Beruflich Dokumente
Kultur Dokumente
THESIS
By:
HESKE ROSA MELNIATY
NIM. 1055043
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ii
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STATEMENT OF OWNERSHIP
get a degree at STAIN Curup, so and never to the other universities. This statement is
made truly, if in the next day there any mistake the writer ready to accept the
punishment or the other criticism from STAIN suitable with its regulation.
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PREFACE
The thesis is submitted as a part of the completion for the sarjana degree in
State College for Islamic Studies (STAIN) Curup. The writer realizes that this thesis
is far from being perfect, thus, she really appreciates any suggestions and criticism for
Finally yet importantly, the writer hopes this thesis will be useful to those who
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ACKNOWLEDGMENT
Assalammu’alaikum Wr.Wb.
Alhamdulillahirabbil’alamin, all of praises just for Allah SWT the al-mighty
and merciful God who blessing and guidance have made me possible to finish this
thesis completely. Praying and greeting to our prophet Muhammad SAW and all of
his family and followers who has brought us from the darkness to the lightness as we
felt together.
The researcher was finished this thesis entitled “The Effect of Text Attack
Skills Strategy Toward Students’ Ability in Comprehending Text ( An Experimental
Study at the Second Class of SMAN 1 Curup Timur in 2014-2015)”. This thesis is
presented in partial fulfillment of the requirement for the degree of strata I in English
Study Program of STAIN Curup. In conducting this thesis, the writer received
valuable contribution, guidance, assistance, support and motivation from others. In
this chance, the writer would like to express her deepest appreciation to:
1. Mr. Budi Kisworo, M.Ag as the head of STAIN Curup.
2. Mr. Sakut Ansori, S.Pd.I, M. Hum as the head of English Study Program Of
STAIN Curup, as my co advisor sponsor who always gives the writer time
for guidance, support, advices, and suggestion in the whole process of writing
this thesis, and also when the writer still study at STAIN Curup until the
writer finished this thesis.
3. Mrs. Jumatul Hidayah, S.Pd as my advisor who give the writer guidance,
support, and suggestion in finishing this thesis.
4. Mrs. Leffi Noviyenty, M.Pd as my academic advisor who also gives the
support and suggestions when the writer still study at STAIN Curup until the
writer finished this thesis.
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5. My great thanks are also sent to my beloved family, they are my father
(Ismail, SH), my mother (Kurniati, S.Pd), my brothers ( Thovento+ M. alvin)
and sister ( Penda Sari), that always motivate and help the writer in finishing
this thesis and also all of my family that can not mention one by one who have
given me loves, helps and supports in finishing this thesis.
6. Moreover, especially for my soulmate ( Abi Lutpi, S.Kom) thanks very much
for your loves, attentions, supports, and time for me.
7. My best friends Vita, Shana, Cici, Pewi, Dela and all of my friends in Pbi B,
C and non-reguler.
Finally, the writer believes that this thesis is still far from being perfect.
Therefore, constructive suggestions to improve are always welcome. Hopefully,
the result of this research can give a useful contribution to the development of
education in Curup, especially in Developing Reading Comprehension . For
acknowledgment above, and those are not mentioned, may Allah SWT give them
the best reward. Amin ya robbal’Alamin.
Wassalamu’alaikum, Wr.Wb.
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My MOTTO:
MOTTO:
Tomorrow must be better
Never let it until tomorrow what you can do to day
Allah won’t change your condition until you try to change it
Dedication:
This thesis dedication to:
My lovely mother and father (Kurniati, S.Pd and Ismail, SH), thank for
your prayers, love, motivation and everything that I want. I will do the
best thing to make you happy. Your loves a company me entering this
success
My lovely brothers ( M.alvin kuris+Thovento kuris) and my sister (Penda
Sari Kuris), thanks for your prayer. This thesis could not have been
finished without your helping and your support. I love you all.
My soulmate who always in my heart and insaallah as my husband tobe “
Abi Lutpi S.Kom” thanks a lot for your loves, time, day, attentions and
support for me… U R MINE…
My best friends, ( Vita, Shana, Dela, Vewi and Cici) thanks for your care
and support.
My friends, all of PBI A 2010 and all of PBI 2010.
My Almamater STAIN cURUP
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ABSTRACT
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LIST OF CONTENT
CHAPTER I INTRODUCTION
A. Background of the Research ............................................. 1
B. Research Questions ........................................................... 6
C. The Objectives of the Research ........................................ 6
D. Delimitation of the Research ............................................ 7
E. The Significance of the Research. .................................... 7
F. Hypothesis ......................................................................... 7
G. Operational Definition ...................................................... 8
H. The organization of Research ........................................... 9
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C. Research Procedure .......................................................... 48
D. Technique for Collecting Data ......................................... 56
E. Research instrument .......................................................... 56
F. Validity and Reliability .................................................... 58
G. Technique for Data Analysis ............................................ 62
REFERENCES
APPENDICES
BIOGRAPHY
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LIST OF THE TABLE
Table page
1. The Table of Strategy in Teaching Reading ......... .................................. 19
2. The Table of Reading Rubric .. ........................... .................................. 26
3. The Table of Population .......... ........................... .................................. 45
4. The Table of Test Homogeneity .......................... .................................. 46
5. The Table of Sample ............... ........................... .................................. 47
6. Schedule of Treatment .............. ........................... .................................. 49
7. The Table of Test Items on Pre-test ..................... .................................. 57
8. The Table of Test Items on Post-test .................... .................................. 58
9. The Table of Validity Criteria .. ........................... .................................. 59
10. The Table of Range Reliability Score ................. .................................. 61
11. The Result of Pre-test and Post-test in Conventional Technique ............ 63
12. The Result of Pre-test and Post-test in Text Attack Skills ...................... 65
13. The Contribution of Pre-test and Post-test of Conventional Technique…. 67
14. The Contribution of Pre-test and Post-test of Text Attack Skills………… 69
15. The Table of an Analysis of Pre-test and Post-test………………………. 72
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1
CHAPTER I
INTRODUCTION
In literary theory a text is any object that can be "read" whether this
block or styles of clothing. It is a coherent set of signs that transmits some kind of
informative messages content rather than in terms of its physical form or the
medium in which it is represented. Within the field of literary criticism "text" also
from whatever has been added to or subtracted from that content as it appears in a
reinforce the other skill in listening, speaking and writing. Reading is not just
process in which a large number of interrelated skills are employed. The students
2
have to interpret what they read in their own previous and knowledge1. In
improving students’ reading skill, the lecturer has a great role in his teaching in
order that students are able to comprehend the various texts by considering some
text or message. This understanding comes from the interaction between the
words that are written and how they trigger knowledge outside the text or
comprehend text is influenced by their traits and skills, one of which is the ability
to make inferences. If word recognition is difficult, students use too much of their
processing capacity to read individual words, which are interfered with their
confidence by showing them how much they can learn simply by looking at some
1
Pang Elizabeth, et al., Teaching Reading, Series 12, (Chicago: IBE, 2003), p.5
2
Penny Ur, A Course in Language Teaching, (UK: Cambridge University Press, 1991), p. 146
3
Ibid
3
are expected to be able to use English based on the context and situation of
reading, listening, speaking and writing along with the communicative function.
