the use of question answer instruction in teaching …

i

THE USE OF QUESTION – ANSWER INSTRUCTION IN

TEACHING READING COMPREHENSION

(A Pre-Experimental Research at the Eleventh grade Students of SMA

Muhammadiyah Disamakan Makassar)

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Part Fulfillment of the Requirement the Degree of

Education in English Department

ANDI MUHAMMAD RIDWAN

10535 5588 13

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

iv

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERNYATAAN

Nama : Andi Muhammad Ridwan

NIM : 10535 5588 13

Program : English Education Department

TITLE : The Use of Question – Answer Instruction in Teaching Reading

Comprehension

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Januari 2020

Yang membuat pernyataan

Andi Muhammad Ridwan

v

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERJANJIAN

Nama : Andi Muhammad Ridwan

NIM : 10535 5588 13

Program : English Education Department

TITLE : The Use of Question – Answer Instruction in Teaching Reading

Comprehension

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan

menyusun sendiri skripsi saya.

2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3

maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.


Yang membuat perjanjian


vi

ABSTRACT

ANDI MUHAMMAD RIDWAN. 2020. “The Use of Question-Answer

Instruction in Teaching Reading Comprehension (A Pre Experimental

Research at the Eleventh Grade Students of SMA Muhammadiyah Disamakan

Makassar)”, under the thesis of English Education Department the Faculty of

Teachers Training and Education, Makassar Muhammadiyah University (guided

by Hj. Andi Tenri Ampa and Herlina Daddi)

The research aimed at finding out the improvement of students‘ reading

comprehension by using Question-Answer Instruction at the eleventh grade

students of SMA Muhammadiyah Disamakan Makassar. The researcher applied

pre-experimental research. The researcher has conducted pre-test, treatment and

post-test. The population of this research was the eleventh grade of students SMA

Muhammadiyah Disamakan Makassar academic years 2018/2019. The number of

sample this research was 12 students. The variables were dependent and

independent variables. Dependent variable was students‘ reading comprehension

in term literal comprehension and interpretative comprehension, while

independent variable was question answer instruction.

The t-test value of Literal Comprehension (main idea) is greater than t-

table (3.78 > 2.20) and t-test value of Interpretative Comprehension (conclusion)

are greater than t-table (4.95 > 2.20). The value of the t-test is greater than t-table.

It is said that the null hypothesis (Ho) is rejected and the alternative hypothesis

(H1) is accepted. It means that there is a significance difference between, the

result of the students‘ literal and interpretive reading comprehension in reading

through Question-Answer Instruction after treatment.

Key Words: Question-Answer Instruction, Reading Comprehension, Literal

Comprehension, Interpretative Comprehension

vii

ABSTRAK

ANDI MUHAMMAD RIDWAN. 2020. “PENGGUNAAN INSTRUKSI

TANYA JAWAB DALAM PENGAJARAN PEMAHAMAN MEMBACA

(SEBUAH PENELITIAN PRA-EXPERIMENTAL PADA SISWA KELAS XI

SMA MUHAMMADIYAH DISAMAKAN MAKASSAR)”, Skripsi Jurusan

Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas

Muhammadiyah Makassar (Dibimbing oleh, Hj. Andi Tenri Ampa and Herlina

Daddi)

Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman membaca

siswa dengan menggunakan Instruksi Tanya Jawab pada siswa kelas XI SMA

Muhammadiyah Disamakan Makassar. Peneliti menerapkan penelitian pra-

eksperimental. Peneliti telah melakukan pre-test, perawatan dan post-test.

Populasi penelitian ini adalah siswa kelas XI SMA Muhammadiyah Disamakan

Makassar tahun akademik 2018/2019. Jumlah sampel penelitian ini adalah 12

siswa. Variabelnya adalah variabel dependen dan independen. Variabel terikat

adalah pemahaman bacaan siswa dalam pengertian literal dan pemahaman

interpretatif, sedangkan variabel bebas adalah instruksi menjawab pertanyaan.

Nilai t-test Pemahaman Literal (ide utama) lebih besar dari t-tabel (3,78>

2,20) dan nilai uji-t dari Pemahaman Interpretatif (kesimpulan) lebih besar dari t-

tabel (4,95> 2,20). Nilai uji-t lebih besar dari t-tabel. Dikatakan bahwa hipotesis

nol (Ho) ditolak dan hipotesis alternatif (H1) diterima. Ini berarti bahwa ada

perbedaan yang signifikan antara, hasil dari pemahaman membaca literal dan

interpretatif siswa dalam membaca melalui Instruksi Tanya Jawab setelah

perawatan.

Kata Kunci: Instuksi Tanya Jawab, Pemahaman Membaca, Pemahaman Literal,

Pemahaman Interpretatif

viii

ACKNOWLEDGEMENTS

In the name of Allah, Most Gracious, Most Merciful

Alhamdulillah, all praises be to Allah, the single power, the Lord of the

universe, master of the Day of Judgment, God almighty, for all blessings and

mercies so the researcher was able to finish this thesis entitled The Use of

Question – Answer Instruction in Teaching Reading Comprehension. Peace is

upon Prophet Muhammad SAW, the great leader and good inspiration of world

revolution.

The researcher would like to say thank you so much for the people who gave

spirit, advice, suggestion, and helping to write as follows:

1. The researcher highest appreciation and deepest thankful to the beloved

parents, Kadir, S.Pd., M.Si and ST. Asni, S.Pd who always be the best

parents. And all of the researcher family for the attention, support and

their love.

2. The researcher appreciation for the Rector of Makassar Muhammadiyah

University, Prof. Dr H. Abd. Rahman Rahim, S.E., MM.

3. The researcher deeply and most great full to Erwin Akib, M.Pd., Ph.D as

the Dekan of FKIP Muhammadiyah University of Makassar.

4. The researcher appreciation also was due to Ummi Khaerati Syam,

S.Pd., M.Pd as the Head of English Department.

ix

5. The researcher gave appreciation and deepest thankful were due to Dr.

Hj. Andi Tenri Ampa, M.Hum as the first consultant and Herlina Daddi

S.Pd., M.Pd. as the second consultant who had guided the researcher

very well during my thesis.

6. The researcher heartful thanks to all lecturers of the FKIP UNISMUH

especially to the lecturer of English Department and all staff

Muhammadiyah University of Makassar.

7. The gratitude also goes to all the researcher friends from EDSA and

especially for F Class in 2013 and other that the researcher can not

mention one by one.

8. The last gratitude also goes to the researcher beloved partner, Nurzamna

that always helps supports and motivates the researcher to complete this

thesis.

The words were not enough to say many appreciations for their help and

contribution in finishing this thesis. The researcher realizes that this thesis was

still far from perfection. The researcher highly expects criticism and suggestions

from all parties to perfect this thesis. Only Allah Rabbil Alamin can provide a

worthy reward. Hopefully all our activities will always be worthy of worship at

His side.



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TABLE OF CONTENTS

COVER .............................................................................................................. i

APPROVAL SHEET ........................................................................................ ii

CONSELING SHEET ...................................................................................... iii

SURAT PERNYATAAN .................................................................................. iv

SURAT PERJANJIAN ..................................................................................... v

ABSTRACT ....................................................................................................... vi

ACKNOWLEDGEMENT ................................................................................ vii

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

LIST OF FIGURE............................................................................................. xi

LIST OF TABLE............................................................................................... xii

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

CHAPTER I: INTRODUCTION

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

B. Research Question ................................................................................ 3

C. Objective of the Research ..................................................................... 4

D. Significance of the Research ................................................................. 4

E. Scope of the Research ........................................................................... 5

CHAPTER II: REVIEW OF RELATED RESEARCH

A. The Concepts of Question-Answer Instruction ..................................... 6

B. Reading Comprehension ....................................................................... 8

C. Assessing Reading ................................................................................ 15

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D. Conceptual Framework ......................................................................... 17

CHAPTER III: RESEARCH METHOD

A. Research Design.................................................................................... 18

B. Research Variables and Indicators ........................................................ 19

C. Population and Sample ......................................................................... 19

D. Instrument of Research ......................................................................... 20

E. Procedure of Data Collection ................................................................ 20

F. Technique of Data Analysis .................................................................. 21

CHAPTER IV: FINDINGS AND DISCUSSION

A. Findings................................................................................................. 25

B. Discussion ............................................................................................. 31

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion ............................................................................................ 37

B. Sugestion ............................................................................................... 37

BIBLIOGRAPHY ............................................................................................. 39

APPENDICES

xii

LIST OF FIGURES

Figure 2.1 Teaching Learning Process ............................................................... 17

Figure 3.1 Research Design ............................................................................... 18

xiii

LIST OF TABLE

Table 3.1 Research Design ............................................................................... 22

Table 3.2 Rubric Assessment Literal Comprehension (Main Idea)

Table 3.3 Rubric Assessments Interpretative Comprehension

(Conclusion) ..................................................................................... 22

Table 3.4 Classification of Score ..................................................................... 23

Table 4.1 The mean score of Students‘ improvement in Literal

Comprehension (Main Idea)............................................................. 26

Table 4.2 Classification of the students Score Reading

Comprehension in term of Main Idea (Pre-Test and Post-

Test) .................................................................................................. 27

Table 4.3 The mean score of Students‘ Interpretative Reading

Comprehension (Conclusion) ........................................................... 28


Comprehension in term of Conclusion (Pre-Test and

Post-test) ........................................................................................... 29

Table 4.5 The Comparison of T-test and T-table Score of the

Students‘ Reading Comprehension .................................................. 30

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LIST OF APPENDICES

Appendix A Lesson Plan

Appendix B Instruments Pre-Test and Post-Test

Appendix C Teaching Material

Appendix D Data Analysis of Students‘ Score Pre-test and Post-Test in Literal

and Interpretative Comprehension

Appendix E The Students‘ Scores of Pre-test and Post-test, Gain/Difference

between The matched pairs (D), and Square of the Gain

Appendix F The Scoring Classification of the Students pre-test and post-test

Appendix G The Mean score of the Pre-test and Post-test and Gain (D)

Appendix H The Percentage of Students‘ Improvement in Pre Test and Post

Test

Appendix I Test of Significance

Appendix J Table Distribution of T-Value

1

CHAPTER I

INTRODUCTION

A. Background

Everyone has a way to comprehend and understand the information

that they want to get. If you want to share the information for everyone, you

should understand the information that you want to share. Indeed, the readers

are not able to understand the information if they cannot understand the

information clearly. Reading is one of the language skills that enable you to

understand the information clearly. However, some people are not interested

in reading because they do not have good topic for reading. Reading skill is

one of the basic‘s English skills. Kenyon (2008) states that when you plan

reading sessions with your learners, make sure that there is time to talk about

the text (passage, story and to write). Thus, the readers can explain what they

have read from the story or passage and they also can write some messages

and explore their ideas in reading. Stone (2009) states that reading is a

fundamental goal that children must master in order to be successful in school

and in life.

