THE EFFECTIVENESS OF HERRINGBONE TECHNIQUE FOR TEACHING READING

(An Experimental Research at the Eighth Grade Students of Mts Darul Hikmah

Ngompak Ngrambe Ngawi in Academic Year 2017/2018)

THESIS

Submitted as Partial Requirements for the Degree of Undergraduate

in English Education Department

By:

ROFI’ IMROATUS SHOLIKHAH

SRN. 133221332

ENGLISH EDUCATION DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2017

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DEDICATION

This thesis is dedicated to:

 My beloved parents, Mr. Muchtarom and Mrs. Amini who have given a lot of

motivation, pray, and love for me.

 My beloved older sister, Dyna Maslukhiyati Rachmah who has given a lot of

support, and love.

 My Advisor Novianni Anggraini, M.Pd who has helped and guided me patiently.

 My beloved friends Zum’arini Juni Solechah, Anisa Fadila Kairoh, Suharyadi,

Mutiara Solikah who have helped and supported me in finishing my thesis.

 The big family of Joyful Class. I love you more. Thanks for everything and

togetherness.

 The big family of Wisma Haniva. Thanks for everyday to given a lot of intention,

spirit, and love.

 IAIN Surakarta

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MOTTO

    

 Sesungguhnya sesudah kesulitan itu ada kemudahan. (Q. S. Al-Insyiroh:6)

 Do not hesitate. Your future depends on your imagination. Throw away

your fear, we can do it. The entire key are in your possession. (Power, Kim

Junmyon)

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ACKNOWLEDGMENT

Alhamdulillah, all praises be to Allah, the single power, the Lord of the

universe, master of the Day of Judgment, God Almighty, for all blessings and mercies

so the researcher was able to finish this thesis entitled “The Effectiveness of

Herringbone Technique for Teaching Reading (An Experimental Research at the

Eighth Grade Students Of Mts Darul Hikmah Ngompak Ngrambe Ngawi In

Academic Year 2017/2018)”. Peace be upon Prophet Muhammad SAW, the great

leader and good inspiration of world revolution.

The researcher is sure that this thesis would not be completed without the

helps, supports, and suggestions from several sides. Thus, the researcher would like

to express her deepest thanks to all of those who had helped, supported, and

suggested her during the process of writing this thesis. This goes to:

1. Dr. H. Mudhofir, S.Ag. M.Pd. Rector of the State Islamic Institute of Surakarta.

2. Dr. Giyoto, M.Hum. The Dean of Islamic Education and Teacher Training Faculty

in the State Islamic Institute of Surakarta.

3. Dr. Imroatus Solihah, M.Pd. the Head of English Letter Department in the State

Islamic Institute of Surakarta.

4. Novianni Anggraini, M.Pd as the consultant for her guidance, precious advices,

and motivation for the researcher, also help to revise the mistake during the entire

process of writing this thesis.

5. All the lectures and staff of English Education Program and Teacher Training

Faculty in the State Islamic Institute of Surakarta.

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TABLE OF CONTENT

TITLE ........................................................................................................ i

ADVISOR SHEET .................................................................................... ii

RATIFICATION ....................................................................................... iii

DEDICATION ........................................................................................... iv

MOTTO ..................................................................................................... v

PRONOUNCEMENT ............................................................................... vi

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

TABLE OF CONTENT ............................................................................ ix

ABSTRACT ............................................................................................... xiii

LIST OF TABLE ...................................................................................... xiv

LIST OF FIGURE .................................................................................... xv

LIST OF APPENDICES .......................................................................... xvi

CHAPTER I: INTRODUCTION

A. Background of the Study................................................................. 1

B. Limitation of the Problem ............................................................... 4

C. Problem Statement .......................................................................... 5

D. The Objectives of the Study ............................................................ 5

E. The Benefits of the Study................................................................ 5

F. Definition of Key Term ................................................................... 6

CHAPTER II: REVIEW ON RELATED LITERATURE

A. Theoritical Description.................................................................... 8

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1. The Nature of Reading .............................................................. 8

2. Micro Skill and Macro Skill of Reading ................................... 9

3. Types of reading ........................................................................ 12

4. Teaching Reading...................................................................... 12

5. Principle for teaching Reading .................................................. 13

6. The Level of Reading ................................................................ 15

B. Review on Herringbone Technique ................................................ 18

1. The Definition of Herringbone Technique ................................ 18

2. Teaching Reading Using Herringbone Technique .................... 20

3. The Advantages and Disadvantages of Herringbone Technique 21

C. Review on Three Phase Technique ................................................. 23

1. Definition of Three Phase Technique ....................................... 23

2. Teaching Reading Using Three Phase Technique .................... 24

3. The Advantages and Disadvantages of Herringbone Technique 25

D. Review on Text ............................................................................... 25

1. Narrative text ............................................................................. 26

2. Recount Text ............................................................................. 27

E. The Difference between Herringbone Technique and

Three Phase Technique ................................................................... 29

F. Previous Related Study ................................................................... 31

G. Rationale ......................................................................................... 34

H. Hypothesis ....................................................................................... 36

CHAPTER III: RESEARCH METHODOLOGY

A. Research Method ............................................................................. 36

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B. Research Setting .............................................................................. 38

1. Place of the Research ................................................................ 38

2. Time of the Research ................................................................ 39

C. The Population, Sample, and Sampling .......................................... 39

1. Population ................................................................................. 39

2. Sample ....................................................................................... 39

3. Sampling ................................................................................... 40

D. Technique of Collecting Data ......................................................... 40

1. Try Out Test .............................................................................. 40

a. Validity................................................................................ 41

b. Reliability ............................................................................ 41

2. Test ............................................................................................ 42

E. Technique of Analyzing Data ......................................................... 43

1. Data Description........................................................................ 43

2. Prerequisite Test ........................................................................ 45

a. Normality ............................................................................ 45

b. Homogeneity ....................................................................... 46

3. Hypothesis Test ......................................................................... 46

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Data Description.............................................................................. 48

1. The Result of Pre-test ................................................................ 48

a. The Experiment Class ......................................................... 48

b. The Control Class................................................................ 51

2. The Result of Post-test .............................................................. 51

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a. The Experiment Class ......................................................... 51

b. The Control Class................................................................ 53

B. Pre-Requisite Test ........................................................................... 54

1. Normality Test .......................................................................... 54

2. Homogeneity ............................................................................. 55

C. Hypothesis Test ............................................................................... 56

D. Discussion ....................................................................................... 58

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions ..................................................................................... 62

B. Implication ...................................................................................... 62

C. Suggestions ..................................................................................... 63

BIBLIOGRAPHY ..................................................................................... 65

APPENDICES ........................................................................................... 66

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ABSTRACT

Rofi’ Imroatus Sholikhah. 2017. The Effectiveness of Herringbone Technique for

Teaching Reading (An Experimental Research at the Eighth Grade Students of Mts
Darul Hikmah Ngompak Ngrambe Ngawi in Academic Year 2017/2018). Thesis.
English Education Department, Islamic Education and Teacher Training Faculty.

Advisor : Novianni Anggraini, M.Pd

Keywords : Reading, Herringbone Technique, Experimental Design

The objective of this research are to find out there is any significant difference
between the students who are taught by using Herringbone technique and those who
are taught by using Three Phase technique for teaching reading at the eighth grade
students of MTs Darul Hikmah Ngompak Ngawi in the academic year of 2017/ 2018.
This research was carried out at MTs Darul Hikmah Ngompak from May 26th,
2017 until August 26th, 2017. Related to the objective of the research used
experimental research, the design of the research was Quasi-Experimental
Nonequivalent (Pre-Test and Post-Test design). The population of this research was
the eighth grade students of MTs Darul Hikmah Ngompak in the academic year of
2017/2018. From the whole population, the sample was taken by using cluster
random sampling. Two classes were taken as the sample where each class consist of
30 students. The experiment class is VIII A class that was taught by using
Herringbone technique, while the control class is VIII B class that was taught by
using Three Phase Technique. The techniques of collecting the data is test. The data
was analyzed using data description, prerequisite test and hypothesis testing.
Based on the result of data analysis, the researcher found that there was
significant difference between the students who are taught by using Herringbone
technique and who are taught by using Three Phase technique for teaching reading
for the eighth grade. It can be seen from calculation of t-test, where the mean score
of experiment class which was taught by using Herringbone technique is higher than
the mean score of control class which taught by using Three Phase technique. The
result of t-test computation is higher than t-table (𝑡𝑠𝑐𝑜𝑟𝑒 = 2.360) > (𝑡𝑡𝑎𝑏𝑙𝑒 = 2.045)
on the significant level 0.05. Ha is accepted when 𝑡𝑠𝑐𝑜𝑟𝑒 is higher than 𝑡𝑡𝑎𝑏𝑙𝑒 , while
H0 is rejected.

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LIST OF TABLE

Table 2.1 The Difference between Herringbone Technique and

Three Phase Technique .................................................................... 29

Table 3.1 Research Design ............................................................................... 37

Table 3.2 Research Activity ............................................................................. 37

Table 3.3 The Schedule of the Research .......................................................... 38

Table 4.1 Frequency Distribution of Pre-test Experiment Class...................... 49

Table 4.2 Frequency Distribution of Pre-test Control Class ............................ 50

Table 4.3 Frequency Distribution of Post-test Experiment Class .................... 52

Table 4.4 Frequency Distribution of Post-test Control Class .......................... 53

Table 4.5 The Result of Normality Test........................................................... 55

Table 4.6 Homogeneity Test of Pre-test .......................................................... 56

Table 4.7 Homogeneity Test of Post-test ......................................................... 56

Table 4.8 Presentage of Questionaire Herringbone Technique ....................... 57

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LIST OF FIGURE

Figure 2.1 Herringbone Diagram ..................................................................... 20

Figure 4.1 Histogram Data of Pre-test Experiment Class ................................ 50

Figure 4.2 Histogram Data of Pre-test Control Class ...................................... 51

Figure 4.3 Histogram Data of Post-test Experiment Class .............................. 52

Figure 4.4 Histogram Data of Post-test Control Class ..................................... 54

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LIST OF APPENDICES

Appendix 1. The List of Students .................................................................... 66

Appendix 2. Syllabus ....................................................................................... 68

Appendix 3. Lesson Plan of Experiment Class ................................................ 77

Appendix 4. Lesson Plan of Control Class ...................................................... 96

Appendix 5. The Blue Print of Try Out Test ................................................... 114

Appendix 6. Try Out Test ................................................................................ 115

Appendix 7.Validity And Reliability of Try Out Test ..................................... 136

Appendix 8. Blue Print of Pre-Test .................................................................. 147

Appendix 9. Pre-Test ....................................................................................... 148

Appendix 10. Blue Print of Post-Test .............................................................. 165

Appendix 11. Post-Test .................................................................................... 166

Appendix 12. Students’ Answer Sheet and Students’ Work Sheet .................. 183

Appendix 13. The Frequency Distribution of Experiment Class ..................... 206

Appendix 14. The Frequency Distribution of Control Class ........................... 212

Appendix 15. Normality Test ........................................................................... 218

Appendix 16. Homogeneity Test ..................................................................... 222

Appendix 17. Hypothesis Test ......................................................................... 226

Appendix 18. Photograph ................................................................................ 227

Appendix 19. Curriculum Vitae ....................................................................... 229

Appendix 20. Letters of Permission ................................................................. 231

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 CHAPTER I

INTRODUCTION

A. Background of the Study

Reading has a complicated process in its application. Fauziati

(2015:113) stated that reading is one of the language skills, which needed be

taught in language classroom. Students need to be able to read text in English

for their study. Learning English cannot be separated from learning its four

basic skills. Harmer (2001:199) stated that students are required to master four

English skills; they are listening, speaking, reading, and writing. Listening and

reading include passive or receptive skills, while speaking and writing includes

active or productive skills.

Reading as one of language skills, has a very important role. The

students should understand the reading for certain purpose. Clark (2006: 14)

states reason for reading is reading as a fun activity was the third most

frequently chosen reason. Fewer pupils read because it helps them understand

the world, teaches them about other people and helps them understand about

themselves.

There are many techniques and methods in teaching English would be

applied in teaching learning process. The teacher must select the techniques

and methods that are suitable to use in the classroom based on the situation and

the student need. The teaching reading technique that is used in teaching

reading would influence the students’ attention and their achievement. Brown

(2001:14) stated that technique were the specific activities manifested in the

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classroom that were consistent which method and therefore were in harmony

with an approach as well. In other words, Brown (2001:16) stated that

technique is any of a wide variety of exercises, activities, or tasks used in the

language classroom for realizing lesson objectives.

The researcher conducted observation on 18th Juli 2017 in MTs Darul

Hikmah Ngompak Ngrambe Ngawi which located at Jl. Ngrambe Ngawi.

