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TEACHING READING COMPREHENSION BY USING DIRECTED
ACTIVITIES RELATED TO TEXT (DART) FOR THE STUDENTS
(Pre-experiment a Study at Junior Hight School 1 Balusu)
THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of education in English Department
AZISA TRI ARYUNI
10535659215
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
MOTTO
“If you don’t go after what you want, you’ll never have it. And if you don’t ask, the answer is always no. Also if you don’t stop
forward, you’re always in the same place”
“Getting a bad grade isn’t the end of the world”
“Smart is what you become, not something you are”
ABSTRACT
Azisa Tri Aryuni. 2021. Teaching Reading Comprehension by Using Directed
Activities Related to Text (DART) at SMP Negeri 1 Balusu. A Thesis of English
Education Department the Faculty of Teacher Training and Education
Muhammadiyah University of Makassar. Supervised by Andi Tenri Ampa and
Andi Asri Jumiaty.
This research aimed to find out whether effective or not using Directed
Activities Related to Text (DART) in teaching reading comprehension at SMP
Negeri 1 Balusu in academic year 2020/2021. The researcher applied pre-
experimental research which employs one group Pre-test and Post-test. It
consisted of six meetings include the treatments. The sample of this research was
VIII C class of SMP Negeri 1 Balusu which consisted of 25 students. The sample
was taken by purposive sampling technique.
Based on result of the research, the researcher found that the mean score of
the post test was higher than the mean score of the pre test ((82.32 > 67.20) so the
difference mean score of post-test and pre-test is 15.12. The reseacher also found
the Standar deviation is 6.274, mean standar error 1.25. It showed that H1
(alternative Hypotheses) was accepted and Ho (Null Hypotheses) was rejected. It
can be concluded that Directed Activities Related to Text (DART) method was
effective in teaching reading comprehension at the eighth grade student of SMP
Negeri 1 Balusu.
Keywords: Reading Comprehension, Directed Activities Related to Text
(DART), and Pre-experimental
ABSTRAK
Azisa Tri Aryuni. 2021. Mengajar Pemahaman Membaca dengan Menggunakan
Aktifitas arahan membaca yang berkaitan dengan teks (DART) di SMP Negeri 1
Balusu. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan Universitas Muhammadiyah Makassar. Dibimbing oleh Andi Tenri
Ampa dan Andi Asri Jumiaty.
Penelitian ini bertujuan untuk mengetahui efektif tidaknya penggunaan
Directed Activities Related to Text (DART) dalam pembelajaran Pemahaman
Membaca di SMP Negeri 1 Balusu tahun ajaran 2020/2021. Peneliti menerapkan
penelitian pra eksperimental yang menggunakan One Group Pre-test dan Post-test.
Itu terdiri dari enam pertemuan termasuk perlakuan. Sampel penelitian ini adalah
siswa kelas VIII C SMP Negeri 1 Balusu yang berjumlah 25 siswa. Sampel
diambil dengan teknik purposive sampling.
Berdasarkan hasil penelitian, peneliti menemukan bahwa rata-rata nilai post
test lebih tinggi dari rata-rata nilai pre test (82,32> 67,20) sehingga selisih rata-
rata nilai post-test dan pre-test adalah 15,12. Peneliti juga menemukan standar
deviasi sebesar 6.274, mean standar error 1.25 Hal tersebut menunjukkan bahwa
H1 (Hipotesis Alternatif) diterima dan Ho (Hipotesis Nol) ditolak. Maka dapat
disimpulkan bahwa metode DART efektif dalam pengajaran pemahaman
membaca pada siswa kelas VIII SMP Negeri 1 Balusu.
Kata Kunci: Pemahaman Membaca, Kegiatan Terarah Terkait Teks
(DART), dan Pra-eksperimental
ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah, the researcher expressed thank you very much for the
gratitude Allah SWT for blessing and mercy on the writer during the process until
the finished writing this Thesis. Shalawat and salam are addressed to the final
chosen religious messenger, the Prophet Muhammad SAW, who has bring us
from the darkness to the brightness.
In writing this Thesis the researcher found many difficulties, so the writer
realized that the Thesis has a lot of mistakes and weakness. In order to become
perfect, the researcher needs correction and suggestion. 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. Her highest appreciation and deepest thankful to her beloved parents,
Taufik and Hj. Hasnah who always be her best parents. And all of my
family for the attention , support and their love.
2. Her highest appreciation for the Rector of Makassar Muhammadiyah
University, Prof. Dr. H. Ambo Asse, M.Ag.
3. Her highest appreciation and deepest thankful are due to Prof. Dr. Hj.
Andi Tenri Ampa., M. Hum. as her first consultant and Andi Asri Jumiati,.
S.Pd., M.Pd. as her second consultant who had guided her very well
during her proposal.
4. Her highest appreciation also is due to Dr. Ummi Khaerati Syam,
S.Pd.,M.Pd as the Head of English Department.
5. Her deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dekan
of FKIP Muhammadiyah University of Makassar.
6. The last gratitude also goes to all her friends that cannot mention one by
one. It never been forgotten.
The words were not enough to say many appreciation for their help and
contribution in finishing this Thesis. May Allah SWT guides and give them the
happiness throughout your life. Finally the researcher realizes that this “Thesis”
was far from being perfect. So, it was a pleasure for her to accept constructive
critiques and suggestions for improving this Thesis.
May Allah, The Almighty, bless them all.
Makassar, 6 Oktober 2021
The Researcher
LIST OF CONTENT
pages
COVER ............................................................................................................... i
LEMBAR PENGESAHAN .............................................................................. ii
APPROVAL SHEET ........................................................................................ ii
CONSELLING SHEET ................................................................................... iii
SURAT PERNYATAN .................................................................................... iv
SURAT PERJANJIAN ..................................................................................... v
MOTTO ............................................................................................................ vi
ABSTRACT ..................................................................................................... vii
ABSTRAK ...................................................................................................... viii
ACKNOWLEDGMENTS ............................................................................... ix
LIST OF CONTENT ........................................................................................ x
LIST OF TABLE ............................................................................................. xi
LIST OF FIGURE .......................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I INTRODUCTION ........................................................................
A. Background ............................................................................................. 1
B. Problem Statement .................................................................................. 4
C. Objective of the study ............................................................................. 4
D. Significance of the study ......................................................................... 4
E. Scope of the study ................................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE ...............................
A. Previous Related Research Finding ....................................................... 6
B. General Concept of Reading ...................................................................... 8
C. Reading Comprehension .......................................................................... 15
D. DART ................................................................................................... 18
E. Conceptual Framework ......................................................................... 19
F. Hypothesis ............................................................................................. 20
CHAPTER III RESEARCH METHOD ...........................................................
A. Research Design .................................................................................... 21
B. Population and Sample .......................................................................... 22
C. Variables and Indicators ........................................................................ 23
D. Research Instrument .............................................................................. 24
E. Procedure of Data Collection ................................................................ 24
F. Technique of Data Analysis .................................................................. 24
CHAPTER IV FINDINGS AND DISCUSSION ..............................................
