THE EFFECTIVENESS OF USING SMALL GROUP

INTERACTION IN TEACHING READING

COMPREHENSION
(Experimental Study at the Seventh Grade of “SMP
Sunan Bonang” Tangerang)

By:

Umiyati
105014000325

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
THE EFFECTIVENESS OF USING SMALL GROUP INTERACTION IN
TEACHING READING COMPREHENSION

(Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)

A “Skripsi”

Presented to

Faculty of Tarbiyah Teachers and Training

in Partial Fulfillment of the Requirements

for Degree of Strata-1 (S-1) in English Language Education

By:

Umiyati

NIM. 105014000325

Approved by

Advisor

Drs. H. Bahrul Hasibuan, M. Ed

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
 ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that
the “Skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS OF USING SMALL
GROUP INTERACTION IN TEACHING READING
COMPREHENSION(Experimental Study at Seventh Grade of “SMP Sunan Bonang
Tangerang”)” written by Umiyati, Student’s Registration Number: 105014000325, was
examined on September 16, 2011 and was declared to Academic title of ‘S.Pd.’ in English
Language Education at the Department of English Education.

The Examination Committee

Chairman : Drs. Syauki, M.Pd. ( )

NIP. 19641212 199103 1 002

Secretary : Neneng Sunengsih ( )

NIP. 19730625 199903 2 001

Examiner I :Drs. Nasrun Mahmud, M.Pd. ( )

NIP. 150 041 070

Examiner II : Drs. Syauki, M.Pd. ( )

NIP. 19641212 199103 1 002

Acknowledge by:
Dean of Faculty of Tarbiyah and Teachers’ Training

Prof. Dr. Dede Rosada, M.A.

NIP. 19571005 198703 1 003
 ABSTRAK

Umiyati :“The Effectiveness Of Using Small Group Interaction In Teaching

Reading Comprehension (Experimental Study at the Seventh Grade
of “SMP Sunan Bonang” Tangerang)”, Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.
Pembimbing : Drs. H. Bahrul Hasibuan, M.Ed.
Kata Kunci : Small Group Interaction, Whole Class Teaching, SMP Sunan
Bonang.
Tujuan penelitian ini adalah untuk menemukan bukti empiris perbedaan
antara prestasi para siswa dalam mempelajari reading yang berkenaan dengan teks
Descriptive menggunakan Small Group Interaction dan Whole Class Teaching.
Ini adalah penelitian experiment. Penulis mengajar dua kelas yang berbeda
dengan menggunakan dua teknik yang berbeda. Penulis menggunakan pre-test
untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan
yang relatif sama dalam variable penelitian dan post-test untuk menemukan
peningkatan nilai sebagai ukuran prestasi.
Penulis menggunakan ttest untuk menghitung dan menghipotesis. Hasil
dari uji ttest ini adalah to ≥ ttable, yang berarti bahwa hipotesis tes adalah Null
Hypothesis (Ho ) ditolak and Alternative Hypothesis (Ha) diterima. Interpretasi
data adalah penggunaan Small Group Interaction dalam mengajar reading yang
berkenaan dengan teks Descriptive lebih efektif daripada Whole Class Teaching.
Akhirnya berdasarkan hasil penelitian, penulis memberikan beberapa
saran. Penulis berharap penelitian ini akan bermanfaat dalam meningkatkan
pendidikan di Indonesia.

v
 ABSTRACT
Umiyati : “The Effectiveness Of Using Small Group Interaction In
Teaching Reading Comprehension (Experimental Study at the
Seventh Grade of “SMP Sunan Bonang” Tangerang)”, “Skripsi”,
Department of English Education, Faculty of Tarbiyah and
Teachers Training, Syarif Hidayatullah State Islamic University,
2011.
Advisor : Drs. H. Bahrul Hasibuan, M.Ed.
Keywords : Small Group Interaction, Whole Class Teaching, SMP Sunan
Bonang.
The objective of this research is to find the empirical evidence of the
differences between students’ achievement in learning reading which is concerned
with Descriptive text by using Small Group Interaction and Whole Class
Teaching.
This is an experimental research. The writer taught two different classes
employing two different teaching techniques. The writer administered a pre-test to
know that the classes have relatively the same background knowledge in the
research variable and a post-test to find out the growth of score as the
measurement of achievement.
The writer used ttest to calculate the data and to test the hypotheses. The
result of the calculation from this research is to ≥ ttable, it means that the Null
Hypothesis (Ho ) is rejected and the Alternative Hypothesis (Ha) is accepted. The
interpretation of data is the use of Small Group Interaction is more effective in
teaching reading of Descriptive text than Whole Class Teaching.
Finally, based on the finding of the research, the writer gave some
suggestions. She hopes this research will be useful for improving of education in
Indonesia.

vi
 ACKNOWLEDGMENT

   

In the name of Allah, the Beneficent the Merciful

All praises be to Allah who gives the writer guidance and strength in
completing this “skripsi. Peace and blessing be upon the Prophet Muhammad
shalallahu ‘alaihi wassalam, his families, his relatives, and his followers.

First, the writer would like to express the greatest gratitude to her beloved
parents, Winanto and Rohanah, and to her brother and sisters whose names cannot
be mentioned one by one. I thank for love, support, and contributions both moral
and material to the writer.

The writer is deeply grateful to her advisor, Drs. H. Bahrul Hasibuan,

M.Ed., who has guided the writer in finishing this “skripsi” for the great
contributions, guidance, advices, corrections, and suggestions.

Furthermore, the writer would like to thank and appreciate to:

1. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng

Sunengsih, S.Pd., the secretary of English Department, Mrs. Aida
Ainul Wardah and all staffs who helped the writer.

2. All lecturers who have taught and given knowledge to the writer.

3. The principal, the English teacher, and the administration staffs who
have given the writer opportunity to do the research in SMP Sunan
Bonang Tangerang. Special thanks for seventh grade students for their
cooperation as the respondents of this research.

4. Agus Budiman who always accompany her in every conditions.

vii
 viii

5. All her friends who always care, give support, help and contribution
for her, Syifa, Mbe, Hizbullah and A-Class ’05 community (thanks to
great sharing), I do appreciate it. May we all get success!

May Allah Subhanallahu wa Ta’ala bless us all. Finally, the writer realized
that this “skripsi” is still far from being perfect. Therefore, she hopes some
suggestions or criticism to make it better. Then she wishes that this “skripsi” be
some valuable writing. Amin.

Jakarta, April 2011

The Writer
 TABLE OF CONTENTS

TITLE........................................................................................................................... i
SURAT PERNYATAAN KARYA SENDIRI ........................................................... ii
APPROVAL ............................................................................................................... iii
ENDORSEMENT ...................................................................................................... iv
ABSTRACT ................................................................................................................ v
ACKNOWLEDGEMENT ........................................................................................ vii
TABLE OF CONTENTS ........................................................................................... ix

CHAPTER I : INTRODUCTION
A. The Background of the Research ........................................ 1
B. The Limitation and Formulation the Problem........................ 4
C. The Objective of the Research ............................................. 4
D. The Significance of the Research ......................................... 4
E. The Method of the Research ................................................ 5
F. The Organization of the Research ......................................... 5

CHAPTER II : THEORETICAL FRAMEWORK

A. Small Group Iinteraction ...................................................... 7
1. The Understanding of Small Group Interaction ................ 7
2. The Advantages of Small Group Interaction .................... 8
3. The Disadvantages of Small Group Interaction ................ 9
4. The Application of Small Group Interaction .................. 10
B. Whole Class Teaching ....................................................... 12
1. The Understanding of Whole Class Teaching ................. 12
2. The Advantages of Whole Class Teaching...................... 13
3. The Disadvantages of Whole Class Teaching ................. 13
C. Reading Comprehension ...................................................... 14
1. The Understanding of Reading Comprehension ................14
2. The Objective Reading ................................................... 15

ix
 3. The Types of Reading Text ............................................ 16
4. The Factors Influence Reading Comprehension ............. 17
5. The Ways to Improve Reading Comprehension .............. 18
6. Teaching Reading in Junior High School According to
KTSP ............................................................................. 25
7. Hypotheses ..................................................................... 27

CHAPTER III : THE IMPLEMENTATION OF THE RESEARCH

A. Methodology of Research ................................................... 28
1. The Place and Time of the Research ............................... 28
2. The Objective of the Research ........................................ 28
3. The Population and Sample of the Research .................... 29
4. The Technique of Data Collecting................................... 29
5. The Technique of Data Analysis ..................................... 29
6. The Procedure of the Research ...........................................31
B. The Findings of the Research .............................................. 32
1. The Description of the Data .......................................... 32
2. The Analysis of the Data ............................................... 37
3. The Interpretation of the Data ....................................... 43

CHAPTER IV : CONCLUSIONS AND SUGGESTIONS

A. CONCLUSION ................................................................... 45
B. SUGGESTION ................................................................... 46

BIBLIOGRAPHY .................................................................................................... 47
APPENDICES ........................................................................................................... 49

x
 CHAPTER I
INTRODUCTION

A. The Background of the Research

English is the most widely used language in world. Besides that,

English is also the first foreign language that has been taught in Indonesia
in every level of school education - from primary school up to university.
English is taught as a local-content subject in primary school, as a
compulsory subject in secondary school and as a complementary subject
in university.

In the Course Outline (CO) of English curriculum, it is stated that

English is considered as the instrument for expressing meanings. Based on
the concept and the function of English as stated in that Course Outline,
the teaching of English at secondary school aims to develop the language
skills.

According to the statement above, the government hopes that

Indonesian students could master English language. By mastering English,
the students can develop their knowledge in every subject and
communicate with people from other countries. Therefore, the teacher

1
 2

should be more creative and imaginative to develop students’ ability in

English teaching learning.

Teaching a foreign language especially English is not as easy as

teaching the first language, because the students will certainly face many
problems. So, if the teachers or students learn a second or foreign
language, they will meet many methods, approaches and techniques of
teaching appearing to help teachers and learners in teaching learning
process. Teachers always do their best to achieve the learning goal through
methods, models, or techniques of language teaching by improving their
methods of teaching in every teaching learning process. Up to now, we
often hear the disappointment of English teachers because of the students
unsatisfying scores in the final exam. Considering the importance of
reading skill, the teacher must improve the teaching of reading
comprehension. The teacher can use some methods of teaching reading so
that the students can enjoy and be stimulated in learning English especially
reading comprehension. One of them is by using small group interaction
teaching technique.
Group may be described in many ways, but there is no single clear-
cut definition that adequately and quickly encompasses the concept of
small group. In brief, a group may be said to exist when two or more
persons have as one quality of their relationship; some interdependence
and posses some recognizable unity. 1

Based on the statement above it can be said that group is a number

of people when it consists of more than two people interacting with each
other, with or without an assigned leader in such a way that each person
influences, and is influenced by another person in the group. Practically,
group is used by the large numbers of English language teacher in
everyday teaching and learning practice. By using group in teaching and

1
Mary A. Bany and Lois V. Johnson, Classroom Group Behavior, (New York: The
Macmilan Company, 1964), page. 31.
 3

learning, the students will be active in learning, especially by using small

group interaction; the students will be more interested and more active in
learning because it gives students an opportunity to share what they read.

The use of small group work is posited to have a number of

advantages over individual practice.

The main benefit of small group work seems to lie in the

co-operative aspects it can help foster. One advantage of this lies in
the contribution this method can make to the development of
pupils’ social skills. Working with other pupils may help them to
develop their emphatic abilities by allowing them to see others’
viewpoints which can help them to realize that everyone has
strength and weaknesses. Trying to find a solution to a problem in
a group also develops skill especially in learning reading
comprehension. 2

As a skill, reading is clearly one of the most important skills in

learning English, it can be seen that many instances around the world
argue that reading is the most important foreign language skill,
particularly in cases where students have to read English material for their
own specialist subject, but may never actually have to speak the language.
Much of the current thinking on reading tends to focus primarily on the
purpose of the activity; even if reading is done for pleasure it is still
purposed. 3

The writer is the English teacher at Sunan Bonang Islamic

education institute. She teaches at second until fifth grade of Elementary
school. In order to get some information about English teaching and
learning process at Sunan Bonang Junior High School, in one occasion the
writer asked the English teacher at Sunan Bonang Junior High School
about the English teaching learning process, and tried to join the class for
observing the teaching method of the English teacher at seven grade of

2
Daniel Muijs and David Reynolds, Effective Teaching Evidence and Practice (London:
SAGE Publication, 2005 ) page. 52
3
Jo McDonough and Christopher Shaw, Materials and Methods In ELT a Teacher’s
Guide (Oxford: Blackwell Publishers, 1993), page 101.
 4

Sunan Bonang Junior High School. The writer found that the way of
English teacher in teaching reading comprehension is used the whole class
teaching. It is caused the decreasing of student’s interest in learning
English and the student’s low score in learning reading skill.

Knowing problems in teaching reading skill, the writer is interested

in using a small group interaction in teaching reading comprehension. On
the title: “The Effectiveness of Using Small Group Interaction in Teaching
Reading Comprehension”. The writer believes that small group interaction
serves more habit forming than the Grammar Translation Method.

