents limit the time to watch TV
C. The kid watches TV with his/her parents
D. The kid watches too much TV at bedtime
E. The kid discusses the program with his/her parents
Good Luck
POST-TEST
Circle the best answer for each question!
Text 1
There are many arguments in favor of a boarding school education. Nevertheless, the
boarding school is not always the best education institution for everyone.
At an early age interacting and communicating with people is very important for a child’s
personal life and can be especially helpful for his/her future. In a boarding school, shy children
can take advantage of interaction through communal activities. The boarding school also offers a
great variety of activities such as arts, sports, and music that allow children to demonstrate and
develop specialized skills in their free time.
Furthermore, the structured way of life and strict rules at the boarding school may helps
students to get used to a well ordered way of life. The manners and social skills will help them to
become more responsible and confident, and to develop their talents in leadership. Professionally
trained teachers and educators in the boarding school can offer excellent education without the
parents’ constant supervision.
In spite of these good points, it is not advisable to send a child to a boarding school if he/she
is a dependent learner. A boarding school usually demands that student learn independently. In
addition, the boarding school should not be seen as a measure to solve inappropriate behavior or
unsatisfactory study performance. Instead of improving, problematic children may close off their
relationship with their peers and teachers.
In conclusion although a boarding school may provide good education to many children, it is
not recommended for those who are strongly attached to their families. They may become
frustrated and socially isolated.
1. According to the writer, children in a boarding school can develop specialized skills in…
A. Entrepreneurship D. Drama
B. Community service E. Music
C. Reading
2. The generic structure of the text above is...
A. thesis – arguments – reiteration
B. thesis – arguments – recommendation
C. description – identification
D. identification – description
E. orientation – event – reorientation
3. How many arguments mention in the text ?
A. 2 D. 6
B. 3 E. 7
C. 4
4. “One of serious problems due to flood...” The italic word means…
A. Use to D. Cause of
B. Used to E. Turn off
C. Have to
Text 2
Space travel should be stopped for many reasons. Firstly, it is totally unsafe as proven by the
Colombia Space Shuttle disaster. Thousand people have been killed in accidents. Secondly, it
costs billions and billions dollars everyday just to put fuel into rockets. Professor Smith from the
Spend Money on People Space Association agrees that space travel is a waste of time and
money. Further, space travel is altering the world’s weather pattern as evidenced by the record of
high temperatures this summer in Cobar. Everyone knows that if God wanted us to fly in space
we should have been born with space suits. Stop space before it destroys the earth.
5. How many reasons are stated in the text dealing with the point that Space travel should be
stopped?
A. One D. Four
B. Two E. Five
C. Three
6. “Professor Smith from the Spend Money on People not Space Association agrees that space
travel is a waste of time and money.” The sentence contains a word expresses...
A. Agreement D. Certainity
B. Disagreement E. Desire
C. Contrast
7. Which is not true based on the text above?
A. Space travel should be stopped
B. Space travel destroys the earth
C. Space travel costs billions and billions of dollars everyday
D. Space travel offer benefits to the earth
E. Space travel is unsafe
8. What does the text above mainly talk about?
A. Air travel D. Space travel
B. Road travel E. Rocket travel
C. Water travel
Text 3
If you want to advance in your career, you will have to make some careful decision about
which jobs to take. Evaluate a job offer for the value it has to your career. It may mean sacrifice
at first. You may have to move to a different region or a different country to get a job that is right
for you. You may have to work late hours, at last temporarily. You might even have to take
lower salary for job that offers you the experience that you need. But you should never accept a
job if it is not related to your career goals.
Accepting a job that is not within your career path will not give you the training or
experience you need or want. You will find yourself frustrated in such position and consequently
will not perform your best. This will have an effect on the people around you who will not feel as
you are being a part of the team. The best advice is to think carefully before accepting any
position and make sure the job is the one you want to have.