The purpose of teaching language is the students are expected to

master all language skills which must be applied in teaching English. Reading

is one of the receptive skills that must be mastered by the students besides the

other language skills such as listening, speaking and writing. The importance

of teaching reading for the teacher is not similar to the importance of reading

activity in the classroom for the students. Hager (2005) states that in reading

1

teachers are often guided by what they know about the stages and components

of the reading process, but they may not share this information with learners.

By understanding, how others become fluent readers, learners can reflect on

their own process of improving 2 reading skills. Teaching reading is a process

where the teacher teaches the students to understand about the text which has

been read.

However, in reality, reading is difficult skill in language especially the

students who are still difficult to understand the content of the reading text.

Generally, the teachers only provide text for students and teachers ask students

to read and look for the answers of the existing text with aids namely English

dictionary and the students do it individually or work with their partner.

Based on the interview with one of English teachers in SMA

Muhammadiyah Disamakan Makassar; the teacher said that the students were

still difficult to comprehend the reading text. The students were confused to

identify general information, find specific information, recognize textual

meaning and recognize textual references in reading text. When students were

given questions by the teacher and they looked for the answers in the text, the

students were still confused how to answer the questions with correct

grammatical forms.

There are some ways that can be used to improve the students‘ ability

in reading comprehension. To build the students‘ motivation in learning

reading especially the Eleventh grade students of SMA Muhammadiyah

Disamakan Makassar, some techniques can be used by the teachers. In this

2

case, the researcher can apply a technique which can be used to improve

reading comprehension of the students. The technique is question-answer

instruction.

Question-Answer Instruction is a technique which could be useful as

an alternative strategy which is expected to improve reading comprehension of

the students. Question-Answer Instruction is a technique that can help students

to determine general information, find specific information, recognize textual

meaning and recognize textual 3 references in the reading text. Therefore,

question and answer instruction is a technique that makes the learning process

more interesting, enjoyable, understandable, and more communicative.

Based on the explanation above, it is important to conduct a research

to improve reading comprehension through Question-Answer Instruction. The

researcher decides to conduct a research that concerns on improving reading

comprehension through question-answer instruction of the Eleventh Grade

Students of SMA Muhammadiyah Disamakan Makassar in Academic Year

2018/2019.

B. Research Questions

Based on the background above, the researcher formulates research

questions as follows:

1. How is the improvement of students‘ reading comprehension in terms of

literal comprehension through the use of Question-Answer Instruction at

the eleventh grade students of SMA Muhammadiyah Disamakan

Makassar?

3

2. How is the improvement of students‘ reading comprehension in terms of

interpretative comprehension through the use of Question-Answer

Instruction at the eleventh grade students of SMA Muhammadiyah

Disamakan Makassar?

C. Objective of the Research

Based on the question above, the purpose of this research are:

1. To know the improvement on of students‘ reading comprehension in terms

of literal comprehension through the use of Question-Answer Instruction

at the eleventh grade students of SMA Muhammadiyah Disamakan

Makassar.

2. To know the improvement on of students‘ reading comprehension in terms

of interpretative comprehension through the use of Question-Answer

Instruction at the eleventh grade students of SMA Muhammadiyah

Disamakan Makassar.

D. Significance of the Research

The result of this research would be expected to be useful information

for many people such as:

1. For students: The implementation of Question-Answer Instruction expects

students to be better in reading comprehension.

2. For the teachers: The implementation of Question-Answer Instruction can

be used as an alternative in improving students‘ reading comprehension.

3. For the next research: This research is expected to give information or

contribution to other similar research.

4

E. Scope of the Research

In limitation of the study, the researcher limit on teaching of reading

comprehension using Question-Answer Instruction that would focus on literal

comprehension in the term of main idea and interpretative comprehension in

the term of conclusion at the Eleventh Grade Students of SMA

Muhammadiyah Disamakan Makassar in 2018/2019 academic year.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Concepts of Question-Answer Instruction

Namdi (2005) states that the manual explores various methods and

activities that help pupils to maintain and continue to develop reading

comprehension. Boardman (2008) states that teaching students to ask

questions 9 before, during, and after reading supports engagement and

understanding. Although teacher questions are most commonly used as an

assessment strategy, they can also be used as an effective comprehension

practice when they teach students how and where to find answers.

According to Raphael in Harabagiu (2003) states that question-answer

is the students learned to distinguish among three types of question such as the

question and the answer were explicitly stated in the text, questions and

answer in the text but some searching and inferential text connections were

required to make the link and the question was motivated by some text

element or item of information but the answer had to be generated from the

students‘ prior knowledge and able to help students develop a sense of

efficacy and confidence in their ability to differentiate strategies in both

responding.

Armbruster and Osborn (2003) state that question-answering

instruction encourages students to learn how to answer questions better and

therefore to learn more as they read. In this instruction, readers learn to answer

questions that require an understanding of information that is text explicit

6

(stated explicitly in a single sentence); text implicit (implied by information

presented in two or more sentences); or scriptal (not found in the text at all,

but part of the reader‘s prior knowledge or experience).

1. Text Explicit

It means anything that is clear, detail and easy to understand. Answer the

question in the text not beating around the bush or being confusing or

stated explicitly in a single sentence.

2. Text Implicit

It means that something is understood but not detail and clearly stated by

information presented in one or more sentences.

3. Scriptal

The answer is not found in the text. It means that the answer is found in

the mind or students‘ experience.

In addition, according to previous researcher Wahyuni (2014)

Question and Answer Instruction is a method that has been used as research

material to improve reading comprehension of the eighth grade students at

SMP Sapta Andika Denpasar. This method could be useful to find answer of

the questions that they cannot answer after the initial reading by looking back

in the text.

The empirical review is provided for showing the use of question-

answering instruction in improving students‘ ability in reading comprehension

and as the references for this study. There are two reviews study that had been

done on the area of Question-Answer Instruction.

7

The research which is relevant to present study was done by Arianto

(2011) entitled ―Improving Reading Comprehension through Question-

Answer Instruction Strategy to the Eighth Grade Students of SMPN 4

Tembuku in Academic Year 2010/2011‖. The result showed that after giving

the treatment, the students‘ ability in reading comprehension was much better

than the previous one before the students were given treatment.

From those two researches that had been explained above by using

question-answer instruction, the students‘ reading comprehension in English is

an effective method. The result of each research explained that after giving the

treatment, the students‘ ability in reading comprehension was much better and

higher than the previous one before the students were given treatment.

However, in those two researches only multiple choice tests were used as

instrument. According to experts said that the essay test is used to understand

the questions and realize their ideas through written language, so the type of

essay test is more powerful test. In addition, the present research using essay

test to measure the students‘ understanding based on the text that has been

read and the students can learn how to answer the question correctly based on

the reading text.

B. Reading Comprehension

Reading comprehension is essentially defined as the ability to

understand the information which has been read. Reading comprehension is a

process to recognize the text and remember any information in the text.

8

Walberg (2003) states that reading is about understanding written

texts. It is a complex activity that involves both perception and thought.

Reading consists of two related processes: word recognition and

comprehension. Word recognition refers to the process of perceiving how

written symbols correspond to one‘s spoken language. Comprehension is the

process of making sense of words, sentences and connected text. Readers

typically make use of background knowledge, vocabulary, grammatical

knowledge, experience with text and other strategies to help them understand

written text.

Blachowicz and Ogle (2011) state that reading is essential. It is the

process which people gain information and ideas from books, newspapers,

letters, advertisements and other materials. Thus, people find any information

in various media. Patel and Jain (2008) state that reading comprehension

involves 7 understanding the meaning of context, vocabulary, and

grammatical structure. Moreover, the students are also given the opportunity

to explore the language that they are learning. Warsnak (2006) states that

reading comprehension is a process of constructing meaning from written text.

Reading is important skill that enables you to find some information

for your knowledge and you can share the information for everyone when they

need it. Walberg (2003) states learning to read is an important educational

goal. For both children and adults, the ability to read opens up new worlds and

opportunities. It enables us to gain new knowledge, enjoy literature, and do

everyday things that are part and parcel of modern life, such as, reading the

newspapers, job listings, instruction manuals, maps and so on.

9

Broadway (2006) states that the reading process is the same whether

the text is long or short, complex or simple and the way to respond to the

questions correctly. Patel and Jain (2008) state that reading is an active

process which consists of recognition and comprehension skill. Reading is an

important activity in life which one can update his/her knowledge.

Teaching reading is a process that you use knowledge, strategies and

skill to find what that meaning is. Santa (2000) states that every child deserves

excellent reading teachers because teachers make a difference in child‘s

reading achievement and motivation to read. Serravallo (2010) states that to be

a good teacher of reading, we need to know the student‘s tricks. We need to

understand everything from the student‘s book choices to how she plows

through each page. We need to get underneath how she/he does what she/he

does so that we can help her/his to engage with texts and think with more

sophistication as she/he reads. We need to assess well and make teaching

decisions based on those assessments.

Walberg (2003) states reading is a skill that will empower everyone

who learns it. They will be able to benefit from the store of knowledge in

printed materials and, ultimately, to contribute to that knowledge. Good

teaching enables students to learn to read and read to learn.

