Embed Size (px)
Citation preview
i
THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT
DIVISION (STAD) TECHNIQUE IN TEACHNG READING
COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMP
NEGERI 03 WANASARI IN THE ACADEMIC YEAR 2010/2011)
a final project
Presented to IKIP PGRI SemarangIn partial fulfillment of the requirements
For the degree of Sarjana Pendidikan in English Language Education
by:
TRIA NOVIKA NINGRUM
06420507
ENGLISH DEPARTMENT EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG
2011
ii
APPROVAL
TITLE : THE EFFECTIVENESS OF STUDENT TEAM
ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN
TEACHING READING COMPREHENSION OF THE
EIGHTH GRADE STUDENTS OF SMP NEGERI 03
WANASARI IN THE ACADEMIC YEAR 2010/2011
APPROVAL DATE
Day :
Date :
NAME : TRIA NOVIKA NINGRUM
NPM : 06420507
DEPARTMENT : ENGLISH EDUCATION DEPARTMENT
FACULTY : LANGUAGE AND ART EDUCATION
Semarang, 2011
First Advisor Second Advisor
Dra. T. Sri Suwarti, M.Pd Drs. M. Wahyu, M.PdNPP. . 906301062 NPP. 996701148
iii
RATIFICATION
This thesis entitle “ The Effectiveness of Student Team Achievement Division
(STAD) Technique in Teaching Reading Comprehension of the Eighth Grade
Students of SMP Negeri 03 Wanasari in the Academic Year 2010/2011” has been
ratified by the team of examiners of English Department, Faculty of Language and
Art Education of IKIP PGRI Semarang on:
Day / Date :
Committee,
Chairman/Dean of FPBS Head of English Department
Dra. Sri Suciati, M.Hum Drs. A. WIYAKA, M.PdNIP. 19650316 199003 2002 NIP. 196412261990031002
Examiners,
1. Dra. T. SRI SUWARTI M. Pd. (…………………………..)
NPP. 906301062
2. Drs. M. WAHYU W, M. Pd. (…………………………..)
NPP. 996701148
3. Dra. Siti Lestari, M. Pd. (…………………………..)
NPP. 196112191985032002
iv
MOTTO
Learning without thinking is useless, but thinking without learning is
dangerous.
Success is a journey not a distination.
Never think that you are the best, but think how to do your the best.
Where there is will, there is a way.
v
DEDICATION
This work is dedicated to:
1. My lovely parents, Mother Waridah and Father Taryono for all material and
spiritual support that never ends.
2. My dearest brother, sister, sister in law and my little niece : Sugiharto,
Nunung Sandrawati, Suci Nurhayati, and Nathania Nazihah for the
cheerfulness in my days.
3. My True friends ( Kutukupret – Gank ) ; Kaka lutfi, Sista Rita, and Novicloq
who always be there for me in happiness and sadness.
4. All my friends in Hiri 3 NO. 15, Thanks for giving me support.
5. All my family in Brebes
vi
ABSTRACT
Novika Ningrum, Tria. 06420507. 2011. “The Effectiveness of StudentTeam Achievement Division (STAD) Technique in Teaching ReadingComprehension of the Eighth Grade Students of SMP Negeri 03 Wanasari inthe Academic Year 2010/2011”; Dra. T. Sri Suwarti, M.Pd(AdvisorI) and Drs.M. Wahyu Widianto, M.Pd (Advisor II) Thesis Strata 1 Faculty of Language andArt Education Institute of Teacher Training and Education PGRI Semarang .
The objectives of this study are (1) to find out the students’ ability taughtwith STAD technique, (2) to find out students’ ability taught without STADtechnique, (3) to find out the whether there is any significant difference or not inreading comprehension between students taught using STAD technique and thosetaught without STAD technique.
The population of this study is the eighth grade students of SMP N 03Wanasari. The writer took two classes as the subject of the study. The classes are,VIII D, VIII E. They are divided into experimental class (VIII E) and control class(VIII D).
A test as the instrument is used to collect the data. The objective ofconducting the try out test is to measure the validity, reliability, discriminationpower and level of difficulty of the test. The data is computed and it is found outthat 25 items were valid. Then the valid items were used for the pre-test andposttest of reading comprehension item tests in experimental and control class.
The result of the study shows that students in experimental class who weretaught with using STAD technique had better achievement than students incontrol class who were taught without using STAD technique. The average scoreof the pre-test of the experimental class was 70.2 and control class was 69.35. Thestudents in the experimental class were then taught using STAD technique whilethe students in control class were taught without using STAD technique. Afterthat they conducted the post test. The average score of the experimental class was77.6 and the control class was 72.55. The pre-test and posttest score then werecalculated to get the t-test to know whether there was significant differencebetween the experimental class and control class. The t-test was 4.481 and t-tablewas 1,991. Then t-test and t-table were compared. The data shows that t-test washigher than t-table. It means that there was significant difference between theexperimental class and the control class.
From the data above, it can be concluded that the students in experimentalclass have higher achievement after they were taught by STAD technique. Thedata proves that it is effective to use STAD technique in improving students’ability reading comprehension.
vii
ACKNOWLEDGEMENT
First and foremost, the writer would like to thank to ALLAH the
Almight for the blessing, health and inspiration in leading her to complete her
final project entitle “The Effectiveness of Student Team Achievement Division
(STAD) Technique in Teaching Reading Comprehension of the Eighth Grade
Students of SMP Negeri 03 Wanasari - Brebes in the Academic Year 2010/2011”
The writer realizes that she cannot complete her final project without
the help from others. Many people have helped her during the process of writing
her final project. She wishes, however, to extend her sincere gratitude and
appreciation to:
1. Muhdi, S.H.,M.Hum, the rector of IKIP PGRI Semarang
2. Dra. Sri Suciati, M.Hum, The dean Faculty of Language and Art Education
3. Drs. A. Wiyaka M.Pd, the Head of English Department of IKIP PGRI
Semarang
4. Dra. T. Sri Suwarti, M.Pd, her first advisor who always gives the time in
helping the writer to finish this final project on time.
5. Drs. M. Wahyu Widianto, M.Pd, her second advisor who has helped in giving
advice and suggestion.
6. Timbul S. Atmawidjaja, S.Pd, the Headmaster of SMP Negeri 03 Wanasari.
7. Sumroh Hartini, S.Pd, the English teacher of the eighth grade of SMP Negeri
03 Wanasari.
8. All the lecturers in English department of IKIP PGRI Semarang. Thank you
for everything.
viii
9. All the teachers in SMP Negeri 03 Wanasari who have been very kind and
give the support to the writer.
10. Mother (Waridah) and father (Taryono) for the material and spiritual support
in finishing her study.
11. Sista Rita and Fany, thank you for giving the time to share finishing this final
project.
12. All the students of SMP Negeri 03 Wanasari.
13. Titik, Dyah, Memey, Indras, Nopies and cocom my best friends, for sharing
together.
14. Munzilina Aryani, thank you for helping to type the difficult formula and
picking me up to your boarding house.
15. Khozanah, for serving breakfast, lunch or dinner. You’re so kind.
Last but not least, the writer expresses her thanks to all my friends in A
class and all the people who cannot be mentioned one by one.
Semarang, 2011
The writer
ix
TABLE OF CONTENT
Page
TITLE ……………………………………………………………………… i
APPROVAL ………………………………………………………………. ii
RATIFICATION ………………………………………………………….. iii
MOTTO …………………………………………………………………… iv
DEDICATION …………………………………………………………..... v
ABSTRACT ………………………………………………………………. vi
ACKNOWLEDGEMENT ………………………………………………… vii
TABLE OF CONTENT…………………………………………………… ix
LIST OF APPENDIXES………………………………………………….. xii
CHAPTER 1 INTRODUCTION……………………………………….... 1
A. General Background of The Study................................... 1
B. Reasons for Choosing the Topic………………………… 3
C. Statement of the Problems…………………………….... 4
D. Objectives of the Study………………………………… 4
E. Significances of the Study……………………………… 5
F. Definitions of Key Terms………………………………. 5
G. Outline of the Study……………………………………. 7
CHAPTER II REVIEW OF RELATED LITERATURE……………….. 9
A. Definition of Reading………………………………….. 9
B. Reading Skill …………………………………………. 10
x
C. Aims of Reading ………………………………...….. 14
D. Reading Comprehension……………………………. 15
E. Factors Influencing Reading Comprehension ……… 16
F. Definition of Teaching ……………………………… 18
G. Teaching Reading Comprehension………………….. 18
H. The Steps of Teaching Learning Process of Reading
Comprehensions......................................……………. 19
I. The Principles Behind the Teaching of Reading……. 21
J. A General Introductory of STAD…………………… 24
K. The Components of STAD………………………….. 25
L. The Process of STAD Technique in the Classroom… 27
M. The Characteristic of Junior High School Students.. 33
CHAPTER III METHODOLOGY OF THE RESEARCH……………. 35
A. Design of the Study…………………………………. 35
B. Subject of the study…………………………………. 36
1. Population and Sample…………………………… 36
2. Sampling Technique……………………………… 37
C. Instrument of the Research………………………….. 37
D. Try-Out of the Test………………………………….. 38
E. Technique of Data Collection……………………….. 41
F. Technique of Data Analysis…………………………. 42
G. Hypothesis ………………………………………….. 44
xi
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION………. 45
A. Result of the Try-out Test…………………………… 45
1. Validity ………………………………………….. 45
2. Reliability………………………………………… 46
3. Level of Difficulty……………………………….. 48
4. The Discrimination Power………………………. 49
B. Research Findings………………………………….. 51
1. Students’ Reading Comprehension Taught Using
STAD Technique (Experimental Class)………… 51
2. Students’ Reading Comprehension Taught
without Using STAD …………………………… 54
3. Difference of Reading Comprehension Between
Students Taught Using STAD Technique and
Those Taught without Using STAD Technique.... 57
C. Discussion………………………………………….. 61
CHAPTER V CONCLUSIONS AND SUGGESTIONS…………….. 65
A. Conclusions………………………………………… 65
B. Suggestions………………………………………… 65
BIBLIOGRAPHY
APPENDIXES
xii
LIST OF APPENDIXES
Appendixes
1. List of Students of Experimental Class (VIII E)
2. List of Students of Control Class (VIIID)
3. List of Students of Non - Treatment Class (VIII C)
4. Assigning Students to Teammates
5. Achievement of Pre-test (Experimental Class and Control Class)
6. Achievement of Post-test (Experimental Class and Control Class)
7. Table of Validitas Account Each Test Item
8. Table of Level Difficulty Account
9. Table of Discriminating Power Each Test Item
10. Table of t-test
11. Instrument Try out
12. Instrument Try Out Key Answer
13. Instrument of Test
14. Instrument of Test Key Answer
1
CHAPTER I
INTRODUCTION
A. General Background of The Study
Being an international language, English is spoken in the most
International events and is used as the medium of information flow on
science, technology, and culture as well. Thus, it is not surprising that the
teaching of English is carried out in many parts of the world. Indonesia,
for example, treats English teaching successful, we have to consider some
factors such as quality of the teacher, school buildings, library, and books.
Also we have to think about teaching and learning environment. Few
people now doubt that people learn best when they are relaxed,
comfortable, unstressed, and involved in what is going on, and motivated
to continue (Wajnryb, 1992:58).
Finochiaro (1975:10) says that, “language learners should be given
insight into the place and function of various language items and skills in
listening ,speaking, reading, and writing activities; that is, in real
communication situations”. Hence, the four major skills in communication
thought language are often broadly defined as listening, speaking, reading
and writing. The students argue that reading is one of the skills easier than
speaking, listening and writing. Although reading activities needs
comprehension to know obviously contents in the text. For many students,
reading is by far the most important of the four skills in a second language,
2
particularly in English as a second or foreign language. Quite simply,
without solid reading proficiency, second language readers cannot perform
at levels they must succeed in reading. Thus, the reading proficiency is as
important as oral skill.
According to Bond (1979:21) says, “reading is the ability to draw
meaning from the printed page and interpret this information
appropriately”. Indeed, reading for general comprehension requires very
rapid and automatic processing of words, strong skill in forming a general
meaning representation of main ideas, and efficient coordination of many
processes under very emitted time constraints. It is one of skins in English,
this skill is ability to understand information in a text and interpret it
appropriate. It also an interactive process in at least two ways. First the
various processes involved in reading are carried out simultaneously. In
teaching reading comprehension the teacher has to have a goal to minimize
reading difficulties and to maximize comprehension by providing
culturally relevant information. What the students read must be relevant to
their need and interest and they must be ready, willing and able to read it.
Teaching reading comprehension in junior high school needs suck
kind of communicative system. It is because when the students are taught
using traditional method, sometime the teacher ignores the students
initiatives in giving opinions express and communicate with others is by
dividing the class into several team works. This condition may result in
more modified interaction, more negotiation, for meaning than do the
3
same task in the teacher-fronted condition. In team work learning format,
the students’ achievement is facilitated by cooperative learning system.