Based on the observation that was done by the researcher and the interview

with the English teacher and the eighth grade students of MTs Darul Hikmah

Ngompak Ngrambe in teaching learning process, the teacher taught reading by

using Three Phase technique. Toprak (2009:21) stated that three phases are

pre-reading, while-reading and after-reading phases. In pre reading (warm-up,

into, before reading) activities introduce students to a particular text, elicit or

provide appropriate background knowledge. Then, in while reading exercises

help students develop reading strategies, improve their control of the foreign

language, and decode problematic text passages and then, in post reading (after,

follow-up, beyond reading) exercises first check students' comprehension and

then lead students to a deeper analysis of the text. The teacher asked the

students to read and complete the task by themselves individually. All of

students does not take part actively in this activity. Many passive learners in

classroom as long as process of teaching and learning.

Based on English syllabus of Junior High School, the standard

competence and the basic competence of English subject at the eighth grade

students of Junior High School, the achievement of reading is measured from

the ability to identify word meaning, main idea, supporting details, generic
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structure, and factual information even stated or unstated information. The

English teacher can use the technique to comprehend the reading text. The

technique which is needed for the students know and understand the text, so

the technique must be organized.

The Herringbone technique is chosen to teach reading. The benefits of

this technique is being able to answer and understand the question who, what,

when, why, where, and how can greatly help the students when reading and

comprehending text (Bouchard, 2005:54). The students answer the questions

listed in the fishbone graphic organizer. The answers of all the information in

one newly created sentence, becomes the main idea statement.

The researcher intended to try the teaching reading using Herringbone

technique. Bouchard (2005:54) stated that Herringbone technique is a graphic

organizer supports comprehension of text by providing a framework upon

which the who, what, when, why, where, and how questions can be visually

organized in relation to the main idea. Herringbone technique consist of a short

graphic organizer and it is a concrete way of helping English learners to find

the comprehensive idea in a paragraph or passage.

Learning how to organize and classify information is an important skill

for all students. Mc. Knight (2010: 50) stated that students would get the benefit

from this graphic organizer. Students should be encouraged to read and classify

information when students read. Students could use this graphic organizer

when taking notes for assigned reading as a way to organize and classify new

information.
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In this research, the researcher conducted an experimental research. The

research was carried out at MTs Darul Hikmah Ngompak in two classes, one

class was the experimental class which taught by Herringbone technique and

the other group was the control class which taught by using Three Phase

technique. This research is aimed to find out the effect of Herringbone

technique for teaching reading. Based on the explanation above, the researcher

is conducted entitled “The Effectiveness of Herringbone Technique for

Teaching Reading (An Experimental Research at the Eighth Grade Students

of Mts Darul Hikmah Ngompak Ngrambe Ngawi in Academic Year

2016/2017)”.

B. Limitation of the Problem

In this quantitative experimental research, the researcher would be focus

the topic. The researcher focuses on narrative text and recount text because the

kinds of text at the eighth grade students of Junior High School are narrative

text and recount text. The researcher would use Herringbone technique for

teaching reading process. The Herringbone technique would be put as an

experimental variable and Three Phase technique would be put as control class

variable for teaching reading process. The researcher focuses on the

Herringbone technique in teaching reading on narrative text and recount text.

The research tries to find out the effectiveness of using Herringbone technique

for teaching reading at the eighth grade students of MTs Darul Hikmah

Ngompak Ngawi in the academic year 2017/ 2018.

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C. Problem Statement

Based on the background of the study, the researcher tried to develop a

Herringbone technique for teaching reading at the eighth grade students in MTs

Darul Hikmah Ngompak Ngawi. The aim of this research for teaching reading

was to answer the following question: Is there any significant difference

between the students who are taught by using Herringbone technique and those

who are taught by using Three Phase technique for teaching reading at the

eighth grade students of MTs Darul Hikmah Ngompak Ngawi in the academic

year of 2017/ 2018?

D. The Objective of the Study

The researcher formulates the objective of this study was to know

whether there is any significant difference between the students who are taught

by using Herringbone technique and those who are taught by using Three Phase

technique for teaching reading at the eighth grade students of MTs Darul

Hikmah Ngompak Ngawi in the academic year of 2017/ 2018.

E. The Benefits of the Study

There are two kinds of benefit become the researcher’s concern. They

are theoretical benefit and practical benefit. After this research done, the

researcher hopes:

1. Theoretically

The theory in this research which is related to Herringbone

Technique can be used as a consideration for other researcher to do the next

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research. It can be useful information for those who want to do further

research related to increasing English subject. This research is expected to

be significant in English teaching learning process.

2. Practical Benefit

The practical benefits are following:

a. For the students

Hopefully the students can understand easier in in reading, and give a

reference to development Herringbone technique in teaching reading.

b. For the teacher

They develop their English learning by using Herringbone technique is

more effective technique. The researcher hopes this research can be a

reference for the teachers to teach their students.

c. For the researcher

It is hope that result of the experience in the MTs Darul Hikmah

Ngompak Ngrambe Ngawi can be useful in the future.

d. For the other Researcher

It can be references and give the view to the other researcher that the

researcher has contribution in teaching reading.

F. Definition of Key Term

In order to avoid misunderstanding and to have concept of the key term,

several terms are clarified. Those are:

1. Experimental Research

Experimental research is defined as a systematic process in which a

researcher can have control over variables under considerations to fulfill

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the objective of research process. An experiment ordinary is interested in

comparing the effect of different treatments (Sahu, 2013: 4).

2. Reading

Reading is one of the language skills which are taught in language

classroom. Students need to be able to read text in English for their study

(Fauziati, 2015:113). Reading refers to students’ comprehension of the

second year students of MTs Darul Hikmah Ngompak Ngawi.

3. Herringbone Technique

Herringbone technique is a graphic organizer supports

comprehension of text by providing a framework upon which the who,

what, when, why, where, and how questions can be visually organized in

relation to the main idea. The Herringbone technique is chosen to teach

reading. The benefits of this technique is being able to answer and

understand the question who, what, when, why, where, and how can greatly

help the students when reading and comprehending text (Bouchard,

2005:54).

4. Genre

Narrative text is a genre of the text for narrating problematic past

events that showing the problematic experience and resolution in order to

amuse or entertain (Pardiyono, 2007:93).

Recount text is a piece of texts that retells past events, usually in the

order in which they happened. The purpose of a recount is to give the

audience a description of what occurred and when it occurred. (Anderson,

1998).
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REVIEW ON RELATED LITERARURE

A. Theoretical Description

1. The Nature of Reading

Wallace (1992:4) states that reading is interpreting which means

reacting to a written text as a piece of communication. The written text

gives the meaning for communication, information to the reader. The

reader also gets a new knowledge that used in this life. In addition, Grellet

(1998:7) adds reading is constant process of guessing, and what one brings

to the text is often more important than what one finds it. The people should

be taught to use what they know to understand unknown words, whether

there are ideas or simple words.

Related to reading, Brown (2003:189) defines that reading as a

process of negotiating meaning; the readers brings to the text a set of

schemata for understanding it, and intake is the product of that interaction.

People consider reading is just like other activities. People just interpret

reading from what they see. People think that so many things happen on a

reader’s head while they are reading. Understanding meaning about what

the readers’ read.

Anderson (1998:7) states that reading is the process of constructing

meaning from written text. It is a complex skill requiring the coordination

of a number of interrelated sources of information. Reading is a process in

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which information from the text and the knowledge possessed by the reader

act together to produce meaning.

Furthermore, Nunan (2005:69) states that reading is a set of skills

that involves making sense and deriving meaning from printed word. In

order to read, we must be able to decode (sound out) the printed words and

also comprehend what we read. Reading is an important activity in life with

which one can update people knowledge. Reading is more than referring to

the activity of pronouncing the printed material or following each line of

written page. People have their own purposes why they read. It is also more

than recognizing words within a sentence. It includes whole ability of

thinking process to evaluate the information.

Based on the definition above, it can be stated that reading is a set

of skill that involves negotiating meaning of transferring printed word in

order to get message for understanding text from a written text as a piece

of communication.

2. Micro Skills and Macro Skills of Reading

A side from attending to genres of text, the skills and strategies for

accomplishing reading emerge as a crucial consideration in the assessment

of reading ability. Brown (2003:108) states that micro and macro skills

below represent the spectrum of possibilities for objectives in the

assessment of reading comprehension.

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a. Micro skill

1) Discriminate among the distinctive graphemes and orthographic

patterns of English.

2) Retain chunks of language of different length in short-term

memory.

3) Process writing at an efficient rate of speed to suit the purpose.

4) Recognize a core of words, and interpret word order pattern and

their significance.

5) Recognize grammatical classes (nouns, verbs, etc.), systems (e.g.,

tense, agreement, and pluralization), patterns, rules, and elliptical

forms.

6) Recognize cohesive device in written discourse and their role in

signaling the relationship between and among clauses.

b. Macro skills

1) Recognize the rhetorical form of written discourse of their

significance for interpretation.

2) Recognize the communicative function of written texts, according

to form and purpose.

3) Infer context that is not explicit by using background knowledge.

4) From described event, ideas, etc., infer links and connection

between events, deduce causes and effects, and detect such relations

as main idea, supporting idea, new information, given information,

generalization, and exam plication.

5) Distinguish between literal and implied meanings.

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6) Detect culturally specific references and interpret them in a context

of the appropriate cultural schemata.

7) Develop and use a battery of reading strategies, such as scanning

and skimming, detecting discourse markers, guessing the meaning

of words from context, and activating schemata for the

interpretation of texts.

3. Types of Reading

According to Brown (2003:189), there are four types of reading,

namely perceptive reading, selective reading, interactive reading and

extensive reading.

a. Perceptive

Perceptive reading involves attending to the component of large

stretches of discourse letters, words, punctuation, and other graphemic

symbols.

b. Selective reading

This category is largely an artifact of assessment formats. In

order to ascertain one’s reading recognition of lexical, grammatical, or

discourse features of language within very short stretch of language

c. Interactive reading

Include among interactive reading types are stretches of

language of several paragraphs to one page or more in which the reader

must, in psycholinguistic sense, interact with the text. That is reading

is a process of negotiating meaning: the reader brings to the text a set

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of schemata for understanding it, and it take is the product of that

interaction. Typical genres that land themselves to interactive reading

are anecdote, short narratives and descriptive, accepts from longer

texts, etc.

d. Extensive reading

Extensive reading applies to texts of more than a page, up to and

including professional articles, essays, technical reports, shorts stories,

and books.

4. Teaching Reading

Students need to be able to read text in English for their study.

Learning English cannot be separated from learning its four basic skills.

Harmer (2001:199) stated that students are required to master four English

skills; they are listening, speaking, reading, and writing. Listening and

reading includes passive or receptive skills, while speaking and writing

includes active or productive skills.

In addition, Broughton, et all (2003:101) stated teaching English as

a foreign language suggest a technique which may be illustrated by

following series if question about the sentence above concerning the men

with weapons. All such questioning is for teaching. It is in fact very close

to language manipulation and pattern practice.

Considering reading for learning, Harmer (2001:99) stated that

reading text also provide opportunities for students to learn vocabulary,

grammar, pronunciation and even good English models for English writing,
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the way sentences, paragraphs, or text are constructed. Last but not the

least, reading text can introduce interesting topics and stimulate discussion.

For those terms, understanding for designing reading techniques is

very important. Fauziati (2015:113) stated that reading is one of the

language skills which needed be taught in language classroom. When

reading text is very interesting and engaging in class room, the teaching

learning process would be successful. The teachers combine the languages

to teach in the classroom. Students are not only study about the material

but also they study about certain vocabularies related with the lesson.

Based on explanation above the researcher conclude that teaching

reading is one of the language skill which needed be taught in language

classroom to help students develop vocabulary, grammar, pronunciation,

knowledge and even good English models for English reading, the way

sentences, paragraphs, or text are constructed.

5. Principle for Teaching Reading

For these terms, Brown (1998:70-71) stated that there are principles

for teaching reading. There are:

a. Reading is not passive skill.

Reading is an incredibly active occupation. To do it

successfully, we have to understand what the words mean, see the

pictures the word painting, understand the arguments, and work out if

we agree with them.

b. Students need to be engaged with what they are reading

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Students who are not engaged with the reading text- not actively

interest in what they are doing- are likely to benefit from it. When they

are really fired up by the topic or the task, they get much more from

what is in front of them.

c. Students should be encourage to respond to the content of a reading

text, not just to the language

It is important to study reading text for the way they use

language, the number of paragraph they contain and how many times

they use relative clauses. But the meaning, the message of the text, is

just as important and we must give students a chance to respond to that

message in some way. It is especially important that they should be

allowed to express their feelings about the topic- thus provoking

personal engagement with it and the language.

d. Prediction is a major factor in reading

When we read text in our own language, we frequently have

good idea of the content before we actually read. Book covers give us

a hint of what’s in the book, photographs and headlines hint at what

articles are about and reports look like reports before we read a single

word. Teacher should give students hints so that they can predict what’s

coming too. It would make them be more effective and more engaged

readers.

e. Match the task to the topic

Once a decision has been taken about what reading text the

students are going to read, we need to choose good reading task, the
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right kind of question, engaging and useful puzzle etc. the most

interesting text can be undermined by asking boring and inappropriate

question. The most commonplace passage can be made really exciting

with imaginative and challenging task.

f. Good teachers exploit reading text to the full.