Burns in Lutfiah (2008) states four levels of reading skills. They are

literal reading, interpretive reading, and creative reading. Each of these skills

could be explained as follows:

1. Literal Reading

10

Literal reading refers to the idea and fact that are directly stated at

the printed pages. The literal level comprehension is fundamental to all

reading skills at any level because a reader must first understand what the

researcher said before he can draw inference or make evaluation.

Literal reading is getting the primary, direct, literal meaning of an

idea in context. The readers are only able to use the information which is

stated explicitly in the text. The readers are able to answer such a question

that simply, demand them to recall from memory what the exact words

given in the book. Although it only needs little or no thinking on the part of

the readers, it gives them opportunity to practice in recalling and

reproducing statements of facts and have a place in detailed factual reading

refers to the acquisition of meaning of ideas or information that is explicitly

stated in the text. Some specific reading skill at the literal level of

comprehension are: identifying the main idea and supporting idea,

sequencing ideas when explicitly signal is given, and following instructio

a. Identifying the Main idea

A paragraph is a group of sentences related to a particular topic or

central theme. Every paragraph has a key concept or main ideas. The main

idea is the most important piece of information the author wants you to

know about the concept of that paragraph. When authors write, they have

an idea in mind that they trying to get across. This is especially true as

authors compose paragraphs. An author organizes each paragraph‘s main

idea and supporting details in support of the topic or central theme, and

11

each paragraph supports the paragraph preceding it. By breaking it up into

logical steps, you will succeed in determining the main thread in the text

you‘re reading. According to Burns and Roe (2002), How to finding the

main idea of the paragraph:

1) The main idea is the point of the paragraph. It is the most important

thought about the topic. To figure out the main idea, ask yourself this

question: What is being said about the person, thing, or idea (the

topic)?

2) The main idea is usually at the first sentence. The researcher then using

the rest of the paragraph to support the main idea.

3) According to Hariming (2010) defines the main idea is the most

important piece of information the author wants you to know about the

concept of that paragraph. When authors write they have an idea in

mind that they are trying to get across. This is especially true as

authors compose paragraphs. An author organizes each paragraph‘s

main idea and supporting details in support of the topic or central

theme, and each paragraph supports the paragraph preceding it.

The main idea is very commonly found at the beginning and

followed by supporting sentences. Sometimes the researcher using a few

sentences to introduce the topic, places the main idea in the middle and

follows it with supporting sentences. So, the main idea may be stated at

the beginning, in the middle, or at the end of the paragraph.

b. Sequencing Ideas

12

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

flow of thought of the researcher. This is so because any discourse is made

up of words and sentences which are not only grammatically linked to one

another, but are also logically related and sequence of ideas as presented

by the researcher enables him to summarize, outline and infer correctly.

2. Interpretative Comprehension

Interpretative reading involves reading between the lines or making

inference. It is the process of deriving ideas that are implied rather than

directly state. This level demand higher of thinking ability because the

questions in the category of interpretation are concern with answer that are

not directly stated in the text but they are suggest or implied.

At this point, Rubbin (2007) further elaborated that some of reading

skill in this level require readers to do things as follows:

a. Determining word meanings from context.

b. Finding main idea.

c. Reading between the lines or making inference

d. Drawing conclusion

e. Making generalization

f. Recognizing cause and effect reasoning

Sometimes an information or concept is not explicitly stated in a text

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

literal meaning. This is the interpretative level or the ―Thinking Side‖ of

comprehension (Tinker and Mc McCullough, 2008) interpretation is reading

13

or getting meaning between the lines which requires the reader‘s sensitivity

to clues and the ability to link these clues to his own experience to arrive at

the new information. It is mentally exploring and taking position in relation

to the facts and related details. When the reader does this he is inferring.

Inferences can be categorized as implications, conclusions, generalisation

and predictions.

1) Implication

Implication is any inference expectancy that maybe logically

implied or understanding, bur not directly stated, form the author‘s

arguments in a text.

2) Conclusion.

The conclusion is written summarize of paragraph and it is purpose

to sum up the argument of the essay. The conclusion is written in one

paragraph and its main purpose is to sum up the arguments of the essay,

which the author revealed in the topic sentences of the body paragraphs.

It summarizes the evidence in support for the thesis statement of the

essay and if proved restates this statement. It is a final glance at the

presented facts, which lead to a certain conclusion on the essay matter.

The conclusion does not have a set structure and can be written

according to the peculiarities of the essay but must always have the

mentioned above argument summary analysis writing an essay

conclusion.

14

There are some example words or phrases that are typically

included in conclusion: Therefore, thus, it follows that, which proves

/implies that, which means that, as a result, so, we may conclude, and

finally.

And also it is vital to remember that, any conclusion should never

repeat the assertions presented in the essay word for word. Then, if the

researcher wants to make the conclusion really successful it must be

short and very clear. This is the last part of the essay and it makes the

final impression on the reader. A good conclusion is always creative and

logically researcher round.

3. Critical Comprehension

Critical reading is evaluating written material comparing the ideas

discovered in the material with known standard and drawing conclusion

about their accuracy, appropriateness, and timeliness. Critical reading

compares previous experience to element in the new material such as

content style, expression, information, and ideas or values of the author. In

this level of reading skill, the reader must be an active reader, questioning,

searching for fact, and suspending judgment until her or she has considered

all the material.

C. Assessing Reading

Namdi (2005) states that assessment is a tool that measures a learner‘s

knowledge and ability. It shows the areas in the reading program where

learners have weakness and strengths. It shows they are able to extract

information and analyze what are reading. Caldwell (2008) states that there is

15

a tendency to think of assessment as something that happens after instruction,

something apart from instruction such as asking students to answer questions

after they have read a textbook chapter or a story. There is also a tendency to

think of all assessment measures as paper pencil and eraser tests.

Brown (2000), states that a test, in plain words, is a method of

measuring a person‘s ability or knowledge in given domain. A test has the

purpose of measuring. Some measurements are rather broad and inexact, while

others are quantified in mathematically precise terms. Kaner (2003) states that

an 11 test idea is a brief statement of something that should be tested.

Alderson (2000) states that all these aspects of reading are important, but will

probably never be brought together into a coherent and comprehensive

account of what it is we do when we read. The inevitable complications when

we consider the complexities of analyzing texts since the nature of what we

read must have some relation to how we read, and then text analysis must be

relevant to theories of reading.

In this classroom action study, the researcher carries out a series of test

while teaching learning process to access the students‘ ability. Deciding the

test of reading is related how the researcher teaches it. In this case, the

researcher makes an essay test to the students to measure the students‘

achievement. Goode (2010) states that assessment is an integral part of

learning. Good assessment takes into account learning styles, strengths, and

needs. Effective assessment takes place over time and is varied in its

approach.

16

D. Conceptual Framework

The conceptual framework underlying in this research given below:

Reading Comprehension

Figure 2.1 Teaching Learning Process

The conceptual framework explains about the process of teaching

English, especially reading comprehension. The researcher uses Question-

Answer Instruction in teaching reading comprehension which is applied in

Pre-Experimental Research.

This strategy can help the student to develop their reading

comprehension especially for literal and interpretative reading comprehension

and finally with this strategy we can see the improvement of students‘ reading

comprehension.

Question-Answer Instruction

Literal

Comprehension

Interpretative

Comprehension

17

CHAPTER III

RESEARCH METHOD

A. Research Design

The researcher used pre-experimental design. The design of this study

was experimental design because the researcher wanted to know the effect of

Question-Answer Instruction in Teaching Reading Comprehension at the

eleventh grade students of SMA Muhammadiyah Disamakan Makassar.

According to Arikunto (2010) experimental study is a study which aimed to

know there is or not the effect of the variable studied. In line eight, Ary

(1985) said that experimental design refers to the conceptual framework

within which the experimental is conducted. The most important criteria are

the design to appropriate for testing the particular hypothesis of the study.

The researcher used the one-group pre-test and post-test design

usually involved three steps: (1) Administering a pretest measuring the

dependent variable; (2) applying the experimental treatment X to the subjects;

(3) Administering a posttest, again measuring the dependent variable.

Differences attributed to application of the experimental treatment are then

evaluated by comparing the pretest and posttest score.

18

Figure 3.1 Research Design

Where:

X1 : Pretest

T : Treatment

X2 : Post Test

(Hatch 2003)

B. Research Variables and Indicators

In this research consisted of two variables. They were independent

variable and dependent variable. The independent variable was Question-

Answer Instruction and the dependent variable was Students‘ Reading

Comprehension at the Eleventh Grade Students of SMA Muhammadiyah

Disamakan Makassar. Where, the indicator of this research were literal and

interpretative reading.

C. Population and Sample

1. Population

The Population of this research was the Eleventh Grade Students‘

which only one class of SMA Muhammadiyah Disamakan Makassar in the

2018-2019 academic years.

2. Sample

The researcher used Purposive Sampling to the eleventh grade

students‘ of SMA Muhammadiyah Disamakan Makassar. In this research

only would take one class to represent all of the population. The sample of

X2 T X1

19

this research was the members of students‘ in Class XI that consist of 12

students‘.

D. Instrument of the Research

The researcher used a reading test as an instrument for collecting the

data. The researcher gives a text and the students answered the questions

below based on the text. It was used to get information about the students‘

improvement in reading comprehension before and after the treatment.

E. Procedure of Collecting Data

1. The researcher asked permission to the head master of the school.

2. The researcher came to the class to do pre-test.

3. After doing the pre-test the researcher applied Question-Answer

Instructions.

4. After doing the treatment the researcher give post-test to the student in the

last meeting.

5. The teacher compared student score in pre-test and post-test

a) Pre-test

The students were given a pretest before doing the treatment to know

their prior knowledge. In this case, the teacher give a text and let the

students answered the essay test.

b) Treatment

The treatment was given after students had done the pre-test. The

researcher did procedure as follows:

20

1) Teacher gave prior knowledge about Reading Comprehension to

the students.

2) Teacher explained about Question-Answer Instruction.

3) Teacher gave a text which had some questions to all the students

4) Students read the questions before reading the text.

5) Students read the text silently while thinking about the answers of

the questions which had been read before.

6) Students write the answers.

7) Students presented their answers to the class.

8) Teacher and students concluded the correct answers.

c) Post-test

The post-test was given to the students after giving treatment.