A. Findings ................................................................................................. 28
B. Discussion ............................................................................................. 31
CHAPTER V CONCLUSION AND SUGGESTION ......................................
A. Conclusion ............................................................................................. 34
B. Suggestion ............................................................................................. 34
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
LIST OF TABLE
Table 3.1 Research design......................................................................................21
Table 3.2 Score of the students‟.............................................................................24
Table 4.1 The improvement of Reading Skill........................................................28
Table 4.2 The frequency and percentage of the students.......................................29
Table 4.3 Hypothesis testing for the Reading Comprehension..............................30
LIST OF FIGURE
Figure 2.1 Conceptual frame work….....................................................................20
LIST OF APPENDINCES
A. Lesson Plan
B. Pre-test
C. Post-test
D. Scoring of the students
E. Table of the scoring
F. Descriptive Analysis
G. Respondents Pre-test and Post-test
H. Distribution of T-Table
I. Persuratan
1
CHAPTER I
INTRODUCTION
A. Background
Reading is the skill should be mastered in learning English as foreign
language. Kinds of text books and materials were written in English. It needs
comprehension in reading the text to get better in catch the idea and
information. According to Weaver (2009: 10) reading is a process to
determine, what the reader‟s brain, emotions and beliefs bring to the reading.
It means that reading is the reader‟s way in interpreting the printed words. It
is supported by Linse (2005:69) argues that reading is making sense of
printed word. However, teaching reading comprehension is not an easy job
for the teacher. The teachers need improve their teaching method or strategy
in order to help the students get the point in reading the text.
In knowing the meaning of printed word in reading, the readers need
reading comprehensively. Sanchez (2010:5) states reading comprehension is
emphasizing both what the author had written and readers‟ ability to use their
background knowledge and thinking ability to make sense of text. It can be
said that reading comprehension not only “read” the text directly, but also get
something from the text.
To be able in reading comprehension, the reader needs to know the
components of reading. Klingner (2007:5) suggests that the reader needs to
attend four indicators of reading comprehension such as vocabulary, refers to
knowing what the words mean in context. The students have to know word
2
meaning based on context from the text. Decoding is word reading. It is the
process of sounding out or analyzing individual letters and words. Fluency
refers to accuracy and speed reading. It is about the process in reading with
good pronunciation, spelling, intonation, and stress. World knowledge refers
to have sufficient background knowledge to benefit from reading the text.
According to Brown (2004:206) there are some indicators of reading; specific
topic and main idea, interpreting and identifying the meaning of the word and
sentences of the text, identify factual information, guess meaning of
vocabulary, synonym, and antonym, inference of the text, analyze generic
structure, social function of kind of text. Understanding the elements of
reading will help the reader better in comprehending the text.
However, reading comprehensively by mastering the indicators of
reading comprehension that have been discussed is difficult to do by the
students in learning English as foreign language. The expectation of teaching
English curriculum asks the teacher to do the better effort in teaching English.
It is the reason of the teacher to apply kinds of approaches, methods,
techniques and strategies in teaching English. One of the methods that can be
applied in teaching reading called Directed Activities Related to Text
(Syaveny,2017).
Theoretically, the teachers need to know the types of DART in
implementing DART in teaching. Department of Education and Skill
(2004:266) cites that DART can be grouped into two main categories. There
are reconstruction activities and analysis activities. Reconstruction activities
3
are activities that require students to reconstruct a text or diagram by filling in
missing word, phrases or sentences, or be sequencing text that has been
jumbled.
There are some rules in implementing DART in teaching reading.
According to Vester (2008:3), using DART can be modified by following the
methods; it can be classified into explaining, underlining, writing, and
interacting.
The procedures of applying DART method is starting in pre reading
activity. In this stage, the teacher motivates the students, brainstorm, and
review the last material to the students. Next, the teacher continues to whilst
reading activity. In this stage, the teacher applies DART method in teaching
reading. The teacher decides the categories of DART that will be used in
teaching reading; reconstruction activities and analysis activities. The last
step is post teaching activities; the teacher evaluates the students in learning
process (Fitria,2019).
Comparing with other method, DART has the clearly teaching
procedures. According to Fitria (2019) DART will more effective if the
teacher applies into small group.
Based on the related study about DART can be concluded that Directed
Activities Related To The Texts (DARTs) strategy is effective to teach
reading comprehension ability for seventh grade so,the researcher interested
to conduct research with title “Teaching Reading Comprehension by Using
Directed Activities Related to Text (DART)”. I chose this school to apply the
4
DART method to increase students‟ interest and reading ability and make
them critical readers, after students search for material according to the
instructions of the teacher and students do not understand, so researchers are
interested in researching in this school using DART method so students can
improve their reading skills.
B. Problem statement
By looking over the background above, the researcher formulated the
core questions to be answered in this research as in the following:
1. How is the improvement of the students‟ reading skill throught the use of
Directed Activities Related to Text at the eight grade of Junior high school
1 Balusu ?
2. How is the improvement of reading skill throught the use of DART
significant ?
C. Objective of the Research
Based on the problem statement above, the researcher intends to find
out some objectives, to find out :
1. The improvement of the students‟ reading skill throught the use of
Directed Activities Related to Text at the eight grade of Junior high
school 1 Balusu.
2. The improvement of reading skill throught the used of DART significant.
5
D. Significance of the Research
The result of this research is expected useful information to the English
teachers in developing the students‟ reading comprehension by using directed
activities related to text (DART) method for the students and become the
alternative method for teachers in teaching reading to give some theoretical
and practical advantages. In the words, this research was expected to give
contribution to the enrichment or teaching and learning method especially in
teaching reading skill.
1. Theoretically, this research provides beneficial and referential
contributions in giving general knowledge of the way to improve the
students‟ reading ability.
2. Practically, the result of this research is beneficial:
a. For the students, the first, this research can improve the reading
learning process by doing DART method. Second, this research
can develop their knowledge of reading skills. Third, this research
can give the students an ideal idea in learning reading.
b. For the English teacher and prospective candidates, this research
can improve reading learning process by doing DART method.
The teacher is motivated to apply strategies which are effective
to support the learning process, especially for reading skill.
E. Scope of the Research
The scope of this research is limit to one aspect, teaching reading
comprehension by DART. It is restricted on the teaching of English to the
6
students. This research is focus on applying Directed Activities Related to
Text (DART) method to the improve the reading comprehension in narrative
text .
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some theories and concepts that were used to
support this study, that covers of previous of related findings, some pertinent ideas
on what is reading, what is reading comprehension, general concept of directed
activities related to text (DART) method, what is interest, resume and hypothesis
of the research.