9. Which is not mentioned as a sacrifice for valuable job?
A. Moving to other region D. Moving to other country
B. No benefits E. Low salary
C. Bad working hours
10. What is the writer’s best advice?
A. Take the first job offered D. Think before accepting a job
B. Consider changing career E. Find a job with the highest salary
C. Do not work with other people
Text 4
Smoking in a restaurant does not only give the bad impact to the active smokers but also the
passive ones.
Smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn
them off their food. People pay to taste good food and not to be put off by foul-smelling smoke.
Besides, smoking harm the others especially passive smokers, that is, breathing in smoke
made by a smoker, can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smoker. Cigarettes cause heart and
lung disease and people do not smoke anywhere, not just in restaurants.
Regarding to the bad impacts, smoking must not be allowed in any restaurants.
11. Smoking in a restaurant is impolite. (paragraph 2). The antonym of the underlined word is…
A. Rude D. Sensitive
B. Polite E. Kind
C. Delicate
12. The generic structure of the first paragraph is?
A. Arguments D. Reiteration
B. Thesis E. Conclusion
C. Recommendation
Text 5
Faster planes and cheaper flights are making it easier than ever before for people to travel. In
the most 'developed' societies, visiting exotic places is a sought-after status symbol. The tourism
industries of both developed and developing countries have recognised this fact and are learning
to take advantage of it.
There are, however, some problems associated with this new industry. Firstly, there is the
increasing crime rate. Some local's tourists as an easy prey because, not only are they in
unfamiliar territory and therefore less able to take care of themselves, but also they carry visible
items of wealth, such as cameras and jewelery which can be disposed of quickly for profit.
Another major problem is health. With greater mobility comes greater danger of spreading
contagious diseases around the world. One carrier returning home could easily start an epidemic
before their illness was diagnosed. Moreover, the emergence of many diseases which resist
antibiotics is causing scientists to be increasingly concerned about this issue.
Also to be considered is the natural environment, which can be seriously threatened by too
many visitors. Australia's Great Barrier Reef, for example, is in danger of being destroyed by
tourists and there are plans to restrict visitors to some of the more delicate coral cays.
These are just three of the reasons why any country should be wary of committing itself to
an extensive tourism development program.
13. Why does the natural environment become one of the serious problem associated with the
faster planes ail cheaper flight? Because...
A. It easily started an epidemic before their illness was diagnosed
B. It can be destroyed by too many visitors
C. The health problem will increase
D. They carry visible items of wealth
E. It can increase crime rate
14. Why is the crime rate increasing due to the new industry?
A. Some tourists carry visible items of wealth
B. The tourists are spreading contagious diseases
C. The government is planning to restrict visitors to some coral cays
D. The new industry makes the number of unemployment increase
E. The tourists come by plane
Text 6
Students’ cheating is one of the biggest problems faced by teachers nowadays. Despite the
fact that teachers advise their students not to do dishonest acts during tests, some students still do
cheating. There are many kinds of cheating that students do during the test or examination, such
as looking other students’ work, put some notes under their clothes, write notes or formulas on
their desks make hand signals or go to rest rooms to get the answers from their friends.
In my view, students who do cheating are committing a crime. It is a sort of taking
something illegally. This crime causes negative results to the students. Students who always
cheat deteriorate their mental capacity. Cheating acts also create dependence. They weaken their
self confidence. Instead of preparing for the coming test, they are busy to organize notes on a
piece of paper. If this awful habit continues, the students will lose their opportunity to develop
their intellectual and mind.
Therefore, school should consider cheating as a very serious problem. School board and
administration should go hand to overcome this matter. Honesty must be put in school’s vision.
Harsh punishment must be applied to students who commit this crime.
15. What is mainly discussed in the text?
A. School policy D. Mental deterioration
B. Harsh punishment E. Different ways of cheating
C. Cheating as a crime
16. What will the school do to eliminate students who commit cheating?
A. Create a good vision D. Make students confident
B. Select honest students E. Administer the school affair
C. Make harsh punishment
17. “Students who always cheat deteriorate their mental capacity.” (Paragraph 3).
