THE EFFECT OF SOCRATIC QUESTIONING ON

STUDENTS’ READING COMPREHENSION OF

ANALYTICAL EXPOSITION TEXT

(A Quasi-Experimental Study at Eleventh Grade of SMA PGRI

56 Ciputat)

A ―Skripsi‖

Presented to Faculty of Tarbiya and Teachers Sciences

In Partial Fulfillment of Requirements

For Degree of S.Pd (Bachelor of Education) in English Education Department

By

Muhammad Hamim Mahfuddin

11140140000007

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHING SCIENCE

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

ii

iii

ENDORSEMENT SHEET

iv

v

ABSTRACT

Muhammad Hamim Mahfuddin (111401400000007). The Effect of Socratic

Questioning on Students’ Reading Comprehension of Analytical Exposition

Text (A Quasi-Experimental Study at the Eleventh Grade of SMA PGRI 56

Ciputat in the Academic Year 2018/2019). A Skirpsi of Department of English

Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic

University, Jakarta, 2018.

Advisor I : Dr. Nida Husna, M.Pd., MA. TESOL.

Advisor II : Atik Yuliyani, MA. TESOL.

Keyword : Reading, Socratic Questioning Analytical Exposition Text

This study was aimed to gain empirical evidence of the effect of Socratic

Questioning on students‘ reading comprehension of Analytical Exposition Text.

The population was the 76 students of eleventh-grade students of SMA PGRI 56

Ciputat (XI IPA and XI IPS) and all of those students were taken as the sample of

the study. Those students were classified into two classes; experimental and

controlled class through purposive sampling technique. The method was used in

this research was the quantitative method by using the quasi-experimental design

as the research design. The instrument of the data collection was reading tests that

were divided as pre-test and post-test. Furthermore, the data collected from this

study were analyzed using t-test in order to identify the significance level and

using cohen’s d formula to identify the effect size of the results. Based on the

data, t0 (2.99) is higher than ttable (1.99), in the degree of freedom 74 and degree of

significance 5%. However, the effect size calculation did not show a high-level effect.

The effect size (0.05) is in interval 0 – 0.20, which was in a weak effect level. From

the explanation above, it can be concluded that Socratic Questioning applied in

students of the eleventh grade of SMA PGRI 56 Ciputat has a significant effect with

weak effect level on students‘ reading comprehension on analytical exposition text.

vi

ABSTRAK

Muhammad Hamim Mahfuddin (111401400000007). Pengaruh Socratic

Questioning terhadap Kemampuan Membaca Siswa pada Teks Eksposisi

Analitis. (Penelitian Quasi-Eksperimen pada Siswa Kelas XI SMA PGRI 56

Ciputat Tahun Ajaran 2018/2019). Skripi ditujukan kepada Jurusan Pendidikan

Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah

Jakarta, 2019

Dosen Pembimbing I : Dr. Nida Husna, M.Pd., MA. TESOL.

Dosen Pembimbing II : Atik Yuliyani, MA. TESOL.

Kata Kunci : Membaca, Socratic Questioning, Teks Eksposisi Analitis

Penelitian ini bertujuan untuk mendapatkan bukti empiris terkait efek Socratic

Questioning pada kemampuan membaca siswa terhadap teks eksposisi analitis.

Populasi dari penelitian ini adalah 76 siswa kelas XI SMA PGRI 56 Ciputat (XI IPA

dan IPS) dan keseluruhan siswa tersebut sekaligus menjadi sample dari penelitian ini.

Siswa-siswa tersebut dibagi menjadi dua kelompok; kelas eksperimen dan kelas

control, melalui purposive sampling technique. Metode yang digunakan dalam

penelitian ini adalah metode quantitative dengan menggunakan quasi experiment

sebgai desain penelitian. Instrumen pengumpulan data berupa uji kemampuan

membaca yang terbagi dalam pre-test dan post-test. Lebih lanjut, data yang

didapatkan dari penelitian ini dianalisa menggunakan t-test untuk mengetahui

tingkat signifikansi dan menggunakan cohen’s d formula untuk mengidentifikasi

tingkat pengaruh dari hasil tersebut. Berdasarkan data tersebut, t0 (2.99) lebih

tinggi dari ttable (1.99), pada derajat bebas 74 dan derajat signifikasi 5%. Tetapi, hasil

penghitungan tingkatan efek tidak menunjukan pengaruh yang tinggi. Tingkat

pengaruh penelitian ini (0.05) berada pada interval 0 – 0.20 yang mana tingkat

tersebut berada pada tingkat pengaruh lemah. Dari penuturan di atas bias disimpulkan

bahwa Socratic Questioning yang diterapkan pada siswa kelas XI SMA PGRI 56

Ciputat memiliki pengaruh yang signiikan dengan tingkatan yang lemah terhadap

kemampuan membaca siswa pada teks eksposisi analistis.

vii

ACKNOWLEDGMENT

In the name of Allah The Merciful and Blessing

All praise be to Allah the Almighty, the Lord of The Universe, Allah

SWT, who has spared His blessing, mercy, love, and compassion to the writer so

that he is finally able to finish the last assignment in his study. Peace and

salutation be upon the Prophet sent for the humankind, Muhammad SAW, who

has guided us and showed us the straight path to the real happiness in the world

and hereafter.

Here the writer would like to express his huge honor and gratitude to

everyone who has supported the writer to complete his study especially to his

parents, Mr. Tolu and Mrs. Sri Amunah, who have been always praying, giving

everything, and supporting their son in taking every step of his affairs.

The writer also would like to express his great honor to all of the lectures

in the English Education Department especially to his advisors, Dr. Nida Husna,

M.Pd., MA. TESOL. and Atik Yuliyani, MA. TESOL. who have sincerely

sacrificed their time to guide and help the writer to finish this last assignment with

valuable and precious advice, ideas, suggestions, and comments.

The writer would also send his great gratitude to:

1. Dr. Sururin, M.Ag as the Dean of Faculty of Tarbiyah and Educational

Sciences.

2. Didin Nurudin Hidayat MA TESOL Ph.D., as the Head of Department of

English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English

Education.

4. All lecturers of the Department of English Education for the knowledge,

motivation, and support for the writer during the period of his study.

viii

5. The head of SMA PGRI 56 Ciputat, M. Zainuddin, S.Pd. for permitting

and helping the writer to conduct the research.

6. Novia Roza, S. Pd., as the English teacher who has given her special

supports and helps the writer in conducting the study.

7. All teachers of SMA PGRI 56 Ciputat who have given the writer

opportunity and have welcomed the writer to conduct the research.

8. The students of XI IPA 1 and XI IPA 4 of SMA PGRI 56 Ciputat for their

willingness to be participants of this.

9. His special roommates, Haris Ahmad Saputra, and Muhammad

Sutawijaya, that accompanied him along his study in State Islamic

University of Jakarta.

10. All his friends of English Education Department, especially PBI A, for

their endless motivation and supports during the study and in conducting

the research.

11. Everyone, whose each name cannot be mentioned, the writer thanks to

them for every contribution in completing this research.

The writer fully understands that this study is full of imperfection. Thus,

the writer would be pleased to get motivation and constructive critiques and

suggestions in order to make the writer learn more about writing a better research

report.

Jakarta, September 9th

, 2019

Muhammad Hamim Mahfuddin

ix

TABLE OF CONTENTS

ENDORSEMENT SHEET ................................................................................................ iii

........................................................................................................................................... iii

ABSTRACT ........................................................................................................................ v

ABSTRAK ......................................................................................................................... vi

ACKNOWLEDGMENT ................................................................................................... vii

TABLE OF CONTENTS ................................................................................................... ix

LIST OF TABLES ............................................................................................................. xi

LIST OF APPENDICES ....................................................................................................xii

CHAPTER 1 ....................................................................................................................... 1

INTRODUCTION .............................................................................................................. 1

A. Background of The Study ....................................................................................... 1

B. Identification of The Problem ................................................................................. 5

C. Limitation of The Research..................................................................................... 6

D. Research Question .................................................................................................. 6

E. Purpose of The Research......................................................................................... 6

F. Significance of The Research ................................................................................. 6

CHAPTER II ....................................................................................................................... 8

THEORETICAL FRAMEWORK ...................................................................................... 8

A. General Concept of Reading ................................................................................... 8

B. Analytical Exposition Text ................................................................................... 10

1. Definition of Analytical Exposition .................................................................. 10

2. Structure of Analytical Exposition .................................................................... 11

3. Language Features ............................................................................................ 13

4. Example of Analytical Exposition Text ............................................................ 14

C. Socratic Questioning ............................................................................................. 17

1. Definition of Socratic Question ........................................................................ 17

2. Characteristic of Socratic Questioning ............................................................. 18

3. Type of Question in Socratic Questioning ........................................................ 19

4. Using Socratic Questioning in Classroom ........................................................ 23

x

D. Previous Study ...................................................................................................... 24

E. Theoretical Hypothesis ......................................................................................... 26

CHAPTER III ................................................................................................................... 27

A. Research Methodology ............................................................................................. 27

1. Place and Time ...................................................................................................... 27

2. Method and Design ............................................................................................... 27

B. Population and Sample.......................................................................................... 28

1. Population ......................................................................................................... 28

2. Sample............................................................................................................... 28

C. Data Collecting technique ..................................................................................... 28

1. Pre Test ............................................................................................................. 29

2. Post Test ............................................................................................................ 29

D. Data Analysis Technique ...................................................................................... 29

CHAPTER IV .................................................................................................................. 33

RESEARCH FINDING AND INTERPRETATION ........................................................ 33

A. RESEARCH FINDINGS ...................................................................................... 33

B. INTERPRETATION ................................................................................................. 47

CHAPTER V .................................................................................................................... 51

CONCLUSION AND SUGGESTION ............................................................................. 51

A. CONCLUSION ..................................................................................................... 51

B. SUGGESTION ..................................................................................................... 51

REFERENCES ................................................................................................................. 54

Appendix 1 ........................................................................................................................ 57

Appendix 2 ........................................................................................................................ 69

Appendix 3 ........................................................................................................................ 82

Appendix 4 ........................................................................................................................ 83

Appendix 5 ........................................................................................................................ 84

Appendix 6 ........................................................................................................................ 95

Appendix 7 ........................................................................................................................ 96

xi

LIST OF TABLES

Table 2. 1 : Example of Analytical Expoxition Text ............................................ 14

Table 2. 2 : Type of Question oin Socratic Questioning ....................................... 20

Table 4. 1 : Experimental and Control Class Score .............................................. 33

Table 4. 2 : Gained Score ...................................................................................... 36

Table 4. 3 : Test of Normality ............................................................................... 38

Table 4. 4 : Homogeneity Test of Pre-Test ........................................................... 39

Table 4. 5 : Homogeneity Test of Post- Test ........................................................ 40

Table 4. 6 : Comparison between Score of Pre-Test and Post-Test ..................... 41

xii

LIST OF APPENDICES

Appendix 1 : Rencana Pelaksanaan Pembelajaran Kelas Kontrol ........................ 57

Appendix 2 : Rencana Pelaksanaan Pembelajaran Kelas Eksperimen ................. 69

Appendix 3 Test Specification of Item Test (Pre-Test): ....................................... 82

Appendix 4 : Test Specification of Item Test (Pre-Test): ..................................... 83

Appendix 5 : Instruments of The Study ................................................................ 84

Appendix 6 : Validity Test of Pre-Test Instrument ............................................... 95

Appendix 7 : Validity Test of Post-Test Instrument ............................................. 96

Appendix 8 : Documentations ............................................................................... 97

1

CHAPTER 1

INTRODUCTION

This chapter discusses background the study, identification of the problem,

limitation of the research, research question, purpose of the research, and

significance of the research.

A. Background of The Study

As one of the language skills, reading skill is very important to be

mastered by the students. Reading is an important component to make people get

information from any written text. Without good reading skill, it will be difficult

for students to understand and convey the meaning of a written text, so it will

influence their lifestyle in getting information and in the end, it will influence the

result of their study.

Reading is an important part of the EFL curriculum including in Indonesia.

Based on Curriculum 2013, students need to master reading comprehension in

some written texts. The texts that must be learned by students are recount,

narrative, procedure, descriptive, news item, spoof, report, analytical, exposition,

hortatory exposition, explanation, discussion, and simple review in daily life

context to access the knowledge.1

Those texts have their own features and different difficulties. From those

texts, one of the text is analytical exposition text which has its own language

features, structure, and difficulties. Analytical exposition text is a text that is

learned by the eleventh-grade student of senior high school. They must have the

ability to understand analytical exposition in some aspects including the function,

structures, and linguistic features in both spoken and written. It is based on the

1 Rahmad Rifandi.2014.The Effect of Using Literature Circle Strategy on Reading

Comprehension in Analytical Exposition Text.Facculty of Education and Teaching Sciences: UIN

Sultan Syarif Kasim Riau, p.4.

2

2013 curriculum, as it was stated by Ministry of Education states at core

component 3.4 that membedakan fungsi social, struktur teks, dan unsure

kebahasaan beberapa teks exposisi analitis lisan dan tulis dengan memberi dan

meminta informasi terkait isu aktual, sesuai dengan penggunaannya. 2.

Analytical Exposition text is constructed from three main parts, those are

the introduction that shows the thesis statement of the text, arguments, and

conclusion.3 It is also mentioned that analytical exposition text has some language

features, those are using descriptive persuasive words, present tense, mental verb,

conjunction word, word and sentence that express the author‘s position, and

persuasive technique.

Comprehending analytical exposition text is important for students, but it

is not easy, especially for senior high school students. In fact, many problems may

appear in the process of comprehending analytical exposition text. Based on the

research that was conducted by Djoni, he found some problems regarding

student‘s comprehension in analytical exposition text. He said that many students

got difficulties in finding information related to thesis and argument. They got

difficulties to get point, detail, and inference of the text. The problems are the

result of their lack of comprehending analytical exposition text.4

Another research conducted by Rahmad Rifandi found more specific

problems of students in reading analytical exposition text. He showed five

problems as can be seen below. 5

1. Some of the students are not able to identify main ideas from the text.

2. Some of the students are not able to identify the supporting ideas from the

text.

2Kementrian Pendidikandan Kebudayaan.2013.Kurikulum 2013 Kompetensi Dasar

Sekolah MenengahAtas (SMA)/Madrasah Aliyah (MA).Jakarta

:KementrianPendidikandankebudayaan, p.64 3KementrianPendidikandan Kebudayaan.2017.BahasaInggris-

StudidanPengajaran.Jakarta :KementrianPendidikandankebudayaa,.p. 48 4 Djoni.2015.Improving Students’ Reading Comprehension of Analytical Exposition Text

by Using Graphic Organizers at Grade XI Social Science Of SMA Kalam Kudus Padang.Journal

English Language Teaching : State University of Padang. p. 2. 5Rahmad Rifandi.2014.The Effect of Using Literature Circle Strategy on Reading

Comprehension in Analytical Exposition Text.Facculty of Education and Teaching Sciences: UIN

Sultan SyarifKasim Riau. p.4.