From the four-mentioned skills above, the writer wants to focus on and involve
this research on the reading skill as it has been stated in the latest curriculum
20134:
read the English text efficiently and effectively. By doing so, the ultimate goal in
reading is to make meaning from text which can be achieved. Readers will be
able to comprehend the information that is conveyed in the text. Thus, this
4
Kurikulum Sekolah Menengah Umum. 2013. Mata Pelajaran Bahasa Inggris. Jakarta: Departemen
Pendidikan dan Kebudayaan
5
E.William, Reading the language classroom. London, 1984, p.53
4
read information and study purpose.6 Based on the theories above, it is known
that reading has important purposes such as acquiring and understanding all
ability in comprehending texts is still unsatisfactory. They read slowly and spend
much time busily looking for words they do not know in their dictionaries. Their
strategy is really not effective. Moreover they have no ideas or purposes in their
mind related to a given topics. As the result, they feel discouraged and
the sub- strategy: scanning, skimming, read between the lines, read intensively,
in SMAN 1 Curup Timur which becomes the main objective of the study that is
to find out the effect of teaching reading by using text attack skills strategy. After
choosing this place, the researcher has taken an interview with some students.
When the researcher asks the strategy that is used in reading teaching. Rizki says
that in teaching reading, the teacher asks the students to read the reading text then
6
Wren Sebastian, PhD. Reding Comprehension. www.balanced Reading.com.august 3rd
5
to do some work or assignment from reading text.7 Yuli also says that the
students feel bored in English reading lesson, because the teacher only
English for preparing final examination for English lesson in which 60% of the
test materials is testing students’ ability in comprehending reading text (35 items)
while only 35% of the test is testing students listening ability (15 items).9
classroom, students are often asked to do the reading task in group, and to
discuss the answers from the questions related to text. By doing so they only
Based on the fact above, the researcher can see that English teacher
should devote much of their time in teaching reading. Therefore they should be
able to teach reading effectively and efficiently, they should develop all their
comprehension will be satisfactory. Text attack skills strategy offers the right
way to solve the problem because this strategy will make students easier to
comprehend the text that they will face in the final examination.
7
Lutpi, a students’ of SMAN 1 Curup Timur Interviewed. Juli 15nd 2014
8
Fenda, a students’ of SMAN 1 Curup Timur Interviewed. Juli 15nd 2014
9
Ignatius a English teacher of SMAN 1 Curup Timur, Interviewed juli 16nd 2014
10
Saprida a English teacher of SMAN 1 Curup Timur, Interviewed juli 16nd 2014
6
B. Research Questions
conventional technique?
3. Is the using texts attack skill strategy effective toward students ability in
comprehending texts?
comprehension
7
The scope of this researcher is the term of using the text attack skills
strategy especially in experiment a class to know the result toward students ability
in comprehending text. The field of this research is only limited on the English
a. English teacher
Timur who teaches reading. The teacher should introduce the reading strategies
like text attack skills strategy to their students so that the students will have a
good reading skill because text attack skill strategy is reading acquisition that
b. The researcher
The result of this research is expected that it can give the researcher
new knowledge and strategy that can be used in teaching reading, because the
F. Hypothesis
Related to the problems of the research the writer formulates the hypothesis as
HO: The using of texts attack strategy is not effective to improve student’s
comprehending text.
G. Operational definition
1. The effect
an impression which creates the mind of spectator, reader, etc. effect in this is
comprehending text.
teaching reading to comprehend text. Nuttal states text attack skill strategy is
discourse organization, writer points of view relate the parts of the text and
11
As Hornby.Oxford Anvanced Learner’s Dictionary Of Current English, Oxford University
Press:1995.p.369
12
Nuttall, C. 1982. Teaching Reading Skills in a foreign Language. London: Heineman.
9
3. Ability
According to Alex Sobur ability is the capacity for doing an action as a result
from the character.13 The other definition is skill or power.14 Ability is the
comprehending texts.
4. Reading text
written.17 From the other opinion stated reading text is a collection of some
13
Alex Sobur. Psikologi umum.pustaka setia. Bandung,2003:P.180
14
Martin H Manser, Learner’s Pocket Dictionary, (Oxford University Press, 1991),P.1
15
Definition Of Ability, Html June 26, 2008 http://www.geogle.co.id=define:ability
16
As Horn by, Oxford Advanced Leanrs Dictionary, Oxford University Press, Newyork,2003:2
17
Nuttal, Christine, teaching Reading Skill In a Foreign Language, Heinemen Educational Boer,
London: 1996
18
Andrew Goodwin, English Teaching and Media Education, University, USA. P.47
10
theory that involves the concept of reading comprehension, reading strategies and
text attack skills strategy. And the review of related findings that involves the
previous research.
CHAPTER II
LITERATURE REVIEW
A. Reading Comprehension
content. It means that the content of curriculum will show the important of
teaching students how to obtain information along with teaching subject matter.
result of the interaction between the perception of graphic symbols that represent
language and the readers language skills, cognitive skills, and that knowledge of
19
Simanjuntak, Editha. 1988. Developing Reading Skill for English as Foreign Language (ELT). Jakarta: P2LPTK
20
Nuttall C. 1982. Teaching reading skills I foreign language. London Heineman education books
21
Wiked. Reading comprehension, WWW.google.com. Posted on 30 march 2009
12
reader interacts with the ideas printed, his prior knowledge is combined with
On the other hand, Ronald Mackey gives the definition that reading is
an active process. The reader forms a primary expectation about materials, they
select the fewest, most productive cues necessary to confirm or reject the
means that he brings ideas, attitudes and beliefs. It can be concluded that the
can read English text effectively and affectively. To be able to do so the readers
should have particular purpose in their mind before they interact with the text,
Effective and efficient reading is always purposeful and much current of the
activity. Even though reading is done for pleasure. Still it is purposeful. The
skills such as skimming, scanning, reading between the line. These are alive
13
when they read different kinds of reading materials such as, newspaper, manuals,
that comprehension, in this sense to what have already been known as any kind,
information that the readers get from the text to understand what the writer wants
to interpret.
Editha states that the first point to be made about the reading process
more than involving or knowing what each alphabet stands for reading that
22
Eskey, Davidd E. 1986. Theoretical foundation. In the teaching second language reading for academic purposes, DUbin F,
Eskey D, and Grabe W Mass: Wesley publishing company
23
Devine joanne, research in reading Engllish as a second Language, Washington DC;Tessol publication committee. P.67
14
theory.
Troike studies that there are two types of reading process; top-down
processing. This knowledge may help readers to understand words and to get
meaning from each word. She defines basic knowledge as readers ability in
knowledge about the text that they read, to understand what the text tells
about.
linguistic data. Top down processing occurs when the readers have less basic
text detail, the readers may get specific information from other sources related
to the text. Culture knowledge is readers’ social setting, the readers understand
24
Hook, Julie. Sept 7, (2006). Effective Teaching Principles: Framework to All Learners.
July 22, 2011. <http://www.cheri.com.au>
15
the text more easily when their social setting is related to the topic of text.25
comprehending the text two kinds of reading process are related each other;
teachers regularly “to take stock of their perception or the nature of the reading
management.” it can be concluded that the teachers should be able to arrange the
She has pointed out 10 principles and termed ‘top ten principles’. They
are important to evaluate the successful reading strategy.26 The principles are:
the development of reading speed and fluency. It echoes Nuttall statement that
25
Brown,H.O.1980. Principles of Languange Learning and Teaching. Englandwood Cliifs, NJ:
Prentice Hill.Inc.
