FINAL PROJECT

THE EFFECTIVENESS OF STUDENT TEAMS-ACHIEVEMENT

DIVISION (STAD) METHOD IN TEACHING DESCRIPTIVE READING
COMPREHENSION
(An Experimental Research at the Eighth Graders of SMP N 1 Tirto in the
Academic Year of 2013/2014)

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan in English

by
Gita Rianawati
1004290921

ENGLISH DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
PEKALONGAN UNIVERSITY
2014

APPROVAL

This final project entitled "THE EFFECTMNESS OF STUDENT TEAMSACHIEVEMENT DIVISION (STAD) METHOD IN TEACHING
DESCRIPTM READING COMPREHENSION" (An Experimental Research
at the Eighth Graders of SMP N 1 Tirto in the Academic Year of 20fi/2A14),by:
Name

GitaRianawati

NPM

100429092r

Department : English
Faculty

Teachers' Training and Education Faculty

has been approved by the advisors of English Deparknent Teachers' Training and
Education Faculty of Pekalongan University,

Day

: Monday

Date

: July 2l*,2014

Advisor

Advisor

p{'ry,

II

aTtu*!"-

Sarlita D. Matra" M.Pd.

Pradnya Permanasari. M.Pd

NPP. 111010214

NPP. r 11008177

The Head of English

Department

NPP. lt}4l1?'20

l1

RATIFICATION

'Final Project' entitled 6TIIE EFFECTIVENESS OF STUDENT

TEAM$ACHIEVEI{ENT DTyTSION (STAD) METHOD IN TEACHING

DESCRIPTIYE REAIIING COMPREIIENSIOIY' (An Experimental Research
at the Eighth Graders of SMP N I Tirto in the Academic Year of 2013/20l$by
Gita Rianawati (NPM.1004290921) was examined at examination session of the
English Deparfinent of Teachers' Training and Education Faculty on Thursday,

August 7il,2014. This 'Final Project' has fulfilled the requirements for the
Degree of Strata 1 (Sl) at the English Departnent.
Pekalongan, August 7n, 201 4

NPP.110411220

198103 1002

EXAMINERS
Examiner

Examiner

II

!,ilfV"

Cry{Inayatul Ulva. M.Pd

Sarlita D. Matra- M.Pd

NPP. 111010218

NPP.1tt0102t4
Examiner

III

4,pr4",
Pradnva Permanasari. M.Pd

NPP.111008177

lll

STATEMENT OF AUTHORSHIP
The Undersign;
Name

: Gita Rianawati

NPM

:1004294921

Department :English

Faculty

: Teacher's Training and Education Faculty

Confirm that the final project entitled TEE EFFECTIIIEN-ESS OF STUIIENT

TEAMS-ACHTnVEMENT DtvrSrON (STAD) METHOT) rN TEACHTNG
DESCRIPTwE READING COMPREHENSION (An Experimental Research
at the Eighth Graders of SMP N I Tirto in the Academic Year of 201312014)has
been made and inierpreted by myseif soiely througlr doing researeh, guidaflce,
discussion, and examination of final project report.

This tinal project is subn:itted as a fulfilhnent for the Bachelor Degree of

Education at Pekalongan University.

However, it has been signed by the advisors and the examiners, the validation
this final project is my responsibility.

Pekalongan, July

Gita Rianawati

iv

2f

of

2014

ACKNOWLEDGEMENT
Bismillahirrohmanirrokhim
First and foremost, I would like to praise and thank to Allah Subhanahu
Wa taala the almighty for the blessing and inspiration leading to the completion
of my final project entitled The Effectiveness of Student Teams-Achievement
Division Method in Teaching Descriptive Reading Comprehension (An
Experimental Research at the Eighth Graders of SMP N 1 Tirto in the Academic
Year of 2013/2014. Peace and blessing on the Messenger of Allah, Muhammad
Shallalahu Alaihi Wassalam the prophet.
I also express for my special gratitude and appreciation to:
1. H. Suryani, S.H., M.Hum, as the Rector of Pekalongan Unversity.
2. Drs. H. M. Chamdi Rochmat, M.M. M.Pd, as the Dean of Teachers

Training and Education Faculty.

3. Susanto, S.S, M.Hum, as the head of the English Department of Teachers

Training and Education Faculty of Pekalongan University and all lectures

of English Department for their guidance and assistance during my study.
4. Sarlita D. Matra, M.Pd, as the first advisor for giving indispensable

suggestion and helpful, advising patiently during the arrangement of this

final project.
5. Pradnya Permanasari, M.Pd, as the second advisor for her patience in

giving support, guidance, advice and correction to finish this final project.
6. Saefudin, S.Pd, as the headmaster of SMP N 1 Tirto and Amin

Sukarniwati, S.Pd, as the English teacher of SMP N 1 Tirto for allowing

and helping me to conduct the research.
7. My beloved mother, father, and sister for their love, patience, pray and

support in finishing my final project.

8. My lovely friends BUMUD(Erly, Tika, Isni, Santi) for giving spirit,

support, helps, and always remind me to finish my final project as soon as

possible.

9. My special

one, for praying and supporting me

in finishing my final

project.
10. Last

but least,

express thanks to all of my friends in PBI

A and all the

people who cannot be mentioned one by one.

Finally, I realize that my final project is still far from being perfect. I have

great expectation that my study

will be beneficial and useful for anyone who is

interested in reading this final project.

,W,
The Writer

v1

Iuly 21't 2014

MOTTO AND DEDICATION

In hope I trust, in faith I persevere

(Alex Nuutinen)

This final project is dedicated to:

My beloved parents, my mother and father for all your

pray, support, spirit and never tired to make me live
happily.

My dearest sister who had been supporting and

encouraging.

My lovely friends BUMUD (Erli, Tika, Isni, and Santi)

who always give me support and be there in my sadness
and happiness. You are the best friends that I have.

My special one for all spirit, support and had accompanied

me to find references.

All my friends in PBI A 2010, Ill miss you all.

vii

ABSTRACT
Rianawati, Gita. 1004290921. 2014. The Effectiveness of Student TeamsAchievement Division (STAD) Method in Teaching Descriptive
Reading Comprehension (An Experimental Research at the
Eighth Graders of SMP N 1 Tirto in the Academic Year of
2013/2014). Final Project. Advisors: I. Sarlita D. Matra, M.Pd., II.
Pradnya Permnasari, M.Pd. English Department Teachers Training
and Education Faculty Pekalongan University.
Keywords: Student Teams-Achievement Division, Teaching Method, English
Teaching, Descriptive Text, Reading Comprehension.
This study is an Experimental Research. The objectives of this study are to
find out the effectiveness of Student Teams-Achievement Division method to
teach Descriptive reading comprehension and to describe the application of
Student Teams-Achievement Division method in teaching Descriptive reading
comprehension.
The population of this study was the eighth grade students of SMP N 1
Tirto in the academic year of 2013/2014. There were 239 students of SMP N 1
Tirto and the writer used cluster random sampling to select sample. The writer
took two classes as samples, they were 33 students of class VIII F as the
experimental group who were taught using STAD method and 33 students of class
VIII A as the control group who were taught without using STAD method.
The result of this research shows that the experimental group got better
development in the average scores than the control group. The experimental group
got better development, the average increased 18.82 point (from 62.21 to 81.03),
whereas the control group only increased 8.45 point (from 64.42 to 72.87). The
result shows that there was significance difference in the students reading
comprehension taught using STAD method in experimental group and without
STAD method in control group and it indicate that STAD was an effective
method in teaching Descriptive reading comprehension to the second grade
students of Junior High school in Tirto.
Finally, the writer suggests to apply STAD method in teaching Descriptive
reading comprehension because it had been proven scientifically that STAD
method can improve the students ability in reading comprehension of Descriptive
text.

viii

TABLE OF CONTENTS
Page
TITLE .........

APPROVAL............

ii

RATIFICATION ....

iii

STATEMENT OF AUTHORSHIP ...

iv

ACKNOWLEDGEMENT .....

MOTTO AND DEDICATION ..

vii

ABSTRACT ...

viii

TABLE OF CONTENTS....

ix

LIST OF TABLE....

xii

LIST OF APPENDICES.....

xiii

CHAPTER I INTRODUCTION
1.1 Background of the Study...

1.2 Reasons for Choosing the topic........

1.3 Statements of the Problems...

1.4 Objectives of the Study.

1.5 Limitation of the Study.

1.6 Significances of the Study.

1.7 Definition of the Key Terms.

1.8 Outline of the Study..

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Previous Studies........

10

2.2 General Concept of Reading.

11

2.3 Reading Comprehension...

14

2.4 The Assessment of Reading Skill.

16

2.5 Genre.

17

2.5.1 Types of Genre Taught to the Second Grade of Junior High

18

School.......

ix

2.6 Descriptive Text........

21

2.6.1 Definition of Descriptive Text...

21

2.6.2 The Schematic Structure and Linguistic Feature of Descriptive

22

Text...
2.6.3 The Example of Descriptive Text..

24

2.7 Cooperative Learning........

25

2.7.1 The Principles of Cooperative Learning........

26

2.7.2 The Roles of Teacher and Learners in Cooperative Learning...

27

2.7.3 A Typology of Cooperative Learning........

28

2.7.4 Cooperative Learning Method...

29

2.8 Student Teams-Achievement Division (STAD)...

32

2.8.1 General Concept of Student Teams-Achievement Division

32

(STAD).........
2.8.2 Components of Student Teams-Achievement Division (STAD)...

33

2.8.3 The Steps of Student Teams-Achievement Division (STAD)...

39

2.9 The Characteristic of Junior High School Students..

40

2.10 Hypothesis of the Study..

41

2.11Theoritical Framework.

42

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design........

43

3.2 Location of the Study........

44

3.3 Subject of the Research.........

44

3.3.1 Population..

45

3.3.2 Sample........

45

3.4 Procedures of the Study........

46

3.5 Methods of Collecting Data..

48

3.6 Instruments of the Study...

50

3.7 Variable of the Study........

52

3.8 Validity of the Test...

52

3.9 Reliability of the Test........

54

3.10 Difficulty Level.......

54

3.11 Discrimination Power.

55

3.12 Method of Analyzing Data.

56

3.13 Scoring Rubric........

57

CHAPTER IV RESULT AND DISCUSSION

4.1 Result ...

59

4.1.1 Result of Tryout ........

59

4.1.2 Result of Mean and Deviation of Experimental Group ........

66

4.1.3 Result of Mean and Deviation of Control Group ..................

68

4.1.4 Result of T-Test ........

70

4.1.5 Result of Observation

72

4.1.6 Result of Interview ........

75

4.2 Discussion ........

77

4.2.1 The Effectiveness of Student Teams-Achievement Division

77

Method in Teaching Descriptive Reading Comprehension .

4.2.2 The Application of Student Teams-Achievement Division Method

78

in Teaching Descriptive Reading Comprehension ...

CHAPTER V CONCLUSIONS AND SUGGESTIONS

80

5.1 Conclusions ..

80

5.2 Suggestions ..

81

REFERENCES .

82

APPENDICES ..

85

xi

LIST OF TABLES

Table
2.1 Improvement Point . 38
2.2 Level of Awards ....

38

3.1 Form of Observation Scheme

48

3.2 The Scoring Rubric ....

58

4.1 The Result of Mean and Deviation of Experimental Group

66

4.2 Result of Mean and Deviation of Control Group

68

4.3 Score of Observation ....

73

xii

LIST OF APPENDICES

Appendices
1. Certificate of the Research Authorization ..

Page
85

2. Certificate of the Research .

86

3. Students list of Experimental Class (VIII F)

87

4. Students List of Control Class (VIII A) ........

88

5. Students List of Non-Treatment Class (VIII E) ........

89

6. Students Attendance List of Experimental Class .......

90

7. Students Attendance List of Control Class .

91

8. Students Attendance List of Non-Treatment Class ........

92

9. Statistical Data (Test Scores of Experimental and Control Class) .

93

10. Table Analysis of Validity .

94

11. Table Analysis of Reliability, Difficulty Level and Discrimination

Power ..

99

12. Pre-Test Items

104

13. Post-Test Items ...

114

14. Answer Keys

123

15. Answer Sheet of Pre-Test and Post-Test

124

16. Students Answer Sheet of Pretest of Experimental Group ...

125

17. Students Answer Sheet of Posttest of Experimental Group .

126

18. Students Answer Sheet of Pretest of Control Group ....

127

19. Students Answer Sheet of Posttest of Control Group ..

128

20. Lesson Plan of Experimental Group...................................................

129

21. Syllabus of Experimental Group

132

22. Lesson Plan of Control Group

141

23. Syllabus of Control Group .

146

24. Assigning Students to Team ...

148

25. Students Worksheet ..

149

26. Quiz Score Sheet

151

27. Team Summary Sheet

152

xiii

28. Schema of Observation ..

153

29. Interview Guideline

156

30. Table of Product Moment ..

161

31. Table of Distribution of T-Table

162

32. Documentation .

163

33. About the Writer

169

xiv

CHAPTER 1
INTRODUCTION
This chapter discusses the background of the study, reasons for choosing the
topic, statements of the problem, objectives of the study, limitation of the study,
significances of the study, definition of the key terms, and outline of the study.
1.1 Background of the Study
English is an international language used in many countries all over the
world. It is used to communicate each other and it is used in many sectors
such as education, information, business, etc, so it is important to be taught
especially for the countries that English is not their first language.
Consequently, in Indonesia now English is taught in schools, from junior high
school up to university level. According to Minister of education and culture
decree No: 372/2003, English becomes the first language and the compulsory
subject that should be thought in Indonesia from junior high school up to
university level. In order to be good in mastering English, students should
master the four language skills; listening, speaking, reading and writing.
Reading is one of the language skills, which is very essential and
important for success in educational context. According to Linse (2006:69),
reading is a set of skills that involves making sense and deriving meaning
from the printed word. On the other side, Grabe & Fredericka (2003:9) as
cited by Untung (2013:36) define that reading is the ability to draw meaning
from the printed page and interpret this information appropriately. Through

reading the students can increase their knowledge and get more information
from printed material.
Practically, many students can pronounce words fluently but when being
asked what they read, they cannot respond. For students it is not easy to read
materials in a foreign language because they have to face vocabularies and
difference structures from their own language. The students also feel difficult
to comprehend the text because they still translate word by word not grasp the
meaning of the text and the other side is the use of conventional method by the
teacher that makes them get bored and not interested in learning. The teacher
asks their students to read personally, and then ask to answer the questions
from the text.
Based on the School Based Curriculum (KTSP) on Badan Standar
Nasional Pendidikan (BNSP) for junior high school several types of monolog
text are taught; Descriptive, Narrative, Procedure, Recount, Report, and etc.
Hence, the students should have reading skill and able to comprehend kinds of
those text. In the second year of junior high school, basic competence that
should be achieved in the reading English subject is that the students have
ability to response the meaning of monolog text in the form of Descriptive,
Recount, and Narrative.
In this study, the writer focused on teaching Descriptive reading
comprehension. Descriptive text is one of the functional texts which is
difficult enough to be learnt by the students. Descriptive text is a part of
factual genres. Its social function is to describe a particular person, place or

thing. The schematic structure of Descriptive text consists of introduction and

description. Introduction is the part of paragraph

that

introduces

the

character, and description is the part of paragraph that describes the

character, Hartono (2005:6).
Based on the statement above, English teachers should lead the students to
have desire for reading English text. Teachers must be able to organize
learning-teaching activities. They have to master the materials, techniques
or strategies and also methods to make the students understand and apply
Descriptive reading comprehension matters in practice. According to Grabe
(in Simanjuntak, 1988:36) as quoted by Hidayah (2007:15) the roles of the
teacher involving to facilitate reading, raise consciousness, build confidence,
ensure

continuity and

systematic, show involvement,

and demand

performance. A good method can help the students in comprehending

and mastering the lesson. One of the teaching failures is caused by an
unsuitable method or technique in teaching-learning process. There are a
lot of methods and techniques to get the English teaching effectively.
To make the teaching-learning process lively, the writer proposed an
alternative method, that is Student Teams-Achievement Division (STAD).
STAD is a good method to make the students will be motivated and be more
active in learning English reading. Students will be active in every activity,
they are willing to participate in the group discussion, and they will be serious
to finish the task in group. Thus, they will be motivated in reading the English
text.

According to Slavin (1995:5) in STAD, students are assigned to four

members learning teams mixed in performance level, sex and ethnicity to help
each other master academic content. It is very effective to improve students
learning because each member can motivate their teammates and cooperate to
get good mark, thus this method will increase the students achievements.
By using the STAD, it is hoped that the teacher will be able to motivate
them to learn and pay attention to the material presented by the teacher, and
finally, they are able to master English well. As the teacher, the duty is to
satisfy the students to produce the best result for them. He should know what
method, which is appropriate to bring the lesson. This final project is also
submitted as one of the requirements for the degree of Sarjana Pendidikan in
English.
1.2 Reasons for Choosing Topic
Reading is one of the language skills, which is very important for students.
Through reading the students can increase their knowledge and get more
information from printed material. Therefore, it is important to select the
appropriate method to teach reading comprehension especially on Descriptive
text. We need to evaluate how application the Student Teams-Achievement
Division method to teach reading comprehension of Descriptive and also we
need to know whether the Student Teams-Achievement Division method is
effective in teaching Descriptive reading comprehension
The STAD is one of cooperative learning method that is effective to
improve students achievement. Cooperation means working together to

accomplish shared goals. Within cooperative situations, individuals seek

results that are beneficial for all and to be a Super Team. Therefore, this study
also gave English teachers some considerations to evaluate the methods that
were usually used by the teacher weather they were appropriate to teach
reading skill especially comprehending Descriptive text.
1.3 Statements of the Problems
In order to get the objectives of the study systematically, the following
questions are raised:
a. How is the effectiveness of Student Teams-Achievement Division method
in teaching Descriptive reading comprehension?
b. How is the application of Student Teams-Achievement Division method in
teaching Descriptive reading comprehension?
1.4 Objectives of the Study
Based on the problems mentioned above, the objectives of the study can
be described as follows:
a. To find out the effectiveness of Student Teams-Achievement Division
method in teaching Descriptive reading comprehension.
b. To describe the application of Student Teams-Achievement Division
method in teaching Descriptive reading comprehension.
1.5 Limitation of the Study
The writer conducted the research for this study to the eighth grade
students of SMP Negeri 1 Tirto in academic year of 2013/2014. In this
discussion, the writer tried to discuss about the reading Descriptive. There are

many kinds of methods that can be used to teach reading Descriptive

comprehension, but the writer chose Student Teams-Achievement Division
(STAD) as Descriptive reading method for Junior High School students.
1.6 Significances of the Study
The result of this study can provide benefit information for the following
ways:
a. Theoretically
1) For further researchers who are interested in teaching Descriptive
reading comprehension at junior high school level can get the
basic information from this study to do the further research.
2) This research will hopefully facilitate the readers knowledge of
teaching reading comprehension of Descriptive text using Student
Teams-Achievement Division method.
b. Practically
1) The teachers can use this method to enrich their teaching method so
that they have a variety of methods to be applied in overcoming
Descriptive reading comprehension teaching difficulties that arise in
classrooms.
2) Student Teams-Achievement Division can reduce the stress the
students feel when studying Descriptive reading comprehension. This
method also can motivate students to learn Descriptive reading
comprehension because they learn with their friends.

c. Pedagogically
1) The writer hopes that this research could be references of teaching
reading comprehension of Descriptive text using Students TeamsAchievement Division method.
2) The writer hopes that this research could enrich the varieties of
educational

literature

on teaching reading

comprehension

of

Descriptive text using Student Teams Achievement Division method.

1.7 Definition of Key Terms
In this study there are some terms need to be defined. The terms used in
this study are as follows:
a. Effectiveness
Based on Hornby in Oxford Advanced Learners Dictionary of
Current English (2005:386), effectiveness is having an effect; producing
the intended result.
b. Cooperative learning
Cooperative learning is group learning activity organized so that
learning is dependent on the socially structured exchange of information
between learners in group and in which each learners the learning of other,
(Olsen and Kagan, 1992:8 as cited in Richard and Rodgers, 2001:192).
c. Student Teams-Achievement Division (STAD)
According to Slavin (1995:5) in STAD, students are assigned to four
members learning teams mixed in performance level, sex and ethnicity to
help each other master academic content.

d. Reading
According to Linse (2006:69), reading is a set of skills that involves
making sense and deriving meaning from the printed word.
e. Reading Comprehension
Reading

comprehension

refers

to

reading

for

meaning,

understanding, and entertainment, (Linse 2006:71).

f. Genre
According to Hyland (2004:4), genre is a term for grouping text
together, representing how writers typically use language to respond to
recurring situations.
g. Descriptive Text
According to (Priyana, et al. 2008:45), Descriptive text focuses on
the characteristic features of a particular think, e.g. a person, an animal, a
think.
h. Experimental Research
Gall, et al. state that experiment is the most powerful quantitative
research method for establishing cause and effect relationship between two
or more variables, (2003:365).
1.8 Outline of the Study
In this final project proposal, the outline of the study is divided into five
chapters. Chapter 1 is Introduction. This chapter discusses the background of
the study, reasons for choosing the topic, statements of the problem, objectives

of the study, significances of the study, the limitation of the study, definition
of the key terms, and outline of the study.
Chapter II discusses previous studies, general concept of reading, reading
comprehension, the assessment of reading skill, genre, types on genre taught
to the second grade of Junior High School, Descriptive text, cooperative
learning, Student Teams-Achievement Division, the characteristics of Junior
High school students, hypothesis of the study, and theoretical framework.
Chapter III presents research methodology that discusses research design,
location of the study, subject of the research, procedures of the study, methods
of collecting data, instruments of the study, variable of the study, validity of
the test, reliability of the test, methods of analyzing data, and scoring rubric.
Chapter IV discusses the result and discussion. The result consists of the
result of tryout, the result of mean and deviation of experimental group, the
result of mean and deviation of control group, the result of t-test, the result of
observation and the result of interview. Whereas, discussion consists of the
effectiveness of Student Teams-Achievement Division method in teaching
Descriptive reading comprehension and the application of Student TeamsAchievement

Division

method

in

teaching

comprehension.
Chapter V presents the conclusions and discussions.