B. The Limitation and Formulation of the Problem

The problem that will be discussed in this paper is limited only in

the use of small group interaction in teaching reading comprehension on
descriptive text at the first year students at Sunan Bonang Junior High
School Bojong Nangka Tangerang.

The formulation of the problem which is going to be discussed in

this paper is as follows: “Is the use of Small Group Interaction more
effective in teaching reading comprehension than whole class technique
on even semester of the seventh grade SMP Sunan Bonang?”

C. The Objective of the Research

The objective of the research is to find the empirical evidence of

the differences between students’ achievement in the learning of reading
comprehension using Small Group Interaction and Whole Class
Technique.

D. The Significance of the Research

The significance of the research is expected to be useful for

broadening the perspective of the writer and for giving the English
Teachers a different method in teaching reading comprehension especially
the reading comprehension by using small group interaction.
 5

E. The Method of the Research

The method of this research is an experimental method. The writer

teaches in two different classes with two different methods. Small group
interaction is employed in an experiment class and whole class is
employed in a controlled class.

F. The Organization of the Research

This paper is divided into four chapters. The following is the short
description about what each chapter contains.

The first chapter is introduction. It is illustrated; A. The

Background of the Research, B. The Limitation and Formulation of the
Problem, C. The Objective of the Research, D. Significance of the
Research, E. The Method of the Research, and F. The Organization of the
Research.

The second chapter is theoretical framework. It is illustrated the

theory of the writer uses in library study. The main points in this chapter
are: Part A. Small group interaction, which consists of four parts: 1. The
Understanding of Small Group Interaction, 2. The Advantages of Small
Group Interaction, 3. The Disadvantages of Small Group Interaction 4.The
Aplication of Small Group Interaction. Part B. Whole Class Teaching
which is consists of three parts: 1. The Understanding of Whole-class
Teaching, 2.TheAdvantages of Whole-class Teaching, 3. The
Disadvantages of Whole-class Teaching. Part C. Reading
Comprehension, which consists of six parts: 1. The Understanding of
Reading Comprehension, 2. The Objective of Reading, 3. The types of
Reading Texts, 4.The Factors Influence Reading Comprehension, 5. The
Ways to Improve Reading Comprehension, and 6. Teaching Reading in
Junior High School according to KTSP. Part D. Hypotheses
 6

The third chapter is discussed the implementation of the research

which is consists of two points:

Point A. Methodology of the research consists of six parts: 1. The

Place and Time of the Research, 2. The Objective of the Research 3.The
Population and Sample of the Research, 4.Techniques of Data Collecting,
5.Techniques of Data Analysis, and 6.The Procedures of the Research.

Point B. The Findings of the Research, consists of three parts:

1.Description of the Data, 2.Analysis of the Data, 4.Interpretation of the
Data.

The fourth chapter deals with Conclusion and Suggestion.

 CHAPTER II

THEORETICAL FRAMEWORK
A. Small Group Interaction

1. The Understanding of Small Group Interaction

According to Oxford Advanced Learners Dictionary, group is a
number of people or things that are together in the same place or that are
connected in some way. 1 Most experts agree that Group is a number of
people when it consists of more two people interacting with each other.2
Based on the statement above it can be said that group is a number of
people when it consists of more two people interacting with each other,
with or without an assigned leader in such a way that each person
influences, and is influenced by another person in the group. Small group
itself, according to Baker is three or more people interacting face to face,
with or without an assigned leader in such a way that each person
influences, and is influenced by another person in the group.3 Johnson

1
A s Hornby, Oxford Advanced learner’s Dictionary of Current English, (New York,
Oxford University Press: 2000) 6th ed., page. 568
2
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGraw-
Hill Companies: 2004) page. 157-166
3
William Fowler, Infant and Child Care: a guide to education in group settings, (New
York, Allyn and Bacon Inc: 1980), page. 310

7
 8

gives solution that students should be arranged so that each student can see
all other members of his group and can be heard without shouting and
disturbing the other groups.

Based on the statement above it can be said that small group

interaction is the process by which three or more members of a group
exchange verbal and nonverbal messages in an attempt to influence one
another.4

2. The Advantages of Small Group Interaction

The use of small group is posited to have number advantages over
individual practice:
a. It provides the motivational framework of the group and the economy
of teaching more than one child at a time.
b. The size of small group permits: ease of control, flexible method
regulation, personalized attention, and individualized programming.
c. The use of small group also provides a social framework with each
child can identify and use as a guide to determine his or her action, can
use as sharing experience that makes enjoyment in playing and
learning together
d. The main benefit of small group work seems to lie in the co-operative
aspects it can help foster. This method can make to the development of
pupils’ social skills.5
The use of small group can increase student’s motivation because the
size of the small group makes the English teacher easy to control the
members each group, small group also provides a social framework
because the students can interact each other and share their experience to
solve their problems.

In the other source there are many advantages of the small group:

a. Form a learner activation that is divided into five groups gets five
times as many opportunities to talk as in full-class organization.

4
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGraw-
Hill Companies: 2004) page. 157-166
5
Daniel Muijs and David Reynolds, Effective Teaching (evidence and practice), (New
York, Oxford University Press. 2005) P.52
 9

b. It fosters learner responsibility and independence, can improve

motivation and contribute to a feeling of cooperation and warmth in
the class.
c. To make students better in reading
d. Improve learning outcomes.
Stewart states the advantages of small group are:

a. Developing self-awareness
b. Managing personal stress
c. Solving problems analytically and creatively
d. Coaching, counselling, and establishing supportive communication
e. Gaining power and influence
f. Motivating others
g. Empowering and delegating
h. Managing conflict
i. Building effective teams and teamwork6
According to statements above the writer says that the use of small
group has many advantages in teaching learning process because it can
motivate and develop student’s skills, especially in reading. Small group
also can develop student learning outcome.

3. The Disadvantages of small group Interaction

While co-operative small group work can be powerful teaching and
learning strategy, it does have a number of disadvantages; they are:
a. It does not naturally promote independent learning and can foster
dependency certain dominant members of group.
b. The complexity of small group can also make it harder to manage for the
teacher
c. Small group work can result more time spent on lesson
From the previous explaining, the writer concludes that Small Group
Interaction is a teaching technique that helps students to improve their
academic achievement, Developing self-awareness, Managing personal stress,
Solving problems analytically and creatively. It is clear that Small Group
Interaction is the effective technique that a teacher can apply in the
classroom.

6
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGraw-
Hill Companies: 2004) page. 8
 10

4. The Application of Small Group Interaction

The application of small group in the classroom has many steps:

first is start with one small group that works well together. Let them
arrange their desks in a small circle and proceed to plan and make choices
about their project. It would be a good idea for them to elect a chairman and
to carry out their ideas. In this way they will have a full range of group work
experience and will have encountered several of the problems in working
together that will crone up again and again.
Second is separate individual from their group to each small group
and provide them as leaders for other groups. The separate individuals from
that group can the serve effectively as helping persons in new groups who
have no experience.
Third, set some well-defined, accomplishable tasks that provide
early reinforcement. If the group is getting the job done, the students will be
more satisfied with the group and with their participation in it.
Fourth, work with each group specifically in turn. This should be
done so that the students are aware of your attention and feel comfortable in
knowing that your time is theirs. Sit down with them and systematically
explore the “state of the project” with each group member. This activity can
increase student’s motivation in learning.
Fifth, provide resource materials of several kinds. The teacher also
can give the medi; such as picture, realia, etc to increase student’s intake of
information sessions to be more understandable to all group members.
Material for making media aids for the group report should also be provided.
Sixth, if the students getting their job done, the teacher asks the
student in each group to report and discuss the result of student’s small group
interaction and develop suggestions for a brief, lively information sharing
session.7

7
Diane Lapp, Hilary Bender, Teaching and Learning (Philosophical, Psychological,
Curricular Applications), (New York, Macmillan Publishing Co., Inc. 1975). P. 235-236
 11

In another source, the organizations of group are:

a. Presentation
The instructions that are given at the beginning are crucial: if the
students do not understand exactly what they have to do there will be time
wasting, confusion, lack of effective practice, possible loss control. If the
students do not understand English language well, the teacher should use
the target language to make students easier in understanding the
instruction. The teacher also should select tasks that are simple enough to
describe easily. It is advisable to give the instructions before giving out
materials or dividing the class into groups; and giving sample of the
activity with the full class can help to clarify things. If the students have
already done similar activities, teacher will be able to a shorten the
process, giving only brief guidelines: it is mainly the first time of doing
something with a class that such care need to invested in instruction.
Try to foresee what language will be needed, and have a
preliminary quick review of appropriate grammar or vocabulary. Finally
before giving the sign to start tell the class what the arrangements are for
stopping: if there is time limit, or a set signal for stopping, say what it is: if
the groups simply stop when they have finished, then tell them what they
will have to do next. It is wise to have a ‘reserve’ task planned to occupy
members of groups who finish earlier than expected.
b. Process
Teacher job during the activity is to go from group, monitor, and either
contribute or keep out of the way-whichever is likely to be more helpful. If
teacher do decide intervene, the contribution may take form of;
a. Providing general approval and support
b. Helping student who are having difficulty
c. Keeping the students using target language
d. Tactfully regulating participation in a discussion where you find some
students are over dominant and others silent.

When the students do their discussion, read and comprehend the text in
their groups the teacher is walking around to each group to monitor and to
 12

work with each group. This activity purposed to make students aware of
teacher’s attention and make them more interest in learning.
c. Ending
If you have limit, then this will help you draw the activity to a
close at a certain. In principle, try to finish the activity while the students
are still enjoying it and interested or only just beginning to flag. If the
students have getting done their job the teacher should finish the activity
of small group interaction and the teacher prepared for giving a feedback.
d. Feedback
A feedback session usually takes place in the context of full-class
interaction after the end of the group work. Feed back on the task may take
many forms: giving the right solution, if there is one; listening to and
evaluating suggestion; pooling ideas on the board; displaying materials the
groups have produce; and so on. Your main objective here is to express
appreciation of the effort that has been invested and its results. Feed back
on language may be integrated into this discussion of the task, or provide
the focus of a separate class session later.
The statements above explained that the application has many steps
are: presentation, process, ending and feedback.
B. Whole Class Teaching
1. The Understandings of Whole Class Teaching
Whole class teaching occurs when teaching and learning frequently
conjure up a picture of students sitting in rows listening to a teacher who
stands in front of them. Whole class teaching is a teacher centered because
when the teacher presented and explained the material the students just
listen to the teacher explanation. For many, this is what teaching means,
and it is still most common teacher-student interaction in many cultures.
Thought it has many limitations, whole-class grouping like this has both
practical advantages and disadvantages
 13

a. The advantages of whole class-grouping

a) It reinforces a sense of belonging among the group members,
something which we as teachers need to foster. This activity to give
the chance for the students to share their emotion in whole-class
setting.
b) It is suitable for activities where the teacher is acting as a controller
c) It allows teachers to ‘gauge the mood’ of the class in general
(rather than on an individual basis); it is good way for teacher to
get a general understanding of student progress.
Based on the statements above, the whole-class grouping is
emphasize on sense of belonging between each group members
because the large numbers of group member is often more
enjoyable and create much more engaging atmosphere than just the
person sitting next to you.
b. The disadvantages of whole-class grouping
a) It favors the group rather than the individual. Everyone is forced to
do the same thing at the same time ad at the same pace.
b) Individual students do not have much of a chance to say anything
on their own.
c) It may not encourage students to take responsibility for their own
learning
d) It is not the best way to organize communicative language teaching
Beside the advantages, the whole-class teaching also has many
disadvantages that decrease student’s motivation in learning.
Whole –class activities forced the students to do the same activities
in everything, the students also do not have much chance to say
anything because the large numbers of group member make
students difficult to communicate than it is in groups four or five. It
is caused the students lack of interest in learning English especially
reading comprehension. In small group it easier to share material,
speak quietly and less formally, and make good eye contact. All of
 14

these contribute to successful task orientation and increase

student’s motivation in learning English especially in reading
comprehension. 8
C. Reading Comprehension
1. The Understanding of Reading Comprehension
Before the writer discusses any further detail of reading
comprehension, it is essential to know exactly the meaning of reading first.
Reading is an active information seeking process in which readers relate
information in the text to what they already know. When we sit down to
read, our knowledge of the language allows us to identify the basic forms
and meanings of printed words and sentences. At the same time, our
knowledge of the world in general and of the subject matter in particular
allows to comprehend these words and sentences by comparing them to
knowledge stored in our brains.9 To make sure that we know exactly what
is reading is here are some definitions of reading according to some
experts. According to Hodgson reading is a process done by the reader to
get message conveyed by the writer through written representation.
Reading is an exercise dominated by the eyes and the brain. The eyes
receive the messages and the brain then has to work out the significance of
these messages.10 Furthermore, Frank G Jennings states in his book that
reading is the art of transmitting the ideas, facts and feeling from the mind
and soul of an author to the mind and soul of reader, with accuracy and
undistending, much more.11
The essence of reading act is comprehension; it becomes primary
challenge in teaching or learning of reading skill.12 Comprehension means

8
Jeremy Harmer, The Practice of English Language Teaching, third edition, (England: Longman
Inc. 2001), p.114
9
Joan Rubin and Irene Thompson, How to be More Successful Language Learner
“Toward Learner Autonomy” second edition, (New York: Heinle & Heinle Publisher. 1994), p. 91
10
Jeremy Harmer, The Practice of Engish Language Teaching, (New York: Longman
Inc. 1989), p.153
11
Frank G Jenings, This is Reading, (New York: Teacher College Press, 1965). P. 11
12
F Dubin, D. E Eskey and W. Grabe, Teaching Second Language for Academic
Purposes, (New York: Addison Wesley Pub, 1986). P. 6
 15

understanding the meaning or the point of a topic, F. Dubin, D.E Eskey

and W. Grabe show more specific explanation, comprehension means
relating what we do not know or new information, which is not random
collection or facts but a “theory of world” in each of our heads. Reading
comprehension is most likely a simple multiplication of word recognition
abilities and general language comprehension abilities.
Reading comprehension is very important in our everyday reading.
When we glance at newspapers, magazines, and books, we often need to
understand the reading passage more profoundly. Someone cannot get
information completely without comprehension. Comprehension includes
recognizing and understanding main ideas and related details. A good
recognizes that many ideas are implied and she/he must read between the
lines to get the full meaning. Penny Ur states that in reading, it is recorded
the meaning of text, to get some meaning from what the text means, and
our understanding of which it is composed.13
Based on the previous definitions, it can be synthesized that
definition of reading comprehension is the process of interaction between
a reader and a text to get information from the text and to form an
interpretation and to draw a conclusion of that information. Delivery of
ideas, opinions, or feeling is some important aspects of the process which
a writer’s ideas become real to reader.
2. The Objective of Reading
Reading is an activity with an objective. A person may read in
order to get some information , for enjoyment or to enhance knowledge of
the language being read.