26
Ibid
16
the text should interest the readers preferably enthrall and delight them. The
book should be interesting, first and foremost, to the learner, and then
should be kept in mind while learning to read that the other activities listening,
writing etc. should not be allowed to submerge the central activity reading
not unimportant, teachers should know well that Learners learn to read by
ability. The most important thing about reading EFL and ESL is that students
and rhetorical patterning of the text. Without these kinds of knowledge all
their skills and strategies in the world will have little effect.
nature of real reading. Reading is thus not only active but interactive process.
work and group work are permitted because, through classroom procedures
inter learner discussion of the text and associated tasks required for the
interactivity also encourages learners to make use of what they have read.
representation of the text matrix, flow chart, tree diagram etc. Class room
activities can also help them by encouraging them to make use of what they
have read by means of application questions. Teachers should not forget that
5) Teachers must learn to be quit all too often, teachers interfere with and so
collaborative group work, so teachers should act like guides under whom
should be focused.
reading. It does not matter very much what learners read in extensive reading
EFL reading. This can be done by including questions or tasks which require
9) Progress in reading requires learners to use their ears, as well as their eyes.
the class, older learners reading to younger learners, and better readers reading
10) Using a text does not necessarily equal teaching reading. A particular text is
appropriate and suitable, texts should be chosen for the learners, because, in a
reading class, reading skills, and not language skills should be given
previously.
27
Carrillo, Claudia Quiroga. Promoting Tenth Graders’ Reading Comprehension of Academic Texts in
the English Class. Colombia: Bogota. 2010
19
diagrams)
interpreting express
cohesive devices
discourse sentences
markers
inferences
depends on understanding. Nuttall states that speed is useful, but not the main
improve their speed in reading. It should be clarified that scanning deals with a
rapid look in order to search for specific information or to get the required
to get general information. It helps to find out what the text is about.29
28
Ibid
29
Ibid
21
specifically included in the text. Nuttall states three categories connected to this
strategy30:
book before reading it. It refers to the parts of a text that can help the reader
• Graphic conventions could be obvious for students but they need practice in
words, and using a dictionary. Lexical items refer to any word or group of words
with a meaning that students have to learn as a whole. Structural clues establish
the grammatical category of the words whereas inference from context deals with
getting the meaning of a word by making use of the context in which it occurs31.
On the other hand, we can ignore the words that are not relevant for a specific
purpose in the reading or use a dictionary. This last strategy is important because
30
Ibid
31
Ibid
22
students should know the correct use of the dictionary in order to save time and
Text Attack Skills are the ones that help us grasp some features of the text
relate the parts of the text and indicate the functional value of the sentence32.
• Recognizing the functional value: It deals with recognizing not only the
meaning or the signification, but also what the writer intends to do with the
presuppositions that both writers and students could have when they read and
32
Ibid
33
ibid
23
• Prediction: This skill embraces the ability to predict and helps students to
e. Level of Comprehension
In line with the basic skills of reading, there are three levels of
1) Literal Comprehension
In this level, the readers get information and ideas that are explicitly stated in
2) Inferential Comprehension
information that is inferred or implied within a text. In this level the student
uses the ideas and information implicitly stated his situation and personal
3) Critical Comprehension
the information presented in the text. Critical comprehension refers to the its
Competent or will measures them against what they already know accepting
is reached.
Reading assessments are used to determine what skills that are being
learned and what skills that need to be strengthened. A teacher or school may
setting.
completion of a unit. The teacher will use the test to ascertain how well the
reviewed. The assessments usually require students to read (silently and without
Comprehension. Spear Swerling asserts that there are three response mats that
35
Spear-Swerling, 200 1, Skilled Reading: Top-down, Bottom Up. System for Adult Basic
Education Support. P 153, December 15, 2010. <http//sabes.org
25
tests present sentences or passages with blanks in them. In tests with answering
format, the students read passages and answer questions about them, the
require students to read a text and then orally tell an examiner about what was
just read, usually with some sort of coding system for scoring the quality of the
retelling.
In this research, the researcher used Essay, form. Students had to read
passages and answer Essay questions about the text. Traditionally, methods of
assessing reading comprehension with standardized test and Essay questions are
the most frequent type of assessment used in commercial ding tests and tests used
to compare reading proficiency among countries son. That the researcher used
1) It can be used to measure the level of thinking from low to medium (memory,
2) All or most of the materials that have been taught can be asked during the
examination.
consistently because the correct answer to every item of question is clear and
definite.
7) The text passages tested drawn from the students‟ curriculum. Students read
the passages and then they were given questions in the form of Essay and True
False to find out whether or not students can refer back to the text in
students are given explicit questions about facts directly presented in the text
The skills that have been assessed in this research were getting
information and ideas that were explicitly stated in the text, using the ideas
understand it. Interpreting the written text and understanding the meaning is
takes a standardized comprehension test annually, but this is not always the
case.
3. Makes independent
inferences based on
numerous ideas in
the selection
4. Interprets meanings
of unfamiliar words
36
Anne Boynton. How Contributor-Measure comprehension levels. http://www.ehow.com/how8588097 assessed
on 1st September 2014.
28
text demonstrate
understanding of
text
4. Makes connections
and/or establishes
cause/effect
29
relationships
specific
There are many tests available that can help children as well as adults measure
1) Purchase or find a free reading comprehension test that is appropriate for the
student’s grade level. For instance, the Gates Mac Ginite Reading test, which
is available for purchase online, has four different levels, from beginning
reading to adult reading levels. The Reading Aptitude Assessment Test, which
is free for both school and home use, is intended to test reading levels
2) Prepare students for the test by making sure they understand directions and
provided with the test, or create some sample questions of your own.
3) Administer the test when the test taker is well-fed and well-rested, to make
4) Score the test. You may need to send in the answer sheet to have it graded. If
you are using an online test, the test results will likely be provided
37
Ibid
38
Anne Boynton. How Contributor-Measure comprehension levels. http://www.ehow.com/how8588097 assessed
on 1st September 2014.
30
tester needs to tap an unobserved skill. The tester does not have an actual
language sample that he/she can analyze since he does not know what is
happening in the mind of the test-taker while the latter comprehends a text or an
the text which the test-taker needs to comprehend. This task is generally in a
based on the text. It is likely that this external factor has an effect and tends to
measurement and thus may add another task in addition to the comprehension of
the text.39
1. Cloze most natural, no questions added but there is a question regarding the
question and the distracters. Also, the questions may not be reflection of text
comprehension.
39
Gronlund, Norman.E.Measurement and Evaluation in Teaching, 5th edition. New York: Macmillan
Publishing Company. 1985
31
3. Open ended questions the language and content of the questions may be
of the text.
impose an extra requirement, that of the ability to write and produce full texts
factors, first those which involve the enabling skills, how to arrive at
comprehension, the process and the product which is extent to which the test
comprehension.
theme. Every paragraph has a key concept or main idea. The main idea is
the most important piece of information the author wants you to know
32
about the concept of that paragraph. When authors write, they have an
idea in mind that they are trying to get across. This is especially true as
idea and supporting details in support of the topic or central theme, and
paragraph, in the middle, or at the end. The sentence in which the main
idea is stated is the topic sentence of that paragraph. The topic sentence
the paragraph. Although the topic sentence may appear anywhere in the
paragraph, it is usually first - and for a very good reason. This sentence
provides the focus for the writer while writing and for the reader while
reading. When you find the topic sentence, be sure to underline it so that it
will stand out n/ot only now, but also later when you review.
The first thing you must be able to do to get at the main idea of a
the paragraph as a wheel with the topic being the hub - the central core
around which the whole wheel (or paragraph) spins. Your strategy for
40
Swales, J. 1990. Genre Analysis. Cambridge:Clevedon: Multilingual Matters.
http://203.72.145.166/ELT/files/50-3-6.pdf
33
about?" Keep asking yourself that question as you read a paragraph, until
the answer to your question becomes clear. Sometimes you can spot the
topic by looking for a word or two that repeat. Usually it can state the
That means the paragraphs that will be read will be parts of some
c) Genres
recognize the important ideas more easily when they understand the
42
patterns that authors use to organize text.