F. Technique of Data Analysis

In analyzing, the data collected through the pre-test and post-test the

researcher used the procedures as follows:

1. To find out the mean score of the students‘ answer by using the formula:

∑

Where:

= Mean score

∑ = Total Score

N = The Number of Subjects

(Gay, 2006)

21

Table 3.2 Rubric Assessment Literal Comprehension (Main Idea)

Indicators Score

The answer includes a clear generalization that state or implies

the main idea

4

The answer states or implies the main idea from the story. 3

Indicator inaccurate or incomplete understanding of main idea 2

The answer includes minimal or no understanding of main idea 1

Table 3.3 Rubric Assessment Interpretative Comprehension (conclusion)

Indicators Score

Conclusion reflect reading in development of idea. It is excellent 4

Conclusion reflect reading in development of idea. It is good 3

Conclusion reflect only readings in development of idea. It is

poor

2

Conclusion there answer, but does not reflect any reading of

resources in development idea

1

(Pollard, 2007)

The steps were analyzed by using a quantitative analysis employing

the following formulas:

Score

X 100

(Depdikbud, 2004)

Then the researcher classified the students score into following criteria

to find out the mean score as follows:

22

Table 3.4: Classification of Score

Score Classification

96-100 Excellent

86-95 Very Good

76-85 Good

66-75 Fairly Good

56-65 Fair

36-55 Poor

0-35 Very Poor

(Depdikbud, 2008)

2. To know the development of the students‘ reading comprehension, the

researcher used the precentage technique.

Where:

P = Precentage Improvement of The Students

X1 = Pre-Test Mean Score

X2 = Post-Test Mean Score

(Gay, 2006)

To find out the significant different between the pre-test and post-test by

calculating the value of the test used the formula:

=∑

23

Where:

= Deviation

∑ = Standard Deviation

N = Number of Students

(Gay, 2006)

3. To find out the significant differences between the score of pre-test and

post-test, the researcher used the following formula:

√∑

∑

Where:

t = test of Significant

D = The difference between the scores of pre-test and post-

test (X1-X2)

= The mean score of the difference between the scores of

pre-test and post-test

∑ 2 = The Sum of the difference scores

N = The number pairs of subject in the study

1 = Constant Number

(Gay, 2006)

24

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter discusses about the findings and discussion. The findings

describe about the result of the data collected from the test. And discussion

explains and interprets the findings. The result of the research will be described in

the following description.

A. Findings

The findings of the research that teaching reading comprehension by

using Question-Answer Instruction could improve students reading

comprehension in literal comprehension and also could improving reading

comprehension in interpretive comprehension. In the further interpretation of

the data analysis were given below

1. The improvement of Students’ Literal Reading Comprehension by

using Question-Answer Instruction in Term of Main Idea

The improvement of Students‘ literal reading comprehension by

using Question-Answer Instruction have different in pre-test and post-test.

In pre-test students‘ achievement in reading comprehension was less

understandable about main idea but after applied the use Question-Answer

Instruction the students‘ more understandable about main idea, it can be

seen clearly in Table 4.1:

25

Table 4.1 The mean score of Students’ improvement in Literal

Comprehension (Main Idea)

Literal Reading

Comprehesion

The Students‘ Score

Improvement

Pre-Test Post-Test

Main Idea 87.91 93.33 6.16%

Based on the table 4.1 above, it shows that the score of students in

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

comprehension by using Question-Answer Instruction. The mean score of

the students in pre-test were 87.91 and post-test which to be 93.33.

The result of pre-test and post-test had improved which was 6.16%,

the data showed that Question-Answer Instruction in reading could

improve students reading comprehension terms of Literal Comprehension.

26

Table 4.2 Classification of the students Score Reading Comprehension in

term of Main Idea (Pre-Test and Post-Test)

Classification

Score

Frequency Percentage

Pre-Test Post-Test Pre-Test Post-Test

Excellent 96-100 5 4 41.65% 33.32%

Very Good 86-95 0 5 0 41.65%

Good 76-85 5 3 41.65% 24.99%

Fairly Good 66-75 2 0 16.66% 0

Fair 56-65 0 0 0 0

Poor 36-55 0 0 0 0

Very Poor 0-35 0 0 0 0

Total 12 12 100 % 100%

Based on the table 4.2 above, classification of the students‘ literal

score from pre-test and post-test. In pre-test there were 5 students (41.65%)

got excellent score, 5 students (41.65%) got good score, and 2 students

(16.66%) got fairly good score. In the other hand, in the post-test there were 4

students (33.32%) got excellent score, 5 students (41.65%) got very good

score, and 3 students (24.99%) got good score.

27

2. The improvement of Students’ Interpretative Reading

Comprehension by using Question-Answer Instruction in Term of

Conclusion.

The improvement of Students interpretative reading

comprehension by using Question-Answer Instruction have different in

pre-test and post-test. In pre-test students still less understand about

conclusion but after using Question-Answer Instruction the students more

understand about conclusion, it can be seen clearly in Table 4.3:

Table 4.3 The mean score of Students’ Interpretative Reading

Comprehension (Conclusion)

Interpretive Reading

Comprehesion

The Student‘s Score Improvement

(%) Pre-Test Post-Test

Conclusion 73.75 80,83 9.6%

Based on the table 4.3 above, it shows that the score of interpretive

comprehension from of students in post-test improved after teaching

reading comprehension in term of conclusion by using Question-Answer

Instruction. The mean score of the students in pre-test were 73.75 and

post-test which to be 80.83.

The result of pre-test and post-test had improved which was 9.6%,

the data showed that Question-Answer Instruction in reading could

improve students reading comprehension terms of interpretative

Comprehension.

28


Comprehension in term of Conclusion (Pre-Test and Post-

test)

Classification Score

Frequency Percentage

Pre-Test Post-Test Pre-Test Post-Test

Excellent 96-100 0 2 0 16,66%

Very Good 86-95 2 1 16.66% 8,33%

Good 76-85 2 6 16.66% 49.98%

Fairly Good 66-75 6 1 49.98% 8.33%

Fair 56-65 0 2 0 16,66%

Poor 36-55 2 0 16.66% 0

Very Poor 0-35 0 0 0 0

Total 12 12 100 % 100%

Based on table 4.4 above, classification of the students‘

interpretative score from pre-test and post-test. In pre-test there were 2

students (16.66%) got very good score, 2 students (16.66%) got good

score, 6 students (49.98%) got fairly good score, and 2 students (16.66%)

got poor score. In the other hand, in the post-test there were 2 students

(16.66%) got excellent score, 1 student (8,33%) very good score, 6

students (50%) got good score, 1 student (8,33%) got fairly good score and

2 students (16,66%) got fair score.

29

3. Hyphothesis Testing

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

the researcher used t-test (test of significance) for independent sample test,

that is a test to know the significance difference between the result of

students‘ mean score in pre-test and post-test the researcher used t-test

analysis on the level of significant (α) = 0.05 with the degree of freedom

(df) = N – 1, where N = Number of subject (12 students) then the value of

t-table is 2.20 the t-test statistical, analysis for independent sample is

applied.

The result of the data analysis t-test of the students‘ reading

comprehension through Question-Answer Instruction table below:

Table 4.5 The Comparison of T-test and T-table Score of the

Students’ Reading Comprehension

Variables T-test T-table Description

Literal Reading Comprehension 3.78 2.20 Significance

Interpretive Reading

Comprehension

4.95 2.20 Significance

X 8.73 2.20

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

value of t-table. The t-test value of Literal Comprehension (main idea) is

greater than t-table (3.78 > 2.20) and t-test value of Interpretative

30

Comprehension (conclusion) are greater than t-table (4.95 > 2.20). The

result of calculating t-test of the indicators in the students‘ T-test in literal

and interpretive reading comprehension is greater than t-table (8.73 >

2.20).

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

of Reading Comprehension is (8.73 > 2.20). It is said that the null

hypothesis (Ho) is rejected and the alternative hypothesis (H1) is

accepted. It means that there is a significance difference between, the

result of the students‘ literal and interpretive reading comprehension in

reading through Question-Answer Instruction after treatment.

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

0.05 and degree freedom (df) 12 (N-1=12-1), thus the alternative

hypothesis (H1) is accepted and null hypothesis (HO) is rejected in

contrary, if the value is lower than t-table at the level of significance 0.05

and the degree freedom 11, thus the alternative hypothesis is rejected and

null hypothesis is accepted.

B. Discussion

In this part, the result of finding was explained clearly about students‘

improved in literal comprehension focused on main idea and interpretative

comprehension focused on the conclusion of text. In findings, the data shows

that the improvement of students‘ in reading skill was significant after

analyzing t-test and t-table value.

31

1. The Improvement of Students’ Reading Comprehension Skill in

Literal Comprehension (Main Idea)

Reading Comprehension in terms of Literal Comprehensions was

about the comprehension in know main idea of the test that had given form

the researcher and also it was suitable for students‘ needs and wants. It

was happened if we had more interested so the readers understandable and

got information from it. As Harmer (2007) state that reading for general

comprehension means not stopping for every word, not analyzing

everything that the researcher included in the text.

The result of the data analysis through the reading test shows that

the students‘ literal comprehension focused on main idea has improved. It

was indicated by the students‘ score in pre-test and post-test. This part was

the discussion on how question-answer instruction strategy is effective in

teaching reading.

The researcher specified the discussion by concerning in the literal

comprehension. Senior high school students were in the process of

learning some skills in English, and one of them is reading. In the process

of the research, from pre-test until post-test the researcher analyzed

students ability in aswering the question based on the text given was still

lack and need more inprovement. The students tent to spent most of their

time in reading the whole text without understanding the meaning of the

text that they read. It lead them to be confused in answering some question

that given while the research is held.

32

Most of the students were unable to highlight the main idea and

some impotant statements in text which are being the answer of the

questions given. It has been proven by the findings above that in the pre-

test there were 5 students (41.65%) got excellent score, 5 students

(41.65%) got good score, and 2 students (16.66%) got fairly good score.

The entire score only classified in the level of fair to good score because

students were lack in understanding literally the text, all 5 questions which

related with the literal comprehension was not completely answered by the

students.