A. Previous Related Research Findings
Many researchers have reported that the identification of the students‟
attitude and interest in learning English by using alternative method make the
teaching and learning process more effective. Some of the researcher‟s
findings were cited concisely below:
According to Fitria (2019)The Effectiveness Of Directed Activities
Related To The Texts (DARTs) On Students‟ Reading Comprehension
Ability At The Seventh Grade Of MTsN 2 Tulungagung The research finding
in this research showed the difference between the mean of students‟ reading
comprehension ability score before they are taught using DART strategy
(62.81) and after they are taught using DARTs strategy (72.97). And the
results of SPSS, the significant value is 0.000 < 0.05. It mean (Ho) is rejected
and (Ha) is accepted. Based on the result above, the alternative hypothesis
(Ha) that state the mean of the students after being given treatment is bigger
than the mean of the students before being given treatment while the null
hypothesis (Ho) states the mean of the students after being given treatment is
8
smaller than the mean of the students before being given treatment. Finally,
it can be concluded that Directed Activities Related To The Texts (DARTs)
strategy is effective to teach reading comprehension ability for seventh grade
of MTsN 2 Tulungagung.
According to Ulfianda (2019) The Effect of Directed Activities Related
to Text(Dart) Method In Improving Students‟ Reading Comprehension. The
data were analyzed by using t-test formula. Then, the result showed that
observe(6,14) was higher than table (2,00) with the degree of freedom ( df =
56 ) for two-tailed test (6,14 ≥ 2.00 ). It means that the null hypothesis (Ho)
was rejected and alternative hypothesis (Ha) was accepted, in conclusion,
there was the significant effect on the student‟s ability in reading
comprehension narrative text method was more significant than using lecture
method.
Based on the previous researchers above the similarities of this research
is use method in teaching Reading comprehension to improve reading
comprehension students and differences this research as follow: first,
Hasyim‟s research focus Student Team Achievement Division and Talking
Stick on Economics Subject, The second Izzul focus The Effectiveness Of
Directed Activities Related To The Texts (DARTs) On Students‟ Reading
Comprehension Ability. The third Ulfianda‟s research focuse the Directed
Activities Related to Text (Dart) Method In Improving Students‟ Reading
Comprehension and this research focus to improve students reading
comprehension directed activities related to text.
9
B. Some Partient Ideas
1. General Concept of Reading
a. Definition of reading
Reading is a very time-consuming process when readers learn
something from what they read and engage it in an academic context so
readers can easily carry out the educational process. In class, some teachers
often used text or books as a medium to deliver subject matter. Next, the
teacher asks the students to read the text for information so they can
understand the material. Reading also involves the human brain, emotions,
and beliefs as weave states that are determined by what the brain and
emotions and readers believe to read: knowledge / information (or
misinformation, lack of information), punctuation strategies for text
processing, mood, fear and excitement and by reading all things can be
obtained (Suryani, 2015).
Reading is one of the basic communicative skills. Reading is also
defined by the expert as the interaction between the reader and the text,
besides that Reading also has an interaction with what happens when people
see the text and give meaning to the written symbols in the text. This is a
smooth activity; mainly involving global understanding. The text is always
read to understand the idea of meaning, not for every word of detail. For
example, read business books. There is a conflicting definition of the term
"extensive reading" (Mariana,2017).
Edviandto,dkk (2018) Reading is the process of getting information by
10
understanding the meaning of the text being read. This is supported by the reading
strategy as the ability to understand the cognitive aspect to play an active role in the
educational process. "In addition, Yun in Aydin Bulut (2017) states that" student
activity in acting, arguing, and building meaning in the process before reading at the
time of reading and after reading.
b. Techniques in Teaching Reading
1) Skimming
Skimming is quickly running one‟s eyes over a text to get the gist of it.
Skimming is used to gather information quickly. The purpose of skimming is
simply to see what a text is about. Also stated that skimming given reader the
advantage of being able to predict the purpose of the passage, the main topic
or message, and possibly some of the developing or supporting ideas. The
reader skins in order to satisfy to recognize their thought and specify what
information they can get from a book, so that their subsequent reading was
more efficient.
2) Scanning
Scanning is quickly searching for some particular piece or pieces of
information in a text. The purpose of scanning was to extract certain specific
information without reading through the whole text, scanning occurs when a
reader goes through a text very quickly in order to find a particular point of
information. For example, a conference guide, airplane schedule. Scanning
involves these steps:
a) Determine what key word to look for.
b) Look quickly through the text for those words.
c) When you find each word, read the sentence around it to see if they
11
provide the information being sought.
d) If they do not read further, they do not continue scanning (Mariana,2017).
c. Types of Reading
In the previous section, the researcher has introduced the definition of
reading comprehension from the linguists. For further information about it will
show the explanation below: As Brown state that reading can be defined into 4
types, as follows:
1. Perceptive
Perceptive reading tasks involve attending to the components of larger
stretches of discourse: letters, words, punctuation, and other graphitic symbols. In
this case, the learners were expected becoming literate in both of their native
speaker or in language that they have learned. By doing this task they will get a
lot benefits, one of it was they able to write and read.
2. Selective.
This category is largely an artifact of assessment formats. In order to
ascertain ones reading recognition of lexical, grammatical, or discourse features
of language within a very short stretch of language, certain typical tasks were
used: picture-cued task, matching, true/false, multiple-choice, etc. It means that
the learners were expected to understand more detail about the language that they
have learned.
3. Interactive.
Included among interaction reading types were stretches of language of
several paragraphs to one page or more in which the reader must in a
psycholinguistic sense, interact with the text. That is, reading was a process of
negotiating meaning: the reader brings to the text a set of schemata for
12
understanding it, and intake is the product of that interaction. So the readers or
listeners have to make the text into graph or schemata in order to make simple
and easier in understanding it without reading the whole text. Hence the reader
can understand immediately by looking the schemata with a little note in the
below of it.
4. Extensive.
Extensive reading, applies to text of more than a page, up to and including
professional articles, essay, technical reports, short stories, and books. The
learners must understand the whole text that they have read and the last they can
answer the question based on the text.
Based on the material the conclusion of reading was a process to learn
something front don‟t understand become to know about the context which their
read. The reader also can getting information from read something, Reading also
engages human brain, emotions, and beliefs as Weaver stated that determined by
what the readers brain and emotions. And then reading have two types was
extensive reading and intensive reading, read a something also have two
techniques is pre- reading activities and during reading activities.
In reading a text, the are some important things that the reader have to
focus on comprehending the text, they are ;
1) Main idea
Main idea is the important information that tells more about the
overall idea of a paraghraph or section of a text. It‟s the primary point or
concept that the author wants to communicate to the readers about the topic.
It covers everything the paragraph talks about in general way, but does not
include the specifics. Those details will come in later sentences or
13
parahraphs and add nuance and context, the main idea will need those details
to support its argument.
2) Supporting detail
Supporting detail was additional information that explains, defines or
proves the main idea. It is exampels and extra information that help you
understand the main idea. Supporting details helps the reader to get a better
picture and more information of the text.
3) References
Reference words (words the river back to a previous word or phrase
but without repeating it) are very common many reading text and can often
cause some confusion.