3

3. Some of the students are not able to get information from the text.

4. Some of the students need much time to comprehend the text.

5. Some of the students get difficulties in making inference in analytical

exposition text.

The writer found the problem in teaching reading when the writer

conducted observation during his teaching practice program at SMA PGRI 56

Ciputat. He found that many students were not really involved in the teaching and

learning process especially in reading. When they are taught in a conventional

way, such as the teacher only explains while students only sit and listen to their

teacher, they would not be interested. So varying method that can interest student

is important, because it will invite their participation in the teaching and learning

process.

Understanding analytical exposition text is necessary for students, because

it is one of materials that will be examined in national examination. In the other

hand, students need to have good comprehension in analytical exposition, because

it will influence their ability to comprehend the reference especially English

written text, in order to do their assignment. Besides that, understanding analytical

exposition is important in daily life, for example when students read the news in

newspapers, magazines, and the internet. Lack of comprehension in the analytical

exposition text will make them misinterpret the meaning and make them get the

wrong information.

Comprehending a text means comprehending main ideas and the

supporting idea of the text. Without sufficient comprehension of them, students

cannot understand properly the thesis, arguments, and conclusion of the author.

Therefore, it is very important to help students to improve students‘

comprehension in analytical exposition text. There are many ways can be used to

do it, one of them is activating background knowledge. It is one of the important

things to get the idea, either the main idea or supporting idea in the analytical

exposition text. Because when people have at least little information about the

topic in the text that will be read, people can understand it easier.

4

To activate background knowledge, the writer offers Socratic Questioning.

Socratic Questioning can be used to reveal one‘s prior knowledge. As Paul and

Elder said that ―To deeply probe student thinking, to help students begin to

distinguish what they know or understand from what they do not know or

understand.‖ 6

Even though there are some methods that can be used to activate

background knowledge, however, Socratic Questioning has features that are

different with the other method. Socratic has six types of questions, those are

question of clarification, question of assumption, question of prove, and evidence,

question about perspective and viewpoint, question about implication and

consequences, and question about question. With those types of question, the way

students in getting background knowledge are more systematic, deep, and

comprehensive.

It is in line with the purpose of teaching reading Analytical Exposition text

for eleventh grade of senior high school. Syllabus of English for the eleventh

grade of the senior high school stated that in teaching reading analytical text

students are expected to be able to get the meaning and interpret the analytical

exposition text regarding the current issue or topic.7

By using Socratic Questioning as the method to activate the background

knowledge, students can predict the topic discussed in the text more

comprehensively. It can help students in getting meaning and interpret the text

The teacher will ask students to recall their knowledge about a given topic

or issue through Socratic Questioning. Therefore, the writer believes that Socratic

Question will help the students to comprehend the analytical exposition text

because students will explore their background knowledge by applying the

Socratic Questioning.

Dietrich proved that Socratic Questioning method can improve students

reading comprehension. By using action research, he examined Socratic

Questioning method that was implemented to two students of Summer Literacy

6 Richard Paul and Linda Elder.2007. Critical Thinking :The Art of Socratic

Questioning.Journal of Develpmental Education Volume 31, p.1. 7 Teacher‘s syllabus of English for XI Grade of SMA PGRI 56 Ciputat.

5

Program. The result of the research is both two students show improvement in

their ability to interact in a given text and respond to what have they read based

the discussion with instructor.8

Another research conducted by research found that Socratic

Questioning method improved students‘ study results in social science. By using

class action research with two cycles, she tested Socratic questioning to students

of the fifth grade of SDN 2 Balam Merah, Pelalawan. There was an improvement

from cycle 1 to cycle 2. In cycle 1, students ‗average score was 65,0, while in

cycle two, students got 70,8. Besides that, she found that students tend to be active

and positive in involving the teaching and learning process.9

Socratic Questioning is not a difficult method. It does not require

complex media, but it just needs good preparation, as stated by Intel Foundation,

that Socratic Questioning is suitable at any level and is a tool that really useful for

teachers.10

Based on the statement above, the writer is going to limit his research

on reading comprehension in analytical exposition text, by taking a sample of the

research at the eleventh grade of SMA PGRI 56 Ciputat. The writer takes the title,

“The Effect of Socratic Questioning on Students’ Reading Comprehension on

Analytical Exposition Text at Eleventh Grade of SMA PGRI 56 Ciputat”. As

the research used experimental study, the writer will use two classes, those as

experimental and controlled class.

B. Identification of The Problem

Based on the background of the study above, the low reading

comprehensions of the student in the analytical exposition text are many students:

1. are lack of vocabulary

8Michael Dietrich.2015.The Socratic Seminar’s Effect on Reading Comprehension.

College of Education and Leadership : Cardinal Stritch University. p. 76 9Zuraida.2010. Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Ilmu Pendidikan

Sosial Melalui Metode Socrates di Kelas V SDN 002 BalamMerah Kecamantan Bumut Kabupaten

Pelalawan.Fakultas Tarbiyah dan Keguruan : UIN Sultan Syarif Kassim Riau. p. 60 10

Intel Foundation.2007. Designing Effective Project : Questioning The Socratic

Questioning Technique.Intel Corporation. p. 1

6

2. are not familiar with the text discussed, because of the lack of knowledge they

have

3. are passive in the teaching and learning process

4. are difficult to identify the main idea and supporting idea in the text

5. have difficulties in finding information related to thesis and argument.

6. have difficulties in getting point, detail, and inference off the text.

C. Limitation of The Research

Based on the explanation, the writer limits the research that will be conducted

is focused on the effect of Socratic questioning on students‘ reading

comprehension in analytical exposition text at the eleventh grade of SMA PGRI

56 Ciputat.

D. Research Question

Based on the background above, the research question can be seen as follows.

Does Socratic Questioning affect students‘ reading comprehension on

analytical exposition at Eleventh Grade of SMA PGRI 56 Ciputat?

E. Purpose of The Research

The purpose of this study is to know whether Socratic questioning affects

students of the eleventh grade of SMA PGRI 56 Ciputat in comprehending

analytical exposition text.

F. Significance of The Research

The writer expects the result of this research will be useful for teacher,

students, and colleagues.

For the teachers, this research is expected to enrich teacher techniques in

teaching reading comprehension especially in teaching analytical exposition text,

so they can practice it in the classroom to get the optimal results by practicing

Socratic Questioning. Moreover, the teaching and learning process in the

classroom can be more varied.

For students, the result of this research can be a reference to get information

on how to improve their reading comprehension in analytical exposition text, by

7

activating their background knowledge by using Socratic Questioning. The writer

hopes students be more enthusiastic about practicing reading English written text.

For colleagues, the writer expected that this research can be a resource that

provides some information for future researches. Hopefully, by using some

information in this research, the discussion about Socratic Questioning in English

teaching and learning can be more developed for the best result in the future

8

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer presented general concept of reading, concept of

analytical exposition, concept of Socratic Questioning, and previous studies.

A. General Concept of Reading

Reading is an important English skill. Because of the importance, reading

is learned by people who learn English. Mahmud stated that ―reading is the

process when the readers make meaning of the written text they read.‖1 From the

statement, it can be inferred that text, reader make an effort to understand the

meaning of the text. In other words, reading activity needs interaction between

the reader and the text. The interaction is created when the reader involves the

text and tries to make meaning the message in the text. It is elaborated by the fact

that reading is a receptive skill, as Harmer defines ―listening and reading, on the

other hand, involves receiving messages and is therefore often referred to as

receptive skill.‖2 Since reading is a receptive skill, a reader who reads a passage

is receipting information from the text.

Furthermore, another definition of reading defines that reading is active

thinking process in understanding print and graphic.3 Alderson stated that in

reading activity, the readers is not only looking to the text but also decoding in

some sense the mark of page, what does it mean and how it relates each other 4 It

can be implied that reading is an active thinking process that involves not only

readers and text but also meaning.

1Mahmud, T. 2008. Teahing Raading Strategies Used by ESL Teacher That Facilitate

Teaching and Learning Reading. Sarawak: Universiti Sarawak Malaysia.p.8 2 Jeremy Harmer.2007.The Practice of English Language Teaching (Fourth

Edition.Malaysia: Pearson Education.16 3 Ontario School Board.2004.Think Literacy: Cross Curricular Approaches, Grades 7-

12.Ontario:Quuen Printing. p. 7 4 Charles J. Alderson.2000.Assessing Reading. Cambridge:Cambridge University Press,

p.3

9

Furthermore, according to Roit, ―reading is a highly strategic process

during which readers are constantly constructing meaning using a variety of

strategies, such as activating background knowledge, monitoring and clarifying,

making predictions, drawing inferences, asking questions and summarizing‖. 5It

can be implied from Roit‘s statement that reading is an activity that readers

should apply some strategies to construct the meaning of the written text.

In conclusion, based on the description above, reading is an interaction

between the reader and written text to make and constructing meaning in a

written text by involving an active cognitive process and using some strategies.

The strategies that usually applied in reading are

a. activating background knowledge

b. monitoring and clarifying

c. making predictions

d. drawing inferences

e. asking questions

f. summarizing

As reading is an activity to gain information from written text,

comprehending text is an essential part of reading activity. Singer stated that

comprehension depends on people ability to analyze word meaning, grammatical

structure and sentence semantic.6 Furthermore, Roit simply stated:

―comprehension is the ability of readers to get meaning from text .‖7 It can be

inferred from the statement that comprehension is a kind of ability that needs to

be acquired by a reader to get meaning from the text.

Based on those explanations, the writer can conclude that reading

comprehension is a kind of ability that makes a reader can get and construct

5Marsha L. Roit.2015.Effective Teahing Strategies for Improving Reading

Comprehension In K-3 Students.McGraw Gill Education.p.2. 6 Murray Singer.2013.Validation in Reading Comprehension. Current Directions in

Psychological Science Vol. 22, No. 5. 7Op.Cit

10

meaning from the written text. Reading ability is a core component in reading

activity because reading will be less meaningful when the reader does not have

the ability.

B. Analytical Exposition Text

1. Definition of Analytical Exposition

There are some texts that must be comprehended by students of senior high

school, such as narrative text, recount text, report text, descriptive text, procedure

text, spoof text, and expository text. Among those texts, expository text is a kind

of text included in the 2013 curriculum.

Furthermore, according to Kane, ―exposition reveals what a particular mind

thinks or knows or believes. Expositionconstructed logically. It organizes around

cause/effect, true/false, less/more, positive/negative, general/particular,

assertion/denial‖. 8 In other word, exposition explores a specific argument and

idea. Analytical exposition explores a specific argument. The author of the

analytical exposition text reveals the topic by showing its cause and effect,

correct and incorrect, positive and negative, general and particular, and also by

showing his/her agreement and disagreement.

Furthermore, Gerrot and Wignel explained analytical exposition text as a

type of text that is used to persuade readers that something should be in the case.9

In another word, when an author writes an analytical exposition text, he/she tries

to convince the reader about a topic or issue. Because the purpose of the text is

persuading readers, an author needs to shows the data and the example to support

his/ her arguments.

Simply Coffin explained that analytical exposition exposes the author‘s

point of view or argument.10

From Coffin‘s statement above, it can be inferred

8 Kane, Thomas S.1988.The Oxford Essential Guide to Writing.NewYork : Oxford

University Press. p. 7 9 Gerot, L and Wignell, P.1994. Making Sense of Functional Grammar. New

SouthWales: Antipodeon Educational Enterprises, p.197. 10

Coffin, Caroline.2001.Arguing about how the world is or how the world should be: the

role ofargument in IELTS Tests.UK:The Open University.p.9.

11

that argument is the main component of analytical exposition text. By discussing

the arguments the author will show his/her point of view of the topic discussed.

Analytical Exposition is one type of text that is existed in 2013 curriculum

for senior high school. Ministry of Indonesian Education stated that, analytical

exposition text needs to clearly state point of view, uses research findings to

support author‘s view point, defend his/her view point, support the view point

with factual data like graph, pictures, and charts.11

From those descriptions, it can be concluded that analytical exposition is a

text that discuss and analyze about certain information based on author‘s point of

view by giving some arguments and it is supported by some data to elaborate

those arguments to persuade readers

2. Structure of Analytical Exposition

This type of text has four main components; those are title, introduction,

body, and conclusion. Emilia in Ministry of Education explains the details of

each part as follows.12

a. Title:

1) Tells about the topic of the essay

b. Introduction:

1) This is the starting point of exposition essay.

2) The writer states the topic and establishes the point of view (Thesis

statement).

3) The introductory statement should be an emotional statement or a

question that is an attention grabber.

4) A preview of the points you plan to make to support your thesis.

(argument).

c. Body:

1) A series of arguments to convince the audience.

2) Each paragraph starts with a new argument.

11

Kementerian Pendidikan dan Kebudayaan.2014.Bahasa Inggris SMA/MA/SMK/MAK

Kelas XI Semester 2. Jakarta: KementerianPendidikandanKebudayaan,, p.48. 12

Ibid,p.48.

12

3) Each paragraph has a main point, reason for the main point and evidence

to support the main point.

4) Use of emotive words, mental verbs, causal conjunction to persuade the

audience.

5) Each paragraph has to be logically linked to the previous paragraph and

to the thesis statement.

d. Conclusion:

1) Reiterate or restate the thesis statement

2) Summarize what has been stated.

Gerot and Wignell also stated that the generic structure of analytical

exposition is organized in three stages:13

a. Thesis

Thesis consists of position and preview. Position introduces topic and

indicates writer‘s position. On the other hand, preview is the outlines the

main arguments to be presented.

b. Arguments

This stage consists of point and elaboration. Point restates main argument

outlined in preview and elaboration develops and supports each point.

c. Reiteration

Reiteration is to restate writer‘s position

From those explanations above, it can be concluded that analytical

exposition consist of three parts, those are thesis, arguments, and reiteration.

Thesis is a part where the writer put their position and present the topic of the

problem discussed. Argument is a part that elaboration the writer‘s statement that

is presented in thesis. At last, the writer restates and emphasizes their statement

in the reiteration.

13

Gerot, L and Wignell, P. 1994. Making Sense of Functional Grammar. New SouthWales:

Antipodeon Educational Enterprises, p.197.

13

3. Language Features

Every text in English has different language features that become

characteristic of the text. It can be tenses, diction, and so on. As one of English

text Analytical Exposition has language features as well.