The underlined word means…
A. Support D. Create
B. Worsen E. Find
C. Cause
Text 7
Anybody who is over the age of six knows that there is nowhere safe for skateboarders to
skate. This prevents young people from enjoying an active, energetic and adventurous pastime.
Just watch a local street for a short while and note the steady stream of skaters speeding up
and down the footpaths. Toddlers can be trampled on and old ladies can be knocked down as
they struggle home carrying their cat food from supermarkets.
Skateboarding is a serious sport that improves young people’s health. It increases fitness,
improves balance and strengthens the joints in knees and ankles. Although it appears to be a solo
sport, when groups practice together and compete to perform stunts or runs they form firm
friendships.
Young people should be prevented from becoming overweight couch potatoes. If they are
actively involved in skating, they do not smoke, take drugs or break laws for fun.
Kids will always seek thrills and excitement. They need to practice their 180s, 360s and
Ollie’s free from restrictions. We must build skate parks in the suburbs so that streets are safe for
small children and senior citizens and skaters have spaces where they can race, chase, speed, and
soar towards the sun.
18. What is the main idea of paragraph 3?
A. There is no safe place for skateboarders
B. Kids seek an excitement in skate
C. The goodness of skateboarding
D. The skateboarding is a serious sport
E. How to prevent overweight by skateboarding
19. The writer’s purpose in writing the text is ….
A. To invite the local teenagers to skate in a park built specifically for skaters
B. To convince the readers that they need a safe place for skaters to skate
C. To provoke youngsters into the local government policy
D. To promote the writer’s business of skateboarding class
E. To inform parents about the goodness of skateboarding
20. What must we do to let the skaters play?
A. Join with them anywhere D. Let them play in the local street
B. Give them space in the park. E. Build a skate park in the suburbs
C. Let them play in the main roads.
21. They need to practice their 180s, 360s and Ollie’s free from restrictions. (paragraph 5)
The synonym of the underlined word is ….
A. Approval D. Prevention
B. Allowance E. Limitation
C. Improvement
Text 8
Being on time is a beautiful social ethic and one of great importance, as it creates efficiency
in system and implies respect for one another. However, it is one the many values that is not easy
for our students to learn.
Inner discipline, one that comes from an understanding of the set rules and regulation, is the
highest form of behavior. Most excellent school tried to instill this with a loving environment.
Why, even adults arrive late to meeting, work, etc. Here, we do not agree that late comers should
be shut out. They can be given warnings, most of which are enough to make them try their best
to reach the school on time latter. If this fails, invite the parent to school.
By closing the gates, the school is behaving cruelly, to which we prefer not to expose our
children. Every school has responsibility to implant good educational principle, but it should be
in appropriate ways. Good schools create competitive students who can organize themselves
effectively in society, so that everyone gets a quality life as a result of the ethics and values
learned for as long as 12 years.
Children are precious and dependent on the adult for guidance. Understanding them is the
key, and to this end, both parents and schools must work hand in hand without playing the blame
game.
22. What should the school do if a student can’t stop his/her habit to come late to school?
A. Punish him/her D. Talk to his/her parents
B. Shut him/her out E. Try to understand him/her
C. Fail him/her
23. ”Children are precious and dependent on the adults for guidance.”
The underlined word is closest in meaning to...
A. Valuable D. Innocent
B. Excellent E. Naive
C. Clever
Text 9
Is it important to know what your kids are watching? Of course yes. Television can expose
things you have tried to protect them from, especially violence, pornography, consumerism, etc.
A study demonstrated that spending too much time on watching TV during the day or
bedtime often causes bedtime disruption, stress, and short of sleep duration.
Another research found that there is a significant relationship between the amount of time
spent for watching television during adolescence and early adulthood, and the possibility of
being aggressive.
Meanwhile, many studies have identified a relationship between kids who watch TV a lot
and being inactive and overweight.