Furthermore, after giving treatment, the researcher applied

Question-Answer Instruction method in teaching comprehension which

gave the students insight to be more crtitically understand the whole text

that has been given. They were more easily found the literally right answer

of each question. As Boardman (2008) stated that teaching students to ask

questions 9 before, during, and after reading supports engagement and

understanding. Although teacher questions are most commonly used as an

assessment strategy, they can also be used as an effective comprehension

practice when they teach students how and where to find answers. After

treatment was given, the researcher gave post in order to see the

improvement or the progress of the students‘ reading comprehension skill

specificly in literal comprehension.

The result as has been stated above that in post-test the researcher

found quite significant improvement of students‘ score, from 12 samples

33

of the research 4 students (33.32%) got excellent score, 5 students

(41.65%) got very good score, and 3 students (24.99%) got good score.

The percentage in post-test that students got very good score was higher

than percentage in pre-test. It showed that students were able to improve

their reading comrehension skill specificly in literal comprehension of the

text after treatment was given that used question-answer instruction

strategy. The students had a good progress it has been showed by the table

that the students score was significantly higher. Students have been able

to answer completely and comprehensively the question which related to

the literal comprehension of the text.

2. The Improvement of Students’ Reading Comprehension Skill in

Interpretative Comprehension (Conclusion)

The use of Question-Answer Instruction is quite effective in

teaching reading for senior hihg school students. As a fact, based on the

finding, most of the students have a good score in post-test. It meant that,

the treatment was effective in improving the students‘ reading

comprehension skill. Furthermore, this method actually able to make the

learning process became more interesting in learning process in the class.

In connection with the finding in every meeting on treatment, the

researcher concluded that the students enjoyed the class and they felt at

ease to read the text because they have been guided before. They could be

answering the question well because they have been able to highlight the

important point of the text. Moreover, the feedback was also given to the

34

students after reading and answering the questions as a good input for

them in the next reading comprehension exercise or test.

Interpretative comprehension is one of important factor to prove

that the students were able to understand the whole text. In the treatment

given, the researcher gave 5 questions which are able to make the students

answered the questions by putting their interpretation. It could prove that

the students already understood the meaning of the text. It also could

stimulized the students to explore their idea in answering the questions and

putting their critical thinking in their answer.

Furthermore, after giving pre-test the scores were quite lower. From

12 sample of the research, there were 2 students (16.66%) got very good

score, 2 students (16.66%) got good score, 6 students (49.98%) got fairly

good score, and 2 students (16.66%) got poor score. In the post-test the

researcher found quite significant improvement of students‘ score, from 12

samples of the research 2 students (16.66%) got excellent score, 1 student

(8,33%) very good score, 6 students (50%) got good score, 1 student

(8,33%) got fairly good score and 2 students (16,66%) got fair score. The

percentage in post-test that students got very good score was higher than

percentage in pre-test.

It showed that students were able to improve their in term of

drawing conclusion. After the treatment was given, the data shown in the

table indicated that students were progressive in answering the questions

and try to put their own interpretation in their answer. Being relevant with

35

Armbruster and Osborn (2003) stated that question-answering instruction

encourages students to learn how to answer questions better and therefore

to learn more as they read. In this instruction, readers learn to answer

questions that require an understanding of information that is text explicit

(stated explicitly in a single sentence); text implicit (implied by

information presented in two or more sentences); or scriptal (not found in

the text at all, but part of the reader‘s prior knowledge or experience).

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

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

of the level of the significant = 0.05, degree of the freedom (df) = 11

indicated that t-table value is 2.20 and t-test value is 8.73. Therefore, it can

be concluded that statistically hypothesis of H1 is accepted and the

statistically hypothesis of HO is rejected. It means that the using Question-

Answer Instruction in teaching reading comprehension could improve the

students‘ comprehension of reading.

By seeing the effective of the students‘ literal and interpretive

comprehension in reading skill. It is conclusion that Question-Answer

Instruction improve the students‘ comprehension in literal and interpretive

in reading it could be showed from the students‘ reading test pre-test and

post-test in pre-test, some students were difficult to answer the questions

and find out main idea, conclusion. But, the students‘ reading

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

could be understand. And then, the students‘ were easy to answer the

questions and find out main idea, conclusion.

36

From the discussion above, it could be concluded that the eleventh

grade Students of SMA Muhammadiyah Disamakan Makassar have good

skills in reading after being taught Question-Answer Instruction especially

in comprehending a text.

37

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings and discussion in the previous chapter, the researcher

draws conclusion as follows:

1. Teaching of reading comprehension using question-answer instruction that focus two

parts on improving students‘ reading comprehension skills, those are the t-test value

of Literal Comprehension (main idea) is greater than t-table (3.78 > 2.20) and t-test

value of Interpretative Comprehension (conclusion) are greater than t-table (4.95 >

2.20). The result of calculating t-test of the indicators in the students‘ T-test in literal

and interpretive reading comprehension is greater than t-table (8.73 > 2.20).

2. Improvement of students skills can be seen from the table mean score and frequency

on the pre-test and post-test in Literal Comprehension and Interpretative

Comprehension that have been done by students SMA Muhammadiyah Disamakan

Makassar. Based on the counts that has been examined for improvement in reading

comprehension skills students has more ability in literal comprehension.

B. Suggestion

Based on the research, the researcher gives some suggestions as follow:

1. The role of teacher in the classroom is the most important thing than anything else,

therefore in order to make students more active in the classroom; teacher should give

a great and motivation the students.

2. In teaching reading comprehension, teachers must train or practice reading more in

students and provide easy to understand explanations about reading so students can

better understand how to learn to reading comprehension.

38

3. For the next researcher, the have to apply Question-Answer Instruction in doing

researching. It was suggested that the next researcher who using this method. It was

suitable to be applied in experiment research. There were still many things that have

to be observed by the next research related to the English subject, especially in

reading skill.

39

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S

APPENDIX A

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMA Muhammadiyah Disamakan Makassar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/1

Materi pokok : Teks deskriptif lisan dan tulis sederhana,

tentang orang, tempat wisata dan bangunan

bersejarah terkenal

Alokasi Waktu : 12 × 45 menit

A. Kompetensi Inti SMA kelas XI :

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan

sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban

terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan

pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu

menggunakan metoda sesuai kaidah keilmuan

Kompetensi dasar dan indikator pencapaian kompetensi

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan dalam semangat belajar.

1.1.1 Semangat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi

internasional

1.1.2 Bersungguh-sungguh dalam melaksanakan setiap kegiatan pada pembelajaran

Bahasa Inggris

1.1.3 Aktif mengikuti pelajaran Bahasa Inggris

2.3. Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

melaksanakan Komunikasi fungsional

2.3.1 Datang tepat waktu dalam setiap kegiatan pembelajaran Bahasa Inggris tentang

teks deskriptif

2.3.2 Menghargai perbedaan pendapat dalam mengerjakan tugas kelompok tentang

teks deskriptif sebagai wujud rasa cinta damai

2.3.3 Menyelesaikan tugas teks deskriptif yang menjadi bagiannya dalam kerja

kelompok

3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah

terkenal, sesuai dengan konteks penggunaannya.

3.7.1 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

deskriptif sederhana tentang orang dengan penuh percaya diri, bertanggung

jawab, dan kerjasama yang baik.

3.7.2 Menyimpulkan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

deskriptif sederhana tentang orang dengan penuh percaya diri, bertanggung

jawab, dan kerjasama yang baik.

4.8 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana tentang

orang, tempat wisata, dan bangunan bersejarah terkenal.

4.8.1 Mengurai gagasan pokok, informasi rinci dan informasi tertentu dari teks

deskriptif tentang orang dengan penuh percaya diri dan bertanggung jawab.

4.8.2 Mendeteksi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

deskriptif tentang orang.

4.9 Menyunting teks deskriptif lisan dan tulis sederhana, tentang orang, tempat

wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

4.9.1 Menyunting teks deskriptif lisan sederhana tentang orang dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar

dan sesuai konteks.

4.9.2 Menyunting teks deskriptif tulis sederhana, tentang orang dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar

dan sesuai konteks.

4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat

wisata, dan bangunan bersejarah terkenal dengan memperhatikan struktur teks,

dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

4.10.1 Menyusun teks deskriptif lisan sederhana tentang orang dengan memperhatikan

struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

4.10.2 Menyusun teks deskriptif tulis sederhana tentang orang dengan memperhatikan

struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

Tujuan pembelajaran :

Pertemuan 1 dan 2

Peserta didik terampil menganalisis dan menangkap makna teks deskripsi lisan dan tulis

sederhana tentang orang untuk melaksanakan komunikasi transaksional dan fungsional

dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut, unsur

kebahasaan yang benarbdan sesuai konteks, secara jujur, disiplin, percaya diri, bertanggung

jawab, peduli, kerjasama, dan cinta damai.

Pertemuan 3 dan 4

Peserta didik terampil menangkap makna dan menyunting teks deskripsi lian dan tulis

sederhana tentang orang untuk melaksanakan komunikasi transaksional dan fungsional

dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut, unsur

kebahasaan yang benarbdan sesuai konteks, secara jujur, disiplin, percaya diri, bertanggung

jawab, peduli, kerjasama, dan cinta damai.

Pertemuan 5 dan 6

Peserta didik terampil menyunting dan menyusun teks deskripsi lian dan tulis sederhana

tentang orang untuk melaksanakan komunikasi transaksional dan fungsional dengan guru

dan teman, menggunakan ungkapan dengan struktur teks yang runtut, unsur kebahasaan

yang benarbdan sesuai konteks, secara jujur, disiplin, percaya diri, bertanggung jawab,

peduli, kerjasama, dan cinta damai.