She stated that analytical exposition text has at least three language features,

First the use of modality or word which shows the writer‘s attitude. Second, the

use of the word that expresses the feelings of the writer. Third, use of linking

words to connect cause and effect.14

In addition, more specific explanation about language features of Analytical

Exposition are given as follows.15

a. Using descriptive persuasive words with emotive connotations to emphasize

author‘s point of view.

b. Using present tense

c. Using mental verbs

d. Using connecting words

e. Using causal conjunction

f. Using words and sentence that express the author's position.

g. Using persuasive technique

From the explanation above, it can be sum that there are some language

features of analytical expositions. To show the writer‘s attitude and feelings,

she/he uses mental verb, persuasive words, and any other words and sentence

that shows the writer‘s position. The writer can use connecting words and causal

conjuction to link between cause and effect. At last, the writer generally uses

simple present as a tense in the text.

14

Kurnia Prasetyawati.2017.The Effect of Grammatical Knowledge, Creative Thinking on

Students’ Writing of Analytical Expostion Ability. Faculty of Education : UIN Jakarta, p.12 15

Kementerian Pendidikan dan Kebudayaan.2014.Bahasa Inggris SMA/MA/SMK/MAK

Kelas XI Semester 2. Jakarta: Kementerian Pendidikan dan Kebudayaan, p. 49.

14

4. Example of Analytical Exposition Text

Here is the example of analytical exposition text including its generic

structure and language features, according Ministry of Education.16

Table 2. 1

Example of Analytical Exposition Text

Text

Organization

Banning of motorbikes

is necessary in the

housing areas.

Language Features

Introduction

Thesis

Statement

Motorbikes are a

nuisance and a cause for

great distress. Even

though

motorbikes are

considered as the most

convenient form of

transportation, I think

they are a hazard to

humans, animals as well

as the environment. I

think motorbikes should

be banned in housing

areas due to the

following reasons: cause

of unreasonable amount

of noise, air

Mental verbs

I think

I believe

Argument 1

+

First of all, I would like

to point out that

Conjunctive relations

First of all

16

Ibid. p.50.

15

elaboration motorbikes are major

contributor to the

pollution in the world.

Research has shown

that motorbikes emit a

deadly gas that is

dangerous for

environment.

Consequently, long-

term emission of gas

from motorbikes is a

major contributor of

global warming (Science

Daily).

Secondly

Causal conjunctions

Consequently,

Argument 2

+

elaboration

Secondly, according to a

report from BBC News

Channel, motorbikes are

also responsible for

causing diseases such as

bronchitis, cancer and

are a major trigger of

asthma and high blood

pressure. Some of the

diseases are so ghastly

that

they can kill people

(BBC News, 2009).

Generic

reference

Accidents

Argument 3

+

elaboration

Furthermore,

motorbikes create so

much noise. There is

Expert opinion

Expert

research show

16

―vroom vroom” noise

everywhere. It is

extremely

difficult to sleep.

Parents with infants

find it extremely

challenging. The

moment their babies fall

asleep, one or

other motorbike passes

by and the baby wakes

up. It is also arduous for

children to concentrate

on their homework.

Experts are of opinion

that if there is extreme

noise, it can lead to

deafness

and lack of

concentration in

children and adults

(Fields, 1993).

Argument 4

+

elaboration

Finally, motorbikes are

responsible for horrible

accidents. In some cases

there

are deaths. Motorbike

riders go so fast that

they are unable to stop

on time thus they end up

hitting other people or

Present tense

Go fast

Are responsible

There is

17

animals. Many a times

lot of animals are

trampled and found

death on road.

Motorbikes are known to

be the biggest killers on

road (Fields, 1993).

Conclusion :

Reiteration of

Thesis statement

In conclusion, from the

arguments

above, I strongly

believe that motorbikes

should be banned from

housing areas.

C. Socratic Questioning

1. Definition of Socratic Question

Socratic Questioning was named from the famous Greek Philosopher,

Socrates.17

Bam stated that Socratic approach in teaching is based on the

dialogue that is disciplined and rigorous. In addition, Woro Kusmayarni

explained that Socratic Method is a method in teaching and learning processes

constructed by Socrates which stressed self-examination through questioning.18

Furthermore, Paul and Elder explains ―Socratic Questioning is disciplined

questioning that can be used to pursue thought in many direction and for many

purposes, including: to explore complex idea, to get the truth of things, to open

up issues and problem, to uncover assumption, to analyze concept, to distinguish

17

Megan Bam. 2012.Socratic Method: Asking good Questions that Promote Thoughtful and

Relevant Responses. University of Carleton‘s Geoscience Department,p.1. 18

Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning

Method.Atlantis Press, p. 2.

18

what we know from what we don‘t know and to follow out logical implication of

thought‖19

.

From those statements‘, the writer defines that Socratic questioning is a

method that using disciplined questions through dialogue between teachers and

students. By asking and answering the question, students are expected to improve

their understanding and create a conclusion about a chosen material or topic by

themselves.

In Socratic Questioning, teachers do not explain the material or the topic,

because as stated before, students try to find their own understanding, so the

teacher play role as a facilitator. In other word, he or she is not the source of the

knowledge, which does lecturing. It is supported by Reis who said that “Socratic

inquiry is emphatically not ―teaching‖ in the conventional sense of the word. The

leader of Socratic inquiry is not the purveyor of knowledge, filling the empty

minds of largely passive students with facts and truths acquired through years of

study.‖20

2. Characteristic of Socratic Questioning

Socratic Questioning has some characteristics that distinguish from any

other type of questioning. Paul and Elder stated that Socratic Questioning has

four characteristics, those are :21

a. Systematics

b. Disciplined

c. Deep

d. Focuses on concepts, theories, principles, issues, or problems.

In addition, Samples states more specific characteristics of Socratic

Questioning method. Those are:

19

Richard Paul and Linda Elder.2007. Critical Thinking :The Art of Socratic

Questioning.Journal of Develpmental Education Volume 31, p.1. 20

Rick Reis.2003.The Socratic Method : What is it and How to Use it in

Classroom.Tomorrow‘s Professor Posting, p.1 21

Richard Paul and Linda Elder.2007.Critical Thinking : The Art of Socratic Questioning.

Journal of Developmental Education, p. 1.

19

a. The method is skeptical.

b. It is conversational. Socrates uses dialog as the main aspect of this

method. Discussion, question, and the answer are important in this

method. Due to the use of dialog, this method is also known as the

dialectic method or elenchus method.

c. It is conceptual or definitional. Socrates argued that the truth is started

with the correct definition. Finding a precise definition through dialog

is a step that must be done before the problem solving process.

d. The Socrates method is empirical or inductive. Socrates criticizes the

proposed definition by using an example. Common experience and

general usage are always used to a tested definition.

e. The method is deductive. Deducing the consequences is used to test

the given definition. In another word, Socrates examined the definition

by drawing out its implication.22

From the explanation above, it can be summarized that Socratic

Questioning is skeptical, conversational, conceptual, empirical, and deductive.

Furthermore, it is systematic, disciplined, deep, and focuses on concepts,

theories, principles issues or problems.

3. Type of Question in Socratic Questioning

In Socratic Questioning, there are six types of question that must be

conducted along the teaching and learning process that uses Socratic Questioning

method. Kusmayarni explained that those types of questions consist of

Conceptual clarification questions, Probing assumptions, Probing rationale,

reasons, and evidence, Questioning viewpoints and perspectives, Probe

implications and consequences, Questions about the questions23

.

22

Kenneth R. Samples.2013. The Socratic Method. Retrieved at 2 pm, November 11th

2018 from

www.str.org/. 23

Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning Method.

Advances in Social Science, Education and Humanities Research, p. 2.

20

Paul mentioned six types of Socratic Questioning type as follows:24

Table 2. 2

Types of Question in Socratic Questioning

Question of Clarification

1. What do you mean by ?

2. What is your main point ?

3. How does relate to ?

4. Could you put that another way?

5. What do you think is the main issue here?

6. Is your basic point or ?

7. Could you give me an example?

8. Would this be an example: ?

9. Could you explain that further?

Would you say more about that?

Why do you say that?

Let me see if I understand you; do you

mean or ?

How does this relate to our

discussion/problem/issue?

What do you think John meant by his

remark? What did you take John to

mean?

Jane, would you summarize in your own

words what Richard has said? Richard, is

that what you meant?

Question that Probe

Purposes

1. What is the purpose of ?

2. What was your purpose when you said ?

3. How do the purposes of these two people

24

Intel Foundation.2007. Designing Effective Projects: Questioning The Socratic Questioning

Technique.Intel Corporation, p.1.

21

vary?

4. How do the purposes of these two groups

vary?

5. Was this purpose justifiable?

6. What is the purpose of addressing this

question at this time?

Question that Probe

Assumption

1. What are you assuming?

2. What is Karen assuming?

3. What could we assume instead?

4. You seem to be assuming_______. Do I

understand you correctly?

5. All of your reasoning depends on the idea

that_______. Why have you based your

reasoning on______ rather than______ ?

6. You seem to be assuming______ How

would you justify taking this for granted?

7. Is it always the case? Why do you think

the assumption holds here?

Question that Probe

Information, Reason,

Evidence, and Causes

1. What would be an example?

2. How do you know?

3. What are your reasons for saying that?

4. Why did you say that?

5. What other information do we need to

know before we can address this

question?

6. Why do you think that is true?

7. Could you explain your reasons to us?

8. What led you to that belief?

22

9. Is this good evidence for believing that?

10. Do you have any evidence to support

your assertion?

Are those reasons adequate?

How does that information apply to this

case?

Is there reason to doubt that evidence?

What difference does that make?

Who is in a position to know if that is the

case?

What would convince you otherwise?

What would you say to someone who

said________ ?

What accounts for ?

What do you think is the cause?

How did this come about?

By what reasoning did you come to that

conclusion?

How could we go about finding out

whether that is true?

Can someone else give evidence to

support that response?

Question about Viewpoint

or Perspectives

1. You seem to be approaching this issue

from_____ perspective. Why have you

chosen this perspective rather than that

perspective?

2. How would other groups or types of

people respond? Why? What would

influence them?

3. How could you answer the objection that

23

would make?

4. Can/did anyone see this another way?

5. What would someone who disagrees say?

6. What is an alternative?

7. How are Ken‘s and Roxanne‘s ideas

alike? Different?

Question that Probe

Implication and

Consequences

1. What are you implying by that?

2. When you say____, are you implying ?

3. But if that happened, what else would

also happen as a result? Why?

4. What effect would that have?

5. Would that necessarily happen or only

probably happen?

6. What is an alternative?

7. If this and this are the discusses, then

what else must be true?

Teachers do not always use the same question when practicing Socratic

questioning. Teacher can modify the question based on the topic, level of the

student, and the topic discussed in the classroom.

4. Using Socratic Questioning in Classroom

Socratic questioning as a technique in Socratic Method is applicable in

teaching and learning process. The procedure can be varied based on the

situation. Paul and Blinker posed suggestion to practice Socratic questioning in a

discussion.25

a. Teacher prepares the topic, and does exploratory discussion. Exploratory

Socratic Questioning enables teachers to find out what student know and

25

Richard Paul and A.J. Binker.2012. Socratic Questioning. Retrieved September 8 from

https://www.criticalthinking.org.

24

probe know or think and to probe to student thinking on a variety of issue.

Teacher put the student into ―fishbowl‖ discussion, which one small group

make a circle, while the rest of the others surround them. The small group do

the discussion and the bigger one listens, takes a notes, then discusses the

discussion.

b. Teacher asks the student to write student point of interest about the discussion.

c. Teacher asks the student to create summaries

In addition, another suggestion to practice Socratic Questioning in classroom

was delivered by Cleveland that describes the steps more specifically as

follows:26

a. Teacher chooses the topic that will be discussed. In this step, teacher also

prepares series of questions for the students.

b. Teacher asks students to make two circles; inner circle and outer circle. Inner

circle will discussed about the text and the outer circle will be an observer and

give feedback..

c. Teacher asks students to read the text twice.

d. Teacher begins the discussion with the inner circle as the focus. Teacher asks

the students to state their perspective and assumption by giving them probing

question delivered by teacher.

e. After the students claim their perspective, teacher asks them to show the

evidence to support their claim.

f. Teacher asks the students to think and deliver the different point of view.

D. Previous Study

The first previous research was conducted by Miyoung Lee, Hyewoon

Kim, and Minjeong Kim, entitled The Effects of Socratic Questioning on Critical

Thinking in Web-Based Collaborative Learning. This research examined the

impact of Socratic questioning on pre-service teachers‘ critical thinking skills in

26

Julie Cleveland.2015.Beyond Standardization: Fostering Critical Thinking in a Fourth

Grade Classroom Through Comprehensive Socratic Circles. Arizona State University, p.35.

25

web-based collaborative learning. The participants in this study are 46

undergraduate university students who were on the pre-service education

program. The researchers used both qualitative and quantitative methods. The

result of this study is content analysis showed that novel, and critical messages

were found on the pre-service teachers‘ discussion boards in which the instructor

provided Socratic questionings. Furthermore, a multinational logistic regression

showed that the group that used Socratic Questioning developed consensus

through a conflict-oriented process.27

The second previous study is a research that was conducted by Woro

Kusumayarni from Borneo University, entitled Assessing Student’s Speaking

Through Socratic Questioning Method. This study is conducted to describe the

use of Socratic Questioning in assessing student‘s speaking. The participants of

this study are the fourth student of University of Tarakan. The researcher used

descriptive qualitative in the study. The result is student‘s speaking scores

achieved 31%students got A, 38% of students got B+, and 31% of students got B,

which was the expected standard. The interview showed that Socratic

Questioning can be used not only for teaching speaking skill but also for

increasing student‘s critical thinking, although there are still many obstacles such

as the topic discussed, type of Socratic questioning, lecture preparation, and time

allotted.28

From those two previous studies, there are some differences aspect

between them and this research. Those differences are the objective and the

participants. In Lee, Kim, and Kim research they used Socratic Questioning to

examine critical thinking, while in Kusumayarni‘s research, Socratic Questioning

was used to assess speaking skill. Those are different from the objectives of this

research that the writer examined the effectiveness of Socratic Questioning in

27

Miyoung Lee, Hyewoon Kim, and Minjeong Kim. 2014.The Effects of Socratic

Questioning on Critical Thinking in Web-Based Collaborative Learning. Education as A Change.

28 Woro Kusmayarni.2017.Assessing Student’s Speaking Through Socratic Questioning

Method. Advances in Social Science, Education and Humanities Research,

26

teaching reading comprehension. The second differences are the participants

used in the researches, While the writer in this research took the data from

eleventh-grade students of senior high school, Lee, Kim, and Kim took 46

undergraduate students, and Kusumayarni took the fourth semester of university

as her participant. Even though there are some differences, but this research and

those researches have same the same variable that is Socratic Question.