Rivers and Temperly suggest that second language learners will

want to read for the following objectives:

a. To obtain information for some purpose or because we are curious

about some topic;
13
Penny Ur, A Course in Language Teaching, Teching and Theory, (New York:
Cambridge University Press, 1986). P. 138
 16

b. To obtain instructions on how to perform some task for our work or

daily life (e.g. knowing how an appliance works);
c. To act in a play, play a game, do a puzzle;
d. To keep in touch with friends by correspondence or to understand
business letters;
e. To know when or where something will take place or what is
available;
f. To know what is happening or has happened (as reported in
newspapers, magazines, reports);
g. For enjoyment or excitement.14

3. The Types of Reading Text

There are seven types of reading texts which is learned by
students in secondary school. They are Descriptive, Narrative, Spoof,
Recount, Procedure, Report and Anecdote.15 Students are expected to
understand and master all of the texts after they learnt English.

In line with the limitation, formulation and objective of the research in the
previous chapter, the writer would like only to explain about Descriptive
text.

Descriptive Text

Descriptive text is a text which lists the characteristics of

something. The purpose of descriptive text is to describe and reveal a
particular person, place, or thing.

The generic structure of descriptive text are:

a. Identification : Identifies phenomenon to be described.

b. Description : Describes parts, qualitie, characteristics.

Descriptive text also has language features, they are:

a. Focus on specific participants

b. Use of attributive and identifying processes
14
David Nunan, Designing Tasks for The Communicative Classroom, (Cambridge:
Cambridge University Press, 1989), p. 34
15
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP
dan MTs, (Jakarta: Depdiknas, 2003), p. 17
 17

c. Use of adjectives
d. Frequent use of Ephitets and Classifiers in nominal group
e. Use of simple present tense

The example of descriptive text is:

Rafflesia Arnoldii

Identification: Rafflesia Arnoldii is a rare flower that is well

known because of the size of the flower’s petals and the smell of rotten
meat that it gives out.

Description: this enermous and rare flower grows in the forest of

southeast Asia, including the phillipines. Its large flower can grow to 3
meters in diameter and weigh up to 11 kilograms. It does not have any
leaves, stem, or roots and because of lacking clorophyls this plant can not
photosynthesize making it a parasite, living on other plants nutritions. The
flower has five petals red in colour and has white spots which surrounds
the middle of the flower much like hole. At the base of the flower there is
a part which has needles and contains the reproduction parts of the flower.

4. The Factors Influence Reading Comprehension

They are many factors that influence the reader when reading, such as:
a. Language

In the case of written text some researchers look at word and

sentence length (Wallace 1992:77), on the premise that text with
longer sentences and longer words will be more difficult to understand
than those with shorter ones. It means that if students faced the
situation, they will get difficult in absorbing what the meaning of the
text is.
 18

b. Topic and Genre

The teaching of receptive skill sometimes will not go as we

want it to be because of the inappropriate topic or unfamiliar genre
they are dealing with and will not interest to learn.

c. Comprehension tasks

When teacher wants to give the task and choose the

comprehension tasks to do it, sometimes that kind of tasks are not
helping the students to more understand the skill. It is more likely to
be testing them. By testing they will not be appropriate way to
accomplishing the students’ improvement in this skill

d. Negative Expectations
Before the students were starting to learn the skill, they already
have negative expectations. They have feeling that they are not going
to understand the passage because it is sound to be too difficult and
they will be frustrating and de-motivating. Those feeling occur
because of unhappy or unsuccessful experiences.
5. The Ways to Improve Reading Comprehension
Skilful reading is an important part of becoming a skilful writer.
Following are four steps that will make you better reader:
a. Concentrate as we read
In reading activities someone needs to improve his
concentration. To improve the concentration first, read in a place
where we can be quiet and alone. Don’t choose a spot where a TV or
stereo is on or where friends or family are talking nearby. Next, sit in
an upright position when we read. If our body are in completely
relaxed position, sprawled across a bed or nestled in an easy chair, our
mind is also going to be completely relaxed. The light muscular
tension that comes from sitting in an upright chair promotes
concentration and keeps our mind ready to work. Finally, consider
 19

using our index finger (or a pen) as a pacer while we read to read.
Lightly underline each line of print with our index finger as we read
down page. Hold our hand slightly above the page and move our
finger at a speed that is a little too fast for comfort. This facing with
our index finger, like sitting upright on a chair, creates a slight
physical tension that will keep our body and mind focused alert.
b. Skim material before we read

In skimming, we spend about two minutes rapidly surveying a

selection, looking for important points and skipping secondary
material. Follow this sequence when skimming.

1) Begin by reading the overview that precedes the selection.

2) Study the title of selection for a few moments
3) Form a basic question (or questions) out of the title
4) Read the first two or three paragraphs and the last two or three
paragraphs in the selection. Very often a writer’s main idea, if it is
directly stated, will appear in one of these paragraphs and will
relate to the title.
5) Look quickly at the rest of the selection for other clues to important
points.
c. Read the selection straight through with a pen nearby

Don’t slow down or turn back; just aim to understand as much as

you can the first time through. Place a check or star beside answer to
basic questions you formed from the title, and beside other ideas that
seem important. Number lists of important points, circle words we
don’t understand. Put question marks in the margin next to passages
that are unclear and that we will want to reread

d. Work with the material

Go back and reread the passages that were not clear the first time.
Look up words that block your understanding of ideas and write their
 20

meanings in the margin. Also, reread carefully the areas you identified
as most important; doing so will enlarge our understanding of the
material. Prepare a short outline of the selection by answering the
following questions on a sheet of paper:

1) What is the main idea?

2) What key points support the main idea?
3) What seem to be other important points in the selection?

By working with the material in this way, we will significantly

increase our understanding of a selection. Effective reading, just like
effective writing, does not happen all at once. Rather, it is a process.
Often we begin with a general impression of what something means,
and then, by working at it, we move to a deeper level of understanding
of the material.16

Beaumont (1983) has stated the range of ways for developing

reading skill in the classroom and the principles behind each of them:

1) Practicing specific strategies such as skimming/scanning with a

particular text, the idea behind this is to enable the learner to read
and select specific information at the expense of other (redundant)
information.
2) One effective way of developing reading skills which gives the
learner a reason for reading is to use the information gap principle
often associated with communicative language teaching. Some
reading materials, such as those devise by Geddes and Sturtridge
(1982) use this principle. In these materials, the information
required for the completion of a target task is distributed among
two or more sources. Each sub-group only has part of the
information required to complete the task. The sub-groups

16
John Langan, English Skills With Readings , (New York: McGraw-Hill Companies:
2002). Page. 580-582
 21

consequently have to exchange their information so that the

information gap is filled and the target task completed. This
activity clearly links reading with other forms of communication,
eg. Speaking/discussion or listening/writing, and can thus provide a
reading-driven integration of the language skills
3) Several of the more recent materials for reading contain what are
sometimes referred to as ‘text scrambling’ activities. The principle
behind this type of material is that students can be taught to have
an awareness of the discourse or cohesive features of reading
materials. If a passage is clearly written then it can be ‘scrambled’
and reassembled in the correct order if the learner can recognize
the discourse patterns and markers in the text.
4) Some reading materials are constructed along the lines that the
learners bring not only background knowledge to reading but also
emotional (affective) responses as well, and will talk about their
reactions to various texts.17

According to John J. DeBoer and Martha Dallman, there are two

types of skills to develop reading comprehension:

1) Finding the main idea

Before find the main idea, we ought to know the activities may
help the learner to find the main idea of a passage:

a) Stating the main idea of a selection

b) Selecting from a list of sentences one that best expresses the
main idea of a paragraph
c) Selecting the best title from a list
d) Naming a title to a fit given paragraph or longer selection
e) Following directions, such as:
f) Reading a story to find out whether it is suitable to tell or read
to others for a given purpose or to dramatized

17
Jo McDonough and Christopher Shaw, Materials and Methods In ELT a Teacher’s
Guide (Oxford: Blackwell Publishers, 1993), page. 114
 22

g) Reading a story a second time in order to determine what

scenes should be dramatized
h) Skimming a series or a group of trade books to decide which
one to read, either for pleasure or some other purpose.
i) Telling which word of a series describes a character in a
selection.
j) Making a movie or mural showing the main events in a story.
k) Noting certain phrase such as the first and the most important
to see if they point out a main idea.
l) Matching a picture that illustrates as a main idea with a
paragraph that it illustrates.

The activities that mentioned above are the activities that we

must do before our reading. If we do those activities it will make
us easy to find the main idea of the text.

2) Selecting significant details

By performing activities like the followings, learners can get

practice in noting and choosing those that are significant for their
purpose

a) Reading to answer questions

Proficiency in finding the answer to question can be helpful

in a variety of reading situation. It is important at times in order
to choose the main idea, to note details, to predict outcomes, to
form generalizations, to follow directions, and perform other.

b) Making summarized and organizing material

Skill in summarizing and organizing what is read can be

develop through activities: Telling which of several summaries,
best summarizes a paragraph or longer selection, Answering
question, organizing materials gathered from a variety of
sources for an oral or written report, taking note of words,
classifying materials in the room for functional purposes,
drawing pictures to tell the story of the main events in a story,
 23

learning the form for making outlines, organizing steps in a

process demonstrated on a field trip, filling the main topics and
subtopics of a selection, listing the questions on which
information is needed to solve the problem of a unit, making an
outline, studying the table contents to note the organization of a
book and checking a series of true-false statements

c) Arriving at generalizations and coming to conclusions

In addition to the following suggestions for activities that
can be valuable in developing ability to arrive at generalizations
and come to conclusions, some of those recommended under
“making summaries and organizing material” can used: making
and guessing riddles, checking which ones of several conclusion
are warranted by data given and explaining why the unsound
conclusions are invalid, stating as specific a conclusion as
possible after reading data presented in paragraph or longer
selection and explaining, discussing questions, telling which of a
list of statements are generalizations and which are specifics,
listing facts heard or read that justify a given generalization or
that prove that given generalization is unsound, checking the
generalization against experiences, discussing the effect that
certain events in story or in history had on individuals, stating
the generalization that is justified on the basis of given facts,
drawing a series of pictures that illustrate points leading to a
generalization develop in a story or article.
d) Following directions
These methods may be helpful for an individual who is
trying to improve his skill in following direction: observing
written direction, following directions that the teacher has
written on the chalkboard or on cards, acting out an individually
assigned sentence from a reading selection, following written or
 24

oral directions for making things, drawing a picture from

direction given, carrying out plans made by the class, reading
directions for a game and then following them, reading
directions for work - type activities in various subject fields and
then following them.
e) Predicting outcomes
There are many activities for improving the ability to
predict outcomes: while looking at the pictures of a story, stating
what the outcome of the story likely to be. Indicating by means
of multiple-choice questions what is likely to happen next in a
story or article. Telling what is likely to happen next in a story
or article, without help of multiple-choice questions. Discussing
why things happened as they did in a story or other account,
making up endings for story orally or in writing, estimating the
answer in some types of arithmetic problems. Comparing our
present situation with a previous one in history and deciding
what might happen as a result of present conditions. Indicating
what is likely to happen at the time when work on a science
experiment is begun. Evaluating plans the class is making in
terms of expected outcomes. Predicting what will happen next
after having listened to part of the account of an experience
another pupil has had. Listing on the board known points about
a situation and possible outcomes and then discussing the
probability of certain results and the unlike hood of others,
arranging in order pictures illustrating a story that the pupils
have not heard or read in entirety. 18
It can be said that our skill in reading will develop if we use
our background knowledge, familiar with the material,
concentrate what we read and know the main idea of the text.