Any reading text is full of sentences, words, ideas, description

etc. it doesn’t make sense just to get students to read it and then drop it

to move on to something else. Good teachers integrate the reading text

into interesting class sequences, using the topic for discussion and

further tasks, using the language for study and later activation.

Based on the explanation above, it can be conclude that principle of

teaching reading are reading is not passive skill, students need to be

engaged with what they are reading, students should be encourage to

respond to the content of a reading text, not just to the language, prediction

is a major factor in reading, match the task to the topic, and good teachers

exploit reading text to the full.

6. The Level of Reading

There are some level of reading. Westwood (2001) state these levels

are often referred to as literal level, inferential level, critical level and

creative level. The explanations of these levels are as follows:

a. Literal level

At the literal level the basic facts are understood. The information

is contained explicitly within the text. Literal reading is related on what

 16

the text says. The literal level question can be answered by reading the

text, because the answer stated in the text. Reading for literal

comprehension, which involves acquiring information that is directly

stated in a selection.

b. Inferential level

At the inferential level the reader is able to go beyond what is

written on the page and add meaning or draw conclusions. Inferential

comprehension as about what the text means. The text does not always

mean exactly what it wrote, but the mean of the text. The text expect

readers to understand the information that give and to draw from it many

implied meanings.

c. Critical level

At the critical level the reader assesses the good sense of what he

or she is reading, its clarity, accuracy and any apparent exaggeration or

bias. Kennedy (1981: 232) says that after information has been found

and understood (literal reading) and its implied meanings have been

discovered and interpreted (inferential reading), the reader is ready to

evaluate it, to make judgments as to its application, accuracy, validity,

and worth.

d. Creative level

At the creative level the reader can take information or ideas from

what has been read and develop new ideas from them. The creative level

stimulates the reader to new and original thinking. Burns, et.al.

(1984:198) say that creative reading involves going beyond the material
 17

presented by the author. It requires readers to think as they read, just as

critical reading does, and it also requires them to use their imaginations.

Based on the explanation above, the levels of comprehension in

reading of this research included in all levels. The literal level which the

basic facts are understood, the inferential level which the reader is able to

understand what is written on the page and draw conclusion, the critical level

which the reader assesses what the reader read when its accuracy or bias, and

the last is creative level which the reader can take information or ideas from

what has been read and develop the new ideas from them. Those level

reading include recognizing the main idea, recognizing stated detail,

recognizing the author purpose, guessing the meaning of unfamiliar words,

recognizing sequence, inferring unstated detail, inferring referents, detecting

mood, drawing conclusion, and producing the new ideas. The readers may

have a different level in reading, but it would be more effective if they know

all about the levels. It can help them to know and understand about the

passage in reading.

B. Review on Herringbone Technique

1. The Definition of Herringbone Technique

Herringbone technique is one of the graphic organizer that support

success, active, effective learning in the classroom. Tierney, et all (1985)

stated that the 14 units of the book describe 87 strategies and practices,

including guided reading, the directed reading activity, book clubs, reading

recovery, word study, patterned language approach, process drama,

 18

author's chair, literature circles, K-W-L, word maps, graphic organizers,

PORPE, echo reading, and performance assessment.

Therefore McKnight (2010:1) stated that graphic organizers are

important and effective pedagogical tools for organizing content and ideas

and facilitating learners’ comprehension of newly acquired information.

Students are prompted to ask question and encouraged to build and apply

crucial thinking while developing tools for learning.

According to Bouchard (2005:54), stated that Herringbone

technique is a graphic organizer supports comprehension of text by

providing a framework upon which who, what, when, why, where, and how

questions can be visually organized in relation to the main idea.

Coe and Glass (2004:4) stated that the Herringbone Pattern is used

to help students identify the main idea and the related supporting ideas of a

lesson, text, or concept. It contains six questions that help students organize

the details of the text. The visual pattern of the Herringbone creates a

framework for students to take notes and sort information.

Thaler (2008:88) stated that a useful technique for analyzing a single

idea or text is the Herringbone technique, so-named because it resembles a

fish skeleton. Herringbone Technique consists of a short graphic organizer.

The students answer the questions listed in the fishbone graphic organizer.

The Herringbone diagram is designed to help students locate the main idea

of a selection.

Meanwhile, McKnight (2010:50) stated that the Herringbone

graphic organizer is used for establishing supporting details for main idea.
 19

It can be used to organize information for all content areas. Students would

benefit from this graphic organizer on chart paper. Learning how to

organize and classify information is an important skill for all students.

Students can use this graphic organizer when taking notes for assigned

reading as a way to organize and classify new information.

Jacob (2010:11) stated that Herringbone provides readers with a

framework for recognizing and recording main ideas and supporting details

during and after reading. The categories included in the diagram are often

the main idea like the spine of the fish and "who, where, what, why, when,

and how.

Based on those explanation above, it can be conclude that

Herringbone technique is a fishbone graphic organizer supports text by

providing a framework upon which who, what, when, why, where, and how

questions can be visually organized in relation to establishing supporting

details for main idea and it can be used to organize information for all

content areas.

2. Teaching Reading Using Herringbone Technique

The teaching reading using Herringbone technique which is

facilitated in a fishbone diagram has some activities on it. Bouchard

(2005:54) there are some procedures before starting Herringbone

technique. The steps of Herringbone technique are explained as follow:

a. The students work in pairs.

b. Select a text for students to read which is appropriate with the reading

level of the eighth grade.

 20

c. The teacher constructs a visual diagram of the Herringbone on the board

or overhead. The teacher shows the visual diagram of Herringbone

Technique to the students.

Figure 2.1 Herringbone Diagram

d. Discuss how the smaller bones (details) are attached to the backbone

(main idea) of the fish, which serves as the foundation. Then explain

how they all work together to provide structure (comprehension) to the

whole body (text).

e. Explain to students that they would be asked to look for information

that answers the following questions:

1) Who is the text talking about?

2) What did they do?

3) When did they do it?

4) Where did they do it?

5) How did they do it?

6) Why did they do it?

f. Allow time for students to read the text.

 21

g. Give them copies of the diagram and ask them to record the answers to

the questions on it. This can be done as a whole-class discussion

activity.

h. Show students how the information is organized around a main idea.

i. Using the information on the diagram, students formulate a main idea.

The main idea is written on the diagram.

j. After the students learn the procedure, they can complete the diagram

on their own. This can then be used as a basis for comparison and class

discussion. It can also serve as a springboard to writing.

k. The technique can be reversed and students can first formulate the main

idea and then identify the supporting details.

3. The Advantages and Disadvantages of Herringbone Technique

a. The Advantages of Herringbone Technique

Based on Gupta and Sleezer (2007:88-89), the advantages of

Herringbone Technique are s follow:

1) Herringbone diagrams permit a thoughtful analysis that avoids

overlooking any possible root causes for a need.

2) The Herringbone technique is easy to implement and creates an easy

to understand visual representation of the causes, categories of

causes, categories of causes and the need.

3) By using Herringbone diagram, you are able to focus the group on

the big picture as to possible causes or factors influencing the

problem/need.
 22

4) Even after the need has been addressed, the Herringbone diagram

show areas of weakness that once exposed can be rectified before

causing more sustained difficulties.

b. The Disadvantages of Herringbone Technique

Gupta and Sleezer (2007:88-89), the disadvantages of

Herringbone Technique are as follow:

1) The simplicity of a fishbone diagram can be both its strength and its

weakness. As a weakness, the simplicity of the Herringbone

diagram may make it difficult to represent he truly interrelated

nature of problems and causes in some very complex situation.

2) Unless you have an extremely large space on which to draw and

develop the Herringbone diagram, you may find that you are not

able to explore the cause and effect relationships in as much detail

as much detail as you would like to.

C. Review on Three Phase Technique

1. The Definition of Three Phase Technique

Fauziati (2015:119) stated that a fully developed reading activity

supports students as readers through pre-reading, while reading and post

reading. Williams in Alfaki (2013) reading activities involve the three

stages of pre-reading, while-reading, and post- reading. The aims of the

pre-reading phase are arousing the students’ interest in the topic or type of

text, motivating students to read the text by providing a purpose for reading,
 23

and activating students’ existing background knowledge in relation to the

topic and getting familiar with some language in the text.

Toprak (2009:21) stated that three phases are pre-reading, while-

reading and after-reading phases. Each of them has its own important role.

They are all necessary parts of a reading activity. In language classrooms,

these phases have to be put in consideration in order to achieve to develop

students’ reading skills. Pre-reading activities include: discussing author or

text type, brainstorming, reviewing familiar stories considering

illustrations and titles, skimming and scanning. While-reading exercises

help students develop reading strategies, improve their control of the

foreign language, and decode problematic text passages. Post-reading

exercises first check students' comprehension and then lead students to a

deeper analysis of the text, when warranted.

2. Teaching Reading Using Three Phase Reading

In order to make the structured teaching of reading, the researcher

divides the classroom systematically. In this case, Fauziati (2015:119)

states that there are three main stages in teaching reading as follows:

a. Pre-reading Activity

Pre-reading activities are used to prepare students for reading.

The activities during pre-reading may serve as preparation in several

ways. Samples for pre-reading activities may include; predicting

content and organization or sequence of information from title, talking

about the author background, skimming to find the main idea,

 24

reviewing over the comprehension question, and constructing semantic

webs.

b. While-reading Activity

In while reading activities, students check their comprehension

as they read. The purpose for reading determines the appropriate type

and level of comprehension. Students need to ask to ask themselves

when reading for specific information, pleasure and understanding the

text.

c. Post-reading Activity

Post reading activities function as a closing mark for a reading

class. Post-reading activities include answering question to show

comprehension of message to multiple choice or true/false question.

Students are given several possible summary-sentence and asked to say

which of them fits to the text.

3. The Advantage and Disadvantage of Three Phase Technique

The advantage of Three Phase Technique as follow:

a. Three phase technique is involved students to have activities when

having teaching and learning process

b. Every stage of this technique help students for reading activity

students to develop introductory paragraph

c. The every phases stage provides new concepts and vocabulary

promotes engagement and provides a means for prediction, integrate

the knowledge and information they bring to the text with new

information in the text and help students to articulate and process their
 25

understanding of what they have read and to think critically about the

text.

The disadvantage of Three Phase Technique as follow:

a. The teacher acted as the facilitator whenever the students needed to

ask anything about the lesson.

b. The students find out the information of the text after reading

activity.

D. Review on Text

Text is arranged of alphabetical that make word. Pardiyono (2007:2)

stated that text type that has functions as a frame reference that a text can

construct effectively, effective purpose and construction of text element also

diction. A piece of text is created when these words are put together to

communicate a meaning. Furthermore, based on the syllabus of eighth grade

of Junior High School, the researcher focused on narrative text and recount

text.

1. Narrative Text

a. The Definition of Narrative Text

Anderson (1998:9), a narrative is a place of text which tells a

story and in doing so, entertains of informs the reader or listener.

Furthermore Pardiyono (2007:93) states that narrative is a genre of the

text for narrating problematic past events that showing the

problematic experience and resolution in order to amuse or entertain.

 26

Siahan (2008:73) stated that narrative is any written English

text in which the writer want to amuse, entertain people and to deal

with actual or vicarious experience in different ways.

Based on the definition above narrative is a genre of the text

which tell a story for narrating problematic past events in order to

amuse, to entertain people and to deal with actual or vicarious

experience in different ways.

b. The Social Function of Narrative Text

Pardiyono (2007:93) narrative has function to amuse and give

the good lesson for the readers. Siahan (2008: 73) narrative text has a

function to amuse, entertain and to deal with actual or vicarious

experience in different way. Narrative deal with problematic events

which lead to a crisis or turning point of some kind, which in turn finds

a resolution.

c. The Generic Structure of Narrative Text

Pardiyono (2007: 95) states that the steps for conducting a

narrative text are orientation, complication, sequence of events

resolution and coda. A more detailed generic structure of narrative text

has been proposed by Anderson (1998:4) who argue that a narrative

text includes:

1) Orientation that sets the scene (when and where) and introduces

participants/character (who).
 27

2) Complication where a crisis arises and something happened

unexpectedly.