E. Theoretical Hypothesis

Based on the explanation above, the writer constructs the assumption that

Socratic questioning can be used to improve students‘ reading comprehension on

Analytical Exposition text.

27

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents place and time of the research, method and design of

the research, population and sample of the research, technique of data collection,

technique of data analysis, and statistical hypothesis.

A. Research Methodology

1. Place and Time

This research was conducted at SMA PGRI 56 Ciputat, which is located

at Jalan Pendidikan No.30, Ciputat, Kota Tangerang Selatan, Banten 15411,

Tangerang Selatan. The research was conducted on June 2019.

2. Method and Design

This research is quantitative research and it uses quasi-experimental

design. The writer used quantitative research because he compared groups

using statistical analysis and collected data from the sample using an

instrument with preset questions and responses. Furthermore, the writer

chose quasi-experimental as the design of the research. As stated by

Cresswell, the design used when the writer cannot artificially create groups

for the experiment is called quasi-experimental design.1 That is the design

that was used by the writer because the writer used the existing class in the

school without forming a new group of experiments.

The writer wants to find out the significance effect between two

variables. In this research, students at XI grade of SMA PGRI 56 Ciputat are

going to be used as the object. The writer used two classes which were

experimental class and controlled class. The experimental class is taught

1 John W. Cresswell.2012.Educational Research.Boston:Pearson Education Inc, p 309.

28

reading of analytical exposition text by using Socratic Questioning then the

control class which is taught reading of analytical exposition in conventional

way.

B. Population and Sample

1. Population

Population is a community of individuals that have the same

characters.2 The population in this research consists of 2 classes of XI grade

students of SMA PGRI 56 Ciputat. The total numbers of the student are 76

students.

2. Sample

Sample is a subgroup chosen by the researcher for generalizing the

target population.3 Because of the small population, the writer used all of the

population as the sample. The population was divided into two classes, those

are XI IPA which has 37 students and XI IPS which has 39 students. The

total sample of this research is 76 students.

Furthermore, the writer chose XI IPA to be the experimental class and

XI IPS as the controlled class. The selection of the controlled class and the

experimental class was taken by considering the teacher‘s suggestion and

pre-test result

C. Data Collecting technique

The instruments used in this research were observation and test. The

observation is conducted before and during the teaching and learning

process. The test was divided into three types of test, those are pre-test and

post-test. The pre-test is conducted before the treatment is applied and the

post-test is conducted after the class has the treatment. The same pre-test and

post-test are given to both experimental class and controlled class. In this

2 John W. Cresswell.2012.Educational Research.Boston:Pearson Education Inc, p 142.

3 Ibid.

29

research, collecting data is an important thing that will be done. There two

type of collecting data, those are pre-test and post-test to collect the data.

1. Pre Test

The pre-test is given to know the students‘ knowledge of the material

that will be tested. The instrument consists of 26 multiple choices question.

The participants are asked to answer questions related to the text given. Here

is the scoring formula for Pre-Test.

Score =

2. Post Test

This test is given after the experiment finished to figure out the

student‘s ability in comprehending Analytical Exposition text after the

learning and teaching process. The instrument consists of 26 multiple choice

questions related to the text. Here is the scoring formula for Post-Test.

Score =

D. Data Analysis Technique

Data analysis is the last step in this research. This step is done to know

the result of this result after collecting the data. Data that has collected must be

analysed, to know the interpretation of the data before it can be concluded.

The writer uses t-test to find out the differences in students‘ scores in

between before the experiment and after the experiment. The writer used a

comparative technique to know the result of this research. In the comparative

technique, the variables are compared to recognize whether the differences are

significant or not. The t-test is formulated as follows:

to =

to = t value

M1 = mean variable of experimental class

M2 = mean variable of controlled class

30

SEM1 = standard error of mean variable of experimental class

SEM2 = standard error of mean variable of experimental class

To operate t-test, there are some elements that must be found first. Those

are mean, standard error and standard deviation. Mean, standard error, and

standard deviation are formulated as follows:

a. Determining Mean with formula

Mi = M2

+ i(∑

)

Mi = the average of variable score

∑ = sum of frequency multiplies the student‘s choice.

N = number of students

b. Determining the standard deviation score with formula

SD1 = i √∑

(

∑

)

SD1 = standard deviation

∑ = sum of squared gained score

N = number of students

c. Determining standard error with formula

SE Mi =

√

SE M1 = standard error

SD = standard deviation

N = number of student

d. Determining standard error from mean of variable X and variable Y, with

the formula

SE M1 M2 = √

31

Determining t- table in significant level 5% and 1% with the degree of

freedom, with formula:

df = (N1+N2)-2

df = degree of freedom

N = number of student

32

33

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

This chapter presents the research findings and interpretation of the data.

In this chapter, it discussed the way to improve students‘ reading comprehension

of analytical exposition by using Socratic Questioning at eleventh-grade students

of SMA PGRI 56 Ciputat.

A. RESEARCH FINDINGS

1. Description of The Data

The study was conducted at the eleventh class of SMA PGRI 56 Ciputat.

The writer took test in this research as an instrument to figure out the effect of

Socratic Questioning on student‘s reading comprehension in analytical

exposition text. The test was divided into pre-test and post-test which were

given to controlled class and experimental class. The writer chose XI IPA to

be the experimental class and XI IPS as the controlled class. The selection of

the controlled class and experimental class was taken by considering the

teacher‘s suggestion and pre-test result. The class that got lower score than the

other would be the experimental class.

a. Pre-Test and Post-Test Score

Data gained from experimental and controlled class were provided in

the table as follows:

Table 4. 1

Experimental and Control Class Score

Experimental Class Control Class

Student

Pre

Test

Post

Test Student Pre Test Post Test

A1 73 86 B1 56 60

A2 70 83 B2 53 60

A3 66 76 B3 50 56

34

A4 53 70 B4 83 80

A5 50 63 B5 73 66

A6 60 66 B6 70 86

A7 43 60 B7 73 80

A8 50 60 B8 70 66

A9 40 53 B9 56 63

A10 53 56 B10 73 76

A11 73 66 B11 83 80

A12 80 93 B12 66 70

A13 80 86 B13 80 90

A14 40 53 B14 66 70

A15 60 66 B15 60 63

A16 53 66 B16 80 86

A17 56 63 B17 50 56

A18 63 80 B18 66 66

A19 83 80 B19 86 86

A20 76 76 B20 60 60

A21 73 80 B21 56 60

A22 60 50 B22 50 53

A23 40 60 B23 53 53

A24 66 56 B24 50 56

A25 56 66 B25 73 66

A26 76 80 B26 60 73

A27 60 63 B27 83 80

A28 50 60 B28 66 76

A29 46 63 B29 76 66

A30 50 53 B30 46 50

A31 66 63 B31 66 63

A32 60 70 B32 76 76

35

A33 60 73 B33 56 50

A34 56 70 B34 76 70

A35 76 80 B35 76 73

A36 46 63 B36 66 73

A37 76 86 B37 70 70

B38 66 70

B39 66 63

∑ 2239 2538 ∑ 2585 2661

Mean 60.51 68.59 Mean 66.28 68.23

Min 40 50 Min 46 50

Max 83 93 Max 86 90

Based on Table 4.1, it is presented that in the experimental class, the

highest pre-test score is 83 while the lowest pre-test score is 40. Meanwhile,

the students of control class got 86 as the highest pre-test score, while they got

46 as the lowest pre-test score. Moreover, in the experimental class, the

average score is 60.51. On the other hand, in the control class, the average

score is 66.28.

Table 4.1, also shown the post-test score of the experimental and control

class. The highest post-test score in the experimental class is 93 while the

lowest pre-test score is 50. Meanwhile, the highest post-test score of the control

class was 90 while the lowest score is 50. In addition, the average score of the

experimental class is 68.59. On the other hand, the average score of the control

class is 68.23.

b. Gain Score

Gain score is a score that is gained by finding the difference between

the post-test score and the pre-test score. The description of the gain score

is presented in table 4.2 as follows:

36

Table 4. 2

Gained Score of Experimental and Control Class

No Experimental Class Control Class

1 13 4

2 13 7

3 10 6

4 17 -3

5 13 -7

6 6 16

7 17 7

8 10 -4

9 13 7

10 3 3

11 -7 -3

12 13 4

13 6 10

14 13 4

15 6 3

16 13 6

17 7 6

18 17 0

19 -3 0

20 0 0

21 7 4

22 -10 3

23 20 0

37

24 -10 6

25 10 -7

26 4 13

27 3 -3

28 10 10

29 17 -10

30 3 4

31 -3 -3

32 10 0

33 13 -6

34 14 -6

35 4 -3

36 17 7

37 10 0

38 4

39 -3

∑ 299 92

Mean 8.08 2.30

On Table 4.2, it is shown that the highest gain score from the

experimental class is 20 and the lowest score is -10. Furthermore, the

highest gain score of the control class is 16 and the lowest score is -10. This

calculation result indicates that some students, both in the experimental

class and control class, gained better results in the post-test than in the pre-

test. However, on the other hand, the score of some students is worst in

their post-test than in their pre-test. In addition, the average gain score for

the experimental class is 8.08, while the average score of the control class

38

is 2.30.

2. Data Analysis

The data in this research was analyzed using t-test to confirm the statistical

hypothesis. However before it was tested using t-test, the data must be analyzed

using the normality test and homogeneity test first. Normality test is a test to

check whether the data is normally distributed or not, while the homogeneity

test is conducted to check the data is in the same variant or not. After the data

was confirmed that is normally distributed and in the same variant, the t-test can

be conducted. The test in this research was conducted by using manual

calculation.

a. Normality Test

Normality test is a requirement before conducting a parametric test. If

the data was not normally distributed, parametric test cannot be conducted, in

other word, the researcher need to conduct non-parametric test.

In this research, the data was analyzed using Kolmogorov-Smirnov and

Shapiro-Wilk. The data is normally distributed when the score was higher

than 0.05. The result of normality using IBM SPSS 24 in this result is

presented in a table 4.3 as follows :

Table 4. 3

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statisti

c df Sig.

Statisti

c df Sig.

Read

ing

Pretest

Experiment

.113 37 .200* .957 37 .158

39

Com

prehe

nsion

Posttest

Experiment

.159 37 .019 .950 37 .095

Pretest Control .133 39 .077 .948 39 .069

Posttest Control .097 39 .200* .972 39 .436

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Table 4.3 shows that Kolmogorov-Smirnov score of pretest in

experimental class is 0.200 and in control class is 0.077. Both of

significance score shows that the score is higher than 0.05. It can be

concluded that the pretest score of experimental and control class are

normally distributed. Furthermore, the table above shows the significance

score of post-test as well. Kolmogorov-Smirnov score of experimental

class is 0.019 and control class is 0.200.It proved that the data was

normally distributed as the significance score of post-test is higher than

0.05.

b. Homogeneity Test.

After the normality test was conducted, it is necessary to prove that the

data is in same variant or homogeneous, by conducting Homogeneity test.

Homogeneity test was employed to pre-test score and post-test score. The

result of homogeneity test of post-test score is presented in table 4.4 as

follows.

Table 4. 4

Homogeneity Test of The Pre – Test

Levene

Statistic df1 df2 Sig.

Pre-test Based on Mean .514 1 73 .476

Based on Median .437 1 73 .511

40

Based on Median and

with adjusted df

.437 1 71.895 .511

Based on trimmed

mean

.507 1 73 .479

Table 4.4 shows that the degree of significance based on the mean in the

pre-test is 0.476, that is higher than 0.05. Therefore it can be concluded that

both groups in the pre-test are homogenous or in the same variant.

In other hand, the analysis of the homogeneity variances of both groups

in the post-test was conducted as well. The result of the homogeneity test of

the post test can be seen at table 4.5 as follows

Table 4. 5

Homogeneity Test of The Post - Test

From the result of homogeneity test in the Table 4.7, it can be seen that

the degree of significance based on mean of post test score is 0.558 which is

higher than 0.05. From the table above, it can be proved that that groups,

Levene

Statistic df1 df2 Sig.

Post-test Based on Mean .345 1 75 .558

Based on Median .128 1 75 .721

Based on Median and

with adjusted df

.128 1 74.628 .721

Based on trimmed

mean

.320 1 75 .573

41

experimental and control class, in the post-test are homogenous.

c. Hypothesis Test

The normality test and homogeneity test that was explained before proved

that the data in this research are qualified to be analyzed by using parametric

test. The writer used t test formula to find the empirical evidence and to prove

the hypothesis of this research. T-test formula was employed to find the

existence of significance effect using Socratic Questioning on students‘ reading

comprehension in analytical exposition text.

The hypothesis test was conducted by using manual calculation. Here is

the manual calculation of the t-test.

Table 4. 6

Comparison of Students’ Gain Score between Students in Experimental

Class and Students in Control Class

No X Y x = X - x y = Y - x x2 y2

1 13 4 9.32 7.02 86.8624 49.2804

2 13 7 9.32 7.29 86.8624 53.1441

3 10 6 6.32 4.02 39.9424 16.1604

4 17 -3 13.32 11.29 177.4224 127.4641

5 13 -7 9.32 7.02 86.8624 49.2804

6 6 16 2.32 0.29 5.3824 0.0841

7 17 7 13.32 11.02 177.4224 121.4404

8 10 -4 6.32 4.29 39.9424 18.4041

9 13 7 9.32 7.02 86.8624 49.2804

10 3 3 -0.68 -2.71 0.4624 7.3441

11 -7 -3 -10.68 -12.98 114.0624 168.4804

12 13 4 9.32 7.29 86.8624 53.1441

13 6 10 2.32 0.02 5.3824 0.0004

14 13 4 9.32 7.29 86.8624 53.1441

42

15 6 3 2.32 0.02 5.3824 0.0004

16 13 6 9.32 7.29 86.8624 53.1441

17 7 6 3.32 1.02 11.0224 1.0404

18 17 0 13.32 11.29 177.4224 127.4641

19 -3 0 -6.68 -8.98 44.6224 80.6404

20 0 0 -3.68 -5.71 13.5424 32.6041

21 7 4 3.32 1.02 11.0224 1.0404

22 -10 3 -13.68 -15.71 187.1424 246.8041

23 20 0 16.32 14.02 266.3424 196.5604

24 -10 6 -13.68 -15.71 187.1424 246.8041

25 10 -7 6.32 4.02 39.9424 16.1604

26 4 13 0.32 -1.71 0.1024 2.9241

27 3 -3 -0.68 -2.98 0.4624 8.8804

28 10 10 6.32 4.29 39.9424 18.4041

29 17 -10 13.32 11.02 177.4224 121.4404

30 3 4 -0.68 -2.71 0.4624 7.3441

31 -3 -3 -6.68 -8.98 44.6224 80.6404

32 10 0 6.32 4.29 39.9424 18.4041

33 13 -6 9.32 7.02 86.8624 49.2804

34 14 -6 10.32 8.29 106.5024 68.7241

35 4 -3 0.32 -1.98 0.1024 3.9204

36 17 7 13.32 11.29 177.4224 127.4641

37 10 0 6.32 4.02 39.9424 16.1604

38

4

-5.71

32.6041

39

-3

-2.3

5.29

∑ 299 92 159.16 74.59 2825.429 2330.396

The statistical calculation to conduct t test was done in the followingsteps:

43

1) Determine the Mean of Variable X with formula:

Mx = ∑

=

= 8.08

2) Determine the Mean of Variable X with formula

MY = ∑

=

= 2.30

3) Determining the Standard Deviation Score of Variable X with formula :

SDX =√∑

= √

= 8.74

4) Determine the Standard Deviation Score of Variable Y with formula :

SDy =√∑

= √

5) Determine Standard Error of Mean of Variable X with formula :

SEMX =

√

=

√

44

6) Determine Standard Error of Mean of Variable Y with formula :

SEMY =

√

=

√

7) Determine Standard Error of Difference with formula :

SEMX - SEMY √ –

= √ –

= √

8) Determine t0 with formula :

t0 =

= 2.99

9) Determine degree of freedom (df) with formula :

df = N1 + N2 – 2

45

= 37 + 39 – 2

= 74

It can be seen, from the result of manual calculation above, that the value

of t0 is 2.99 and the degree of freedom (df) is 74. The value of t-table in the

degree of freedom of 74 and at the degree of significance 5% is 1.99. It can be

conclude that the ttest is higher than ttable.