41
Ibid
42
ibid
34
d) Text Features
comprehension.
Nuttall defines that Text Attack Skills is the way to find particular
text is suitable for a given purpose. So when we scan we only try to find piece of
information quickly and often we do not follow linearity of the passage to do. In
other words, we simply let our eyes wander over a text to find what we are
looking for, whether it is place, a food, a number, a thing, or less specifics pieces
of information.44 Likewise, this strategy allows the readers to get the specific
information that they want quickly by letting the eyes wander over the text.
to build up the students’ confidence by showing them how much they can learn
simply by looking at some prominent part of text. By finding a few words only
reading a few paragraphs here and there in the text. It certainly does not aim at
43
ibid
44
Opcid
7. Arikunto, Suharsimi. 2010. Prosedur Penelitian suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
35
encouraging students to read all the text in such a way, but to make the students
become better readers who can decide quickly what they want or need to read. 45
In order to scan effectively, students should have a clear idea of what they are
looking for, where they are likely to find it, and how they can recognize the
information when they see it. If the students are looking for a name, capital letter
might be their clues. If the students want to search for a date they would look for
numbers, and so on. But all specific information that the students need is not
always available in one or two words. In this case, the students may scan until
In this strategy the students are trained to think of clues to help them
find the specific information. The students are also trained to move their eyes
rapidly, looking only for clues, in order to obtain the information quickly. It
requires a great deal of practice to develop scanning skills so that the students are
This strategy is really challenging to the students and also very much
helpful to alleviate to boredom in class hours so that the students are eager to
learn in relax situation. Texts attack skills can be determined as the ability to
answer any types of question given by the writer after the reading Passages
correctly. To be able to answer the questions the reader has to know any types of
answer, it means that the reader should be familiar with all kinds of questions
45
Simanjuntak, Editha. 1988. Developing Reading Skill for English as Foreign Language (ELT). Jakarta: P2LPTK
36
from the text so that he can decide which strategy he will use to answer the
questions.
Here are kinds of question from the reading passage and the strategy to
take the test that they are unable to finish all questions in this section. Therefore,
you need to make the most efficient use of your time in this section to get the
highest score. The following method is the best way of attacking a reading
They are the ones that help us grasp some features of the text such as
words, connectors, discourse organization, and writers’ points of view relate the
parts of the text and indicate the functional value of the sentence.
shown that teachers can, and should, teach these strategies to beginning readers.
37
The following strategies can help students understand any text in any subject
- Visual clues, the first thing we notice about a written text is any kind of
graph, a map or even a table of figures. This will often act as a useful point of
focus for students as it helps them predict what the text will be about
- Shape and layout, text with an overt shape (typically formal texts such as letters and
reports) help students to recognize what kind of text it is, which helps build their
schema before reading. It also allows for exercises which draw students’ attention to
the conventions for layout or to how the writer organizes the content.
- Overt title a text with an overt title is like a text with a good photograph. You can use
it with students to make predictions about the content of the text. In business texts an
overt title might be title to a company report or the title to a set of instructions.
- Overt opening some texts do not have overt titles but they do use opening sentences
or phrases that indicate what kind of text it is and its purpose. A phrase like I am
writing to inform you. Suggests that we are about to read a semi-formal letter from
46
The official global blog for Oxford University Press English Language Teaching. 25th July 2013.
Http:// http://oupeltglobalblog.com/2013/07/25/10-attack-strategies-for-teaching-the-text-in-
business-english/html
38
- General meaning Before any further textual analysis, I see if the text lends
itself to reading for gist so that I can set some general gist comprehension
questions. This is particularly necessary if the text does not contain an overt
- The writer and reader with some texts it is useful to ask students to identify
the writer and reader. For example in the case of a departmental report
students can say who wrote it and who received it. With less obvious texts
such as an informal message from a social media site, students might need to
- Detailed information having analyzed the text for its general purpose and
for and understand more detailed information within the text. This is
- Fixed expression having understood the content of the text, I can start to
analyze language which students might be able to use in their own writing.
- Lexical sets texts that are related to very specific areas of industry may not fit
into a typical pattern or fixed expressions but they will usually have their own
specific lexis. For example, within a text related to shipping you might come
across terms such as lading, container, pallet, abatement, in bond and ship
demurrage. Once you identify a lexical set, you can create vocabulary
- Grammar as with lexical sets certain texts might contain frequently used
company document you might see the it is + passive form structure commonly
discover this grammar in the text and identify its form, meaning and use.
categories in teaching reading by using text attack skills. The following are the
the writer wants to express. If you read the text, you read long sentences and
At this time, we can use this skill. To understand text better, we use 6 steps to
simplify sentences:
a) Identify the cohesive elements and find out what each refers to
c) Find the nouns and remove any items following them which are part of
47
Carrillo, Claudia Quiroga. Opcit.
40
e) Identify the verbs and use the 'Who/what does what?' technique to find
unaccounted for, use the 'Who or what does what' technique to find out
a) Ask the students to form six groups (6-7) and point out the group
Representatives.
c) Give students two minutes to find out ‘what is the text about’ in groups.
d) Tell students that the group representatives will know the first question at the
same time. What they need to do is to find out the right answer as quickly as
possible. Not until the group representative gives the right answer to the
e) The teacher makes the record of each group. The first group who finds out
all the correct answers will win the game. (Awarding the winners might be a
good idea.)
difficult sentences
To help students to think about the key words and infer the unknown words
b) Tell students that later in the lesson they will be reading a text about
adverbs that they might encounter in the text. Allow dictionaries, and give
d) Group presentation and the teacher writes down the words on the
blackboard.
e) Give out the text to each group. First ask each group to underline all the
new words when reading, guess their meaning in their context if possible,
f) Group presentation
From the procedures of application text attack skills above, the fact
shows that word and text attack skills are often used together. What the teacher
ought to always remember is the students’ level when designing the activities. You
are trying your best to develop their own reading skills, not to do everything for
them.
Before students learn the text, the teacher will teach all the unknown
unknown words are used in sentences. This makes them get the habit of consulting
every single new word in the dictionary when they are reading. That is to say, they
always stop reading to search for the exact meaning to the context. This not only
slows down their reading speed, but prevents them from reading independently as
well. But the fact is that some unknown words like ‘sake’, ‘course’ etc. are really
42
unimportant words. They don’t affect the general understanding of the text. And
students will soon forget about them because they are not frequently used in their
life.
point the students in the right direction first, get them into the right mood by
predicting the possible unknown words which might appear in the text. When the
students feel interested and curious in what they are going to read, the teacher will
give them the reading text together with the reading tasks which are deliberately
designed to be completed by using word and text attack skills. With the definite
purposes, each group will be quite active, competing with each other. Besides, the
exercises are chosen carefully. For example, keywords appear in their basic usage
in the exercises. Words that need to be inferred come together with some familiar
words or in different morphology, which makes students know exactly what they
are. In addition, the questions are all intended to train their skimming and scanning
skills. This kind of activity makes the students more confident of themselves, too.