Slavin (1995: 33) says that the use of heterogeneous groups
according to academic proficiency is one of the more contentious issues in
cooperative learning. Some researchers fear that high achievers when
mixed with low achievers will end up feeling bored and the low achievers
will fell intimidates. Group is the core of most cooperative learning
activities. In this group activities that used by the writer is formed random,
where the students in the classroom climate consist of interaction in the
ways the people within the classroom interact with each other.
Freeman (1994: 154) noted that when students work
collaboratively diversity is an asset to be celebrated since the varied
experiences, knowledge, and interests students in each group bring to the
task at hand add to the potential for leaning. Every school, classroom or
instructional group has its own climate. So, it is important for the teacher
to manage the school, classroom or instructional group better and that
classroom climate influences the communication between student.
B. Reason For Choosing the Topic
The writer decides to choose the topic because of the following
reasons:
1. The writer wants to know the students’ ability reading comprehension
the eighth grade students in SMP Negeri 03 Wanasari - Brebes.
4
2. The writer finds that the students still have some problems in reading
comprehension a text.
3. The writer wants to explain the way in teaching reading a text more
interesting and this way will be useful for teaching and learning
reading comprehension the eighth grade students in SMP Negeri 03
Wanasari – Brebes.
C. Statements of The Problems
The discussion of the study has following problems:
1. To what extent are the students’ reading comprehension taught with
STAD technique?
2. To what extent are students’ reading comprehension taught without
STAD technique?
3. Is there any significant different in the reading comprehension between
students taught using STAD technique and those taught without STAD
technique?
D. Objectives of The Study
The objective of the study can be stated as follows:
1. To find out the students’ ability taught with STAD technique.
2. To find out students’ ability taught without STAD technique.
3. To find out the whether there is any significant difference or not in
reading comprehension between students taught using STAD
technique and those taught without STAD technique.
5
E. Significances of The Study
The writer expects that this final project has some significance:
1. For the writer
It gives the writer a motivation that teaching reading
comprehension is not difficult and it because she knows about STAD
technique, so the knowledge to be use in the future.
2. For the teachers
It will give the teachers better insight into STAD technique and
make them realize that STAD is also worth trying in teaching reading
comprehension especially in junior high school and it is one of
methods in teaching and learning.
3. For the student
The use of STAD technique helps students to comprehend the
reading passage in learning process and to get knowledge how to
manage classroom is interesting.
F. Definition of The Key Terms
The explanation about the key term will be given in order that the
title is easy to understand.
1. Teaching
According to Richards (2002:114), practice teaching is intended to
give student teachers experience of classroom teaching, an opportunity
to apply the information and skills they have studied in their teacher
education program and a chance to acquire basic teaching skills.
6
2. Student Team-Achievement Division (STAD) technique
Student Team-Achievement Division (STAD) is one of the
cooperative learning system in order to make students work together
and check that all group members can explain what their group has
done. And it is one of three strategies under the umbrella of Student
Learning Teams developed at Johns Hopkins University based on
years of research on cooperative learning. In STAD, students study
with 4-5 team members following a teacher presentation. (Slavin,
1995: 37)
3. Reading Comprehension
Mc Whorter (2005:3) says that “Reading is thinking and it is
an active process of identifying important ideas and comparing and
evaluating and applying them.”
Reading is the recognition of printed or written symbols which
serve as stimuli to the recall of meaning built up through the readers
past experience (Bond, 1979:2). Also, David Nunan (1992:20) in his
book “Collaborative Language Learning and Teaching”, states that
comprehension is regarded of meaning by anticipating message
contents.
The concept of the analysis of reading comprehension could be
bottom-up approach; reading is viewed as a process of decoding
written symbols, working from smaller units (individual letter) to
larger ones (words, clauses and sentences).
7
Thus, it is clear that reading is not merely recognizing the
written symbols in a text but also comprehending that is getting the
ideas of both explicit and implicit messages.
4. SMP Negeri 03 Wanasari
SMP Negeri 03 Wanasari is a school which is located at
Wanasari village, Brebes. It is a school where the writer will take the
research study.
G. Outline of the Study
The outline of this study is as follows:
Chapter I discusses general background of the study, reason for
choosing the topic, statements of the problems, objectives of the study,
significances of the study, definition of the key terms and outline of the
study.
Chapter II consists of previous studies and related theories. Related
theories present are the definition of reading, reading skill, aims of
reading, reading comprehension, factor influencing reading
comprehension, definition of teaching, the steps of teaching - learning
process of reading comprehensions, the principles behind the teaching of
reading, a general introductory of student team-achievement division
(STAD), the components of STAD, the process of STAD technique in the
classroom, the characteristics of Junior High School students.
8
Chapter III deals with design of the study, subject of the study,
instrument of the study, try out of the study, techniques of the data
collection, and techniques of the data analysis, hypothesis.
Chapter IV consists of result of the try out test, research findings
and discussion.
Chapter V consists of conclusion and suggestion.
9
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. The Definition of Reading
Burn (1980: 21) states that there are some definitions from the
experts about reading. Acceptable definition of reading in class is currently
available to help student read. Thus Burn explains:
(1)Reading is an interacting language that has been coded intoprint, (2)The product of interacting with the printed languageability, (3)Reading abilities closely related to oral languageability, (4)Reading is an active on-going process that is effectdirectly by individual’s interaction which environment (1980:21)
In relation with this idea, a useful definition of reading is given by
Harrys. He says:
Reading is the meaningful interpretation of written or printedverbal symbol. Reading (comprehending) is a result of theinteraction between the perception of graphic symbols thatrepresent language and the readers. Language skill and knowledgeof the world in this process, the reader tries to recreate the meaningintended by the writer (1975:21).
Meanwhile, according to Olson and Dillner (1982: 42), what is
meant by reading comprehension is a term used to identify those skills
needed to understand and apply information contained in a written
material. It can be said that reading comprehension ability is taught to be a
set of generalized knowledge acquisition skill which permits people to
acquire and exhibit information gained as a consequence of reading
printed language.
10
Reading is also as a process of communication between a writer
and a reader. A writer has message in her mind, such feeling, facts, ideas,
and argument she wants to share. The writer puts the message into the
words or printed verbal symbol.
B. Reading Skill
It will be consider the most important subject for the secondary
school. Reading ability actually becomes a tool for exploring knowledge
in other field. Students who are ready for more advanced skills should be
helped to develop these skills as possible, because it will be help students
succeed in all lesson.
Grabe (2002: 52) states, “reading skill are techniques that enhance
comprehension and retention of information contained printed material“. It
clears that reading skill need process of thinking and technique. Reading
always involves the simultaneous application of great number mechanical
skills and comprehension skills, all of which are influenced by reader’s
attitudes, knowledge, and past experience. Reading in complicated process
in order to read with the comprehension, ease, enjoyment students must
know all the element of sound system of the language such as phonology,
linguistic, etc. All of which are influenced by the reader’s attitude,
knowledge, and past experience. Reading is complicated process, in order
to read with comprehension, easy, and enjoyment student must know all
11
element of sound system of the language such as Phonology and it is
Syntax, structure and Vocabulary.
Harmer (1998: 115-116) formulated some kinds of reading skill are
needed to be mastered. They are:
1. Faster Reading
Students often read a text word by word; they murmur every word they
find, and they use their index finger to point the word in every line.
This habit prevents them for being good readers. They can not read fast
2. Skimming
To skim is to read through a text quickly to find the gist or the main
idea of the text. The gist is easily found in the first or the last sentence,
which is called the topic sentence. Certain text can be skimmed by
reading a text. Before the students are familiar with skimming skill, the
teacher has to explain how to skim and give some exercises afterwards.
There are two important things to do in developing skimming skill:
a. The time must be strictly controlled.
b. The student must be prevented from reading the whole text.
The purpose of skimming is to know whether the text meets the
reader’s needs. When the reader does skimming, the readers may go on
reading, but when they do not it, they leave the text.
3. Scanning
To scan is to read through a text quickly to find specific information
needed (e.g. names, years, numbers, and words). Being interested in
12
one text (the result of scanning), one will be eager to find further
information quickly. He is not patient enough to read the whole text;
what he wants is the answer to some question which exist is in his
mind immediately after scanning. For example: knowing that the text
is about a traffic accident – and he is interested - one is eager to know
the answer which comes into his mind immediately such as when,
who, and where. After he might read the text again more carefully to
find other information (if he wants or he is not satisfied with what he
has gotten). Again, how to scan should be introduced to the beginners
by telling them scanning signs (e.g. capital letters) which help them.
Strictly controlled time, prevention from reading intensively, and
limited number of questions must be put into consideration.
4. Making Prediction (Predicting)
This skill is very useful because it makes reading easier. Using the
limited data a skilled reader will be able to predict what he has not
known or read and his attention will be more closely focused on the
context.
5. Reading for Detailed Information
This skill is used when one wants to get the information supplied by
the text in the details. Most of the questions are given by the teacher
when teaching reading belongs to the skill. The teacher tends to ask
anything about the text.
13
6. Reading between the lines
Using evidence mentioned in the text (in many parts of the text) a
skilled a reader will be able to make conclusions. This conclusion is
not explicitly mentioned in the text.
7. Deducting meaning from context
To get the meaning of a new word in the text one might stop reading
and look up his dictionary. This is not always necessary. By reading
the text he might be able to get the meaning. This ability to find the
meaning of new word by making used of the clues found in the text is
called deducting meaning from context. This skill is very important
because one has to look up his dictionary whenever he meets a new
word in the text. He will get bored and tired.
8. Reference
This skill is ability to find the words, sentences, or paragraph which a
pronoun refers to.
9. Deducting meaning from form
Another way to get the meaning of an un familiar word is by making
use of morphological information. A word might be analyzed into its
elements (base, affixes, or others), and then its meaning can be
deducted from the meaning of all the elements.
14
C. Aims of Reading
When we begin to read, we actually have a number of initial
decisions to make and we usually make these decisions very quickly
almost unconsciously in most cases. There is a considerable amount of
experimental evidence in second language reading that background
knowledge can play the part envisioned for it in reading theory.
All these ways of reading a few others have to be accounted for in
a full explanation of reading. We believe that reading purpose can be
classified under seven main heading are heuristics and many variations
could be purposed.
We know that the teacher gives a reading text has purpose or aim
for the students who read. These are some reading aims:
1. Reading for details or fact
This reading is to get detail information or facts; for example, we can
want to know some new invents in health medical, etc.
2. Reading for main ideas
Reading to get main ideas is to know why the topic is good and
interesting, what the problem in the story.
3. Reading for sequence or organization
This reading is to know steps or structure, the organization of story.
4. Reading for inference
This reading is to find the conclusion from the actions or idea in the
text.
15
5. Reading to classify
This reading has purpose to classify the categories information, to
describe objects, to list perspectives or items of information, place
information into a graphic organizer.
6. Reading to evaluate
This reading is to find the character of the story.
7. Reading to compare or contrast
This reading is to find the comparison and contrast component of the
personal experiences, the text elements of the other texts, people and
event or thing within the text.
(http://www.nclrc.org/essentials/reading/assessread.htm)
D. Reading Comprehension
Reading is an activity with a purpose. A person may read in order
to gain information or verify existing knowledge, or in order to critique a
writer’s ideas or writing style. A person may also read for enjoyment, or to
enhance knowledge of the language being read. The purpose for reading
guides the reader’s selection of the texts.
The purpose for reading also determines the appropriate approach
to reading comprehension. A person who needs to know whether she can
afford to eat at a particular restaurant needs to comprehend the pricing
information provided on the menu, but does not need to recognize the
name of every appetizer listed. A person reading poetry for enjoyment
16
needs to recognize the words the poet uses and the ways they are put
together, but does not need to identify main idea and supporting details.
However, a person using a scientific article to support an opinion needs to
know the vocabulary that is used, understand the facts and cause-effect
sequences that are presented, and recognize ideas that are presented as
hypotheses and givens.
Reading research shows that good readers:
1. Read extensively
2. Integrate information in the text with existing knowledge
3. Have a flexible reading style, depending on what they are reading
4. Are motivated
5. Rely on different skills interacting: perceptual processing, phonemic
and processing.
6. Read for a purpose; reading serves a function
(http://www.nclrc.org/essentials/reading/assessread.htm)
E. Factor Influencing Reading Comprehension
Harrys (1975: 18) identifies some factors that influence reading
comprehension; they are background experience, language abilities, and
thinking abilities, and affection (interest, beliefs, and motivation, attitudes,
feeling, and reading purpose).
17
1. Background Experience
A reader’s ability is to bring his personal meaning to the events or
feeling of reading material. For example, if a students read a story
about car racing but he has never seen a car racing, he will find the
story hard to follow.
2. Language Abilities
A reader’s ability to acquire the depth semantic (word meaning)
understanding he needs to appropriate meaning for word as they are
used in the context of reading material and reader’s ability to retrieve
the flow ideas as they are communicated by words working together in
a sentence.