4) Vocabulary
Understanding the vocabulary was important in comprehending
English text. The reader can‟t understand the meaning of the text if they are
lack of vocabulary. Vocabulary helps the reader become easy to understand
the text explicit and implicit. The reader will not get difficulties to find
information in the text, the reader quickly find the meaning of a series of
words or sentences in the text. So that, the reader can be concluded the
content of the text quickly.
5) Inference
Inference in reading is he ability to understand the meaning of a
passage of text without all the information being spelled out. Making
inference involves using what the readers know to make a guess about what
the reader don‟t know or reading between the lines. Readers who make
inferences use the clues in the text along with their own experiences to help
14
then figure out what is not directly said, making the text personal and
memorable.
d. Principles of Reading
Vaste (2017) states that reading is an exercise dominated by the eyes and
the brain. The eyes receive messages and the brain then has to work out the
significance of these messages. A reading text moves at the speed of the reader
or other words it is up the reader to decide how fast he/she wants to read the
text. Reading is grasping the language pattern from their written representation
quickly without analysis of what symbols represent the sounds.
When we read, we may deal of language that the basic principles of
reading are on the content, purpose and expectation and receptive skills. This
can make the goal of the reading can be achieved as well as the teaching of
reading to be successfully developed the students‟ in learning. Therefore, the
reading actively can develop the student‟s capability.
For many learners, beginning to read the language involves learning an
entire new set of written symbols; therefore, the teachers need to make the
guidelines to begin the reading. The natures of the tasks that the teachers plan to
set and whether the teachers require students to attempt such tasks before,
during or after have studied the text.
1) Pre-reading tasks
Such tasks enable students to familiarize them selves with the
content of a text. Activities can be systematic (such as vocabulary
exercises) or schematic (such as thinking of the purpose of a text or
predicting the content from its title).
15
2) Whilst-reading tasks
These kinds of task become more used; since the adoption of the
idea of reading as an interactive process, these encourage learners to be
active as they read. Student‟s can be given activities which require them to
do any of the following: follow the order of ideas in a text; react to the
opinions expressed; understand the information it contains; ask themselves
questions; make notes; confirm expectations of prior knowledge or predict
the next part of a text from various clues.
3) Pre-reading tasks
Such tasks enable students to familiarize themselves with the content
of a text. Activities can be systematic (such as vocabulary exercises) or
schematic (such as thinking of the purpose of a text or predicting the
content from its title).
4) Whilst-reading tasks
These kinds of task, as Hedge (2000) in Woods (2005:65) states,
have become more used; since the adoption of the idea of reading as an
interactive process, these encourage learners to be active as they read.
Student‟s can be given activities which require them to do any of the
following: follow the order of ideas in a text; react to the opinions
expressed; understand the information it contains; ask themselves
questions; make notes; confirm expectations of prior knowledge or predict
the next part of a text from various clues.
5) Post-reading task
These tasks follow up the work covered and seek to extend
candidates. Such activities are directed reading activities, or role-play and
16
group discussion activities.
2. Reading comprehension
Reading comprehension is about how to understand written text. It
is a complex activity that can involve perception and thinking.
Understanding of reading consists of two related processes; there is word
recognition and understanding. First of all, word recognition refers to the
process of understanding how symbols are written according to one's
spoken language. In addition, understanding is the process of
understanding related words, sentences, and texts ( Mariana,2017).
Edvianto,dkk (2018)Reading comprehension usually concentrates
on the early stages of learning to read, usually reading comprehension until
third grade studies that follow children over a longer period of time. The
main finding of this research is that reading comprehension is largely
predictable from listening to comprehension and word decoding. With age,
the role of word decoding as a predictor of reading comprehension (after
reading the reading at a previous point of time has been taken into
account) declines and the increased role of understanding of listening in
children.
Reading comprehension is very important for everyone who wants
to enlarge their knowledge and information about new things. Sometimes
some students find it difficult to understand the texts they have read so that
they get nothing out of the text especially nowadays most students use
technology but are not exploited as best they can. So the teachers should
17
pay more attention to the problem. Based on the understanding is
reasonable from the text. As a result of the interaction between
perceptions of graphic symbols representing the language and prior
knowledge of the reader. Reading comprehension, therefore, is a process
of getting information from context and incorporating different elements
into a whole new one. It is the process of using the knowledge out of the
reader to interpret the text to construct meaning (Wahyuni 2014).
a. Levels of Reading Comprehension
Syaveny (2017) states that different types of reading
comprehension are distinguished according to the readers‟ purposes
and type of reading that they use, that commonly referred to:
1) Literal Comprehension
According to Berg (2010) literal reading is reading the specific
words printed on a page. This is unfortunately the type of reading
widely use in most learning situations. Literal reading it refers to the
ideas and fact that is directly stated on the printed pages. It also the
skill of getting the primary direct literal meaning of a word, ideas, or
sentences in context. The basic of literal comprehension are
recognizing the stated main ideas, details, cause and effect and
sequences. This level of comprehension is fundamental to all reading
skills at any levels because a reader must first understand what the
author said before he can draw an inference or make an evaluation.
18
2) Inferential Meaning
Inferential meaning involves determining what the text means.
You start with the stated information. This information is then used to
determine deeper meaning that is not explicitly stated. Determining
inferential meaning requires you to think about the text and draw a
conclusion.
3) Evaluative Meaning
Evaluative meaning is what the text is telling us about the
world outside the story. Readers must analyze what they have read.
Then, they must form an opinion based on the information.
The conclusion of the material from reading comprehension is
Importance or everyone who wants to enlarge their knowledge and
information and the reader must also be intentional and thoughtful
while reading, monitoring the words and their meaning
as reading progresses. And the reader must apply reading
comprehension strategy‟s.
3. Directed Activities Related to Text (DART)
a. What is DART
DART is activities which get students to interact with texts.
Their aim is to improve students‟ reading comprehension and to make
them critical readers. They can be done by individual students or in
groups ( Fitria,2019).
19
b. What Type Activities Can Use in DART ?
According to Ulfianda (2019) DART can be divided into two
groups, reconstruction activities and analysis activities.
1) Reconstruction activities
Definition : activities that require students to reconstruct a text or
diagram by filling in missing words, phrases or sentences, or by
sequencing text that has been jumbled.
2) Types reconstruction of activities
a) Text completion (Fill in missing words, phrases or sentences)
b) Sequencing (Arrange jumbled segments of text in a logical or
time sequenc)
c) Grouping (Group segments of text according to categories)
d) Text marking (Find and underline parts of the text that have a
particular meaning or contain particular information)
3) Analysis activities
Definitoin :activities that require students to find and
categorize information by marking or labelling a text or diagram.
4) Types analysis of activities
According to Syaveny (2017) analysis of activities as follow:
a) Text marking (find and underline parts of the text that have a
particular meaning or contain particular information)
b) Text segmenting and labelling (Break the text into meaningful
chunks and label each chunk)
20
c) Questioning (Answer the teacher‟s questions or develop
questions about the text).
d) Summarizing
c. What Are The Advantages of Using DART ?