18
John J. DeBoer, Martha Dallmann, The Teaching of Reading, (New York: Holt,
Rinehart and Winston Inc, 1964) page. 146-159
 25

6. Teaching Reading in Junior High School according to KTSP

According to KTSP, teaching reading in Junior High School aims
to develop the students’ ability to comprehend and create kinds of short
functional text and monologue and essay formed procedure, descriptive,
recount, narrative and report. The students also hope that they can read the
texts which have meaning of word, phrase and sentence with the utterance,
stress and intonation related with the near area. The students responds the
simple short functional of written text accurately and fluently.

To achieve the aims of teaching reading, we need the Standard

competence and basic competence because the standard and basic
competence become a course and base to develop the main subject,
learning activity and indicator competence achievement for assessment. So
that, here a standard competence and basic competence of reading:

Standar Kompetensi Kompetensi Dasar Indikator

1. Memahami makna 2.1 Membaca nyaring 1. Melafalkan kata,
dalam teks tulis bermakna kata, frasa dan kalimat
fungsional pendek frasa, dan kalimat dengan baik dan
sangat sederhana dengan ucapan, benar
yang berkaitan tekanan dan
2. Membaca kata
dengan lingkungan intonasi yang frasa dan kalimat
terdekat berterima yang dengan intonasi
berkaitan dengan yang benar
lingkungan
terdekat 3. Membaca
nyaring dengan
2.2 Merespon makna baik dan benar.
yang terdapat
dalam teks tulis
fungsional pendek
sangat sederhana
secara akurat,
lancar dan
berterima yang
berkaitan dengan
lingkungan
terdekat
2. Memahami makna
teks tulis fungsional 2.3 Merespon makna 1. Mengidentifikasi
 26

dan esei pendek dan langkah berbagai

sangat sederhana retorika secara informasi dalam
berbentuk akurat, lancar teks fungsional
descriptive dan dan berterima pendek berbentuk
procedure yang dalam esei :
berkaitan dengan sangat  Instruksi
lingkungan terdekat sederhana yang
 Daftar
berkaitan
barang
dengan
lingkungan  Kartu ucapan
terdekat dalam  Pengumuman
teks berbentuk 2. Mengidentifikasi
descriptive dan ciri kebahasaan
procedure teks yang dibaca
3. Membahas tujuan
2.4 Membaca
nyaring masing-masing
bermakna teks
teks fungsional
fungsional dan
esei pendek dan yang telah
sangat
dibahas.
sederhana
berbentuk 4. Mengidentifikasi
descriptive dan
berbagai
procedure
informasi
dengan ucapan,
tekanan dan dalam teks
intonasi yang descriptive dan
berterima procedure
5. Mengidentifikasi
fungsi komunikatif
teks deskriptif /
prosedur.
6. Mengidentifikasi
langkah retorika
teks deskriptif
/prosedur
 27

D. Hypotheses
In this research, the writer would like to find the empirical evidence
whether or not the use of Small Group Interaction is really effective in
teaching reading Comprehension better than Grammar Translation Method. It
is also to find out whether there is a significant difference achievement in
learning reading comprehension between the students who are taught by
using Small Group Interaction and the students who are taught by using
Grammar Translation Method at the seventh grade of SMP Sunan Bonang
Tangerang. To accomplish this objective, the writer proposed two hypotheses
to be tested:

Ho: There is no a significant difference achievement in learning reading

comprehension between the students who are taught by using Small
Group Interaction and the students who are taught by using Grammar
Translation Method at the seventh grade of SMP Sunan Bonang
Tangerang .

Ha: there is a significant difference achievement in learning reading

comprehension between the students who are taught by using Small
Group Interaction and the students who are taught by using Grammar
Translation Method at the seventh grade of SMP Sunan Bonang
Tangerang .
 CHAPTER III

THE IMPLEMENTATION OF THE RESEARCH

A. THE METHODOLOGY OF THE RESEARCH

1. The Place and Time of the Research

The research was held at “SMP” Sunan Bonang. It’s located on

Dasana Indah Bonang Blok SJ Kelapa Dua Tangerang Banten. The writer
conducted the research about two months. The writer did the research for
six meetings from 16th February up to 1 st April 2011. It consisted of the
pre-test on the first meeting, the application of Small Group Interaction
and whole class teaching on the second until the fifth meeting, and the
post-test in the sixth meeting.

2. The Objective of the Research

As mentioned in the first chapter that the objective of the study is

to find the empirical evidence whether there is any significance different in

28
 29

reading achievement of between the students who are taught by using

Small Group Interaction and those who are taught using whole class.
3. The Population and Sample

The population of this study is 92 students from the seventh grade

of “SMP” Sunan Bonang. The seventh grade consists of three classes.
Number of VII1 is 31 students, VII2 class is 31 students and VII3 30
students. The grade of VII3 as the experiment class was taught using Small
Group Interaction and the grade of VII2 as the control class was taught
using Whole class. Both experiment class and control class were taken 20
p[students from the attending list using Purposive Cluster Sample.
Because the writer assumes that 40 students represent the number of
students.
4. The Technique of Data Collecting

The writer used test to collect the data. The data were collected
from the pre-test and post-test. The pre-test was administered before the
treatments and post-test was administered after the treatments.
5. The Technique of Data Analysis

In analyzing the data, the writer used Bivariat Comparational

Analysis Technique. The technique is used to test the hypotheses whether
there is a significant difference between two variables which are tested.
Before the writer analyzes the data, it is necessary to calculate the data into
the statistic calculation. The writer used formula to calculate the data.
is used to find whether there is a significant difference between the
score of students’ achievement in learning reading comprehension by
using Small Group Interaction and Whole Class teaching. The experiment
class is X variable and the control class is Y variable.
 30

The formula of is expressed as follows:

Note :
Mx = Mean of Variable X
My = Mean of Variable Y
SE = Standard Error

Prior the calculation of , there are several procedures to be

taken. They are as follows:

a. Determining Mean of Variable X, with formula:

b. Determining Mean of Variable Y, with formula:

c. Determining Standard of Deviation Score of Variable X, with formula:

d. Determining Standard of Deviation Score of Variable Y, with formula:

e. Determining Standard Error of Mean of Variable X, with formula:

f. Determining Standard Error of Mean of Variable Y, with formula:

=
 31

g. Determining Standard Error of Difference of Mean of Variable X and

Variable Y, with formula:

h. Determining with formula:

i. The Testing of Hypotheses:

Ha : There is a significant difference Mean between Variable X and

Variable Y.

Ho : There is no a significant difference Mean between Variable X

and Variable Y.

j. Determining in significance level 5% with Degrees of Freedom

(df):
df =

6. The Procedure of the Research

a. The writer observed the location and population were carried out. The
research was done in two classes (experiment class and control class).
Before treating the students using Small Group Interaction and Whole-
cass Teaching, the writer administered the pre-test to the students in
both classes with the same instrument to know the homogeneity of
students’ reading comprehension.

b. The treatment was the application of Small Group Interaction in VII3

class as the experiment class and Whole-class Teaching in VII2 as the
control class. The presentation of the lesson was done by the writer.

c. Post-test was administered after finishing the treatment. The writer

used the same format of test for both of classes. Even though the test
 32

instrument was same, students did not realize that would be examined
again later. Finally, the writer made a calculation of the result from
both of the tests. The further explanation will discuss later.

B. THE FINDING OF THE RESEARCH

1. The Description of Data

The writer conducted field research. The writer collected the data
from students’ pre-test and post-test of both classes. The data is described
into table 3.1 which is presented the students’ achievements in the
experiment class and the control class before the writer does her research
(pre-test), and table 3.2 which is presented the students’ achievements in
the experiment class and the control class after the writer did her research
(post-test). Each table has four columns. The first column shows the
students number identification (N1) of VII3 as the experiment class (X),
the second column shows the scores of students VII3 as the experiment
class (X), the third column shows the students number identification (N2)
of VII2 as the control class (Y), and the last column shows the scores of
students VII2 as the control class (Y).

The table as follows:

Table 3.1
The Students’ Pre-test and Post-Scores of Experiment Class
(using small group imteraction)
Gained (d) score
Students (X) Pre Test Score Post Test Score (post test-pre-
test)
1 80 90 10
2 70 90 20
3 60 85 25
4 50 80 30
 33

5 75 90 15
6 75 85 10
7 65 90 25
8 50 75 25
9 50 75 25
10 65 80 15
11 55 90 35
12 55 70 15
13 65 80 15
14 85 90 5
15 75 85 10
16 60 65 5
17 60 90 35
18 75 85 10
19 65 75 10
20 60 70 10
1295 1640 340
Mean 64.75 82 17

The table 1 describes that the lowest gained score in Post-Test and
pre-Test is 5 and the highest score is 35. Therefore, it can be summarized
that the lowest and highest gained scores in post-test is higher than pre-
test.

Ratio Scale Interval

65, 70, 70, 75, 75, 75, 80, 80, 80, 85, 85, 85, 85, 90, 90, 90, 90, 90, 90, 90

R= 90 – 65 = 30

K= 1 + 3.3 log n

= 1 + 4.2
 34

= 5.2 = 5

I= R = 30 = 6
K 5
NO F Lower Higher Xi f.Xi
Limit Limit
1 65 – 70 3 64.5 70.5 67.5 202.5
2 71 – 76 3 70.5 76.5 73.5 220.5
3 77 – 82 3 77.5 82.5 79.5 238.5
4 83 – 88 4 82.5 88.5 85.5 342
5 89 – 94 7 87.5 94.5 91.5 640.5
20 1744

Mean = = 1744 = 87.2

n 20
Median= ℓ + ½n - fkb
Fi

= 87.2 + 10 – 7
6
= 87.2+ 3
6
= 87.2 + 0.5
= 87.7
Modus = ℓ+ S1__ i
S1 + S2

= 87.2 + _4 6
4+0

= 87+ 24 6
4
= 87.2 + 4
= 93.2
 35

Table 3.2
The Students’ Pre-test and Post-test Scores of Control Class
(Whole-class Teaching)
Gained (d)
score
Students (X) Pre Test Score Post Test Score
(post test-pre-
test)
1 75 85 10
2 65 80 15
3 80 80 0
4 75 80 5
5 80 85 5
6 70 70 0
7 65 80 15
8 50 70 20
9 50 75 25
10 65 75 10
11 70 80 10
12 70 85 15
13 75 75 0
14 70 75 5
15 75 80 5
16 60 75 15
17 45 50 5
18 40 55 15
19 55 85 30
20 75 85 5
1310 1525 210
Mean 65.55 76.25 10.5
 36

The table 2 describes that the lowest gained score in the post-test
and pre-test is 0 and the highest score is 30. Therefore, it can be
summarized that the lowest and highest gained scores in post-test is higher
than pre-test scores.

Ratio Scale Interval

50, 55, 70, 70, 75, 75, 75, 75, 75, 80, 80, 80, 80, 80, 80, 85, 85, 85, 85, 85.

R= 85 – 50 = 35

K= 1 + 3.3 logn

= 1 + 4.2

= 5.2 = 6 (dibulatkan ke atas)

I= R = 35 = 5.8 = 6
K 6
NO F Lower Higher Xi f.Xi
Limit Limit
1 50 – 55 2 49.5 55.5 52.5 105
2 56 – 61 0 55.5 61.5 58.5 0
3 62 – 67 0 61.5 67.5 64.5 0
4 68 – 73 2 67.5 73.5 70.5 141
5 74 – 79 5 73.5 79.5 76.5 382.5
6 80 – 85 11 79.5 85.5 82.5 907.5
20 1536
 37

Mean = = 1536 = 76.8

n 20
Median = ℓ + ½n - fkb
Fi

= 79.5 + 10 – 0
11

= 79.5 + 10 = 79.5 + 0.9 = 80.4

11

Modus = ℓ + S1__ i
S1 + S2

= 79.5 + _6 6
6+0

= 79.5 + 6 6
6
= 79.5 + 6 = 85.5
2. The Analysis of Data

Before the writer analyzed the data, the writer has calculated the
data into the statistic calculation. The writer used formula to find the
empirical evidence statistically and to make the testing of the hypotheses.
So this research will be easier.