3. Thinking Ability
A reader’s ability to deal with the events and concepts in reading
materials to grater or lesser degree or a reader ability to keep a series
of events in reading material in correct sequence.
4. Interest, attitudes, beliefs, motivation, and feeling belong to affection
and they are usually closely linked.
A reader will understand a reading material better when it matches his
own attitude on a topic and he will comprehend a reading material
more fully if he is interested in a topic.
(http://www.nclrc.org/essentials/reading/assessread.htm)
18
F. Definition of Teaching
Teaching is very complex involving integrated skills of sharing
ideas of opinions. It is as guidance of learning, giving knowledge to a
child (Olson, 1982: 24).
The other opinion come from Brown (1988: 23) if teaching as
helping or showing someone to learn how to do something, giving
instruction, guiding in a study of something, providing with knowledge,
causing to know or understands. It implies that teaching is process of
facilitating learners in a learning process.
In summary, teaching can be defined as an activity to knowledge,
skills and attitude. As long as there is no change and improvement in the
learners it means that teaching has not taken place yet.
In general the goal of teaching is that students get the subject by a
teacher in order that students have many activities in learning English they
do. According to the English curriculum for SMP, the purpose of teaching
English is that to make the students have the ability in reading, listening,
writing, and speaking English. In teaching learning process the teacher
must apply communicative approach.
G. Teaching Reading Comprehension
“The purpose of learning to read in a language has been to haveaccess to the literature written in that language. In languageinstruction, reading materials have traditionally been chosen fromliterary texts that represent “higher” forms of culture.”http://www.nclrc.org/essentials/reading/reindex.htm.
19
This approach assumes that students learn to read a language by
studying its vocabulary, grammar, and sentence structure, not by actually
reading it. In this approach, lower level learners read only sentences and
paragraphs generated by textbook writers and instructors. The reading of
authentic materials is limited to the works of great authors and reserved for
upper level students who have developed the language skills needed to
read them.
The communicative approach to language teaching has given
instructors a different understanding of the role of reading in the language
classroom and the types of texts that can be used in instruction. When the
goal of instruction is communicative competence, everyday materials such
as train schedules, newspaper articles, and travel and tourism Web sites
become appropriate classroom materials, because reading them is one way
communicative competence is developed. Instruction in reading and
reading practice thus become essential parts of language teaching at every
level.
H. The Steps of Teaching – Learning Process of Reading
Comprehensions
Learning a language means learning all elements of the language
such as: grammar, vocabulary and pronunciation. Someone must attempt
to imitate exactly the forms, structure and the mode of the native speaker’s
utterance on a particular kind of English, one wish to learn (Fries, 1982:
34).
20
Mickulecky (2004: 19) states that, “there are three steps or ways of
teaching reading used “Discovery Incuiry” and every steps or ways of
connected to each other.” The three phases are as follows:
1. Pre reading
In this step the teacher should create the activities to arouse the
student’s interest to the topic and lead the students in breaking the
unknown word or difficult word.
The teacher should give warm-up, lead in or pre-teaching.
a. Warm up
The teacher should give general illustration to the students. For
example: education in Indonesia and then the teacher gives
question that refer to the topic and teacher ask the students to read
the text or to listen explanation that contain.
b. Lead in
The teacher gives illustration of content the interest topic. It is done
before teaching by the teacher.
c. Pre teaching
The teacher gives some questions to the students. These question
help the students in understanding about text.
2. While reading
In this step the teacher can develop the skill (surface problems and
deep problems).
21
a. Surface problem
1) The teacher gives task I and questions what the text about.
2) After giving the text, the teacher asks the students to read
individually
3) The teacher asks the students to discuss with their friends.
4) The teacher discusses together in the classroom.
b. Deep problems
1) The students make a small group to do the task.
2) After discussing the answers, they present the answer.
3) The teacher helps the students to find the correct answer.
3. Post reading
In this step the teacher gives change to the students to apply their
knowledge that is given before.
I. The Principles Behind the Teaching of Reading
According to Harmer in his book entitled “How To Teach English”
(1998: 70), there are some principles to teach reading:
1. Reading is not a passive skill
Reading is an incredibly active occupation. To do it
successfully, we have to understand what the words mean, see the
picture the words are painting, understand argument, and work out if
we agree with them. If we do not do these things and if the students do
not do these things, then we only just scratch the surface of the text
and we quickly forget it.
22
2. Students need to be engaged with what they are reading.
As with everything else in lessons, students who are not
engaged with the reading text-not actively interested in what they are
doing-are less likely to benefit from it. When they are really fired up
by the topic of the task, they get much more from what is in front of
them.
3. Students should be encouraged to respond to the content of a reading
text, not just to the language.
Of course, it is important to the study reading texts for the way
use language, the number of paragraph they contain and how many
times they use relative clause. But the meaning, the message of the
text, is just as important and we must give students a chance to respond
to that message in some way. It is especially important that they should
be allowed to express their feelings about the topic-thus provoking
personal engagement with it and the language.
4. Prediction is a major factor in reading
When we read texts in our own language, we frequently have a
good idea of the content before we actually read. Book covers give us
a hint of what’s in the book, photographs and headlines hint at what
articles are about and reports look like reports before we read a single
word.
The moment we get this hint-the book cover, the headline, the
word processed page-our brain starts predicting what we are going to
23
read. Expectations are set up and the active process of reading is ready
to begin. Teachers should give students ‘hints’ so that they can predict
what’s coming too. It will make them better and more engaged readers.
5. Match the task to the topic
We would give students Hamlet’s famous soliloquy “to be or
not be” and ask them to say how many times the infinitive is used. We
could give them a restaurant menu and ask them to list the ingredients
alphabetically. There might be a reason for both tasks, but, on the face
of it, they look a bit silly. We will probably be more interested in what
Hamlet means and what the menu foods actually are. Once a decision
has been taken about reading text the students are going to read, we
need to choose good reading tasks-the right kind of questions,
engaging and useful puzzles etc. the most interesting text can be
undermined by asking boring and inappropriate questions; the most
commonplace passage can be made really exciting with imaginative
and challenge tasks.
6. Good teachers exploit reading texts to the full
Any reading text is full of sentence, word, ideas, descriptions
etc. it doesn’t make sense just to get the students to read it and then
drop it to move on to something else. Good teachers integrate the
reading text into interesting class sequence, using the topic for
discussion and further tasks, using the language for Study and later
Activation.
24
J. A General Introductory of Student Team-Achievement Division
(STAD)
STAD (Student Team Achievement Division) is a one of the
oldest and most exstensively researched form of cooperative learning.
Robert Slavin and his colleagues in John Hopkins University developed
STAD teaching. Slavin states:
STAD system is one of the simplest and most flexible of thecooperative learning method, having will be used in second gradeup to twelve grades and in such diverse subject area as math,language art, social studies, and science. In the cooperativelearning type, students are assigned to four or five members ingroups, with each mirroring the others to make up the class interms of ability, background, and gender. (1995: 33)
Cooperative learning using STAD type consists of four steps
cycle: teach, team study, test, and recognition. The teaching phase begins
with presentation of materials, students should be told what it is they are
going to learn and why it is important. In the team study, group members
work cooperatively with teacher providing worksheet and answer sheet.
Next, each student individually takes a quiz. Use a scoring system that
ranges from 0 to 30 points and reflect degree of individual improvement
over previous quiz. The criterion can be seen in improvement point
table.
According to Slavin (1995: 72) each team receives one of three
recognition awards, depending on the average number of points earned
by them. From the description above, we know that STAD is a good
25
technique for the teachers who are new to the cooperative approach. And
it uses individual quizzes at the end of class.
K. The Components of STAD
Slavin (1995: 72) states that cooperative learning of STAD type
consists of five major components. They are: class presentation, teams,
quizzes, individual scores, and team recognitions.
1. Class Presentation
Material in STAD is introduced in a class presentation. In class
presentation, most often direct instruction or a lecture-discussion is
conducted by the teacher, but could include audiovisual
presentations. Class presentation in STAD is different from usual
teaching; it must be clearly focusing in STAD unit. The students
must understand about the presentation from the teacher so it will
help them to do well in the quizzes. The quizzes score determine
their team score. (http://karya-
ilmiah.um.ac.id/index.php/disertasi/article/view/1049)
2. Teams
After the teacher presents the material, the team meets to study
worksheet or other material. Sometimes, the study involves students’
discussion of the problems together, comparing answers and correction
of any misconception if their teammates make mistakes. The team is
the most important feature in STAD. At every point in STAD,
emphasis is placed on the team members, doing their best for team and
26
on the team doing its best to help its members. The team provides the
peer support for academic performance that is important for learning,
and it provides the mutual concern and respect that are important for
such outcomes as inter-group relation, self-esteem and acceptance of
main stream students. Teams are composed of four or five students
who represent a cross-section of the class in terms of academic
performance, sex, race, and ethnicity. The major function of teams is to
make sure that all in team members are learning and more specifically
to prepare its members to do well on quizzes.
3. Quizzes
After approximately one to two periods of teacher presentation and one
to two periods of team practice, the students take individual quizzes.
Students are not permitted to help one another during quizzes. Thus,
every student is individually responsible for knowing the material. So,
the students are not permitted to help one another during the quizzes.
Each student uses one copy of the quiz.
4. Individual Improvement Scores
The idea behind the individual improvement score is to give each
student a performance goal that can be attained if he or she works
harder and perform better than in the past. Any student can attribute
maximum points to his or her teams in this scoring system. Each
student is given a ‘base’ score, derived from the student’s average past
performance on similar quizzes. Students earn points for their team
27
based on score. And the group improvement scores are got from the
individual score of each member. The students earn points for their
teams based on the degree to which their quizzes score (percentage
correct) exceed their base score.
Three levels of award are given for the groups who got improvement
score from improvement score average for each group. The three
criteria are bellow:
Criteria (Team Average) Award
15 – 19
20 – 24
25 – 30
Good Team
Great Team
Super Team
5. Team Recognition
Teams may earn certificates or other reward if their average score
exceed a certain criterion. Student’s team score may also be used to
determine up to twenty percent of their grade. The team that has
improved the most is given most recognition.
L. The Process of STAD Technique in the Classroom
The process of using STAD technique in the classroom deals with
the preparation and schedule of activities as the implementation of the
STAD technique.
28
1. Preparation
Before using STAD technique we need some preparation in order to
make the learning process run successfully. The preparation is as
follows:
a) Material
STAD can be used with curriculum material specifically design for
student’s team learning or it can be used with material adopted
from text books or other published source or with teacher-made
material. However, it is easy to make your own material as simple
making worksheet, answer sheet and a quiz for each unit you plan
to teach. Each unit should occupy three to five day’s instruction. In
this study, the writer used some texts which are available in the
source book as the material.
b) Assigning students to teams
As we know, STAD represents a cross-section of the class. A good
team in the class is a four to five persons that re half male and half
female. The team would also have higher performer, a low
performer and two average performers. Of course, high performer
is relative team; it means high for the class not necessarily high
compared with national norms. The writer may take likes, dislike
and deadly combination of students into account in assigning
students to team, but in deciding teams do not let the students
29
choose their own because they will tend to choose others like
themselves. Instead follow these steps:
Make copies of team summary sheet
The writer makes one copy of a team summary sheet for every
four to five students in her class.
Rank students
On a sheet of paper, the writer ranked the students in her class
from the highest to lowest in past performance. The writer
used whatever information she had to do this.
Decide on the number of teams
Each team should have five members if possible. To decide
how many teams the writer would have, she divided the
number of students in the class by twelve. The students of VIII
E consist of 48 students, so the writer divided the students into
twelve groups; each group consisted of four students with
different performers.
Assign the students to teams
In assigning students to teams, balance the team so that 1) each
team is composed of students whose performance levels range
from low to average to high and 2) the average performance
levels of all the teams in the class is about equal.
30
Fill out team summary sheet
Fill in the name of the students on each team summary sheet,
leaving the team name of space blank.
In this study, the writer assigned the students into team. In this
phase, the writer used the students’ result of the last test they
have done. Because the total of the students was 46 students, so
they were divided into 9 groups.
c) Determining initial base score
Base score represent students’ average score on the past quizzes.
d) Team building
Before starting any cooperative learning program, the writer started
off with one or more team building exercises just to give members
a chance to do something funny and to get to know one another.
2. Schedule of Activities
STAD consists of a reguler cycle of instructional activities, as follows:
a. Teaching
It means that the teacher presents the lesson. The
presentation should cover : opening, development, and guide-
practice and assessment respectively. (Adapted from Good,
Grouws, and Ebmeir, 1983). The steps of teaching are:
1) Opening
Tell the students what they are about to learn and why it is
important.
31
The teacher may have students work in their team to
“discover” concept or what their appatites for the lesson.
Briefly review any prerequisite skills or information
2) Development
Stick close to the objectives that the teacher wants the
students to learn.
Focus on meaning, not memorization.
Actively demonstrate concept skills, using visual aids,
manipulative, and many examples.