3) Resolution when the crisis is resolved in which the characters

finally sort out the complication.

4) A code which is closing to the narrative (an optional step).

d. Language Features of Narrative Text

Anderson (1998:8) argues the language features usually found

in a narrative are:

1) Specific characters

2) Time words that connect events to tell when they occur.

3) Verbs to show the actions that occur in the story.

4) Descriptive words to portray the characters and settings.

2. Recount Text

a. Definition of Recount Text

Recount is the text telling the reader what happened. Anderson

(1997) stated that recount text is a piece of texts that retells past events,

usually in the order in which they happened. In relation to recount,

Pardiyono (2007:63) stated that recount text is type text which is made

with the purpose to provide information about the activities of the past.

The purpose of the text is a text is a text which a series of events and

evaluate their significance in some way. It focuses on a sequence of

events. Based on the definition above, it can be conclude that recount

is type of the text which retell series of events or experiences in the

past.
 28

b. The Social Function of Recount Text

The purpose of a recount is to give the audience a description

of what occurred and when it occurred. (Anderson, 1997). In the other

purpose, Pardiyono (2007:63) stated that the purpose of the text is a

text is a text which a series of events and evaluate their significance

in some way. It focuses on a sequence of events.

It can be concluded that the purpose of the text is informing or

entertaining the reader about the activities of the past.

c. The Generic Structure of Recount Text

There are some elements in recount text. Pardiyono (2007: 64)

stated that generic structure of recount text consist of three past:

1) Orientation consist of topic of an activity or events which has to

tell in the text. The function of the orientation is to draw the

attention of the reader.

2) Events, this part contains record of activities or events in the past

which is told in chronological sequence activities.

3) Reorientation consist of conclusion summary of stated in the

record of event.

d. Language Features of Recount Text

According to Pardiono (2007: 75), the language features of

recount text as follows;

1) Active and Passive, is much influenced by the writer’s

orientation in expressing ideas.

 29

2) Past tense, which is marked with the use of past verb, becomes

the most dominant tense to be used for telling or describing

activities done in the past time.

3) Using adverb to open a sentence.

4) Using conjunction functioned as textual device

E. The Difference between Herringbone Technique and Three Phase

Technique

The differences of teaching step between Herringbone technique and

Three Phase technique can be seemed in the table below:

Table 2.1:
The Difference between Herringbone Technique and Three Phase Technique
Component of Herringbone Technique Three Phase Technique
Lesson Plan
Competence The students are able to The students are able to
Standard understand short essay in the understand short essay in the
form of recount and narrative form of recount and narrative
text text
Basic Competence Responding meaning in short Responding meaning in short
essay in the form of recount essay in the form of recount
and narrative text and narrative text
Indicator Students find the main idea, Students find the main idea,
purpose of the text, explicit purpose of the text, explicit
and implicit meaning of word and implicit meaning of word
and reference and reference
Material Narrative and Recount text Narrative and Recount text
Step of Teaching 1. Ask the students work in 1. Pre- reading activity, the
Reading pairs and select a text for teacher gives motivation
students to read to the students related to
2. The students draw visual the topic with gives the
diagram of the visual aids of the text
Herringbone on the board 2. While reading activity,
or overhead. the teacher asked the
3. Discussing how the students to read aloud the
smaller bones(details) are material, and mention the
attached to the participants of the text.
backbone(main idea) The teacher led the
student to predict the text
 30

4. Explaining how they all contain by asking them

work together to provide some question orally.
structure to whole text. 3. Post reading, the teacher
5. Students asked to look for asked the students some
information that answer questions related to the
WH question material without look at
the material, then teacher
gives question in written
answer to check the result
of the student in
understanding the
materials.
Component of Lesson Herringbone Technique Three Phase Technique
Plan
The differences 1. Student centered learning 1. Teacher centered learning
2. Build the students in 2. Place the student in
active reading and passive reading
thinking role 3. Find out the information of
3. The information of the the text after reading
text can be found as long activity
as reading activity

F. Previous Related Study

The researcher presents the previous study dealing with teaching

reading using Herringbone technique. The first title is “The Effectiveness of

Herringbone Technique to Teach Reading Viewed from Students’ Self-Esteem

(An Experimental Research at the Eight Grade Students of SMP IT Az Zahra

Sragen in the Academic Year 2012/2013). This research is conducted by Rani

Dianing R.S.P. from English Department Graduate School, Sebelas Maret

 31

Unuversity of Surakarta in 2014. The Research Was An Experimental Study.

The Research was conducted in SMP IT Az Zahra Sragen. The researcher used

cluster random sampling to get the sample. There were two classes used as

samples. They were experimental class which was taught with Herringbone

and the other class was as control class which was taught with direct

instruction. The instruments of collecting data were reading test and

questionnaire. The research findings show that: (1) Herringbone is more

effective than direct instruction to teach reading skill; (2) the students having

high self-esteem have better reading skill than the students having low self-

esteem; and (3) there is an interaction between teaching techniques and

students’ self-esteem in teaching reading skill. Based on the research findings,

this research was aimed to give and provide information and knowledge for the

teachers, readers, and other researchers who need information about

Herringbone technique to teach reading.

The second research with the title “The Effectiveness of Herringbone

Technique in Teaching Reading Narrative Text” (an experimental Research at

the Eighth Grade Students at SMP Negeri 1 Grobogan in the Academic Year

of 2012/2013). This research was conducted by Vania Devi Anggraeni

(09420082) from English Education Department Faculty of Languages and

Arts Education IKIP PGRI Semarang 2013). She used experimental research

with quantitative research measurement to find the mean. The experimental

class and the control class have no pre-test. But, the two groups are given the

different treatments. The experimental class is given a treatment by using

Herringbone Technique, and the control class is given a treatment by using

 32

Direct Instruction. After giving treatments, the two groups are given post-test.

The mean score of the experimental class (76,97) is higher than the mean score

of the control class (62,70). The t-test application to the scores of the two

groups shows that the t value (6,746) is higher than t-table (1,667). It can be

seen that there is significant difference in the achievement of students between

those who are taught by using Herringbone Technique (experimental class) and

by using Direct Instruction (control class) in reading narrative text. The

differences between her research and my research are this research was

conducted with Eighth Grade Students at SMP Negeri 1 Grobogan in the

Academic Year of 2012/2013 and I will do my research with eighth grade

students of MTs Darul Hikmah Ngompak Ngrambe Ngawi, and my research

used non probability sampling while her research used cluster sampling. In

addition to that, I will collect the data through test, and questionnaire, while her

research collected the data through test, questionnaire, interview, and

observation. The similarities between her research and my research are the

technique that used to teach recount text, and research design.

The third is “The Effectiveness of Herringbone Technique to Improve

Students’ Reading Comprehension at Eighth Grade Students of MTs Al Huda

Kedungwaru Tulungagung Academic Year of 2013-2014”. This research is

conducted by Septawan, M. Rijal (2014) from Faculty of Tarbiyah and Teacher

Training, State Islamic Institute (IAIN) of Tulungagung. The research finding

of this research that Herringbone technique is effective to improve students’

reading comprehension especially in reading narrative text. The result of this

research shows that based on statistical calculation using SPSS 20.0, it was
 33

found that the statistical test by using t-test shows that t-test empiric value

(tcount) is (9.867) and then t-critic value (ttable) at 0.05 % level significance

is (1.711). It means that t-empiric value (tcount) was bigger than t-critic value

(ttable) with degree of freedom (df) 24 and the level of significance 5%.

Finally, based on the explanation above, it can be seen that the null hypothesis

(Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, it can

conclude that Herringbone technique is effective to improve students’ reading

comprehension especially in reading narrative text.

Based on previous studies have been conducted with the similar

technique namely Herringbone technique. The differences of the previous

studies were used experimental research with other design. And this research

focused on the effect of Herringbone technique for teaching reading. This

research would take place in MTs Darul Hikmah Ngompak Ngrambe Ngawi.

G. Rationale

The experiment of the research, teaching reading by using Herringbone

technique help the teacher and students to create context in which the language

is useful and meaningful. Students’ competence in reading is influenced by

many factors. One of them is a technique used by the teacher in learning

process. This research would use Herringbone technique as teaching technique.

The Herringbone technique is teaching technique that actively involves the

students in the teaching learning process. Because it is student-centered

technique, the role of the teacher is not dominant. The students have lots of

opportunity to express their ideas and creativity. This technique consist of fun

and attractive steps that would increase students’ reading achievement and
 34

comprehension. Students would learn best when they are involved in teaching

and learning process.

Based on the explanation above, there are many reasons why

Herringbone technique is one of affective technique. The Herringbone

technique contributes as the technique to help the teacher to teach the material

easily. By applying this technique, it is used to help students identify the main

idea and the related supporting ideas of a lesson, text, or concept. It contains

six questions that help students organize the details of the text. The visual

pattern of the Herringbone creates a framework for students to take notes and

sort information.

It is expected that the material is be able to be received by the students

easily too. The use of Herringbone technique can catch the students’ attention,

so it is expected that they felt more interested in learning the material. Besides,

the use of Herringbone technique could give the students visualization about

the text. Therefore, it is assumed that Herringbone technique is more effective

to teach reading.

H. Hypothesis

Based on the theory above, the hypothesis can be formulated as follows:

1. Alternative Hypothesis (Ha) = There is any significant difference between

the students who are taught by using Herringbone technique and those who

are taught by using Three Phase technique for teaching reading at the

eighth grade students of MTs Darul Hikmah Ngompak Ngawi in the

academic year of 2017/ 2018.

 35

2. Null Hypothesis (Ho) = There is no significant difference between the

students who are taught by using Herringbone technique and those who

are taught by using Three Phase technique for teaching reading at the

eighth grade students of MTs Darul Hikmah Ngompak Ngawi in the

academic year of 2017/ 2018.

 CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

This research was experimental research. An experiment ordinary is

interested in comparing the effect of different treatments. An experimental

design is used in which achievements were assessed both before and after an

experimental treatment. The data are collected on an instrument that measures

achievements, and the information collected was analyzed using statistical

procedures and hypothesis testing. The researcher applied an experimental

research with quantitative approach in order to determine if the treatment

would influence an outcome. The experimental research has been chosen

because the researcher measure the effect of Herringbone technique as a

teaching technique. Here, the researcher uses quasi experimental design,

Quasi-experimental Nonequivalent (Pre-Test and Post-Test) Control-Group

design. This design did not include the use of random assignment. In this

design, a popular approach to quasi-experiments, the experimental class A and

the control class B are selected without random assignment. Both groups take

a pre-test and post-test.

In doing so, the eighth grade students of MTs Darul Hikmah Ngompak

Ngrambe Ngawi would be chosen to be subject of research. The experimental

class was VIII A and the control class was VIII B. The experimental class

would be taught reading by using Herringbone technique, while the control

class would be taught by using Three Phase Technique. At the end of the

36
 37

treatments, both the experimental and control class were given posttest. This

research was designed to described and to prove the influenced of using

Herringbone technique for teaching reading. The sample of this research was

taken using cluster random sampling technique from three classes as

population. The data was used in the research were pretest and posttest. The

research design could be seen from the table as bellow.

Table 3.1 Research Design

Group Pretest Treatment Post Test

Experiment Class O1 X1 O2
Control Class O1 X2 O2

Where:

O1 : pretest

X1 : treatment for student using Herringbone technique

X2 : treatment for student using Three Phase technique

O2 : post test

The following below are the table steps to do research

Table 3.2 Research Activity

Experiment Class Control Class

Pre-Test Pre-Test
Treatment using Herringbone technique Treatment using Three Phase technique
1. Narrative Text “ Snow White” Narrative Text “ Snow White”
2. Babu and The Lion 2. Babu and The Lion
3.A Lion and a Mouse 3.A Lion and a Mouse
4. Dina Won the Match 4. Dina Won the Match
5. Dani’s Vacation 5. Dani’s Vacation
Post Test Post Test
Score
Data Analized
 38

The researcher would to know the effectiveness of using Herringbone

technique for teaching reading of the of eighth grade students at MTs Darul

Hikmah Ngompak Ngrambe Ngawi in the academic year of 2017/2018.

B. Research Setting

1. Place of the Research

This research would conduct in the eighth grade students of MTs

Darul Hikmah Ngompak Ngrambe Ngawi that is located in Jl. Raya

Ngrambe-Walikukun Km. 03. Ngrambe Ngawi, phone number (0351)

671094.