It means that reading is best integrated with the other skills such as
speaking and writing. Skimming and scanning are clearly useful strategies in text
attack skill for the learner to operate; however there is arguably a limit to their
usefulness in some context, in the sense that the learner scans for particular
information and then does not actually have to do anything with it. In other words,
he is quite passive in the reading. But if we can guide him to react with “the text”
by having expectations and ideas about the purpose of the text as well as ideas
43
about possible outcomes, he will feel challenged or involved in the text. And he is
reflecting on expectations at every stage, anticipating what the writer will say next,
and so on, thus becoming an active learner. Additionally, we can train the students
previous experience.
of the text, so reading for comprehension must be practiced. But other way of
reading are valid in teaching situation, especially word and text attack skills, they
too need practice, even more practice. Besides, I have also attempted to
demonstrate how to organize the class activities by using these two essential kinds
of reading skills. Students will benefit a lot from this kind of activities. They won’t
stumble over every unknown word. Meanwhile, their reading speed will be
increased greatly. All these will certainly lead them to be independent, efficient
and successful readers, no matter whether they are in class or out of class. As
language teachers, it is important to bear in mind that we must teach the students
CHAPTER III
RESEARCH METHODOLOGY
order to improve the rationally and justices of his own practices which are carried
out. The researcher conducted use pre-test, post-test design in this experiment. It
means that the schematic representative of this research used two classes. Those
are control and experimental class. Both of classes were given the same materials,
the same length of time except the technique that was used in teaching process.
That experiment at class indicated a class which the teacher taught with using text
experiment at class and using conventional method in control class. Last, both
48
Carr, Wand Kennis, 1986. Becoming Critical: Knowing Through Action Research. Victoria : Deakin University Press
45
a. Population
connection with the necessary data.49 The population of this research was all the
Table 1
Number of the
No Classes
Students
1. XI IIS 1 21
2. XI IIS 2 21
3. XI IIS 3 27
4. XI IIS 4 31
Total 96
Source: English subject score at SMA Negeri 1 Curup Timur in the academic
year of 2014/2015
b. Homogeneity test
49
Suharsimi, Arikunto. 1993. Prosedur Penelitian. (Rineka Cipta: Yogyakarta) P. 102
46
are applied to all aspects of the statistical distributions, including the location
parameter. Thus, a more detailed study would examine changes to the whole of
and, for certain types of statistical analysis, it is used to look for further
properties that might need to be treated as varying within a dataset once some
Table 2
1 XI IIS 1 21 58,69
2 XI IIS 2 17 58,45
3 XI IIS 3 27 60,45
4 XI IIS 4 31 63,57
47
c. Sample
The representative that was taken in this research was from using cluster
age, or level, and the element of population which had the same opportunity to
become the sample. From the data above, the researcher selected the sample as
the way to represent the population. The sample is small proportions that are
Table 3
Number of the
No Classes Means score
Students
50
Kartono, kartini. 1996. pengantar methodology riset social. Bandung : bandarmaju
51
Suharsimiarikunto, op. cit p. 112
48
C. Research procedure
Treatment Treatment
( Conventional Technique ) (Text Attack Skills)
a. Control class
Control class was the first group where this group was given the test
like pre-test and post-test without given a treatment. Of this study that means
students with using the conventional technique and then giving the post-test.
49
b. Experiment at class
Experiment at class was the second group where this group was given
the test like pre-test and post-test by a treatment. Of this study that means it
was taught with using text-attack strategy in teaching narrative and recount.
students with using the text attack strategy and then giving the post test.
Table 4
The Implementation of Text Attack Strategy Based on Per Each Meeting
In Treatment and Control Class
Meeting Material Text-Attack Strategy Conventional
1 Pre-Test - -
narrative is on information
Jack
text about
context if possible,
6. Group presentation
Sutan Suhir
53
narrative is on information
Suhir
4. Teacher monitors
context if possible,
6. Group presentation
19.
Thursday January 19
narrative is on information
Thursday January I,
Thursday January 19
7 Post-Test - -
56
The instrument of this research was a test. Where the test on reading
E. Research Instrument
There was one instrument which was used in this research. It was reading
comprehension test. The instrument in this study was designed in multiple choices
form and matching form. This instrument was used for collecting the data and for
knowing the students’ reading comprehension ability. The test consisted of two
1) Pre-test
The pre-test had been administered to both experiment and control class.
This test was given to know the first reading comprehension ability of
students. The type of pre-test was answering multiple choices and matching
items of reading comprehension. The pre test was designed based on the
material on syllabus, from the syllabus there were some indicators where they
were used as a measurement indicator for assessing the material. The items
were designed based on the indicators. It had two genres of text such as
Table 5
Number Number
No Genres Form of item
of text of items
2) Post-test
The post-test was given after experiment and control class had been
given treatment. The purpose of this test was to know the level of students
The post test was designed based on the material on syllabus, from the
measurement indicators for assessing the material. The items were design
based on the indicators. It had two genres of text such as narrative, and
Table 6
Number Number
No Genres Form of item
of text of items
instrument. An evaluation technique can be called has high validity if the evaluation
technique or the test can measure what is the really measured.52 Moreover, there are
some techniques in calculating validity of the test, namely, content validity, construct
validity, perspective validity and concurrent validity.53 In this research, the test
focused on the content validity.”A test is called having content validity if it has the
content which measures according to special purpose with the material given in the
52
Ngalim Purwanto.1944. prinsip-prinsip dan teknik evaluasi pengajaran. RemajaRosdakarya.
Bandung. P.137
53
Sumarna Suparanata.2004. Analisis Validitas, Reliabilitas dan Interpretasi Hasil Tes. Rosda
Bandung. P. 51
59
classroom.54 Indeed, because the researcher emphasized about reading, so the content
validity here referred to the students’ ability in comprehending reading text. And the
way to measure the validity of the test, the researcher used person formula:
=
Where;
r : instrument validity
technique there was one item on high validity (14), 15 items on middle
were 4 items (2,5, 10,13,). In post test of conventional for high validity there
54
Ibid, p.52
55
Ridwan, Metode dan teknik menyusun tesis. (Bandung: ALFABETA, 2004), P. 136
60
were two items (No:12,20), for middle validity there were 15 items
items (8,11,16,19).
In pre test of Text attack skills strategy, there was one item on high
not item on high validity but on middle validity, there were 15 items
reliable, if it can give constantly to the test or it can be said the reliability
of the test is the level of the test entrust of the test. There are four
researcher calculated the reliability of the test by using the test retest
method. The researcher gave the same test twice for the students but in
different time, and than calculated the correlation of them. To know the
56
Ridwan, Metode dan teknik Menyusun Tesis, ( Bandung: ALFABETA, 2004), P.136
61
reliability of the test, the researcher used the formula of reliability that is
N ∑ XY {∑ x}{∑ y}
rxy =
{N (∑ X ) − (∑ X )2}{N (∑ Y ) − (∑ Y )2}
2 2
Where:
r : Instrument reliability
In this research, the formula was used to determine reading ease, grade
The instrument contained narrative and recount text which were choose
Timur. The table bellow represents the range of reliability and its
interpretations:
Table 7
The Range Score and Interpretation of Reliability
Index range Interpretation
<0, 40 Low
Reliability 0,40 -0, 69 Moderate
0,70 – 1,00 High
(adopted from Ary et al, 2006:254)
57
Anas Sudijono, Pengantar evaluasi pendidikan. ( Jakarta; Rajawali Press. 1998) P.219
62
Formula of r product moment aim to find out the effect, correlation, and
N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑Y 2
− (∑ Y )
2
r = Coefficient of correlation
N = total observing
X = number of variable X
58
M.Subana, Dasar-DasarPenelitianilmiah, (Bandung: PuskaSetia, 2001), hal. 177.
59
Ibid.,hal. 173
63
CHAPTER IV
A. Finding
Conventional Technique
or control class without using treatment of Text-Attack Skills Strategy. The pre-
test and post test have been given to the control class.