Prior the calculation of , the writer made the calculation table

to gain Mean and Deviation Standard from two variables, the table as
follows:
 38

Table 3.3
The Comparison Scores of Each Student in Experiment Class and Control
Class

Students Students
X Y X Y x.x y.y
X Y
1 1 15 10 -2 -0.5 4 0.25
2 2 20 15 3.5 4.5 12.25 20.25
3 3 25 0 8.5 -10.5 72.25 110.25
4 4 30 5 -13.5 -5.5 182.25 30.25
5 5 15 5 -1.5 -5.5 2.25 30.25
6 6 10 0 -6.5 -10.5 42.25 110.25
7 7 25 15 8.5 4.5 72.25 20.25
8 8 25 20 8.5 9.5 72.25 90.25
9 9 25 25 8.5 14.5 72.25 210.25
10 10 5 10 -11.5 -0.5 132.25 0.25
11 11 35 10 18.5 -0.5 342.25 0.25
12 12 15 15 -1.5 4.5 2.25 20.25
13 13 15 0 -1.5 -10.5 2.25 110.25
14 14 5 5 -11.5 -5.5 132.25 30.25
15 15 10 5 -6.5 -5.5 42.25 30.25
16 16 5 15 -11.5 4.5 132.25 20.25
17 17 30 5 13.5 -5.5 182.25 30.25
18 18 10 15 -6.5 4.5 42.25 20.25
19 19 10 30 -6.5 19.5 42.25 380.25
20 20 10 5 -6.5 -5.5 42.25 30.25
Mean 17 10.5
N1=20 N2=20 340 210 0 0 1626.75 1295
 39

The writer calculated the data based on the procedure of the

calculation. The formulation as follows:

a. Determining Mean of Variable X, with formula:

= 17

b. Determining Mean of Variable Y, with formula:

= 10.5

c. Determining Standard of Deviation Score of Variable X, with formula:

= 9.01
d. Determining Standard of Deviation Score of Variable Y, with formula:

= 8.04
 40

e. Determining Standard Error of Mean of Variable X, with formula:

= 2.06
f. Determining Standard Error of Mean of Variable Y, with formula:

= 1.84
g. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, with formula:

=
=
= 2.76
h. Determining with formula:

= 2.35
 41

i. Determining in significance level 5% with Degrees of Freedom

(df):
df =

= (20 + 20)
= 38
Because the value of degrees of freedom (38) is not mentioned
in , so the writer uses the closer value to 38 that is 40 as degrees of
freedom. (See appendix)

The value of df 40 at the degrees of significance 5% or

5% of df 40 = 2,02.

j. The Testing of Hypotheses:

The writer formulated the Null Hypothesis ( ) and the
Alternative Hypothesis (Ha) as follow:

Ho : There is no a significant difference achievement in learning

reading comprehension between the students who are taught by
using Small Group Interaction and the students who are taught
by using Whole-class Teaching.

Ha : There is a significant difference achievement in learning

reading comprehension between the students who are taught by
using Small Group Interaction and the students who are taught
by using Whole-class Teaching.

The assumption of this hypothesis as follows:

If ≥ , the Null Hypothesis ( ) is rejected. It means

there is a significant difference achievement in learning reading
comprehension between the students who are taught by using Small
Group Interaction Technique and the students who are taught by using
Whole-class Teaching.
 42

If ≤ , the Null Hypothesis ( ) is accepted. It means

there is no a significant difference achievement in learning reading
comprehension between the students who are taught by using Small
Group Interaction and the students who are taught by using Whole-
class Teaching.

Based on the description of the calculation above, it can be

inferred that:

1) The value of in the significance 5% is 2,02. (see appendix)

2) The value of 2.35

The writer summarized that ≥ , it means that the Null

Hypothesis ( ) is rejected and the Alternative Hypothesis (Ha) is
accepted. The writer analyzed the result of calculation that ( ) is
rejected and (Ha) is accepted. It might have been due several factors
that are mentioned below:

1) The teacher who is conducting teaching through whole-class

Teaching offering translating activity between the students to the
teacher while the teacher who is conducting teaching through
Small Group Interaction offering more varied activity including
discussion, questioning and answering between students, and
sharing the difficulty of learning with other students. The varied
activity in the classroom will make the students more interest to
learn.
2) The interaction during process of learning and teaching Whole-
class classroom are only from the teacher to the students while
there are interactions between the teacher to the students, students
to other students, and the students to the teacher in Small Group
Interaction. The interaction in Small Group Interaction classroom
 43

will help students clarify in their own minds what they have
already learned and understood.
3) The role of the teacher in whole-class teaching is a teacher
centered. It means that the teacher is an authority in the classroom
and the role of students is that do what the teacher’s said while in
Small Group Interaction classroom the teacher’s role is facilitator,
creator, etc. The students’ role in Small Group Interaction is not
only do what the teacher’s said but also gate-keeper, checker, etc.
The roles in Small Group Interaction classroom will make the
process of learning and teaching more relax.
4) The activity in Small Group Interaction classroom can be made
students more active than the activity in whole-class teaching. So it
can be made students in Small Group Interaction classroom to
improve their knowledge better than in Whole-class teaching
classroom.

3. The Interpretation of Data

Having analyzed the data of pre-test and post-test by using t-test

formula, the result shows that the coefficient is 2.35. it means that there is
a significance difference in teaching reading comprehension by using
small group interaction.

From the result of calculation, it is obtained the value of the t

observation (to) is 2.35 the degree of freedom (df) is 38 (obtained from
- 2 )=(20 + 20) – 2 =38). The writer used the degree of
significance of 5% and 1%. In the table significance, it can be seen that on
the df 38 and on degree of significance are 2.02 and 2.69. if the to
compared with each value of degrees of significance, the result is 2.02 <
2.35>2.69. since to score obtained from the result of calculating, the
alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is
rejected.
 44

1. If the result of t observation is higher than t table (to>tt), the null

hypothesis (Ho) is rejected and alternative hypothesis (Ha) is
accepted. It means that there is a significance difference between
variable X and variable Y.
2. If the result of t observation is lower than t table (to<tt), the null
hypothesis (Ho) is accepted and alternative hypothesis (Ha) is
rejected. It means that there is no significance between variable X and
variable Y.
Therefore, it can be inferred that the use of Small Group
Interaction is more effective in teaching reading comprehension than
Whole-class Teaching. It simply illustrates that the students who are
taught by using Small Group Interaction have a significant difference
achievement in learning reading comprehension between the students who
are taught by using Whole-class Teaching.
 CHAPTER IV
CONCLUSION AND SUGGESTIONS

A. CONCLUSION
According to the descriptions in chapter I, II & III, the writer infers
that this “skirpsi” answers the research question, “Is the use of Small Group
Interaction more effective in teaching reading comprehension than Whole-
class Teaching on even semester of the seventh grade SMP Sunan Bonang?”
The answer is the use of Small Group Interaction is more effective in teaching
reading comprehension than Whole-class Teaching on even semester of the
seventh grade SMP Sunan Bonang.

It can be concluded that the use of small group interation in teaching

reading comprehension is quite success. It can be seen on the table of the
students’ reading comprehension scores that the students who learn reading
comprehension by using Small Group Interaction and Whole-class Teaching
have a significant difference. It means that there is a significant difference to
the students’ achievement in learning reading comprehension by using Small
Group Interaction than Whole-class Teaching.

45
 46

Therefore, the students’ reading achievement which is taught by using

Small Group Interaction is better than the students’ reading achievement
which is taught by using Whole-class Teaching in learning reading
comprehension. In other words, the use of small group in teaching reading
comprehension has a significant effect in the students’ reading achievement on
even semester of the seventh grade of “SMP” Sunan Bonang Tangerang.

B. SUGGESTIONS

Based on the conclusion, the writer would like to offer some

suggestions as below:

1. The teachers have to know the various methods in learning and teaching in
order to choose the suitable method for suitable materials in the classroom

2. The teachers are expected to be creative persons in order to make the

teaching and learning process more interesting, effective, and comfortable
for students.

3. The students need to realize that learning has two way process, not only
teacher-center but also student-center. It means that they have significant
role in achieving their success in study.

4. The students have to read more reading texts in order to have more
knowledge.
 BIBLIOGRAPHY

Anderson, C. Richard and Paul T. Wilson. Reading Education: Foundations for

a Literate America, New York: D.C Heath and Company, 1985.
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta:
Rineka Cipta, 2006.
Bany, A. Mary and Louis V. Jhonson. Classroom Group Behaviour: Group
Dynamics in Education, New York: the Macmillan Company, 1964.
Barndhardt, Anna, Uhl and Pamela Beard El Dinary. The Learning Strategies
Handbook, New York: Addison Wesley Longman Inc, 1999.
Bender, Hilary and Stephan Ellenwood, Teaching and Leraning: Philosophical,
Psichologycal, Curricular Applications, New York: Macmillan Publishing
Co., Inc. 1975.
Blatchford, Peter. The Class Size Debate: is small better?, New York: Open
University Press, 2003.
Deboer, J. John. The Teaching of Reading, New York: Holt, Rinehart and
Winston Inc, 1964.
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP
dan MTs, Jakarta: Depdiknas, 2003.

Dubin, Eskey, D. E. F and Grabe, W. Teaching Second Language for Academic

Purposes, New York: Addison Wesley Pub, 1986.
Fowler, William. Infant and Child Care: a guide to education group settings,
New York: Allyn and Bacon Inc, 1980.
Freeman, Diane, Larsen. Techniques and Principles in Language Teaching, New
York: Oxford University Press, 2000.

Harmer, Jeremy. The Practice of English Language Teaching, London:

Longman Inc, 2001.
Hornby, A. S. Oxford Advanced learner’s Dictionary of Current English, New
York: Oxford University Press, sixth edition, 2000.
http://global-english.lefora.com/2008/09/14/the-grammar-translation-method/.
retrieved on September, 20th 2010.
http://www.onestopenglish.com/section.asp?docid=146406. retrieved on
September, 20th 2010.
Jenings, Frank, G. This is Reading, New York: Teacher College Press, 1965.

47
 48

Langan, John. English Skills with Readings, New York: McGraw-Hill

Companies Inc, fifth edition, 2002.

Lauffer, Armand. Doing Continuing Education and Staff Development, New

York: McGraw-Hill Book Company, 1978.
McConel, David. E-Learning Groups and Communities, New York: Open
University Press, 2006.
McDonough, Jo and Christopher Shaw. Materials and Methods In ELT
ATeacher’s Guide, New York: Oxford Blackwell Publishers, 1993.
Muijs, Daniel and David Reynolds. Effective Teaching Evidence and Practice,
London: SAGE Publication, 2005.
Nunan, David. Designing Tasks for The Communicative Classroom, New York:
Cambridge University Press, 1989.

Richards, C Jack and Theodore S. Rogers. Approaches and Methods in

Language Teaching, New York: Cambridge University Press, 1986.
Rogers, Alan. Teaching Adults, New York: Open University Press, 2002.

Rubin, Joan and Irene Thompson. How To Be More Successful Language

Learner: Toward Learner Autonomy, New York: Heinle and Heinle
Publisher, 1994.

Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT RajaGrafindo

Persada, 2010
Tubs, L. Stewart. A Systems Approach To Small Group Interaction, McGraw-
Hill Companies Inc, eight edition, 2004.
Ur, Penny. A Course in Language Teaching, Teching and Theory, New York:
Cambridge University Press, 1986.
 49

APPENDIX I

Nukilan Tabel nilai “t” untuk Berbagai Nilai df

Harga Kritik “t” pada Taraf Signifikansi:

df atau db
5% 1%
1 12,71 63,66
2 4,30 9,92
3 3,18 5,84
4 2,78 4,60
5 2,57 4,03
6 2,45 3,71
7 2,36 3,50
8 2,31 3,36
9 2,26 3,25
10 2,23 3,17
11 2,20 3,11
12 2,18 3,06
13 2,16 3,01
14 2,14 2,98
15 2,13 2,95
16 2,12 2,92
17 2,11 2,90
18 2,10 2,88
19 2,09 2,86
20 2,09 2,84
21 2,08 2,83
22 2,07 2,82
23 2,07 2,81
24 2,06 2,80
25 2,06 2,79
26 2,06 2,78
27 2,05 2,77
28 2,05 2,76
29 2,04 2,76
30 2,04 2,75
35 2,03 2,72
40 2,02 2,71
45 2,02 2,69
50 2,01 2,68
60 2,00 2,65
70 2,00 2,65
80 1,99 2,64
90 1,99 2,63
100 1,98 2,63
200 1,97 2,60
500 1,96 2,59
1000 1,96 2,58
 50

APPENDIX II
RENCANA PELAKSANAAN PEMBELAJARAN
(Experiment class)
Satuan Pendidikan : SMP Sunan Bonang
Alamat : Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua
Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII /II
Aspek/skill : Reading

Standar Kompetensi
Membaca
Memahami makna dalam teks esei pendek sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar

Indikator
1. Memahami teks monolog dalam bentuk descriptive
2. Merespon teks monolog dalam bentuk descriptive
3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive

Tujuan pembelajaran
1. Menemukan main idea (ide pokok) pada setiap paragraph
2. Mengidentifikasi kata kunci dalam teks tulis
3. Merespon tulisan sederhana dalam bentuk descriptive text
Materi pokok dan uraian materi
Descriptive text
Descriptive text is text which tells what a person or thing is like.
The purpose is to describe and reveal a particular person, place, or thing.
The generic structure of descriptive text are: identification and description.
In identification, the phenomenon to be described is identifying. While in
description, the phenomenon is describing in parts, quality, or/and characteristic.
 51

Example of descriptive text

Taj Mahal
The Taj Mahal is the most extravagant monument built as a symbol of
eternal enduring love. It is India’s most famous tourist attraction, situated on the
banks of river Yamuna. Taj Mahal, India, is a mausoleum known as finest
example of enchanting architecture and aesthetic beauty. Completed in 1653, it
was built by the Empheror Shah Jahan in memory of his second wife, Mumtaz
Mahal. If one wants to capture the beauty of the Taj, the glittering Taj in the
moonlit night entices the viewer.