Considering some facts mentioned above, protect your children with the following tips:
1. Limit television viewing to 1 – 2 hours each day
2. Do not allow your children to have a TV set in their bedrooms
3. Review the rating of TV shows that your children watch
4. Watch television with your children and discuss what is happening the show
24. The following are the effects of watching TV a lot, except...
A. Stress D. Bedtime disruption
B. Being active E. Shorten sleep duration
C. Being aggressive
25. Which of the following statements is true according to the text?
A. All TV programs are good for children
B. Children know what programs to watch
C. It is good for a kid to watch TV all day long
D. It is very important for children to have a TV set in their bedrooms
E. Spending too much time for watching TV may cause kids inactive
26. It is hard for a child to sleep because...
A. The parents review TV’s program
B. The parents limit the time to watch TV
C. The kid watches TV with his/her parents
D. The kid watches too much TV at bedtime
E. The kid discusses the program with his/her parents
Text 10
When a person old enough to be responsible for a crime? This question needs to be
investigated because the current law is not good enough.
The law at present protects children aged between ten years and fourteen years from being
punished for committing crimes. It is believed that children under fourteen years are too young to
realize the seriousness of their crimes. Mr. Stephen Scarlett, head of the NSW Children’s Court,
describes how clever young offenders use this defense, saying that they are too young to
understand that they have broken the law. Mr. Scarlett, an expert on this subject, states that the
age should be dropped from fourteen to twelve years. I agree with this.
Teenagers these days are far more sophisticated than those in the past. The law should
recognize this. In a recent survey some people suggested that the age for being responsible for a
crime should be dropped to eight years old. This, I feel, is too young. Fourteen, however, is too
old. Is there anyone who believes that a fourteen-year-old does not know that it is against the law
to steal or vandalize property? By the age of twelve, children are aware of what is legal and what
is not.
Public pressure creates change. It is now up to the public to put pressure on the government
to change the age at which a person may be held responsible for a crime from fourteen years to
twelve years. Out of date laws have no place in a modern society, especially one that needs
people to be responsible for their actions.
27. What does the text above talk about?
A. When a person is old enough to be responsible for a crime
B. When a person is being punished for committing crimes
C. When children are too young to be responsible for a crime
D. When a person is too old to be responsible for a crime
E. When do teenagers realize the seriousness of their crimes
28. In what paragraph do we find the recommendation of the text above?
A. In the first paragraph D. In the fourth paragraph
B. In the second paragraph E. No any paragraph
C. In the third paragraph
29. The part of the text which states what ought or ought not to happen is called...
A. Thesis D. Reiteration
B. Argument E. Recommendation
C. Elaboration
30. What type of genre does the text belong to?
A. Analytical exposition D. Description
B. Hortatory exposition E. Narrative
C. Report
Good Luck
Answer Key of Validity Test
1. E 11. B 21. B 31. D 41. C
2. B 12. D 22. B 32. A 42. B
3. B 13. E 23. E 33. D 43. D
4. A 14. B 24. E 34. B 44. D
5. B 15. B 25. B 35. E 45. E
6. C 16. B 26. B 36. E 46. A
7. B 17. C 27. B 37. B 47. E
8. B 18. A 28. D 38. A 48. B
9. D 19. D 29. D 39. C 49. E
10. A 20. D 30. A 40. C 50. D
Answer Key of Pre-test
1. B 11. D 21. B
2. B 12. D 22. A
3. B 13. B 23. C
4. D 14. B 24. C
5. A 15. B 25. B
6. D 16. D 26. D
7. E 17. D 27. A
8. B 18. B 28. B
9. C 19. E 29. E
10. A 20. E 30. D
Answer Key of Post-test
1. B 11. B 21. E
2. B 12. B 22. D
3. B 13. B 23. A
4. D 14. A 24. B
5. C 15. C 25. E
6. A 16. C 26. D
7. D 17. B 27. A
8. D 18. D 28. D
9. B 19. B 29. E
10. D 20. E 30. B
Hortatory Exposition Text
Maulani Rifat Yenisa
Mobile phones is not used just for calling, but sending text, taking pictures, accessing internet, and much more. Many students bring their phones to school. For them, mobile phone has many uses. So, mobile phones should not be banned in school. Why do I said that? Firstly, students call their parents for other needs. By mobile phone, student can call or their close relative if they need something to be brought to school. In addition, mobile phone can be used to call their children when one of their family were hit by disasters suddenly. And then, student can called their parent to pick her up when want to go home. Secondly, increased of knowledge among students. When trying to find answer of difficult task at school, mobile phone can be used as a connecting to search the answer through GPRS or WiFi networks. Finally, expand the network of friendship among students. School is the right place to find friend. Average, student been at school about 7 hours or more. So that, a lot of students found their friend in the school environment . Therefore, communication between friends should be kept on of which using a mobile phone. So, I think mobile phone should not be banned in school. But, use your phone in the time and right place so that no one was disturbed.