Frequently assess students’ comprehension by asking many
questions.
Explain why and answer is correct or incorrect, unless this
is obvious.
Move to the next concept as soon as students have gasped
the main idea.
Maintain momentum by eliminating interuptions, asking
many questions, and moving rapidly through the lesson.
3) Guided Practice
Have the students work problems or example or prepare
answer to the questions.
Call on the students at random. This make the students
prepare themselves to answer.
32
Do not give long class assignment at this point. Have
students work one or two problems or examples or prepare
one or two answers, then givethem feedback.
b. Team Study
1) Team
Half a class period
2) Main idea
Student study in their teams
3) Material needs
The worksheet and answer sheet for every team.
During team study, team members’ tasks are expected to
master the material teacher presents in the lasson and to help their
teammates master the material.
Students have worksheet and answer sheet in their teams to
practice the skill being taught and to assess themselves and their
teammates. On the first day of team work in STAD technique, the
teacher should explain to students what it means to work in teams.
c. Test
1) Time
Half a class period
2) Main idea
Students take quiz.
33
3) Material needed
One copy of the quiz for each students.
During the quiz, do not allow the students to work together
on quiz, at this point students must show what they have learned as
individuals.
d. Team Recognition
The main idea of team recognitions are figuring individual
improvement scores and team scores and awarding team rewards.
Team may earn certificate or the rewards if their average a certain
criterion. Students’ team scores may also be used determine up to
twenty percent of their grades. (Slavin, 1995: 71-73)
M. The Characteristics of Junior High School Students
Junior High School students or teenager are categorized into
adolescent learners. In this period, teenagers like to spend their time for
hanging around, making friends, peers and often disruptive behavior in
class. However, they have a great capacity in learning if the teacher can
engage them.
The characteristics of adolescents’ learner according to Harmer
(2001: 38,39) are : 1). They seem to be less lively and humorous than
adults, 2). Identity has to be forged among classmates and friends: peer
approval may be considerably more important for the students than
attention of the teacher, 3). They would be much happier if such problem
34
did not exist, 4). They may be disruptive in class, 5). They have great
capacity to learn, have a great potential for creativity and a passionate
commitment to things that interest them.
Thus, adolescent are a period of change, new experiences, learning,
instability and the most trying times in life school and teacher should
provide adolescent with opportunities to explore and experiment in a
stable and supportive atmosphere. Teacher’s job is to provoke intellectual
activity by helping them to be aware of contrasting ideas and concepts,
which they can resolve by themselves though still with the teacher’s
guidance.
35
CHAPTER III
METHODOLOGY OF THE RESEARCH
A. Design of The Study
The design of the study is considered as the strategy to arrange the
ground of the research on the characteristic of the variable and the
objectives of the research that researcher obtained a valid data. The design
of the research is using reading comprehension test is given after
treatment.
Before reading comprehension test is given by experiment sample,
and controlling sample, first of all the test gives for try out sample. The
design of the research can be draw systematically as shows in table 3.1
Table 3.1 Design of The Study
Group Try out test Treatment Reading
comprehension test
A
B
C
-
-
Y1
X
-
-
Y2
Y2
Note :
A = experiment sample
B = controlling sample
C = try out sample
36
B. Subject of The Study
The writes took the eighth grade students of SMP Negeri 03
Wanasari 2010/2010 as her subject of the study.
1. Population and Sample
A population is all the subject research (Arikunto, 2002: 108),
states that a population is a set (or correction). Of all elements
processing one or more attribute of interest. The population of this
study was the eighth grade students of SMP Negeri 03 Wanasari.
Purposive random sampling technique was used to take the sample.
According to Arikunto (2002: 109), sampling is half past of
population researched.
The writer took three classes as the sample. The writer divided
them randomly. They are experiment class, control class and try out
class.
As stated before, the writer will choose the eighth grade
students of SMP Negeri 03 Wanasari as her population of her research.
It based on the following consideration :
a. The eighth grade students of SMP Negeri 03 Wanasari has gotten
process learning and teaching English since the seventh grade, so
they ability in reading a text clearly.
b. Generally, the eighth grade students of SMP Negeri 03 Wanasari
will do the national examination. The writer aims to achieve their
ability in reading comprehension one of reasons the students need to
37
pass the national examination due approximately 50% of the
question are reading comprehension question and it is considered as
an essential skill to learn a foreign language successfully.
2. Sampling Technique
The writer determined the sample by using purposive random
sampling. The writer took the sample freely, also based on the
students’ numbers and the same average English score of first
semester. The number of the students of each class was the subject of
research:
a. VIII E (Experimental class) : 40 students
b. VIII D (Control class) : 40 students
C. Instrument of the Study
The writer selected reading passages which have equal level of
vocabulary. She consulted the instrument to the teacher in other to get the
agreement to have a research.
According to Arikunto (2002: 126) an instrument is a tool
when doing research by using method.
1. Material and Kind of Instrument
The instrument used by the writer was a test. A test is a
representative measure of the behavior of population. The test material
which used by the writer took from a source book which is used to
teach the eighth grade in SMP Negeri 03 Wanasari.
38
2. Try out of the Instrument
To best the individual ability, the writer conducted the try out
the instruments. The steps to do were as follows:
a. Preparation deals with consulting the material which used as the
instrument to the teacher of eighth grade of SMP Negeri 03
Wanasari.
b. Doing the try out test
The try out test was done by VIII C as the try out class. The
instrument which was tried out in try out class was used as items
test for experiment and control class.
c. Analysis phases
The subject of try out test was the students who gets the material
before and is not members of experiment or control class.
D. Try out of the test:
Validity can be defined or the extent to which measurements
are useful in making decision relevant to a given purpose (Sax, 1974 : 206.
Validity, on the other hand, has to do with the extent to which a piece of
research actually investigates what the researcher purports to investigate
(Nunan, 1993: 14). The validity of the instrument will be tested using the
product moment formula:
rxy =
39
Where :
rxy = The result of validity
x = The score of odd items
y = The score of even items
= The number of total score items ( x variable)
= The number of total score items ( y variable)
= The quadrate number of x variable
= the quadrate number of y variable
= The sum of the product of paired x and y distribution
N = The number of sampler
(Suharsini Arikunto, 1992 : 128)
Criterion : IF rxy > rtable with N = 42 and the significance 5 % said
the instrument is valid where as IF rxy < rtable said the instrument is not
valid.
After getting the result of computation, the writer categorizes it
into standard validity.
Index Category
0,80 – 1,00 Very valid
0,60 – 0,79 Valid
0,40 – 0,59 Valid enough
0,20 – 0,39 Less valid
0,00 – 0, 10 Not valid
40
According to sax (1974 : 174), reliability is defined as a ratio of
true to obtained variance. In shirt way, the reliability refers to the stability
of the rest score. According to Nunan (1993 : 14),reliability raters to the
consistency of the results obtained from a piece of research. Test reliability
can be estimated in a number of ways. In this study, K – R formula will
test the reliability of the instrument as follows.
r11 =
In which :
r11 = Instrument reliability.
k = the number of items in the test
Vt = total variance
Pq = Sum of the variance of items scored dichotomously (right /
wrong)
The index of difficulty or facility value (FV) is generally expressed
as the fraction of the upper and lower group who answer items correctly.
The formula is :
Js
BP
Where :
P = The index of difficulty (FV)
B = Number of students who answer the item correctly
Js = Number of students
41
Then, the calculation was consulted with the criterion, as follow:
1. Item with 0,00 < P 0.30 is difficult item.
2. Item with 0.30 < P 0.70 is fair item.
3. Item with 0.70 < P 1.00 is easy item
The writer also uses a formula to find discriminating power of each
item as follows:
JB
BB
JA
BAD :
Where:
D = Index of discrimination
BA = Number of students in upper group who answer the item
correctly.
BB = Number of students in lower group who answer the item
correctly.
JA = Number of students in upper group
JB = Number of students in lower group
E. Techniques of the data collection
Arikunto (1998 : 114) says that data sources in researches get
data. In this research for collecting data the writer used :
1. Documentary
The step in documentary research data are:
42
a. Gathering the data from the library facilities, such as references of
fundamental theories that support the writers’ effort in conducting
the research such as books and other scientific writing.
b. Finding out supporting ideas from the schools’ document to obtain
the data eighth grade students of SMP Negeri 03 Wanasari who
become the subject of the study.
2. Field research
The steps in the research are :
a. Arrange the written test of reading comprehension as a measuring
instrument in the study.
b. Conducting a try out to find out the validity and reliability of the test
as a measuring instrument.
c. Giving treatment by using Student Team-Achievement Division to
experiment sample.
d. Conducting a reading comprehension test to find out the student
achievement after treatment.
F. Technique of the data Analysis
The data collected (data result) was processed by comparing with
the first data to see whether there will be a significant difference between
the teaching of reading comprehension using the Student Team-
Achievement Division technique and the teaching of reading
comprehension using the traditional method in class. The data result of
43
reading comprehension test was data of average score of reading
comprehension test taught by Student Team-Achievement Division. The
first data is data of student’s first semester average.
If data result of reading comprehension test is higher than the first
data, it means that the teaching of reading comprehension by using Student
Team-Achievement Division technique is more effective to improve
students’ reading comprehension than teaching reading comprehension by
using traditional method in class.
To get the achievement of reading comprehension test, the writer
gave the students a test after they had been taught by Student Team-
Achievement Division technique. The test was multiple choice test.
To know the significant difference of the reading comprehension
ability between the students taught using Student Team-Achievement
Division (STAD) technique and those taught without using Student Team-
Achievement Division technique. The t-test formula:
t =
In which:
t = t-test
Mx = the mean score of deviation experimental group
My = the mean score of deviation of control group
∑x = total of deviation of experimental group
∑y = total of deviation of control group
44
Nx = the number of the students of experimental group
Ny = the number of the students of control group
This formula is used to determine the significance between two
means of experimental group and that on control group. Then the result of
calculation of the t-test value will consulted to t-value table.
If the obtained value is higher than t-table of 5% alpha level, it
means there is significance difference achievement between the
experimental group and control group.
G. Hypothesis
From the discussions above, the writer concludes that the
hypothesis is as follows:
a. There is a significant difference of the ability to comprehend reading
text between the students taught using STAD technique and those
taught without using STAD technique.
b. There is no significant difference of the ability to comprehend reading
text between the students taught using STAD technique and those
taught without using STAD technique.
45
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Result of the try-out test
The result of the try out test was described on validity, reliability,
level of difficulty and the discriminating power.
1. Validity
A test is said to be valid when it tests what is actually intended
to measure. In other words validity is used to know how far test can
measure something that will be measured.
To obtain the validity of reading comprehension item tests, the
writer uses product moment formula, as follows:
In which:
r XY = Correlation index
X = the score of odd items
Y = the score of even items
Example of the calculation of validity item number 1:
Validity calculation was done by using the formula of product
moment correlation. The example is item no.1:
2222
ΧΥ
ΥΥΝΧΧΝ
ΥΧΝ=rXY
2222
ΧΥ
ΥΥΝΧΧΝ
ΥΧΝ=rXY
46
=
=
=
=
= 0,229
From this calculation, it can be said that item number 1 isn’t
valid because tabelxy rr (0,229 < 0.309)
From all calculation of each item, it is known that 25 items are
valid. They are number 2, 3, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18,
19, 21, 22, 23, 24, 25, 27, 28, 29, 30.
While items number 1, 7, 10, 20, 26 are not valid, so, those
items are not used as items given to experimental and control class.
(See Appendix 7)
2. Reliability
Reliability of the test shows the stability and the consistency of the test
score when the test is used.
To get the reliability of reading comprehension test, the writer uses the
formula, as follows:
r11 =
47
In which:
r11 = instrument reliability
K = the number of items in the test
vt = total variance
pq = sum of the variance of items scored
dichotomoustly
Example of reliability calculation:
∑y = 738
∑y2= 13914
N = 42
Vt2 =
=
=
=
= 23, 08
∑P.q= 6,33
Vt2 = 23,08
K = 30
r11 =
48
=
=
= 1,03 . 0,72
= 0,745
From this calculation 745,011 r ,then it is consulted with
tabelr with N=42 and %5 , 304,0tabelr . So, tabelrr 11 = 0,745 >
0,304. This can be said that r11 is higher than tabelr . So, the items which
are tested are reliable.
3. Level of Difficulty
To know the level value of difficulty, the following formula is used:
Where :
P = The index of difficulty (FV)
B = Number of students who answer the item correctly
Js = Number of students
Then, the calculation was consulted with the criterion, as follow:
1. Item with 0,00 < P ≤ 0,30 is difficult item
2. Item with 0,30 < P ≤ 0,70 is fair item
3. Item with 0,70 < P ≤ 1,00 is easy item
Js
BP
49
Example of Level of difficulty calculation:
B = 35
Js = 42
P = = 0,83
The analysis of level of difficulty is done to know the balance of test
item which is made. After the writer calculated the test it could be
categorized, as follows:
1. Item numbers 1, 2, 6, 8, 20, 21, 22, 23, 29, 30 are categorized
into easy items.