Metode dan strategi pembelajaran

Metode : Small Group Interaction
Strategi : Three Phase Communication
Langkah-langkah Kegiatan:
Kegiatan Awal
 Greeting
1. Guru mengucapkan salam dan memberikan sapaan kepada siswa
2. Guru menanyakan kabar siswa
 Motivation
Guru memberikan permainan

Kegiatan Inti
 Presentasi
1. Guru membagi siswa kedalam kelompok-kelompok kecil
2. Guru meminta masing-masing kelompok untuk menunjuk ketua kelompok
masing-masing
3. Guru membagikan handout kepada siswa
 Latihan
1. Guru meminta beberapa orang siswa untuk membaca handout yang telah
diberikan
2. Guru meminta siswa untuk memahami text yang dibaca
3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan
Kegiatan Akhir
 Evaluasi
1. Guru meminta siswa untuk menyimpulkan materi
2. Guru memberikan soal latihan
3. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah
dikerjakan
4. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang
telah disampaikan
5. Guru mengakhiri pertemuan dengan salam
 52

Penilaian
1. Penilaian proses:
Dilakukan pada saat proses kegiatan belajar mengajar berlangsung

2. Penilaian hasil
Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi

Instrumen : soal tes terlampir

Kriteria penilaian : tes berjumlah 20 butir soal berbentuk pilihan ganda
Pilihan ganda diberi bobot nilai 1 untuk tiap butir soal
1 x 20 = 20
Kriteria penilaian dengan menjumlahkan jawaban yang benar dibagi dua

Contoh:
Jawaban yang benar : 2
(20 : 2 = 10)

Tangerang, 2011

Mengetahui,
Guru Bahasa Inggris Peneliti

Masturoh Umiyati
 53

APPENDIX III
RENCANA PELAKSANAAN PEMBELAJARAN
(Control class)
Satuan Pendidikan : SMP Sunan Bonang
Alamat : Perum Dasana Indah Bonang Blok SJ kec.Kelapa Dua
Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII /II
Aspek/skill : Reading

Standar Kompetensi
Membaca
Memahami makna dalam teks esei pendek sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar

Indikator
1. Memahami teks monolog dalam bentuk descriptive
2. Merespon teks monolog dalam bentuk descriptive
3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive

Tujuan pembelajaran
1. Menemukan main idea (ide pokok) pada setiap paragraph
2. Mengidentifikasi kata kunci dalam teks tulis
3. Merespon tulisan sederhana dalam bentuk descriptive text
Materi pokok dan uraian materi
Descriptive text
Descriptive text is text which tells what a person or thing is like.
The purpose is to describe and reveal a particular person, place, or thing.
The generic structure of descriptive text are: identification and description.
 54

In identification, the phenomenon to be described is identifying. While in

description, the phenomenon is describing in parts, quality, or/and characteristic.

Example of descriptive text

Taj Mahal
The Taj Mahal is the most extravagant monument built as a symbol of
eternal enduring love. It is India’s most famous tourist attraction, situated on the
banks of river Yamuna. Taj Mahal, India, is a mausoleum known as finest
example of enchanting architecture and aesthetic beauty. Completed in 1653, it
was built by the Empheror Shah Jahan in memory of his second wife, Mumtaz
Mahal. If one wants to capture the beauty of the Taj, the glittering Taj in the
moonlit night entices the viewer.

Metode dan strategi pembelajaran

Metode : komunikatif
Strategi : two ways communication

Langkah-langkah Kegiatan:
Kegiatan Awal
 Greeting
1. Guru mengucapkan salam dan memberikan sapaan kepada siswa
2. Guru menanyakan kabar siswa
 Motivation

Guru memberikan permainan

Kegiatan Inti
 Presentasi
1. Guru menjelaskan materi tentang descriptive text
2. Guru membagikan handout kepada siswa
3. Guru menuliskan kosakata yang dianggap sulit
 Latihan
1. Guru meminta siswa untuk membaca handout yang telah diberikan
2. Guru meminta siswa untuk memahami text yang dibaca
3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan

Kegiatan Akhir
 Evaluasi
1. Guru memberikan soal latihan
2. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah
dikerjakan
3. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang
telah disampaikan
4. Guru mengakhiri pertemuan dengan salam
 55

Penilaian
1. Penilaian proses:
Dilakukan pada saat proses kegiatan belajar mengajar berlangsung

2. Penilaian hasil
Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi
Instrumen : soal tes terlampir
Kriteria penilaian : tes berjumlah 20 butir soal berbentuk pilihan ganda
Pilihan ganda diberi bobot nilai 1 untuk tiap butir soal
1 x 20 = 20

Kriteria penilaian dengan menjumlahkan jawaban yang benar dibagi dua

Contoh:
Jawaban yang benar : 2
(20 : 2 = 10)

Tangerang, 2011

Mengetahui,
Guru Bahasa Inggris Peneliti

Masturoh Umiyati
 56

APPENDIX IV
RENCANA PELAKSANAAN PEMBELAJARAN
(Experiment class)
Satuan Pendidikan : SMP Sunan Bonang
Alamat : Perum Dasana Indah Bonang Blok SJ kec.Kelapa Dua
Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII /II
Aspek/skill : Reading

Standar Kompetensi
Membaca
Memahami makna dalam teks esei pendek sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar

Indikator
1. Memahami teks monolog dalam bentuk descriptive
2. Merespon teks monolog dalam bentuk descriptive
3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive

Tujuan pembelajaran
1. Menemukan main idea (ide pokok) pada setiap paragraph
2. Mengidentifikasi kata kunci dalam teks tulis
3. Merespon tulisan sederhana dalam bentuk descriptive text
Materi pokok dan uraian materi
Descriptive text

My friend Sarah

Let me describe my friend Sarah to you. She is twenty-five years old and she
studies psychology in London. She is not English thought, in fact she was born in
Australia.
 57

Sarah loves all kinds of sports and she is very good at them. She plays golf at
least twice a week. She also enjoys riding her bike with her friends and playing
for the university basketball team.

Exercise

1. The text above tells us about...

2. Sarah is…. Years old
3. Sarah studies….in London
4. Sarah plays … twice a week
5. Sarah was born in...

The answer key

1. Sarah
2. Twenty five
3. Psichology
4. Golf
5. Australia

Metode dan strategi pembelajaran

Metode : Small Group Interaction
Strategi : Three Phase Communication

Langkah-langkah Kegiatan:
Kegiatan Awal
 Greeting
1. Guru mengucapkan salam dan memberikan sapaan kepada siswa
2. Guru menanyakan kabar siswa
 Motivation
1. Guru memberikan permainan
2. Guru memberikan pertanyaan tentang materi pada pertemuan sebelumnya

Kegiatan Inti
 Presentasi
1. Guru meminta siswa untuk membentuk lingkaran sesuai dengan kelompok
masing-masing
2. Guru membagikan handout kepada siswa
 Latihan
1. Guru meminta beberapa orang siswa untuk membaca handout yang telah
diberikan
2. Guru meminta masing-masing siswa untuk memahami text yang dibaca
3. Siswa mendiskusikan text yang telah mereka baca
4. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan
 58

Kegiatan Akhir
 Evaluasi
1. Guru meminta masing-masing kelompok untuk menyimpulkan materi
2. Guru memberikan soal latihan
3. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah
dikerjakan
4. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang
telah disampaikan
5. Guru mengakhiri pertemuan dengan salam
Penilaian
1. Penilaian proses:
Dilakukan pada saat proses kegiatan belajar mengajar berlangsung

2. Penilaian hasil
Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi

Instrumen : soal tes terlampir

Kriteria penilaian : tes berjumlah 5 butir soal berbentuk isian
Setiap jawaban yang benar diberi bobot nilai 10 untuk setiap butir soal
10 x 5 = 50
Kriteria penilaian dengan menjumlahkan bobot nilai pada jawaban yang benar
dibagi lima
Contoh:
Jawaban yang benar : 5
(50 : 5 = 10)
Tangerang, 2011
Mengetahui,
Guru Bahasa Inggris Peneliti

Masturoh Umiyati
 59

APPENDIX V

RENCANA PELAKSANAAN PEMBELAJARAN

(Control class)
Satuan Pendidikan : SMP Sunan Bonang
Alamat : Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua
Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII /II
Aspek/skill : Reading

Standar Kompetensi
Membaca
Memahami makna dalam teks esei pendek sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar

Indikator
1. Memahami teks monolog dalam bentuk descriptive
2. Merespon teks monolog dalam bentuk descriptive
3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive

Tujuan pembelajaran
1. Menemukan main idea (ide pokok) pada setiap paragraph
2. Mengidentifikasi kata kunci dalam teks tulis
3. Merespon tulisan sederhana dalam bentuk descriptive text
Materi pokok dan uraian materi
Descriptive text

My friend Sarah

Let me describe my friend Sarah to you. She is twenty-five years old and she
studies psychology in London. She is not English thought; in fact she was born in
Australia.
 60

Sarah loves all kinds of sports and she is very good at them. She plays golf at least
twice a week. She also enjoys riding her bike with her friends and playing for the
university basketball team.

Exercise

1. The text above tells us about...

2. Sarah is…. Years old
3. Sarah studies….in London
4. Sarah plays … twice a week
5. Sarah was born in...

The answer key

1. Sarah
2. Twenty five
3. Psichology
4. Golf
5. Australia

Metode dan strategi pembelajaran

Metode : komunikatif
Strategi : three phase technique

Langkah-langkah Kegiatan:
Kegiatan Awal
 Greeting
1. Guru mengucapkan salam dan memberikan sapaan kepada siswa
2. Guru menanyakan kabar siswa
 Motivation
Guru memberikan permainan

Kegiatan Inti
 Presentasi
1. Guru mengulang materi tentang descriptive text
2. Guru membagikan handout kepada siswa
3. Guru menuliskan kosakata yang dianggap sulit
 Latihan
1. Guru meminta siswa untuk membaca handout yang telah diberikan
2. Guru meminta siswa untuk memahami text yang dibaca
3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan

Kegiatan Akhir
 Evaluasi
 61

1. Guru memberikan soal latihan

2. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah
dikerjakan
3. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang
telah disampaikan
4. Guru memberikan pertanyaan tentang descriptive text kepada beberapa
siswa
5. Guru mengakhiri pertemuan dengan salam

Penilaian
1. Penilaian proses:
Dilakukan pada saat proses kegiatan belajar mengajar berlangsung
2. Penilaian hasil
Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi

Instrumen : soal tes terlampir

Kriteria penilaian : tes berjumlah 5 butir soal berbentuk isian
Setiap jawaban yang benar diberi bobot nilai 10 untuk setiap butir soal
10 x 5 = 50
Kriteria penilaian dengan menjumlahkan bobot nilai pada jawaban yang benar
dibagi lima
Contoh:
Jawaban yang benar : 5
(50 : 5 = 10)

Tangerang, 2011

Mengetahui,
Guru Bahasa Inggris Peneliti

Masturoh Umiyati
 62

APPENDIX VI
RENCANA PELAKSANAAN PEMBELAJARAN
(Experiment class)
Satuan Pendidikan : SMP Sunan Bonang
Alamat : Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua
Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII /II
Aspek/skill : Reading

Standar Kompetensi
Membaca
Memahami makna dalam teks esei pendek sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar

Indikator
1. Memahami teks monolog dalam bentuk descriptive
2. Merespon teks monolog dalam bentuk descriptive
3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive

Tujuan pembelajaran
1. Menemukan main idea (ide pokok) pada setiap paragraph
2. Mengidentifikasi kata kunci dalam teks tulis
3. Merespon tulisan sederhana dalam bentuk descriptive text
Materi pokok dan uraian materi
Descriptive text
Descriptive text is text which tells what a person or thing is like.
The purpose is to describe and reveal a particular person, place, or thing.
The generic structure of descriptive text are: identification and description.
In identification, the phenomenon to be described is identifying. While in
description, the phenomenon is describing in parts, quality, or/and characteristic.
 63

Example of descriptive text

Bedugul
Bedugul is the name of both a small city and mountain-lake resort area,
which Balineses have long used for weekend retreats. Bedugul is located on the
main an excellent base for walking trips around the lakes and surrounding hills.
Bedugul is located in a high plateau at the center of the island. Cool air and mists
are natural for the place. Bedugul is a resort in Bratan mountains, famous for its
golf course; and also the Ulun Danu is an amazing temple, which seems to haave
risen out of Bratan Lake 1.200 meters above the sea level. There are many water
sports available here. They are boating, water skiing, and para sailing. When the
heat and humidity are rising, why not escape to Bedugul.
Bali’s highland retreat has tucked into the crater of an extinct volcano
1400 metres above the sea level. Here three lakes provide everything for
recreation to the water for springs, riverrs and rice fields below. Lush pine forests
seem to create freshness in the air. Bedugul is known for the quality of its fruits,
vegetables and flowers. There are severals places to stay near the lake and there
are also an interesting temple, botanical gardens, an excellent golf course and a
variety of activities on Lake Bratan itself.