According to Syaveny (2017) analysis of advantages as follow:
1) When students interact with texts, their reading comprehension improve.
2) They also become more aware of how texts are constructed.
3) This makes then more critical of texts. They begin to ask questions about
the information that has been included in, and excluded from the text.
4) And about the words and sentence constructions that the writer chose.
C. Conceptual Framework
Anom , et.al (2018) Framework based on existing theory in the field on
inquiry related and / or reflecting the hypothesis of a study. This is the blueprint
often „borrowed‟ by researcher to build their own homes or research investigation. It
serves as the foundation on which research is based built. Compared the role of
theoretical framework with the map or travel plans.
Figure 2.1 Conseptual Framework
21
This research focus on Reading Comprehension especially narrative text.
The researcher used Directed activities related to text (DART), for the
students read teks about narrative text, the are many aspect that could be
observe to get student understanding and researcher can see used Directed
activities related to text in Reading comprehension effective or not effective.
D. Hypothesis
Based on the above theory can be arranged hypothesis as follows :
H1 : There is an effect of using DART in reading comprehension
H0 : There is no effect of using DART in reading comprehension.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Research design
In this research, the researcher used Pre-experimental Design. It purpose to
found out the effectiveness of used directed activities related to text (DART) for
the students at the eight grade in Smp negeri 1 balusu. In this design used one
group pre-test and post-test. Pre-test was given before the students were given the
treatment and post-test was given after the treatment.
Note
01 : Pre-Test
X : Treatment
02 : Post-Test
(Emzir, 2008: 97)
1. Pre-Test
The researcher given the test a pre-test to measure prior knowledge
on the student before given treatment and to knew the problems that the
students have. After that the researcher were going to explain about
Directed Activities Related to Text and how to used this method.
23
2. Treatment
After doing pre-test. The students were given treatment by DART. It
took seven meeting in treatment and spent 2 hours in each meeting.
In each meeting, the researcher used some procedure as follows:
a. The researcher told to student about DART via zoom
b. The researcher explain about Reading comprehension via zoom and
c. The researcher given student task for read.
d. The student read the text with reading comprehension.
e. After that student used DART in reading comprehension.
Based on the explanation procedure of used DART above the researcher
conclude that the step in DART in learning process were student can
finish their read text with reading comprehension used DART . The
procedure of use DART is simple.
3. Post-Test
After give treatment, the researcher given post-test, the content of the post-
test similar as pre-test. The aim of post-test is to found out the result of the
treatment.
B. Population and Sample
1. Population
The population of the research would the second grade students in Smp
negeri 1 balusu 2020/2021 which consisted of 4 classes (VIII A, VIII B,
VIII C, VIII D), each class VIII A consist of 30, class VIII B consist of
35, and class VIII C consist of 25 and class VIII D consist of 30. Thus the
24
total number of students population were 120 students.
2. Sample
The researcher choose one class of sample by use purposive sampling
technique in which choose class VIII C as experiment class and consist of
25 students. The researcher used purposive sampling technique because
the sample‟s high level of intelligence of all the class. The researcher
choose this class because this students a lot of like English and they
always want to improved their English skill.
C. Variables and Indicators
1. Variables
In this studied there were two variables, namely the independent variable
and the dependent variable.
a. Independent Variable
The independent variable in this research was directed activities
related to text (DART).
b. Dependent variable
The dependent variable in this studied was the students‟ Reading
comprehension.
2. Indicators
The indicator of reading comprehension on Directed activities related to
text and general understanding in Reading comprehension.
25
D. Research Instrument
The instruments of this research test. The researcher given the student
test about narrative text and the students read text in DART, weather the
student understand what they have read text with reading comprehension. The
researcher applied reading comprehension used DART in pre-test and post-
test segment. The pre-test use to found out the student‟ prior level reading,
while the post-test was design to found out the increase reading
comprehension students and significance of treatment by DART.
The researcher given the test a pre-test to measure prior knowledge on
the student before given treatment and to know the problems that the students
have. After that the researcher were want to explain about DART and how to
apply DART in classroom.
E. Procedure of Data Collection
In the reading test, the students was given a test about narrative text used
DART and asked students to read and describe the based on the topic into
several paragraphs.
F. Technique of Data Analysis
In the analysis the data, the data is collected through pre-test and post- test.
The researcher using the formula as follows:
1. Classifying the score skimming of the students‟ used the following
scale:
26
Table 3.2 Score of the students’
Score 90-100 Very good
Score 70-89 Good
Score 50-69 Fairly
Score 30-49 Poor
Score 0-29 Very poor
( Depdikbud2006)
2. Scoring the students‟ correct answer at the pretest and posttest by
using this formula:
Score :
(shofa as cited in
wahdania,2016)
3. Computing the frequency and the rule percentage of the students‟ score:
P :
Where:
P = Percentage
F = Frequency of wrong answer
N = The total number of students
(Gay, 2012)
4. To found the students‟ improvement the formula as follows:
% = × 100 Where: % = the students‟ improving
27
X1 = the mean score of post-test
X2 = the mean score of pre-test
(Gay, 2012)
5. Found out the significant difference between the score of the pre-test
and post-test by used the formula:
T =
Where:
=Mean Score
∑D = The Sum all of Score
N = The total number of students
T = Test of significance
(Gay,2012)
6. Statistic (SPSS)
SPSS was applications that used to carry out advanced statistical
analysis, data analysis with machine learning algorithms, string
analysis, and bog data analysis that can be integrate to build a data
analysis platform. This data analyzed by used SPSS Version 2.4
28
CHAPTER IV
FINDINGS AND DISCUSSION
This Chapter offers with the findings of the research and discussion of the
findings. The findings are organized consistent with the trouble statements
outlined in introduction element. in the discussion segment, argument and
similarly interpretation of the findings are given.
A. Research Findings
This phrase provides improving college students‟ reading
comprehension by Directed Activities Related to Text (DART) for the
students recreation at SMP Negeri 1 Balusu. The technique of accumulating
information carried out pre-test, treatment, publish take a look at. Pre-test
take delivery of earlier than the beginning of the coaching and mastering
method.
1. The Improvement of Reading Skill Throught The Used Of DART
Table 4.1. The Improvement Of Reading Skill
Descriptive Statistics
N Minimum Maximum Mean Std.