Descriptive

reading

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some previous studies, general concept of reading,
reading comprehension, the assessment of reading skill, genre, types on genre
taught to the second grade of Junior High School, Descriptive text, cooperative
learning, Student Teams-Achievement Division, the characteristic of Junior High
school students, hypothesis of the study, and theoretical framework.
2.1 Previous Studies
In this part the writer described some previous studies that relevant to this
final project. First, final project entitled The Use of Group Investigation (GI)
Method to Improve Students Reading Ability in Descriptive Text (A
Classroom Action Research with the Eighth Graders of MTs Sabilul Ulum
Mayong Jepara in the Academic Year of 2010/2011) by Mabruroh (2011),
Education Faculty Walisongo State Institute for Islamic Studies. It shows that
Group investigation (GI) can improve students achievement in reading ability
of Descriptive text.
Second, a final project under entitled The Use of Beauty and the Beast
Illustrated Version as Narrative Reading Material (An Experimental Study at
the Eighth Grade Students of SMP Negeri 1 Mungkid in the Academic Year of
2006/2007) by Hidayah (2007), English Department Faculty of Languages
and Arts Semarang State University. Her final project shows that Beauty and
the Beast illustrated version can be used to improve the students ability in

10

11

reading comprehension between the class using Beauty and the Beast
illustrated version and without using Beauty and the Beast illustrated version.
From the previous studies above, the writer can conclude that the
relevancies of those researches with this research are they have same purpose
that is to improve the students ability in reading comprehension although
those researches are different in their methods and media. The first final
project used Group investigation method and the result was it could improve
students achievement in reading, while the second final project used Beauty
and the Beast illustrated as media and it also could improve students ability in
reading comprehension. The writer tried to use Student Teams-Achievement
Division as a method in conducting this research, because to add the
reference in teaching reading research. The subject was junior high school
students.
2.2 General Concept of Reading
Reading is one of the language skills that should be mastered by the
students. There are some definitions from the experts to make us understand
about reading. Stuffer (in Petty and Jensen, 1980:207) as cited in Hidayah
(2007:12) states:
a. Reading is a complex process.
b. Reading means to get information from printed page.
c. Reading is the ability to pronounce and comprehend the printed words.
d. Reading is interpreting sign, letters, symbols, by assigning meaning to
them.

12

e. Reading is receiving ideas and impression from an author via the printed
page.
On the other side, Linse, (2006:69) says reading is a set of skills that
involves making sense and deriving meaning from the printed word. Grabe &
Fredericka (2003: 9) as quoted by Untung (2013:36) define that reading is the
ability to draw meaning from the printed page and interpret this in-formation
appropriately.
From the various definitions above, it can be concluded that reading is
used to analyze print material. Through reading the readers can analyze the
writers purpose so that the reader can get information, meaning and message
from what they read. Reading is also a process of matching information
since the activity of reading is the reader matches his information that
he already had with the printed page in order to get the message.
In reading, there are some strategies to make understand about the content
of reading material. The strategies can connect between the text and what the
readers already know, these strategies are:
a. Making prediction
b. Visualize
c. Ask and answer questions
d. Retell and summarize
e. Connect the text to live experiences, other text and prior knowledge.
http://www.reading-tutors.com (Retrieved October 7 2013, at 12:11)

13

Generally, the main purpose of reading are reading for pleasure and
reading for information. Reading for pleasure if reading can be used for
entertainment and the readers get pleasure from printed material, for instance
reading stories. On the other hand, reading for information if the readers can
get the information from that printed material, for example reading passage.
It is important to judge the purpose of reading. Burns, Roe, and Ross
(1984:202) as cited in Hidayah (2007:15) explain that all reading done by
children should be purposeful because (1) children who are reading with a
purpose tend to comprehend what they read better than those who have no
purpose; and (2) children who read with a purpose tend to retain what they
read better than those who have no purpose.
There are some types of reading, Brown (2004:186-187) explains about
types (Genres) of reading are as a follow:
a. Academic reading
General interest article (in magazine, newspaper, etc)
References material (dictionary)
Textbook, thesis
Essay, paper
Test direction
Editorials and opinion writing
b. Job-related reading
Messages (e.g. phone message)

14

Letters/email
Memos
Reports (e.g. job evaluation, project report)
Schedule, labels, sign, announcements)
Forms, application, questionnaires
Financial document (bills, office, etc)
Direction
c. Personal reading
Newspaper, magazine
Letters, email, greeting card, invitation
Messages, notes, list
Schedule (train, bus, air plane)
Menu, map, calendar
Advertisements (commercial, wand ads)
Novel, joke, drama, poetry
Financial document (check)
Comic strip
Medical report, immigration documents, questionnaire, forms.
2.3 Reading Comprehension
According to Linse (2006:71), reading comprehension refers to reading for
meaning, understanding, and entertainment. While, Anderson (2001) as cited
in Linse (2006:71) states that reading comprehension is a purpose of reading.

15

From those definitions, the writer concludes that reading comprehension is an

activity in reading to get the meaning of content from printed material.
There are some strategies used to make easier the readers understand the
printed

material.

Here

are

some

principle

strategies

for

reading

comprehension;
a. Identify the purpose of reading text.
b. Apply spelling rules and convention for bottom-up decoding
c. Use lexical analysis (prefixes, suffixes, roots, etc.)
d. Guess the meaning (of words, idiom, etc.) from parts that are not certain.
e. Skim the text for the gist and for main ideas.
f. Scan the text for specific information (names, dates, keywords).
g. Use the silent reading technique for rapid processing.
h. Use marginal notes, outlines, charts, or semantic map for understanding
and retaining information.
i. Distinguish between literal and implied meaning.
j. Capitalize and discourse markers to process relationship.
(Brown 2004:188-189)
From the principles above, the writer concludes that the strategies in
reading comprehension are the readers identify the goal of the text, guess the
meaning and answer the questions to comprehend the content of the text.

16

2.4 The Assessment of Reading Skill

Linse (2006:138) in her book Practical English Language Teaching:
Young Learners argues that assessment is the gathering for information for a
specific purpose. Assessment is necessary to know whether the purpose of
learning is already achieved or not. Assessment is distinctive from evaluation.
According to Brindley (2003) as cited in Linse (2006:138), assessment is used
to get information and opinion from the knowledge of reader, but evaluation is
used to collect and interpret information for making decision about the
effectiveness. Assessment focuses on what the learners can do, whereas
coverage evaluation is wider than assessment, because it focuses not only on
learners but also on educational program.
The techniques to assess reading skills are various, such as comprehending
written text and story map. Comprehension question can be used if the
assessment concerns on reading passage. On the other hand, story map
technique is more suitable to assess students understanding to find main idea
of stories.
On the other side, Brown (2004:190-192) states assessments of basic
reading skills may be carried out in a number ways;
a. Reading Aloud
The test takers or reader read the letter/words/sentences aloud one by one
in the front of the administrator.

17

b. Short answer task

A reading passage is presented and the task takers reads question that must
be answered in a sentence or two.
c. Written Response
The test takers produce in writing. In written evaluation should carefully to
determine writing errors, for example reading errors and vice versa.
d. Multiple Choices
The task takers choose one or four or five possible answer, but it also have
the other formats; circle the answer, true or false, choose the letter,
matching task, etc.
e. Picture-cued items
The test takers are shown a picture with a written text and given one of a
number of possible tasks to perform. With the same picture, the task takers
might read sentences and then point the correct part of the picture.
Based on the explanation above, it can be concluded that that there are
several assessments of basic reading skills, they are multiple choices, written
response, reading aloud, and etc.
2.5 Genre
Hyland (2004:4) states, genre is a term for grouping text together,
representing how writers typically use language to respond to recurring
situation.
There are many genres of text that are taught in Junior High school. The
genres of text are divided into two those are story genres and factual genres.

18

The texts that include story genres are Narrative, News Story, Exemplum,
Anecdote, Recount and Spoof. Whereas in factual genres consist of Procedure,
Explanation, Report, Exposition, Discussion, Description, Review, News
Item, and Commentary.
2.5.1

Types on Genre Taught to the Second Grade of Junior High School

Based on the standard

competencies

and

basic

competencies

recommended by the government, there are some types of text

(genre) which to be taught at the second grade of Junior High school,
which are; Procedure, Descriptive, Recount, and Narrative.
a. Procedure text
Hartono (2008:59) says that Procedure text is a kind of factual
genres. Its social function is to describe steps or action to do
something (2005:6). The schematic structures of Procedure text are
goal, materials, and steps. According to Wardiman et al., the
characteristics of Procedure text are:
1) Use imperative sentences. Example: Pour the sugar.
2) Use action verb, such as mix, put, cut.
3) Connector to show chronology, such as then, and while
4) Adverbials to show when or how. Example: For five minutes, two
centimeters from the top.
From the explanation above, it can be concluded that Procedure
text is a kind of text that explains steps to make something, for
example: how to make ice tea, how to make kite, etc.

19

b. Descriptive text
According to Hartono (2005:6) Descriptive text is a factual
genre. Its social function is to describe a particular person, place, or
thing. The explanation about Descriptive text will be presented in
the next session.
c. Recount text
Recount text is a text that retells past evens. Its social function
is to retell past event for the purpose of informing or entertaining.
The schematic structures are:
1) Orientation, introducing the participants, place and time;
2) Events, describing series of event that happened in the past;
3) Reorientation, it is optional. Stating personal comment of the
writer to the story.
Linguistic features of Recount text are as a follows:
1) Focus on individual participant
2) The use of simple past tense
3) Circumstances of time and places
4) The use of material or action clauses. Hartono (2005:8)
According to the explanation above, the writer can conclude
that Recount text is a kind of text that describes something happened in
the past.

20

d. Narrative text
Narrative text focuses on a pattern of events with a problematic
and or unexpected outcome. The purpose of Narrative text is to
entertain the reader. For example: Cinderella story, Malin
Kundang, etc.
According to the Susilohadi, et al. (2008:136), a Narrative text
consists of the orientation, complication, and resolution.
1) Orientation
Tell about characters, place, time (if possible) and other things
to make the readers understand the story.
2) Complication
Tell about problems that happened in the story. Usually tell the
steps starting from how the problem arises up to the climax.
3) Resolution
Tell the anti-climax or the answer to the problem.
The language features of this text are:
1) Focus on specific participant
2) Use of past tense
3) Use of temporal conjunction and temporal circumstances
4) Use of material (or action) processes. Hartono (2005:7)

21

From the explanation above, it can be concluded that Narrative text is a

text that has purpose to amuse the readers. A Narrative text usually tells about
legend, folk tales, etc.
2.6 Descriptive Text
The genres of text are divided into two, they are story genres and factual
genres. The texts that include story genres are Narrative, News Story,
Exemplum, Anecdote, Recount and Spoof. Whereas in factual genres consists
of Procedure, Explanation, Report, Exposition, Discussion, Description,
Review, News Item, and Commentary. Hartono (2005:4) states that genre is
used to refer to particular text-types, not to traditional varieties of literature.
2.6.1

Definition of Descriptive Text

Based on the School Based Curriculum (KTSP) (2006) there are many
kinds of the text (genre) that are taught to the eighth grade students of
junior high school, they are Descriptive, Recount, and Narrative. In this
final project, the writer only focuses on Descriptive text. Actually it is
taught at the seventh grade, hence the students are already know about the
basic of Descriptive text.
According to Priyana et al. (2008:31) in their book Scaffolding
English for Junior High School Students Grade VIII, Descriptive text
focuses on the characteristic features of a particular think, e.g. a person, an
animal, a think. Hartono (2005:6) also has opinion about Descriptive text,
that is a kind of factual genres. The aim of this text is to show rather than
tell the reader what something/someone is like. Hyland (2004:29) states

22

that the social function of Descriptive text is to give account of imagined

or factual events. Descriptive text is focuses and concentrates only on the
aspects that add something to the main purpose of the description, for
example focuses on describing person, thing, or animals.
From the experts definitions, it can be concluded that Descriptive text
is a text that describe something (person, animal, thing, etc.) particularly.
2.6.2

The Schematic Structures and Linguistic Features of Descriptive Text

A text usually has its schematic structure and linguistic features.
Similarly with Descriptive text, it also has schematic structures and
linguistic features.
a. Schematic Structures of Descriptive Text
The schematic structure is the distinctive beginning-middle-end
structure of a genre, Hartono (2005:6). In Descriptive text the
schematic structures are as follow;
1) Identification
Identifies the phenomenon to be described
2) Description of feature
Describes the feature in order of importance:
a) Parts/things (physical appearances)
b) Qualities (degrees of beauty, excellence, or worth/value)
c) Other characteristics (prominent aspect that are unique).
Wardimans findings (as cited Alawi 2011:25)

23

b. Linguistic Features of Descriptive Text

The linguistic features of Descriptive text are:
1) Using simple present tense;
2) Focus on specific participants;
3) Using attributive and identifying processes;
4) Frequent use of epithets (adjective or adjective phrase) and
classifier in nominal groups;
5) Linking verbs;
c. The Factual Description Scaffold
Generally, the structures of Descriptive text are identification and
description. The first paragraph introduces something that will be
described that is called identification, whereas the next paragraph is
description that describes something for example the character,
feature, etc. Anderson and Anderson (1998:27) as quoted by Alawi
(2011:25-26) in his final project Improving Students Ability in
Writing Descriptive Text Using Clustering Technique argue that the
factual description scaffold;
1) A general opening statement in the first paragraph
a) This statement introduces the subject of the description to
the audience.
b) It can give the audience brief details about the when, where,
who, or what of the subject.

24

2) A series of paragraphs about the subject

a) Each paragraph usually begins with a topic sentence.
b) The topic sentence previews the details that will be
contained in the remainder of the paragraph.
c) Each paragraph should describe one feature of the
subject
d) These paragraphs build the description of the subject
3) A concluding paragraph (optional)
a) The concluding paragraph signals the end of the text.
2.6.3

The Example of Descriptive Text

THE HAWAIIAN ISLANDS
The Hawaiian Islands are located in the middle of

Identification

the Pacific Ocean, far away from any other land. There are
eight islands of different sizes, and while they differ from
each other in some ways, they share many features.

Description

They all have a tropical climate, with temperatures

of about 780C (25.60C) in the winter and 850C (29.40C) in
the summer.
Rain falls often, but not for long. The islands also

Description

share a natural beauty, with mountains and waterfalls,

rainforests, and long beaches. Their waters are filled with
colorful fish, dolphins, and giant sea turtles
(Source: Widiarti, et al. 2008)

25

2.7 Cooperative Learning

Johnson & Johnson (1999:5) as quoted by Khan (2008:19) state that
cooperative learning is the instructional use of small groups so that students
work together to maximize their own and each others learning. It may be
contrasted with competitive and individualistic learning. While Olsen and
Kagan (1992:8) as cited in Richard and Rodgers (2001:192) cooperative
learning is group learning activity organized so that learning is dependent on
the socially structured exchange of information between learners in group and
in which each learners the learning of other. From the definitions above, the
writer concludes that cooperative learning refers to work together between
students in learning to achieve the goal of the learning.
In cooperative learning, the strategies of the teacher can help students to
learn more effectively. Larsen and Freeman (2000:164) argue teacher teaches
students collaborative or social skills so that they can work together more
effectively. Cooperation is not only a way of learning, but also a theme to be
communicated about and studied, (Jacob, 1998) in Larsen and Freeman
(2000:164). Cooperative learning can improve students achievement in most
subjects and grade levels. According to Richard and Rogers (2001:193) there
are some goals on cooperative learning are as follow;
a. To provide opportunities for learners to develop successful learning and
communication strategies.
b. To increase learners motivation and reduce learners stress and to create a
positive affective classroom climate

26

c. To enable focused attention to language structures and communicative

function through the use of interactive task.
2.7.1

The Principles of Cooperative Learning

Principle is a fundamental truth or proposition that serves as the
foundation for a system of belief or behavior or for a chain of reasoning. A
teacher should understand about the principles of cooperative learning
well so she will be able to use it properly in the teaching learning process.
Larsen and Freeman (2000:167-168) explain the principles of cooperative
learning, as follows:
a. Students are encourage to think in term of positive interdependence,
which means that the students are not thinking competitive and
individualistically, but rather cooperatively and in term of the group.
b. Students stay together in the same group for a period of time, so they
can learn how to work better. The teacher also suggests that the
members of the group are mixed males and females, different ethnic
group, etc. Thus, they can learn each other and gives them practice in
how to get along with people different from themselves.
c. The individual effort not only helps the individual that to be rewarded,
but also others in the class.
d. The students are taught social skills such as acknowledging anothers
contribution, asking others to contribute, and keeping the conversation
calm explicitly
e. The students interactions use of target language.

27

f. Students take the test individually though they work together,

g. Responsibility and accountability for each others learning is shared.
Scores of group are compared and combined with the other group.
h. Each members of group should have responsibility for participating
and learning.
i. Teachers not only teach language, but also cooperation.
According to the principles above, it can be concluded that in
cooperative learning, students work together to accomplish the goal, but
they take a test individually. They use target language to make easier to
interaction and the members of group are different, for example male and
female, it has a purpose to make them learn each other. Therefore,
cooperative learning is effective to help the students to study.
2.7.2

The Roles of Teacher and Learners in Cooperative Learning

In cooperative learning, the teacher and learners have each role to
make the teaching learning process runs well.
a. Teachers roles
The role of teacher is different in traditional learning method.
According to Johnson et al. (1994) as cited in Richard and Rodgers
(2001:1990), the teachers should be able to organize learning
environment in the class, set goals, plan and structure tasks, establish
the physical arrangement of the classroom, assign students to group
and roles, and select material and time. The important role of the
teacher is learner facilitator. Teachers speak less in the front of the

28

class, they have to move around the class to help students and group if
any problems in the learning. It is similarly with (Harel 1992:169)
explanations as quoted by Richard and Rodgers (2001:1990).
During this time the teacher interact, teaches, refocuses,
question, clarifies, support, expand, celebrates, empathizes,
depending on what problems evolve, the following
supportive behavior are utilized. Facilitator are giving
feedback, redirecting the group question, encouraging the
group to solve its own problem, extending activity,
encouraging thinking, managing conflict, observing students,
and supplying resources.
b. Learners roles
In cooperative learning, learners have to learn teamwork skills.
They should be able work together with their team members. Richard
and Rodgers (2001:1990) argue that the primary role of learner is the
members of group who must work collaboratively on task with other
members of group. Learner is taught to plan, monitor, and evaluate
their own learning.
2.7.3

A Typology of Cooperative Learning

Cooperative learning methods are different in many ways, but it can be
categorized in principal characteristics. According to Slavin (1995:12)
there are six characteristics of cooperative learning, which are:
a. Group goals
The good team is given certificate, group grades or other recognition.

29

b. Individual accountability
This is achieved in two ways. Group scores are averaged of individual
quiz scores and the other is task specialization, it mean that is each
student is given a unique responsibility for part of the group task.
c. Equal opportunities for success
A characteristic unique to the Student Team Learning method is the
use of scoring method that ensure all students an equal opportunity to
contribute to their team.
d. Team competition
In STAD and TGT, teams are motivated to compete, so they cooperate
within team.
e. Task specialization
In Jigsaw and Group Investigation, and the other task-specialization
method is the assignment given to each students.
f. Adaptation to individual needs
In TAI and CIRC, adapt instruction to students individual needs.
From the explanation above, the writer can conclude that there are
some characteristics of cooperative learning that distinctive with the other
methods, they are group goals, individual accountability, team
competition, task specialization, and etc.
2.7.4

Cooperative Learning Method

Cooperative learning methods share the idea because students are
working together to learn and responsible to their teammates. There are

30

some methods of cooperation learning. Johnson et al. (1994:4-5) as quoted

by Richards and Rodgers (2004:196) describe types of cooperative
learning groups, which are:
a. Formal cooperative learning groups
It specified for task and involve students working together to achieve
shared learning goals.
b. Informal cooperative learning groups
It is focus on students attention or to facilitate learning during direct
teaching.
c. Cooperative base group
It is allow members to give each other support, help encouragement,
assistance they need to succeed academically.
While according to Slavin (1995:5-11) there are some important
cooperation methods, which are discussed as under:
a. Students Team Learning
Student team learning methods are cooperative learning technique
developed and researched at Johns Hopskins University. (Slavin,
1995:5). Five principals of Student Team Learning that have been
developed and researched; Student Team Achievement Divisions
(STAD), Team Games Tournaments (TGT), Jigsaw II, Team
accelerated instruction (TAI), and Cooperative integrated reading and
composition (CIRC).

31

1) Student Teams Achievement Divisions (STAD)

Slavin (1995) reports, STAD involves competition among
groups. This method consists of four members learning that are
mixed in performance level, gender, and ethnicity. The teacher
presents the lesson first, and then students work within group.
Then, students take quizzes on material individually.
2) Team-Games-Tournaments (TGT)
Slavin (1995) explains that Team-Game-Tournament (TGT) is
identical to STAD except in its use of academic game instead of
quizzes. It uses the same teacher presentation and team work in
STAD, but the students take quizzes with weekly tournaments.
They play games with members or other teams to contribute points
to their team scores.
3) Jigsaw II
Students work in four members, heterogeneous as in STAD
and TGT. The students are given material to read to become an
expert. Then experts from different teams meet to discuss their
topic and then return to the first team to teach the other members of
the group.
4) Team accelerated instruction (TAI)
Slavin (1995) explains that in team accelerated instruction
(TAI), students encourage one another to work hard because they
want their teams to succeed. This method use four member as in

32

STAD and TGT, but Tai combines cooperative learning with

individual instruction. TAI is specified to teach Math to students in
grade 3-6.
5) Cooperative integrated reading and composition (CIRC)
CIRC is used to teach reading and writing in the grade
elementary and middle grades. Students work in pairs to reading to
one another, making prediction, summarizing stories, writing
response, and practicing spelling, decoding, and vocabularies. In
the end quiz is given to students to assess their performance.
2.8 Student Teams-Achievement Division (STAD)
Cooperative learning means work together to accomplish the goal. There
are some methods in cooperative learning. According to Slavin (1995:5-11),
there are some cooperation methods, they are Student Teams-Achievement
Division (STAD), Team-Games-Tournaments (TGT), Jigsaw II, Team
Accelerated Instruction(TAI), and Cooperative Integrated Reading and
Composition (CIRC).
2.8.1

General Concept of Student Teams-Achievement Division

Student Teams-Achievement Division (STAD) is one of cooperative
learning method beside Teams-Games-Tournament that can be adaptable
to most subjects and grade levels. According to Slavin (1995:5) Student
Teams-Achievement Division is a learning that involves four members
learning teams mixed in performance level, sex and ethnicity. The teacher
presents a lesson, and the students work within their teams to make sure

33

that all team members have mastered the lesson. Finally, all students take
individual quizzes on the material, they must know the material, thus in
individual quizzes they may not help each other, (Slavin 1995:6).
Student Teams-Achievement Division is a general method of
organizing class. The focus of STAD is to motivate students to encourage
and help among members of team in mastering skills presented by the
teacher. Teacher can use their own lessons and other materials. The team
members in STAD are about four in different sex, level, and ethnicity. It
has purpose to make them help each other to master academic content.
Student Teams-Achievement Division (STAD) has been used to most
subjects including mathematics, language arts, and social studies. This
method is appropriate for teaching that defines subject, such as such as
mathematical computations and applications, language usage and
mechanics, geography and map skills, and science facts and concepts.
STAD is applied from grades two through college.
2.8.2

Components of Student Teams-Achievement Division (STAD)

Based on Slavin in his book Cooperative Learning: Theory,
Research, and Practice (1995:71-80), there are five major components of
Student Teams-Achievement Division (STAD); class presentation, teams,
quizzes, individual improvements scores, and team recognition.
a. Class presentation
In STAD, teacher introduces the material in class presentation. The
teacher usually uses A.V. aids, charts, picture, and models in his

34

presentation. The presentation of lesson in STAD should cover the

opening, development, and guided practice component. Slavin
explanation (1995:77) about steps in class presentation in his book
Cooperative learning: Practice, Research, and Practice, which are:
1) Opening
a) Tell students what they are about to learn and why it is
important.
b) Teacher may have students to work in their team to
discover the concept.
c) Briefly review any prerequisite skills or information.
2) Development
a) Focus on meaning, not memorization
b) Frequently assess students comprehension by asking many
questions
c) Explain why an answer is correct or incorrect.
d) Move to the next concept as soon as students have grasped
the main idea.
3) Guided Practice
a) Call on students at random. It makes students prepare
themselves to answer.
b) Have students work one or two problems or examples or
prepare one or two answer, then give feedback.