2. Item number 3, 4, 7, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, 25, 26,
27, 28 are categorized into fair items.
3. Item number 5, 13, 24 are categorized into difficult items.
The calculations can be seen in the appendix 8.
4. The Discrimination Power
The formula that the writer used to know the discriminating power, is
as follows:
JB
BB
JA
BAD :
Where:
D = Index of discrimination
BA = Number of students in upper group who answer the item
Correctly
50
BB = Number of students in lower group who answer the item
Correctly
JA = Number of students in upper group
JB = Number of students in lower group
Example of discrimination power calculation:
BA = 20
JA = 21
BB = 15
JB = 21
D =
=
= 0,95 – 0,71
= 0,24
Item number 1 with D=0,24 can categorized as satisfactory. Other
calculations can be seen in appendix .
From the result of all calculations, it is known that items number
3,6,7,8,20,21,23,24,26,27,29 have bad discrimination power. Items
number 1,2,5,9,10,11,14,15,16,17,22,25,30 have satisfactory
discrimination power and for items number 4,12,13,18,19,28 have
good discrimination power. (see appendix 9)
51
From this calculation we know that item number 1 is satisfactory item.
It is based on the following category:
D = 0,00 – 0,20 : bad
D = 0,21 – 0,40 : satisfactory/fair
D = 0,41 – 0,70 : good
D = 0,71 – 1,00 : very good
D = negative / should be discarded
B. Research Findings
After finishing the computation of validity, the reliability, the level
of difficulty and the discrimination power of the test item, the writer
carries out pretest and posttest to both control and experimental class to
know the students’ reading comprehension.
1. Students’ reading comprehension taught using STAD Technique
(Experimental Class)
Before the students in experimental class were taught using
STAD, they got pre-test. The result of the average score of the pre-test
was 70,2. After they were taught using STAD, they got posttest to
know whether STAD was effective to improve the reading
comprehension. The average score of posttest was 77, 6.
52
Table 4.1
Achievement of pre-test and posttest of experimental class
No Experimental class
(VIII E)
Pre-test
score
Post test
score
1 Ade Trianto 72 76
2 Akmad Rizal 64 76
3 Akhmad Syehroni 60 72
4 Anjas Oktavian 72 80
5 Asih Mullihati 76 80
6 Dewi Alina 56 72
7 Dewi Fitriani 68 76
8 Diartiningsih 72 76
9 Dwi Atika Anggrianti 76 80
10 Evi Fitriana 72 76
11 Eka Prasetyo Adman 76 84
12 Evi Yulianti 76 84
13 Fajar Sidik 72 76
14 Fajar Yuli yanto 72 76
15 Faqid Abdul Jabar 60 72
16 Farida Dani Cahyanti 72 84
17 Gufron Affani 72 76
18 Guntur Muamar C 68 80
53
19 Imam Safi’i 72 76
20 Indra Tantowi 76 80
21 Irfan Hadiaas Putra 72 68
22 Khaerunisa Aulia Ulfa 76 84
23 M. Subhan 76 80
24 M. Ulul Azmi 64 80
25 Moh. Miftahul Ifan 64 80
26 Mohammad Mahatier 68 72
27 Mul Andika 68 76
28 Naena Tri Safika 76 84
29 Nur Ellis 72 84
30 Saisah Rahmawati 72 84
31 Setiawan Beni 72 84
32 Septian Candra
Kumara
72 76
33 Siska Suryati 76 80
34 Siti Khotijah 72 76
35 Susanti 60 72
36 Toto Riyanto 68 76
37 Umi Salamah 68 80
38 Uswatun Khasanah 72 72
39 Wahyu Febrian 68 72
54
40 Windi Indar Dwi Fani 68 72
Sum 2808 3104
Mean 70,2 77,6
Based on the data above, it can be seen that the students of
experimental class taught using STAD have an improvement of 7,4
points (77,6-70,2)
In addition, the students in the experimental class have an
improvement points on team as the process of STAD technique in the
class. The finally can reach super team, great team, and good team.
2. Students’ reading comprehension Taught without Using STAD
Technique (Control Class)
Students in control class were taught without STAD. They
also got pre-test and posttest. The data shows that the average score of
the pre-test was 69,35 and the average score of the posttest was 72,55.
Table 4.2
Achievement of pre-test and posttest of Control Class
No Control class
(VII D)
Pre-test
Score
Post test
Score
1 Agus Saefulloh 68 72
2 Almahfitotun 68 68
3 Andri Liko Gunawan 62 68
55
4 Esti Rahayu 68 62
5 Fatmawati 68 72
6 Heri Setiawan 60 72
7 Intan Kafita K 64 72
8 Inu Fabrianto 68 72
9 Irkham Mukhlisin 80 72
10 Junaidi 72 72
11 Khalmatusadiyah 72 68
12 Kuguh Riyanto 76 76
13 Muhammad Safii 72 72
14 Ning Susanti 68 72
15 Nur Asih Purwaningsih 64 64
16 Nurhaji Susilo 72 76
17 Nurhayati 72 76
18 Pepi Laras Santi 72 76
19 Rendi Ismawan 68 72
20 Reni Irawati 68 72
21 Reni Sugiarti 68 72
22 Reno Una Eji 68 76
23 Reska Handayani 72 68
24 Rini Puspitasari 72 76
25 Riska Amalia 68 80
56
Yuniarsih
26 Riska Nuriyadoh 64 72
27 Riska Putriana 68 72
28 Riris Andrea 72 72
29 Rita Muniroh 72 76
30 Rizky Riyandi 72 72
31 Safuloh 68 72
32 Septian Adi Negoro 72 72
33 Slamet Raharjo 76 80
34 Sri Kisnawati 68 76
35 Sri Mulyani 72 76
36 Suhesti 72 76
37 Supriyadi 68 72
38 Utik Rukhmawati 64 68
39 Yustain 68 72
40 Yogi Ariman 68 76
Sum 2774 2902
Mean 69,35 72,55
Based on the data above, it can be seen that the students of
control class taught without STAD have an improvement of 3,2 points
(72,55-69,35)
57
3. Difference of reading comprehension between students taught
using STAD technique and those taught without STAD technique.
Based on the data above, it can be seen that the posttest score
of experimental class (3104 with the average score/mean 77,6) is
higher than posttest of control class (2902 with the average score/mean
is 72,55). In addition, the improvement of mean of experimental class
is 7,4 point while the improvement of mean of control class is 3,2
point.
Analysis of t-test
This table is used to analyze t-test formula.
Table 4.3
Table of t-test
No Experimental
class
Control
Classx y x2 y2
Pre
Test
Post
Test
Pre
Test
Post
Test
1 72 76 68 72 4 4 16 16
2 64 76 68 68 12 0 144 0
3 60 72 62 68 12 6 144 36
4 72 80 68 62 8 -6 64 36
5 76 80 68 72 4 4 16 16
6 56 72 60 72 16 12 256 144
7 68 76 64 72 8 8 64 64
58
8 72 76 68 72 4 4 16 16
9 76 80 80 72 4 -8 16 64
10 72 76 72 72 4 0 16 0
11 76 84 72 68 8 -4 64 16
12 76 84 76 76 8 0 64 0
13 72 76 72 72 4 0 16 0
14 72 76 68 72 4 4 16 16
15 60 72 64 64 12 0 144 0
16 72 84 72 76 12 4 144 16
17 72 76 72 76 4 4 16 16
18 68 80 72 76 12 4 144 16
19 72 76 68 72 4 4 16 16
20 76 80 68 72 4 4 16 16
21 72 68 68 72 -4 4 16 16
22 76 84 68 76 8 8 64 64
23 76 80 72 68 4 -4 16 16
24 64 80 72 76 16 4 256 16
25 64 80 68 80 16 12 256 144
26 68 72 64 72 4 8 16 64
27 68 76 68 72 8 4 64 16
28 76 84 72 72 8 0 64 0
29 72 84 72 76 12 4 144 16
59
30 72 84 72 72 12 0 144 0
31 72 84 68 72 12 4 144 16
32 72 76 72 72 4 0 16 0
33 76 80 76 80 4 4 16 16
34 72 76 68 76 4 8 16 64
35 60 72 72 76 12 4 144 16
36 68 76 72 76 8 4 64 16
37 68 80 68 72 12 4 144 16
38 72 72 64 68 0 4 0 16
39 68 72 68 72 4 4 16 16
40 68 72 68 76 4 8 16 64
Sum 2808 3104 2774 2909 296 128 3008 1096
Mean 70,2 77,6 69,35 72,55 7,4 3,2
X 40 1/Nx 0,025 t-
calcul
a-tion
4,481
Y 40 1/Ny 0,025 t-table 1,991
∑x = 296 Nx = 40
∑y = 128 Ny = 40
60
Mean
Mx = = = 7,4
My = = = 3,2
Deviation
∑x2 = ∑x2 - = 3008 – = 3008 -
= 3008-2190,4
= 817,6
∑y2 = ∑y2 - = 1096 - = 1096 -
= 1096-409,6
= 686,4
t =
=
=
61
=
=
=
= 4,481
The t-table value for α = 5 % , with db = n1 + n2 -2 = 40 + 40 -2 = 78,
is 1,991
Because t-obtained value > t-table ,so there is significant difference in
the students’ reading comprehension between the experimental and
control class.
C. Discussion
According to the result of the pre-test and posttest and the
hypothesis test, it shows the teaching reading comprehension using STAD
technique is effective in improving students’ reading comprehension to the
eighth grade students of SMP Negeri 03 Wanasari in the Academic year
2010/2011.
The effectiveness of using STAD in improving students’ reading
comprehension can be seen in the hypothesis test. The result of the
calculation of t-test is that the value of t-calculation is 4,481. It is
62
consulted with t-table on significant level 5% is 1,991. It means that the
value of t-calculation > t-table. It can be concluded that there is a
significant difference between teaching reading comprehension taught
using STAD technique and taught without STAD technique.
According to the mean score of both groups, the mean score of
experimental class is higher than the mean score of control class. It also
means that teaching reading comprehension using STAD technique is
better than teaching reading comprehension taught without STAD
technique.
1. Students’ reading comprehension taught using STAD Technique
(Experimental Class).
Applying STAD technique in learning process in teaching
reading comprehension gives positive benefit for students reading
comprehension. There are: The process teaching learning of STAD
technique the students not only learn from the teacher, but they also
can learn from each other. By using the STAD technique, both class
and individual learn to development of human resources. It can
motivate the students to work together and enable them to solve the
problem they could not have solved alone. The students who have not
understood the text yet, can ask other students who already understand.
As we know from the research findings, the students which
are taught using STAD technique have higher score than without
63
STAD technique. It is proved by the calculation of mean score on
experimental class was 77,6 and control class was 72,55.
So, the writer concludes that this technique is very useful to
make the students more active, get easy and improve students’
achievement in reading comprehension, and make their social relation
more positive.
2. Students’ reading comprehension Taught without STAD
Technique
Students’ reading comprehension is lower. It is proved by
when they are taught without STAD technique. Students read the
reading passage one by one in every meet. They learn and try to get the
new information of the reading passage individually. The students only
get the information of the reading passage they read themselves. They
do not share with their friends. So, students only get little information
because their ability. Students are forced to do their task individually
although it is known that they have difference information each other.
As we know from the research findings, the students which
are taught without STAD technique have lower score than using STAD
technique. It is proved by the calculation of mean score on control
class was 72.55 and experimental class was 77.6.
From this situation and result of research finding the writer
concludes that conventional technique is not good enough use in
teaching reading comprehension.
64
3. Difference of reading comprehension between students taught
using STAD technique and those taught without STAD technique.
Teaching reading comprehension using STAD technique
make the classroom climate interest the students to study and learn
more. Students feel comfortable to learn and teacher will also teach
well. Teaching reading comprehension without STAD technique make
students be passive teaching and sometime both teacher and students
become bored.
As we know from the research findings, the students which
are taught using STAD technique have higher score than teaching
without STAD technique. It is proved by the calculation of mean score
on experimental class was 77,6 and control class was 72,55. In
percentage of the average achievement in reading comprehension, the
control class had 72,55% and the experimental class had 77,6%. So,
we can say that there was 5,05% difference. It can be concluded that
the difference is statisfically significant. The calculation of hypothesis
test indicated taccount > ttable. Therefore, the null hypothesis, “there is no
significant difference in the student’s reading comprehension
achievement between those taught using STAD technique and those
taught without STAD technique” is rejected.
65
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the investigation and discussion in the previous chapters, the
writer concludes that:
1. STAD technique applied in teaching reading can be an effective
method. It is proper since there is a significance difference between the
experimental class and the control class when the study is conducted.
2. The main factor that affects students’ progress is the students’ interest
in the way of teaching given so that they are motivated to learn in the
class room. In this case, they are gained into some groups of learning.