Metode Pembelajaran

Question-Answer Instruction

Media, Alat, dan Sumber Pembelajaran:

1. Media : Video berisi deskripsi tentang orang, teks deskriptif tentang

orang, Power Point Presentation

2. Alat : Laptop, LCD, dan Speaker Active

3. Sumber Belajar : Suara Guru, www.dailyenglish.com.

http:/americanenglish.state.gov/files/ae/resource_files

Langkah-langkah pembelajaran

Pertemuan 1

a. Kegiatan Pendahuluan (10’)

Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi

siswa dan kelas

Peserta didik merespon pertanyaan dari guru tentang keterkaitan pengetahuan

sebelumnya dengan materi yang akan dipelajari

Untuk memberikan motivasi peserta didik dalam pembelajaran teks deskriptif, guru

menampilkan contoh teks deskriptif yang disertai gambar mengenai cerita teks

deskriptif tersebut

Peserta didik menerima informasi tentang tujuan pembelajaran dan manfaat

pembelajaran teks deskriptif dan menerima cakupan materi dan penjelasan uraian

kegiatan sesuai dengan silabus

b. Kegiatan Inti (75’)

Peserta didik disiapkan untuk mengikuti pelajaran tentang teks deskriptif dengan

menanyakan teks cerita deskriptif yang pernah mereka baca.

Guru memberikan instruksi agar semua peserta didik mengemukakan pendapat

mereka tentang teks deskriptif.

Guru menjelaskan secara clear, brief, understandable dan aplicable mengenai materi

deskriptif teks.

Guru memberikan contoh sederhana tentang descriptif teks.

Peserta didik belajar menemukan gagasan pokok, informasi rinci dan informasi

tertentu dari teks deskripsi yang dibaca.

c. Penutup (5’)

Guru memberikan umpan balik terhadap proses dan hasil pembelajaran;

Contoh : Thank you very much for your participation. You did a good job today,

I‘m very happy with your activity in the class. How about you, did you enjoy my

class?

Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual

Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan

berikutnya

http://www.dailyenglish.com/

Pertemuan 2



siswa dan kelas



Untuk memberikan motivasi Peserta didik dalam pembelajaran teks deskriptif, guru


deskriptif tersebut







Dengan bimbingan dan arahan guru (instructional converasion), peserta didik

mempertanyakan antara lain perbedaan antar berbagai teks deskripsi yang ada dalam

bahasa Inggris terutama tentang fungsi sosial, struktur teks, dan unsur kebahasaan.

Peserta didik mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu

dari teks deskriptif tentang orang.

Peserta didik secara kelompok membacakan teks deskriptif tentang orang yang sudah

dibawa dengan pengucapan, tekanan kata dan intonasi yang tepat

Peserta didik berpasangan menemukan gagasan pokok, informasi rinci dan informasi

tertentu serta fungsi sosial dari teks deskripsi yang dibaca/didengar.

c. Penutup (5’)


Contoh : Thank you very much for your participation. You did a good job today, I‘m

very happy with your activity in the class. How about you, did you enjoy my class?


Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

Pertemuan 3



siswa dan kelas





deskriptif tersebut







Guru memberikan instruksi yang jelas tentang apa yang akan di lakukan pada

pertemuan yang sedang berlangsung disertai dengan pemberian contoh dari guru.

Peserta didik secara berkelompok membacakan teks deskriptif dari yang disediakan

oleh guru dengan pengucapan, tekanan kata dan intonasi yang tepat.

Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang cara

membaca teks descriptive.

c. Penutup (5’)


Contoh : You did a great job today, I‘m very happy with your activity. Thank you very

much for your participation. By the way, how do you feel to be in my class? Please

write your feeling, your problem and your success during my class in your journal.

Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memuji

dalam jurnal belajar (learning journal).

Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individua

membaca beberapa teks deskripsi tentang tempat wisata.


Pertemuan 4



siswa dan kelas





deskriptif tersebut







Guru memberikan instuksi secara jelas kepada peserta didik secara berkelompok

menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial

dari teks deskriptif yang dibaca.

Setiap kelompok memperesntasikan hasil kerjanya dan melakukan open discussion.

Siswa memperoleh feedback dari guru dan teman tentang setiap hasil kerja yang telah

mereka presentasikan.

Pertemuan 5



siswa dan kelas





deskriptif tersebut







Guru melakukan tanya jawab kepada siswa mengenai materi descirptive teks yang

telah di pelajari.

Setiap pertanyaan yang diajukan oleh siswa tidak langsung di jawab oleh guru

melainkan guru menanyakan kembali kepada siswa yang bersangukan agar dapat

memecahkan masalah yang dia tanyakan dengan sendirinya.

Guru memberikan latihan membaca kepada siswa untuk mengetahui kemampuan dan

pemahaman membaca siswa.

c. Penutup (5’)

Guru memberikan umpan balik terhadap proses dan hasil pembelajaran

Contoh : For all of you, thank you very much for your participation. Good job, I like

your performance today. Almost all of active. I hope next time all of you have to be

active in the class. Okay? Now as usual Please write your feeling, your problem and

your success during my class in your journal

Peserta didik menuliskan permasalahan dalam menggunakan bahasa Inggris untuk

memuji dalam jurnal belajar (learning journal).



Pertemuan 6



siswa dan kelas





deskriptif tersebut







Guru memberikan latihan membaca kepada siswa sebagai bentuk evaluasi untuk

mengetahui kemampuan dan pemahaman membaca siswa.

Guru memberikan penjelasan dan pembahasan mengenai evaluasi yang sebelumnya

di laksanakan.

c. Penutup (5’)

Guru memberikan umpan balik terhadap proses dan hasil pembelajaran

Contoh : For all of you, thank you very much for your participation. Good job, I like

your performance today. Almost all of active. I hope next time all of you have to be

active in the class. Okay? Now as usual Please write your feeling, your problem and

your success during my class in your journal

Peserta didik menuliskan permasalahan dalam menggunakan bahasa Inggris untuk

memuji dalam jurnal belajar (learning journal).



Penilaian

I. Indikator, Teknik, Bentuk, dan Contoh.

No.

Indikator Teknik Bentuk Contoh

1.

2.

Memahami teks

narrative

Membuat teks

sederhana

berbentuk

narrative

Tes Tulis

Unjuk Kerja

Essay

berstruktur

Menulis

Read the text

carefully and

answer the

following

questions

Choose one of the

following topics,

then compose a

narrative text based

on the topic

Pedoman Penilaian

a. Untuk nomor 1, tiap jawaban benar diberi skor 5

b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:

No.

Uraian Skor

1.

2.

3.

Isi, langkah retorika dan tata bahasa benar

Isi,langkah retorika dan tata bahasa kurang tepat

Isi, langkah retorika dan tata bahasa tidak tepat

41 – 50

21 - 40

0 - 20

Jumlah skor maksimal 1. 10 X 5 = 50

2. Jika skor maksimal diraih = 50

Jumlah = 100

Mengetahui

Kepala Sekolah Peneliti

H. Ka’bai, S.Pd Andi Muhammda Ridwan

NIP. 19710313200701 1 018 NIM. 10535558813

APPENDIX C

TEACHING MATERIAL

Pertemuan 1

DESCTIPTIVE TEXT

1. Definisi dan fungsi Descriptive text.

Descriptive text adalah suatu jenis teks yang bertujuan untuk menjelaskan atau

mendeskripsikan orang, binatang, tempat ataupun suatu benda. Umumnya, yang

dideskripsikan adalah bentuk, ciri, ataupun sifatnya.

2. Struktur teks (generic structure).

Adapun struktur dari descriptive text adalah sebagai berikut:

Identification: pengenalan objek atau hal yang akan dideskripsikan.

Description: penginformasian ciri-ciri objek, misalnya sifat-sifat psikologis perilaku,

tampilan fisik, dan yang lainnya secara spesifik.

3. Unsur kebahasaan.

Descriptive text biasanya menggunakan unsur kebahasaan sebagai berikut:

Noun: kata benda yang spesifik, misalnya my best friend, my dog, Borobudur Temple,

dan lain – lain. Selain itu, terkadang juga menggunakan kata benda yang mendapat

pemberian kata sifat, misalnya an intelligent student dan a big garden.

Simple present tense: menggunakan kata kerja bentuk pertama (verb1) dan juga kata

kerja yang dapat menggambarkan keadaan objek atau mengisyaratkan kepemilikan,

misalnya my house has 2 living rooms, Sinta is beautiful, dan lain – lain.

Adjective: kata sifat digunakan untuk menjelaskan objek.

Figurative language: menggunakan bahasa figuratif seperti simile atau metafora sebagai

cara untuk memberikan ilustrasi perbandingan, misalnya: My throat is as dry as a

dessert (tenggorokanku sekering gurun) Her skin is as white as cloud and smooth as

water (kulitnya seputih awan dan selembut air).

4. Contoh Descriptive Text

My Best Friend, Ernesto

I have a best friend. His name is Ernesto and he is my classmate. We go to school

together. Ernesto comes from an educated family. His father is a school principal and his

mother is also a teacher.

He is punctual, well-educated, and has good manners. He is really hard working. He

always does his homework. He is also well-dressed and well-behaved. All teachers have a

high opinion of him. Ernesto has a well-built body. He is gentle but fearless. Moreover,

Ernesto takes part in all sports, scout, trekking and mountaineering activities. He has a

good heart and he is truthful.

He also plays the guitar, and he makes his parents very proud of him. He secures good

marks and is usually top of his class in examinations. He inspires me to work harder. He

keeps me away from bad company. I am happy to have such a friend.

Pertemuan 2

My Geetar Hero

He is my geetar hero. Saul Hudson is his real name but he is known professionally as Slash. He

was born July 23, 1965. He is a British-American musician and songwriter. He is best known as

the lead guitarist of the American hard rock band Guns N‘ Roses, with whom he achieved

worldwide success in the late 1980s and early 1990s. He is Rock and Roll. He is frizzy. He has

black eyes and medium nose. He has big lips. He is pretty tall. He has tattoos on his body. He is

wearing a black character hat. He is wearing the earring on the left and nose. He is wearing a

watch, chain bracelets, and a skull ring. He is wearing a chain belt also. He is wearing the black

T-shirt and black leather jeans. He is wearing black converse. He is jumping and playing guitar

on the stage.

Pembahasan Materi

Descriptive Text dengan menggunakan Simple Present Tense dan Present Continuous

Tense

Simple Present Tense

He is my geetar hero. Saul Hudson is his real name but he is known professionally as Slash.

He is a British-American musician and songwriter.