35

The teacher can use the material from John Hopskin Team Learning
Project, textbook or other sources or the material teacher-made. Slavin
(1995:73) explains, the material from John Hopskin are appropriate for
mathematics for grade two up ten, language art for grades three up eight
junior high school and physical science and the other topics. Though,
teacher can make own material; make worksheet, a worksheet answer
sheet, and quiz. In this session, teacher should give direction for students
to give full attention because it will help them do quizzes and their quizzes
determine their team score.
b.

Team
The members of team in Student Teams-Achievement Division
(STAD) involve four members in different sex, level, and ethnicity. A
four person team in a class that is half male and half female might have
two boys and two girl, or three white students and one minority
students. Thus, teacher that should chose the member of the group
because they will tend to choose others like themselves.
Slavin (1995:74) argues the steps to organize the team are as
follows:
1) Make copies of team summary sheet. Each group is given one
summary sheet.
2) On a sheet of paper, rank the students from highest to lowest in
the past performances.

36

3) Decide the number of teams by dividing the numbers of

students in the class by four.
4) Assigning students of teams, balance the team so that a). Each
team is composed of students whose performance level range
from low to average to high, b). The average performance level
of all the team in the class is about equal.
5) Fill out the name of the students on each team summary sheets.
Beside the steps above, there are some roles that should be applied
before beginning the team work discuss. Slavin (1995:78) states some
rules of team are as follow:
1) Students have a responsibility to make sure that their
teammates have learned the material
2) No one finished studying until all teammates have mastered the
subject.
3) Ask all teammates for help before asking the teacher.
4) Teammates may talk to each other softly
Teacher should support or build the team to make them interested
in group by doing something fun and getting to know each other, for
example create a team of logo, banner, song or rep. Students in their
team met to study worksheets or other material. Students discussed
problems together in teams. They helped each other, compared
answers and corrected misconceptions if teammates made mistakes.

37

After five or six week of STAD, team members can be changed to

make them work with other classmates and keep the program fresh.
c. Quizzes
After one or two period teacher presentation and one or two period
of team practice, the students take individual quizzes. They are not
permitted to help each other though they study together. Each student
must know the material. The individual accountability motivates them
to do the quiz and the score of them influent the successfulness of their
team. After the individual quizzes have done, students are allowed to
exchange papers with the other members of their team to score it.
d. Individual improvements scores
The purpose of Individual improvements scores is to give each
student a performances goal that can be attained if he/she works harder
and performs better than in the past. On the other side, students can
realize that scores of each member is important because it can influent
toward team scores.
Besides improvement score, there is also base score. Base score is
used to bring maximum points to their teams, whatever their level in
the past. Students understand that is fair to compare each own scores
with score in the past. Students get points for their team based on the
degree of their quiz scores that higher than their base score:

38

Table 2.1
Improvement Point
Quiz score

Improvement
Point

More than 10 points below base score

10 points below to 1 point below base score
Base score to 10 points above base score
More than 10 points above base score
Perfect paper (regardless of base score)

5
10
20
30
30
Slavin (1995:80)

Table 2.1 shows improvement point of each student that can be

attained by comparing their quiz score and base scores. The purpose of
base scores and improvement points is to make the students have
motivation to get maximum points and also they can compare with
their own level of past performances.
e. Team Recognition
The best team gets certificate or other reward if their team score
qualify the criterions. If possible announce team score in the first
period after the quiz because it can increase their motivation to do their
best. According to Slavin (1995:80) there are three levels of awards are
given; good, great, and super team.
Table 2.2
Level of Awards
Criterion (Team average)
15
20
25

Awards
GOOD TEAM
GREAT TEAM
SUPER TEAM

39

Table 2.2 shows the level of awards that can be determined by

criterion on the table above. The criterion can be obtained by
averaging the improvement point of each member in team.
2.8.3

The Steps of Student Teams-Achievement Division (STAD) Method

In Student Teams-Achievement Division (STAD), students progress
through some steps and these are used to achieve the purpose of learning.
The steps are as follows:
a. Teacher presents the lesson in the front of the class. In this class
presentation, teacher presents the material and gives direction to
students to pay attention because it will help them do quizzes and it
will determine team score.
b. Teacher divides students in teams. Each team consists of four
members who are heterogeneous. Deferent sex, level, and ethnicity to
make them learn each other. Team member is determined by the
teacher so that they will not choose others like themselves.
c. Teacher builds the compactness of teams by asking them to create
song or rap, logo, and banner.
d. Teacher gives a copies summary for each team, worksheet and
worksheet answer sheet two copies for each team. After that, students
discuss the material and then answer worksheet. They can work in pair
within group.
e. After one or two period of teacher presentation and one or two period
of team practice, teacher conducts individual test to know how far the

40

team member master the material after they work and discuss
together.
f. Teacher with students score the test by discussing together. Students
are allowed to exchange the papers with members of other teams.
Then, teacher record students score by filling in the quiz score sheet.
g. Teacher gives certificate or other rewards for the best team based on
the degree of their quiz scores that higher than their base score and
award criterion.
h. Teacher returns the first set of quizzes (with the base scores, quiz
score, and improvements point) to the students. Thus, it can be
analyzed and improve the students achievement.
Slavin (1995)
2.9 The Characteristic of Junior High School Students
A Junior High school usually consists of students about eleven up to
fourteen years old who have different motivation from the students in higher
level like Senior High school and University. They are also in changing from
children to adolescent. In this phase, they are period of change, of new
experiences, of learning new roles and search for individual identity. It makes
them like challenges, peer approval and being forced among classmates and
friends.
Students in junior high school level like response to texts and sit with their
own thought than just answer questions or do abstract learning activities. Thus
the teachers should understand the psychological and characteristic of their

41

students because education and psychological are very related each other. Its
purpose is to design the appropriate and proper programs to fit the particular
requirements of individuals in this age group. Teacher should give students
tasks which they are able to do and also use interested method and media to
support learning process.
2.10

Hypothesis of the Study

There are two hypothesis in research, that are null hypothesis and
alternative hypothesis. Based on the problems above, the hypothesis of the
study can be stated as follows;
a. Null hypothesis (Ho)
There is no significant different between using Student TeamsAchievement Division method and without using Student TeamsAchievement Division method in teaching Descriptive reading
comprehension at grade eighth of SMP N 1 Tirto in the academic year
of 2013/2014.
b. Alternative hypothesis (Ha)
There is a significant different between using Student TeamsAchievement Division method and without using Student TeamsAchievement Division method in teaching Descriptive reading
comprehension at grade eighth of SMP N 1 Tirto in the academic year
of 2013/2014.
Based on explanation above, the writer used null hypothesis because
the writer analyzed the data with statistical method. The writer changed

42

the null hypothesis into the alternative hypothesis if there was a significant
difference between teaching reading comprehension of Descriptive text
taught using Student Teams-Achievement Division method and without
Student Teams-Achievement Division method to the second grade
students of Junior High school in Tirto. It means that the null hypothesis
was refused and the alternative hypothesis was accepted.
2.11

Theoretical Framework
In this study, the writer made theoretical framework to make easy to
write the final project, the writer chose the theme Student TeamsAchievement

Division

and

Descriptive

reading

comprehension.

Theoretical framework is showed below

Figure 2.1
Theoretical Framework
Experiment

Effectiveness

Descriptive Reading
Comprehension

Student TeamsAchievement Division

Based on the theoretical framework above, the writer conducted an

experimental research in order to know the effectiveness of Student
Teams-Achievement Division (STAD) method in teaching reading
comprehension of Descriptive text.

CHAPTER III
RESEARCH METHOD
The purpose of this study is to evaluate the effectiveness of Student
Teams-Achievement

Division

method

in

teaching Descriptive

reading

comprehension. The chapter is divided into the following topics:

3.1 Research Design
According to Urdan (2010:10) experimental research design is a type of
research in which the experimenter, or researcher, manipulates certain aspect
of the research. In this study, Students Teams-Achievement Division (STAD)
method was used to teach Descriptive reading comprehension as the
treatment. Thus, the writer wanted to see how Student Teams-Achievement
Division (STAD) method affects the students achievement in mastering
reading comprehension. There are some models of experimental research and
the writer chose Pretest-posttest control group design with one treatment as
the design of this study. The scheme is as follow:
Figure 3.1
Pretest-Posttest Control Group Design
E: O1
P: O3

Where,
experimental group
control group
43

O2
O4

44

01 pre-test for experimental group

02 post -test for experimental group
03 pre -test for control group
04 post-test for control group
treatment with Student Teams-Achievement Division method
There were two groups in experimental research, they were experimental
and control group. The activity used in the class experiment and class control
was carried out through a pre-test of both class, then treatment by using
Student Teams-Achievement Division method in class experiment, whereas
class control was treated without Student Teams-Achievement Division
method. After the treatment, the both class was given a post-test. There were
thirty items in the form of multiple choices.
3.2 Location of the Study
This Study was conducted in SMP Negeri 1 Tirto. The school is located on
Jl. Raya Pacar No. 184 Tirto-Pekalongan, call (0285) 429497, postcode
51151 exactly. It is about 8 kilometers from the Pekalongan city. It is the
strategic village, most of students come from that village and villages near it.
3.3 Subject of the Research
Subject of the research refers to subject that was researched or learned to
obtain the data.

45

3.3.1

Population
Gall, et al. (2003:167) state that population refers to the larger group
that will be learned or researched. While according to Urdan (2010:1) a
population is an individual or group that represents all the members of a
certain group or category of interest.
The objects in a population are investigated, analyzed, and concluded
before the conclusion is finally valid to the whole population. The aim of
this study is to evaluate the effectiveness of Student Teams-Achievement
Division (STAD) method in teaching Descriptive reading comprehension.
Therefore the writer chose students in second grade of SMP N I Tirto in
the academic year of 2013/2014 as population. The total number of
population was 239 students divided into seven classes.

3.3.2 Sample
Urdan (2010:1) explains that sample is a subset drawn from the larger
population. According to Gall, et al. (2003:167) sample is a process to
select a sample from a defined population with the intent that the simple
accurately represent that population.
The first step in sampling was defining the target of population.
Sometimes the number of population is too big and out of reach. This part
must have the characteristics that represent the whole population.
According to Arikunto (2002:109), sample must have characteristics that
can represent all the population observed in the research. If the population

46

is more than 100 persons, we may take 10-15 percent or 20-25 percent or
more from the population.
The writer used cluster random sampling to select sample. There were
7 classes of the eighth grade of SMP N 1 Tirto. The writer chose two
classes as samples, they were class VIII F as the experimental group and
the control group was class VIII A. Thus, the writer took 66 students and
they equal to 28 percent of the whole population. So, the sample
represented all the population.
3.4 Procedures of the Study
In this study the writer chose two classes that equated as early as possible.
Because using the same classroom, they got the same condition and made this
research more reliable. The writer chose class VIII F as the experimental
group and class VIII A as the control group. Before giving the treatment, the
writer conducted a pre-test to both classes are experimental group and control
group as sample to measure the condition before treatment (01). It was
conducted on May 19th, 2014. The test consisted of 30 items in the form of
multiple choices.
After conducting a pre-test, the writer gave a treatment to both groups. The
experimental group was treated by using Student Teams-Achievement
Division method in teaching Descriptive reading comprehension on May
22nd, 2014, whereas the control group was given treatment without Student
Teams-Achievement Division method on May 24th, 2014. This treatment had

47

purpose to know whether any differences on the students achievement in the

experimental group and the control group.
After conducting the treatments, the writer conducted a post-test to the
both group on May 26th, 2014. The effectiveness of this treatment was shown
by the differences between (02-01) in the experimental group and (04-03) in
the control group.
This research was conducted at SMP Negeri 1 Tirto, it is located on Jl.
Raya Tirto No. 184 Tirto-Pekalongan. In the first meeting, the both groups
were given an introduction what the writer did in this research and then
conducted a pretest to know the level of reading comprehension.
In the second meeting, the experimental group was given Student TeamsAchievement

Division

as

method

to

teach

Descriptive

reading

comprehension. They worked in group to study Descriptive reading

comprehension. It was interesting for them because they worked together and
each member had responsibility to master the material in order to be able in
the individual quiz. While, the control group was taught Descriptive reading
comprehension in conventional method, that was teacher centered learning.
In the third meeting, the writer reviewed the material in both groups. Then,
the last meeting, the writer conducted a post-test to experimental and control
group in order to know the effect after treatment given.

48

3.5 Methods of Collecting Data

Method of data collection is very important in research because it can be
used to answer ones research questions and/or confirm or reject a hypothesis.
The researcher can use some instruments to collect the data. In this study, the
writer used some procedures to collect the data were observation and test.
a. Observation
The writer observed the condition of class and students during lesson
from opening until closing and how the effect in treatment of Student
Teams-Achievement Division method in teaching Descriptive reading
comprehension.
Table 3.1
Form of observation scheme:
Group

Name of Students

Aspect of Observed
A
B
C
D

Total
Maximum Score
Average Score
Percentage

Aspects observed in this study are as follows:

A Students concern toward teachers explanation
B

Students cooperative in group

Total

49

The students activeness in asking question

D The students activeness in answering questions in group

Criterion:
Score 4

excellent, if the students condition is exactly the same as the

criteria.

Score 3

good, if the students condition is close to the same as the

criteria

Score 2

fair, if the students condition is far from the same as the criteria

Score 1 less, if the students condition is totally different from the

criteria
b. Test
This method was conducted in the final to the both class, which
were experimental and control group. The writer used a test that
consisted of 30 multiple choice items of Descriptive text. Test was
selected because some reasons; the students more practice to answer
the questions, can be scored quickly and it was easy to compute and
determine the reliability of the test.

50

3.6 Instruments of the Study

Arikunto (2006:149) explains research instrument is a device used by the
researcher during the data collection by which the work is easier as the data
are complete and systematic. In this study the writer used observation, test,
and interview as the instruments of the study.
a. Try-out
A good instrument determines whether the data is good or not.
Instrument should fulfill the qualification; reliability and validity. Thus,
before test was given, the writer conducted the try out to another class.
After that, the result of try out was analyzed to find the validity and
reliability of the test. The items that did not fulfill the qualification were
left. The writer conducted the try out on May 16th, 2014 to the class VIII
E.
b. Observation
According to Cohen, et al. (2007:396) observation as a research
process is that it offers an investigator the opportunity to gather live data
from naturally occurring social situations. This instrument was used to
observe the situation of the class and students during the lesson. The writer
observed the situation of teaching Descriptive reading comprehension by
using STAD. Besides, it also observed the differences of teaching by using
STAD and without STAD.

51

c. Test
Gall, et al. (2003:189) state test is any structured performance situation
that can be analyzed to yield numerical scores from which inferences can
be made about how individuals differ in the performance construct
measured by the test.
There are some characteristics of a good test as a follows:
1) Objectivity
2) Standard condition of administering and scoring
3) Standard for interpretation
4) Fairness
5) Validity
6) Reliability
(Gall, et al. 2003:190)
In this study, the test was given after treatment to the both group. The
purpose of this instrument was to measure the students achievement after to
be taught by using STAD to the second grade in SMP N 1 Tirto.
d. Interview
According to Gall et al. (2003:222), interview consists of oral questions
asked by interviewer and oral responses by the research participants. This
instrument was used to know what were the students difficulties faced by the
students in studying Descriptive reading comprehension.

52

The writer conducted interview after the treatment of Student TeamsAchievement Division method.
3.7 Variable of the Study
According to Urdan (2010:11), variable is any construct with more than
one value that is examined in research. In this study, the writer used two
variables, they were dependent and independent variable.
a. Dependent variable (Y)
According to Cohen (2007:504), dependent variable is a variable,
that which causes, in part or in total, a particular outcome; it is a stimulus
that influences a response, an antecedent or a factor which may be
modified to affect an outcome. Based on the definition, the dependent
variable of this study was the students achievement which was indicated
by the score of Descriptive reading comprehension test.
b. Independent variable (X)
Urdan (2010:11) explains that a variable on which the values of the
independent variable are hypothesized to depend. From the definition, the
independent variable of this study was the use of Student TeamsAchievement Division method in teaching reading comprehension.
3.8 Validity of the Test
Validity shows the validity of instrument, it is the most important criterion
of an effective test. Gall, et al. (2003:31) says validity as the degree to which
evidence and theory support the interpretation of test scores entailed by
proposed uses of test. To find out whether the test has content validity, the

53

writer arranged the test items dealing with Descriptive text. To convince that
the test was valid, the writer asked her advisor to check them up. A test is to
have empirical validity if it can show the evidence that the test scores have a
high correlation to some criterion such as the mark the students got. In this
research the writer used the item validity and calculates them by using the
Pearson Product Moment formula. The formula is like this:
Figure 3.2
Pearson Product Moment Formula

Where,
coefficient of correlation between x and y variable or validity of
each item.
the number of students/subject participating in the test.
the sum of score in each item.
x2

the sum of the square score in each item.

the sum of total score from each student.

y2

the sum of the square score from each student.

the sum of multiple of score from each student with the total score
in each item.
Arikunto (2006:170)

54

3.9 Reliability of the Test

Reliability shows whether an instrument is reliable and can be used as a
device to collect the data with the stability of test scores. Reliability refers the
stability of test scores when the test is used. A test is reliable to the extent that
is measures consistently, from one time to another.
To measure the reliability of the test, the writer used the Kuder Richardson
(KR21) formula.

The formula is like this:

Figure 3.3
Kuder Richardson Formula

Where:

r11

the reliability of the instrument.

the total number of all items

the average of total score
St2

total of varian
Sugiyono (2007:361)

3.10

Difficulty Level
After the try out was conducted, an item was analyzed to evaluate the
effectiveness of the items and whether it was requirement of a good test
item or not. Each of the items was classified into difficulty level by using
this formula:

55

Figure 3.4
Difficulty Level

Where:
item difficulty
number of students who answered the item correctly
number of students
The difficulty level of each item can be determined by using these
following categorizations:
0

< P 0.3 is difficult

0.3 < P 0.70 is medium

0.7 < P 1 is easy
3.11

Discrimination Power
The discriminating power is used to measure the test items because it
could identify the differences in the competence of the students. The writer
used this formula to discriminate power of test item.
Figure 3.5
Discrimination Power

56

Where:
discriminating power
number of students in the upper group who answered the item
correctly.
number of students in the lower group who answered the item
correctly.
number of all students in the upper group.
number of all students in the lower group.
The criteria of the discriminating power are:
D 0,2

is poor

0,2 < D 0,3

is insufficient

0,3 < D 0,4

is sufficient

0,4 < D 0,8

is good
Heaton (1975, 175) cited by Hidayah (2007:33-34).

3.12

Method of Analyzing Data

To analyze the data, the writer used a method to measure the
significance of difference between the mean scores of both the
experimental and control groups. The writer used t-test to measure
whether it was significant or not by using this formula

57

Figure 3.6
T-Test Formula

Where:
t

t-value
the mean of the experimental group.
the mean of control group

x2 the deviation of the experimental group

y2

the deviation of the control group

number of sample of experimental group
number of sample of control group
Arikunto (2006:170) cited by in Wijanarko (2011:47)

3.13

Scoring Rubric
An experimental research usually has pre-test and post-test to gather
the data. Pre-test is conducted before giving the treatment to the
experimental and control class. After the treatment, post-test is conducted
to know the effect after the treatment is given. The writer conducted a test
that consisted of 30 multiple choice items of Descriptive text. The scoring
rubric will be shown below:

58

Table 3.2
The Scoring Rubric
Criteria

Score

Correct answer
Incorrest answer
No answer

1
0
0

Table 3.2 shows the scoring rubric that can be attained from the
criteria on the table above.
The assesment guidelines of this research are:
1. Correct answer, each number gets score 1
2. Maximum score 30
3. Students mark

100

CHAPTER IV
RESULT AND DISCUSSION
This chapter analyzes each of the data gathered from the experimental
research activities. The analysis of each activity started from tryout, pre-test up to
post-test, observation during teaching learning process and the analysis of
interview. The chapter is divided into the following topics:
4.1 Result
The result consists of the result of tryout, the result of mean and deviation
of experimental group, the result of mean and deviation of control group, the
result of t-test, the result of observation and the result of interview.
4.1.1

The Result of Tryout

Before the writer conducted pre-test and post-test, the test instrument
was tried out for non treatment class, that was VIII E on May 16th, 2014 in
order to know the validity, reliability, level of difficulty and discrimination
power of the test.
a. Validity Analysis
The writer used the Pearson Product Moment formula to analyze
each item. The validity of instrument was tested by using this formula:
Figure 4.1
Pearson Product Moment Formula

59

60

Where,
coefficient of correlation between x and y variable or validity
of each item.
the number of students/subject participating in the test.
the sum of score in each item.
x2

the sum of the square score in each item.

the sum of total score from each student.

y2

the sum of the square score from each student.

the sum of multiple of score from each student with the total
score in each item.
Arikunto (2006:170)

Example of validity computation item number 1:

The result of computing validity above was 0.519. Then, the

writer consulted the result to the table of r product moment with the
number of subjects (N) = 35 and significance level 5% it was 0,334. It

61

can be said that item number 1 was valid because rxy

rtable (0.519

0.334).
From all computations, it was obtained that from 50 test items;
there were 45 test items which were valid, there were number 1, 2, 3,
4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 23, 24, 25, 26,
28, 29, 30, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 46, 47, 48,
49, 50 and 5 test items which were invalid, there were number 19, 22,
27, 31, and 45.
The invalid items were not given for experimental and control
group. The writer computed all of validity items by using Pearson
Product formula in Ms. Excel. The computation all of items can be
seen in appendix 10.
b. Reliability Analysis
The writer used the Kuder Richardson (KR21) formula to measure
the reliability of the test, as follows:
Figure 4.2
Kuder Richardson (KR21) formula

Where:
r11

the reliability of the instrument.

the total number of all items

62

the average of total score

St2

total of varian
Sugiyono (2007:361).