The theoretical hypothesis in this research are :

a) Null Hypothesis (H0) = There is no significant different result of using

Socratic Questioning and without using it on students‘ reading

comprehension in analytical exposition in the eleventh grade of SMA

PGRI 56 Ciputat.

b) Alternative Hypothesis (H1) = There is significant different result

between using Socratic Questioning and without using it on atudents‘

reading comprehension in analytical exposition in the eleventh grade of

SMA PGRI 56 Ciputat.

The criteria to prove the hypothesis from the obtained data of experimental class

and control class are:

a) If ttest ≤ ttable, in significant degree of 5%, the Null Hypothesis (H0)

is accepted and the Hypothesis Alternative (Ha) is rejected. It can be

inferred that there is no significant effect of Socratic Questioning on

students‘ reading comprehension in analytical exposition text in the

eleventh grade of SMA PGRI 56 Ciputat.

b) If ttest ≥ ttable, in significant degree of 5%, the Null Hypothesis (H0)

is rejected and the Hypothesis Alternative (Ha) is accepted. It can be

inferred that there is significant effect of Socratic Questioning on

students‘ reading comprehension in analytical exposition text in the

eleventh grade of SMA PGRI 56 Ciputat.

46

The value of ttable in degree of significance 5% (0.05) and tdegree of

freedom 74 is 1.99. By comparing the result of ttable and ttest, in the degree of

significance of 5%, the hypothesis can be interpreted in the following formula:

Ha = t0 ≥ ttable,

= 2.99 ≥ 1.99

According to those results, a conclusion the research can be drawn

that the H0 was rejected meanwhile the Ha wasaccepted. It means that there

is significant effect of Socratic Questioning on students‘ reading

comprehension in analytical exposition text in the eleventh grade of SMA

PGRI 56 Ciputat.

10) . Effect Size

To identify the strength of the effect, the writer analyzed the data by

using Cohen‘s formulation. The steps of calculation are :

d =

Determining pooled standard deviation with formula :

SDpooled = √ ( )

√

√

√

47

Determining the effect size with the formula :

d =

To interpret the result of effect size, the Cohen‘s d effect size criteria was

used to figure out the level of the effect strengthens. The criteria can be seen as

follows :

0 – 0.20 = weak

0.20 – 0.50 = modest effect

0.50 – 1.00 = moderate effect

>1.00 = strong effect

The result of the effect size is 0.05. Referring to the Cohen‘s effect size,

0.05 is on the interval 0 – 0.20. It can be inferred that the effect size of Socratic

Questioning on Students‘ reading comprehension in analytical exposition text at

eleventh grade of SMA PGRI 56 Ciputat has weak effect.

B. INTERPRETATION

The aim of this study is to obtain empirical evidence that Socratic

Questioning has significant effects on students‘ reading comprehension in

analytical exposition text for Eleventh Grade of SMA PGRI 56 Ciputat.

48

Another objective is to support related to previous study teaching using

Socratic Questioning.

The research findings above show that the experimental students got an

average pre-test score (60.51) which is lower than pre-test score of control

class student (66.28). However, in post- test, students from the experimental

class perform better than students from control class. Experimental students

obtained average post-test scores (68.59), while the control class students

obtained average post-test scores (68.23). Furthermore, The experimental class

students obtained average gained score of 8.08, while the control class

students only got 2.30.

In the data description it can be said that in pre-test, experimental class

students got low mean score (60.51) before they were treated using Socratic

Questioning. After using Socratic Questioning, this class got a higher score in

their post-test (68.59) than in their pre-test. It can be inferred that there is a

significant difference between student‘s score in before using Socratic

Questioning and after using it. There is a significance gain score between pre-

test and post-test of experimental class 8.08. The gain score of the

experimental class is higher than the gain scores of control class. It means that

using Socratic Questioning gives more improvement in students‘ reading

comprehension than without using it.

Meanwhile, from the data description, it can be seen that students‘ of

control class got low score (66.28) but it was higher than pre-test score of

experimental class. After treated by applying a conventional way and

conducting a post-test , their score increased, but the improvement is not as

significant as the experimental class score. They got 68.23 in their post-test

that means their gain score is 2.03. It can be inferred that the writer did not get

a significance difference by using the conventional way.

Then, the data were analyzed to prove the significance by using statistical

calculation. Before the data were calculated using t-test, the writer conducted

normality and homogeneity test. It was conducted to see the distribution and

49

the variant of the data as the requirement to do t-test. The normality test shows

that pretest in experimental class is 0.200 and in control class is 0.077.

Furthermore, the normality test of post-test in experimental class is 0.19 and

control class is 0.200. The scores was above 0.05, that means the data was

normally distributed. Meanwhile, the score of homogeneity test based on the

mean in the pre-test is 0.476, and based on the mean in the post-test is 0.558.

Both of degree significance of pretest and post-test were higher than 0.05

which mean the data were homogeny or in same variant. The next step is

calculating the data using t-test, it was proved by the hypothesis test that in degree

of significance 5% and degree of freedom 74, Null Hypothesis (H0) was

rejected and Alternative hypothesis (Ha) was accepted and since t0 (2.99) was

higher than the tt(1.99). However, after the effect size was calculated, it shows

that the effect size of Socratic Question has weak effect, since the effect size

calculation (0.05) was in interval 0 – 0.20.

Furthermore, in measuring to the level of effectiveness of Socratic

Questiong on students‘ reading comprehension, the writer used Cohens’s d

formula. The result of Cohens’s d formula showed that the effect size score

that gained is 0.05. Based on the criteria of the effect size, it is categorized

into weak effect. It means Socratic Questioning gave weak effect in students‘

reading comprehension of analytical exposition text. So, it can be inferred that

Socratic Questioning has weak effect toward students‘ reading comprehension

of analytical exposition text at the eleventh grade students of SMA PGRI 56

Ciputat.

From the statistical calculation above, it can be concluded that Socratic

Questioning has significant effect with weak effect level for students‘ reading

comprehension in analytical exposition text. This research support the

previous study conducted by Kusmayarni that found Socratic Questioning

gave positive impact on learning and teaching English.

Specifically, this statistical calculation is in line with what Paul and Elder

theories that Socratic Questioning can be used to pursue thought for analyzing

50

concept and explore background knowledge. It was shown by the result of

experimental class students who got higher post – test score than their pre-test

score.

This research also proved Paul and Elder‘s theory that Socratic

Questioning can be used to explore complex idea, uncover assumption, logical

impact of something, and open up problem and issue. It can be seen based on

the writer‘s observation during the research that many students can reveal their

background knowledge more comprehensively. They stated their assumption,

their arguments about impact, and explore their thought when the writer asked

them six types of Socratic Questioning.

However, the Cohen‘s d calculation showed that the level of score

improvement was in weak level. It can be seen from the observation during

the treatment. The writer noted that some students lack of motivation, less in

participation, and tended to follow their friends‘ arguments. Students who had

lack motivation can be seen form their attitude. They looked lazy to follow the

treatment. When they were asked about their arguments, they did not want to

use their critical thinking optimally and tended to copy their friends‘ answer.

From the explanation above, it can be summarized that Socratic

Questioning has impact in improving students‘ reading comprehension. It is

proven by the result of t-test. In the other hand, some factors made this method

did not give impact as high as the writer‘s expectation. However, the result of

this study can be reference to further research about Socratic Questioning.

51

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and the suggestion. In this chapter,

the writer gave some conclusions and offered some suggestions that relate to the

research.

A. CONCLUSION

According to the statistical calculation which was analyzed in chapter IV,

a conclusion can be taken by the writer that Socratic Questioning has a significant

effect on students reading comprehension in the analytical exposition test. The

writer used ttest formula to analyze students' score, and Cohen’s d formula to

identify the effect level.

The conclusion was taken referring to data analysis of this study which

shows that t0 (2.99) is higher than ttable(1.99), in degree of freedom 74 and degree

of significance 5%. However, the effect size calculation did not show the high-

level effect. The effect size (0.05) is in interval 0 – 0.20, which was in a weak

effect level.

To conclude, this research answer the research question that Socratic

Questioning applied in students of the eleventh grade of SMA PGRI 56 Ciputat

has a significant effect on students reading comprehension in analytical exposition

text but the effect level of the treatment is weak.

B. SUGGESTION

At the end of this study, some suggestions were given by the writer related

to the conclusion. The researcher also hopes that this study can give benefit to

anyone who reads it and gives a contribution to educational research. Here are

some suggestions that may help teacher, students, or other researchers that intend

to conduct further research about Socratic Questioning.

52

For English teacher, as the facilitator of the teaching and learning process,

applying various techniques and method is really suggested. Socratic Questioning

can be applied as alternative technique in teaching English, especially in teaching

reading comprehension. Socratic Questioning can be used in order to make the

students more interested and more actively engagement in teaching-learning

process, consequently, it would not make them bored and passive.

For the students, they need to realize that learning is not one-way process,

which means only depends on the teacher. To reach the goal of learning, students

should involve themselves and be active in the classroom activity built by the

teacher. By taking part in the activity, students can also improve their ability in

English and their social skills as well. Students‘ English proficiency is not solely

the teacher‘s responsibility; it depends also on students‘ active role in learning

English.

For the researchers who intend to conduct further research, It is expected

that other researchers can conduct further research related to this study using a

qualitative method or both qualitative and quantitative methods since this study

only used the quantitative method. Teachers and students‘ perceptions can be

explored more by not only using quantitative research. Furthermore, the future

researches are expected to use a bigger population and sample since this research

only use two class as the sample to make the results more reliable.

53

54

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57

Appendix 1

RENCANA PELAKSANAAN PEMBELAJARAN KELAS KONTROL

Satuan Pendidikan : SMA

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 2

Materi Pokok : Analytical Exposition Text

Alokasi Waktu : 3 x 45 menit

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin,

tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun,

responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi

atas berbagai permasalahan dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan

bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,

konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural

pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri, bertindak secara efektif dan kreatif, serta mampu

menggunakan metoda sesuai kaidah keilmuan

58

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

KOMPETENSI DASAR INDIKATOR

1.1. Mensyukuri kesempatan dapat mempelajari

bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan

dalam semangat belajar

2.3. Menunjukkan perilaku tanggung jawab,

peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional

3.10. Menganalisis fungsi sosial, struktur teks, dan

unsur kebahasaan dari teks eksposisi analitis

tentang topik yang hangat dibicarakan umum,

sesuai dengan konteks penggunaannya.

4.14 Menangkap makna dalam teks eksposisi

analitis tentang topik yang hangat dibicarakan

umum

1.1. Siswa dapat mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang

diwujudkan dalam semangat belajar

2.3. Siswa dapat menunjukkan perilaku

tanggung jawab, peduli, kerjasama, dan

cinta damai, dalam melaksanakan

komunikasi fungsional

3.10. Siswa dapat menganalisis fungsi sosial,

struktur teks, dan unsur kebahasaan dari teks

eksposisi analitis tentang topik yang hangat

dibicarakan umum, sesuai dengan konteks

penggunaannya.

4.14. Siswa dapat menangkap makna dalam teks

eksposisi analitis tentang topik yang hangat

dibicarakan umum

C. Tujuan Pembelajaran

1.1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi internasional yang diwujudkan

dalam semangat belajar

59

2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama,

dan cinta damai, dalam melaksanakan komunikasi fungsional

3.10. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur

kebahasaan dari teks eksposisi analitis tentang topik yang hangat

dibicarakan umum, sesuai dengan konteks penggunaannya.

4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik

yang hangat dibicarakan umum

D. Materi Pembelajaran

D. Materi Pembelajaran

1. Fungsi sosial: untuk menguraikan masalah social, peristiwa dan

kejadian untuk menemukan,melaporkan dan mencari solusi dari

berbagai masalah social, kejadian dan peristiwa.

2. Struktur teks:

a. Thesis : Introducing the topic and indicating the writer’s position.

b. Argument : Explaining the argument to support the writer’s

position. It consists of a point and elaboration sequence

c. Reiteration : Restating the writer’s position. It is a conclusion that

sums up the arguments and reinforces the writer’s point of view

Contoh text:

The Unhealthy Fast Food

Thesis

Fast food nowadays is considered a normal eating venture. People

are not just eating out on special occasions or weekends anymore.

60

It means that all the time they mostly eat fast foods. However, is

fast food good for health?

Argument Fast food has its popularity in the 1940‘s. Within a few

years, fast-food operations popped up everywhere. With the

compelling rise in fast-food restaurants since the 1940‘s, oddly it

started the rise in obesity and cancer during that same time period.

Argument

Fast food is highly processed with a wide array of additives. To

ensure fast food‘s low cost, the fast food products are made with

highly-processed ingredients to give it shelf-life, to hold

consistency, and to enhance flavor. Fast food is altered from its

original healthy form.

Argument 3 It is not the calories in fast food which damage health

and waistline. It is the chemical additives such as aspartame and

MSG (monosodium glutamate). Studies show that the chemical

additives lead to weight and disease issues. Reiteration So, there is

absolutely nothing nutritional about fast food. Fast food simply

feeds hunger and craving.