2. Time of the research

The researcher conducted in first semester. The schedules for the

activities are as follow:

Table 3.3

The Schedule of Research

Month
Activities Feb March April May June July August Sep
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Title
consultation
Proposal Draft
Proposal
seminar
Instrument
Consultation
Data
collection and
analysis
Thesis
examination
Accomplished
research report
 39

C. Population, Sample, and Sampling

1. Population

Sugiyono (2010:61) stated that population is not only about the

quantity of the subject or object that is going to be learned, but also involves

the whole characteristics of the subject or object. The population of this

research is the eighth grade students at MTs Darul Hikmah Ngompak

Ngrambe Ngawi in academic year 2017/2018. There are three classes for

the eighth grade students of the school. They are classified in to VIII A,

VIII B and VIII C.

2. Sample

The researcher took sampling decision early in the overall planning

to take sample of the research. Sample is considerably smaller than the

population, though the case of a relatively small population, the sample

may be nearly the same size. All the population could be determined as

sample. Johnson and Christensen (2010:217) express that a sample is a set

of elements taken from a larger population according to a certain rules. It

is possible for the researcher to take all the classes of the eighth grade

students of MTs Darul Hikmah Ngompak Ngrambe Ngawi. The samples

of this research are the VIII A, VIII B, and VIII C. VIII A as experiment

class that would be taught by using Herringbone technique, VIII B as

control class that would be taught by using Three Phase technique, and VIII

C as tryout class. Tryout class is used to examine the instrument pre-test

and posttest.
 40

3. Sampling

Sampling is also as a way to select number of individuals as a

sample which represent the population. Sugiyono (2010:81) states that

sampling is a technique used to get the sample. In this research, the

researcher uses Cluster Random Sampling. Cluster Random Sampling is

used to determine the sample in a very broad object. The population must

be statistically equivalent. The procedures of cluster random sampling

were:

a. Writing down the name of each class on small piece of paper

b. Rolling the paper and putting them into a can

c. Shaking the can well

d. Dropping two rolled papers and determining them as sample.

e. Taking one rolled paper from the sample, then determine it as an

experimental class and the other one as a control class.

The result of this cluster random sampling is VIII A for

experimental class and VIII B for control class. The researcher took 30

students in each class.

D. Technique of Collecting Data

1. Try Out Test

Before the items are implemented, those items were tried test. The

tryout was given to know whether the instrument is valid and reliable or

not. The try out test would be given to other class that is not experiment

and control class. The try out class was VIII C. There are 30 students in this
 41

class. The researcher should check the readability from the text to measure

the validity and reliability of the test. This can be done by giving the try out

to the students.

a. Validity

The instrument would be tried out in the school where the

researcher takes research to examine the validity. The researcher would

give one score for the correct answer and zero score for the wrong

answer, then check its validity using Product-Moment formula:

𝑁 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑥 2 −(∑ 𝑥)2 }{𝑁 ∑ 𝑦 2 −(∑ 𝑦)2 }

Where:

rxy = the coefficients of correlation between X and Y

N = the total of subject of experiment

x = score of item

y = total score

∑ 𝑥 = the sum of score of X item

∑ 𝑦 = the sum of score of Y item

b. Reliability

Reliability refers to the consistency of test score. Brown

(2003:22) states that a reliable test is consistent and dependable. Burke

(2000:100) stated that reliability refers to the consistency or stability of

the scores obtained from a test. After the valid items are determined,

the test items reliability of the instrument would be determined by using

 42

Spearman Brown Formula 20 reliability test which is used in this

research is multiple choice type.

The formula is as bellow:

2(𝑟𝑥𝑦 )
𝑟11 = 1+𝑟𝑥𝑦

Where:

r11 = reliability instrumens

rxy = the result of product moment (siregar, 2013: 65)

The following step is to consult the score with r product moment

table. The instrument is reliable if r obtained or r11 is higher than r table

or ro > rt.

2. Test

In collecting the data, the researcher uses test. A test, in simple

terms, is a method of measuring a person’s ability, knowledge, or

performance in a given domain (Brown, 2004: 3). The researcher gave test

to know how far students’ reading achievement in the form of written test.

Creswell (2012:297) states that the test divide into two:

a. A pretest provides a measure on some attribute or characteristic that

you assess for participants in an experiment before the students receive

a treatment.

b. A posttest is a measure on some attribute or characteristic that is

assessed for participants in an experiment after a treatment. This would

 43

be assessing students’ achievement toward reading at the end of the

study after the experimental treatment.

A pretest–posttest comparison of achievement toward reading

would provide a clearer reading on actual treatment behavior than using the

posttest measure alone would.

E. Technique of Analyzing Data

1. Data Description

The descriptive analysis consist of mean, median, mode and

standard deviation of reading score. The formulas of the mean, median,

mode and standard deviation are as follows:

a. Mean

The mean is adding a list of score then divided by the number of score.

Mean, also known as arithmetic average, is the most common measure

of central tendency and may be defined as the value which we get by

dividing the total of the values of various given items in a series by the

total number of items.

The formula of mean score manually is as follows:

∑𝑋
𝑋̅ = 𝑁

Where:

𝑋̅ = the mean

∑ 𝑋 = the sum of score

N = the number of students

 44

b. Median

Median is the value of the middle item of series when it is arranged in

ascending or descending order of magnitude.

The formula of median is as follows:

n
− cfb
Md = L + i (2 )
fw

Where:

Md = median

L = the lower limit of the interval which the median lies

i = interval (class width)

n = the sum of students

fw = the frequency of cases within the interval containing the median

cfb = the cumulative frequency in all interval above the interval

containing the median

c. Mode

The mode is the most commonly or frequently occurring value in a

series. The mode in a distribution is that item around which there is

maximum concentration. The formula of median is as follows:

𝑓1
Mo = L + i ( )
𝑓1 + 𝑓2

Mo = mode

L = the lower limit of the interval which the median lies

i = interval (class width)

 45

f1 = the frequency of the interval containing mode reduced by that

of the previous interval

f2 = the frequency of the interval containing mode reduced by that

of the following interval

d. Standard deviation

Standard deviation is defined as the square-root of the average of

squares of deviations, when such deviations for the values of individual

items in a series are obtained from the arithmetic average.

The formula of standard deviation is as follows:

(∑ 𝑓𝑖 𝑋𝑖 ) 2
∑ 𝑓 𝑖 𝑋𝑖 −
𝑆=√ 𝑛
𝑛−1

Where:

S = standard deviation

fi = the frequency of all cases

xi = mid point of the interval (class width)

n = the sum of students

2. Prerequisite Test

Before giving the treatments, the data would be tested by using pre-

requisite test. It consists of the normality and homogeneity test.

a. The normality test

The normality is used to know that the sample in normal distribution.

The normality test with Liliefors method is used to find out the

distribution data. There several steps are as follows:

 46

1) Determining X1, sort score from the lowest score until the highest

score.

2) Determining the Z1 score, using formula:

̅̅̅
(𝑥1 −𝑥)
𝑍= 𝑠

3) To determining F(Z1), using formula:

F(Z1) = 0,5 – (Look the value of Z1 based on Standard Normal

Distribution table)

4) To determining S(Z1), using formula:

𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠𝑛𝑢𝑚𝑏𝑒𝑟
𝑆(𝑍1 ) = 𝑡ℎ𝑒𝑠𝑢𝑚𝑜𝑓𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

5) To determining the normality, Lo = F(Z1) – S(Z1)

Lo = is the highest value of normality

Lt = is the value from the Liliefors table

The data is normal if Lo is lower than Lt or Lo< Lt and the data is

abnormal if Lo is higher than Lt or Lo> Lt.

b. Homogeneity test

The homogeneity test is used to know whether one group pretest

posttest design that are taken from population have homogeneity or not.

The formula of homogeneity test as follows:

Criteria:

(Xo)2< (Xt)2 = the data are homogeneous.

(Xo)2> (Xt)2 = the data are not homogeneous.

 47

3. Hypothesis testing

The hypothesis testing is use to prove whether there is a significant

difference in teaching reading using the treatment. To examine hypothesis

use t-test, there are two formulas to examine hypothesis. The researcher

uses T-test independent formula to find significant differences.

𝑋̅1 − 𝑋̅2
t =
∑ 𝑋1 2 +∑ 𝑋2 2 1 1
√ ( + )
𝑛1 + 𝑛2 −2 𝑛1 𝑛2

Where:

𝑋̅1 = the average of students score (experimental class)

𝑋̅2 = the average of students score (control class)

∑ 𝑋1 2 = the quadreate sum of students score (experimental class)

∑ 𝑋2 2 = the quadreate sum of students score (experimental class)

n = the sum of students

The hypothesis is in the form of Null hypothesis (Ho) and alternative

Hypothesis (Ha). The conclusion is gained as follows:

If t0 > t-t , the Ha is accepted or H0 is rejected.

If t0 < t-t , the H0 is accepted or Ha is rejected.

Ha : The use of Herringbone technique is not effective in teaching

reading. The criteria is Ha (alternative hypothesis) is accepted if alpha level

is lower than 0.05 (α < 0.05)

H0 : The use of Herringbone technique is not effective in teaching

reading. The criteria is Ho (null hypothesis) is accepted if alpha level is

higher than 0.05 (α > 0.05)

 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Data Description

The purpose of this research was to know whether there is any

significant difference between the students who are taught by using

Herringbone technique and those who are taught by using Three Phase

technique for teaching reading at the eighth grade students of MTs Darul

Hikmah Ngompak Ngawi in the academic year of 2017/ 2018. The researcher

took VIII A as the experimental class taught by using Herringbone technique

and VIII B as the control class taught using Three Phase technique.

The data presented are the result of the reading test. After giving the

treatments to both of group, the researcher gave a test to the students. The score

of the students were compared by using T-test formula to know whether there

is any significant difference between two classes. The description includes the

mean, mode, median, standard deviation, frequency distribution then followed

by histogram.

The researcher got the data from pre-test was done before treatment and

post-test was given after the treatment finished. The data of each group were

presented as follows:

1. The Result of Pre-Test

a. The Experiment Class

The descriptive data analysis of pre-test reading in

experimental class who taught by using Herringbone technique. The

48
 49

students got scores 50 up to 83. Based on the table frequency can be

found that the mean of the test is 65.10, while the mode is 65.1, the

median is 66.64, which standard deviation is 9.02. From the

description data, the highest score is 83, and the lowest score is 50.

The range (r) is 33 and the number of classes is 6. The class width

(interval) is 6. The frequency distribution of the data in Table 4.1, as

follows:

Table 4.1:
Frequency Distribution of Reading Pre-Test Experimental Class
Class Class Midpoint Frequency
Percentage
Limit Boundaries (xi) (fi)
50-55 49.5-55.5 52.5 7 23.33
56-61 55.5-61.5 58.5 5 16.67
62-67 61.5-67.5 64.5 4 13.33
68-73 67.5-73.5 70 8 26.67
74-79 73.5-79.5 76.5 3 10.00
80-85 79.5-85.5 82.5 3 10.00

Based on the table above it, it showed the frequency

distributes. The students who got the score around 49.5-55.5 were 7.

The students who got the score around 55.5-61.5 were 5. The students

who got the score around 61.5-67.5 were 4. The students who got the

score around 67.5-73.5 were 8. The students who got the score around

73.5-79.5 3 were 5, and the last around 79.5-85.5 were 3. Then the

frequency distribution of the pre-test data in experimental class can be

seen in the histogram that presented in figure 4.1, as follows:

 50

FREQUENCY
4

0
49,5-55,5 55,5-61,5 61,5-67,5 67,5-73,5 73,5-79,5 79,5-85,5
CLASS BOUNDARIES

Figure 4.1 The Histogram of Pre-Test Score of Experimental Class

b. The Control Class

The descriptive data analysis of pre-test reading in control class

who taught by using Three Phase technique. The students got scores

50 up to 83. Based on the table frequency can be found that the mean

of the test is 64.78, while the mode is 57.72, the median is 56.75,

which standard deviation is 9.52. From the description data, the

highest score is 83, and the lowest score is 50. The range (r) is 33 and

the number of classes is 6. The class width (interval) is 6. The

frequency distribution of the data in Table 4.2, as follows:

Table 4.2:
Frequency Distribution of Reading Pre-test Control class
Class Class Midpoint Frequency
Percentage
Limit Boundaries (xi) (fi)
50-55 49,5-55,5 52.5 5 16.67
56-61 55,5-61,5 58.5 9 30.00
62-67 61,5-67,5 64.5 4 13.33
68-73 67,5-73,5 70 6 20.00
74-79 73,5-79,5 76.5 3 10.00
80-85 79,5-85,5 82.5 3 10.00
 51

Based on the table above it, it showed the frequency

distributes. The students who got the score around 49.5-55.5 were

5. The students who got the score around 55.5-61.5 were 9. The

students who got the score around 61.5-67.5 were 4. The students

who got the score around 67.5-73.5 were 6. The students who got

the score around 73.5-79.5 were 3, and the last around 79.5-85.5

were 3. Then the frequency distribution of the pre-test data in

control class can be seen in the histogram that presented in figure

4.2, as follows:

9
8
7
FREQUENCY

6
5
4
3
2
1
0
49,5-55,5 55,5-61,5 61,5-67,5 67,5-73,5 73,5-79,5 79,5-85,5
CLASS BOUNDARIES

Figure 4.2: The Histogram of Pre-Test Score of Control Class

2. The Result of Post-Test

a. The Experiment Class

The descriptive data analysis of post-test reading in

experimental class who taught by using Herringbone technique. The

students got scores 58 up to 88. Based on the table frequency can be

found that the mean of the test is 75.08, while the mode is 77.1, the
 52

median is 76.25, which standard deviation is 9.8. From the description

data, the highest score is 88, and the lowest score is 58. The range (r)

is 30 and the number of classes is 6. The class width (interval) is 6.