Example of reliability computation number 1

From the computation above,

Then it was consulted to

the rtable with the number of subjects (N) = 35 and significance level
5% it was 0.334. It can be said that item number 1 is reliable because
r11

rtable (0.96

0.334).

From all computations, it were obtained that from 50 test items

were reliable. The writer computed all of reliability items by using
Kuder Richardson (KR21) formula in Ms. Excel. The result of all items
computation could be seen in appendix 11.
c. Difficulty level
Each of the item was classified into difficulty level by using this
formula:

63

Figure 4.3
Difficulty Level

Where :
item difficulty
number of students who answered the item correctly
number of students
Then, the computation was consulted with these following
categorizations:
0

< P 0.3 is difficult

0.3 < P 0.70 is medium

0.7 < P 1

is easy

Example of difficulty level computation number 1

From the result of computation above, the writer concluded that the
difficulty level of item no 1 was 0.57 and could be categorized into

64

easy item. The writer also computed all items of discrimination power,
as follows:
1) Item number 9, 34, 39 were categorized into very easy item.
2) Item number 1, 2, 4, 5, 8, 10, 11, 12, 13, 14, 16, 17, 18, 20, 23,
24, 25, 26, 29, 30, 32, 33, 35, 36, 37, 40, 41, 42, 43, 45, 46, 47,
48, 49, 50 were categorized into easy item.
3) Item number 3, 5, 10, 15, 21, 27, 28, 31 were categorized into
medium item.
4) Item number 19, 22 were categorized into difficult item.
The writer computed by using discrimination power formula in
Ms. Excel and the result could be seen in appendix 11.
d. Discrimination Power
To measure the test items that can identify the differences in the
competence of the students. The writer used this formula to
discriminate power of test items.
Figure 4.4
Discrimination Power

Where:
discriminating power

65

number of students in the upper group who answered the item

correctly.
number of students in the lower group who answered the item
correctly.
number of all students in the upper group.
number of all students in the lower group.
Then, the computation was consulted with these following criteria
D 0,2

is poor

0,2 < D 0,3

is insufficient

0,3 < D 0,4

is sufficient

0,4 < D 0,8

is good
Heaton (1975, 175) cited by Hidayah (2007:33-34).

Example of discrimination power computation number 1

10
17

8
18

66

0.14
The result of D

0.14, it can be categorized poor discrimination

power. The writer also computed all items of discrimination power, as

follows:
1) Item number 1, 2, 19, 22, 31, 34 had poor discrimination power.
2) Item number 27, 42, 45 had insufficient discrimination power.
3) Item number 4, 5, 6, 9, 15, 17, 18, 24, 28, 29, 30, 36, 38, 40 had
sufficient discrimination power.
4) Item number 3, 7, 8, 10, 11, 12, 13, 14, 16, 20, 21, 23, 25, 26, 32,
33, 35, 37, 39, 41, 43, 44, 46, 47, 48, 49, 50 had good
discrimination power.
The writer computed by using discrimination power formula in Ms.
Excel and the result could be seen in appendix 11.
4.1.2

The Result of Mean and Deviation of Experimental Group

The writer conducted pre-test and post-test after the test instrument
was analyzed validity, reliability, difficulty level, and discrimination
power. Pre-test was given for experimental group on May 19th, 2014.
Whereas, post-test was given at May 26th, 2014. The result of mean and
deviation could be seen in the table below:

67

Table 4.1
The Result of Mean and Deviation of Experimental Group
Student
S-1
S-2
S-3
S-4
S-5
S-6
S-7
S-8
S-9
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33

Pre-Test (X1)
56
66
66
70
60
66
70
53
70
66
56
53
66
43
86
66
66
76
53
66
60
66
53
66
60
63
60
63
43
63
60
66
56
2053

Experimental Class
Post-Test (X2) Differences (X)
86
30
90
24
83
17
60
-10
76
16
76
10
83
13
86
33
86
16
80
14
86
30
76
23
86
20
76
33
93
7
90
24
90
24
86
10
83
30
76
10
83
23
70
4
73
20
73
7
86
26
86
23
83
23
90
27
70
27
83
20
76
16
83
17
70
14
2674
621

X2
900
576
289
100
256
100
169
1089
256
196
900
529
400
1089
49
576
576
100
900
100
529
16
400
49
676
529
529
729
729
400
256
289
196
14477

Based on table above, the mean and deviation of experimental group

could be computed below:

68

The mean computation of the experimental group

The deviation computation of experimental group

2

2
2
2

4.1.3

The Result of Mean and Deviation of Control Group

The writer also gave pre-test and post-test for control group. Pre-test
was conducted on May 19th, 2014 and the post-test was conducted on May
26th, 2014. The result of mean and deviation of control group could be
seen in table below:
Table 4.2
The Result of Mean and Deviation of Control Group
Student
S-1
S-2
S-3
S-4
S-5
S-6

Pre-Test (Y1)
80
73
63
80
63
56

Control Class
Post-Test (Y2) Differences (Y)
80
0
76
3
60
-3
83
3
70
7
76
20

Y2
0
9
9
9
49
400

69

S-7
S-8
S-9
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33

70
90
70
53
63
76
70
66
60
76
53
36
70
66
53
66
53
63
66
53
60
76
60
56
60
56
70
2126

66
80
60
70
70
83
76
70
80
76
80
70
70
83
60
73
60
66
70
76
63
76
73
76
80
80
73
2405

-4
-10
-7
17
7
7
6
4
20
0
27
34
0
17
7
7
7
3
4
23
3
0
13
6
20
24
3
279

16
100
49
289
49
49
36
16
400
0
729
1156
0
289
49
49
49
9
16
529
9
0
169
36
400
576
9
5885

Based on table above, the mean and deviation of control group could
be computed below:
The mean computation of the control group

70

The deviation computation of control group

2

2
2
2

4.1.4

The Result of T-Test

The t-test was analyzed to know the effectiveness of treatments that
was given for both classes, they were experimental and control group. Ttest could be computed by using this formula:
Figure 4.5
T-Test Formula

Where
t-value
the mean of the experimental group.
mean of control group
x2 the deviation of the experimental group
y2

the deviation of the control group

71

number of sample of experimental group

number of sample of control group
Arikunto (2006:170) cited by in Wijanarko (2011:47)
After obtaining the mean and deviation of experimental and control
group, the writer computed the t-test.

From the computation above, the t-test was 4.25. Then it was
consulted with t-table. The writer used the 5% (0.05) level of significance.
There are 33 students in experimental group and 33 in control group,
hence the number of students was 66. The degree of freedom was 64,
because

. For five percent alpha level and 64 degree of

72

freedom, there was no definite critical value in the t-table. It is necessary

to find the definite value using interpolation.
T-table for:

The result of t-table was 1.669 and the t-value was obtained 4.25.
Therefore, the t-value was higher than t-table

. It could be

concluded that there was significance difference in the students reading

comprehension taught using STAD method in experimental group and
without STAD method in control group to the second grade students of
Junior High school in Tirto. Hence, the writer changed the null hypothesis
into the alternative hypothesis. It meant that the null hypothesis (H0) was
refused and the alternative hypothesis (Ha) was accepted.
4.1.5

The Result of Observation

The writer observed the students during lesson from opening until
closing and how the effect in treatment of Student Teams-Achievement
Division method in teaching Descriptive reading comprehension. The
observation was conducted when the writer gave the treatment of

73

experimental group. It was conducted on May 22nd, 2014. The result of

observation could be seen on table below:
Table 4.3
Score of Observation
Group
1

Name of Students
S-03
S-31
S-04
S-11
S-12
S-14
S-06
S-21
S-05
S-28.
S-10
S-16
S-32
S-07
S-20
S-26
S-08
S-13
S-25
S-27
S-01
S-18
S-23
S-30
S-22
S-32
S-09
S-19
S-02
S-15
S-17
S-24
S-29
Total

Aspects of Observed
A
B
C
4
2
3
4
2
2
3
3
3
4
3
4
4
4
3
4
3
4
4
3
3
4
2
3
4
4
4
4
4
4
4
4
3
4
4
3
3
3
4
4
3
2
4
4
4
4
3
3
4
3
3
4
3
3
4
4
4
4
4
2
4
4
3
4
3
4
4
3
4
4
4
4
3
3
4
4
4
4
4
4
2
4
4
2
4
4
3
4
4
4
4
4
4
4
4
3
4
4
3
129
114
108

Total
D
3
3
2
3
2
4
3
2
3
4
2
3
3
3
3
3
3
3
4
3
3
2
3
3
3
3
3
3
3
4
3
3
3
98

12
11
11
14
13
15
13
11
15
16
13
14
13
12
15
13
13
13
16
13
14
13
14
15
13
15
13
13
14
16
15
14
14
449

74

Maximum Score
Average Score
Percentage

132
3.90
97%

132
3.45
86%

132
3.27
81%

132
2.96
74%

528
13.60
85%

According to the table above, the first aspect was A, the students
concern towards teachers explanation. The result of aspect A was most of
students concern towards teachers explanation and it could be seen from
point 4 that were gotten by them. Yet, there were some students got point
3, it indicated that they listened to the teachers explanation but did other
activity that is not related with learning activity. Most of students
concerned when the teacher explained the material, but there were boys
who talked to their friends when the teacher explained material in the front
of the class.
Aspect B was the students cooperate in group. Most of students got
point 4, it showed that students took active part in group cooperation
correctly and can associate with member of group well. There were
three students got point 2, it indicated that they took active part in
cooperation, but could not associate with member of group. Some groups
cooperated to answer questions, besides there were some groups who did
not associate because only girl member who discussed in group
discussion.
Aspect C was the students activeness in answering questions in
group. Table above showed that there were 14 students got point 4, it
indicated that they gave complete answer without helped by the teacher.

75

14 students got point 3, it showed that they gave answer but helped by the
teacher. Point 2 were gotten by five students, they gave answer the
question but the answer was not match. Some students could answer
questions without any helps by the students because they had understood
the material after discussed together with their teammates.
The last aspect was D, the students activeness in asking question.
Most of students asked question as many as possible, but the question was
not focus of the problem and it could be indicated from point 3 that were
gotten by them. Students were active in asking question, but it was out of
focus on problem. Some students asked the teacher about the meaning of
multiple choices answer.
From the result of observation discussion above, the percentage of the
observation was gathered 85%, then it was consulted with assessment
percentage explanation. Hence, it could be categorized into good
learning.
4.1.6

The Result of Interview

Interview was conducted in order to evaluate the students condition
in teaching learning process. The writer interviewed some students that
consisted of four students as sample and the English teacher, that is Mrs.
Nani. The interview was conducted on May 24th, 2014 after the treatment
was given for experimental group. The question of interview consisted of

76

five questions for English teacher and five questions for students. The
interview guideline could be seen in appendix 26.
The writer concluded the English teachers interview from number 1
up to 5. The first question was how is the students reading ability?. The
reading ability of students in second grade was average. The second
question was How many students do they get reading lesson, in a week?.
The reading lesson is one time a week. The third question was Do you
find the difficulties in teaching reading comprehension?. The difficulty
that was faced by the students that was the less of students vocabulary
and they were so lazy to find the meaning in dictionary. The fourth
question was Have you ever heard about STAD before?. The teacher
said yes, she had ever heard about STAD. The fifth was What do you
think about STAD?. According to the teacher, STAD was a good method
because learning with their friends made the students were interested and
enthusiastic to learn and find the meaning of vocabulary from the text.
The writer concluded the result of students interview from question
number 1 was Do you like reading lesson?. All of students answered
yes, so it could be concluded that they like reading lesson. The second
question was What is your opinion about reading lesson with Student
Teams-Achievement Division method?. The writer concluded that all of
students were interested with STAD because they liked studying with their
friends. They could help each other and discuss material and answer
question together.

77

The third question was Do you like it? Why?. From the students
answer, the writer could conclude that they liked reading lesson with
STAD. They liked being was taught using STAD because it was a new
atmosphere that different from teaching learning process as usual, so it
was not monotonous.
The fourth question was Do you feel enjoy when you were taught
using STAD? Why?. The answer of students was they felt enjoy were
taught using STAD because they could study together and discuss the
material was given by the teacher, so they did not think alone.
The fifth question was Do you any improvement in your reading
ability after the teaching learning process using STAD?. All of students
answered Yes, they got a little improvement in reading ability. It could
be seen from the result of post-test was higher than pre-test.
4.2 Discussion

Discussion consists of the effectiveness of Student Teams-Achievement

Division method in teaching Descriptive reading comprehension and the
application of Student Teams-Achievement Division method in teaching
Descriptive reading comprehension.
4.2.1

The Effectiveness of Student Teams-Achievement Division Method in

Teaching Descriptive Reading Comprehension

The writer conducted pre-test, treatment, and post-test for both

classes, those were experimental and control class. Teaching Descriptive
reading comprehension using STAD could improve students reading
comprehension. It can be shown from mean score of pre-test and post-test

78

of experimental group were higher than control group. Mean score of

experimental group was 18.81 and mean score of control group was 8.45.
The result of t-value was 4.25 and t-table was 1.669. Because the tvalue was higher than t-table, it can be concluded that there was
significance difference in the students reading comprehension taught
using STAD in experimental group and without STAD in control group.
Hence, the writer could conclude that using STAD in teaching reading
Descriptive comprehension was effective than without STAD in teaching
reading Descriptive comprehension.
4.2.2

The Application of Student Teams-Achievement Division Method in

Teaching Descriptive Reading Comprehension

The writer applied STAD in experimental group on May 22nd, 2014,

that was VIII F. Teaching Descriptive reading comprehension using STAD
consisted of the following steps:
The first step is class presentation. The writer as teacher presented the
material, that was about Descriptive text. In this step, teacher convinced
the students to give full attention for teachers explanation, because it
helped them did the quizzes and determined the team score.
The second step was team. The writer divided students into teams that
involved four students in different sex and level. The members of team
consisted of two boys and two girls and also different levels that were
determined by the writer based on base score, in this case the writer used
pre-test score as base score. Then, each team made a team name and the

79

teacher copied summary for each team, worksheet and worksheet answer
sheet two copies for each team. After that, students discussed and solved
the problem or something that did not understand yet about the material,
and also answered worksheet together. They worked in pair within group.
The worksheet could be seen in appendix 22.
The third step is quizzes. After the discussion had finished, teacher
gave them an individual test to know how far they understood about the
material that was discussed together with teammates. They were not
permitted to help each other though they studied together. After it had
done, papers were exchanged with the other members of their team to
score it. Quiz score sheet could be seen in appendix 23.
The fourth step was team recognition. After quizzes finished to be
scored, the teacher announced the super team and gave them award.
Teacher determined the level of award based on averaging the
improvement point of each member in team. Team summary sheet could
be seen in appendix 24.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this chapter discusses some conclusions and suggestions of the study.
5.1 Conclusions
The main purpose of this study was to know whether there is any
significance difference in teaching Descriptive reading comprehension
between using Student Teams-Achievement Division (STAD) method and
without Student Teams-Achievement Division (STAD) method.
Based on the data which have been analyzed in previous chapters lead to
conclusion that:
a. STAD

method

was

effective

in

teaching

Descriptive

reading

comprehension, it was shown from the t-value was higher than t-table
. Thus, it could be concluded that there was a significance
difference in the students reading comprehension taught using STAD in
experimental group and without STAD in control group.
b. STAD method application in teaching Descriptive reading comprehension
made the students were willing to participate in group discussion, active,
and serious to finish the task in group, hence they were motivated in
reading Descriptive text. Differences with the conventional method that
made the students got bored and not interested in learning. The problem
that was faced in STAD method application was some students could not
cooperate with members in group, they did activity that not related with

80

81

learning activity. However, the writer could solve the problem by

managing the class well.
5.2 Suggestions
Based on the result of the study, the writer gives some suggestions to
improve the students ability in reading comprehension:
a. The writer suggests that the teachers should use STAD method in
teaching reading comprehension, because STAD is an effective method. It
can be shown by the average scores of experimental group was higher
than control group.
b. The writer suggests that the students can apply STAD method in reading
comprehension because they can study, discuss material, and solve the
problems together, so it can improve the students reading ability.
c. For further researchers, the writer suggests that the researchers can use
this study to add reference to conduct their similar research to other
institution as well to see how STAD method is very good to be applied in
teaching reading comprehension.

REFERENCES
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State Islamic University

Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik.

Jakarta: Rineka Cipta

Brown, H. D. 2004. Language Assessments Principles and Classroom practices.

San Fransisco State University: Longman.

Cohen, Louiset, et al. 2007. Research Method in Education (6th edition).

Routledge:New York

Gall, M.D., Gall, J.P., and Borg, W.R. 2003. Educational Research an
Introduction (7th Edition). USA: Allyn and Bacon

Grellet, F. 1981. Development Reading Skills: A Practical Guide to Reading

Comprehension Exercises. Cambridge: Cambridge University Press.

Hartono, Rudi. 2005. Genres of the Text. English Department Faculty of

Language and Art. Semarang State University.

Hidayah, Nurul. 2007. The Use of Beauty and the Beast Illustrated version as
Narrative Reading Material. Final Project. Semarang: Semarang State
University

Hornby, A.S. 1989. Oxford Advanced Learners Dictionary of Current English

(7th Edition). Oxford: Oxford University Press.

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83

Hyland, Ken. 2004. Genre and Second language Writing. London: University of
Michigan Press

Khan, S.A. 2008. An Experimental Study to Evaluate the Effectiveness of

Cooperative Learning Versus Traditional Learning Method. Thesis.
Pakistan: International Islamic University Islamabad.

Larsen, Freeman Diane. 2000. Techniques and principle in language teaching.

Oxford: Oxford University Press.

Linse, Caroline T. 2006. Practical English Language Teaching:

Learners. New York: Mc Graw Hill Companies, Inc,.

Young

Novika, Tria N. 2011. The Effectiveness Of Student Team Achievement Division

(STAD) Technique In Teaching Reading Comprehension. Final Project.
Semarang: IKIP PGRI Semarang

Priyana, Joko et al. 2008. Scaffolding English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan, DEPDIKNAS.

Richard, Jack C. and Rodgers, Theodore S. 2001. Approach and Method in

Language Teaching (2th Edition). Cambridge: Cambridge University Press.

Slavin, Robert. E. 1995. Cooperative Learning: Theory, research and practice

(2nd Edition). USA: Allyn and Bacon.

Sugiyono. 2007. Statistika Untuk Penelitian. Bandung: Alfabeta.

Susilohadi, Gunarso et al. 2008. Contextual Teaching and Learning Bahasa

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84

-------. -------. Tutor Handout: Tips for Teaching Comprehension Strategies.

Retrieved October 7 2013, at 12:11, from http://www.reading-totors.com

Untung. 2013. The Effectiveness of English Learning through the Social Network
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Education. 3 (1) (2013). 1-36. Retrieved December 12 2013, at 10:26 from
http://journal.unnes.ac.id/sju/index.php/eej

Urdan, T.C. 2010. Statistics in Plain English (Third Edition). USA: Taylor and
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Wardiman, Artono et al. 2008. English in Focus for Grade IX Junior High School
(SMP/MTs). Jakarta: Pusat Perbukuan, DEPDIKNAS.

Widiarti, Utami et al. 2008. Contextual Teaching and Learning Bahasa Inggris:
Sekolah Menengah Pertama/Madrasah Tsanawiyah Kelas VIII Edisi 4.
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Wijanarko, Eddy. 2012. The Effectiveness of Strip Picture to Improve Students

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2011/2012). Final Project. Pekalongan: Universitas Pekalongan

www.kemdiknas.go.id/media (Downloaded on December 3, 2013)

UI\IVERSITAS PEKALONGAN

85

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

JI. Sriwijaya No. 3 Pekalongan Telp. (0285) 421096;421464;426800

exl 104; Fax.411429;

email: unikal. ac. id@gmail.com

Nomor
Lampiran

: I 62/8.32.0 1 IFKIPIV

Hal

: Izin Penelitian

Yth. Kepala
SMP Negeri

I 20

2I Apil2Al4

I Tirto

Kabupaten Pekalongan

Di Tempat

Dengan hormaL

Bersama ini kami beritahukan bahwa mahasiswa Program Studi Pendidikan Bahasa Inggris Fakultas
Keguruan dan Ilmu Pendidikan Universitas pekalongan :
Nama
NPM

GitaRianawati
:1004290921

Akan mengadakan penelitian datam rangka penyusunan skripsi dengan judul

" THE EFFECTIWNESS OT STUDENT TEAMS _ACIITEWMENT DIWSION $TAD METHOD

IN TEACHING DESCRIPTIW READING COMPREHENSION (An Experimental Research at the
Eight Graders of sMP N lTirto in the Academic year af 2013/2014)',
Sehubungan dengan hal tersebut di ata*s, kami mohon bapak/ibu berkenan
memberi
bersangkutan untuk melaksanakan kegiatan tersebut di sekoiah yangbapa7ibu pimpin

izin

kepad

Atas bantuan dan kerjasama saudara, kami ucapkan terima kasih.