3. The result of the average/ mean score of posttest from the experimental
class is 77,6, and the control class is 72,55. Based on the data result of
the average score above, it can be concluded STAD technique helps
the students improve their reading comprehension.
B. Suggestion
Based on the result of the study, some suggestions are presented in
an effort to improve the students’ score of simple past tense:
1. The writer suggests that the teacher should use STAD technique in
teaching reading comprehension. It can be seen in the experimental
class which has higher score of reading test test after they were taught
66
using STAD technique than the control class taught without STAD
technique
2. Because the population of this study is limited, the eighth grade
students of SMP Negeri 03 Wanasari in the academic year 2010/2011,
it is suggested that the similar research can be conducted to other
institution as well to see how STAD technique could be applied
effectively.
67
BIBLOGRAPHY
Arikunto, Suharsimi. 2006. Prosedure Penelitian: Suatu pendekatan Praktik.
Jakart: PT. Rineka Cipta.
Bond, Guy.L, Miles A. Tinker, Barbara B.Wasson, John B.Wasson. 1979.
Reading Difficulties: Their Diagnosis and Correction. New York:
Cambridge University Press.
Brown; J. W;Lewis R. B:Harcleroad, F. F. 1988. AV Instruction: Technology,Media, and Method. New York. Mc. Grow Hill Company.
Burn, A. and Roe. 1980. Development Reading Skills. London: Macmillan
Publishing Company.
Finnochiaro, Marry. 1974. English as a Second Language from Theory to
Practice. New York: Regent Publishing Company Ltd.
Fitriyah. 2006. The Effectiveness of the Question and Answer Technique in
Teaching Reading Comprehension at Seventh Year Students of SLTP
NU 01 Muallimin Weleri Kendal in the Academic Year 2006/2007.
Semarang: IKIP PGRI Semarang.
Freeman, Diane. 1994. Techniques and Principles in Language Teaching. New
York: Oxford.
Grabe, William and Fredericka L. Stattler. 2002. Teaching and Reseaarching
Reading. England: Longman.
Harmer, Jeremy. 1998. How To Teach English. London: Longman.
Harrys, J. Albertt and Edward R. Sippay. 1975. How to Increase Reading Ability.
New York: Longman.
68
http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/1049)
http://www.nclrc.org/essentials/reading/reindex.htm.
Mc Whother, Kathleen T. 2005. Reading Across the Disciplines, College Reading
and Beyond. Pearson Longman.
Nunan, David. 1993. Research Methods in Language Learning. Cambridge:
Cambridge University Press.
Olson, J.P. and M.H Dillner.1982. Learning to Teach Reading in Elementary
School. London: Macmillan Publishing Company.
Ramelan. 1990. Reading Practice for Reading Speed Improvement. Semarang:
IKIP PGRI Semarang.
Richards, Jack C., and Theodore S.Rodgers. (1992). Approaches and Methods in
Language Teaching. United States of America: Cambridge University
Press.
Sax, Gilbert. 1979. Principles of Education Measurement and Evaluation.
Belmont California: Wadsworth Publishing Company.
Slavin, E. Robert. 1995. Cooperative Learning Theory, Research and Practice.
England: John Hopkins University.
Utami, Tri. 2010. (STAD) Student Team Achievement Division in Teaching
Reading Comprehension to the Tenth Year Students of SMAN 1
Wirosari Grobogan in the Academic Year 2009/2010. Semarang: IKIP
PGRI Semarang.
Wajnryb, Ruth. 1993. Classroom Observation Task; Resource book for Language
Teacher and Trainers. Britain: Cambridge University Press.
Appendix 1
LIST OF STUDENTS OF EXPERIMENTAL CLASS (VIIIE)
Wali Kelas : Sucipto, S.Pd
NO NAMA L / P KETERANGAN
1 Ade Trianto L
2 Akmad Rizal L
3 Akmad Syekhroni L
4 Anjas Oktavian L
5 Asih Mulihati P
6 Dewi Alina P
7 Dewi Fitiani P
8 Diartiningsih P
9 Dwi Atika Anggrianti P
10 Evi Fitriana P
11 Eka Prasetyo Adman L
12 Evi Yulianti P
13 Fajar Sidik L
14 Fajar Yuli Yanto L
15 Faqid Abdul Jabar L
16 Farida Dani Cahyanti P
17 Gufron Affani L
18 Guntur Muamar C L
19 Imam Safi’i L
20 Indra Tantowi L
21 Irfan Hadiaas Putra L
22 Khaerunisa Aulia Ulfa P
23 M. Subhan L
24 M. Ulul Azmi L
25 Moh. Miftahul Ifan L
26 Mohammad Mahatier L
27 Mul Andika L
28 Naena Tri Safika P .
29 Nur Ellis P
30 Saisah Rahmawati P
31 Setiawan Beni L
32 Septian Candra Kumara L
33 Siska Suryati P
34 Siti Khotijah P
35 Susanti L
36 Toto Riyanto L
37 Umi Salamah P
38 Uswatun Khasanah P
39 Wahyu Febrian L
40 Windi Indar Dwi Fani P
Appendix 2
LIST OF STUDENTS OF CONTROL CLASS (VIII D)
Wali Kelas : Kuswandono, S.Pd
NO NAMA L/P KETERANGAN
1 Agus Saefulloh L
2 Almahfitotun P
3 Andri Liko Gunawan L
4 Esti Rahayu P
5 Fatmawati P
6 Heri Setiawan L
7 Intan Kafita K P
8 Inu Fabrianto L
9 Irkham Muklisin L
10 Junaidi L
11 Khalmatusadiyah P
12 Kuguh Riyanto L
13 Muhammad Safii L
14 Ning Susanti P -
15 Nur Asih Purwaningsih P
16 Nurhaji Susilo L
17 Nurhayati P
18 Pepi Laras Santi P
19 Rendi Ismawan L
20 Reni Irawati P
21 Reni Sugiarti P
22 Reno Una Eji L
23 Reska Handayani P
24 Rini Puspitasari P
25 Riska Amalia Yuniarsih P
26 Riska Nuriyadoh P
27 Riska Putriana P
28 Riris Andrea P
29 Rita Muniroh P
30 Rizky Riyandi L
31 Safuloh L
32 Septian Adi Negoro L
33 Slamet Raharjo L
34
35
Sri Kisnawati P
Sri Mulyani P
36 Suhesti P
37 Supriyadi L
38 Utik Rukmawati P
39 Yustain L
40 Yogi Ariman L
Appendix 3
LIST OF STUDENTS OF NON-TREATMENT CLASS (VIII C)
Wali Kelas : Sumroh Hartini, S.Pd
NO NAMA L/P KETERANGAN
1 Ahmad Bisri L
2 Ahmad Shokheh Prabowo L
3 Andri Syahrizal L
4 Dina Aulia Agustina P
5 Dliaur Rizqiyani P
6 Eko Agus Prasetyo L
7 Eli Rozana P
8 Fransiska ika Vidianita P
9 Gagah Heradewan L
10 Gifkar Ika Oktova L
11 Hera Zahara P
12 Iga Aqidatul Fitri P
13 Ilma Muktiasih P
14 Ilmiz Prayogi Roza L -
15 Intan Ashriyah Tri Wahyuningsih P
16 Laella Agustin P
17 M. Aliyul Mas'udi L
18 Maya Dwi Utari P
19 Moch. Bahrul Aini L
20 Mohamad Toha Mujtaba L
21 Monica Dwi Aryani P
22 Muhammad Abdul Aziz L
23 Muhammad Fikri Aziz L
24 Muhammad Khaidarmala L
25 Muhammad Shofiudin L
26 Nur Lailatul Khasanah P
27 Nurul Aini P
28 Puri Ratna Larasati P
29 Rida Faradina P
30 Ridwan L
31 Rinda Wirdayani P
32 Rindi Wirdayanti P
33 Rosawati P
34
35
Silfia Addina P
Sriania P
36 Suprikhatin P
37 Tuti A'lawiyah P
38 Utami Rahayu P
39 Yaya Budi Utama L
40 Yuanita P
41 Zaedun Mukti L
42 Zahara Ayatullah P
Appendix 4
ASSIGNING STUDENTS TO TEAMMATES
GROUP A Asih Mulihati
Diartiningsih
Imam Safii
Khairunisa Aulia Ulfa
Moh Miftahual Ifan
GROUP B Ade Trianto
Dewi Fitriani
Fajar Sidiq
Muhammad Mahatier
Setiawan Beni
Susanti
GROUP C Windi Indar Dwi Fani
Akmad Rizal
Dwi Atika Anggrianti
Farida Dani Cahyanti
M Ulul Azmi
Nur Ellis
GROUP D Akmad Syehroni
Dewi Alina
Gufron Affani
Indra Tantowi
Wahyu Febrian
M Subhan
GROUP E Fajar Yuli Yanto
Guntur Muamar C
Septian Candra Kumara
Toto Riyanto
Umi Salamah
GROUP F Anjas oktavian
Evi Fitriana
Faqid Abdul Jabar
Irfan Hadiaas putra
Saisah Rahmawati
Siti Khotijah
GROUP G Eka Prasetyo A
Evi Yulianti
Mul Andika
Naena Tri safika
Siska Suryati
Uswatun Khasanah
Appendix 5ACHIEVEMENT OF PRE-TEST
(EXPERIMENTAL CLASS AND CONTROL CLASS)
No Experimental class(VIII E)
Pre-testscore
Control class(VIII D)
Pre-testscore
1 Ade Trianto 72 Agus Saefulloh 682 Akhmad Rizal 64 Almahfitotun 683 Akhmad Syehroni 60 Andri Liko Gunawan 624 Anjas Oktavian 72 Esti Rahayu 685 Asih Mulihati 76 Fatmawati 686 Dewi Alina 56 Heri Setiawan 607 Dewi Fitriani 68 Intan Kafita K. 648 Diartiningsih 72 Inu Fabrianto 689 Dwi Atika Anggriati 76 Irkham Mukhlisin 8010 Evi Fitriana 72 Junaidi 7211 Eka Prasetyo Adman 76 khalmatusadiyah 7212 Evi Yulianti 76 Kuguh Riyanto 7613 Fajar Sidik 72 Muhammad Safii 7214 Fajar Yuli Yanto 72 Ning Susanti 6815 Faqid Abdul Jabar 60 Nur Asih Purwaningsih 6416 Farida Dani Cahyanti 72 Nurhaji Susilo 7217 Gufron Affani 72 Nurhayati 7218 Guntur Muamar C 68 Pepi Laras Santi 7219 Imam Safi’i 72 Rendi Ismawan 6820 Indra Tantowi 76 Reni Irawati 6821 Irfan Hadiaas Putra 72 Reni Sugiarti 6822 Khaerunisa Aulia Ulfa 76 Reno Una Eji 6823 M. Subhan 76 Reska Handayani 7224 M. Ulul Azmi 64 Rini Puspitasari 7225 Moh. Mifhtahul Ifan 64 Riska Amalia Yuniarsih 6826 Mohammad Mahatier 68 Riska Nuriyadoh 6427 Mul Andika 68 Riska Putriana 6828 Naena Tri Safika 76 Riris Andrea 7229 Nur Ellis 72 Rita Muniroh 7230 Saisah Rahmawati 72 Rizky Riyandi 7231 Setiawan Beni 72 Safuloh 6832 Septian Candra Kumara 72 Septian Adi Negoro 7233 Siska Suryati 76 Slamet Raharjo 7634 Siti Khotijah 72 Sri Kisnawati 6835 Susanti 60 Sri Mulyani 7236 Toto Riyanto 68 Suhesti 7237 Umi Salamah 68 Supriyadi 6838 Uswatun Khasanah 72 Utik Rukhmawati 6439 Wahyu Febrian 68 Yustain 68
40 Windi Indar Dwi Fani 68 Yogi Ariman 68Sum 2808 2774Mean 70,2 69,35
Appendix 6ACHIEMENT OF POST TEST
(EXPERIMENTAL CLASS AND CONTROL CLASS)
No Experimental class(VIII E)
Posttest
score
Control class(VII D)
Posttest