The frequency distribution of the data in Table 4.3, as follows:

Table 4.3:
Frequency Distribution of Reading Post-Test Experimental Class
Midpoint Frequency
Class Limit Class Boundaries Percentage
(xi) (fi)
58-63 57.5-63.5 60.5 5 16.67
64-69 63.5-69.5 66.5 4 13.33
70-75 69.5-75.5 72.5 5 16.67
76-81 75.5-81.5 78.5 8 26.67
82-87 81.5-87.5 84.5 4 13.33
88-93 87.5-93.5 90.5 4 13.33
Based on the table above it, it showed the frequency

distributes. The students who got the score around 57.5-63.5 were 5.

The students who got the score around 63.5-69.5 were 4. The students

who got the score around 69.5-75.5 were 5. The students who got the

score around 75.5-81.5 were 8. The students who got the score around

81.5-87.5 were 4, and the last around 87.5-93.5 were 4. Then the

frequency distribution of the post-test data in experimental class can

be seen in the histogram that presented in figure 4.3, as follows:

10
FREQUENCY

0
57,5-63,5 63,5-69,5 69,5-75,5 75,5-81,5 81,5-87,5 87,5-93,5
CLASS BOUNDARIES

Figure 4.3 The Histogram of Post-Test Score of Experimental Class

b. The Control Class
 53

The descriptive data analysis of post-test reading in control

class who taught by using Three Phase technique. The students got

scores 55 up to 85. Based on the table frequency can be found that the

mean of the test is 71.00, while the mode is 71.00, the median is 69.87,

which standard deviation is 8.7. From the description data, the highest

score is 85, and the lowest score is 55. The range (r) is 30 and the

number of classes is 6. The class width (interval) is 5. The frequency

distribution of the data in Table 4.4, as follows:

Table 4.4:
Frequency Distribution of Reading Post-Test Control Class
Midpoint Frequency
Class Limit Class Boundaries Percentage
(xi) (fi)
55-59 55.5-59.5 57 4 13.33
60-64 59.5-64.5 62 5 16.67
65-69 64.5-69.5 67 3 10.00
70-74 69.5-74.5 72 5 16.67
75-79 74.5-79.5 77 8 26.67
80-85 79.5-85.5 82.5 5 16.67

Based on the table above it, it showed the frequency

distributes. The students who got the score around 55.5-59.5 were 4.

The students who got the score around 59.5-64.5 were 5. The students

who got the score around 64.5-69.5 were 3. The students who got the

score around 69.5-74.5 were 5. The students who got the score around

74.5-79.5 were 8, and the last around 79.5-85.5 were 5.

Then the frequency distribution of the pre-test data in control

class can be seen in the histogram that presented in figure 4.4, as

follows:
 54

FREQUENCY
4

0
55,5-59,5 59,5-64,5 64,5-69,5 69,5-74,5 74,5-79,5 79,5-85,5

CLASS BOUNDARIES

Figure 4.4: Diagram of Post-Test Score of Control Class

B. Pre-Requisite Test

The data need to be tested for normality and homogeneity before the

analysis data using hypothesis test. The normality and homogeneity test was

done to know that the sample is in normal distribution and the data are

homogenous. Each test was presents in following section.

1. Normality test

The sample is in normal distribution if Lo (L obtained) is lower

than Lt (L table) at the level of significance (α = 0.05). L stands for

Lilliefors.

Table 4.5
The Result of Normality test
No Data The Number Lo Lt Alfa Distribution of
of Sample (α) Population
1. Pre-test reading of 30 0.100 0.161 0.05 Normal
experimental class
2. Pre-test reading of 30 0.157 0.161 0.05 Normal
control class
3. Post-test reading of 30 0.152 0.161 0.05 Normal
experimental class
4. Post-test reading of 30 0.129 0.161 0.05 Normal
control class
 55

Based on the table above, it can be explained as below:

a. The pre-test reading of the experimental class which the students

taught by using Herringbone technique show the highest score Lo is

0.100 and Ltable for is 0.161. Because Lo is lower than Ltable , so the

sample is in normal distribution.

b. The pre-test reading of the control class which the students taught

by using Three Phase technique show the highest score Lo is 0.157

and Ltable for is 0.161. Because Lo is lower than Ltable , so the sample

is in normal distribution.

c. The post-test reading of the experimental class which the students

taught by using Herringbone technique show the highest score Lo is

0.152 and Ltable for is 0.161. Because Lo is lower than Ltable , so the

sample is in normal distribution.

d. The post-test reading of the control class which the students taught

by using Three Phase technique show the highest score Lo is 0.129

and Ltable for is 0.161. Because Lo is lower than Ltable, so the sample

is in normal distribution.

2. Homogeneity test

Homogeneity test was done to know that the data are

homogeneous. The data are homogeneous if X02 is lower than Xt2 or

X02 < Xt2 at the level of significance (α = 0.05).

a. The result of computation of homogeneity test of pre-test

 56

Table 4.6
Homogeneity test of pre test
Sample df (n-1) 1/df (S1)2 Log(S1)2 (df)(Log(S1)2)
1 29 0.034 94.007 1.973 57.222
2 29 0.034 92.167 1.965 56.973
∑ 58 0.069 186.174 3.938 114.194

X02 = {In 10) (B-∑(df)(Log(S1)2}

= 2.3026 (114.196 -114.194 )

= 0.003

Xt2(0,05) = 42.557

Based on the result of homogeneity test above, it can be

conclude that the X02 (0.003) is lower than Xt2 (42.557). Because X02 <

Xt2 (0.003 < 42.557) the data are homogenous.

b. The result of computation of homogeneity test of post-test

Table 4.7
Homogeneity Test of Post-Test
Sample df (n-1) 1/df (S1)2 Log(S1)2 (df)(Log(S1)2)
1 29 0.034 76.588 1.884 54.641
2 29 0.034 96.810 1.986 57.592
∑ 58 0.069 173.398 3.870 112.232

X0 2 = {In 10) (B-∑(df)(Log(S1)2}

= 2.3026 (112.405- 112.232 )

= 0.397

Xt2(0,05) = 42.557
 57

Based on the result of homogeneity test above, it can be conclude

that the X02 (0.397) is lower than Xt2 (42.557). Because X02 < Xt2 (0.397 <

42.557) the data are homogenous.

C. Hypothesis Test

Hypothesis test could be done after the result of normality and

homogeneity test are fulfilled. Its mean that there were a difference. The

hypothesis testing from this research aimed to prove whether there is a

significant difference in teaching reading using the treatment. The test was

done by using independent sample t test H0 is rejected it t > ttable. The

hypothesis is in the form of Null hypothesis (Ho) and alternative Hypothesis

(Ha). Based on the calculation (see in appendix 17), it can be obtain that

average score of students who are taught by using Herringbone technique

was 75.08. The average score of students who are taught by using Three

Phase technique was 71.00. The experimental class has higher than the

control class. From the result of calculation t-test, it can be known that t0 is

2.360, so to (2.360) > ttable (2.045) for the level significant (α = 0.05), Ha is

accepted or Ho is rejected. It can be conclude that there is there any

significant difference between the students who are taught by using

Herringbone technique and those who are taught by using Three Phase

technique for teaching reading at the eighth grade students of MTs Darul

Hikmah Ngompak Ngawi in the academic year of 2017/ 2018

 58

D. Discussion

This research is conducted to find out the more effective technique

in teaching reading to the eighth grade of junior high school. It has been

discussed in the previous chapter that using Herringbone technique is one

alternatives technique which can be applied in the classroom. The following

is elaboration discussion of the research findings.

The result of the research showed that there is a significant difference

between the students who taught by using Herringbone technique and the

students who taught by using Three Phase technique for teaching reading.

The result of this research is Herringbone technique is more effective than

Three Phase technique. It can be explained in chapter II. Teaching reading

in experimental class by using Herringbone technique could encourage

students to be more interested and motivated. Herringbone technique as a

teaching technique could influence the students’ attention and their

achievement. Besides, it makes the students easier to understand the

material by fish diagram which included in Herringbone technique that was

given.

The researcher applied Herringbone technique for teaching reading

that the purpose the students to help students identify the main idea and the

related supporting ideas of a lesson, text, or concept. It contains six

questions that help students organize the details of the text. The visual

pattern of the Herringbone creates a framework for students to take notes

and sort information. The students answer the questions listed in the
 59

fishbone graphic organizer. The Herringbone diagram is designed to help

students locate the main idea of a selection.

The result of this research can be clarified with related theory that

had been discussed in the chapter II that according to Bouchard (2005:54)

stated that Herringbone technique is a graphic organizer supports

comprehension of text by providing a framework upon which the who, what,

when, why, where, and how questions can be visually organized in relation

to the main idea. Herringbone technique consist of a short graphic organizer

and it is a concrete way of helping English learners to find the

comprehensive idea in a paragraph or passage. This purpose include

includes developing question of fishbone diagram to build the main idea

from the text, and reflection on what was learn by using Herringbone

technique.

Whereas, by using Three Phase technique in control class. The

researcher applied that strategy same the teacher the teacher used. The result

of this research can be clarified with related theory that had been discussed

in the chapter II that according to Elif Leyla Toprak (2009:21) stated that

three phases are pre-reading, while-reading and after-reading phases. Each

of them has its own important role. They are all necessary parts of a reading

activity.

The experimental class has higher than the control class. Based on

the result of calculation t-test, it can be known that t0 is 2.360, so to (2.360)

> ttable (2.045) for the level significant (α = 0.05), Ha is accepted or Ho is

rejected. It means that there is a significant difference between the students

 60

who taught by using Herringbone technique and the students who taught by

using Three Phase technique for teaching reading. Moreover, the students

who taught by using Herringbone technique allowed students to elaborate

their knowledge to solve the reading problems within fish bound diagram

and WH question. Herringbone is very useful to get feedback from a large

number of students on specific topic in formalized way and within specific

time. The students understand the main idea by telling how, what, when,

where, why, how much or how many and supporting details help readers

understand the point of the writer is attempting to express. Comprehension

is increased when students could identify the relationship between topic,

main ideas, and detail by using fish bound diagram and WH question as long

as reading activity. While Three Phase technique focused on the

understanding the text by pre-reading, while reading, and post reading.

Every phase had a lot of activity to get the information, it spend a lot of time

and the students find out the information of the text after reading activity.

This technique also used teacher centered leaning. So, this technique did not

give more opportunity for the students to be active in the class.

The result of this research is supported by theory above. It is known

that Herringbone technique is effective to teach reading at the eighth grade

students of MTs Darul Hikmah Ngompak Ngawi in academic year

2017/2018.

CHAPTER V
 61

CONCLUSION AND SUGGESTION

A. Conclusion

The objective of this research is to know whether there is

significant difference between the students who are taught using

Herringbone technique and those who are taught using Three Phase

technique or not for teaching reading at the eighth grade students of

MTs Darul Hikmah Ngompak Ngawi in the academic year of 2017/

2018. Furthermore, based on the result of average score between

experimental class and control class, it can be concluded that the

teaching reading by using Herringbone technique is more effective than

teaching reading by using Three phase technique.

The result of the calculation using t-test showed that t0 is 2.395,

so to (2.395) > ttable (2.045) for the level significant (α = 0.05). Its mean

that Ha was accepted while Ho was rejected. It can be concluded that

there is significant difference there is significant difference between the

students who are taught using Herringbone technique and those who are

taught using Three Phase technique for teaching reading at the eighth

grade students of MTs Darul Hikmah Ngompak Ngawi in the academic

year of 2017/ 2018.

B. Implication

The result of this research showed that Herringbone technique is

more effective than Three Phase technique for teaching reading.

Herringbone technique focuses on the students’ activity. The Teacher

gave opportunity to understand the way in finding the main idea on the
 62

passage. It makes the students creative and active to develop their

comprehension. Herringbone technique also invited students to work in

group to help each other to discuss the problem or question that are given

by teacher.so, they can complete the herringbone diagram based on their

idea or opinion based on the topic. Its mean that Herringbone technique

is appropriate to be applied for teaching reading at MTs Darul Hikmah

Ngompak Ngrambe Ngawi in the academic year 2017/ 2018.