, S.Pd., M.Hum.

yang

85

PEMERINTAH KABUPATEN PEKALONGAN

DINAS PENDIDIKAN DAN KEBUDAYAAN

SMP 1 TIRTO
TERAKREDITASI 'A *
Jl. RayaPacar 184 Tirto TeW.429497 Pekalongan 51151

SURAT. KETERANGAN
NOMOR

: 421.3 I

139

12014

Kepala SMP 1 Tirto Kabupaten Pekalongan dengan ini

Yang bertanda tangan dibawah

meuerangkan bahwa:

Nama

GITA RIANAWATI

NPM

1004290921

Program Studi

Sl / Pendidikan

Fakultas Keguruan dan Ihnu Pendidikan / Bahasa Inggris

Fakultas /Jwusan

Benar

benar

telah

@xperimental Research
Teams

Balrasa Inggns

melaksanakan Penelitian

dalam rangka penfxunan

) dalam pengajaran Bahasa

Slaipsi

Inggns menggunakan Metode Student

Achievement Division ( STAD) dengan Judul "THE EFFECTIVENESS OF STUDENT

TEAMS.ACHIEVEMENT DTVISION(STAD) METHOD

READING COMPREHENSION

TEACHING DESCRIPTTVE

pada tanggal 17 s.d 28 Mei 2013

Demikian Surat Keterangan

IN

dengan baik

ini dibuat sebenar *

benarnya untuk dapat dipergunakan

sebagaimana mestinya.

2014

199412 1 001

87

Appendix 3
The List of Experimental Group Students
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33

Students
Abdul Fattah
Adelia Ayu Ningrum
Akmal Bahtiar
Anggita Anindia
Anggreini Wulandari
Arief Mustofa
Azza Zulfatin
Baskoro Dwiyanto
Choerul Mufid
Eko Hadi Wibowo
Farah Ainaya Ansirni
Intan Syahra Febiantika
Isnan Rizkianto
Khusnul Khotimah
Lutfian Hadiarso
M. Abdul Rozak
M. Dwi Andriyan
M. Maulana Majid
Mellyati Agustina
M. Mahfud L.
M. Erfandi
M. Hasyim Muzadi
Murni Yuliana
Muslimin
Nuzul
Puja Adi Saputra
Rina Anita
Sanada Ulfi Khikmah
Shinta Amelia Fitri
Suciati
Taufan Arifian
Teguh Budi Utomo
Teguh Imam S.

Code
S- 1
S- 2
S- 3
S- 4
S- 5
S- 6
S- 7
S- 8
S- 9
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33

88

Appendix 4
The List of Control Group Students
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33

Students
Agus Mahardika
Ali Nurdin
Annisa
Bayu Rizka Hidayat
Centio DEwi
Deni Hardiyanto
Dessy Surya R.
Dhani Chandra
Dimas Sidiq M.
Dina Nuril Aini
Dodi Rahman
Faisol Fahmi
Filza Rizkiana
Firman Nur Diyanto
M. Adi Darmawan
M. Firhan Aji I.K.
M. Rahmi
M. Taufiq Qurokhman
Maruf Albana
Moh. Adnan S.Y.
Nabillah Putri R.
Nur Fathirotul Azahro
Nurul Karima
Putrid Melinia
Rizqi Dewi Anggraini
Robby Krisyanto
Silmi Amiruna
Slamet Naufal Affandi
Sri Utari
Triana Octafiyanti
Tyas Desi Andayani
Ulul Azmi
Zafia Nurul Anam

Code
S- 1
S- 2
S- 3
S- 4
S- 5
S- 6
S- 7
S- 8
S- 9
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33

89

Appendix 5
The List of Non-Treatment Group Students
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35

Students
Abdul Rozak
Akbarudin
Aldinata
Ana Fitriana
Ashkarudin
Desti Fitriana
Fahrul Hidayat
Fakis Salsabila
Farichul Ilma
Fikri Safana
Ghani D.W.
Indah Novitasari
Ivan Alfian Y.
M. Alfan Mubarok
M. Bayu Aji
M. Giyo Salim
M. Iqbal
M. Puja Gustanto
Mukhafidzin
Nur Halimah
Nur Hidayah
Purwati
Rani Septianingrum
Riza Khumairoh
Salman Hikam
Shahibun Alim
Slamet Surono
Syarifatun Nabila
Teguh Setiaji
Umi Fitriyani
Umriyanti Zulfa
Widya Mardiana
Yogi Ferdianto
Zaenur Khustoni
Zahri Romadhoni

Code
S- 1
S- 2
S- 3
S- 4
S- 5
S- 6
S- 7
S- 8
S- 9
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35

)iJ

STUDENTS ATTENDENCE LIST OT'

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PRETEST

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[w4,vz

-4

:zU

%
,'t!

lhilu
nf,0

,4
R(-/

/-,

ffi
4VW

Gf>4

/1^,W,
LL

-ryN

fl.

/
(

,'7

=
1P

frNt,

fWW

j: 4z:

AW

W.

+P;
kn, o-

"ift

4/trek

llkhr,

frl ts,'

7W_

ht

/t

it..11

1CIffi)-

grb Haai vzib,.vo

,UWil,N
il'#l-qqFon /rici(ln
hmfr t7ffi7

27

30

rygt$

-*t

17,,1 7

AT'fi1

rrY i,ho'
\rntavt lqat^rU F4*,,Trithx@
ArSf trrr' wu\ondori gffi{'xii{6l

il

W
I

w
l,rr[\

u o- t\

wfltfw+
,4i

Mrrfrl

DwiVqfil'b

POSTTEST

TREATMENT

-/,

'1

v1,,&

7I

STUDENTS ATTENDENCE LIST OF

C0NTROL CLASS (VIII A)

NO
l
2
J

NAMB

PRETEST

srr

urarf
Pafn Me/tnt.z

/4,r/^
-V

Lv
Irionq O6{aplqant
(W,,,
Ceneta d eu-tt
lj

vt . lV) t,O,X)R vt{ilc, rt rxr

Oo rl; , P-ah(non

[)pr.,

FiQrvton

tvl

10
ll
12

AU

fis1r$tyan*t

n$diIonu

$ tQ

r;u Ra lH

N {ll

M.

Dannl,
l'-l.u 1[r{nqn "(.r
(
A.q,oi

fi,ti

9r\ml Amiru0o\
t4 Tqas gosi hrDagani
15 Utbtutah Putrr E i.tr
t6 Nurqt ko\-trno
17
r.u?uL htt

Dtne

ANH\5A

\,rqq

22

T1\?6 $!f\tn?
N\ur farhirOcctl
R.iers=r Oetori A

23

Trrolal t\r. rr.-t

24

Ma'ra

25

ArW'i 9'tltG. vn?.sstb\ VglgrNNm

f4 t\r'hon A a,'

26
21
2B

29
30
31

JZ
JJ

34
35

36
37

Aat^

Alb,ancl

S\aoett lopEo\6pgrng
AAU,S filPlARDtxn
DHann LqNDDD n.
Bsqu RlzEa iltoa)J1
nt.ut-DlN

.*a*aAU F/&.6uao*

Er

tr^ffim,r

6M

|H4ry1177s$t

41,^r.L

[-n I,WIB.L
L

EA

fuk

r{$r'6r,.r

-&

ronL

i ri,YM.

@2_-*

t, 'trw

"1

ery
-{*4-ttl}.

.f"l

ddi,
Qrrq-.

a-*,

I fi ''Ql {'
W1^"

1"41)
"E

r
frtLltF

'l'4r-'

ktful4ttbbfr),P'
Alrrnq\A

hffi ,Ja-

Nkriiml.

6@-*

E"tdffir7" M@ffi.,
?rntrf,)/

,ffi

tVt

,@#
SLlm

Smrdfi

@a)*

W"W^+

1L
It/
't
'( l,'t
' )?tt t,-+

q4

}/,t

7:+.i't \l

/W
,'J*444

fr1,6\

@2--

-4ffifrfr
ryixr

.W

WA

l-&m,

bfu,tuL

frq^,

,|fu.

tffirl

A*ol s

Iab
fi6

frw

q-/

Oa

filifu"

POSTTEST

AW
$W
qhfrf
4,hfr*
rdtu&_u Tuu-fur ?.)\-,

3tfittn

6ffi,

ftus<., \ Tahnn.

AU

#Nd-<
kuffi.r*'

-fl^4

T)eeY

20

2l

1ilt-:

iYtffil
?

19

w'
/4-fls*
/),9.

L3

18

**-*-i)
JJ
//'U
b;(

TRtrATMENT

,if,!'*4-

/|Yv
"Fh*

7lt1

&A .(-

-qVltY,
'{M4 -

tu

Gr'?-/--'

92

STUDENTS ATTENDENCE LIST OF

NON TREATMENT CLASS (VIII E)

NAMA

NO
I

S1-arifatun Nabila

,,,

Fakis Salsabila

Desti Fitriana
rJmriyanti Zulfa

P
D
I

Fikri Safana
Widla Mardiana
Asl*arudin

Zalrri Romadhoui

Mukhafidzin

10

M. Iqbal

L
L

1I

Riza Khurnairoh

t2

Rani Septraningrum

13

Ana Fitnana
Nur Halinrah

4
5

14

l5

' f(\^iP
L

/,

P
P

4{YNk{ rC.

:fr,W

1Q

Tcguh Setia.ji

23

M. Puja Gustanto

24

Salnran Hikam

25

Slarnet Surono

L
L
L
L

26

M.

Aji

27

Ghani D.W.

28

Akbarudin

L
L

29

M.

Cip

Salint
Abdul Rozak

32

YogiFerdianto
Farichul llma

JJ

L
L
L

3l

34

Al{bn Mubarok
Ivan Alfian Y.

35

Shahibun Alim

*r

T)

' '(M/
^ u---*

t
L

9L
L

Zffi,-

'alw,

22

30

ftri."j

L/

Ba1'u

#'o

+rnA

Fahrul Hida-yat

19

'-Br+h

2t

18

_Wi+{

&lb)

ZCI

t7

qril,-

vffi
ffisA
t

Umi Fitriyani
Indair Novitasari
Nur Hidayah
Puruati
Zaenur l(hustoni
Aldinata

16

TTD

LIP

/ar4rflr

'*-7'k>5
.HJ
Ytyt^L-

'#

fi

(-s,r

"
o^M1

-ffi-

\t{?"2

/1,1' '^{v1,t--

#n*
-<-49

93

Appendix 9
STATISTICAL DATA (TEST SCORES)
No

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33

Experimental Class
Students
Pre
Test
Abdul Fattah
56
Adelia Ayu Ningrum
66
Akmal Bahtiar
66
Anggita Anindia
70
Anggreini Wulandari
60
Arief Mustofa
66
Azza Zulfatin
70
Baskoro Dwiyanto
53
Choerul Mufid
70
Eko Hadi Wibowo
66
Faroh Ainaya Ansirni
56
Intan Syahra F.
53
Isnan Rizkianto
66
Khusnul Khotimah
43
Lutfian Hadiarso
86
M. Abdul Rozak
66
M. Dwi Andriyan
66
M. Maulana Majid
76
Mellyati Agustina
53
M. Mahfud L.
66
M. Erfandi
60
M. Hasyim Muzadi
66
Murni Yuliana
53
Muslimin
66
Nuzul
60
Puja Adi Saputra
63
Rina Anita
60
Sanada Ulfi Khikmah
63
Shinta Amelia Fitri43
Suciati
63
Taufan Arifian
60
Teguh Budi Utomo
66
Teguh Imam S.
56

Post
Test
86
90
83
70
76
76
83
86
86
86
86
83
86
76
93
90
90
86
83
86
83
70
73
73
90
86
83
90
86
83
76
83
70

Control Class
Students
Pre
Test
Agus Mahardika
80
Ali Nurdin
73
Annisa
63
Bayu Rizka Hidayat
76
Centio DEwi
63
Deni Hardiyanto
56
Dessy Surya R.
70
Dhani Chandra
90
Dimas Sidiq M.
70
Dina Nuril Aini
53
Dodi Rahman
63
Faisol Fahmi
76
Filza Rizkiana
70
Firman Nur Diyanto
66
M. Adi Darmawan
60
M. Firhan Aji I.K.
76
M. Rahmi
53
M. Taufiq Q.
36
Maruf Albana
70
Moh. Adnan S.Y.
66
Nabillah Putri R.
53
Nur Fathirotul A.
66
Nurul Karima
53
Putri Melinia
63
Rizqi Dewi A.
66
Robby Krisyanto
53
Silmi Amiruna
60
Slamet Naufal A.
76
Sri Utari
60
Triana Octafiyanti
53
Tyas Desi Andayani
60
Ulul Azmi
56
Zafia Nurul Anam
70

Post
Test
80
76
56
83
66
76
66
80
63
60
63
80
60
70
60
76
80
70
70
83
60
73
60
66
66
76
63
76
66
76
70
80
73

n_,
-r{

A DDT]LT TI\i.
,l
ll-Fr
E-lTur-ar 'r1,

TABLE ANALYSIS OT YALIDITY

No.

No. Res
I

s-21

s-09

S-

S- 5

/t

S- 2

S. 3

s-27

s07

s-34

t0

s-03

I1

s-01

t2

s-20

:x3

s-r4

r-)

I
I

s-04

s-06

l6

s-23

t7

s-02

l8

s-33

t0

lf.

8
I

(r

t4

0
I

I9

s-33

20

s-22

21

s-r9

22

s-08

t)

L)

s-24

24

s-29

25

s- 25

26

s-05

27-,

s-15

28

s-l I

29

s-

l6

30

til;3.11

s-t0
s- l7

,,.32,,',

s-1 8

::l-.i$3i

s-30

:34:

s-28

35:

s-26

Total

IT

l5

22

12

17

l3

20

19

16

26

13

35

35

35

35

35

35

35

35

35

35

Xx

l5

22

t2

17

l3

20

t9

t6

26

t3

Iy

908,00

908,00

908.00

908,00

908,00

908,00

908,00

908,00

908,00

908,00

rxv

506,00

676,00

414,00

569,00

412.00

655,00

o0,00

538,00

81

1,00

456,00

5,00

22,00

12,00

17,00

13,00

20,00

19,00

16,00

26,00

13,00

484,00

144,00

289,00

69,00

400,00

361,00

256,00

676,00

r69,00

Ix2

(rx)'

225,00

ry'

29466.00

29466,00

29466,00

29466,00

29466.00

29466.00

'J

29466,00

29466.00

29466,00

29466,00

(rv)'

824464,00

82446,1,00

824464.00

824464,00

32446,1.00

824464.00

824464.00

824464,00

32,1464,00

824464,40

NIxv-(Ix)(Iv)

4090,00

1684.00

1594,00

787 7,42

7691.42

0,519

0.479

rabel

0,334

0.334

Valid

Valid

V{NIx'z-(Ix)'z

{NIvz-(Iv)'z}

Criteria

44',79,00

26 I 6,00

4765,00

4448,00

4302,00

4',7'77.00

4156,00

795s,81

'7691.42

7877,42

7929,77

19)q 11

69-57,t 5

'7691.42

0,476

0,563

0,340

0,605

0,561

0,543

0,687

0,540

0,334

0.334

0.-134

0,334

0,334

0,334

0.334

0,334

Valid

Valid

Valid

Valid

Valid

Valid

Valid

Valid

nf

,-)

7I'

no

34

37

l5

36

3l

i9

:t0

(l

I
0

0
0

0
0

0
0

I
I
I
I

I
I

20

2t

26

22

2t

23

24

18

15

35

35

35

35

35

35

35

35

35

35

20

21

26

22

2t

23

908,00

908,00

908,00

908,00

908,00

908,00

908,00

232,00

670,00

617,00

793,00

729.00

675,00

7,00

20,00

21,00

26,00

22.00

21,00

49,00

400,00

441,00

676,00

484,00

44t,00

18

15

908,00

908,00

908,00

767,00

767,00

573.00

s03.00

23,00

24.00

529,00

576,00

8.00

15,00

324.00

225,00

29466,00

29166.00

29466,00

29466,00

29466.00

29466.00

29466,00

29466,00

29166.00

29466,00

824464,00

824464,00

824,16,1,00

824464,00

32446,1.00

824464,00

824464,00

821464.00

32.146,1,00

824464.00

t764,00

5290,00

4627,00

414't.00

4557,00

5961,00

50s3.00

3711,00

3985,00

6367.25

'787',7,12

'7798,25

6951,15

'7691.42

7798,25

7555.76

7389,68

7955,8r

787',7,42

0,277

0.672

o (o1

0,596

0.720

0,584

0,789

0,684

0.466

0,506

0,334

0,334

o 114

0,334

0,334

0,334

0,334

0.334

0.334

0,334

Ini,alid

Valid

Valid

Valid

Valid

Valid

Valid

Valid

Valid

Valid

42

43

,+.+

45

41

48

19

50

v'

11

936

42

761

42

764

12

164

,11

168

39

152

39

152

39

152

-16

1296

35

33

1089

46

225

31

96r

31

961

3l

961

()

30

900

30

900

29

841

28

784

27

729

27

729

26

676

26

616

25

625

2t

441

2t

441

23

529

361

324

289

256

225

196

196

196

I
I

196

25

l5

19

17

18

16

22

22

22

20

908

29466

35

35

35

35

35

35

35

35

35

35

25

15

19

17

18

16

22

22

22

20

908,00

908,00

908,00

908,00

908,00

908,00

908,00

908,00

908,00

908,00

800,00

502,00

620,00

562.00

567,00

536,00

717

.00

7l 8,00

720,00

673,00

5,00

19,00

8,00

16,00

22,00

22,00

22,00

20,00

22s,00

361,00

324,00

256,00

484,00

484,00

484,00

400,00

25.00
625,00

7.00

289,00

29466.00

29466,00

29466,00

29466.00

29466.00

29466,00

29466,00

29466,00

29466,00

29166,00

824464.00

824464,00

824464.00

824464,00

824464,00

824464.00

824464,00

821,+61,00

824464,00

824464,00

-5300.00

3950,00

4448,00

4214.00

3501,00

4232.00

5 I 19,00

5154,00

5224,00

s39s,00

'7191.0'7

787't,42

795-S.81

7955,81

'7929;77

't691.42

7691,42

7691,42

7877,42

0,737

0,501

0,561

0.532

0,M0

0,534

0.666

0,670

0,679

0,685

0.33,1

0,334

0,334

0.334

0,334

0,334

0.334

0,334

0.334

0.334

Valid

Valid

Valid

Valid

Valid

Valid

Valid

Valid

Valid

Valid

,,

r DDl;rl.rnrl/

II

Table Analysis of Reliahility, Difficulty Level and Discrimination Power

N0. item

35

35

35

35

35

35

35

35

35

34
11 01

34

34

34

34

34

34

34

34

34

27.9'1

27,97

27,97

27.9',7

)1 q'l

)1 01

2',7,97

2',7,97

)1 01

88,3 r

88,31

88.31

88.31

88.3 I

88.31

88.31

88.3 I

88.3 l

88,3r

1,03

1,03

1,03

1,03

1,03

l,03

1,03

1,03

I,03

96,60

196,60

196,60

196,60

r96.60

t96,60

196,60

3090.97

3090,97

3090.97

3090.97

3090.97

3090.97

3090.97

3090.97

3090.97

0,96

0,96

0,96

0,96

0,96

0,96

0,96

0,96

0.96

0,96

0.334

0.334

0.334

0.334

0.334

0,334

0,334

0.334

0334

Reliable

Reliable

Reliable

Reliable

Reliable

Reliable

Reliable

Reliable

Reliable

Reliable

15,00

14.00

14,00

13,00

9,00

16.00

3,00

12,00

4.00

I 1,00

17

t'l

t7

t'7

1',]

t7

l'7

t1

t1

l8

t7
t8

l8

l8

t8

t8

l8

l8

18

l8

0,55

0,43

0,49

0,49

0.36

0,44

0,38

0.37

0. r2

0.42

Good

Good

Good

Good

Sufllcient

Good

Sufficient

Sufficient

Poor

Good

23

23

22

l9

t4

2'.1

22

20

l6

35

35

35

35

35

35

35

35

35

35

r96,60

34

35

1,03

96.60

196,60

3090,97

0,66

0,66

0,63

0,54

0.40

0.11

0.63

0,57

0.20

0,46

Easy

Easy

Easy

Easy

Medium

Easy

Easy

!,asy

Difficuit

Easy

Dipakai

Dipakai

Dipakai

Dipakai

Dipakai

Dipakai

Dipakai

Dipakai

Dibuang

Dipakai

..=l

r,l

1Aa
ii-j1

2t
0

22

21

2-1

25

26

1.',1

2\)

2'a

10

t)

0
0

0
0
1

(.)

(.)

0
0

(.)

{.)

(.)

0
0

{..}

(.)

0
0

0
I

(.)