Deviation
Pre-Test 25 48 84 67.20 10.456
Post-Test 25 68 96 82.32 7.016
Valid N
(listwise)
25
29
Table 4.2. The Frequency and Percentage of The Students Reading
Comprehension
No Classification Pre-test Post-Test
F % F %
1 Very Good (90-100) - - 3 12%
2 Good (70-89) 11 44% 21 84%
3 Failry (50-69) 12 48% 1 4%
4 Poor (30-49) 2 8% - -
5 Very Poor (0-29) - - - -
Total 25 100% 25 100%
Based on table 4.2. The percentage the pre-test confirmed that there
simplest good 11 (44%) students who were given right fairly, 12 (48%)
students who got poor 2 (8%) students who got terrible category. So the
result may be finish that the scholars‟ Reading comprehension pre-test
changed into good categorized. The percentage of the put up-check
confirmed that the students‟ reading comprehension was improved. So the
end result can be concluded that the students‟ Reading comprehension pre
test take a look at changed into excellent labeled
2. Hypothesis Testing for The Reading Comprehension
Table 4.3. The T-Test The Students’ Improvement
Component t-test t-table Descriptive
Reading
comprehensio
n (content)
12.050
2.640
Significant
30
Based totally on desk above confirmed the t-test changed into better
than t-table. The table showed the result was 12.050>2.640, meant that
there was improvement within the students‟ reading comprehension before
and after given treatment used Directed Activities Related to Text (DART)
recreation at the eight grade students of SMP Negeri 1 Balusu. Based at
the elaboration above, it may be concluded that the null hypotheses (H0)
was rejected where as the alternative hypotheses (H1) became ordinary
before and after using DART at the eight grade college students of SMP
Negeri 1 Balusu.
B. Discussion
As stated previously, the teaching and learning process was divided into
three steps to collect the data. The first step was administering pre-test to
know students‟ reading comprehension skill before being taught by using
Directed Activities Related to Text. Then, the second step was given
treatments to the students. The treatment here was teaching reading by using
Directed Activities Related to Texts. In this treatment, the researcher chosen a
text and the students read carefully. And then, the students underline,
marking, and circle important information to find and categorize information,
write main ideas and the supporting detail, make summarizing from text the
researcher given. The student also more aware of how texts are constructed
and make students‟ textbook more interesting. The genre chosen by the
researcher in this research was narrative text. The researcher gave different
text in every task that can make students interested to read different topic that
31
can also increase their reading comprehension skill.
1. The Improvement of The Students’ Reading Skill Throught The Use
of Directed Activities Related to Text at The Eighth Grade of Junior
High School 1 Balusu.
Meanwhile the results of this study indicate that students are
teaching reading in eight grade of SMP Negeri 1 Balusu in the academic
field 2020/2021 has improved. Based on the results applied to DART
because teaching with the method was better than before gave treatment
to students. Before provided treatment were 11 students classified into
the good category, 12 students classified the fairly category. There were
2 students classified poor category from 25 students. There were 3
students classified very good category, 21 students‟ classified good
category, and 1 students classified fairly category. This research used
DART method success to improve student reading comprehension
because the DART method used in learning was interested and all that
students want to used DART method in teaching and learning. They
become enthusiastic about their studied and make them serious to write
narrative text. The DART was fun, made the students mood in learning
English and their attention to the teacher's explanations and instructions
in teaching reading by DART. They are actively involved in the learning
process, ask questions, and make comments about narrative text in test.
That means presence the DART can improve students' reading ability to
focused and concentrate lesson. This is because of simplicity, easily to
32
used DART and DART method can used in everywhere and easy to
apply in teaching. This can be seen from the increase in student scores.
2. The Improvement of Reading Skill Throught The Used of DART
Significant.
In this part, the discussion was cover about the interpretation of the
research findings derived from the result of the student‟s reading the
previous research shows by Fitria & Ulfianda (2019) The Effect of
Directed Activities Related to text (DART) method In Improving
Students‟ Reading Comprehension. The data were analyzed by using t-
test formula. Then, the result showed that observe( 6,14 ) was higher than
table (2,00) with the degree of freedom ( df = 56 ) for two-tailed test
(6,14 ≥ 2.00 ). It means that the null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted, in conclusion, there was the
significant effect on the student‟s ability in reading comprehension
narrative text method was more significant than using lecture method.
The Effectiveness Of
Directed Activities Related To The Texts (DARTs) On Students‟
Reading Comprehension Ability At The Seventh Grade Of MTsN 2
Tulungagung The research finding in this research showed the difference
between the mean of students‟ reading comprehension ability score
before they are taught using DART strategy (62.81) and after they are
taught using DARTs strategy (72.97). And the results of SPSS, the
significant value is 0.000 < 0.05. It means (Ho) is rejected and (Ha) is
33
accepted. Based on the result above, the alternative hypothesis (Ha) that
state the mean of the students after being given treatment is bigger than
the mean of the students before being given treatment while the null
hypothesis (Ho) states the mean of the students after being given
treatment is smaller than the mean of the students before being given
treatment. Finally, it can be concluded that Directed Activities Related to
the Texts (DARTs) strategy is effective to teach reading comprehension
ability for seventh grade of MTsN 2 Tulungagung.
The relation of this research with the previous study that this
research used DART in learning with method and researcher take
reference from previous studied to be used as a reference and the result of
the study both show that using method in the teaching-learning process
was effective and can improve students‟ ability to learn.
34
CHAPTER V
CONCLUSION AND SUGESTION
A. Conclusion
1. Based on the findings and discussion in the previous chapter, the
researcher concluded that the improvement of the students‟ reading
comprehension through DART method at the eight grade student of SMP
Negeri 1 Balusu was improved. It was proved by the mean score of the
pre test (67,20) and the mean score of the post test (82,32) it showed that
the students‟ reading comprehension in post test was higher than the pre
test.
2. Based on statistical calculation using SPSS, the researcher knew that the
difference mean score of pre-test and post-test is 15.120. Standard
deviation is 6.274, mean standard error 1.255. The Sig. (2 tailed) or p-
value 0.000 is divided by two 0.000/2=0 and the significance level is
0.05. since 0 is smaller than significance level (α) 5%.
B. Suggestions
1. The researcher can given information to the institutions about the
effectiveness of Directed Activities Related to Text (DART) strategy
towards students‟ reading comprehension in understanding Narrative Text.
2. Teachers know the level of students‟ ability in reading comprehension and
it can be important information in using Directed Activities Related to
Text strategy to improve the quality of teaching reading comprehension.
3. The research can given a concept in their strategy in teaching reading
35
comprehension because it will given some knowledge about DART.
BILBIOGRAPHY
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20.00 WITA
APPENDIX A
Rencana Pelaksanaan Pembelajaran (RPP)
Satuan Pendidikan : SMP Negeri 1 Balusu
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII / Genap
Aspek / Skill : Reading
Materi Pokok : Narrative text
Alokasi Waktu : 2 x 80 Menit
A. Kompetensi Inti (KI)
KI 1. Menghargai dan menghayati ajaran agama yang dianutnya
KI 2. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 3. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No KOMPETENSI DASAR INDIKATOR
1. 1.11 Membaca nyaring bermakna teks
fungsional dan essai pendek
sederhana berbentuk recount dan
narrative dengan ucapan, tekanan
dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar
Membaca nyaring dan bermakna
teks berbentuk narrative
Mengidentifikasi berbagai
makna teks narrative
Mengidentifikasi rujukan kata dalam
teks narrative yang dibaca
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Membaca teks bacaan dengan baik dan benar
2. Menerjemahkan teks bacaan kalimat perkalimat
3. Menjawab pertanyaan yang mereka buat berdasarkan teks bacaan
4. Menjawab pertanyaan berdasarkan isi teks cerita fable.
D. Materi Pembelajaran
1. Narrative text Fungsi Sosial:
Narrative text is a story with complication or problematic events and it
tries to find the resolutions to solve the problems. An important part of
narrative text is the narrative mode, the set of methods used to
communicate the narrative through a process narration.