Table 4.1
1. 50 55
2. 50 55
3. 50 60
4. 65 65
5. 40 50
6. 60 65
7. 55 50
8. 50 55
9. 50 55
64
10. 60 70
11. 65 65
12. 50 50
13. 65 60
14. 50 50
15. 70 70
16. 50 55
17. 40 50
18. 55 60
19. 40 50
20. 75 80
21. 60 65
Variable X (∑X)is 1150, and seeks the mean score of variable X, the higher
score, the lower score of the students’ on the pre- test by using formula
=
`
=
= 58,81
= 54,76
Description on the post test result: the higher score : 80 the lower
score : 50
In this case the use of Text-Attack Skills Strategy is for the classroom
Table 4.2
1. 45 85
2. 50 90
3. 40 65
4. 45 70
5. 20 70
6. 65 90
7. 45 80
8. 35 55
9. 30 75
10. 35 65
66
11. 45 75
12. 35 70
13. 40 65
14. 25 60
15. 45 80
16. 45 75
17. 10 50
Variable X (∑X) is 655 , and seeks the mean score of variable X, the higher
score, the lower score of the students on the pre- test by using the following
formula
=
655
17
= 38,53
Description on the Post test result, based on the table above , so the researcher
accumulates the result of Variable Y (∑Y) is 1220, and seeks the mean score of
variable Y, the higher score, the lower score of the students on the post- test by
=
1220
17
= 71,76
in reading comprehension
product moment is used for finding the effect of two variables or more
variables.
a. Conventional technique
Table 4.3
No X Y X2 Y2 XY
∑X= 1150
∑Y= 1235
∑X2= 64850
69
∑Y2 = 74025
∑XY= 69050
N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑Y 2
− (∑ Y )
2
21
69050
1150
1235
rxy=
〔21
64850
1150
2 〕〔21
74025
1235
2 〕
14500501420250
=
!39350X29300
= 69285,79
29800
= 0,43
Based on the calculation above, it has been gotten the rxy = 0,43
almost not have effect. That means in conventional technique both pre test and
Table 4.4
No X Y X2 Y2 XY
∑X= 655
∑Y= 1220
∑X2= 27775
∑Y2 = 89600
∑XY= 48550
71
N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑Y 2
− (∑ Y )
2
17
48550
655
1220
rxy=
〔17
27775
655
2 〕〔17
89600
1220
2 〕
825350811300
=
!43150X34800
= 49886,27
48550
= 0,97
From the calculation above, there is found the score of rxy = 0,97
effect or relationship of the variable is strong. That means the using of Text-
comprehensions.
B. Discussion
Conventional Technique.
minimum achievement standard (KKM) 65. That mean when the students got
score 0 <65, the students was not completed and if they had the score on >65 so
they were namely completed on the English subject. The following presentation
category, there were 16 students or 76,19%. In post test there were 8 or 38,09%
the category.
category.
Table 4. 5
Based on the table above, the average got different scores between
experiment and control class which were compared. In mean score of pre-test on
73
the experiment class was 38,53 and in control class was 54,76. In the pre test on
control group there were 5 students or 23,81%, in post test in experiment class,
category.
were 16 students or 94,12% and for post test, there were 3 students or 17,65%, in
control class, pre test on not complete category, there were 16 students or
Reading Comprehension
There were two hypothesis in this research, the null hypothesis (Ho)
which stated that it was not significantly effective to use Text-Attack Skills
Curup Timur in the academic year 2014/2015. The alternative hypothesis (Ha)
which stated that it was significantly effective to use Text-Attack Skills Strategy
in teaching reading to the second class at SMA Negeri 1 Curup Timur in the
academic 2014/2015. From the calculation of product moment, there had been
found t From the calculation above so it had value of rxy = 0, 97. Based on the r
relationship of the variable was strong. That means the using Text-Attack Skills
CHAPTER V
A. Conclusion
Based on the result presented on the chapter IV after conducting the treatment, the
researcher, concludes:
technique. The mean score got before teaching using conventional technique
The mean score got after teaching with conventional technique is 58,81. The
strategy. The mean score got before teaching with using the Text-Attack skills
Strategy is 38,53 and after teaching with using this strategy, the means score
B. Suggestion
Dealing with the result and finding that have been presented above, the
comprehension and they can used shared reading as the alternative way in
teaching reading
3. The students as an object in education are suggested to learn more and have to
REFERENCES
Carr, Wand Kennis, 1986. Becoming Critical: Knowing Through Action Research.
Victoria : Deakin University Press.
Carell, Patricia L, Devine J, Eskey Dj. 1990 (3rd ed) interactive approaches to second
language reading. Cambirdge university press, new York.
Harris, David P. 1974. Testing English as a second Language. New York: MC. Graw
Hill, Inc.
Lado, Robert. 1974. Language Teaching A Scientific Approach. New York: MC.
Graw Hill, Inc.
Carell patricia L. and Sisterhold. 1987. Schenema Theory and ESL Reading
pedagogy. In methodology in TESOL: a book of readings, long Michael, and
Richards. New York: newbury house publishers.
Shepherd David L. 1987. Comprehensive through school reading method. Bell &
Howell Company.
Appendix
Values of r Product Moment
(t-table)
Appendix;
Table
The contribution of pre-test and post test of conventional technique
No X Y X2 Y2 XY
1. 50 55 2500 3025 2750
2. 50 55 2500 3025 2750
3. 50 60 2500 3600 3000
4. 65 65 4225 4225 4225
5. 40 50 1600 2500 2000
6. 60 65 3600 4225 3900
7. 55 50 3025 2500 2750
8. 50 55 2500 3025 2750
9. 50 55 2500 3025 2750
10. 60 70 3600 4900 4200
11. 65 65 4225 4225 4225
12. 50 50 2500 2500 2500
13. 65 60 4225 3600 3900
14. 50 50 2500 2500 2500
15. 70 70 4900 4900 4900
16. 50 55 2500 3025 2750
17. 40 50 1600 2500 2000
18. 55 60 3025 3600 3300
19. 40 50 1600 2500 2000
20. 75 80 5625 6400 6000
21. 60 65 3600 4225 3900
Total 1150 1235 64850 74025 69050
Reability
"#
"
#
rxy=
〔
" $
〕〔
〕
%&
rxy=
〔
%'(
〕〔
)'
〕
''
=
!&&
&(
=
%&(,)&
= 0,430
Validity
=
%&
=
%'(
)'
%&
=
!'(
%&
= %&(,)&
= 0,99
81
Based on the criteria of validity so the item on pre-test is valid on very high
category
Table
Contribution between Pre test and post Test
No X Y X2 Y2 XY
18. 45 85 2025 7225 3825
19. 50 90 2500 8100 4500
20. 40 65 1600 4225 2600
21. 45 70 2025 4900 3150
22. 20 70 400 4900 1400
23. 65 90 4225 8100 5850
24. 45 80 2025 6400 3600
25. 35 55 1225 3025 1925
26. 30 75 900 5625 2250
27. 35 65 1225 4225 2275
28. 45 75 2025 5625 3150
29. 35 70 1225 4900 2450
30. 40 65 1600 4225 2600
31. 25 60 625 3600 1500
32. 45 80 2025 6400 3600
33. 45 75 2025 5625 3375
34. 10 50 100 2500 500
Total 655 1220 27775 89600 48550
∑X= 655
∑Y= 1220
82
∑X2= 27775
∑Y2 = 89600
∑XY= 48550
Reliability
N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑ Y 2
− (∑ Y )
2
)
'(
%
rxy=
〔)
)))
%
〕〔)
(&%
〕
((
=
!''(
'
=
(),)'
= 0,36
Validity
=
'(
=
)))
(&%
'(
=
!'((%'
83
'(
=
'&((%,)
= 0,97
Based on the criteria of validity so the item on post-test is valid on very high
category
84
Appendix;
29. - - - 75
30. - - - 55
31. - - - 70
Total 1230 994 1632 1906
58,57 58,47 60,45 63,57
86
Appendix;
Homogeneity Test
Malin Kundang
A long time ago, in a small village near the beach in West Sumatra, a woman
and her son lived. They were Malin Kundang and her mother. Her mother was a
single parent because Malin Kundang's father had passed away when he was a baby.