score1 Ade Trianto 76 Agus Saefulloh 722 Akhmad Rizal 76 Almahfitotun 683 Akhmad Syekhroni 72 Andri Liko Gunawan 684 Anjas Oktavian 80 Esti Rahayu 625 Asih Mulihati 80 Fatmawati 726 Dewi Alina 72 Heri Setiawan 727 Dewi Fitriani 76 Intan Kafita K. 728 Diartiningsih 76 Inu Fabrianto 729 Dwi Atika Anggrianti 80 Irkham Mukhlisin 7210 Evi Fitriana 76 Junaidi 7211 Eka Prasetyo Adman 84 Khalmatusadiyah 6812 Evi Yulianti 84 Kuguh Riyanto 7613 Fajar Sidik 76 Muhammad Safii 7214 Fajar YuliYanto 76 Ning Susanti 7215 Faqid Abdul Jabar 72 Nur Asih Purwaningsih 6416 Farida Dani Cahyanti 84 Nurhaji Susilo 7617 Gufron Affani 76 Nurhayati 7618 Guntur Muamar C 80 Pepi Lars Santi 7619 Imam Safi’i 76 Rendi Ismawan 7220 Indra Tantowi 80 Reni Irawati 7221 Irfan Hadiaas Putra 68 Reni Sugiarti 7222 Khaerunisa Aulia Ulfa 84 Reno Una Eji 7623 M. Subhan 80 Reska Handayani 6824 M. Ulul Azmi 80 Rini Puspitasari 7625 Moh. Miftahul Ifan 80 Riska Amalia Yuniarsih 8026 Mohammad Mahatier 72 Riska Nuriyadoh 7227 Mul Andika 76 Riska Putriana 7228 Naena Tri Safika 84 Riris Andrea 7229 Nur Ellis 84 Rita Muniroh 7630 Saisah Rahmawati 84 Rizky Riyandi 7231 Setiawan Beni 84 Safuloh 7232 Septian Candra Kumara 76 Septian Adi Negoro 7233 Siska Suryati 80 Slamet Raharjo 8034 Siti Khotijah 76 Sri Kisnawati 7635 Susanti 72 Sri Mulyani 7636 Toto Riyanto 76 Suhesti 7637 Umi Salamah 80 Supriyadi 7238 Uswatun Khasanah 72 Utik Rahmawati 68
39 Wahyu Febrian 72 Yustain 7240 Windi indar Dwi Fani 72 Yogi Ariman 76
Sum 3104 2902Mean 77,6 72,55
Appendix 7
TABLE OF VALIDITAS ACCOUNT EACH TEST ITEM
No ∑X ∑Y N∑X2 – (∑X)2 N∑Y2 – (∑Y)2 N∑Y rxy Classification
1 35 738 245 39744 632 0,229 Invalid
2 31 738 341 39744 573 0,323 Valid
3 26 738 416 39744 467 0,395 Valid
4 25 738 425 39744 476 0,375 Valid
5 7 738 245 39744 166 0,579 Valid
6 34 738 272 39744 625 0,352 Valid
7 20 738 440 39744 335 -0,165 Invalid
8 33 738 297 39744 606 0,319 Valid
9 22 738 440 39744 425 0,386 Valid
10 25 738 425 39744 468 0,293 Invalid
11 26 738 416 39744 488 0,322 Valid
12 21 738 441 39744 415 0,461 Valid
13 10 738 320 39744 223 0,557 Valid
14 24 738 432 39744 462 0,408 Valid
15 28 738 392 39744 539 0,500 Valid
16 18 738 432 39744 336 0,399 Valid
17 16 738 416 39744 410 0,388 Valid
18 21 788 441 39744 414 0,451 Valid
19 13 738 377 39744 277 0,514 Valid
20 32 738 320 39744 590 0,226 Invalid
21 30 738 360 39744 557 0,315 Valid
22 31 738 341 39744 587 0,459 Valid
23 30 738 360 39744 555 0,309 Valid
24 35 738 245 39744 638 0,309 Valid
25 23 738 437 39744 441 0,371 Valid
26 18 738 432 39744 329 0,129 Invalid
27 29 738 377 39744 543 0,363 Valid
28 14 738 392 39744 304 0,617 Valid
29 31 738 341 39744 574 0,334 Valid
30 30 738 360 39744 561 0,376 Valid
Creterion * if rxy < ftable, it can be said as valid item
*if rxy > ftable, Invailid item and should be discarded
*rtable =0,304 (N = 42)
Appendix 8
TABLE OF LEVEL DIFFICULTY ACCOUNT
(Item test No. 1-30)
NO B P Level of Difficulty
1 35 0,83 Easy
2 31 0,74 Easy
3 26 0,62 Fair
4 25 0,59 Fair
5 7 0,17 Difficult
6 34 0,81 Easy
7 20 0,48 Fair
8 33 0,78 Easy
9 22 0,52 Fair
10 25 0,59 Fair
11 26 0,62 Fair
12 21 0,5 Fair
13 10 0,24 Difficult
14 24 0,57 Fair
15 28 0,67 Fair
16 18 0,43 Fair
17 16 0,38 Fair
18 21 0,5 Fair
19 13 0,31 Fair
20 32 0,76 Easy
21 30 0,71 Easy
22 31 0,74 Easy
23 30 0,71 Eas
24 35 0,83 Difficult
25 23 0,55 Fair
26 18 0,43 Fair
27 29 0,69 Fair
28 14 0,33 Fair
29 31 0,74 Easy
30 30 0,71 Easy
Appendix 9
TABLE OF DISCRIMINATION POWER EACH TEST ITEM
NoSoal JA BA BA/JA JB BB BB/JB
DKriteria D
1 21 20 0,95 21 15 0,71 0,24 Fair
2 21 18 0,86 21 13 0,62 0,24 Fair
3 21 14 0,67 21 12 0,57 0,1 Bad
4 21 17 0,81 21 8 0,38 0,43 Good
5 21 7 0,33 21 0 0 0,33 Fair
6 21 19 0,90 21 15 0,71 0,19 Bad
7 21 9 0,43 21 11 0,52 -0,09 Very bad
8 21 18 0,86 21 15 0,71 0,15 Bad
9 21 15 0,71 21 7 0,33 0,38 Fair
10 21 16 0,76 21 9 0,43 0,33 Fair
11 21 16 0,76 21 10 0,48 0,28 Fair
12 21 15 0,71 21 6 0,28 0,43 Good
13 21 10 0,48 21 0 0 0,48 Good
14 21 16 0,76 21 8 0,38 0,38 Fair
15 21 17 0,81 21 10 0,48 0,33 Fair
16 21 11 0,52 21 7 0,33 0,19 Bad
17 21 11 0,52 21 5 0,24 0,28 Fair
18 21 15 0,71 21 6 0,28 0,43 Good
19 21 11 0,52 21 2 0,09 0,43 Good
20 21 17 0,81 21 15 0,71 0,10 Bad
21 21 16 0,76 21 14 0,67 0,09 Bad
22 21 18 0,86 21 13 0,62 0,24 Fair
23 21 17 0,81 21 13 0,62 0,19 Bad
24 21 19 0,90 21 16 0,76 0,14 Bad
25 21 15 0,71 21 8 0,38 0,33 Fair
26 21 9 0,43 21 9 0,43 0 Bad
27 21 16 0,76 21 13 0,62 0,14 Bad
28 21 13 0,62 21 1 0,05 0,57 Good
29 21 ' 17 0,81 21 14 0,67 0,14 Bad
30 21 18 0,86 21 12 0,57 0,29 Fair
Appendix 10
Table of t test
No Experimental class Control Classx y x2 y2
Pre Test Post Test Pre Test Post Test1 72 76 68 72 4 4 16 162 64 76 68 68 12 0 144 03 60 72 62 68 12 6 144 364 72 80 68 62 8 -6 64 365 76 80 68 72 4 4 16 166 56 72 60 72 16 12 256 1447 68 76 64 72 8 8 64 648 72 76 68 72 4 4 16 169 76 80 80 72 4 -8 16 6410 72 76 72 72 4 0 16 011 76 84 72 68 8 -4 64 1612 76 84 76 76 8 0 64 013 72 76 72 72 4 0 16 014 72 76 68 72 4 4 16 1615 60 72 64 64 12 0 144 016 72 84 72 76 12 4 144 1617 72 76 72 76 4 4 16 1618 68 80 72 76 12 4 144 1619 72 76 68 72 4 4 16 1620 76 80 68 72 4 4 16 1621 72 68 68 72 -4 4 16 1622 76 84 68 76 8 8 64 6423 76 80 72 68 4 -4 16 1624 64 80 72 76 16 4 256 1625 64 80 68 80 16 12 256 14426 68 72 64 72 4 8 16 6427 68 76 68 72 8 4 64 1628 76 84 72 72 8 0 64 029 72 84 72 76 12 4 144 1630 72 84 72 72 12 0 144 031 72 84 68 72 12 4 144 1632 72 76 72 72 4 0 16 033 76 80 76 80 4 4 16 1634 72 76 68 76 4 8 16 6435 60 72 72 76 12 4 144 1636 68 76 72 76 8 4 64 16
No Experimental class Control Class x y x2 y2
∑x = 296 Nx = 40∑y = 128 Ny = 40Mean
Mx = = = 7,4
My = = = 3,2
Deviation
∑x2 = ∑x2 - = 3008 – = 3008 -
= 3008-2190,4= 817,6
∑y2 = ∑y2 - = 1096 - = 1096 -
= 1096-409,6= 686,4
t =
=
=
Pre Test Post Test Pre Test PostTest
37 68 80 68 72 12 4 144 1638 72 72 64 68 0 4 0 1639 68 72 68 72 4 4 16 1640 68 72 68 76 4 8 16 64
Sum 2808 3104 2774 2909 296 128 3008 1096Mean 70,2 77,6 69,35 72,55 7,4 3,2
x 40 1/Nx 0,025 t-hitung 4,481y 40 1/Nx 0,025 t-tabel 1,991
=
=
=
= 4,481
Value of t-table for α = 5 % , with db = n1 + n2 -2 = 40 + 40 -2 = 78,Resulted t- table = 1,991Because t-hitung > t-tabel ,so there is a significant difference between the resultof pre test ard post test.
Appendix 11INSTRUMENT TRY OUT
Mata Pelajaran : Bahasa InggrisKelas : VIIITopic :Hari / Tanggal :Waktu :
Petunjuk Umum.1. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang tersedia.2. Bacalah dengan teliti petunjuk mengerjakan soal.3. Kerjakan soal pada lembar jawaban.4. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan kepada pengawas.
Choose the correct answer by crossing ( X ) the letter A, B, C, or D.
October 23rd, Tuesday
I got a new friend. Her name is Aulia. I met her at my classmate, Metha’s
house. She is her cousin. Aulia is twelve years old. She has a twin sister. Her
name is Ananda. Both of them are smart and beautiful. They can sing very well.
They are also good at playing musical instruments, especially piano. I’m very
happy they have become my new friends because I now can learn singing and
piano from them. I also talked to their mother. She is the best music teacher. She
has a populer studio in town. I want to be a singer, too. So, I must take a music
course in her studio.
Adapted from English for eighth grade Junior High School
1. Where did Nadia meet Aulia?
a. The writer’s class
b. Metha’s class
c. Metha’s studio
d. Piano’s class
2. Who is Ananda?
a. Metha’s friend
b. Aulia’s classmate
c. Metha’s sister
d. Aulia’s twin sister
3. How old is she?
a. 11 years old
b. 12 years old
c. 13 years old
d. 14 years old
4. What does Nadia know about Ananda’s mother?
a. She is a music teacher
b. She is a English teacher
c. She is a Match teacher
d. She is a singer
5. What does Nadia want to do?
a. She wants to be a music teacher
b. She wants to be a guide
c. She wants to be a singer
d. She wants to be a author
TRAVEL BOOKS
There are several ways you can find out about the countries and places you
want to visit. You can talk to your friends who have traveled to the places or you
can go and she films about them. Or you can read travel books.
There are three kinds of travel books. The first are those that give an
objective description of things to be done and seen. It can which are called ‘a
guide’ to some place or other. If they are good, they will give an analysis or an
interpretation. Like the first kind they are inspiring and entertaining. But their
primary function is to assist the reader who wishes to plan in the most practical
way.
Whatever kind of travel book you choose, you must make sure that it does
not describe everything magical. You must also note its date of publication
because travel is a very practical affair and many things change quickly. Finally,
you should make sure that the contents are well presented and easy to find.
Adapted from English for eighth grade Junior High School
6. How many kinds of travel books are mentioned?
a. Two
b. Three
c. Four
d. Five
7. Why must we note the date of publication?
a. It is practical affair
b. It is not describe everything
c. It is not change quickly
d. It is difficult to find
8. What should the contents be like?
a. Inspiring and magical
b. Inspiring
c. Inspiring and entertaining
d. Entertaining and magical
9. What does the word you refer to?
a. The readers
b. Guide
c. Assistant author
d. The visitors
10. What does the word it refer to in paragraph 3?
a. Place
b. Travel book
c. Country
d. Note
SARS The New Ghost
SARS stands for Severe Acute Respiratory Syndrome. It is an illness that
attacts the human respiratory system. This disease is very contagious. It doesn’t
take a long time for this disease to become epidemic especially in Asia, North
America, and Europe. Many people catch the disease and many of them die of it.
In some countries such as Hong Kong, China, and Taiwan, it is not
unusual to catch SARS. This disease spreads through the air or even through
bodily contact.
Scientists have conducted research on this illness. They found out this
illness is caused by a virus named corona.
