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

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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

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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

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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

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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.

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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

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students. This research is focus on applying Directed Activities Related to

Text (DART) method to the improve the reading comprehension in narrative

text .

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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).

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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

whatsapp

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).