Bedugul is a favorite place for Balinese family for weekend picnic.

Bedugul is also a center of horticulture. We’ll find plenty of fruits and vegetables
here. Here we find 3 of Bali 4 Lakes, Bratan, Buyan and Tamblingan. Bratan, the
largest of the three is perfect place for water sports such as para sailing, motor
boating, jet skiing, canoeing, etc. bedugul fertile soil also produces abundance of
plants and trees, some of them formed rain forests with their exotic birds,
monkeys and other creatures.

Questions
1. What is the text talking about?
2. What is the purpose of the writer in this text?
3. Where is Bedugul located?
4. What are the names of lakes in Bedugul?
5. What is Bedugul fertile soil produced?
Answer Key
1. The text is talking about Bedugul
2. The purpose of the writer in the text is to describe the condition of bedugul
3. Bedugul is located on the main north-south road between Denpasar and
Singaraja
4. The names of lakes are Bratan, Buyan and Tamblingan
5. Bedugul fertile soil produced abundance of plants and trees, some of them
formed rain forest with their exotic birds, monkeys and other creatures
 64

Metode dan strategi pembelajaran

Metode : Small Group Interaction
Strategi : Three Phase Communication

Langkah-langkah Kegiatan:
Kegiatan Awal
 Greeting
1. Guru mengucapkan salam dan memberikan sapaan kepada siswa
2. Guru menanyakan kabar siswa
 Motivation
Guru memberikan permainan

Kegiatan Inti
 Presentasi
1. Guru menunjuk beberapa orang siswa kedalam kelompok kecil
2. Guru memberikan pengarahan kepada siswa yang ada dalam kelompok
tersebut
3. Guru membagikan handout kepada siswa
 Latihan
1. Guru meminta beberapa orang siswa untuk membaca handout yang telah
diberikan
2. Guru meminta siswa untuk memahami text yang dibaca secara
berkelompok
3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan
4. Masing-masing kelompok berdiskusi tentang materi yang telah mereka
pelajari

Kegiatan Akhir
 Evaluasi
1. Guru meminta siswa untuk menyimpulkan materi
2. Guru memberikan soal latihan
3. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah
dikerjakan
4. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang
telah disampaikan
5. Guru mengakhiri pertemuan dengan salam

Penilaian
1. Penilaian proses:
Dilakukan pada saat proses kegiatan belajar mengajar berlangsung
 65

2. Penilaian hasil
Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi
Instrumen : soal tes terlampir
Kriteria penilaian : tes berjumlah 5 butir soal berbentuk essay
Untuk setiap butir soal diberi bobot nilai 20
5 x 20 = 100
Kriteria penilaian dengan menjumlahkan jawaban yang benar dikalikan dengan
bobot nilai
Contoh:
Jawaban yang benar x 20
(3 : 20 = 60)

Tangerang, 2011

Mengetahui,
Guru Bahasa Inggris Peneliti

Masturoh Umiyati
 66

APPENDIX VII

RENCANA PELAKSANAAN PEMBELAJARAN

(Control class)
Satuan Pendidikan : SMP Sunan Bonang
Alamat : Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua
Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII /II
Aspek/skill : Reading

Standar Kompetensi
Membaca
Memahami makna dalam teks esei pendek sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar

Indikator
1. Memahami teks monolog dalam bentuk descriptive
2. Merespon teks monolog dalam bentuk descriptive
3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive

Tujuan pembelajaran
1. Menemukan main idea (ide pokok) pada setiap paragraph
2. Mengidentifikasi kata kunci dalam teks tulis
3. Merespon tulisan sederhana dalam bentuk descriptive text
Materi pokok dan uraian materi
Descriptive text
Descriptive text is text which tells what a person or thing is like.
The purpose is to describe and reveal a particular person, place, or thing.
The generic structure of descriptive text are: identification and description.
In identification, the phenomenon to be described is identifying. While in
description, the phenomenon is describing in parts, quality, or/and characteristic.
 67

Example of descriptive text

Bedugul
Bedugul is the name of both a small city and mountain-lake resort area,
which Balineses have long used for weekend retreats. Bedugul is located on the
main an excellent base for walking trips around the lakes and surrounding hills.
Bedugul is located in a high plateau at the center of the island. Cool air and mists
are natural for the place. Bedugul is a resort in Bratan mountains, famous for its
golf course; and also the Ulun Danu is an amazing temple, which seems to haave
risen out of Bratan Lake 1.200 meters above the sea level. There are many water
sports available here. They are boating, water skiing, and para sailing. When the
heat and humidity are rising, why not escape to Bedugul.
Bali’s highland retreat has tucked into the crater of an extinct volcano
1400 metres above the sea level. Here three lakes provide everything for
recreation to the water for springs, riverrs and rice fields below. Lush pine forests
seem to create freshness in the air. Bedugul is known for the quality of its fruits,
vegetables and flowers. There are severals places to stay near the lake and there
are also an interesting temple, botanical gardens, an excellent golf course and a
variety of activities on Lake Bratan itself.

Bedugul is a favorite place for Balinese family for weekend picnic.

Bedugul is also a center of horticulture. We’ll find plenty of fruits and vegetables
here. Here we find 3 of Bali 4 Lakes, Bratan, Buyan and Tamblingan. Bratan, the
largest of the three is perfect place for water sports such as para sailing, motor
boating, jet skiing, canoeing, etc. bedugul fertile soil also produces abundance of
plants and trees, some of them formed rain forests with their exotic birds,
monkeys and other creatures.

Questions
1. What is the text talking about?
2. What is the purpose of the writer in this text?
3. Where is Bedugul located?
4. What are the names of lakes in Bedugul?
5. What is Bedugul fertile soil produced?

Answer Key
1. The text is talking about Bedugul
2. The purpose of the writer in the text is to describe the condition of bedugul
3. Bedugul is located on the main north-south road between Denpasar and
Singaraja
4. The names of lakes are Bratan, Buyan and Tamblingan
5. Bedugul fertile soil produced abundance of plants and trees, some of them
formed rain forest with their exotic birds, monkeys and other creatures
 68

Metode dan strategi pembelajaran

Metode : komunikatif
Strategi : three phase technique

Langkah-langkah Kegiatan:
Kegiatan Awal
 Greeting
1. Guru mengucapkan salam dan memberikan sapaan kepada siswa
2. Guru menanyakan kabar siswa
 Motivation
Guru memberikan permainan

Kegiatan Inti
 Presentasi
1. Guru mengulang materi tentang descriptive text
2. Guru membagikan handout kepada siswa
3. Guru menuliskan kosakata yang dianggap sulit
 Latihan
1. Guru meminta siswa untuk membaca handout yang telah diberikan
2. Guru meminta siswa untuk memahami text yang dibaca
3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan

Kegiatan Akhir
 Evaluasi
1. Guru memberikan soal latihan
2. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah
dikerjakan
3. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang
telah disampaikan
4. Guru memberikan pertanyaan tentang descriptive text kepada beberapa
siswa
5. Guru mengakhiri pertemuan dengan salam
Penilaian
1. Penilaian proses:
Dilakukan pada saat proses kegiatan belajar mengajar berlangsung

2. Penilaian hasil
Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi
 69

Instrumen : soal tes terlampir

Kriteria penilaian : tes berjumlah 5 butir soal berbentuk essay
Untuk setiap butir soal diberi bobot nilai 20
5 x 20 = 100
Kriteria penilaian dengan menjumlahkan jawaban yang benar dikalikan dengan
bobot nilai
Contoh:
Jawaban yang benar x 20
(3 : 20 = 60)

Tangerang, 2011
Mengetahui,
Guru Bahasa Inggris Peneliti

Masturoh Umiyati
 70

APPENDIX VIII

SOAL PRE-TEST

NAME :

CLASS :

Choose the correct answer by crossing (x) a, b, c, or d!

The text for question number 1-5 falls is a wonder of The Natural
Word!
One of the greatest waterfalls in
the whole world lies on the Zimbezi 1. Victoria Falls lies on…
river, which forms the border a. Zambia river
between Zambia and Zimbabwe. b. Zimbabwe river
Some people think it is one of the c. Zimbezi river
most beautiful sights in the world! d. America river
Upstream, the river flows through a 2. The height of the falls varies
wide valley. You could probably see from…feet to about…feet in the
Victoria Falls from 25 to 40 miles center.
away, and see its spray rising 1000 a. 256, 345 c. 265, 354
feet into the air from seven miles b. 625, 354 d. 256, 354
away. 3. “mosi-oa-tuanya” the bold
typed sentence means…
Long before you even see the
a. Smoke that thunders
waterfalls you can hear the roaring of
b. Wonder of the Natural World
the water. The native people call it c. The great water fall
“mosi-oa-tuanya” which means d. The great river
“smoke that thunders” the falls were 4. The text tells us about…
formed by a deep rift in the roch that a. The Zimbezi river
lies directly across the path of the b. The Victoria falls
Zimbezi river. The rift was caused by
c. The Zimbabwe falls
movement of the earth about 150
d. The Victoria river
million years ago. At the broadest
5. The Victoria Falls was
point, the falls are 5,545 feet across. discovered by…
The height of the falls varies from a. David Livingstone in 1855
256 feet to about 354 feet in the b. David Livingstone in 1835
center. Victoria falls was discovered c. David Livingstone in 1845
by David Livingstone in 1855. The d. David Livingstone in 1825
falls were named in honor of Queen
Victoria. There is no wonder Victoria

The text for questions number 6-9
The Scotch terrier was as a kitten
as it sat in the kennel. I was so
surprised that no one wanted to take
it home. It had a green bow and
floopy ears. I asked my mom if I
could have that dog, but she said no
because I wouldn’t be able to take
care of it. I asked the man that owned
the kennel if I could hold the puppy.
He said “sure”. When I opened the
cage the cuddly puppy ran up to me,
jumped on me and licked me! I let
my mom hold the pup and she just
couldn’t resist getting the dog
because it was so soft and cuddly! I
was so happy that I got my own
puppy to love! I also gave him a
name and it was Christmas because I
got him two days before Christmas. I
have kept the green bow he had on,
to remind me of the day I got him.
6. The Scotch terrier is…
a. A kind of dog
b. A kind of kitten
c. A kind of cat
d. A kind of rabbit
7. The writer mention that Scotch
terrier is a kitten because…
a. It looks like a cat
b. It is small and has many
similarities as a kitten
c. Because it has heavy fur and
short ears
d. None of the above option
8. The writer’s mom at first didn’t
allow her to take care of it
because…
71
a. She thought that she wouldn’t
like it
b. She thought that it wouldn’t
much time to spend to it
c. She thought that she would not
be able to take care of it
d. She thought that it was
expensive to buy
9. The writers call her scotch with…
a. Puppy c. Cuddly
b. Scotch d. Christmas
Text for questions number 10-15
Watson and the Shark is a
painting by John Singleton Copely.
In the foreground of the painting, one
naked man is being attacked by a
huge gray Shark in the cold choppy
sweater. One small overloaded
rowboat is near the naked man and
the frightening shark. There are nine
horrified men in this rowboat. They
are trying to rescue the naked man.
One young man takes a long spear
and wants to kill the shark. Some
people are reaching for his hand, and
some are throwing a rope for him to
catch. In the background of the
painting, under the dark and cloudy
sky, there are many ships stopping in
the stormy harbor. Te whole painting
makes people feels tension and fear.
10. Watson and the Shark is kind of…
a. Painting c. Picture
b. Drawing d. Calendar
11. …. Is a painter of the painting
a. Watson and Shark
b. John Singleton Copely
c. Watson
 72

d. Shark 17. I enjoy my job because…

12. The water in the painting like…
a. Aquarium water c. Pond water
b. River water d. Seawater
13. The setting of the painting takes
place at…
a. Ship c. Harbor
b. Building d. sky
14. The people look …. seeing the
painting
a. Surprised c. Fear
b. Happy d. Interest
15. There are … horrified man in the
rowboat.
a. Ninety c. Nineteen
b. Nineteenth d. Nine
Text for questions number 16-17
I am forty years old, rather tall
and I have blue ayes and short black
hair. I wear casual clothes as I teach
students in a relaxed atmosphere. I
enjoy my job because I get to meet
and help so many different people
from all over the world. During my
spare time, I like playing tennis which
I play at least three times a week. I
also love listening to classical music
and I must admit that I spend a lot of
money on buying new CDs! I live in a
pretty seaside town on the Italian
coast. I enjoy eating great Italian food
and laughing with the likeable people
who live here.
a. I didn’t get many friends
b. I can’t meet with many people
c. I can meet and help so many
different people
d. I love my job
18. My hobby also…
a. Listening to the radio
b. Listening to the classical music
c. Listening to the jazzy music
d. Listening to the modern music
19. The purpose of descriptive text
is…
a. To describe and reveal a
particular person, things and
place.
b. To report a particular person,
things and place.
c. To discuss a particular person,
things and place.
d. To explain a particular person,
things and place.
20. The descriptive text is a text
which tells us…
a. A person
b. A things
c. A place
d. A person, things and place

16. I play tennis at least …. Times a

week.
a. Two c. Three
b. Four d. One
APPENDIX IX

SOAL POST-TEST
NAME :
CLASS :

Choose the correct answer from a, b, c or !