0
0

0
0
0

0
0

l9

t'l

l5

t4

t2

25

2'7

35

35

35

35

35

35

35

35

35

35

34

34

34

34

34

34

34

34

34

27,97

?7,97

27,97

88.31

88,31

88,3

1,03

27,97

27,97

34
)1 01

)1 91

)7 q1

27,9',7

2',1,97

88,3r

88,3 I

88,31

88,3

88,3 l

88,31

t,03

1,03

1,03

1,03

1,03

1,03

1.03

1,03

196,60

196,60

196,60

196,60

96,60

r96,60

196.60

196,60

3090.97

3094.97

3090.97

3090.97

3090,97

3090,97

3090,97

3090,97

3090,97

0,96

0,96

0,96

0,96

0,96

0,96

0,96

0.96

0,96

0,334

0,334

0,334

0,334

0,334

0,334

0,334

o.734

0,334

Reliable

Reliable

Reliable

Rsliable

Reliable

Reliable

Reliable

Reliable

Reliable

Reliable

10,00

5,00

13,00

10,00

3,00

12,00

8,00

8,00

I4,00

,00

t'7

t7

17

t7

t7

t'7

t7

l8

l8

l8

l8

l8

l8

t7
l8

l8

t7
t8

0.1 3

0.54

0.3 r

0,54

0,59

0,19

0.36

0.32

0,33

Poor

Good

Sufficient

Good

Good

hxulficient

Sufficient

Suflicient

Sufficient

27

3090.97
96

Good

88.3

96,60

19

t7

l7

l5

t4

t2

25

35

35

35

35

35

35

35

35

15

0.26

0.54

0.49

0.49

0.43

0.40

0.34

0.71

0'1'1

Mediun

Difficult

Easy

Mediur

Mediurr

Fasv

Easv

Dipakai

Dibung

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104

Appendix 12
PRE-TEST
Answer the following question by choosing A, B, C or D based on the text!
This text is for no.1 to 2
Kediri is a name of a town. It is situated in a valley between the Kelud and
Wills mountains and inhabited by about 1.3 million people. In the centre of the
town there is a large hill which is called the Dathok Mountain. Because of the
topography of the region, Kediri is called a chilly town by the locals. There is a
big river called Brantas cutting off the centre of the town.
Besides temples, Kediri is also famous for its products like cigarettes and a
special kind of tofu or bean curd. This highly nutritious food is delicacy of Kediri
and has a distinctive taste. The cigarette factory dominates the towns economy
and employs the majority of the women labor force. Kediri and the cigarette
factory are inseparable and it is considered the big cigarette factory in Indonesia.
Most of the local people work in this factory. Those who do not work here are
farmers or traders.
Adapted from Detik-Detik Ujian Nasional Bahasa Inggris SMP/MTS 2010
1. Which one of distinctive taste?
A. The cigarette

C. The special food

B. The bean curd

D. The highly nutritious food

2. Those who do not work here.. (Last sentence). The underline word
refers to.
A. the local people

C. the factory workers

B. the farmers

D. the traders

105

Text is for number 3 to 6

The Jaguar is an animal that is not found in Asia, it is famous in Asia
because of the car named after the animal. The Jaguar belongs to the cat family. It
is one of four big (roaring) cats: the lion, the tiger, and the leopard.
Because Jaguar has spot, a Jaguar is often mistaken for the Leopard.
However, a Jaguar it has larger rosette markings, a stronger body and shorter tail.
A rosette is a rose shaped spot on an animal. The rosettes of Jaguars sometimes
look like the print of an animal paw.
The Jaguar is brownish-yellow in color and has spots on the head, neck,
and legs, and rosettes on other parts of its body. It can weigh up to 100 kilograms
and has a powerful jaw that it can easily crush the skull of its prey.
3. What does the text tells us about?
A. The characteristics of Jaguar
B. The Jaguar
C. The different of a Jaguar and a Leopard
D. The cat family
4. Based on the text, which one of the following statements is correct?
A. Jaguar has a long tail
B. Jaguar is belongs to the cat family
C. Jaguar is not famous in Asia
D. Jaguar does not has a powerful jaw
5. How do people differentiate between a Jaguar and a Leopard?
A. A Jaguar has larger marking on its body
B. A Leopard has a stronger body
C. Leopard only lives in Asia
D. From the shape of their bodies
6. Because it has spots, a Jaguar is often mistaken for the Leopard
(Paragraph 2). The underlined word has the same meaning as.
A. lines

B. scratches

106

C. dots

D. rosettes

Text is for number for 7 to 9

Saudara Department Store
Saudara Department Store is one of famous stores in Jepara. People can
find Saudara Department Store on Jln. Veteran. There are also some other stores
on the right and left side of it. On the left and front yards, visitors can
park their vehicles there. Besides, you can also find an Automatic Teller
Machine or ATM on the right front yard.
Saudara Department Store consists of three floors. Shoppers should walk
up on the stairs to get the upper floors. On the first floor, visitors can see
some counters such as cosmetic counters, cassette and CD counter, children
toy counters, stationeries counter, and daily need section. Meanwhile, on the
second floor, customers can find clothes counter. Here, they can buy various
clothes not only for children but also adult. Finally, on third floor, shopper can
select many kinds of shoes and house equipment.
Taken from BKS B. Inggris kelas VIII
7. The main idea of the first paragraph is
A. an Automatic Teller Machine or ATM on the right front yard.
B. Saudara Department Store is one of famous stores in Jepara
C. Saudara Department Store is located in Jln. Veteran
D. you can buy various clothes
8. How can the visitors reach the upper floors?
A. They should walk up on the stair
B. They can use the escalator
C. They can use the lift
D. They cannot go up stair
9. The word they in the second paragraph refer to.
A. clothes

B. customers

107

C. counters

D. cassettes

The text is for questions no10

Jurong Bird Park is one of the famous bird parks in Singapore. It houses a
very large collection of birds from various countries.
Perhaps the most impressive part of the Jurong Bird Park is the aviary. It is
a large piece of land and enclosed with netting, and the birds are allowed to roam
freely about in the area. Visitors can enter the aviary and observe these beautiful
birds at close range. In addition, the aviary contains the highest man-made
waterfall in Asia.
The Jurong Bird Parks news attraction is the Penguin Parade, a facility
second only in size to that of San Diegos Sea World. Landscaped with rocks and
cliffs, the Parade accommodates about a hundred penguins. The most attractive
feature of the exhibit is the underwater viewing gallery which gives a panoramic
view of the penguins swimming.
Adapted from English for eighth grade Junior High School
10. The first paragraph in the text above is..
A. Identification

C. Events

B. Orientation

D. Description

The text is for 11 to 13

In west Java there is special place for animals called Ujung Kulon. Among
the animals in Ujung Kulon are the big Rhinos which people sometimes call
Badak Jawa. Other people call them one-home Rhino from Java. This kind of
Rhino is rare in Indonesia as well as in the world. It is about 3 meters long and
weighs about 3.500 kilograms. Thick pieces of very hard ski cover its body. it has
a short neck, which is why it is difficult for Rhino to turn its head to either side. It
therefore has to turn its whole body. A Rhino has very small eyes and does not see
very well. Instead, its hearing and sense of smells are good. It has a short, hard
horn above its nose which is used as a weapon.

108

The big animal eats leaves, twigs, and certain kinds of grass. It searches
for food in the afternoon, after the sun goes down. During the hot part of the day,
it plays in the mud, turning and rubbing its body in the mud to feel cooler.
The animals always live in a very small group, and sometimes even live
alone. This Rhino is famous for its horn. Many hunters kill this animal for the
horn, which they sell at very high prices. Other people make medicine from
Rhinos horns. Many Rhinos die at the hands of these hunters. If this continuous
to happen, in another few years we will not be able to find Rhinos anymore.
Adapted from English for eighth grade Junior High School
11. Why it is difficult for Rhino turn its head to other side? Because of
A. its tick hard skin

C. its long body

B. its short neck

D. its weight

12. According to the text, a Rhino is an animal which is has

A. good eyesight

C. good sense of smell

B. thin and soft skin

D. two horns of its nose

13. What do you call this kind of the text?

A. Narrative

C. Descriptive

B. Recount

D. Procedure

This text is for number 14-16

This is Mr. Haryono's house. It is big, clean and comfortable. There is a
garden in front of the house. There are same plants and flowers in the garden.
There is a living room, a dining room, two bathrooms, a kitchen, three bedrooms
and a garage. Mr. Haryono has some pets , a dog, a cat, and a parrot. Mr.
Haryono takes care of the pets very carefully.
14. Whats the purpose of the text above?
A. To tell about Mr. Haryono's house
B. To entertain about some places
C. To show how to arrange house
D. To describe about Mr. Haryono's house

109

15. What is identification of the text?

A. The second sentence
B. The last paragraph
C. The 1st sentence of the 1st paragraph
D. The last sentence of the 1st paragraph
16. Mr. Haryono has some pets (Line 4)
The word "pets" means...
A. Tame animals
B. Beautiful animals
C. Favorite animals kept at home
D. Tame animals kept at the zoo
Text is for number 17-19
Borobudur Temple
Borobudur is Hindu-Buddhist temple. It was built in the ninth century
under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located
in Magelang, Central Java Indonesia.
Borobudur is well-known all over the world. Its construction is influenced
by the Gupta architecture of India. The temple is constructed on a hill 46 m high
and consists of eight steps like stone terrace. The first five terraces are square and
surrounded by walls adorned with Buddhist sculpture in base-relief. The upper
three are circular. Each of them is with a circle of bell shape-stupa. The entire
edifice is crowned by a large stupa at the centre of the top circle. The way to the
summit extends through some 4.8 km of passage and stairways. The design of
Borobudur which symbolizes the structure of universe influences temples at
Angkor, Cambodia.
Borobudur temple which is rededicated as an Indonesian monument
in 1983 is a valuable treasure for Indonesian people.

110

17. The first paragraph in the text above is..

A. Identification

C. Orientation

B. Events

D. Description

18. It was built in the ninth century under Sailendra dynasty.

It refers to
A. Borobudur temple

C. Sailendra dynasty

B. Gupta architecture

D. a large stupa

19. Sailendra dynasty of ancient Mataram kingdom (Line 2)

The underlined word has the same meaning with.
A. modern

C. old

B. new

D. popular

The text is for number 20 to 21

Bunaken National Marine Park
The Bunaken National Marine Park is located at the north of the island of
Sulawesi, Indonesia. This Marine Park is made up of the mainland along the coast
of Manado and five islands: the Bunaken, Manado Tua, Siladen, Mantehage, and
Nain.
Benaken is about 45-60 minutes by boat from Manado. It is the most
amazing driving place in the world. The waters of Bunaken National Marine Park
are extremely deep (1.560 meters in Manado bay). However, people can dive
safely at Bunaken. The temperature is about 270-290 Celsius. Divers can find
corals, fish, spongers, clams, and other see species in the water. Bunaken has
about 60 kinds of corals and a thousand of fish species.
Bunaken Marine Park is such a treasure trove of biodiversity.
Adapted from FUN for Children
20. Where is Bunaken Marine Park located?
A. At the north of the Sulawesi island
B. Between Mantehage and Nain

111

C. Around the word

D. In Manado Tuo
21. Bunaken National Marine Park are extremely deep (1.560 meters in
Manado bay) (Paragraph 2)
What is the antonym of the word deep?
A. Shallow

C. Far

B. Safe

D. Warm

Text is for question number 22 to 25

Chimpanzees are humans closest relatives compared to any other ape.
They like to stay on the ground, but they climb among the trees. Their hands and
feet can easily grip branches and objects, because their hobby is swinging.
Chimps like to search for termites, ants, and never refuse of sweet fruit and nuts.
Chimpanzees communication with each other using a wide variety of sound.
22. What is the favorite place for the Chimpanzees to stay?
A. Among the trees

C. On the ground

B. On the branches

D. On a certain object

23. What does the text tell us about?

A. Chimpanzees physical appearances
B. Chimpanzees habitat
C. The diet of Chimpanzees
D. Chimpanzees habits
24. The following are Chimpanzees food.
EXCEPT
A. Small mammals

C. Sweet fruits

B. Little insect

D. Nuts

25. What do you call this kind of the text?

A. Narrative

C. Descriptive

B. Recount

D. Procedure

112

Text is for number 25-30

Sydney Opera House
Sydney Opera House is a large performing art place. It becomes an
Australian icon. It was established in 1973. It is located in Sydney, New South
Wales Australia.
The Sydney Opera House covers 1.8 hectares of land. It is 183 meters long
about 120 meters wide. The building can load 25.000 people.
The Sydney Opera House is a place for large theatrical production. It is the
home of Opera Australia, the Sydney Theater Company and the Sydney
Symphonyan.
There are five theaters in Sydney Opera House. There are also five
rehearsal a studios, two main halls, four restaurants, six bars, and many souvenir
shops. The design of the Opera House is very unique. The roof looks like giant
shells. Besides for theatrical productions, the Opera House is also used for other
function. It is used for weddings, parties, and conferences.
26. The following statements are true based on the text above,
EXCEPT
A. Sydney Opera House is located in Sydney, New South Wales
Australia
B. Sydney Opera House has five theaters and three rehearsals
C. Sydney Opera House can loud more than 27.000
D. Sydney opera House does not have souvenir shop
27. The first paragraph in the text above is..
A. Identification
B. Orientation
C. Events
D. Description

113

28. It is the home of Opera Australia, the .. (Paragraph 3).

It refers to.
A. Sydney Opera House
B. Australia
C. Sydney Theater Company
D. New South Wales Australia
29. What does the text tells us about?
A. The location of Sydney Opera House
B. The design of Sydney Opera House
C. The Sydney Theater Company
D. The Sydney Opera House
30. The roof looks like giant shells (Paragraph 4)
The underlined word has the same meaning with.
A. modern
B. little
C. big
D. new

Good Luck

114

Appendix 13
POST-TEST
Answer the following question by choosing A, B, C or D based on the text!
The text is for question no. 1 to 2
Sragen is one of the regencies of central Java. The Sragen regency usually
called Tlatah Sukowati is 941.555 km2 with the topographies as follows: in the
middle of the area as flows the longer river in Java, Bengawan Solo; in the
southern of Sragen is a slope of mount Lawu; in the northern part is the hillside of
Kendeng mountain; and in the western part is a famous region is called The
Sangiran Dome.
One of the interesting tourist objects in Sragen is the Sangiran museum
which is built in the Sangiran Dome. The dome itself is situated in the depression
of Solo in the north-west slope of mount Lawu. This area is about 56 km2 which
consists of three districts in the Sragen regency, they are the Gemolong,
Kalijambe, and Pupuh districts and one in the Karanganyar regency (the Gondang
Rejo district). Sangiran is the most important site for the development of various
fields of knowledge: anthropology, archeology, biology, and geology.
Adapted from Detik-Detik Ujian Nasional Bahasa Inggris SMP/MTS 2010
1. What passes through the middle of the Sragen regency?
A. The Plupuh district
B. The Kendeng Mountain
C. The Sangiran Dome
D. The Bengawan Solo River
2. This area is about 56 km2 which consists (Paragraph 2)
The underline phrase refers to
A. the Sangiran Dome

C. the Kendeng Mountain

B. the Sangiran museum

D. the depression of Solo

115

The text for number 3 to 6

I have a pet. It is a dog, and I call it brownie. Brownie is a Chinese breed. It is
small, fluffy and cute. It has got thick brown fur. When I cuddle it, the fur feels
soft. Brownie does not like bones. Every day it eats soft food like steamed rice,
fish or bread. Every morning I give her milk and bread. When I am at school,
brownie plays with my cat. They get along well, and never fight maybe because
brownie does not bark a lot. It treats the other animals in our house gently, and it
never eats shoes. Brownie is really a sweet and friendly animal.
3. What does the text tells us about?
A. My cute cat
B. My small, fluffy and cut dog
C. My pet, Brownie
D. My friendly animal
4. Based on the text, which one of the following statements is correct?
A. Brownie is a big dog
B. Brownie likes bones
C. Brownie is unfriendly animal
D. Brownie does not bark a lot
5. What is brownie favorite food?
A. Milk and bread

C. Bones and bread

B. Milk and bones

D. Fish and meat

6. When I cuddle it, the fur feels (Line 2)

It refers to?
A. My cat

C. My cat and dog

B. My dog

D. My fish

The text is for number 7 to 9

Jatinegara Market
Jatinegara market is a popular market in the East Jakarta. It is the cheapest
and the most the most complete market. They sell fresh food, vegetables, meat,

116

fruits, eggs, coffee, and etc. people can bargain before they decide to buy
anything.
The location is convenient. People can park easily and it is safe. Nobody
tries to steal your money or goods. Usually there are young porters who offer to
carry your shopping to the nearest bus stop. The sellers are king and helpful. They
are always be patient to serve people even though they keep bargaining
People can see why Jatinegara market is very popular in East Jakarta. The
prices are reasonable and the products are good. That is why people like to shop
there.
7. The main idea of the third paragraph is
A. The sellers are kind and helpful.
B. The sellers sell fresh food, vegetables, meat. Fruits, and etc
C. There are some reasons why people like the shop in Jatinegara
D. Jatinegara market is the popular market in the East Java
8. People like to shop in Jatinegara market because
A. it is the most complete market
B. it is not easy to park
C. the sellers are not patient to serve
D. the prices are expensive
9. The prices are reasonable and.. (Last paragraph)
The underline word has same meaning with..
A. cheap

C. acceptable

B. expensive

D. understandable

The text is for question number 10

Bunaken National Marine Park
The Bunaken National Marine Park is located at the north of the island of
Sulawesi, Indonesia. This Marine Park is made up of the mainland along the coast

117

of Manado and five islands: the Bunaken, Manado Tua, Siladen, Mantehage, and
Nain.
Benaken is about 45-60 minutes by boat from Manado. It is the most
amazing driving place in the world. The waters of Bunaken National Marine Park
are extremely deep (1.560 meters in Manado bay). However, people can dive
safely at Bunaken. The temperature is about 270-290 Celsius. Divers can find
corals, fish, spongers, clams, and other see species in the water. Bunaken has
about 60 kinds of corals and a thousand of fish species.
Bunaken Marine Park is such a treasure trove of biodiversity.
Adapted from FUN for Children
10. The first paragraph in the text above is..
A. Identification

C. Events

B. Orientation

D. Description

Text for is for number 11 to 13

A reptiles body temperature varies. Reptiles regulate their body
temperature in many ways: by changing their color to absorb or reflect heat, by
moving to the shade when the sunlight it is too hot, by retreating into a burrow
when it is too hot or too cold above the ground, and in other similar ways. Most
reptiles have four legs and some of them are familiar with water. But they are not
fish. They breathe as other land animals do, such as goats or cats.
11. When does reptile moving to the shade?
A. When sunlight is too hot

C. its long body

B. When regulate their body

D. its weight

12. According to the text, a reptile is an animal which

A. have not various temperature
B. have four legs
C. is not familiar with water
D. is fish

118

13. What do you call this kind of the text?

A. Narrative

C. Descriptive

B. Recount

D. Procedure

Text is for number 14-16

This is a room in a school. Look! There is a desk for the teacher and there
are twenty desks for students. The desk for teacher is brown. The desks for
students are blue and black. The chairs are blue and black too. There is an
attendance list on the desk and three white and blue markers. They never forget to
cover the teacher desk with table cloth. It is blue sky.
There are two pictures hanging on the wall, our president and vice
president. Between two pictures, there is the symbol of Garuda Pancasila. On the
left side of the teacher desk there is a cupboard. It is used to keep the
teaching media.
Adapted from Pendalaman Materi Sukses Ujian Nasional Bahasa Inggris SMP,
2009
14. Whats the purpose of the text above?
A. To tell about the classroom
B. To describe about the classroom
C. To entertain about some places
D. To show how to arrange the room
15. What is identification of the text?
A. The second sentence
B. The last paragraph
C. The 1st sentence of the 1st paragraph
D. The last sentence of the 1st paragraph
16. .Two pictures hanging on the wall (Paragraph 2)
What does the underlined word mean?
A. Support something for above
B. Wait for someone a short time

119

C. Hold something tightly

D. How to do something
Text is for number 17-19
The Leaning Tower of Pisa
Thousands of people visit Pisas famous tower each year and wonder
just how much longer it can exist without falling. Millions of dollars have been
spent to stop the tower crashing to the ground. Soft, shifting soil has always
been the towers problem. Recently, it was discovered that the tower had
moved two millimeters. This was a great setback because engineers had
previously corrected about twenty millimeters of the lean by using an inventive
underground cables idea to straighten the tower. Pisa would hate to lose its
precious Campo dei Miracoli and the tourist dollars it generates.
17. What is the identification of the text?
A. The second sentence
B. The last paragraph
C. The 1st sentence of the 1st paragraph
D. The last sentence of the 1st paragraph
18. longer it can exist without falling (First sentence)
It refers to,,,
A. the Tower of Pisa

C. the engineers

B. thousands of people

D. the tourist

19. Pisa would hate to lose its precious Campo dei Miracoli (The last
sentence). The underline word has same meaning with
A. amazing

C. useless

B. valuable

D. credible

120

The text is for number 20 to 21

Keukenhof Flower Park
Keukenhof Flower Park is also known as the garden of Europe. It is
situated near Lisse, Netherland. It is the worlds largest flower garden. Keukenhof
is more than 150 years old. Its first grounds were founded 1840
Everyone who loves flowers knows Keukenhof Flower Park. There are so
many kinds of beautiful flowers. There are approximately 54.520 areas of
parkland planted with tulips and other bulbs. Keukenhof is open from the last
week of March to mid-May. The best time to view the tulips is around mid-April.
However, it depends on the weather. In the seven weeks Keukenhof has about
800.000 visitors.
20. Where is Keukenhof Flower Park located?
A. Near Lisse, Netherland

C. Mantehage

B. In Europe

D. In England

21. The best time to view the tulips is

What is the synonym of the word view?
A. Near

C. Far

B. See

D. Enjoyable

The text is for number 22 to 25

One of the most interesting animals in the zoo is the giraffe. This is the
giraffe we saw at the zoo. It is male and it is about six meters.
The giraffe has big brown eyes. They are protected by very thick lashes.
The giraffe has brown spots on the skin. This coloring help protect the giraffe. It
is also has two shorts horns on its head.
Like a camel, it can go for a long time without drinking water. One source
of water is the leaves which it eats from trees. Giraffe can reach the tender leaves
at the top of a tree.

121

22. The giraffe can protect themselves with

A. big brown eyes

C. short horns

B. brown spot

D. thick lashes

23. What does the text tell us about?

A. Giraffe physical appearances
B. Giraffes habitat
C. The diet of Giraffe
D. Giraffes habits
24. The following are Giraffe physical appearances.
EXCEPT
A. The giraffe has big brown eyes
B. The giraffe has one short horn
C. The giraffe eat water from leaves
D. The tall of giraffe is about six meters
25. What do you call this kind of the text?
A. Narrative

C. Descriptive

B. Recount

D. Procedure

The text is for number 26 to 30

The Must see Ambarawa Railway Museum You can easily be accused
of committing a tourism sin if youre in Semarang and failed to visit the
Ambarawa Railway Museum. This museum is situated less than an hours drive
from the capital of Central Java. During the Dutch colonial days, Ambarawa
was a military zone and the railway station was used to transport troops to
Semarang

through

Kedungjati.