Mobile Phones Should Not be Banned in School
Hortatory exposition is a type of spoken or written text
that is intended to persuade the listeners or readers that something should or should
not happen or be done.
Definition
To persuade the reader or listener that
something should or should not be the case.
Social Function
a. Thesis: Statement or announcement of issue concern
b. Arguments: Reasons for concern that will lead to recommendation
c. Recommendation: Statement of what should or should not happen or be done based on the given arguments
Generic Structure
1. Focusing on the writer
2. Using action verb
3. Using modal adverb; certainly, surely, etc
4. Using temporal connective; firstly, secondly, however, therefore, etc)
5. Using evaluative words; important, valuable, trustworthy, etc
6. Using passive voice
7. Using simple present tense
8. The use of modals and adverbs (e.g. may, must, should, etc)
9. The use of emotive words (e.g. worried, alarmed etc)
10. The use of words that qualify statements (e.g. usual, probably etc)
11. The use of subjective opinions using pronouns I and we
Language Features
Mobile phones is not used just for calling, but sending text, taking pictures, accessing internet, and much more. Many students bring their phones to school. For them, mobile phone has many uses. So, mobile phones should not be banned in school. Why do I said that?
Firstly, students call their parents for other needs. By mobile phone, student can call or their close relative if they need something to be brought to school. In addition, mobile phone can be used to call their children when one of their family were hit by disasters suddenly. And then, student can called their parent to pick her up when want to go home.
Secondly, increased of knowledge among students. When trying to find answer of difficult task at school, mobile phone can be used as a connecting to search the answer through GPRS or WiFi networks.
Finally, expand the network of friendship among students. School is the right place to find friend. Average, student been at school about 7 hours or more. So that, a lot of students found their friend in the school environment . Therefore, communication between friends should be kept on of which using a mobile phone.
So, I think mobile phone should not be banned in school. But, use your phone in the time and right place so that no one was disturbed.
Mobile Phones Should Not be Banned in School
Thesis
Arguments
Recommendation
1. The title of the text is Mobile Phones Should Not be Banned in School
2. The Purpose of the text is To persuade the reader about important mobile phone
3. Main idea : Paragraph 1 : Mobile phones is not used just for calling, but
sending text, taking pictures, accessing internet, and much more.
Paragraph 2 : Mobile phone can be used to call their children when one of their family were hit by disasters suddenly
Paragraph 3 : When trying to find answer of difficult task at school, mobile phone can be used as a connecting to search the answer through GPRS or WiFi networks.
Paragraph 4 : School is the right place to find friend Paragraph 5 : Use your phone in the time and right place so
that no one was disturbed
SQ3R is a reading comprehension method named for its five steps:
survey, question, read, recite, and review. The method was introduced by Francis Pleasant Robinson in his
1946 book Effective Study
SQ3R
1. SURVEYS the chapter by reading and thinking about the chapter title, the introductory paragraph(s), the headings and subheadings, the concluding paragraph, pictorials, and the end-of-chapter questions. The student should have a general understanding of the chapter. Surveying requires 5 to 10 minutes. 2. asks QUESTIONS by selecting the first boldface topic in the chapter and restates it in the form of a question. 3. READS the text immediately following the first subheading to find the answer to the question developed in step 2. 4. RECITES the information obtained in step 3 by restating the answer in one's own words and then writing the response. (Repeat steps 2-4 for the remaining subheadings.) 5. REVIEWS the above information for 5 minutes and attempts to recall the main points of the chapter and the supporting details.