3. Unsur kebahasaan:

a. Simple present tense: Fast food nowadays is considered a normal eating

venture.

b. Internal conjunction : However is fast food good for health

c. Material process

d. focus on generic human and nonhuman participant

61

E. Metode Pembelajaran

Pendekatan Saintifik dengan menggunakan metode diskusi

F. Kegiatan Pembelajaran

Pertemuan Pertama

Fase Kegiatan Pembelajaran Alokasi Waktu

Pendahuluan -Guru memberi salam (greeting)

-Guru memeriksa kehadiran siswa

-Guru berkomunikasi dengan siswa dan memberi

beberapa pertanyaan pancingan untuk materi yang

akan diajarkan

10 menit

Kegiatan inti

Mengamati

· Siswa menyimak berbagai contoh teks eksposisi

analisis yang diberikan/ diperdengarkan guru

· Siswa mengamati fungsi sosial, struktur dan unsur

kebahasaannya

· Siswa belajar menemukan gagasan utama,

informasi rinci dan informasi tertentu dari teks

eksposisi analitis

Mempertanyakan (questioning)

· Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaan antar

berbagai teks eksposisi yang ada dalam bahasa

Inggris, Siswa mempertanyakan gagasan utama,

informasi rinci dan informasi tertentu

60 menit

62

Mengeksplorasi

· Siswa mencari beberapa text eksposisi analitis dari

berbagai sumber.

· Siswa berlatih menemukan gagasan utama,

informasi rinci dan informasi tertentu

· Siswa secara berkelompok menuliskan /menyalin

teks eksposisi analitis dengan memperhatikan fungsi

sosial, struktur, dan unsur kebahasaan dengan runtut

· Siswa membacakan teks eksposisi kepada teman

dengan menggunakan unsur kebahasaan yang tepat

Mengasosiasi

· Secara berpasangan siswa menganalisis beberapa

teks eksposisi dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaan

· Siswa memperoleh balikan (feedback) dari guru

dan teman tentang hasil analisis yang disampaikan

dalam kerja kelompok.

Mengkomunikasikan

· Siswa membuat laporan berupa catatan hasil

membaca dan mendengarkan

· Berkelompok, siswa bertukar cerita tentang teks

eksposisi dengan memperhatikan fungsi sosial,

struktur dan unsur kebahasaannya.

· Siswa mempresentasikannya di kelas

· Membuat laporan evaluasi diri secara tertulis

tentang pengalaman masing-masing dalam

63

mencari teks eksposisi selama proses pembelajaran

di dalam dan di luar kelas, termasuk kendala yang

dialami.

· Siswa membuat ‗learning journal‘

Penutup

-Peserta didik dan guru melakukan refleksi terhadap

kegiatan pembelajaran dan manfaatnya

-Peserta didik dan guru saling memberi umpan balik

terhadap proses dan hasil pembelajaran

-Peserta didik menerima tugas mandiri .

-Peserta didik dan guru mengucapkan salam penutup

10 menit

Pertemuan Kedua

Fase Kegiatan Pembelajaran Alokasi Waktu

Pendahuluan -Guru memberi salam (greeting)

-Guru memeriksa kehadiran siswa

-Guru berkomunikasi dengan siswa dan memberi

beberapa pertanyaan pancingan untuk materi yang

akan diajarkan

10 menit

Kegiatan inti

Mengamati

· Siswa menyimak berbagai contoh teks eksposisi

analisis yang diberikan/ diperdengarkan guru

· Siswa mengamati fungsi sosial, struktur dan unsur

kebahasaannya

· Siswa belajar menemukan gagasan utama,

informasi rinci dan informasi tertentu dari teks

60 menit

64

eksposisi analitis

Mempertanyakan (questioning)

· Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaan antar

berbagai teks eksposisi yang ada dalam bahasa

Inggris, Siswa mempertanyakan gagasan utama,

informasi rinci dan informasi tertentu

Mengeksplorasi

· Siswa mencari beberapa text eksposisi analitis dari

berbagai sumber.

· Siswa berlatih menemukan gagasan utama,

informasi rinci dan informasi tertentu

· Siswa secara berkelompok menuliskan /menyalin

teks eksposisi analitis dengan memperhatikan fungsi

sosial, struktur, dan unsur kebahasaan dengan runtut

· Siswa membacakan teks eksposisi kepada teman

dengan menggunakan unsur kebahasaan yang tepat

Mengasosiasi

· Secara berpasangan siswa menganalisis beberapa

teks eksposisi dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaan

· Siswa memperoleh balikan (feedback) dari guru

dan teman tentang hasil analisis yang disampaikan

dalam kerja kelompok.

Mengkomunikasikan

· Siswa membuat laporan berupa catatan hasil

65

membaca dan mendengarkan

· Berkelompok, siswa bertukar cerita tentang teks

eksposisi dengan memperhatikan fungsi sosial,

struktur dan unsur kebahasaannya.

· Siswa mempresentasikannya di kelas

· Membuat laporan evaluasi diri secara tertulis

tentang pengalaman masing-masing dalam

mencari teks eksposisi selama proses pembelajaran

di dalam dan di luar kelas, termasuk kendala yang

dialami.

· Siswa membuat ‗learning journal‘

Penutup

-Peserta didik dan guru melakukan refleksi terhadap

kegiatan pembelajaran dan manfaatnya

-Peserta didik dan guru saling memberi umpan balik

terhadap proses dan hasil pembelajaran

-Peserta didik menerima tugas mandiri .

-Peserta didik dan guru mengucapkan salam penutup

10 menit

Pertemuan Ketiga

Fase Kegiatan Pembelajaran Alokasi Waktu

Pendahuluan -Guru memberi salam (greeting)

-Guru memeriksa kehadiran siswa

-Guru berkomunikasi dengan siswa dan memberi

beberapa pertanyaan pancingan untuk materi yang

akan diajarkan

10 menit

66

Kegiatan inti

Mengamati

· Siswa menyimak berbagai contoh teks eksposisi

analisis yang diberikan/ diperdengarkan guru

· Siswa mengamati fungsi sosial, struktur dan unsur

kebahasaannya

· Siswa belajar menemukan gagasan utama,

informasi rinci dan informasi tertentu dari teks

eksposisi analitis

Mempertanyakan (questioning)

· Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaan antar

berbagai teks eksposisi yang ada dalam bahasa

Inggris, Siswa mempertanyakan gagasan utama,

informasi rinci dan informasi tertentu

Mengeksplorasi

· Siswa mencari beberapa text eksposisi analitis dari

berbagai sumber.

· Siswa berlatih menemukan gagasan utama,

informasi rinci dan informasi tertentu

· Siswa secara berkelompok menuliskan /menyalin

teks eksposisi analitis dengan memperhatikan fungsi

sosial, struktur, dan unsur kebahasaan dengan runtut

· Siswa membacakan teks eksposisi kepada teman

dengan menggunakan unsur kebahasaan yang tepat

Mengasosiasi

· Secara berpasangan siswa menganalisis beberapa

60 menit

67

teks eksposisi dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaan

· Siswa memperoleh balikan (feedback) dari guru

dan teman tentang hasil analisis yang disampaikan

dalam kerja kelompok.

Mengkomunikasikan

· Siswa membuat laporan berupa catatan hasil

membaca dan mendengarkan

· Berkelompok, siswa bertukar cerita tentang teks

eksposisi dengan memperhatikan fungsi sosial,

struktur dan unsur kebahasaannya.

· Siswa mempresentasikannya di kelas

· Membuat laporan evaluasi diri secara tertulis

tentang pengalaman masing-masing dalam

mencari teks eksposisi selama proses pembelajaran

di dalam dan di luar kelas, termasuk kendala yang

dialami.

· Siswa membuat ‗learning journal‘

Penutup

-Peserta didik dan guru melakukan refleksi terhadap

kegiatan pembelajaran dan manfaatnya

-Peserta didik dan guru saling memberi umpan balik

terhadap proses dan hasil pembelajaran

-Peserta didik menerima tugas mandiri .

-Peserta didik dan guru mengucapkan salam penutup

10 enit

68

G. Media dan Sumber Belajar

1. Buku Paket Bahasa Inggris

2. Internet

3. Teks analytical exposition

4. Daftar pertanyaan Socratic

H. Penilaian Hasil Pembelajaran (Assessment)

Kriteria penilaian:

Instrumen penilaian terdiri dari 30 soal Pre-Test dan 30 soal post-test

dalam bentuk pilihan ganda.

1. Pre-Test (30 soal) :

2. Post- Test (30 Soal) :

Guru Mata Pelajaran

Novia Roza, M.Pd.

Mahasiswa

Muhammad Hamim Mahfuddin

69

Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN KELAS EKSPERIMEN

Satuan Pendidikan : SMA

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 2

Materi Pokok : Analytical Exposition Text

Alokasi Waktu : 3 x 90 menit (3 pertemuan)

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif

dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas

berbagai permasalahan dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,

konseptual, prosedural dan metakognitif berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,

dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik

sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri, bertindak secara efektif dan kreatif, serta mampu

menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

KOMPETENSI DASAR INDIKATOR

1.1. Mensyukuri kesempatan dapat mempelajari

bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan

dalam semangat belajar

2.3. Menunjukkan perilaku tanggung jawab,

peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional

1.1. Siswa dapat mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang

diwujudkan dalam semangat belajar

2.3. Siswa dapat menunjukkan perilaku

tanggung jawab, peduli, kerjasama, dan

cinta damai, dalam melaksanakan

komunikasi fungsional

70

3.10. Menganalisis fungsi sosial, struktur teks,

dan unsur kebahasaan dari teks eksposisi

analitis tentang topik yang hangat

dibicarakan umum, sesuai dengan konteks

penggunaannya.

4.14 Menangkap makna dalam teks eksposisi

analitis tentang topik yang hangat

dibicarakan umum

3.10. Siswa dapat menganalisis fungsi

sosial, struktur teks, dan unsur

kebahasaan dari teks eksposisi analitis

tentang topik yang hangat dibicarakan

umum, sesuai dengan konteks

penggunaannya.

4.14. Siswa dapat menangkap makna

dalam teks eksposisi analitis tentang

topik yang hangat dibicarakan umum

C. Tujuan Pembelajaran

1.1. Siswa dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam

semangat belajar

2.3. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan

cinta damai, dalam melaksanakan komunikasi fungsional

3.10. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan

dari teks eksposisi analitis tentang topik yang hangat dibicarakan umum,

sesuai dengan konteks penggunaannya.

4.14. Siswa dapat menangkap makna dalam teks eksposisi analitis tentang topik

yang hangat dibicarakan umum

D. Materi Pembelajaran

4. Fungsi sosial: untuk menguraikan masalah social, peristiwa dan

kejadian untuk menemukan,melaporkan dan mencari solusi dari berbagai masalah social, kejadian dan peristiwa.

5. Struktur teks:

d. Thesis : Introducing the topic and indicating the writer’s position.

e. Argument : Explaining the argument to support the writer’s position. It consists of a point and elaboration sequence

f. Reiteration : Restating the writer’s position. It is a conclusion that sums up the arguments and reinforces the writer’s point of view

71

Contoh text:

The Unhealthy Fast Food

Thesis

Fast food nowadays is considered a normal eating venture. People

are not just eating out on special occasions or weekends anymore.

It means that all the time they mostly eat fast foods. However, is

fast food good for health?

Argument Fast food has its popularity in the 1940‘s. Within a few

years, fast-food operations popped up everywhere. With the

compelling rise in fast-food restaurants since the 1940‘s, oddly it

started the rise in obesity and cancer during that same time period.

Argument

Fast food is highly processed with a wide array of additives. To

ensure fast food‘s low cost, the fast food products are made with

highly-processed ingredients to give it shelf-life, to hold

consistency, and to enhance flavor. Fast food is altered from its

original healthy form.

Argument 3 It is not the calories in fast food which damage health

and waistline. It is the chemical additives such as aspartame and

MSG (monosodium glutamate). Studies show that the chemical

additives lead to weight and disease issues. Reiteration So, there is

absolutely nothing nutritional about fast food. Fast food simply

feeds hunger and craving.

6. Unsur kebahasaan: a. Simple present tense: Fast food nowadays is considered a normal eating

venture.

b. Internal conjunction : However is fast food good for health

c. Material process

d. focus on generic human and nonhuman participant

72

E. Metode Pembelajaran

Socratic Questioning

F. Kegiatan Pembelajaran

Pertemuan Pertama

Fase Kegiatan Pembelajaran Alokasi

Waktu

Pendahuluan 1. Guru memberi salam (greeting)

2. Guru memeriksa kehadiran siswa

3. Guru berkomunikasi dengan siswa dan

memberi beberapa pertanyaan pancingan

untuk materi yang akan diajarkan

10 menit

Kegiatan inti

1. Guru membagi kelas menjadi dua kelompok

yang akan membentuk inner circle (lingkaran

dalam) dan outer circle (lingkaran luar)

2. Guru memberikan teks analytical exposition

dengan tema Moslem Headscarf.

3. Siswa diberi waktu 5 menit untuk membaca

teks secara sekilas

4. Guru memimpin diskusi untuk kelompok

siswa di inner circle

5. Guru mengajukan 6 tipe pertanyaan Socratic,

mulai dari Question of Assuption, Question of

Clarification, Question of Example, Question

that Probe Implication and Consequesnces,

Question about Perspective, Question about

Perspective kepada masing-siswa yang berada

di inner circle.

6. Siswa menjawab pertanyaan guru secara

bergantian.

7. Guru memberikan waktu bagi siswa untuk

menyampaiakn pendapat dan tanggapan

terhadap jawaban dari teman-temannya.

8. Guru meminta siswa untuk bertukar posisi.

Siswa yang berada di inner circle bertukar

posisi dengan siswa yang berada di outer

circle.

9. Guru memberikan teks dengan tema

Homeschooling.

60 menit

73

10. Siswa diminta untuk membaca teks ersebut

secara sekilas.

11. Guru mengulang prosedur nomor 4-7.

Penutup

Peserta didik dan guru melakukan refleksi

terhadap kegiatan pembelajaran dan

manfaatnya

Peserta didik dan guru saling memberi umpan

balik terhadap proses dan hasil pembelajaran

Peserta didik dan guru mengucapkan salam

penutup

10 menit

Pertemuan Kedua

Fase Kegiatan Pembelajaran Alokasi Waktu

Pendahuluan 1. -Guru memberi salam (greeting)

2. -Guru memeriksa kehadiran siswa

3. -Guru berkomunikasi dengan siswa dan

memberi beberapa pertanyaan pancingan

untuk materi yang akan diajarkan

10 menit

Kegiatan inti

4. Guru membagi kelas menjadi dua kelompok

yang akan membentuk inner circle

(lingkaran dalam) dan outer circle (lingkaran

luar)

5. Guru memberikan teks analytical exposition

dengan tema Private School

6. Siswa diberi waktu 5 menit untuk membaca

teks secara sekilas

7. Guru memimpin diskusi untuk kelompok

siswa di inner circle

8. Guru mengajukan 6 tipe pertanyaan Socratic,

60 menit

74

mulai dari Question of Assuption, Question

of Clarification, Question of Example,

Question that Probe Implication and

Consequesnces, Question about Perspective,

Question about Perspective kepada masing-

siswa yang berada di inner circle.