He is best known as the lead guitarist of the American hard rock band Guns N‘ Roses.

He is Rock and Roll.

He is frizzy.

He has black eyes and medium nose.

He has big lips.

He is pretty tall.

He has tattoos on his body.

Present Continuous Tense

He is wearing a black character hat.

He is wearing the earring on the left and nose.

He is wearing a watch, chain bracelets, and a skull ring.

He is wearing chain belt also.

He is wearing the black T-shirt and black leather jeans.

He is wearing black converse.

He is jumping and playing guitar on the stage.

Note:

* Geetar = Guitar

* Converse = Sneakers

Pertemuan 3

My Beloved Mother

(Identification)

Every people certainly have a mother. It is because people are born from her. The existence of

her among us is definitely important. That is why I love her so much. I owe great debt to what

she has been doing to me until right now. And here is my mother.

(Description)

My mother‘s name is Khodijah. She was born 49 years ago. She is short, but not too short. She is

little fat. And she is old. She has got short white straight hair. She has got brown skin. She is

beautiful. Her hand is so soft, the hand that have taught me to be kind person. She never stops to

support me. She always tells me to not give up so easily.

She always gives me some fine solutions when I have some problems. The importance of her is

never denied. That is why I never reject her willing.

Terjemahan:

Ibuku Tercinta

Setiap manusia pastinya memiliki seorang ibu. Karena manusia lahir darinya. Kehadirannya

diantara kita sungguh sangat penting. Itu lah mengapa saya sangat mencitainya. Saya berhutang

banyak pada apa yang dia lakukan sampai sekarang ini. Dan inilah ibu saya. Ibu saya bernama

Khodijah. Beliau lahir 49 tahun yang lalu. Beliau pendek, tetapi tidak begitu pendek. Beliau

sedikit gemuk. Dan beliau sudah tua.

Beliau memiliki rambut putih pendek yang lurus. Beliau memiliki kulit coklat. Beliau cantik.

Tanganya begitu lembut, tangat yang telah mengajarkan saya untuk menjadi orang yang baik.

Beliau tidak pernah berhenti mendukung saya. Beliau selau memberitahu saya untuk tidak

menyerah dengan gampang. Beliau selalu memberi saya beberapa solusi bijak ketika saya

menghadapi beberapa masalah. Pentingya beliau tidak pernah terelaknya. Itu lah mengapa saya

tidak pernah menolak keinginannya.

Pertemuan 4

Peter is the youngest in our family. He is fourteen years old and four years younger than me. He

has long, straight hair, bright eyes and a friendly smile. Sometimes he is rather naughty at home,

but he usually does what he is asked to do.

Peter is interested in sports very much, and at school, he plays football and tennis. He is the best

badminton player in our family.

(sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan

Pariwara)

Vocabularies: Young: muda, long: panjang, straight: lurus, hair: rambut, bright: cerah, friendly:

ramah, rather: agak, naughty: nakal, interested: tertarik, player: pemain.

1. How old is Peter? He is … years old.

a. Four

b. Fourteen

c. Forty

d. Ten

Jawaban B 2. The writer is … years old.

a. Fourteen

b. Sixteen

c. Eighteen

d. Nineteen

Jawaban C 3. Which of the following statement is not true about Peter?

a. He has long and straight hair.

b. He has bright eyes.

c. He is not interested in sports.

d. He plays football and tennis.

Jawaban C 4. According to the passage, we know that Peter is ….

a. The writer‘s youngest brother

b. The writer‘s elder brother

c. A naughty boy

d. A friendly boy

Jawaban A 5. It is implied in the passage that ….

a. Peter is naughty.

b. Peter is lazy.

c. Peter is unfriendly.

d. Peter is diligent.

Jawaban D 6. From the text, we may conclude that….

a. Many people do not like Peter.

b. People is older that the writer.

c. Peter is a welcoming person.

d. Peter is not diligent at all.

Jawaban C 7. What is the text mostly about?

a. Peter

b. Peter‘s hobby

c. Peter‘s family

d. peters‘ elder brother

Jawaban A 8. ‖He is fourteen years old . . . Than me.‖

The underlined word refers to ….

a. Peter

b. The writer

c. The writer‘s brother

d. the writer‘s family

Jawaban: B 9. ―Peter is interested in sports very much, and at school he plays football and tennis.‖ The

underlined phrase can be replaced by ….

a. Dislike sport

b. Really likes sport

c. Hates sport very much

d. Finds sport not really entertaining

Jawaban B 10. ―But he usually does what he is asked to do‖

The underlined phrase means …

a. He does anything he wants.

b. He always asks.

c. He is lazy.

d. He is diligent.

Jawaban D

Pertemuan 5

descriptive text Losari Beach dan terjemahannya

Losari Beach is a beautiful beach located in the western part of Makassar, South Sulawesi.

The beach has been an icon of Makassar for years and well-known for its beautiful sunset

https://1.bp.blogspot.com/-X25Uout0EQk/V4SooQzIj-I/AAAAAAAADG4/5FDyY5NfZxUorcCg1xaQesmkuCXBKlbsQCLcB/s1600/Losari+Beach.jpg

scenery. Many people spend their afternoon and evening times enjoying the panorama

when the reddish sun looks like to sink to the sea.

Pantai Losari adalah pantai yang indah di daerah barat Makasar, Sulawesi Selatan. Pantai ini

menjadi icon ari Makasar selama bertahutahun dan terkenal dengan keindahan pemandangan

sunsetnya. Banyak orang menghabiskan siang dan sore menikmati pemandangan ketika matahari

yang kemerahan Nampak seperti akan tenggelam dari laut.

Several years ago, Losari Beach was popular for its culinary providing traditional and

modern cuisines. The culinary was located along the coast, approximately one mile length

of the table and stalls selling various menus. For this reason, Losari Beach was also called

as “the world’s longest table”. But, previously, the government of Makassar has moved and

relocated it to the southern part of Losari Beach.

Beberapa tahun yang lalu, Pantai Losari terkenal oleh kuliner yang menyediakan menu

traditional dan modern. Kuliner ini terletak di sepanjang pantai, kira kira satu mi panjangnya

yang menjual tabel dan berbagai makanan. Karena alasan ini, Pantai Losarai disebut juga dengan

― meja terpanjang di dunia‖. Akan tetapi sebelumnya pemerintah Makasar telah memindahkan

dan merelokasikannyake bagian selatan dari Pantai Losari.

Located near the center of Makassar city, Losari Beach is easy to access. It only takes 10

minutes to drive from the harbor of Makassar and 30 minutes to drive from Sultan

Hasanuddin Airport. Residents in Makassar usually go to Losari Beach by car, motorcycle

or on foot.

terletak di dekat pusat Kota Makasar, Pantai Losari mudah untuk diakses. Hanya memerlukan 10

menit berkendara dari Pelabuhan Makasar dan 30 ment dari Bandara Sultan Hasanuddin.

Penduduk di Makasar Biasan pergi ke Pantai Losari dengan mobil, Motor atau dengan jalan kaki.

1. What is the title of the text?

2. Where is the location of losari beach?

3. What are the facilities in locari beach?

4. How to go to losari beach?

5. What is the conclusion of the text?

Pertemuan 6

Makassar is the provincial capital of South Sulawesi, Indonesia, and the largest city on Sulawesi

Island. From 1971 to 1999, the city was named Ujung Pandang, after a pre-colonial fort in the

city, and the two names are often used interchangeably. The port city is located at 5°8′S

119°25′E, on the southwest coast of the island of Sulawesi, facing the Makassar Strait. Its area is

175.77 km2 and has population of around 1.4 million.

Makassar is home to several prominent landmarks including the 16th century Dutch fort Fort

Rotterdam, Trans Studio Makassar—the third largest indoor theme park in the world and the

Karebosi Link—the first underground shopping center in Indonesia.

Makassar has several famous traditional foods. The most famous is Coto Makassar. It is a stew

made from the mixture of nuts and spices with beef parts which include beef brain, tongue and

intestine. Konro rib dish is also popular traditional food in Makassar. Both Coto Makassar and

Konro are usually eaten with Burasa, glutinous rice with coconut milk and sauted coconut

granule.

In addition, Makassar is the home of pisang epe, or pressed bananas. These are bananas which

are pressed, grilled, and covered with palm sugar sauce and sometimes eaten with Durian. Many

street vendors sell pisang epe, especially around the area of Losari beach.

(Adapted from en.wikipedia.org)

Glossary

Interchangeably (adv) Secara tertukar

Strait (n) Selat

Prominent (adj) Terkemuka

Landmark (n) Peristiwa

Mixture (n) Campuran

Spice (n) Rempah-rempah

Intestine (n) Usus

Glutinous (n) Melekat

Granule (n) Biji

Vendor (n) Penjual keliling

1. Where is Makassar located?

2. Based on the text, what is the biggest city on Sulawesi Island?

3. What is the old name of Makassar?

4. According to the text, what is the first underground shopping center in Indonesia?

5. What is the most well-known food in Makassar?

6. It can be inferred from the passage that ...

7. What is the writer‘s main point in the passage?

8. It is a stew made from the mixture of nuts….

1. Pronoun ‗it‘ in line 14 refers to….

9. Makassar is home to several prominent landmarks…

2. Look at the word ―prominent‖ in the passage. Prominent is probably ….

10. Many street vendors sell pisang epe….

3. The underlined word is closest in meaning to ….

APPENDIX B

INSTRUMENT

PRE-TEST

“Giraffe”

Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters and its

weight about 1360 pounds. Giraffe has a unique characteristic. They have a very long neck and

two small horns on its head. Giraffes have big brown eyes and protected by thick and long

eyebrows. Her body is covered with a unique pattern that is attached by brown spots all over

their body.

Just like camels, giraffes can survive without drinking for long time because giraffes can

rely on the water contained in leaves they eat. Giraffes are very selective in choosing food. They

always eat young leaves that grow in the tree tops. Their tongue shaped like a knife help them to

cut branches which are very hard.

Female giraffes can start pregnant at the age of five years, with a gestation period of 15

months. Commonly female giraffe bear one baby, but sometimes two babies at once. Giraffes

bear its baby with a standing position. When the baby is about to be born, they just drop it to the

ground from a 1.5 meter of height. Baby giraffe can stand with about 20 minutes since being

born, and begin breastfeeding within an hour of birth.