Hortatory Exposition Text
Maulani Rifat Yenisa
Mobile phones is not used just for calling, but sending text, taking pictures, accessing internet, and much more. Many students bring their phones to school. For them, mobile phone has many uses. So, mobile phones should not be banned in school. Why do I said that? Firstly, students call their parents for other needs. By mobile phone, student can call or their close relative if they need something to be brought to school. In addition, mobile phone can be used to call their children when one of their family were hit by disasters suddenly. And then, student can called their parent to pick her up when want to go home. Secondly, increased of knowledge among students. When trying to find answer of difficult task at school, mobile phone can be used as a connecting to search the answer through GPRS or WiFi networks. Finally, expand the network of friendship among students. School is the right place to find friend. Average, student been at school about 7 hours or more. So that, a lot of students found their friend in the school environment . Therefore, communication between friends should be kept on of which using a mobile phone. So, I think mobile phone should not be banned in school. But, use your phone in the time and right place so that no one was disturbed.
Mobile Phones Should Not be Banned in School
Hortatory exposition is a type of spoken or written text
that is intended to persuade the listeners or readers that something should or should
not happen or be done.
Definition
To persuade the reader or listener that
something should or should not be the case.
Social Function
a. Thesis: Statement or announcement of issue concern
b. Arguments: Reasons for concern that will lead to recommendation
c. Recommendation: Statement of what should or should not happen or be done based on the given arguments
Generic Structure
1. Focusing on the writer
2. Using action verb
3. Using modal adverb; certainly, surely, etc
4. Using temporal connective; firstly, secondly, however, therefore, etc)
5. Using evaluative words; important, valuable, trustworthy, etc
6. Using passive voice
7. Using simple present tense
8. The use of modals and adverbs (e.g. may, must, should, etc)
9. The use of emotive words (e.g. worried, alarmed etc)
10. The use of words that qualify statements (e.g. usual, probably etc)
11. The use of subjective opinions using pronouns I and we
Language Features
Mobile phones is not used just for calling, but sending text, taking pictures, accessing internet, and much more. Many students bring their phones to school. For them, mobile phone has many uses. So, mobile phones should not be banned in school. Why do I said that?
Firstly, students call their parents for other needs. By mobile phone, student can call or their close relative if they need something to be brought to school. In addition, mobile phone can be used to call their children when one of their family were hit by disasters suddenly. And then, student can called their parent to pick her up when want to go home.
Secondly, increased of knowledge among students. When trying to find answer of difficult task at school, mobile phone can be used as a connecting to search the answer through GPRS or WiFi networks.
Finally, expand the network of friendship among students. School is the right place to find friend. Average, student been at school about 7 hours or more. So that, a lot of students found their friend in the school environment . Therefore, communication between friends should be kept on of which using a mobile phone.
So, I think mobile phone should not be banned in school. But, use your phone in the time and right place so that no one was disturbed.
Mobile Phones Should Not be Banned in School
Thesis
Arguments
Recommendation
1. The title of the text is Mobile Phones Should Not be Banned in School
2. The Porpose of the text is To persuade the reader about important mobile phone
3. Main idea : Paragraph 1 : Mobile phones is not used just for calling, but
sending text, taking pictures, accessing internet, and much more.
Paragraph 2 : Mobile phone can be used to call their children when one of their family were hit by disasters suddenly
Paragraph 3 : When trying to find answer of difficult task at school, mobile phone can be used as a connecting to search the answer through GPRS or WiFi networks.
Paragraph 4 : School is the right place to find friend Paragraph 5 : Use your phone in the time and right place so
that no one was disturbed