9. Siswa menjawab pertanyaan guru secara

bergantian.

10. Guru memberikan waktu bagi siswa untuk

menyampaiakn pendapat dan tanggapan

terhadap jawaban dari teman-temannya.

11. Guru meminta siswa untuk bertukar posisi.

Siswa yang berada di inner circle bertukar

posisi dengan siswa yang berada di outer

circle.

12. Guru memberikan teks dengan tema Public

Transportation.

13. Siswa diminta untuk membaca teks ersebut

secara sekilas.

14. Guru mengulang prosedur nomor 4-7.

Penutup

15. Peserta didik dan guru melakukan refleksi

terhadap kegiatan pembelajaran dan

manfaatnya

16. Peserta didik dan guru saling memberi

umpan balik terhadap proses dan hasil

pembelajaran

17. Peserta didik dan guru mengucapkan salam

penutup

10 menit

Pertemuan Ketiga

Fase Kegiatan Pembelajaran Alokasi Waktu

75

Pendahuluan 1. -Guru memberi salam (greeting)

2. -Guru memeriksa kehadiran siswa

3. -Guru berkomunikasi dengan siswa dan

memberi beberapa pertanyaan pancingan

untuk materi yang akan diajarkan

10 menit

Kegiatan inti

4. Guru membagi kelas menjadi dua kelompok

yang akan membentuk inner circle

(lingkaran dalam) dan outer circle (lingkaran

luar)

5. Guru memberikan teks analytical exposition

dengan tema Local Groceries.

6. Siswa diberi waktu 5 menit untuk membaca

teks secara sekilas

7. Guru memimpin diskusi untuk kelompok

siswa di inner circle

8. Guru mengajukan 6 tipe pertanyaan Socratic,

mulai dari Question of Assuption, Question

of Clarification, Question of Example,

Question that Probe Implication and

Consequesnces, Question about Perspective,

Question about Perspective kepada masing-

siswa yang berada di inner circle.

9. Siswa menjawab pertanyaan guru secara

bergantian.

10. Guru memberikan waktu bagi siswa untuk

menyampaiakn pendapat dan tanggapan

terhadap jawaban dari teman-temannya.

60 menit

76

Penutup

11. Peserta didik dan guru melakukan refleksi

terhadap kegiatan pembelajaran dan

manfaatnya

12. Peserta didik dan guru saling memberi

umpan balik terhadap proses dan hasil

pembelajaran

13. Peserta didik dan guru mengucapkan salam

penutup

10 menit

G. Media dan Sumber Belajar

5. Buku Paket Bahasa Inggris

6. Internet

7. Teks analytical exposition

8. Daftar pertanyaan Socratic

H. Penilaian Hasil Pembelajaran (Assessment) Kriteria penilaian:

Instrumen penilaian terdiri dari 30 soal Pre-Test dan 30 soal post-test dalam

bentuk pilihan ganda.

3. Pre-Test (30 soal) :

4. Post- Test (30 Soal) :

Guru Mata Pelajaran

Novia Roza, M.Pd.

Mahasiswa

Muhammad Hamim Mahfuddin

77

Lampiran

Teaching Material

1) Teks Analytical Exposition

Teks 1 (Pertemuan Pertama)

The right to freedom of religion is enshrined in the UN charter and considered

by many to be a basic human right. Some religions require special diet, others

prayer at specific times. Why should a religious mode of dress receive as

much protection as these other aspects of religious freedom? Many Muslim

women view the veil as a means to protect their modesty and privacy.

Just as we would not force any women to be seen in public in her underwear

if she did not feel comfortable doing so, why should a woman be forced to

show her hair if she does not want to? Modesty is a personal judgement call;

some are comfortable in the smallest bikini while others prefer a lot more

clothing. No one but the woman herself should make that decision.

Muslim women are not the only ones to feel coerced over their mode of dress.

Most people are affected by the societal norms surrounding them. Fashion

trends could be seen in exactly the same light as religious traditions.

Banning head coverings is only likely to provoke a more extreme reaction

among highly religious communities. Framing laws to ban only Islamic forms

of dress could be considered an attack on one religion. Feeling under attack

could cause the Islamic community to close off into itself. They could set up

religious schools where their children can dress as they want them to and not

mix with children from other faiths. These effects could never be good for the

integration of society and would further the influence of extremists.

Internationally, the perceived attack on Islamic values would inflame wider

Muslim opinion, feed conspiracy theories and add to the dangerous feeling

that there is a clash of civilisations.

Intolerant schools make up problems as an excuse for not allowing Muslims

freedom of religious expression. In a multicultural society, students should be

aware of the different religious practise and cultural traditions of their

classmates, and be taught to understand and respect these. Without such

respect, Muslims and other groups with distinctive dress, such as Orthodox

Jews and Sikhs, will be driven out of mainstream education and forced to

educate their children separately, which will really create divisions and

alienation.

Based on the above discussion, the government should not banned Muslim‘s

headscarf as a part of school or office uniforms.

78

Teks 2 (Pertemuan Pertama)

Home schooling is an education system which provides child‘s main education

programme at home. Home schooling takes the place of full-time school

attendance and, in the United States and Canada, it usually meets state

requirements for compulsory education. Although home schooling could achieve

the objectives of compulsory education, there are some points that should be

noticed from the home schooling.

First, the idea of taking our children‘s education on home schooling can be a bit

intimidating. Since our country is so large and the people are from so many

different kinds of backgrounds, students need some kind of social glue to make

them stick together and to give them a sense of unity in spite of all the differences.

They will not get such a unity when they are in home schooling. They will get the

sense of unity when they are in the compulsory public schools since it is the

easiest and best places to make this glue.

Then, the home schooling may not be able to prepare children to fit into the mass

society, which means, among other things, believing what most people believe

and liking what most people like. Or it may not be able to

help children to find a set of values with which they could resist and reject atleast

many of the values of the mass society. Recognizing the lack of home schooling

in the case of children‘s socialization opportunity, we should afford them

abundant social opportunities. We can have active home school support groups.

We can hold ongoing park days, meetings at the zoo, the science museum, book

clubs, history clubs, language clubs, home school scouting troops and many more

options to provide them opportunities to socialize with others.

Teks 3 (Pertemuan Kedua)

Private schools are schools that are not run by the government. They offer various

types of schools and levels of education. Although the government does not

directly run the private schools, the government should give more attention to

private schools for some good reasons.

Private schools provide parents with an alternative to the state sector, and a

learning environment, which might better suit their children. In addition, whilst

there are many bad state schools, there are also bad private schools, and some

excellent state schools which compete with the best private schools.

The existence of private education can actually be financially beneficial to state

schools. The state funds the education system through taxation. Parents who do

not send their children to state schools still pay the same taxes. Therefore, there is

more money per child in the state sector. There is evidence that a large number of

parents, who send their children to private schools, are both ‗first time buyers‘ –

79

i.e. neither parent attending a private school – and not from the privileged elite

that the opposition would have us believe.

Based on the above discussion, it is obvious that the government should give more

attention to private schools because they also contribute much in the education

world.

Teks 4 (Pertemuan Ketiga)

First, let me define what the question is and isn‘t asking. It isn‘t asking if we

should we all abandon cars right now, nor is it asking if we should abandon them

completely, nor is it asking if every American should do so. It is asking whether

some Americans should have to take public transit some of the time, and I would

say yes.

Oil use and pollution aside, in some cities like Los Angeles and New York there

just isn‘t room for any more roads, so in order for large cities to grow, they need

more people to take public transit or risk permanent traffic jam. One bus can

safely hold 40 people, so even at half capacity that‘s nearly 20 cars‘ worth of

space in traffic cleared up, and nearly 20 parking spaces that don‘t need to be

built.

There are a lot of people that can take public transit with little inconvenience but

simply don‘t because they never have in the past. If residents in areas with plenty

of transit had to buy transit passes as part of their property taxes then they would

have little excuse not to bus occasionally. A number of universities already

bundle a ‗U-Pass‘ with their tuition fees, forcing their students to take the bus.

When given the chance the majority of those students have voted to keep these

programs.

A similar system in apartments where a portion of the tenants are not issued

parking spaces in exchange for a discount on their rent would also be forcing

people to use public transit. This is already being done with the assignment of

one community car to several apartment tenants that arrange a schedule for the

car, and this program gets many positive reviews.

So yes, I would say that Americans should be forced to use public transit, as

Americans whom are already forced to do so find that it works well for them.

Teks 5 (Pertemuan Ketiga)

Everybody should change their way of life to reduce global warming. There are

several things that we can do. One of them is by buying and consuming fresh

local groceries as much as possible. It of course includes local vegetables, fruits,

bread, etc.

80

Local groceries don‘t need much transportation to get it into the market. It of

course means, the amount of carbon dioxide produced is less than the groceries

from other region. Therefore, by buying local groceries we are helping reduce the

amount of carbon dioxide produced.

Consuming fresh groceries instead of frozen ones are healthier for us.

Furthermore, fresh food or groceries means no requirements for it to be freeze

up. It means that no electricity is needed and saving energy means reducing

carbon dioxide and money.

So, from now on we should consume fresh local groceries to reduce global

warming.

Teks 6 (Pertemuan Ketiga)

Public transportation is a form of travel offered locally that enables more people

to travel together along designated routes. Typical examples form of public

transportation include buses and trains. Public transportation becomes important

parts which great advantages

First, boarding public transportation plays a significant role in enhancing

opportunity and productivity. Knowledge, labor, skills and goods in the market

are transported by public transportation which grows the economic. Moreover,

public transportation increases land and property value. Land that would have

been used for parking and roads can be used to profitable use.

Second, it is good for environment. It significantly reduces the number of vehicles

on the road. This means less pollution from motor vehicle emissions. A clean

environment boosts living standards Furthermore, it prevents global warming. By

reducing the number of vehicles, the amount of greenhouse gas produced will not

be enough to cause global warming

Third, it improves health. Fumes produced by vehicles can lead to respiratory

diseases. Few cars on the road mean reduction of the possibility of these

dangerous diseases. Furthermore , public transportation encourages people to

walk to bus and railway stations which is good for health. It also can reduce stress

comes with driving a car on congested roads

It can be concluded that boarding transportation really benefits us for econonomic,

environmental and health.

81

2) Daftar Pertanyaan Socratic Questioning

Question of Assumption What do you assume about …?

Question of Clarification What do you mean by …?

Question that Probe Implication and

Consequences

What effect would that have?

Question that Probe Information,

Reason Evidence, and Causes

Why did you say that?

Question about Viewpoint or

Perspectives

What would someone who disagrees

say?

Question that Probe Purposes

What was your purpose when you

said ?

82

Appendix 3

Test Specification of the Test Item (Pre-Test)

Core

Component

Text

Material Total

Type of

Question Indicator

Number of

Items

3.4

Distinguising

social

function, text

structure,

and language

fetures of

some spoken

and written

analytical

exposition

by giving

and asking

information

regarding

actual issue,

related to the

usage

Analytical

Exposition 26

Multiple

Choice

Identifying

the main idea

and topic of

the text

1,4, 8, 12, 18,

19

Understanding

the purpose of

Expository

text in type

analytical

exposition

text

19,

Identifying

the certain

information of

the text

3, 5, 6, 9, 10,

15, 21, 25, 26

Understanding

type and the

generic

structure of

analytical

exposition

text

17, 23

Identifying

the word

meaning and

reference

2, 7, 11, 13,

14, 16, 22, 24,

Identifying

the meaning

of the

sentence.

20,

83

Appendix 4

Test Specification of the Test Item (Post-Test)

Core

Component

Text

Material Total

Type of

Question Indicator Number of Items

3.4

Distinguising

social

function, text

structure,

and language

fetures of

some spoken

and written

analytical

exposition

by giving

and asking

information

regarding

actual issue,

related to the

usage

Analytical

Exposition 26

Multiple

Choice

Identifying the

main idea and

topic of the

text

1, 6, 10, 11, 15, 20, 21, 22, 23

Understanding

the purpose of

Expository text

in type

analytical

exposition text

19, 26

Identifying the

certain

information of

the text

2, 3, 7, 8, 9, 12,

13, 18, 24, 25

Understanding

type and the

generic

structure of

analytical

exposition text

17,

Identifying the

word meaning

and reference

5,14, 16,

Identifying the

meaning of the

sentence.

4,

84

Appendix 5

PRE-TEST

NAMA : …………………………………………………………….

KELAS :……………………………………………………………….

In the past days and weeks schools across Indonesia have been opening up

their doors again to receive students entering the new school year. Naturally

enough, this has been a time of many trials and tribulations as existing students

join new classrooms and new students try to find their way around a new school.

Such times would be difficult enough for even adults. In adult life we need

time to adapt to new settings and find our footing and direction to settle in and

come to terms with what lies ahead. This kind of experience, difficult enough in

adulthood, can prove extremely challenging for the, as yet, still young and

forming hearts and minds of school-age children.

During the first days back at school great opportunities exist to try to

develop a sense of community that will help students settle in and have a firm

foundation on which to build their studies during the coming year. There are

almost constant complaints that there is too much to study for school students and

yet time is, every year, wasted on negative and useless orientation day pranks and

fooling around. Surely, when time pressures are of such a concern and teachers

complain that they have too much to teach from the curriculum, the first days of

school would be a great time to help students prepare for the challenges ahead.

Constructive teambuilding and guidance towards much needed study skills would

serve these students far better than nonsense tasks and ridicule.

Schools should design these days carefully and not let them be so negligently

and dangerously wasted. The benefits of good early learning experiences can be

considerable and the duty that schools should exercise to consider a child's

psychological welfare really have to leave little room in the first days of school.

(Source: Interlanguage: English for senior high school students XI. Grasindo)

85

1. The main idea of paragraph 3 is….

a. The needs of constructive teambuilding and guidance.

b. Complaint of the use of time of first days.

c. Teachers' complaint.

d. Pressure of time.

2. The word in paragraph 3 which has the meaning mischievous trick is ...

a. complaint

b. orientation

c. pressure

d. prank

3. Which of these statements is not true according to the text?

a. First day is the time for trials and tribulation.

b. Schools all over Indonesia had opened registration many days before

the first day.

c. A sense of community can be developed during the first days back to

school.

d. Constructive team-building and guidance for students are better than

meaningless tasks and ridicule.