The text for question number 1-5 by David Livingstone in 1855. The
falls were named in honor of Queen
One of the greatest waterfalls in Victoria. There is no wonder Victoria
the whole world lies on the Zimbezi Falls is a wonder of The Natural
river, which forms the border Word!
between Zambia and Zimbabwe.
Some people think it is one of the 1. Victoria Falls lies on…
most beautiful sights in the world! a. Zambia river
Upstream, the river flows through a b. Zimbabwe river
wide valley. You could probably see c. Zimbezi river
Victoria Falls from 25 to 40 miles d. America river
away, and see its spray rising 1000 2. The height of the falls varies
feet into the air from seven miles from…feet to about…feet in the
away. center.
a. 256, 345 c. 265, 354
Long before you even see the b. 625, 354 d. 256, 354
waterfalls you can hear the roaring of 3. “mosi-oa-tuanya” the bold
the water. The native people call it typed sentence means…
“mosi-oa-tuanya” which means a. Smoke that thunders
“smoke that thunders” the falls were b. Wonder of the Natural World
formed by a deep rift in the roch that c. The great water fall
lies directly across the path of the d. The great river
Zimbezi river. The rift was caused by 4. The text tells us about…
movement of the earth about 150 a. The Zimbezi river
million years ago. At the broadest b. The Victoria falls
point, the falls are 5,545 feet across. c. The Zimbabwe falls
The height of the falls varies from d. The Victoria river
256 feet to about 354 feet in the
5. The Victoria Falls was
center. Victoria falls was discovered
discovered by…

73

a. David Livingstone in 1855
b. David Livingstone in 1835
c. David Livingstone in 1845
d. David Livingstone in 1825
The text for questions number 6-9
The Scotch terrier was as a kitten
as it sat in the kennel. I was so
surprised that no one wanted to take
it home. It had a green bow and
floopy ears. I asked my mom if I
could have that dog, but she said no
because I wouldn’t be able to take
care of it. I asked the man that owned
the kennel if I could hold the puppy.
He said “sure”. When I opened the
cage the cuddly puppy ran up to me,
jumped on me and licked me! I let
my mom hold the pup and she just
couldn’t resist getting the dog
because it was so soft and cuddly! I
was so happy that I got my own
puppy to love! I also gave him a
name and it was Christmas because I
got him two days before Christmas. I
have kept the green bow he had on,
to remind me of the day I got him.
6. The Scotch terrier is…
a. A kind of dog
b. A kind of kitten
c. A kind of cat
d. A kind of rabbit
7. The writer mention that Scotch
terrier is a kitten because…
a. It looks like a cat
b. It is small and has many
similarities as a kitten
c. Because it has heavy fur and
short ears
74
d. None of the above option
8. The writer’s mom at first didn’t
allow her to take care of it
because…
a. She thought that she wouldn’t
like it
b. She thought that it wouldn’t
much time to spend to it
c. She thought that she would not
be able to take care of it
d. She thought that it was
expensive to buy
9. The writers call her scotch with…
a. Puppy c. Cuddly
b. Scotch d. Christmas
Text for questions number 10-15
Watson and the Shark is a
painting by John Singleton Copely.
In the foreground of the painting, one
naked man is being attacked by a
huge gray Shark in the cold choppy
sweater. One small overloaded
rowboat is near the naked man and
the frightening shark. There are nine
horrified men in this rowboat. They
are trying to rescue the naked man.
One young man takes a long spear
and wants to kill the shark. Some
people are reaching for his hand, and
some are throwing a rope for him to
catch. In the background of the
painting, under the dark and cloudy
sky, there are many ships stopping in
the stormy harbor. Te whole painting
makes people feels tension and fear.
10. Watson and the Shark is kind of…
a. Painting c. Picture
b. Drawing d. Calendar
 75

16. I play tennis at least …. Times a

11. …. Is a painter of the painting week.
a. Watson and Shark a. Two c. Three
b. John Singleton Copely b. Four d. One
c. Watson 17. I enjoy my job because…
d. Shark a. I didn’t get many friends
12. The water in the painting like… b. I can’t meet with many people
a. Aquarium water c. Pond water c. I can meet and help so many
b. River water d. Seawater different people
13. The setting of the painting takes d. I love my job
place at… 18. My hobby also…
a. Ship c. Harbor a. Listening to the radio
b. Building d. sky b. Listening to the classical music
14. The people look …. seeing the c. Listening to the jazzy music
painting d. Listening to the modern music
a. Surprised c. Fear 19. The purpose of descriptive text
b. Happy d. Interest is…
15. There are … horrified man in the a. To describe and reveal a
rowboat. particular person, things and
a. Ninety c. Nineteen place.
b. Nineteenth d. Nine b. To report a particular person,
things and place.
Text for questions number 16-17 c. To discuss a particular person,
I am forty years old, rather tall things and place.
and I have blue ayes and short black d. To explain a particular person,
hair. I wear casual clothes as I teach things and place.
students in a relaxed atmosphere. I 20. The descriptive text is a text
enjoy my job because I get to meet which tells us…
and help so many different people a. A person
from all over the world. During my b. A things
spare time, I like playing tennis which c. A place
I play at least three times a week. I d. A person, things and place
also love listening to classical music
and I must admit that I spend a lot of
money on buying new CDs! I live in a
pretty seaside town on the Italian
coast. I enjoy eating great Italian food
and laughing with the likeable people
who live here.
APPENDIX X

THE ANSWER KEY OF PRE-TEST AND POST-TEST

1. C
2. D
3. A
4. B
5. A
6. A
7. D
8. C
9. D
10. A
11. B
12. B
13. C
14. C
15. D
16. C
17. C
18. B
19. A
20. D

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APPENDIX XI

KISI-KISI PENULISAN SOAL

Jenis Sekolah : SMP Sunan Bonang

Mata Pelajaran : bahasa Inggris
Bentuk Soal : Pilihan Ganda

Kelas : VII

Nomor
No Standar Kompetensi Kompetensi Dasar Uraian Materi Indikator
soal

1 Memahami makna Merespon makna The text for question number 1-5
dalam teks tulis yang terdapat dalam One of the greatest waterfalls in the
fungsional pendek teks tulis fungsional whole world lies on the Zimbezi river,
sangat sederhana yang pendek sangat which forms the border between Zambia
berkaitan dengan sederhana secara and Zimbabwe. Some people think it is
lingkungan terdekat akurat, lancar dan one of the most beautiful sights in the
berterima yang world! Upstream, the river flows
berkaitan dengan through a wide valley. You could
lingkungan terdekat probably see Victoria Falls from 25 to
40 miles away, and see its spray rising
1000 feet into the air from seven miles
away.
Long before you even see the
waterfalls you can hear the roaring of

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the water. The native people call it

“mosi-oa-tuanya” which means “smoke
that thunders” the falls were formed by a
deep rift in the roch that lies directly
across the path of the Zimbezi river. The
rift was caused by movement of the
earth about 150 million years ago. At
the broadest point, the falls are 5,545
feet across. The height of the falls varies
from 256 feet to about 354 feet in the
center. Victoria falls was discovered by
David Livingstone in 1855. The falls
were named in honor of Queen Victoria.
There is no wonder Victoria Falls is a
wonder of The Natural Word!
Victoria Falls lies on… Mengidentifikasi informasi rinci 1
a. Zambia river (information detail)
b. Zimbabwe river
c. Zimbezi river
d. America river
The height of the falls varies from…feet 2
to about…feet in the center.
a. 256, 345 c. 265, 354
b. 625, 354 d. 256, 354
“mosi-oa-tuanya” the bold typed Menentukan arti kalimat yang sesuai 3
sentence means… dengan kalimat yang dicetak tebal
a. Smoke that thunders
b. Wonder of the Natural World
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c. The great water fall

d. The great river
The text tells us about… Menentukan main idea denngan tepat 4
a. The Zimbezi river
b. The Victoria falls
c. The Zimbabwe falls
d. The Victoria river
The Victoria Falls was discovered by… Mengidentifikasi informasi rinci 5
a. David Livingstone in 1855 (information detail)
2 Memahami Merespon makna b. David Livingstone in 1835
yang terdapat dalam c. David Livingstone in 1845
makna teks tulis
teks tulis fungsional d. David Livingstone in 1825
fungsional dan pendek sangat
sederhana secara The text for questions number 6-9
esei pendek sangat
akurat, lancar dan The Scotch terrier was as a kitten as
sederhana berterima yang it sat in the kennel. I was so surprised
berkaitan dengan that no one wanted to take it home. It
berbentuk
lingkungan terdekat had a green bow and floopy ears. I asked
descriptive dan my mom if I could have that dog, but
she said no because I wouldn’t be able
procedure yang
to take care of it. I asked the man that
berkaitan dengan owned the kennel if I could hold the
puppy. He said “sure”. When I opened
lingkungan
the cage the cuddly puppy ran up to me,
terdekat jumped on me and licked me! I let my
mom hold the pup and she just couldn’t
resist getting the dog because it was so
soft and cuddly! I was so happy that I

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got my own puppy to love! I also gave

him a name and it was Christmas
because I got him two days before
Christmas. I have kept the green bow he
had on, to remind me of the day I got
him.
The Scotch terrier is… Mengidentifikasi informasi rinci 6
a. A kind of dog (information detail)
b. A kind of kitten
c. A kind of cat
d. A kind of rabbit
The writer mention that Scotch terrier is Mengidentifikasi informasi rinci 7
a kitten because… (information detail)
a. It looks like a cat
b. It is small and has many
similarities as a kitten
c. Because it has heavy fur and short
ears
d. None of the above option
The writer’s mom at first didn’t allow 8
her to take care of it because…
a. She thought that she wouldn’t like
it
b. She thought that it wouldn’t much
time to spend to it
c. She thought that she would not be
able to take care of it
d. She thought that it was expensive
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to buy
The writers call her scotch with… Memilih kosa kata dengan tepat 9
a. Puppy c. Cuddly
b. Scotch d. Christmas
Text for questions number 10-15
3 Watson and the Shark is a painting
by John Singleton Copely. In the
foreground of the painting, one naked
man is being attacked by a huge gray
Shark in the cold choppy sweater. One
small overloaded rowboat is near the
naked man and the frightening shark.
There are nine horrified men in this
rowboat. They are trying to rescue the
naked man. One young man takes a long
spear and wants to kill the shark. Some
people are reaching for his hand, and
some are throwing a rope for him to
catch. In the background of the painting,
under the dark and cloudy sky, there are
many ships stopping in the stormy
harbor. Te whole painting makes people
feels tension and fear.
Watson and the Shark are kind of… Mengidentifikasi informasi 10
a. Painting c. Picture (information detail)
b. Drawing d. Calendar

…. Is a painter of the painting 11

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a. Watson and Shark

b. John Singleton Copely
c. Watson
d. Shark
The water in the painting like… 12
a. Aquarium water c. Pond water
b. River water d. Seawater
The setting of the painting takes place 13
at…
a. Ship c. Harbor
b. Building d. sky
The people look …. seeing the painting 14
a. Surprised c. Fear
b. Happy d. Interest
There are … horrified man in the
rowboat. 15
a. Ninety c. Nineteen
b. Nineteenth d. Nine

4 Memahami makna Merespon makna Text for questions number 16-17

teks tulis fungsional dan langkah I am forty years old, rather tall and I
dan esei pendek retorika secara have blue ayes and short black hair. I
sangat sederhana akurat, lancar dan wear casual clothes as I teach students in
berbentuk descriptive berterima dalam a relaxed atmosphere. I enjoy my job
dan procedure yang esei sangat because I get to meet and help so many
berkaitan dengan sederhana yang different people from all over the world.
lingkungan terdekat berkaitan dengan During my spare time, I like playing
lingkungan terdekat tennis which I play at least three times a
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dalam teks week. I also love listening to classical

berbentuk music and I must admit that I spend a lot
descriptive dan of money on buying new CDs! I live in a
procedure pretty seaside town on the Italian coast. I
enjoy eating great Italian food and
laughing with the likeable people who
live here.
I play tennis at least …. Times a week. Mengidentifikasi informasi rinci 16
a. Two c. Three (information detail)
b. Four d. One
I enjoy my job because…
a. I didn’t get many friends 17
b. I can’t meet with many people
c. I can meet and help so many
different people
d. I love my job
My hobby also…
a. Listening to the radio 18
b. Listening to the classical music
c. Listening to the jazzy music
d. Listening to the modern music

The purpose of descriptive text is… Memilih tujuan dari deskriptif teks 19
a. To describe and reveal a particular dengan benar
person, things and place.
b. To report a particular person,
things and place.
c. To discuss a particular person,

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things and place.

d. To explain a particular person,
things and place.
The descriptive text is a text which tells Mengidentifikasi pengertian tentang 20
us… deskriptif teks dengan benar
a. A person
b. A things
c. A place
d. A person, things and place

Tangerang, 2011
Peneliti

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