Tujuan:
The purpose of Narrative text is to amuse and entertain the reader with a
story.
2. Struktur teks
(gagasan utama dan informasi rinci)
a. Memperkenalkan tokoh, tempat, waktu terjadinya cerita (orientasi)
b. Memaparkan krisis yang terjadi terhadap tokoh utama (komplikasi)
c. Memaparkan akhir cerita, di mana krisis berakhir (resolusi) dengan
bahagia akhir atau sedih
d. Memberikan alasan atau komentar umum (reorientasi), opsional.
3. Unsur kebahasaan
• Tata bahasa : Simple past tense, past continuous tense
• Kalimat langsung dan tidak langsung
• Kosa kata : tokoh binatang dalam fabel, tempat dan benda-benda
terkait dengan tokoh
• Adverbia penghubung waktu : first, than, after that, before, at last,
finally, dsb.
• Adverbia dan frasa preposisional penunjuk waktu : a long time ago,
one day, in the morning, the next day, immediately, dsb.
• Ucapan, tekanan kata, intonasi
• Ejaan dan tanda baca
E. Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Model pembelajaran : DART
3. Teknik : Diskusi, tanya jawab, pemberian tugas
F. Media Pembelajaran
1. Media
Buku cetak
2. Alat/Bahan
Handphone, laptop
3. Sumber Pembelajaran
Sumber dari internet, seperti :
- www.dailyenglish.com
- http://learnenglish.state.gov/files/ae/resource_files
- http://learnenglish.britishcouncil.org/en/
G. Model dan Metode Pembelarajan
• DART ( Directed Activities Related to Text)
H. Langkah-Langkah Pembelajaran
1. Pertemuan Pertama : (2 x 40 = 80 menit)
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Mengucapkan salam dan berdoa
Mengecek kehadiran siswa
Guru memberi motivasi belajar
Memberi brainstorming berupa
pertanyaan yang sesuai dengan materi
yang akan disampaikan.
Mengajukan pertanyaan-pertanyaan yang
sudah didapat berkaitan dengan materi.
Menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan di capai.
10 menit
Inti Mengamati
Peserta didik membaca cerita naratif
tentang “the story of the small parrot”
Menanya
Peserta didik menanyakan hal-hal yang
terkait dengan cerita tersebut.
Mengeksplorasi
Peserta didik bekerja per individu
Peserta didik mencari jawaban dari
pertanyaan mereka melalui berbagai
sumber (tanya teman, kamus, dll)
Mengasosiasi
Peserta didik secara individu
menentukan struktur text, unsur
kebahasaan, dan fungsi sosial dari
cerita tersebut dengan menjawab soal-
60 menit
soal yang telah tersedia.
Mengomunikasikan
Peserta didik dan guru membahas
dan menyimpulkan temuan atau
jawaban dari peserta didik.
Peserta didik menerima
lembar penilian diri sendiri.
Peserta didik mengisi lembar
penilaian dari diri sendiri
dan
mengumpulkannya kepada guru.
Penutup Guru beserta siswa membuat
rangkuman atau simpulan
pelajaran
Guru memberikan penilaian atau
refleksi terhadap kegiatan yang
sudah dilaksanakan
Guru memberikan tugas
pekerjaan rumah
Guru menyampaikan rencana
pembelajaran untuk pertemuan
yang
akan dating
10 menit
2. Pertemuan Kedua : (2 x 40 = 80 menit)
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Mengucapkan salam dan berdoa
Mengecek kehadiran siswa
Guru memberi motivasi belajar
Memberi brainstorming berupa
pertanyaan yang sesuai dengan materi
yang akan disampaikan.
Mengajukan pertanyaan-pertanyaan yang
sudah didapat berkaitan dengan materi.
Menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan di capai.
10 menit
Inti Mengamati
Peserta didik membaca cerita naratif
tentang “the rats and the elephants”
Menanya
Peserta didik menanyakan hal-hal yang
terkait dengan cerita tersebut.
Mengeksplorasi
Peserta didik bekerja per individu
Peserta didik mencari jawaban dari
pertanyaan mereka melalui berbagai
sumber (tanya teman, kamus, dll)
Mengasosiasi
Peserta didik mencari arti dari kata
yang sulit yang mereka temukan
dalam cerita tersebut.
Peserta didik secara individu
menentukan struktur text, unsure
60 menit
kebahasaan, dan fungsi sosial dari
cerita tersebut dengan menjawab soal-
soal yang telah tersedia.
Mengomunikasikan
Peserta didik dan guru membahas dan
menyimpulkan temuan atau jawaban
dari peserta didik.
Peserta didik menerima lembar
penilian diri sendiri.
Peserta didik mengisi lembar
penilaian dari diri sendiri dan
mengumpulkannya kepada guru.
Penutup Guru beserta siswa membuat
rangkuman atau simpulan pelajaran
Guru memberikan penilaian atau
refleksi terhadap kegiatan yang sudah
dilaksanakan
Guru memberikan tugas pekerjaan
rumah
Guru menyampaikan rencana
pembelajaran untuk pertemuan yang
akan dating
10 menit
I. Evaluasi Pembelajaran
Evaluasi : Narrative text
J. Penilaian Pembelajaran
1. Bentuk Penilaian:
a. Teknik : tes tertulis
b. Bentuk : Tulisan (Narrative text)
c. Rubrik Penilaian
No. Element Rubrik penilaian
1. Pronounciation 25
2. Clarity 25
3. Expression 25
4. Cooperation 25
Barru, 2021
Mahasiswa
Azisa Tri Aryuni
Nim. 10535659215
Score 90-100 Very good
Score 70-89 Good
Score 50-69 Fairly
Score 30-49 Poor
Score 0-29 Very poor
APPENDIX B
PRE-TEST
Name :
Class :
Reg. Number :
Read the following narrative text and answer the questions.
The Story of the Smart Parrot
A man in Puerto Rico had a wonderful parrot. There was no another parrot
like it.It was very, very smart. This parrot would say any word-except one. He
would not say the name of the town where he was born. The name of the town
was Catano.The man tried to teach the parrot to say Catano. But the bird would
not say the word. At first the man was very nice, but then he got angry. “You are a
stupid bird! Why can‟t you say the word? Sat Catano, or I will kill you!” but the
parrot would not say it. Then the man got to so angry that the shouted over and
over, “Say Catano, or I‟ll kill you!” but the bird wouldn‟t talk.
One day after trying for many hours to make the bird say Catano, the man
got very angry. He picked up the bird and threw him into the chicken house. “You
are more stupid than the chickens. Soon I will eat them, and I will eat you, too.”