Malin Kundang had to live hard with his mother.
An old woman ran to the beach to meet the new rich merchant. She was Malin
Kundang’s mother. She wanted to hug him, released her sadness of being lonely after
so long time. Unfortunately, when the mother came, Malin Kundang who was in front
of his well dressed wife and his ship crews denied meeting that old lonely woman.
For three times her mother begged Malin Kundang and for three times he yelled at
her. At last Malin Kundang said to her "Enough, old woman! I have never had a
mother like you, a dirty and ugly woman!" After that he ordered his crews to set sail.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if
he didn't apologize. Malin Kundang just laughed and really set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it
was too late for Malin Kundang to apologize. He was thrown by the wave out of his
ship. He fell on a small island. It was really too late for him to avoid his curse.
Suddenly, he turned into a stone
II. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.
87
4. dirty= ……………
a. ugly b. unclean
c. silly d. clean
5. quiet = …………..
a. silent b. noisy
c. calm d. affectionately
No A B
6. Cursed A. long ridge of water on the sea
7. Avoid B. refused to do something
8. Ordered C. offensive words intended to express anger
9 Denied D. asked someone else to do something
10 Wave E. do not want to meet
History of malaria
In 1950 the World Health Organization (WHO) adopted a similar indoor
spraying program with the goal of eradicating malaria worldwide within eight years.
However, budget considerations limited preliminary research, and the program did
not take into account the complex differences in the patterns of malaria transmission
in different parts of the world. The eradication program was very successful in some
countries, particularly island nations such as Sri Lanka, but in other countries, it did
not lead to a significant or sustained reduction of malaria cases.
During the mid-1960s, insecticide-resistant mosquitoes began to emerge in
some regions. Around the same time, malaria parasites developed resistance to
chloroquine and other antimalarial drugs. By the late 1970s, malaria had reemerged in
many countries, such as Sri Lanka and Mozambique, where eradication programs had
virtually eliminated the disease just a few years before. This resurgence was
88
particularly devastating because many people had not been exposed to the disease in
years and no longer had protective immunity.
II. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.
4. complex = ……………
a. abnormal b. complicated
c. simple d. different
5. disease = …………..
a. illness b. bad
c. sick d. health
89
No A B
6. Protective A. in every important respect
7. Consideration B. way in which something happens or is arranged
8. Pattern C. intended to protect
9 Virtually D. ending of something bad
10 Eradication E. think about something when making a judgment or
decision
90
Appendix;
PRE-TEST
Text 1
Read the following text carefully, then answer the questions!
Buying Book
All students have to enter bookshops some time or other in their lives, even if it
is only to buy textbooks. Usually we rush into the bookshop with a definite book in
mind, buy it, and rush out again without thinking about the kind of shop we have
entered.
Essentially bookshops are like all other business. The only difference is in the
kind of products they sell. The shelves in the bookshops are stocked with printed
works instead of with clothes or radio sets. This stock represents a wide range of
knowledge, of experience, of hopes, etc.
The bookshop is more than a place of business for some. It is also a place of
relaxation. They go to the bookshop to pass the time in a pleasant way. They spend
hours just browsing through books and magazines. They read for enjoyment. They
are not looking for any particular piece of information and they do not read a book
through from cover to cover. They may end up by buying a book or a magazine, but
their main reason in going to the bookshop is just to browse through the stock.
Other customers are skimmers. They have a more definite purpose. They are
looking for some particular piece of information or for some particular kind of book.
They glance at the list of contents or at the illustrations to get a rough idea of what the
book is like and what subject it deals with. They may be looking for a dictionary and
they skim rapidly through the dictionaries in stock to find out which may be most
suitable for their purpose. Although they have a definite objective in view they pick
up a good deal of additional information in the course of their reading.
One kind of bookshop that is to found in almost every city is the second-hand
bookshop. It is a place of cheap entertainment for people where good bargains may be
91
picked up. The customers can look for an old edition or a textbook that is still in use.
They have an appreciation of books for their own sake and lovingly turn over the
worn and dog-eared pages.
IV. Find the definition of the given word, as it is used in the text.
3. Dog-eared : _____ a. (of a book) having the corners turned down through
use
b. having dog’s ears
c. new and of good quality
d. an old and bad quality
V. Find the word or phrase you choose has the opposite meaning from the given
word as it appears in the text.
5. Lovingly = …………..
a. lovely b. fondly
c. tenderly d. affectionately
No A B
6. Illustration A. Glance quickly to get the main idea.
7. Second-hand B. pictures in a book, especially to help
8. Stock you understand it.
9 Skim C. Owned or used by someone else before.
10 Appreciation D. Have supplies of goods to be sold.
E. Reward which is given to someone.
Text 2
Read the following text carefully, then answer the questions!
Lazy Jack
ONCE upon a time there was a boy whose name was Jack, and he lived with
his mother on a common. They were very poor, and the old woman got her living by
spinning, but Jack was so lazy that he would do nothing but bask in the sun in the hot
weather, and sit by the corner of the hearth in the winter-time. So they called him
Lazy Jack. His mother could not get him to do anything for her, and at last told him,
on Monday, that if he did not begin to work for his porridge she would turn him out
to get his living as he could.
This roused Jack, and he went out and hired himself for the next day to a
neighboring farmer for a penny; but as he was coming home, never having had any
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money before, he lost it in passing over a brook. 'You stupid boy,' said his mother,
'you should have put it in your pocket.' 'I'll do so another time,' replied Jack.
On Wednesday, Jack went out again and hired himself to a cow-keeper, who
gave him a jar of milk for his day's work. Jack took the jar and put it into the large
pocket of his jacket, spilling it all, long before he got home. 'Dear me!' said the old
woman, 'you should have carried it on your head.' 'I'll do so another time,' said Jack.
So on Thursday, Jack hired himself again to a farmer, who agreed to give him
a cream cheese for his services. In the evening Jack took the cheese, and went home
with it on his head. By the time he got home the cheese was all spoilt, part of it being
lost, and part matted with his hair. 'You stupid lout,' said his mother, 'you should have
carried it very carefully in your hands.' 'I'll do so another time,' replied Jack.
On Friday, Lazy Jack again went out, and hired himself to a baker who would
give him nothing for his work but a large tomcat. Jack took the cat, and began
carrying it very carefully in his hands, but in a short time pussy scratched him so
much that he was compelled to let it go. When he got home, his mother said to him,
'You silly fellow, you should have tied it with a string, and dragged it along after
you.' 'I'll do so another time,' said Jack.
So on Saturday, Jack hired himself to a butcher, who rewarded him by the
handsome present of a shoulder of mutton. Jack took the mutton, tied it to a string,
and trailed it along after him in the dirt, so that by the time he had got home the meat
was completely spoilt. His mother was this time quite out of patience with him, for
the next day was Sunday, and she was obliged to do with cabbage for her dinner.
'You ninny-hammer,' said she to her son; 'you should have carried it on your
shoulder.' 'I'll do so another time,' replied Jack.