It is at 474m above sea level, giving you

unpolluted fresh air to breathe. The Ambarawa Railway Museum is wellmaintained. It is a medium-sized building. The railway route is offered to visitors.
You can enjoy the beautiful panorama during the route. All in all, this is a truly
exciting treasure to visit.
(Source: Dit. PSMP, 2006)

122

26. The following statements are true based on the text above,
EXCEPT
A. Ambarawa Railway Museum is located in Semarang, Central Java
B. The panorama during the route is beautiful
C. Ambarawa railway Museum has fresh air.
D. Ambarawa railway Museum is far from the capital of Central Java
27. The first paragraph in the text above is..
A. Identification

C. Events

B. Orientation

D. Description

28. It is a medium-sized building. (Sentence 3). It refers to.

A. The panorama of Ambarawa Railway Museum
B. The capital city of Central Java
C. Ambarawa Railway Museum
D. The location of Kedungjati
29. What does the text tells us about?
A. The location of Ambarawa Railway Museum
B. The design of Ambarawa Railway Museum
C. The Ambarawa Railway Museum
D. The beautiful panorama of Ambarawa Railway Museum
30. The Ambarawa Railway Museum is well-maintained (Paragraph 4)
The underlined word has the same meaning with.
A. modern

C. perfect

B. good

D. new

Good Luck

123

Appendix 14
ANSWER KEY

Pre-Test Items
1. B
2. A
3. B
4. B
5. A
6. C
7. B
8. A
9. B
10. A

11. A
12. C
13. C
14. A
15. C
16. C
17. A
18. A
19. C
20. A

21. A
22. C
23. D
24. B
25. C
26. C
27. A
28. A
29. D
30. C

11. A
12. B
13. C
14. B
15. C
16. A
17. C
18. A
19. B
20. B

21. A
22. B
23. A
24. B
25. C
26. D
27. A
28. C
29. C
30. B

Post-Test Items
1. D
2. A
3. C
4. D
5. A
6. B
7. D
8. A
9. A
10. A

124

Appendix 15

Answer sheet

Score

PRE-TEST

Name :
Roll No :

B C

11

B C

21

B C

B C

12

B C

22

B C

B C

13

B C

23

B C

B C

14

B C

24

B C

B C

15

B C

25

B C

B C

16

B C

26

B C

B C

17

B C

27

B C

B C

18

B C

28

B C

B C

19

B C

29

B C

10

B C

20

B C

30

B C

21

B C

22

B C

23

B C

24

B C

25

B C

26

B C

27

B C

28

B C

29

B C

30

B C

Answer sheet

Score

POST-TEST

Name :
Roll No :

B C

11

B C

B C

12

B C

B C

13

B C

B C

14

B C

B C

15

B C

B C

16

B C

B C

17

B C

B C

18

B C

B C

19

B C

10

B C

20

B C

l^E

Appendix l6

Students'Answer Sheet of Pre-Test of Experimental Group

Answer.t.* frg -

lName

'

J-et

J-rrl-.f,'al @ot'o.6
-l

RolrNo 't6
class/group :
I
2
a
f

--

eryef MgWql

ABCX
A

KBCD

X.c

ABCy-.
A x.c D

i7

K.B C D

l0

AY.C D
lz A Bx'D
A B s..D
14
A B CF
k{ X.BCD
I6 A B
Y.D
11

X,B C D
A F-C D

1718

t9

X-.8 C

20

Name
RoliNo

,AL

{.8 c

?
22

T3

Ax.c D

Answer sheet

I
00
0

24
25

26

27

ts.e c D
A B A'D
{.e c D

28

29
30

B ,&..D

A Bx.D
X-B C D
x-F.

A B ['n

Y.D

.B C

{u

A B C.)e-_*
A B F.D

6sl

Pre -T? st

:9tldati

: bt.

Class/grciup : egL9ennmtat'6r0ttP'

I
'2

A B CX

)x ABCR

XB C D

tz

7 A BX'
4
Ax c D
5

6
7
8

E
10

AX C D
A Bx D

Axc

xBCD

A Bx,D

xB c D

15

ABXD
A ts KD
KB C D
A,BKD

xBCD

t3

v
J4

A BY

rv ABcy
AXCD
20

xB c D

6'lg

24

ABY,D

ABCX

23

24
25

26
27
28

7v
30

ABCX
XBCD
ABKD

A Bx D
XBCD

xBcD
XBcD

ABxD

LZO

Appendix l7
Students' Answer sheet of Post-Test of Experimental Group
I

lAnswer sheet
I

- Test
'-!-6(ialr

1osL

'Na*e

'

RollNo

{oa'^*-*o

9s

lb.

, Exlerirrne nta | / e"+reL

ll AXC D
A B CX
A BX.o
2
KB C D
t3
A BXD
AXC D
14
A B cx.
4
AXCD
l5 A B FD
X,B C D
16
A B FD
.t A B C y._t7 {B
c D
7
AX C D

Class/group
1

g tal

12

B"

xC

rB C

10

18

19

20

posL

lName

: 5uahH'

Roll No

)
J

-q
5

6
7
8

, EX?eriruanboi /
ABCX
XB C D
AXcD
A B CX

xBcD

A BFD
AACD

\B

-r ABCD
BCD
10

A B KD
KB C D

$r

3t'

Class/group
I

T'est

Answer sheet
l

}CS C

anh*t

AX.CD
t2 A B
X, D
t3 A BF D
)1 KB C D
AByD
15
16
A BY D
l1

t7
18
19

20

xBCD
r.B c D
A.BXD
BCD

9=

2s

^.'

Appendix 18
Students' Answer Sheet of Pre-Test of Control Group

Narne :Dt-l0lttt CAPDRfr n.

No

$u

:08

l1

tr<

e2

><

D
D

A
A

X
A

Y-l

rs

B
B
B
B
B
B
B
B
B
B
B

l0

F<

A
A
A
A
A
A

t2
13

t4
15

16
17

l8
t9
20
i

b<
A
><

p
\<!

D
D
D
D
D
D
D
D
D
D

Y
\4

tl
!.7

t5

N'
A7

><
A

B
B

><

A.
A
A

30

A
A

><'

><
C

B
B

{8
a9

D
D
D
D
D

,l

><
D
D

><
D

F-

.D

D
D
D
D

G
C

l'

Answer sheet

Name ,&rrY

Suryg 8 -

]O
I

RollNo . O7
Class/group , *,, A (aonWo\ <\ass)
i A B CX
LK >(BCD

.y
J

/{
6
7
8

t6

A *X'
A B KD
A B cx
A B C>K'
A BxD

l*/

ABC

18

A B )(D

AXC

Ia
LL

AXC D
A B cy
A BXD

aflc
\E

KB C D
td A B cx

,4

13,
L4

).5"

19
./-\ I

$n c

0"tt

21

22

r
.A

25

/.o

2l
D

XB C D
A BKD

FC D
XB C D
A BXD

A BXD
X B C. D
A BXD

A B{D

29

ABC

XBCD

30

ABKD

i i6

Appendix 19
Students' Answer Sheet of Post-Test of Control Group
Answer

sheet Posb-Test

Name
Roll

No

class/group
1

a?
J

4
5

6
7
8

9
10

,QHnrrtt CnNDRfr 0.

'

Od

:#p#*

Controt

Eo

A B CX
AXC D
AXC D
A XC D
XB C D
A BYD
A YC D
YBCD

8",

21

AIXC D
XB C D

Post-Test

Name
Roll No

: Nux,tt
:

l-aqrtmq.

24.

6o

Classigroup :frflrerir,rtnb+/ dontrul

.y XB c D
-y AX C D

.(

A B/K
A BA

D
D

XB C D
A BAD

AX C D

XB C D

I
l0

A BAD

\B

b, l8

BC
ABC

A XC

BCD
BCD

A Bq
ABXD
BC
AB

129

Appendix 20
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) I

Nama Sekolah

SMP 1 TIRTO

Mata Pelajaran

Bahasa Inggris

Kelas/Semester

VIII/1

Alokasi Waktu

2 x 40 menit ( 1x pertemuan )

Topik Pembelajaran

Descriptive text

A. Standar Kompetensi
Membaca
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk
descriptive dan recount yang berkaitan dengan lingkungan sekitar

B. Kompetensi Dasar
Membaca
5.1 Merespon makna dan langkah retorika dalam essei pendek sederhana secara
akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.

130

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan
Indikator Pencapaian Kompetensi
Karakter Bangsa
a. Memahami

esei

pendek

sederhana Religius, jujur, toleransi, disiplin,

berbentuk teks Descriptive

kerja keras, mandiri, demokratis, rasa

b. Mengidentifikasi esei pendek sederhana ingin tahu, semangat kebangsaan,

berbentuk teks Descriptive
cinta tanah air, menghargai prestasi,
c. Merespon

esei

pendek

sederhana bersahabat,

berbentuk teks Descriptive

cinta

damai,

gemar

membaca, peduli lingkungan, peduli

sosial, tanggung jawab, mandiri

Kewirausahaan/ Ekonomi Kreatif :

Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)

D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
a. Memahami esei pendek sederhana berbentuk teks Descriptive
b. Mengidentifikasi esei pendek sederhana berbentuk teks Descriptive
c. Merespon esei pendek sederhana berbentuk teks Descriptive

131

E. Materi Pokok
Descriptive text is kind of text that describe about something, for example
person, animal, and etc. this text focuses on the characteristic features of a
particular think.
The schematic structures of descriptive text are:
1) Identification
Identifies the phenomenon to be described
2) Description of feature
Describes the feature in order of importance:
a) Parts/things (physical appearances)
b) Qualities (degrees of beauty, excellence, or worth/value)
c) Other characteristics (prominent aspect that are unique).
The linguistic features of Descriptive text are:
1) Using simple present tense;
2) Focus on specific participants;
3) Using attributive and identifying processes;
4) Frequent use of epithets (adjective or adjective phrase) and classifier
in nominal groups;
5) Linking verbs;
Example of Descriptive text:
THE HAWAIIAN ISLANDS
The Hawaiian Islands are located in the
middle of the Pacific Ocean, far away from any
Identification

other land. There are eight islands of different

sizes, and while they differ from each other in
some ways, they share many features.

132

They all have a tropical climate, with

temperatures of about 780C (25.60C) in the

Description

winter and 850C (29.40C) in the summer.

Rain falls often, but not for long. The
islands also share a natural beauty, with
Description

mountains and waterfalls, rainforests, and long

beaches. Their waters are filled with colorful
fish, dolphins, and giant sea turtles

F. Metode Pembelajaran/Teknik:
Student-Teams Achievement Division

G. Strategi Pembelajaran
Tatap Muka

Terstruktur

Bertanya jawab tentang Dengan

Mandiri

kelompok Siswa mengerjakan tes

esai pendek berbentuk

belajarnya, siswa diberi

secara individu untuk

teks Descriptive

worksheet tentang esai

mengetahui

pendek berbentuk teks

mana

Descriptive

memahami

Membahas esai pendek

berbentuk

teks

Descriptive
Memberikan contoh esai

untuk

Membahas
yang
dalam

dihadapi

siswa

melakukan

kegiatan terstruktur dan

tentang

esai pendek berbentuk

bersama kelompoknya

teks Descriptive.

esai
kesulitan

siswa

didiskusikan dan dijawab

pendek berbentuk teks Bertanya jawab tentang

Descriptive

sejauh

pendek

berbentuk

teks Descriptive dengan

kelompok belajarnya

133

mandiri.

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal 10)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas (nilai yang ditanamkan: santun, peduli)

Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan

butir karakter yang hendak dikembangkan selain yang terkait dengan
SK/KD

Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (60)

Eksplorasi
Dalam kegiatan eksplorasi guru:

Memberikan stimulus berupa pemberian materi esai pendek berbentuk

teks Descriptive

Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa

Inggris mengenai esai pendek berbentuk teks Descriptive

Membagi siswa menjadi beberapa grup terdiri dari 4 siswa yang

berbeda, tingkat prestasi, jenis kelamin dan lain-lain.

134

Elaborasi
Dalam kegiatan elaborasi guru:

Membiasakan siswa memahami text Descriptive bersama kelompok

belajarnya

Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal

bersama kelompok belajarnya

Konfirmasi
Dalam kegiatan konfirmasi guru:

Memberikan umpan balik pada siswa dengan memberi penguatan dalam

bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh

siswa

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman

belajar yang sudah dilakukan.

Memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti dalam materi teks Descriptive

Kegiatan Akhir (10)

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan.

Siswa diberikan soal yang berkaitan dengan materi teks Descriptive

untuk dikerjakan secara individu.

135

H.

Sumber/Bahan/Alat

Modul Bahasa Inggris kelas VIII. Utami Widiati, dll. Bahasa Inggris
Sekolah Menengah Pertama kelas VIII edisi 4. Halaman 62

Realia

Kamus

I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No
1.

Indikator

Teknik

Memahami esei pendek

Tes

sederhana

berbentuk

Lisan

teks Descriptive

Bentuk
Menganalisa

Contoh
teks What

Mengidentifikasi
pendek

structure

esei

and and
feature

linguistic
of

this

text?

sederhana

berbentuk
3.

the

Descriptive (generic generic structure

linguistic feature)
2.

are

teks

Descriptive

Tes

Menjawab

Merespon esei pendek Tertulis pertanyaan

Answer

sederhana

following

berbentuk

teks Descriptive

berdasarkan teks

question

the

by

choosing a, b, c,
or d based on the
text!

136

II. Instrumen Penilaian

Answer the following question by choosing a, b, c, or d based on the text!
This text is for questions 1 to 5
Singapore is an island city of about 4 million people. Its a beautiful
city with lots of parks and open spaces. Its also a clean city. Most of the
people live in high-rise flats in different parts of the island. The business
district is very modern, with lots of tall new office buildings. Singapore also
has some nice older sections. In Chinatown there are rows of old shop houses.
The government buildings in Singapore are very beautiful and date from the
colonial days. Singapore is famous for its shops and restaurants. There are
many good shopping centers. Most of the goods are duty free. Singapores
restaurants sell Chinese, Indian, Malay and European food, and the prices are
quite reasonable.
1. What is the purpose of the text?
a. To describe Singapore
b. To entertain the reader about Singapore
c. To tell about Singapore
d. To show about Singapore
2. What is identification of the text?
a. The 1st sentence of the 2nd paragraph
b. The last sentence of the 2nd paragraph
c. The 1st sentence of the 1st paragraph
d. The last sentence of the 1st paragraph
3. Its a beautiful city with lots of parks and open spaces (Line 1)
It refers to
a. An island city

c. Singapore

b. A beautiful city

d. The business district

11t

:JI

4.

What is Singapore most farnous

flor'?

a. Shop and business

b. Business and restaurant
5.

d. Shop and restaurant

"..and the prices are quite reasonabig" (Last sentence)

a.
b.
IlI.

c. Old shop house and business

Gocd

c. I.ogical

Nice

d. Excellent

Pedoman Penilaian

1.

L.lntuk tiap nomor, tiap jawaban benar skor

2.

Skor maksimal = 30

3.

Nilai siswa :

Skor siswa
Skor maksimal

100

Rubrik Penilaian
Uraian

Skor

Jawatran benar

Jau,aban saiah

Tidak menjawab

Pekalongan" 7 lvlei 2014

Mengetaliui
Peneliti

q ,0.

Amin Stlkarniwati. S.Fd

Gita tiarruyati

NlP I 9621242

NPM tA042qAq2t

198403 2010

138

Appendix 21
SILABUS PEMBELAJARAN
Sekolah
Kelas
Mata Pelajaran
Semester

: SMP 1 TIRTO
: VIII (Delapan)
: Bahasa Inggris
: 1 (satu)

Standar Kompetensi : Membaca

5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount
yang berkaitan dengan lingkungan sekitar

Kompetensi
Dasar
5.1

Merespon
makna dan
langkah
retorika
dalam essei
pendek
sederhana
secara
akurat,

lancar, dan

Materi Pokok/
Pembelajaran
Descriptive
text is a kind
that describe a
particular
something,
place, thing,
animal, etc.
The schematic
structures of

Kegiatan
Pembelajaran

Indikator

Bertanya jawab Mengidentifitentang

esai
kasi esei
pendek
pendek
berbentuk teks
sederhana
Descriptive
berbentuk
teks
Mendiskusikan
Descriptive
materi tentang
esai
pendek
berbentuk teks Merespon
Descriptive
esei pendek

Alokasi
Waktu
2 x 40
Menit

Sumber
Belajar
Modul Bahasa
Inggris kelas
VIII.
Utami
Widiati, dll.
Bahasa
Inggris
Sekolah
Menengah
Pertama kelas
VIII edisi 4.

Penilaian
Bentuk
Teknik
Instrumen
Tes
MenganaliLisan
sa teks
Descriptive
(generic
structure
and
linguistic
feature)

139

berterima
untuk
berinteraksi
dengan
lingkungan
sekitar
dalam teks
berbentuk
descriptive
dan
recount.

1)
2)

1)
2)

3)

4)

descriptive text
are:
Identification
Description of
feature
The linguistic
features of
Descriptive
text are:
Using simple
present tense;
Focus on
specific
participant
Using
attributive and
identifying
processes;
Frequent use
of epithets
(adjective or
adjective
phrase) and

Memberikan
contoh
esai
pendek
berbentuk teks

Descriptive
Membuat grup
terdiri dari 4
orang
Mendiskusikan
tentang
worksheet esai
pendek
berbentuk teks
Descriptive
dengan
kelompok
belajarnya
Guru bersama
siswa
membahas dan
mengoreksi
worksheet yang
telah dikerjakan

sederhana
berbentuk
teks
Descriptive
Memahami
esei pendek
sederhana
berbentuk
teks
Descriptive

Page 62
Realia
Kamus

Tes
Tertulis

Menjawab
pertanyaan
berdasarkan
teks

st

-iC>

CI

ai

Dl

-: $_. il j
2^El
Z

:a)v;r

J.)ut
C)o.

=t

\ \=-'/

-i
.-l

2
n
z,

t/

-(J
::a
=d)

\)

/t

LU

;iE
-qJri-

X=L='. ---.;aOaE

3,iaE9=
a

a,

c.l
(t

-o
h
-

t:

ali

c.io
C'l
C'l

N
'\o
a''i\

141

Appendix 22
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) II
(K.D. 5.1)

Sekolah

SMP 1 Tirto

Mata Pelajaran

Bahasa Inggris

Kelas / Semester

VIII / 1

Tahun Pelajaran

2013/2014

Skill

Reading

Waktu

2 X 40 menit (1 x pertemuan)

Standar Kompetensi
Membaca (Reading)
5.

Memahami makna teks tulis fungsional dan monolog pendek sederhana

berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan
sekitar.

Kompetensi Dasar
5.1. Merespon makna dan langkah retorika dalam essei pendek sederhana
secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.

Indikator
Dengan nilai jujur, rasa ingin tahu, mandiri, kerja keras, dan senang
membaca dapat

menemukan tujuan komunikatif teks, gambaran umum,

informasi tersurat/tersirat, makna kata/frase, rujukan kata, dan pokok pikiran dari
teks yang berbentuk descriptive.

142

Tujuan Pembelajaran
Menemukan

tujuan

komunikatif

teks,

gambaran

umum,

informasi

tersurat/tersirat, makna kata/frase, rujukan kata, dan pokok pikiran dari teks yang
berbentuk descriptive dengan mandiri, kerja keras, dan jujur.
Materi Pembelajaran
Descriptive text is kind of text that describe about a particular something,
for example person, animal, and etc. this text focuses on the characteristic features
of a particular think.
The schematic structures of descriptive text are:
1) Identification
Identifies the phenomenon to be described
2) Description of feature
Describes the feature in order of importance:
a) Parts/things (physical appearances)
b) Qualities (degrees of beauty, excellence, or worth/value)
c) Other characteristics (prominent aspect that are unique).
The linguistic features of Descriptive text are:
1) Using simple present tense;
2) Focus on specific participants;
3) Using attributive and identifying processes;
4) Linking verbs;
Example of Descriptive text:
THE HAWAIIAN ISLANDS
The Hawaiian Islands are located in
the middle of the Pacific Ocean, far away
Identification

from any other land. There are eight islands

of different sizes, and while they differ from

143

each other in some ways, they share many

features.
They all have a tropical climate, with
Description

temperatures of about 780C (25.60C) in the

winter and 850C (29.40C) in the summer.
Rain falls often, but not for long.
The islands also share a natural beauty, with

Description

mountains and waterfalls, rainforests, and

long beaches. Their waters are filled with
colorful fish, dolphins, and giant sea turtles

Metode/Teknik Pembelajaran
-

Ceramah

Penugasan

Langkah-Langkah Kegiatan Pembelajaran

PERTEMUAN KE-1 (2 X 40 menit)
a. Kegiatan Pendahuluan (10 menit):
1.
2.
3.
4.

KEGIATAN
WAKTU
Siswa menjawab salam guru denganbersahabat dan 10 Menit
komunikatif.
Siswa merespon pertanyaan guru tentang kehadiran
siswa denganbersahabat dan komunikatif.
Siswa merespon pertanyaan-pertanyaan apersepsi guru
dengan kreatif, mandiri, jujur, dan rasa ingin tahu.
Siswa memperhatikan penjelasan guru tentang tujuan
pembelajaran yang hendak dicapai dengan rasa ingin
tahu.

b. Kegiatan Inti (60 menit):

KEGIATAN
1. Guru membagikan sebuah teks berbentuk descriptive
kepada siswa.
2. Bersama dengan guru dan teman-teman sekelas, siswa
mengidentifikasi teks yang diterimanya untuk
menentukan jenis teks dengan rasa ingin tahu,

WAKTU
60 Menit

144

senang hati, bersahabat, dan komunikatif.

3. Dengan metode ceramah, guru menjelaskan materi
tentang descriptive text.
4. Guru menugaskan siswa untuk memahami isi teks
bersama
teman
sebangkungya
untuk
dapat
menemukan tujuan komunikatif teks, gambaran
umum, informasi tersurat/tersirat, makna kata/frase,
rujukan kata, dan pokok pikiran dari teks diterimanya
dengan rasa ingin tahu,senang hati, komunikatif.
mandiri, kerja keras, dan jujur.
5. Guru memberikan penguatan terhadap hasil eksplorasi
dan elaborasi siswa dengan memberikan beberapa
pertanyaan tentang isi teks.
6. Guru memfasilitasi siswa melakukan refleksi untuk
memperoleh pengalaman belajar yang telah dilakukan.
7. Guru memotivasi siswa yang masih kurang atau belum
berpartisipasi aktif dalam proses pembelajaran.
c. Kegiatan Akhir (10 menit):
KEGIATAN
1. Guru bersama-sama dengan siswa membuat
rangkuman/simpulan pelajaran.
2. Guru memberikan tugas rumah berbentuk tugas
terstruktur (mengerjakan LKS).
3. Siswa menjawab salam penutup dengan sopan dan
komunikatif.

WAKTU
10 Menit

Sumber
a.

Buku Bahasa Inggris untuk kelas VIII yang relevan

b. BSE Bahasa Inggris

c.

Kamus

Penilaian
-

Penilaian terdiri dari:

a. Penilaian proses (Penilaian ini dilaksanakan terhadap siswa selama
proses pembelajaran)
b. Penilaian tugas terstruktur

1A!
lL+)

Rubrik Penilaian

FORMAT TENILAIAN
NO

NAMA

NILAI
PROSES

TUGAS

2
J

J
5

KriterialPedoman Penilaian:
R*ntang skor penilaian adalah 10 * 100

Pekalongan,T Mei2014
Mengetahui
Peneliti

q{.