In the chicken house there are four old chickens. They were for Sunday‟s dinner.
The man put the parrot in the chicken house and left.
The next day the man came back to the chicken house. He opened the door
and stopped. He was very surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the
fourth chicken, “Say Catano, or I‟ll kill you!
1. Where does the story take place?
A. London
B. Jakarta
C. Puerto Rico
D. Buenos Aires
2. From the text we learn that … .
A. we have to respect others
B. we have to imitate others
C. we are not allowed to force others to do something
D. we must not have the feeling as higher creature than others
3. What is the word that the parrot cannot say?
A. Catano
B. Canato
C. Tacano
D. Nacato
4. Which statement is true according to the text?
A. The parrot could say Catano
B. At last the parrot could say Catano
C. Catano was the name at the parrot
D. The man never got angry at the parrot
5. What does the man do to the bird because the bird cannot say the name of
a place.
A. The man ate the bird.
B. The sold the bird.
C. The man killed the bird.
D. The man taught the bird.
Read the following narrative text and answer the questions.
The Rats and The Elephants
Once upon a time their lived a group of mice under a tree in peace.
However, a group of elephants crossing the jungle unknowingly destroyed the
homes of all the rats. Many of them were even crushed to death.
Then taking of rats decided to approach the elephant's chief and request him
to guide his herd through another route. On hearing the sad story, the elephant's
king apologized and agreed to take another route. And so the lives of the rats were
saved.
One day elephant-hunters came to the jungle and trapped a group of
elephants in huge nets. Then the elephant king suddenly remembered the king of
the rats. He summoned on of the elephants of his herd, which had not been
trapped, to go seek help from the king and told him about the trapped elephants.
The rat's king immediately took his entire group of rats and they cut open
the nets which had trapped the elephant's herd. The elephant herd was totally set
free. They danced with joy and thank the rats.
6. What type of text is the above text? It is …
A. a narrative text
B. a description text
C. a recount text
D. an anecdote text
E. an expository text
7. What destroyed the homes of all rats?
A. a group of mice did
B. the hunter did
C. elephant-hunter did
D. a group of elephant did
E. elephant's herd
8. What helped the elephant's herd free?
A. the elephant-hunter did
B. the hunters did
C. the trapped elephants did
D. a group of king did
E. entire group of rats did
9. What is generic structure of "once upon a time there lived a group of mice
under a tree in peace"?
A. Identification
B. Orientation
C. Complication
D. Resolution
E. Description
10. At the end of the story, how was the elephant's herd?
A. Angry
B. Sad
C. Happy
D. Dead
E. disappointed
APPENDIX C
POST-TEST
Name :
Class :
Reg. Number :
SITU BAGENDIT
A Long time ago, there was a widow named Bagendit. She lived by
herself. Her house was large and beautiful. Bagendit was a miser woman. Her
wealth was plentiful but she never shared her wealth with other people in her
village. She mocked everyone who came to her house for some help. And she
always lent people money but with a high interest.
One day, an old man came to her house to get a pail of water. Bagendit
came out from her house and hit the man with a pounder.
“I curse you, evil woman!” shouted the old man. “You are a ruthless
woman!” said the old man sharply.
Suddenly, the well water gushed out and drowned Bagendit and her whole
house. The village disappeared and nothing was left. There was only a wide and
deep lake. People called it Situ Bagendit Lake.
1. What is the purpose of the text?
A. to amuse or entertain the reader by the story of Situ Bagendit
B. to describe about Bagendit
C. to tell the funny story
D. to find the moral value from the text
2. Who was Bagendit?
A. She was a kind widow
B. She was a poor widow
C. She was a miser widow
D. She was a beautiful widow
3. How was the Bagendit‟s house?
A. It was small and beautiful
B. It was large and dirty
C. It was small and dirty
D. It was large and beautiful
4. What did the old man come to Bagendit‟s house for?
A. An old man came to her house to get a pail of water
B. An old man came to her to ask for some money
C. An old man visited Bagendit to buy her house
D. An old man came to ask for food
5. Which sentence is true based on the text?
A. Bagendit was always ready to help poor people
B. Bagendit mocked everyone who came to her house for some help
C. She always cared for poor people‟s suffering
D. She always lent people money without an interest
Read the following narrative text and answer the questions.
The Goose that Laid Golden Eggs
Once up on a time, there lived a happy family in a village. A man and his
wife lived happily on a little farm, tending their flock of geese and selling their
eggs at the market. They were not rich, but they were happy with their life
together.
Then one day a new goose flew in among their flock. The couple was
surprised to find a shiny golden egg in her nest. Each and every day after that, the
goose laid another egg of solid gold.
The couple was soon richer than they had ever dreamed of, but they were
not happy.
They grew impatient with only one golden egg a day. The farmer said to his
wife, “Our goose must be full of gold. Why should we wait to have more eggs?”
“If he cut her open,” his wife agreed, ”We can get all the eggs at once .” So
they killed the goose! They were very surprise to find that it was just like any
other goose inside. Even worse, there would never be any more golden eggs!
1. What kind of text is above?
A. Recount text
B. Descriptive text
C. Narrative text
D. Report text
2. What is the purpose of the text above?
A. to describe about the golden eggs
B. to tell the series of events
C. to give the report about the goose that laid golden eggs
D. to entertain or amuse the reader
3. How many golden eggs did the couple get each day?
A. 1
B. 2
C. 3
D. 4
4. How did the couple relieve their impatience?
A. by killing the goose.
B. By selling the eggs at the market.
C. By tending their flock of geese.
D. By selling the new goose.
5. What moral value can we learn from the story?
A. We must be patient, now be greedy to get richer.
B. We must b honest to get success.
C. We should stand on our own feet.
APPENDIX I
Persuratan
Surat Pengantar LP3M
Surat Dinas Penanaman Modal Dan Pelayanan Terpadu Prov. Sulawesi
Selatan
Surat Dinas Penanaman Modal Dan Pelayanan Terpadu Kab. Barru
Surat Keterangan Telah Meneliti
Kontrol Penelitian
EED-Turnitin CERTIFICATE
LOA ELTM
CURRICULUM VITAE
The author, Azisa Tri Aryuni was born in Daullajange,
June 27th 1997. She is the third of three siblings. His
father name is Taufik and her mother name is Hasnah.
In 2009, she was graduated from SD Inpres Lawallu and
continued her study at SMP Negeri 1 Soppeng Riaja and
graduated in 2012. In the same year, she was continued
her study at SMA Negeri 1 Soppeng Riaja and finished in 2015. After finished in
senior high school she was proceeded her study in Muhammadiyah University of
Makassar in 2015. She is accepted in English Education Department of Teacher
Training Education Faculty. At the end of her study, she could finish her thesis
with the tittle “TEACHING READING COMPREHENSION BY USING
DIRECTED ACTIVITIES RELATED TO TEXT (DART) FOR THE
STUDENTS (Pre-experiment a Study at Junior Hight School 1 Balusu).
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