Question:

Literal:

1. What is the topic of text above?

2. How tall is the giraffe?

3. What are the physical characteristics of giraffe?

4. What do the giraffes usually eat?

5. What is the function of giraffe's tongue shape?

Interpretative:

6. Why do giraffes bear its baby with a standing position?

7. What is the new information you got from the text above?

8. Do you think giraffe is a unique animal? Why?

9. Are giraffes easily found in your country? Where do the people easily find them?

10. Have you ever seen giraffes? When and where?

POST-TEST

“Komodo Dragon"

Do you know what the largest lizard is? This lizard is called komodo. It lives in the scrub

and woodland of a few Indonesian islands.

Komodo dragon is the world‘s heaviest lizard, weighing 150 pounds or more. The largest

Komodo ever measured was more than 10 feet (3 meters) long and weighed 366 pounds (166 kg)

but the average size of komodo in the wild is about 8 feet (2.5 meters) long and 200 pounds (91

kg)

Komodo has gray scaly skin, a pointed snout, powerful limbs and a muscular tail. They

use their keen sense of smell to locate decaying animal remains from several miles away. They

also hunt other lizards as well as large mammals and are sometimes cannibalistic.

The Komodo dragon‘s teeth are almost completely covered by its gums. When it feeds,

the gums bleed, creating an ideal culture for virulent bacteria. The bacteria that live in the

Komodo dragons saliva causes septicemia, or blood poisoning, in its victims. A dragon will bite

its prey, and then follow it until the animal is too weak to carry on.

This lizard species is threatened by hunting, loss of prey species and habitat loss.

Question:

Literal:

1. How long is an average adult Komodo dragon?

2. How does a Komodo dragon poison its prey?

3. Can a Komodo dragon kill a human being?

4. What is Komodo dragon skin used for?

5. How long does a Komodo dragon live?

Interpretative:

6. Whether Komodo dragon can live in all the country?

7. Why Komodo dragons are called ―dragons‖?

8. Why are Komodo dragons important?

9. When do Komodo dragons attack?

10. What does a Komodo dragon look like? (Interpretative)

APPENDIX D

Data Analysis of Students’ Score Pre-test and Post-Test in Literal and Interpretative

Comprehension

1 The Students’ Row of Pre-test

SAMPLE

Pre-Test

Literal Comprehension Interpretative Comprehension

Main Idea Conclusion

STUDENT 1 100 90

STUDENT 2 100 95

STUDENT 3 85 85

STUDENT 4 75 70

STUDENT 5 100 75

STUDENT 6 85 85

STUDENT 7 75 75

STUDENT 8 90 50

STUDENT 9 100 45

STUDENT 10 80 75

STUDENT 11 80 70

STUDENT 12 85 70

Total X= 1055 X= 885

Mean Score (X) X= 87.91 X= 73.75

2 The Students’ Row of Post-test

Respondents

Post-Test

Literal Comprehension Interpretative Comprehension

Main Idea Conclusion

STUDENT 1 100 100

STUDENT 2 100 100

STUDENT 3 85 85

STUDENT 4 85 70

STUDENT 5 100 80

STUDENT 6 95 90

STUDENT 7 85 80

STUDENT 8 95 60

STUDENT 9 100 60

STUDENT 10 90 80

STUDENT 11 90 80

STUDENT 12 95 85

Total X= 1120 X= 970

Mean Score (X) X= 93.33 X= 80.83

APPENDIX E

The students’ Scores of Pre-test 1X and Post-test 2X , Gain/Difference between The

matched pairs (D), and Square of the Gain 2D

1. Literal Comprehension

Respondents Literal Comprehension

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

STUDENT 1 100 100 0 0

STUDENT 2 100 100 0 0

STUDENT 3 85 85 0 0

STUDENT 4 75 85 10 100

STUDENT 5 100 100 0 0

STUDENT 6 85 95 10 100

STUDENT 7 75 85 10 10

STUDENT 8 90 95 5 25

STUDENT 9 100 100 0 0

STUDENT 10 80 90 10 100

STUDENT 11 80 90 10 100

STUDENT 12 85 95 10 100

Total X=1055 X=1120 D=65 D²=625

2. Interpretive Comprehension

Respondents

Interpretive Comprehension

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

STUDENT 1 90 100 10 100

STUDENT 2 95 100 5 25

STUDENT 3 85 85 0 0

STUDENT 4 70 70 0 0

STUDENT 5 75 80 5 25

STUDENT 6 85 90 5 25

STUDENT 7 75 80 5 25

STUDENT 8 50 60 10 100

STUDENT 9 45 60 15 225

STUDENT 10 75 80 5 25

STUDENT 11 70 80 10 100

STUDENT 12 70 85 15 225

Total X= 885 X= 970 D=85 D²=875

APPENDIX F

The Scoring Classification of the Students pre-test and post-test

1. Literal Comprehension

Respondents Literal Comprehension

Pre-test Classification Post-test Classification

STUDENT 1 100 Excellent 100 Excellent


STUDENT 3 85 Good 85 Good

STUDENT 4 75 Fairly Good 85 Good


STUDENT 6 85 Good 95 Very Good


STUDENT 8 90 Very Good 95 Very Good





2. Interpretative Comprehension

Respondents Interpretative Comprehension

Pre-test Classification Post-test Classification

STUDENT 1 90 Very Good 100 Excellent

STUDENT 2 95 Very Good 100 Excellent

STUDENT 3 85 Good 85 Good

STUDENT 4 70 Fairly Good 70 Fairly Good




STUDENT 8 50 Poor 60 Fairly

STUDENT 9 45 Poor 60 Fairly




APPENDIX G

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

1. Mean of Students’ Reading Comprehension Score in terms of Literal Comprehension

Pre Test Post Test

∑

∑

2. Mean of Students’ Reading Comprehension Score in terms of Interpretative

Comprehension

Pre Test Post Test

∑

∑

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

D ∑

4. The students’ Mean score of gain (D) interpretive comprehension

D ∑

APPENDIX H

The Percentage of Students’ Improvement in Pre Test and Post Test

1. The Improvement of the Students’ Reading in terms of Literal Comprehension

%

2. The Improvement of the Students’ Reading in terms of Interpretative Comprehension

%

APPENDIX I

Test of Significance

1. Test of significance of Literal Comprehension

√∑ –

∑

√ –

√ –

√

√

√

2. Test of Significance of Interpretive Comprehension

√∑ –

∑

√ –

√ –

√

√

√

APPENDIX J

Table Distribution of T-Value

Degree of freedom (df) = N – 1=12 – 1= 11

T- table= 2.20099

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

Df 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.0000

0

3.07768 6.31375 12.7062

0

31.82052 63.65674 318.30

884 2 0.8165

0

1.88562 2.91999 4.30265 6.96456 9.92484 22.327

12 3 0.7648

9

1.63774 2.35336 3.18245 4.54070 5.84091 10.214

53 4 0.7407

0

1.53321 2.13185 2.77645 3.74695 4.60409 7.1731

8 5 0.7266

9

1.47588 2.01505 2.57058 3.36493 4.03214 5.8934

3 6 0.7175

6

1.43976 1.94318 2.44691 3.14267 3.70743 5.2076

3 7 0.7111

4

1.41492 1.89458 2.36462 2.99795 3.49948 4.7852

9 8 0.7063

9

1.39682 1.85955 2.30600 2.89646 3.35539 4.5007

9 9 0.7027

2

1.38303 1.83311 2.26216 2.82144 3.24984 4.2968

1 10 0.6998

1

1.37218 1.81246 2.22814 2.76377 3.16927 4.1437

0 11 0.6974

5

1.36343 1.79588 2.20099 2.71808 3.10581 4.0247

0 12 0.6954

8

1.35622 1.78229 2.17881 2.68100 3.05454 3.9296

3 13 0.6938

3

1.35017 1.77093 2.16037 2.65031 3.01228 3.8519

8 14 0.6924

2

1.34503 1.76131 2.14479 2.62449 2.97684 3.7873

9 15 0.6912

0

1.34061 1.75305 2.13145 2.60248 2.94671 3.7328

3 16 0.6901

3

1.33676 1.74588 2.11991 2.58349 2.92078 3.6861

5 17 0.6892

0

1.33338 1.73961 2.10982 2.56693 2.89823 3.6457

7 18 0.6883

6

1.33039 1.73406 2.10092 2.55238 2.87844 3.6104

8 19 0.6876

2

1.32773 1.72913 2.09302 2.53948 2.86093 3.5794

0 20 0.6869

5

1.32534 1.72472 2.08596 2.52798 2.84534 3.5518

1 21 0.6863

5

1.32319 1.72074 2.07961 2.51765 2.83136 3.5271

5 22 0.6858

1

1.32124 1.71714 2.07387 2.50832 2.81876 3.5049

9 23 0.6853

1

1.31946 1.71387 2.06866 2.49987 2.80734 3.4849

6 24 0.6848

5

1.31784 1.71088 2.06390 2.49216 2.79694 3.4667

8 25 0.6844

3

1.31635 1.70814 2.05954 2.48511 2.78744 3.4501

9

DOKUMENTASI

CURRICULUM VITAE

Andi Muhammad Ridwan was born in Bulukumba 08th

Juli 1995. He is the

First child from two siblings. His father is Kadir, S.Pd., M.Si and her Mother

is ST. Asni, S.Pd. In 2007 graduated from SDN 134 Kalumpang and

continued his study at SMPN 2 Bontobahari and graduated in 2010. In the

same year, he continued his study at SMA Negeri 4 Bulukumba and finished

in 2013. After finished in senior high school, he proceeded his study in

Muhammadiyah University of Makassar in 2013. He accepted in English

Department of Teachers Traning and Education Faculty. At the end of his

study, he could finish his thesis with the tittle The Use of Question – Answer Instruction In

Teaching Reading Comprehension (A Pre-Experimental Research At The Eleventh Grade

Students of Sma Muhammadiyah Disamakan Makassar)

the use of question answer instruction in teaching …

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