On the next Monday, Lazy Jack went once more, and hired himself to a cattle-
keeper, who gave him a donkey for his trouble. Jack found it hard to hoist the donkey
on his shoulders, but at last he did it, and began walking slowly home with his prize.
Now it happened that in the course of his journey there lived a rich man with his only
daughter, a beautiful girl, but deaf and dumb. Now she had never laughed in her life,
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and the doctors said she would never speak till somebody made her laugh. This
young lady happened to be looking out of the window when Jack was passing with
the donkey on his shoulders, with the legs sticking up in the air, and the sight was so
comical and strange that she burst out into a great fit of laughter, and immediately
recovered her speech and hearing. Her father was overjoyed, and fulfilled his promise
by marrying her to Lazy Jack, who was thus made a rich gentleman. They lived in a
large house, and Jack's mother lived with them in great happiness until she died.
II. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.
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No A B
16. Deaf and dumb A. Feeling very happy
17. Spilling B. Could not hear and speak
18. Jar C. Concentrate something water’s
19 Tomcat D. Place which is made from soil
20 Overjoyed E. Big pussy
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Appendix;
POST-TEST
Text 1
Read the following text carefully, then answer the questions!
Cinderella
Once upon a time there lived an unhappy young girl. Her mother was dead and
her father had married a widow with two daughters. Her stepmother didn't like her
one little bit. All her kind thoughts and loving touches were for her own daughters.
Nothing was too good for them - dresses, shoes, delicious food, soft beds, and every
home comfort. But, for the poor unhappy girl, there was nothing at all. No dresses,
only her stepsisters’ hand-me-downs. No lovely dishes, nothing but scraps. No rest
and no comfort. She had to work hard all day. Only when evening came was she
allowed to sit for a while by the fire, near the cinders. That’s why everybody called
her Cinderella.
Cinderella used to spend long hours all alone talking to the cat. The cat said,
“Miaow“, which really meant, “Cheer up! You have something neither of your
stepsisters has and that is beauty.” It was quite true. Cinderella, even dressed in old
rags, was a lovely girl. While her stepsisters, no matter how splendid and elegant
their clothes, were still clumsy, lumpy and ugly and always would be.
One day, beautiful new dresses arrived at the house. A ball was to be held at the
palace and the stepsisters were getting ready to go. Cinderella didn't even dare ask if
she could go too. She knew very well what the answer would be: “You? You're
staying at home to wash the dishes, scrub the floors and turn down the beds for your
stepsisters.” They will come home tired and very sleepy. Cinderella sighed, “Oh dear,
I'm so unhappy!” and the cat murmured “Miaow.”
Suddenly something amazing happened. As Cinderella was sitting all alone, there
was a burst of light and a fairy appeared. “Don't be alarmed, Cinderella,” said the
fairy. “I know you would love to go to the ball. And so you shall!” “How can I,
dressed in rags?” Cinderella replied. “The servants will turn me away!”
The fairy smiled. With a flick of her magic wand Cinderella found herself
wearing the most beautiful dress she had ever seen. “Now for your coach,” said the
fairy; "A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Oh
of course,” said Cinderella, rushing away. Then the fairy turned to the cat. “You,
bring me seven mice, and, remember they must be alive!”
Cinderella soon returned with the pumpkin and the cat with seven mice he had
caught in the cellar. With a flick of the magic wand the pumpkin turned into a
sparkling coach and the mice became six white horses, while the seventh mouse
turned into a coachman in a smart uniform and carrying a whip. Cinderella could
hardly believe her eyes.
“You shall go to the ball Cinderella. But remember! You must leave at midnight.
That is when my spell ends. Your coach will turn back into a pumpkin and the horses
will become mice again. You will be dressed in rags and wearing clogs instead of
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these glass slippers! Do you understand?” Cinderella smiled and said, “Yes, I
understand!”
Cinderella had a wonderful time at the ball until she heard the first stroke of
midnight! She remembered what the fairy had said, and without a word of goodbye
she slipped from the Prince’s arms and ran down the steps. As she ran she lost one of
her slippers, but not for a moment did she dream of stopping to pick it up! If the last
stroke of midnight were to sound... oh... what a disaster that would be! Out she fled
and vanished into the night.
The Prince, who was now madly in love with her, picked up the slipper and said
to his ministers, “Go and search everywhere for the girl whose foot this slipper fits. I
will never be content until I find her!” So the ministers tried the slipper on the foot of
every girl in the land until only Cinderella was left.
“That awful untidy girl simply cannot have been at the ball,” snapped the
stepmother. “Tell the Prince he ought to marry one of my two daughters! Can't you
see how ugly Cinderella is?”
VII. Find the definition of the given word, as it is used in the text.
VIII. Find the word or phrase that has the opposite meaning from the given word
as it appears in the text.
4. Elegant= ……………
a. luxurious b. refined
c. graceful d. vulgar
5. Lovely = …………..
a. lovingly b. fondly
c. tenderly d. affectionately
No A B
6. Poor A. king’s counselor
7. Spell B. disappeared
8. Dream C. words or expression which can arise a magic power
9 Minister D. don’t have wealth
10 Vanished E. something looked in sleeping
Text 2
Read the following text carefully, then answer the questions!
David Beckham
IV. Find the definition of the given word, as it is used in the text.
11. Interest : _______ a. an attract
b. a feed back
c. a willing or concern
d. an interactive way
12. Profit-sharing: ____ a. to carry the luck to the others
b. to share the benefit
c. to share a thing
d. to give happiness
13. Couple : _____ a. pair/partner in life
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b. girlfriend
c. wife and husband
d. friends
V. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.
No A B
16. Honors . A. a group of people
17. Squad B. chances
18. Captain C. appointment deals
19. Endorsement D. reward-given to someone
20. Opportunities E. someone who leads a team
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Appendix;
THE RESULT OF PRE-TEST AND POST-TEST IN CONTROL CLASS (XI
IIS1)
No. Nama Siswa Pre-test Post-test
1. Apriana. A 50 55
2. Ade Vio Nugroho 50 55
3. Bella Arisna Septia 50 60
4. Atika Oktafiani 65 65
5. Debby Divia. N 40 50
6. Dio Ade Ramadhan 60 65
7. Elia Sapitri 55 50
8. Gita Yolanda 50 55
9. Heru Hernando 50 55
10. Irhash Akbar. A 60 70
11. Jenni Karolin 65 65
12. Meri Andriani 50 50
13. Okta Leryanisa 65 60
14. Rachmat Hardian. P 50 50
15. Riska Septiana 70 70
16. Risma Wati Dewi 50 55
17. Shella Noveares 40 50
18. Tiya Haryati 55 60
19. Wiro Herni Putri 40 50
20. Yogi Firman Andika 75 80
21. Yolanda Febrika 60 65
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Appendix;
1. A 11. A
2. A 12. B
3. B 13. B
4. D 14. C
5. B 15. D
6. C 16. C
7. E 17. E
8. D 18. B
9. B 19. A
10. A 20. D
1. B 11. C
2. C 12. B
3. A 13. A
4. B 14. B
5. A 15. C
6. D 16. D
7. C 17. A
8. E 18. E
9. A 19. C
10. B 20. B
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1. C 11. A
2. A 12. B
3. A 13. B
4. B 14. D
5. A 15. C
6. B 16. B
7. C 17. C
8. D 18. D
9. A 19. E
10. E 20. A
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Biography
The beautiful name is Heske Rosa
Jambi in 2004 and continued to junior high school an MTSN Jambi in 2007 next
and than she continued to senior high school at SMKN 1 Curup in 2010.
patience, she tried to prove that she is able to study this program until passed