Amin SukarniWati. S.Pd

Gita Rianawati

}\IIP 19621202198403 2010

NPM 1004290921

146

Appendix 23
SILABUS PEMBELAJARAN
Sekolah
: SMP N I Tirto
Kelas
: VIII
Mata Pelajaran
: B. Inggris
Standar Kompetensi : Membaca (Reading)
5.Memahami makna teks tulis fungsional dan essei pendek sederhana berbentuk descriptive dan
recount untuk berinteraksi dengan lingkungan sekitar.

No

Kompetensi
Dasar
5.1. Merespon
makna dan
langkah retorika
dalam essei
pendek sederhana
secara akurat,
lancar, dan
berterima untuk
berinteraksi
dengan

Materi
Pokok/
Pembelajaran
Teks tulis essei
pendek
sederhana
berbentuk teks
Descriptive

Kegiatan
Pembelajaran
Materi pokok
diajarkan
dengan tahapan
sbb:
I. Pendahuluan
II. Kegiatan
Inti
- Tahap
Eksplorasi
- Tahap

Indikator

Dengan nilai jujur,

rasaingin tahu,
mandiri, kerja
keras, dan senang
membaca dapat
menemukan tujuan
komunikatif teks,
gambaran umum,
informasi
tersurat/tersirat,

Alokasi
Waktu

Sumber
Belajar

2 x 40
Menit

- Buku
Bahasa
Inggris
untuk
kelas
VIII
yang
relevan
- Kamus

Penilaian
Bentuk
Teknik Instrume
n
- Tes
lisan
Menganali
sa teks
- Tes
Descriptitulis
ve (generic
structure
and
linguistic
feature)
- Tes essai

r*
sr

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u6.
=
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-S-SE\-J.El

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c'r

9at

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F
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E+ S,FS
e YP
=; agt
P
=
rEa:^:

E+
O.

IE

E^(,

131
O.l

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(B

q)

j4

d
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hETS
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O
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.,,ls
.-..t1
El ec\
-=l
c.)

00

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ctl

cl

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148

Appendix 24
ASSIGNING STUDENTS TO TEAMS

GROUP 1

GROUP 2

GROUP 3

GROUP 4

GROUP 5

GROUP 6

GROUP 7

GROUP 8

Akmal Bahtiar
Taufan Arifian
Anggita Anindia P.
Faroh Ainaya Ansirni
Intan Syahra Febiantika
Khusnul Khotimah
Arif Mustofa
M. Erfandi
Anggreini Wulandari
Sanada Ulfi K.
Eko Hadi Wibowo
M. Abdul Rozak
Teguh Imam S.
Azza Zulfatin
M. Mahfudz
Puja Adi Saputra
Baskoro Dwiyanto
Isnan Rizkianto
Nuzul
Rina Anita
Abdul Fattah
M. Maulana Majid
Murni Yuliana
Suciati
M. Hasyim Muzadi
Teguh Budi Utomo
Choerul Mufid
Mellyati Agustina
Adelia Ayu Ningrum
Lutfian Hadiarso
M. Dwi Andrian Maulana
Muslimin
Shinta Amelia Fitri

149

Appendix 25
WORKSHEET
Descriptive text is kind of text that describe about something, for example
person, animal, etc.
The schematic structures of descriptive text are:
a. Identification
Identifies the phenomenon to be described
b. Description of feature
Describes the feature in order of importance:
a. Parts/things (physical appearances)
b. Qualities (degrees of beauty, excellence, or worth/value)
c. Other characteristics (prominent aspect that are unique).
The linguistic features of Descriptive text are:
1) Using simple present tense; S+V1+e/es+O/K
2) Focus on specific participants;
3) Linking verbs;

Answer the following question by choosing A, B, C or D based on the text!

The text is for question 1 to 6
Singapore is an island city of about 4 million people. Its a beautiful city
with lots of parks and open spaces. Its also a clean city. Most of the people live in
high-rise flats in different parts of the island. The business district is very modern,
with lots of tall new office buildings. Singapore also has some nice older sections.
In Chinatown there are rows of old shop houses. The government buildings in
Singapore are very beautiful and date from the colonial days. Singapore is famous
for its shops and restaurants. There are many good shopping centers. Most of the

150

goods are duty free. Singapores restaurants sell Chinese, Indian, Malay and
European food, and the prices are quite reasonable.
1. What is the purpose of the text?
c. To describe Singapore
d. To entertain the reader about Singapore
e. To tell about Singapore
f. To show about Singapore
2. What is identification of the text?
a. The 1st sentence of the 2nd paragraph
b. The last sentence of the 2nd paragraph
c. The 1st sentence of the 1st paragraph
d. The last sentence of the 1st paragraph
3. Its a beautiful city with lots of parks and open spaces (Line 1)
It refers to
a. An island city

c. Singapore

b. A beautiful city

d. The business district

4. What is Singapore most famous for?

a. Shop and business

c. Old shop house and business

b. Business and restaurant

d. Shop and restaurant

5. ..and the prices are quite reasonable (Last sentence)

The underline word has same meaning with
a. Good

c. Logical

b. Nice

d. Excellent

6. The following statements are true based on the text above,

EXCEPT
a. Singapore is a clean city
b. Singapore only have some shopping center
c. Singapore is a modern city with its business district
d. Singapore is popular with its restaurants

151

Appendix 26
QUIZ SCORE SHEET (STAD)

Students
Abdul Fattah
Adelia Ayu Ningrum
Akmal Bahtiar
Anggita Anindia
Anggreini Wulandari
Arief Mustofa
Azza Zulfatin
Baskoro Dwiyanto
Choerul Mufid
Eko Hadi Wibowo
Farah Ainaya Ansirni
Intan Syahra Febiantika
Isnan Rizkianto
Khusnul Khotimah
Lutfian Hadiarso
M. Abdul Rozak
M. Dwi Andriyan
M. Maulana Majid
Mellyati Agustina
M. Mahfud L.
M. Erfandi
M. Hasyim Muzadi
Murni Yuliana
Muslimin
Nuzul
Puja Adi Saputra
Rina Anita
Sanada Ulfi Khikmah
Shinta Amelia Fitri
Suciati
Taufan Arifian
Teguh Budi Utomo
Teguh Imam S.

Base
Score
56
66
66
70
60
66
70
53
70
66
56
53
66
43
86
66
66
76
53
66
60
66
53
66
60
63
60
63
43
63
60
66
56

Date:
Quiz :
Quiz
Improvement
score
Points
66
20
100
30
50
10
50
5
83
30
66
20
66
10
66
30
66
5
83
30
50
10
66
30
66
20
66
30
100
30
83
30
100
30
66
10
66
30
66
20
66
10
66
20
66
30
100
30
66
10
66
10
66
10
83
30
100
30
66
10
50
10
66
20
66
20

152

Appendix 27
TEAM SUMMARY SHEET
Team
Name

Team Members

Score

Akmal Bahtiar
Taufan Arifian
Anggita Anindia P.
Faroh Ainaya A.
Intan Syahra F.
Khusnul Khotimah
Arif Mustofa
M. Erfandi
Anggreini W.
Sanada Ulfi K.
Eko Hadi Wibowo
M. Abdul Rozak
Teguh Imam S.
Azza Zulfatin
M. Mahfudz
Puja Adi Saputra
Baskoro Dwiyanto
Isnan Rizkianto
Nuzul
Rina Anita
Abdul Fattah
M. Maulana Majid
Murni Yuliana
Suciati
M. Hasyim Muzadi
Teguh Budi Utomo
Choerul Mufid
Mellyati Agustina
Adelia Ayu N.
Lutfian Hadiarso
M. Dwi Andrian M.
Muslimin
Shinta Amelia Fitri

10
10
5
10
30
30
20
10
30
30
30
30
10
10
20
10
30
20
10
10
20
10
30
10
20
20
5
30
30
30
30
30
30

Team
Total
Score
35

Team
Average

Team
Awards

8.75

Good
Team

90

22.5

Great
Team

120

40

Super
Team

50

12.5

Good
Team

70

17.5

Great
Team

70

17.5

Great
Team

75

18.75

Great
Team

150

30

Super
Team

153

Appendix 28
OBSERVATION SCHEME
THE RESULT OF OBSERVATION
Group

Name of Students

Akmal Bahtiar
Taufan Arifian
Anggita Anindia P.
Faroh Ainaya Ansirni
Intan Syahra Febiantika
Khusnul Khotimah
Arif Mustofa
M. Erfandi
Anggreini Wulandari
Sanada Ulfi K.
Eko Hadi Wibowo
M. Abdul Rozak
Teguh Imam S.
Azza Zulfatin
M. Mahfudz
Puja Adi Saputra
Baskoro Dwiyanto
Isnan Rizkianto
Nuzul
Rina Anita
Abdul Fattah
M. Maulana Majid
Murni Yuliana
Suciati
M. Hasyim Muzadi
Teguh Budi Utomo
Choerul Mufid
Mellyati Agustina
Adelia Ayu Ningrum
Lutfian Hadiarso
M. Dwi Andrian Maulana
Muslimin
Shinta Amelia Fitri

Total
Maximum Score
Average Score
Percentage

Aspects of Observed
A
B
C
D
4
2
3
3
4
2
2
3
3
3
3
2
4
3
4
3
4
4
3
2
4
3
4
4
4
3
3
3
4
2
3
2
4
4
4
3
4
4
4
4
4
4
3
2
4
4
3
3
3
3
4
3
4
3
2
3
4
4
4
3
4
3
3
3
4
3
3
3
4
3
3
3
4
4
4
4
4
4
2
3
4
4
3
3
4
3
4
2
4
3
4
3
4
4
4
3
3
3
4
3
4
4
4
3
4
4
2
3
4
4
2
3
4
4
3
3
4
4
4
4
4
4
4
3
4
4
3
3
4
4
3
3
129 114 108
98
132 132 132 132
3.90 3.45 3.27 2.96
97% 86% 81% 74%

Total
12
11
11
14
13
15
13
11
15
16
13
14
13
12
15
13
13
13
16
13
14
13
14
15
13
15
13
13
14
16
15
14
14
449
528
13.60
85%

154

Aspects observed are as follows:

A= Students concern toward teachers explanation
B= Students cooperative in group
C = The students activeness in asking question
D= The students activeness in answering questions in group
Criterion:
Score 4= excellent, if the students condition is exactly the same as the
criteria.
Score 3= good, if the students condition is close to the same as the criteria
Score 2= fair, if the students condition is far from the same as the criteria
Score 1= less, if the students condition is totally different from the criteria
a. Students concern toward teachers explanation
Score 1: Students make noisy with other friends at the teachers
explanation
Score 2: Students do not make noisy in learning activity but they do other
activity that is not related with learning activity and they do not
listen to the teachers explanation
Score 3:

Students listen to the teachers explanation but they do other

activity that is not related with learning activity

Score 4: Students concern toward teachers explanation really
b. Students cooperative in group
Score 1: Students do not cooperate in group

155

Score 2:

Students take active part in cooperation but they cannot

associate with member of group

Score 3: Students take active part in cooperation and can associate

with member of group
Score 4:

Students take active part in group cooperation correctly

and can associate with member of group well.

c. The students activeness in answering questions in group

Score 1: Students do not give answer the questions
Score 2: Students give answer the question but the answer is not match
Score 3: Students give answer but helped by the teacher
Score 4: Students give complete answer without helped by the teacher
d. The students activeness in asking question
Score 1: Students do not ask question
Score 2: Students ask question but the question is not match with the
material
Score 3:

Students ask question as many as possible, but the question is

not focus of the problem

Score 4: Students ask question with a good question

ASSESSMENT PERCENTAGE EXPLANATION:
86% - 100% = Excellent learning
71% - 85% = Good learning
56% - 70% = Sufficient learning
< 55%

= Bad learning

156

Appendix 29
INTERVIEW GUIDELINE
a. English Teacher
1) How is the students reading ability?
2) How many students do they get reading lesson, in a week?
3) Do you find some difficulties in teaching reading comprehension so far?
How is the solution?
4) Have you ever heard about Student Teams-Achievement Division method
before?
5) What do you think about Student Teams-Achievement Division method?
b. Students
1) Apakah kamu suka pelajaran Reading?
2) Apa pendapatmu tentang pelajaran Reading dengan menggunakan metode
Student Teams-Achievement Division?
3) Apakah kamu suka dengan metode Student Teams-Achievement Division?
Berikan alasanmu?
4) Apakah kamu senang ketika diajar menggunakan metode Student TeamsAchievement Division? Berikan alasanmu?
5) Apakah ada peningkatan dalam kemampuan membacamu setelah diajar
dengan menggunakan metode Student Teams-Achievement Division?

157

The Result of Interview between Researcher and English Teacher

Researcher : How is the students reading ability?
Mrs. Nani :

I think, the reading ability of students in second grade was

average.

Researcher : How many students do they get reading lesson, in a week?

Mrs. Nani :

In a week, students get reading lesson one time, because there

are some skills that should be taught besides reading that are
writing, listening, and speaking.

Researcher : Do you find some difficulties in teaching reading comprehension

so far? How is the solution?
Mrs. Nani :

Yes, the students are lazy to find the meaning in dictionary.

I ask them to cooperate translating the text with their partner.

Researcher :

Have you ever heard about Student Teams-Achievement

Division method before?

Mrs. Nani :

Yes, I have heard it, but I do not know the complete detail about
STAD.

Researcher : What do you think about Student Teams-Achievement Division

method?
Mrs. Nani :

STAD is a good method because learning with students made the

students were interested and enthusiastic to learn and find the
meaning in vocabulary.

158

The Result of Interview between Researcher and some Students

Name : Lutfian Hadiarso
No

: 15
1. Apakah kamu suka pelajaran Reading? Berikan alasanmu?
Iya, suka karena bisa menambah ilmu pengetahuan kita, dan juga bisa
menambah kosakata.
2. Apa pendapatmu tentang pelajaran Reading dengan menggunakan metode
Student Teams-Achievement Division?
Cukup menyenangkan karena bisa saling bertukar pikir membahas
pelajaran bersama.
3. Apakah kamu suka dengan metode Student Teams-Achievement Division?
Berikan alasanmu?
Saya suka karena kita bisa belajar bersama membahas pelajaran yang
diberikan guru.
4. Apakah kamu senang ketika diajar menggunakan metode Student TeamsAchievement Division? Berikan alasanmu?
Saya senang diajar dengan STAD, karena berbeda dengan biasanya, jadi
tidak membosankan.
5. Apakah ada peningkatan dalam kemampuan membacamu setelah diajar
dengan menggunakan metode Student Teams-Achievement Division?
Iya, ada peningkatan sedikit. Nilai saya lebih baik karena sudah dilatih
beberapa kali dengan diskusi kelompok, tes individu, dll.

Name : M. Mahfud L.
No

: 20
1. Apakah kamu suka pelajaran Reading? Berikan alasanmu?
Iya, suka. Pelajaran Reading itu susah-susah gampang karena jawaban dari
pertanyaan sudah ada di teks.

159

2. Apa pendapatmu tentang pelajaran Reading dengan menggunakan metode

Student Teams-Achievement Division?
Menurut saya bagus karena bisa saling membantu dalam mengerjakan
pertanyaan dan diskusi bersama.
3. Apakah kamu suka dengan metode Student Teams-Achievement Division?
Berikan alasanmu?
Saya suka karena tidak membosankan.
4. Apakah kamu senang ketika diajar menggunakan metode Student TeamsAchievement Division? Berikan alasanmu?
Saya senang diajar dengan STAD karena saya bisa belajar dari teman
sendiri.
5. Apakah ada peningkatan dalam kemampuan membacamu setelah diajar
dengan menggunakan metode Student Teams-Achievement Division?
Iya, nilai saya meningkat karena sudah mengerti bagaimana cara
menjawab pertanyaan- pertanyaan dari teks.
Name : Murni Yuliana
No

: 23
1. Apakah kamu suka pelajaran Reading? Berikan alasanmu?
Iya, lumayan suka.
2. Apa pendapatmu tentang pelajaran Reading dengan menggunakan metode
Student Teams-Achievement Division?
STAD itu cukup menyenangkan
3. Apakah kamu suka dengan metode Student Teams-Achievement Division?
Berikan alasanmu?
Iya, suka karena saya suka belajar dengan kelompok.
4. Apakah kamu senang ketika diajar menggunakan metode Student TeamsAchievement Division? Berikan alasanmu?
Saya senang diajar dengan STAD karena bisa menambah pengetahuan
tentang teks Descriptive.

160

5. Apakah ada peningkatan dalam kemampuan membacamu setelah diajar

dengan menggunakan metode Student Teams-Achievement Division?
Iya, nilai saya meningkat sedikit.
Name : Khusnul Khotimah
No

: 14
1. Apakah kamu suka pelajaran Reading? Berikan alasanmu?
Iya suka karena bisa berdiskusi mengerjakan bersama teman.
2. Apa pendapatmu tentang pelajaran Reading dengan menggunakan metode
Student Teams-Achievement Division?
Cukup menyenangkan karena itu tidak membosankan biasanya hanya
mendengarkan penjelasan dari guru didepan kelas.
3. Apakah kamu suka dengan metode Student Teams-Achievement Division?
Berikan alasanmu?
Saya suka karena bisa termotivasi dengan teman yang sudah memahami
pelajaran dari guru terlebih dahulu.
4. Apakah kamu senang ketika diajar menggunakan metode Student TeamsAchievement Division? Berikan alasanmu?
Saya senang diajar dengan STAD karena saya bisa belajar bersama jadi
tidak berpikir sendiri seperti biasa.
5. Apakah ada peningkatan dalam kemampuan membacamu setelah diajar
dengan menggunakan metode Student Teams-Achievement Division?
Iya, ada peningkatan.

161

Appendix 30

1{-

ir_1L

Appendix 3l

TABIf.

OF DISTRIBUTION

O['T.TABLE

f Table
cum. prob
one-tail

t.so

t.ao

t .ts

0.50
1.00

0.25
0.50

0.20
0.40

0.000
0.000
0.000
0.000
0.000
0.000
0.000

.oo0
0.816
0.765
0.741
0.727
0,718
0.711

.376
1.061
0.978
0.941
0.920
0.906
0.896

;.ffi ;.;;

11

12

t.so

f .os

.ss

0.10
0.20

0.05 0.025

0.10

0.05

.963
1.386
1.250
1.190
1.156
.134
1.119

3.078
1.886
1.638
1.533
.476
I .440
1.415

6.314
2.920
2.353
2.132
2.015
.943
1.895

12.71
4.303
3.182
2.776
2.571
2.447
2.36s

t -sru

t.sgs

f.sgss

0.005

0.001

o.ooo5l

0.01

0.002

0.001

t.sg

t.gru

0.15
0.30

0.01

0.02
.82
6.965
4.541
3.747
3.365
3'143
2 998
31

63,66 31 8.31 636.62

9.925 22.327 31 .599
5.841 10.215 12.924
4.604 7.173 8.610
4.032 5.893 6.869
3:7Oi 5.208 5.959
S.4gg 4.785 5.408

3.3s5 4.501 5 041

;.ffi i.ioa i.esi r.aoo 2.308 2.8e6
2.821 3.250 4.297 4.781

0.000 0.703 0.883 1.100 1.383

o.ooo o.ogz 0.876 1.088 1.363
0.000 0.695 0.873 1.083 1.356
0.000 0.694 0.870 1.079 1.350
0.000 0.692 0.868 1.076 1.345
0.000 0.691 0.866 1.074 1.341
0.690 0.865 1.071 1.337
0.689 0.863 1.069 1.333
0.688 0.862 .067 .330
0.688 0.861 1.066 1.328
0.687 0.860 1.064 1.325
0.000 0.686 0.859 1.063 1.323
0.000 0.686 0.858 .061 1.321
o.oo0 0.685 0.858 1.060 1.319
0.000 0.685 0.857 1.059 1.318
0.000 0.684 0.856 1.058 1.316
1

'1

.E

1.833 2.262

1.796
1.782
1.771
1.761
.753
1.746
1.740
.734
1.729
1.725
1.721
1.717
1.714
1.711
1.708

2.201 2.718 3.106 4.025

2.179
2.160
2.145
2.131
2.120
2.110
2.101
2.093
2.086
2.080
2.074
2.069
2.064
2.060

2.681
2.650
2.624
2.602
2.583
2.567
2.552
2-539
2.528
2.518
2.508
2.500
2.492
2.485

3.055
3.012
2.977
2.947
2.921
2.898
2.878
2-861
2.845
2.831
2.819
2.807
2797
2.787

3.930 4.318
3.852 4.221
3.787 4j40
3.733 4.073
3.686 4 015
3.646 3.965
3.610 3-922
3.579 3.883
3.s52 3 850
3.527 3.819
3.505 3.792
3.485 3.768
3.467 3.745
3.450 3.725

.684
1.671

2.021
2.000

2.704

1.990

2.660
2.639

3.307
3.232
3.195

3.551

1.664

1660

1.984
1.962

2.423
2.390
2.374
2.364
2.330

2.626

3.174

3.390

2.581

3.098

4.437

.::26

,,

::ti

::.:.
,,.

0.000
0.000
0.000
0.000
0.000

0.681

0.851

0.679
0.678
0.677
0.675

0.848
0.846
0.845

0.842

1.050
1.045
1.043

1.042
1.037

1.303
1.296
1.292
1.290
1.282

1.646

.:aa:a::1

:::0i6tr-l.4.,

0%

50%

.ytlu

1.036

60%

70%

80% 90%

95%

Confidence Level

2.3;zo',. z.szo
98%

99%

ii1-:]:::=

lEr09o

99

3.460
3.416
3.300

: si2st

99.9%

163

Appendix 32: Documentation

Tryout for Non Treatment Class (VIII E)

Pre-Test for Experimental Class (VIII F)

164

Treatment for Experimental Class (VIII F)

165

Post-Test for Experimental Class (VIII F)

Pre-Test of Control Class (VIII A)

166

Treatment for Control Class (VIII A)

Post-Test for Control Class (VIII F)

167

Interview for English Teacher

168

Interview for Some Students

169

Appendix 33
ABOUT THE WRITER

Name

: Gita Rianawati

NPM

: 100429921

Address

: Silirejo, RT 07/RW 02, No. 08,

Tirto Pekalongan

Telephone

: +6285741941277

Email

: grianawati@gmail.com

Religion

: Islam

Date of Birth : October 13rd 1991

Place of Birth : Pekalongan
Education Background
2014

: FKIP Pekalongan University

2010

: SMA N 1 Wiradesa 2009/2010 Pekalongan

(Program study Science)

2006

: SMP N 1 Tirto Pekalongan

2003

: MI Salafiah Silirejo Tirto Pekalongan