Adapted from English for eighth grade Junior High School
11. What does SARS stand for?
a. Severe Active Respiratory Syndrome
b. Severe Acute Respiration System
c. Severe Accurate Respiratory System
d. Severe Acute Respiratory Syndrome
12. What system is attacked by SARS?
a. Respiratory system
b. Disease
c. Virus
d. illness
13. Where does the epidemic mostly happen?
a. Asia, China, and Europe
b. North America, Europe, and Hong Kong
c. Asia, North America, and Europe
d. Taiwan, Hong Kong, and Asia
14. How does the disease spread?
a. Water or air
b. Air and food
c. Food and bodily contact
d. Bodily contact and air
15. Who has conducted research on SARS?
a. The doctors
b. The scientists
c. The government
d. The teachers
How about the Papaya?
Bangkok papaya has dark green orange-green rind. Everybody knows that
the Bangkok papaya is thick and sweet, the Taiwan papaya has the same
characteristic as Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The
most important thing is that the papayas are sweet when they are ripe and have a
fresh appearance.
Adapted from English for eighth grade Junior High School
16. To predict the taste of the fruit, we can judge from…..
a. The fresh appearance
b. The outer appearance
c. The color
d. The size
17. When the papayas are ripe with a good appearance, they are usually….
a. Bitter
b. Tasteless
c. Sweet
d. Sour
18. Bangkok papaya is….
a. Thin
b. Thick
c. Slim
d. Thorny
19. The word in the text that means’busuk’ is…..
a. Rotten
b. Ripe
c. Fresh
d. overripe
20. The word in the text means ‘menunda’ is….
a. To consume
b. To indicate
c. To postpone
d. To celebrity
Daniel Radcliffe
Dan was born on July 23, 1989 in London. He is the only child in the
family. He has become very famous after his role as the young wizard Harry
Potter.
He has wanted to be an actor since he was five years old. Now he has
become a famous actor. He said, “I want to continue to act. But, I also want to be
a director or writer.”
Daniel goes to an all boy school. It means there are no girls at all there. He
loves to play pranks on his friends.
As an English boy, Daniel loves football. He is a fan of Fulham football
club. He also likes to watch wrestling and formula one racing.
Music? He is a big fan, too. He prefers punk rock.
Now, Daniel is ready for his third Harry Potter movie.
Adapted from English for eighth grade Junior High School
21. How old is Daniel Radcliffe?
a. 20 years old
b. 21 years old
c. 22 years old
d. 23 years old
22. When did he become an actor?
a. He acted as Harry Potter
b. He acted as director
c. He acted as football player
d. He acted as writer
23. Who acted as Harry Potter?
a. Tom Felton
b. Rupert Grint
c. Daniel Radcliffe
d. Michael Gambon
24. What kind of music does he like?
a. R&B
b. Jazz
c. Punk rock
d. Pop
25. Is Daniel a car racer?
a. No, he isn’t
b. Yes, he is
c. No, he doesn’t
d. Yes, he does
TEEN CLUB
Teen clubs are springing up in cities, towns, and schools across the
country. The clubs are headed by young people.
One of them is Earth Conservation Corps (ECC). ECC is a group of inner-
city kids from Washington DC. The kids are working hard to bring eagles back to
the nation’s capital. Club members come from housing projects plauged by
(terganggu oleh) poverty, drugs, and violent crime. But belonging to ECC puts
them in touch with a whole different environment and enables them to bring
beauty back to the earth.
Because of water pollution, bald eagles stopped nesting in Washington so
ECC members rolled up their sleeves and set about turning local rivers and creeks
(anak sungai) into prime natural habitats for sturgeon, bass, herring and bald
eagles. They started by removing 4,300 discarded tires from Washington waters,
providing fish passage around small dams, repairing stream banks, planting
gardens and trees and educating the community about the environment and their
work. They also put up nest boxes.
Adapted from English for eighth grade Junior High School
26. Who are the club leaders?
a. Young people
b. Teacher
c. Animals tamer
d. Goverment
27. What does ECC stand for?
a. East Conservation Corps
b. East Conversation Corps
c. Earth Conversation Corps
d. Earth Conservation Corps
28. What are the ECC objectives?
a. Bring eagles back
b. Bring crows back
c. Bring owls back
d. Bring peacock back
29. What animals did ECC want to see return?
a. Crow
b. Owl
c. Eagle
d. Peacock
30. Where do club members come from?
a. Germany
b. Washington DC
c. Los angeles
d. London
Appendix 12
Instrument Try Out Key Answer
1. B – Metha’s house
2. D – Aulia’s twin sister
3. B – 12 years old
4. A – She is a music teacher
5. C – She wants to be a singer
6. B – Three
7. A – It is partical affair
8. C – Inspiring and entertaining
9. A – The readers
10. B – Travel book
11. D – Severe Acute Respiratory
Syndrome
12. A – Respiratory System
13. C – Asia, North America, and
Europe
14. D – Bodily contact and air
15. B – The scientists
16. B – The outer appearance
17. C – Sweet
18. B – Thick
19. A – Rotten
20. C – To postpone
21. B – 21 years old
22. A – He acted as Harry Potter
23. C – Daniel Radcliffe
24. C – Punk Rock
25. A – No, he isn’t
26. A – Young People
27. D – Earth Conservation
Corps
28. A – Bring eagles back
29. C – Eagle
30. B – Washington DC
Appendix 13INSTRUMENT OF TEST
Mata Pelajaran : Bahasa InggrisKelas : VIIITopic :Hari / Tanggal :Waktu :
Petunjuk Umum.5. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang tersedia.6. Bacalah dengan teliti petunjuk mengerjakan soal.7. Kerjakan soal pada lembar jawaban.8. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan kepada pengawas.
Choose the correct answer by crossing ( X ) the letter A, B, C, or D.October 23rd, Tuesday
I got a new friend. Her name is Aulia. I met her at my classmate, Metha’s
house. She is her cousin. Aulia is twelve years old. She has a twin sister. Her
name is Ananda. Both of them are smart and beautiful. They can sing very well.
They are also good at playing musical instruments, especially piano. I’m very
happy they have become my new friends because I now can learn singing and
piano from them. I also talked to their mother. She is the best music teacher. She
has a populer studio in town. I want to be a singer, too. So, I must take a music
course in her studio.
Adapted from English for eighth grade Junior High School
1. Who is Ananda?
a. Metha’s friend
b. Aulia’s classmate
c. Metha’s sister
d. Aulia’s twin sister
2. How old is she?
a. 11 years
b. 12 years
c. 13 years
d. 14 years
3. What does Nadia know about Ananda’s mother?
a. She is a music teacher
b. She is a English teacher
c. She is a Match teacher
d. She is a singer
4. What does Nadia want to do?
a. She wants to be a music teacher
b. She wants to be a guide
c. She wants to be a singer
d. She wants to be a author
TRAVEL BOOKS
There are several ways you can find out about the countries and places you
want to visit. You can talk to your friends who have traveled to the places or you
can go and she films about them. Or you can read travel books.
There are three kinds of travel books. The first are those that give an
objective description of things to be done and seen. It can which are called ‘a
guide’ to some place or other. If they are good, they will give an analysis or an
interpretation. Like the first kind they are inspiring and entertaining. But their
primary function is to assist the reader who wishes to plan in the most practical
way.
Whatever kind of travel book you choose, you must make sure that it does
not describe everything magical. You must also note its date of publication
because travel is a very practical affair and many things change quickly. Finally,
you should make sure that the contents are well presented and easy to find.
Adapted from English for eighth grade Junior High School
5. How many kinds of travel books are mentioned?
a. Two
b. Three
c. Four
d. Five
6. What should the contents be like?
a. Inspiring and magical
b. Inspiring
c. Inspiring and entertaining
d. Entertaining and magical
7. What does the word you refer to?
a. The readers
b. Guide
c. Assistant author
d. The visitors
SARS The New GhostSARS stands for Severe Acute Respiratory Syndrome. It is an illness that
attacts the human respiratory system. This disease is very contagious. It doesn’t
take a long time for this disease to become epidemic especially in Asia, North
America, and Europe. Many people catch the disease and many of them die of it.
In some countries such as Hong Kong, China, and Taiwan, it is not
unusual to catch SARS. This disease spreads through the air or even through
bodily contact.
Scientists have conducted research on this illness. They found out this
illness is caused by a virus named corona.
Adapted from English for eighth grade Junior High School
8. What does SARS stand for?
a. Severe Active Respiratory Syndrome
b. Severe Acute Respiration System
c. Severe Accurate Respiratory System
d. Severe Acute Respiratory Syndrome
9. What system is attacked by SARS?
a. Respiratory system
b. Disease
c. Virus
d. Illness
10. Where does the epidemic mostly happen?
a. Asia, China, and Europe
b. North America, Europe, and Hong Kong
c. Asia, North America, and Europe
d. Taiwan, Hong Kong, and Asia
11. How does the disease spread?
a. Water or air
b. Air and food
c. Food and bodily contact
d. Bodily contact and air
12. Who has conducted research on SARS?
a. The doctor
b. The scientists
c. The government
d. The teachers
How about the Papaya?Bangkok papaya has dark green orange-green rind. Everybody knows that
the Bangkok papaya is thick and sweet, the Taiwan papaya has the same
characteristic as Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The
most important thing is that the papayas are sweet when they are ripe and have a
fresh appearance.
Adapted from English for eighth grade Junior High School13. To predict the taste of the fruit, we can judge from…..
a. The fresh appearance
b. The outer appearance
c. The color
d. The size
14. When the papayas are ripe with a good appearance, they are usually….
a. Bitter
b. Tasteless
c. Sweet
d. Sour
15. Bangkok papaya is….
a. Thin
b. Thick
c. Slim
d. Thorny
16. The word in the text that means’busuk’ is…..
a. Rotten
b. Ripe
c. Fresh
d. overripe
Daniel Radcliffe
Dan was born on July 23, 1989 in London. He is the only child in the
family. He has become very famous after his role as the young wizard Harry
Potter.
He has wanted to be an actor since he was five years old. Now he has
become a famous actor. He said, “I want to continue to act. But, I also want to be
a director or writer.”
Daniel goes to an all boy school. It means there are no girls at all there. He
loves to play pranks on his friends.
As an English boy, Daniel loves football. He is a fan of Fulham football
club. He also likes to watch wrestling and formula one racing.
Music? He is a big fan, too. He prefers punk rock.
Now, Daniel is ready for his third Harry Potter movie.
Adapted from English for eighth grade Junior High School
17. How old is Daniel Radcliffe?
a. 20 years old
b. 21 years old
c. 22 years old
d. 23 years old
18. When did he become an actor?
a. He acted as Harry Potter
b. He acted as director
c. He acted as football player
d. He acted as writer
19. Who acted as Harry Potter?
a. Tom Felton
b. Rupert Grint
c. Daniel Radcliffe
d. Michael Gambon
20. What kind of music does he like?
a. R&B
b. Jazz
c. Punk rock
d. Pop
21. Is Daniel a car racer?
a. No, he isn’t
b. Yes, he is
c. No, he doesn’t
d. Yes, he does
TEEN CLUBS
Teen clubs are springing up in cities, towns, and schools across the
country. The clubs are headed by young people.
One of them is Earth Conservation Corps (ECC). ECC is a group of inner-
city kids from Washington DC. The kids are working hard to bring eagles back to
the nation’s capital. Club members come from housing projects plauged by
(terganggu oleh) poverty, drugs, and violent crime. But belonging to ECC puts
them in touch with a whole different environment and enables them to bring
beauty back to the earth.
Because of water pollution, bald eagles stopped nesting in Washington so
ECC members rolled up their sleeves and set about turning local rivers and creeks
(anak sungai) into prime natural habitats for sturgeon, bass, herring and bald
eagles. They started by removing 4,300 discarded tires from Washington waters,
providing fish passage around small dams, repairing stream banks, planting
gardens and trees and educating the community about the environment and their
work. They also put up nest boxes.
Adapted from English for eighth grade Junior High School
22. What does ECC stand for?
a. East Conservation Corps
b. East Conversation Corps
c. Earth Conversation Corps
d. Earth Conservation Corps
23. What are the ECC objectives?
a. Bring eagles back
b. Bring crows back
c. Bring owls back
d. Bring peacock back
24. Where do club members come from?
a. Germany
b. Washington DC
c. Los angeles
d. London
25. What animals did ECC want to see return?
a. Crow
b. Owl
c. Eagle
d. Peacock
Appendix 14
Instrument of Test Key Answer
1. D – Aulia’s twin sister
2. B – 12 years old
3. A – She is a music teacher
4. C – She wants to be a singer
5. B – Three
6. C – Inspiring and entertaining
7. A – The readers
8. D – Severe Acute Respiratory Syndrome
9. A – Respiratory System
10. C – Asia, North America, and Europe
11. D – Bodily contact and air
12. B – The scientists
13. B – The outer appearance
14. C – Sweet
15. B – Thick
16. A – Rotten
17. D – Earth Conservation Corps
18. A – Bring eagles back
19. C – Eagle
20. B – Washington DC
21. B – 21 years old
22. A – He acted as Harry Potter
23. C – Daniel Radcliffe
24. C – Punk Rock
25. A – No, he isn’t