With flashy colour, iridescent scales, and long fins that flow around them

like underwater ball gowns, betta fish are some of the most eye-catching

creatures you might see for sale at a pet store or flea market. They‘re cheap,

too—the fish are sold for as little as $2 each. It may seem tempting to buy these

little gems as captivating, swimming decorations.

But living animals aren‘t decorations, and some animal welfare

advocates are concerned that the betta‘s reputation as an ―easy‖ pet is

exaggerated. Critics argue that such popularity and misconceptions about their

care and biology can lead to them being some of the most commonly mistreated

fish in the pet trade. A new campaign by People for the Ethical Treatment of

86

Animals (PETA) aims to highlight the problems with betta sales and ownership,

so National Geographic is taking a closer look.

There are no ―easy‖ pets, but to be fair, bettas are easier to care for than

many other types of fish. Bettas do, in fact, need less space than other fish, and

they‘re hardier. Like other fish in the same taxonomic suborder, they have a

―labyrinth‖ organ, which allows them to take gulps of air from the surface, so they

can survive in water with lower oxygen levels than other types of fish. Bettas also

live in freshwater, which requires an aquarium environment that is easier to set up

and maintain than saltwater.

Still, rumours of their ease of care are exaggerated. They do not naturally live

in tiny puddles in the wild, despite rumours, and therefore do not thrive in a tank

of less than 9.5 litres gallons (but more is better). They will not be healthy or

happy living in so-called ―self-contained ecosystems‖, confined in a vase with

nothing but a plant on top to feed them—their natural diet is insects and larva, not

roots. Bettas need filtration, warm water, enrichment like plants and caves to

explore, and regular feeding and tank cleaning. Many fish tanks that you can buy

easily, including this fish tank in a stuffed animal, are nowhere near the

appropriate size to keep a fish happy. Without proper education, some fish owners

will even keep the animals in the food container.

4. The topic of the text above is …

a. Bettas fish that must be kept in appropriate way.

b. the population of Betta fish that gradually decrease.

c. the easiest way to keep Bettas Fish in aquarium

d. how people cannot find a good diet for Bettas

5. An uncomfortable circumstance for Bettas fish is …

a. an artificial environment with inappropriate food source.

b. a pool with many insects and larva.

c. Unnatural habitat filled with filtration and warm water.

d. a tank of water that is less than nine liters.

87

6. From the text above we know that, labyrinth …

a. Allows Bettas fish to provide their own oxygen.

b. Provide more oxygen only for Bettas Fish

c. Allow Bettas fish to survive in low level oxygen

d. Requires larger space to get more oxygen.

7. ―It may seem tempting to buy these little gems as captivating,

swimming decorations.‖ (paragraph 1)

The word ―captivating‖ has similar meaning with …

a. Mesmerizing

b. Embellishment

c. Beautification

d. Congruent

If you saw bullying, what would you do to stop it? Would you stand by

and let it happen, take part in it or try to stop it? Not many students think about

this, and that is part of the problem

‗Treat others the way you want to be treated.‘ That‘s the Golden Rule and

it should be followed in every aspect of your life. If someone was in a position to

stop you from being bullied and did nothing, how would you feel? If you find that

unacceptable, you must do everything you can to stop others from hurting people.

Are you even remotely aware of how much pain these victims feel every day?

They go to school knowing they‘re going to be hurt and they see no way out. This

is because people like you and many others stand by and let it happen without

contemplating how much pain this is causing people. Ask yourself this: How

would you feel if you were in the victim‘s position and could see no end to your

pain?

When the victims see no way out, they may choose to tragically end their

life, leaving more hurt behind for those who were unable to stop it. Canada has the

third-highest teen suicide rate of all the industrialized nations, with 15 deaths per

88

100,000 people. Suicide is the second leading cause of death for people ages 10-

24, behind motor vehicle accidents. The death of a young person is always a waste

of life, so how many more lives must be wasted before something is done?

If you condone bullying in any way, shape or form, you are taking part in

it. Bullying is everyone‘s responsibility and the option of doing nothing is

unacceptable in civilized society. Some people may consider mocking someone

funny, even though it is anything but funny to the victim. Small jabs taken every

day can add up to a lot of pain and suffering. While it may seem innocent to the

person taking the shots, the cumulative effect of these daily jabs could be

devastating. In addition to that, as the pain increases, each jab cuts a little deeper.

Bullying can happen in school, so it is the responsibility of students to

protect their classmates and to show everyone the dignity and respect they would

like to be treated with. The first line of defense in bullying is in student‘s own

behavior. But when that fails, it must be brought to the attention of someone in

authority, like a teacher. The concept of someone in authority failing to address

the problem is simply not acceptable. This is why you must speak to a teacher you

trust and know will do something to stop it.

Bullying is happening everywhere, even at your own school. You may not

see it, you may not know it is there, but it is happening and it causes unimaginable

pain to the victims. The only way to end bullying is to talk about it openly rather

than making it a taboo issue. If someone is hurting another person, they will not

stop unless someone (either a fellow classmate or someone in authority) stands up

for the victim and tells their mentor to stop. Bullying is everyone‘s problem;

therefore everyone has to be part of the solution

(Source:http://www.teenink.com/opinion/school_college/article/331645/Bullying-

in-School/)

8. What is the topic of the passage?

a. The campaign to put an end to bullying at school.

b. Teacher‘s reaction regarding bullying incident.

89

c. The experience of bullying victim at school.

d. The fact about school with bullying incident.

9. What does the writer suggest to prevent bullying in school?

a. involving someone that has a higher authority.

b. Finding attention to people in media social

c. Finding help from classmates to stop it.

d. Giving more advice to students that do it.

10. The true statement based on the text above is …

a. Depressed bullying victim may end his/her life through suicide.

b. Bullying in the school is only the student‘s responsibility.

c. Making taboo issue about bullying is one of solution to solve it.

d. Motor vehicle accident related to bullying accident in Canada.

11. ―When the victims see no way out, they may choose to tragically end their

life, leaving more hurt behind for those who were unable to stop it.‖

(paragraph 1)

The word ―they‖ in the sentence above refers to …

a. Bullying

b. Victims

c. Life

d. way

Many young people have difficulty deciding where they will live when the

time comes to leave home and make their own way in the world. Among the more

common alternatives are sharing a house or flat with other young people, and

finding full board and lodgings in someone else's home.

Renting a house with other young people offers the advantage of a high

degree of freedom and independence. On the down side, renting involves a

variety of responsibilities that may be more than you wish to take on. This would

90

mean you would be responsible for making large rental payments if one or more

of the people you are sharing with should move out of the house or flat. It might

also mean that you are held financially responsible if they damage the dwelling.

Finding board and lodgings, on the other hand, has significant advantages.

Generally you have no responsibility for the cleaning or maintenance of the

dwelling or its gardens, other than to take reasonable care of your room. However,

living in board and lodging circumstances has its drawbacks too. You have less

freedom and flexibility in your lifestyle.

In the end, the decision each person makes will depend on their own

personal valuing of independence and of convenience, as well as their feeling of

readiness for taking on the considerable financial and other responsibilities of

house or flat rental.

(Source: Interlanguage: English for senior high school students XI. Grasindo)

12. The text mainly discusses about …

a. sharing a house

b. cleaning a house

c. deciding where to live

d. renting a house

13. ―Finding board and lodgings, on the other hand, has significant

advantages.‖ The underlined word means …

a. gained position

b. rooms rented to live

c. supply of materials

d. work of cutting down tree

14. the pronoun ―you‖ in line 19 third paragraph refers to…

a. a young man

b. the readers

c. the writers

91

d. the audiences

15. Renting a house with other young people is probably …

a. an easily ways to do when we leave our home

b. getting high disadvantages of financial

c. getting high advantages

d. losing much money

16. The word ―freedom and independence‖ is closest in meaning to…

a. It is connected to

b. Depend on something

c. Standing alone

d. Unbounded

17. What type of the passage above is...

a. exposition

b. narrative

c. report text

d. explanation

The government has just published a report which suggest that television is

partly responsible for the serious increase in crime over the last ten years. The

exposure of violence or pornography harmfully effects on children.Many people

who are alive today know what it is like to live in a world without television.

Television as we know is only about forty years old. Yet it is so much a part of

our lives that it seems as if it had always existed.

Some people think that the years before the invention of television were a

better time. They claim that families talked more and did more things together.

92

More books were read. People used their imaginations more fully. People got

more outdoor exercises.

But others disagree. They claim that television is a powerful educational

tool. It informs us of what is going on in the world, from a famine in Africa to a

local politics and fashion. It helps us understand how people live, work, and

struggle. In 1961, Newton Minow, a government official, called prime-time

schedules ― a vast wasteland.‖

Television is credited with being a great teacher, but it is also blamed for

the poor reading and writing skills of our population. Television gets praised for

helping us understand the people of the world. But it has been accused of helping

to destroy family life. Television keeps us informed about the political issues of

the day.

Experts will probably continue to argue about television‘s value. But

everyone agrees that it is one of the most significant inventions of the twentieth

century.

(Source: Interlanguage: English for senior high school students XI. Grasindo)

18. What type of information is included in the third paragraph?

a. The advantages of the television

b. The detailed of television argument

c. The discussion of bad effect of the television

d. An outline of the type of parents who prefers the interactions view of

television

19. The writer wants to tell …..

a. the development of television

b. the advantages of television program

c. how television improves people‘s knowledge

d. the influence of television on people‘s daily life

20. ―Many people claim that television is a powerful educational tool. ―

93

From this statement we know that they ….. with the existence of

television.

a. love

b. agree

c. prefer

d. satisfy

21. Which of the following is good for children in watching TV?

a. The children should watch the violence on TV

b. Children may watch TV whenever they like

c. Children should spend all their time to watch TV program

d. Children should be accompanied by their parents in watching TV

22. ― ….. Television is credited with being a great teacher …‖ (Paragraph 4)

The underlined word means lack of ….

a. appreciated

b. claimed

c. proposed

d. administered

23. What type of the text is.....

a. explanation

b. a report text

c. an exposition text

d. news items

24. The pronoun ―it‖ in line 8 refers to

a. the television

b. educational tool

94

c. educational

d. tool

25. Which of the following is not mentioned in the passage about television?

a. a television is an educational tool

b. television is only about forty years old

c. Television is credited with being a great teacher

d. television helps the learner being good reader and good in writing.

26. Newton Minow, a government official, called prime-time schedules ― a

vast wasteland‖ in…

a. 2015

b. 1996

c. 1999

d. 1961

95

Appendix 6

VALIDITY TEST OF PRE-TEST INSTRUMENT

Rata2 = 14.36 Simpang Baku = 6.96 KorelasiXY = 0.87 Reliabilitas Tes = 0.93 Butir Soal = 26 Jumlah Subyek = 2

5 Nama berkas: C:\USERS\USER\DOCUMENTS\VALIDASIPRETEST.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 57.14 Sedang 0.414 Signifikan

2 3 71.43 Sedang 0.483 Sangat Signifikan

3 4 71.43 Sedang 0.555 Sangat Signifikan

4 7 71.43 Sedang 0.391 Signifikan

5 8 100 Sedang 0.772 Sangat Signifikan

6 10 71.43 Sedang 0.591 Sangat Signifikan

7 11 71.43 Sedang 0.69 Sangat Signifikan

8 12 42.86 Mudah 0.438 Signifikan

9 13 85.71 Sedang 0.721 Sangat Signifikan

10 14 71.43 Sedang 0.532 Sangat Signifikan

11 15 42.86 Sedang 0.369 Signifikan

12 16 42.86 Sangat Mudah 0.507 Sangat Signifikan

13 17 57.14 Sedang 0.504 Sangat Signifikan

14 18 71.43 Sedang 0.571 Sangat Signifikan

15 19 85.71 Sedang 0.711 Sangat Signifikan

16 20 85.71 Sedang 0.732 Sangat Signifikan

17 21 28.57 Sukar 0.398 Signifikan

18 22 71.43 Sedang 0.657 Sangat Signifikan

19 23 28.57 Mudah 0.4 Signifikan

20 24 42.86 Mudah 0.503 Sangat Signifikan

21 25 71.43 Sedang 0.662 Sangat Signifikan

22 26 85.71 Sedang 0.566 Sangat Signifikan

23 27 85.71 Mudah 0.716 Sangat Signifikan

24 28 57.14 Sedang 0.418 Signifikan

25 29 85.71 Sedang 0.665 Sangat Signifikan

26 30 57.14 Sedang 0.45 Sangat Signifikan

96

Appendix 7

VALIDITY TEST OF POST-TEST INSTRUMENT

REKAP ANALISIS BUTIR ============= ======== Rata2 = 16.88 Simpang Baku =6.35 KorelasiXY =0.86 Reliabilitas Tes = 0.93 Butir Soal = 26 Jumlah Subyek = 25 Nama berkas:C:\USERS\USER\DOCUMENTS\VALIDASI POSTTEST.ANA

Btr Baru Btr Asli . D. Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 42.86 Sangat Mudah 0.567 Sangat Signifikan

2 2 85.71 Mudah 0.762 Sangat Signifikan

3 3 71.43 Sedang 0.484 Sangat Signifikan

4 4 85.71 Sedang 0.602 Sangat Signifikan

5 5 42.86 Sangat Mudah 0.508 Sangat Signifikan

6 6 28.57 Mudah 0.426 Signifikan

7 7 42.86 Mudah 0.536 Sangat Signifikan

8 8 85.71 Sedang 0.785 Sangat Signifikan

9 9 42.86 Mudah 0.456 Sangat Signifikan

10 10 14.29 Sangat Mudah 0.35 Signifikan

11 11 71.43 Sedang 0.602 Sangat Signifikan

12 12 57.14 Sedang 0.538 Sangat Signifikan

13 13 42.86 Sukar 0.456 Sangat Signifikan

14 14 57.14 Sedang 0.575 Sangat Signifikan

15 15 85.71 Sedang 0.696 Sangat Signifikan

16 18 57.14 Mudah 0.537 Sangat Signifikan

17 19 71.43 Sedang 0.631 Sangat Signifikan

18 22 71.43 Sedang 0.502 Sangat Signifikan

19 23 28.57 Sangat Mudah 0.397 Signifikan

20 24 85.71 Sedang 0.656 Sangat Signifikan

21 25 71.43 Sukar 0.598 Sangat Signifikan

22 26 42.86 Mudah 0.426 Signifikan

23 27 57.14 Mudah 0.516 Sangat Signifikan

24 28 85.71 Sedang 0.736 Sangat Signifikan

25 29 57.14 Sukar 0.508 Sangat Signifikan

26 30 42.86 Mudah 0.457 Sangat Signifikan

97

Appendix 8

DOCUMENTATIONS

A. Experimental Class

98

99

B. CONTROL CLASS

100

101

102

103

104

105

106

107

108

109

110

111