C. Suggestion

Related to the students of the research that Herringbone

technique gave the significant differences in the reading achievements

between the students who are taught by using Herringbone technique

and the students who are taught by using Three Phase technique. After

conducting the research, the researcher would like to give some

suggestion as follows:

1. For the teacher

The teacher are suggested to choose an appropriate technique

for teaching learning process. It can help the teacher to deliver the

material easily. So, it makes the teaching and learning activity

interesting and enjoyable.

2. For the students

The students have to be more active in teaching learning

process to understand their reading text. The students should

understand the text to answer the question from the reading test. The

students should not judge that reading as a boring activity. Students

 63

in general should encourage themselves to learn more, to ask what

they do not understand and to learn as much as possible.

3. For the other researcher

The further researcher who want to conduct the research can

use the result of this research as the starting point to continue the

next research with research with different student’s condition. The

further can create a better research and can use it as a reference for

next research. The researcher hopes that this technique can be

applied by other researcher in the other level students.

 64

BIBLIOGRAPHY

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Anggraeni, Vania Devi. 2013. The Effectiveness of Herringbone Technique in
Teaching Reading Narrative Text” (an experimental Research at the
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Bouchard, Margaret, 2005, Comprehension Strategies for English Language
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Trust
Creswell, J, 2012, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Bostom: Pearson.
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Reading Viewed from Students’ Self-Esteem (An Experimental Research
at the Eight Grade of SMPIT Az Zahra Sragen in the Academic Year
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Practice. Surakarta: Era Pustaka Utama.
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Johnson & Christensen, 2004, Educational Research: quatitative, qualitative and
mixed approaches. Pearson Education Inc: USA
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Johnson, Burke, 2000, Educational research: Quantitative and Qualitative

approaches. USA: A person Education Company.
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Reproducible Organizers that Help Kids with Reading, Writing, and the
Content Areas. San Francisco: Jossey-Bass.
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Pardiyono. 2007. Pasti Bisa Teaching Genre Based Writing. Yogyakarta. Andi
Septawan, M. Rijal. 2014. The Effectiveness of Herringbone Technique to Improve
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Huda Kedungwaru Tulungagung Academic Year of 2013-2014. IAIN
Tulungagung
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Sugiyono, 2010, Metode Penelitian Pendidikan Kuantitatif & Kualitatif. Bandung:
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Sukmadinata, N. S. 2013. Metode Penelitian Pendidikan. Bandung. PT. Remaja
Rosdakarya.
Thaler, Engelbert. 2008. Teaching English Literature. Paderborn: Verlag Ferdinand
Schoningh GmbH & Co. KG
Tierney et all. 1985: Reading Strategies and Practice: A Compendium. N/A
Toprak, Elif Leyla. 2009. Three Reading Phases and Their Applications in the
Teaching of English as a Foreign Language in Reading Classes with
Young Learners. Journal of Language and Linguistic Studies. Volume 5
number 1. Page 23-24.
Wallace, C, 1992. Reading. Oxford: Oxford University Press
Westwood, Peter, 2001, Reading and Learning Difficulties. Victoria: Acer Press

APPENDIX 1

THE LIST OF STUDENTS

 66

No. EXPERIMENTAL CLASS No. CONTROL CLASS

1 Abel Dewi Nurista 1 Adinda Febrian S.
2 Dinda Septiani 2 Agus Dwi Purwanti
3 Diyas Nandaika Nurul 3 Devira Rizky F.
4 Ervy Fajriana Nuraini 4 Gistia Ayu R.
5 Ismi Setya Muamanah 5 Hanifah Nur Hidayah
6 Lintang Farida Hana P. 6 Nadya Inzan Camilia
7 Musyarofah 7 Novia Rahma Dona
8 Nedia Mely Anjar W. 8 Putri Dias N.
9 Nurul Faridatul H 9 Rahma Wijayanti
10 Putri Ramandani 10 Risna Febriana Putri
11 Ririn Puji Rahayu 11 Rista Nur Athika
12 Sofi Zahrotun 12 Selvia Putri Auliana
13 Wanda Nisa Anjani 13 Shela Aprilia
14 Widia Alhany 14 Silvi Juniarwati
15 Ade Widia Eka Prasetyo 15 Siska Febriana Putri
16 Agustinu Tri Admojo 16 Sita Sajidah
17 Ari Nugroho 17 Vina Zuhaira P.
18 Arif Dwi Cahyono 18 Adam Putra Prayoga
19 Arpri Ardhana 19 Adam Renanda P. N.
20 Bagas Ade Prasetyo 20 Alek Saekodin
21 Danang Gempar P. 21 Amin Thohari
22 Dias Widiatmoko 22 Amiruddin Taufik
23 Fanny Kurnia S. 23 Apriyan Candra S.
24 Ismail Gita Marta 24 Didik Slamet Riyadi
25 Lucky Yunaris Viki S. 25 Dimas Candra Putra P.
26 Muji Burrohman 26 Gilang Herdianto
27 Nanda Satria Bagas W. 27 Hamda Fauzan Aslam
28 Naufal Tomy A. 28 Muh Latif Alim
29 Ramadita Wahyu M. 29 Naufal Ardian S.
30 Sigit Ahmad Fahri 30 Rammanda Yustian
67
APPENDIX 2

SYLLABUS

SILABUS PEMBELAJARAN

Sekolah : MTs Darul Hikmah Ngompak

Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Standar Kompetensi : Membaca
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi
dengan lingkungan sekitar

68
 69

Penilaian
Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Kompetensi Dasar Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Instrumen Instrumen

11.3 Merespon makna 1. Teks Essai 1. Tanya jawab  Membaca nyaring Isian
T singkat Answer the 4 x 40 menit 1.Buku teks

dan langkah berbentuk mengembangkan dan bermakna teks e following yang relevan

retorika dalam esei narrative / recount kosakata essai berbentuk s questions based on 2.Buku cerita

pendek sederhana 2. Ciri kebahasaan berdasarkan narrative / t the text. bahasa Inggris

secara akurat, Teks Essai gambar / cerita recount u 3.Gambar-

lancar dan berbentuk popular  Mengidentifikasi l gambar terkait

berterima yang narrative/ recount 2. Tanya jawab berbagai makna i cerita

berkaitan dengan 3. Tujuan menggali teks narrative / s

lingkungan sekitar komunikatif teks informasi dalam recount

dalam teks essai narratif / cerita  Mengidentifikasi Pilihan ganda Choose the right

berbentuk recount recount berdasarkan tujuan answer based on

dan nararative 4. Langkah retorika gambar komunikatif teks the text!

narrative / recount
 70

Penilaian
Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Kompetensi Dasar Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Instrumen Instrumen

5. Spelling, stress, 3. Mendengarkan narrative / Choose the best

intonation teks narrative / recount option, a,b,c or d

recount yang  Mengidentifikasi

dibaca guru langkah retorika

4. Membaca dan ciri

nyaring teks kebahasaan teks

narrative / narrative /

recount dengan recount

ucapan dan

intonasi yang

benar

5. Menjawab

berbagai
 71

Penilaian
Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Kompetensi Dasar Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Instrumen Instrumen

pertanyaan

tentang informasi

dalam teks yang

di baca

6. Menentukan

tujuan

komunikatif teks

narrative /

recount yang di

baca

7. Menentukan

langkah retorika

dari teks
 72

Penilaian
Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Kompetensi Dasar Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Instrumen Instrumen

narrative /

recount yang di

baca

8. Menentukan ciri

kebahasaan teks

narrative /

recount yang di

baca

9. Membaca teks

narrative /

recount lainnya
 73

Penilaian
Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Kompetensi Dasar Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Instrumen Instrumen

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

Ngawi, 17 Agustus 2017

Mengetahui;

Kepala MTs Darul Hikmah Guru Mapel Bahasa Inggris,

( Asfirotul Qoyyimah, M. Pd.) ( Ikhsanuddin, S. Pd )

 77

APPENDIX 3
LESSON PLAN OF EXPERIMENT CLASS

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Nama Sekolah : MTs Darul Hikmah Ngompak
Mata Pelajaran : Bahasa Inggris
Kelas : VIII (Delapan) / Experiment Class
Ketrampilan Bahasa : Reading
Alokasi Waktu : 2x40

A. Standar Kompetensi
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar
B. Kompetensi Dasar
11.3Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk recount dan nararative
C. Indikator
11.3.1 Mengidentifikasi berbagai informasi dalam teks fungsional
11.3.2 Mengidentifikasi tujuan komunikatif teks fungsional
11.3.3 Mengindentifikasi ciri kebahasaan teks fungsional

D. Tujuan Pembelajaran
1. Siswa mampu mengidentifikasi berbagai informasi dalam teks fungsional
2. Siswa mampu mengidentifikasi tujuan komunikatif teks fungsional
3. Siswa mampu mengindentifikasi ciri kebahasaan teks fungsional

E. Karakter siswa yang diharapkan :

Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian (Respect)
Tekun (Diligence)
 78

F. Materi Pembelajaran
1. Review on narrative text dan teks narrative “Snow White” dan Daftar
pertanyaan.
2. Teks narrative “ Babu and the Lion” dan daftar pertanyaan
3. Teks narrative “ A Lion and a Mouse’ dan daftar pertanyaan
4. Review on recount text dan teks recount “Dina Won the Match!”
5. Teks Recount on Dani’s Vacation dan daftar pertanyaan.
G. Metode Pembelajaran
Herringbone Technique
H. Langkah-Langkah Pembelajaran
1. Pertemuan pertama
KEGIATAN PEMBELAJARAN Alokasi
waktu

a. Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 Apresepsi dan motivasi

 Guru menjelaskan tujuan pembelajaran dan kompetensi

dasar yang akan dicapai

b. Kegiatan Inti:
60 menit
Eksplorasi

 Mengkomunikasikan secara lisan mengenai teks narrative

Elaborasi

 Siswa dibentuk menjadi beberapa kelompok

 Memberikan peserta didik teks narrative “Snow White”

dan memberikan waktu untuk membaca teks tersebut.

 Memfasilitasi peserta didik melalui pemberian tugas untuk

menggambar diagram herringbone.
 79

 Melibatkan peserta didik untuk menjawab pertanyaan teks

melalui diagram herringbone.

 Melibatkan peserta didik untuk mendiskusikan

penggunaan diagram herringbone dalam suatu teks.

 Peserta didik diharapkan dapat aktif dalam setiap kegiatan

pembelajaran
Konfirmasi

 Memberikan umpan balik baik pada peserta didik dengan

memberi penguatan dalam bentuk lisan pada siswa yang
telah menyelesaikan tugasnya.

 Memberi konfirmasi pada hasil pekerjaan yang sudah

dikerjakan oleh peserta didik.

 Memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

 Memberikan motivasi kepada siswa yang kurang dan

belum bisa mengikuti materi.

c. Kegiatan Penutup

 Bersama dengan peserta didik melakukan refleksi terhadap 10 menit

materi yang sudah dipelajari

 Siswa diberi tugas untuk dikerjakan dirumah

 Kegiatan belajar mengajar ditutup dengan salam

2. Pertemuan kedua
KEGIATAN PEMBELAJARAN Alokasi
waktu

 Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 80

 Apresepsi dan motivasi

 Guru menjelaskan tujuan pembelajaran dan kompetensi

dasar yang akan dicapai
60 menit
 Kegiatan Inti:
Eksplorasi

 Memberikan materi berupa teks kepada peserta didik untuk

dibaca.

 Mengkomunikasikan secara lisan mengenai teks narrative.

Elaborasi

 Memberikan peserta didik teks narrative “Babu an the

Lion” dan memberikan waktu untuk membaca teks
tersebut.

 Memfasilitasi peserta didik melalui pemberian tugas untuk

menggambar diagram herringbone.

 Melibatkan peserta didik untuk menjawab pertanyaan teks

melalui diagram herringbone.

 Melibatkan peserta didik untuk mendiskusikan

penggunaan diagram herringbone dalam suatu teks.

 Peserta didik diharapkan dapat aktif dalam setiap kegiatan

pembelajaran

 Konfirmasi

 Memberikan umpan balik baik pada peserta didik dengan

memberi penguatan dalam bentuk lisan pada siswa yang
telah menyelesaikan tugasnya.

 Memberi konfirmasi pada hasil pekerjaan yang sudah

dikerjakan oleh peserta didik.

 Memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.
 81

 Memberikan motivasi kepada siswa yang kurang dan

belum bisa mengikuti materi.
10 menit
A. Kegiatan Penutup

 Bersama dengan peserta didik melakukan refleksi terhadap

materi yang sudah dipelajari

 Siswa diberi tugas untuk dikerjakan dirumah

 Kegiatan belajar mengajar ditutup dengan salam

3. Pertemuan ketiga
KEGIATAN PEMBELAJARAN Alokasi
waktu

a. Kegiatan Pendahuluan

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

10 menit
 Apresepsi dan motivasi

 Guru menjelaskan tujuan pembelajaran dan kompetensi

dasar yang akan dicapai

b. Kegiatan Inti:
Eksplorasi

 Mereview tentang materi tang telah dipelajari di pertemuan

60 menit
sebelumnya.

 Mengkomunikasikan secara lisan mengenai teks narrative.

Elaborasi

 Memberikan peserta didik teks narrative “A Lion and a

Mouse” dan memberikan waktu untuk membaca teks
tersebut.

 Memfasilitasi peserta didik melalui pemberian tugas untuk

menggambar diagram herringbone.
 82

 Melibatkan peserta didik untuk menjawab pertanyaan teks

melalui diagram herringbone.

 Melibatkan peserta didik untuk mendiskusikan

penggunaan diagram herringbone dalam suatu teks.

 Peserta didik diharapkan dapat aktif dalam setiap kegiatan

pembelajaran

Konfirmasi

 Memberikan umpan balik baik pada peserta didik dengan

memberi penguatan dalam bentuk lisan pada siswa yang
telah menyelesaikan tugasnya.

 Memberi konfirmasi pada hasil pekerjaan yang sudah

dikerjakan oleh peserta didik.

 Memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

 Memberikan motivasi kepada siswa yang kurang dan

belum bisa mengikuti materi.
c. Kegiatan Penutup

 Bersama dengan peserta didik melakukan refleksi terhadap 10 menit

materi yang sudah dipelajari

 Siswa diberi tugas untuk dikerjakan dirumah

 Kegiatan belajar mengajar ditutup dengan salam

4. Pertemuan keempat
 83

KEGIATAN PEMBELAJARAN Alokasi

waktu

a. Kegiatan Pendahuluan
10 menit
 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 Apresepsi dan motivasi

 Guru menjelaskan tujuan pembelajaran dan kompetensi

dasar yang akan dicapai
b. Kegiatan Inti:
Eksplorasi
60 menit
 Mengkomunikasikan secara lisan mengenai teks recount.

Elaborasi

 Memberikan peserta didik teks recount “Dina Won the

Match!” dan memberikan waktu untuk membaca teks
tersebut.

 Memfasilitasi peserta didik melalui pemberian tugas untuk

menggambar diagram herringbone.

 Melibatkan peserta didik untuk menjawab pertanyaan teks

melalui diagram herringbone.

 Melibatkan peserta didik untuk mendiskusikan

penggunaan diagram herringbone dalam suatu teks.

Konfirmasi

 Memberikan umpan balik baik pada peserta didik dengan

memberi penguatan dalam bentuk lisan pada siswa yang
telah menyelesaikan tugasnya.

 Memberi konfirmasi pada hasil pekerjaan yang sudah

dikerjakan oleh peserta didik.
 84

 Memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

 Memberikan motivasi kepada siswa yang kurang dan

belum bisa mengikuti materi.
10 menit
c. Kegiatan Penutup

 Bersama dengan peserta didik melakukan refleksi terhadap

materi yang sudah dipelajari

 Siswa diberi tugas untuk dikerjakan dirumah

 Kegiatan belajar mengajar ditutup dengan salam

5. Pertemuan kelima
KEGIATAN PEMBELAJARAN Alokasi
waktu

a. Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 Apresepsi dan motivasi

 Guru menjelaskan tujuan pembelajaran dan kompetensi

dasar yang akan dicapai

b. Kegiatan Inti:
Eksplorasi

 Memberikan materi berupa teks kepada peserta didik

60 menit
untuk dibaca.

 Mengkomunikasikan secara lisan mengenai teks recount.

Elaborasi

 Memberikan peserta didik teks recount “Dani’s

Vacation” dan memberikan waktu untuk membaca teks
tersebut.
 85

 Memfasilitasi peserta didik melalui pemberian tugas

untuk menggambar diagram herringbone.

 Melibatkan peserta didik untuk menjawab pertanyaan

teks melalui diagram herringbone.

 Melibatkan peserta didik untuk mendiskusikan

penggunaan diagram herringbone dalam suatu teks.

 Peserta didik diharapkan dapat aktif dalam setiap

kegiatan pembelajaran

Konfirmasi

 Memberikan umpan balik baik pada peserta didik dengan

memberi penguatan dalam bentuk lisan pada siswa yang
telah menyelesaikan tugasnya.

 Memberi konfirmasi pada hasil pekerjaan yang sudah

dikerjakan oleh peserta didik.

 Memfasilitasi siswa melakukan refleksi untuk

memperoleh pengalaman belajar yang sudah dilakukan.

 Memberikan motivasi kepada siswa yang kurang dan

belum bisa mengikuti materi.

c. Kegiatan Penutup

 Bersama dengan peserta didik melakukan refleksi 10 menit

terhadap materi yang sudah dipelajari

 Siswa diberi tugas untuk dikerjakan dirumah

 Kegiatan belajar mengajar ditutup dengan salam

I. Sumber dan Alat Pembelajaran
1. Buku teks yang relevan.
2. Lembar diagram Herringbone
3. Dictionary
 86

J. Penilaian
1. Tehnik : Tes tertulis
2. Bentuk : Uraian
3. Soal/ Instrument : Terlampir
4. Kunci Jawaban : Terlampir

K. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 2
Skor maksimal : 2x10 = 20
: skor maksimal
2
2. Soal instrumen : terlampir
3. Rubric Penilaian

Uraian Skor

Isi benar, tata bahasa tepat 2

Isi benar, tata bahasa kurang tepat 1
Isi dan tat bahasa kurang tepat 0.5
Tidak menjawab 0

Mengetahui; Surakarta, 17 Juli 2017

Guru Mata Pelajaran Praktikan,

( Ikhsanudin S.Pd. ) ( Rofi’ Imroatus Sholikhah )

 87

PERTEMUAN 1

NARRATIVE TEXT
1. The Definition of Narrative text
 Narrative text is kind of text which tell imaginative story (teks narrative
adalah teks yang bercerita tentang sesuatu yang imaginative atau khayalan
belaka)
2. The purpose of Narrative text
 To amuse or to entertain the reader (untuk menghibur pembaca)
3. The structure of Narrative text
 Orientation
It sets the scene and introduce the participant and character
(memperkenalkan tokoh-tokoh dalam cerita, latar dan waktu)
 Complication
It is a series complication or crisis points which arise in the story
(munculnya permasalahan diantara tokoh-tokoh tersebut)
 Resolution
The crisis is resolved, for better or for move (masalah dapat diatasi)
4. Language Feature
 Menggunakan action verb dalam bentuk past tense. Misalnya : lived, heard,
woke up.
 Menggunakan noun tertentu sebagai kata ganti orang, hewan dan benda.
Misalnya : princess, the dwarfs, dsb.
 Biasanya dimulai dengan adverb(kata keterangan waktu) seperti longtime
ago, once upon a time dsb.
 Menggunakan adjective yang membentuk noun phrase. Misalnya: black
hair, little girl, dsb.
 Menggunakan and conjunction seperti than, after that, before dan lain-lain.
Ada coda atau nilai-nilai moral yang dapat dipetik dari sebuah cerita
narrative text.
 88

SNOW WHITE

One day she heard her uncle and aunt talking about leaving Snow
Orientation
White in the castle because they both wanted to go to America and they
didn’t have enough money to take Snow White.
Snow white didn’t want her uncle and aunt to do this so she
decided it would be best if she ran away from home when her aunt and
uncle were having breakfast. She ran away into the woods. She was very
tired and hungry.
Then she saw this little cottage. She knocked but no one
answered so she went inside and fell asleep. Meanwhile, the seven
dwarfs were coming home from work. They went inside. There they Complication
found snow white sleeping. Then Snow White wake up. She saw the
dwarfs. The dwarfs said, “What is your name?” Snow White said, “My
name is Snow White.
” Doc said, “If you wish you may live here with us. Snow White said,
Resoution
“OH could I?” Thank you.” Then Snow White told the dwarfs the whole
story and Snow White and the seven dwarfs lived happily ever after.
A. According to the story, say whether each statement below is true or false.
1. Snow White lived with her parents (F)
2. Her parents were ass away (T)
3. Snow White ran away from her aunt’s house (T)
4. She lived with Prince Charming in a forest (F)
5. Snow White slept in a little cottage (T)
6. Her uncle and aunt were cruel and evil. (T)
7. The dwarfs helped Snow White. (T)
8. Snow White and Prince Charming had a happy life after that. (F)
9. Prince Charming found Snow White sleeping (F)
10. Finally, Snow White lived in the dwarf’s house (T)
 89

PERTEMUAN 2
Read the text and Answer the question bellow!
BABU AND THE LION
One day, there was a slave whose name was Babu. His master was
very bad. You know, he often punched Babu and did not offer him food for
days. Poor Babu! So he escaped into a forest and slept in a cave.
Next morning, he heard a loud ror. In front of him, there was very
big lion at the mouth of the cave. You see, Babu was scared to death! Kind
of scary, is’n it? But he could not escape.
But the lion didn’t attack him. It was tame. There was a large thorn
in its right front foot. The lion looked at Babu. It seemed to say something
like:
“Please help me, it’s very painful.” Babu walked bravely to the lion and
pulled out the thorn. Babu and the lion turned out to be friends.
A. Answer the question bellow!
1. What was the slave’s name?
2. Was the slave a man or woman?
3. Was the master kind or bad?
4. Where did the slave run away?
5. Where did she/ he sleep?
6. What animal did she/ he see next morning?
7. Was the animal big or small?
8. Was the slave afraid of the animal?
9. Did the animal attack him / her?
10. What did the slave do to the animal?
B. Key Answer
1. The slave’s name was Babu
2. The slave was man
3. The master was bad
4. The slave run away into forest
5. He slept in a cave
6. He saw lion next morning
 90

7. The animal was big

8. Yes, the slave was afraid of the animal
9. No, the animal did not attack him
10. The slave walked bravely to the lion and pulled out the thorn.
PERTEMUAN 3
A LION AND A MOUSE
Long time ago, a lion was awakened from sleep by a mouse running
over his face. Rising up angrily, he caught him and was about to kill him
when the mouse entered, saying, “If you would only spare my life, I would
be sure to repay your kindness.
The lion laughed and let him go. It happened shortly after this that
the lion was caught by hunters, who bound with him with strops to the
ground. The mouse recognizing his roar, came, gnawed the rope with his
teeth, and set him free, exclaiming. “You ridiculed the idea of my ever
being able to help you, expecting to receive from me any repayment of
your favor, now you know that is possible for even a mouse to confer on a
big lion.
A. Answer the question bellow!
1. What the type tells about?
2. What is the communicative purpose of the text?
3. Who are characters in the text above?
4. Why the lion was angry?
5. What the orientation of the text above?
6. It happened shortly after this that the lion…………
(par. 2 line 1). The word “it” refers to……
7. Who did catch the lion?
8. How did the mouse help the lion?
9. Was the lion safe?
10. What is the moral value of this text?

B. Key Answer
1. Narrative text
2. To entertain the reader
3. The lion and the mouse
 91

4. Because the mouse run over his face

5. Long time ago, a lion was awakened from sleep by a mouse running over
his face. Rising up angrily, he caught him and was about to kill him when
the mouse entered, saying, “If you would only spare my life, I would be
sure to repay your kindness.
6. The mouse
7. The hunters caught the lion
8. The mouse recognizing his roar, came, gnawed the rope with his teeth,
and set him free, exclaiming.
9. Yes, the lion safe.
10. Don’t be underestimate. Everything had overbalance itself.

PERTEMUAN 4
RECOUNT TEXT
1. The Definition of Recount Text
A recount text retells past events or experience in the order they happened.
2. The purpose of Recount text
3. To tell the past events
4. The structure of Narrative text
a. Orientation
 this part introduce the scene
 Bagian teks yang berisi pendahuluan tentang tokoh cerita yang ada
dalam cerita tersebut, peristiwa yang terjadi, serta tempat dan waktu
terjadinya.
b. Series of events
 This part retells what happened
 Serangkaian peristiwa yang ada dalam cerita tersebut.
c. Re-orientation
 This part tells the writer’s comment about the events that happened.
 Berisi tentang rangkuman/ penutup cerita. Biasanya berisi tentang
kesan si penulis terhadap peristiwa tersebut.
 92

5. Unsur kebahasaan
a. Kata kerja dalam Simple Past tense
Pola
(+)
 S + V2 + O
 S + to be + (was / were) + N/ Adj/ Adv
(-)
 S + did + not + V1+ O
 S + to be(was / were) not + N/ Adj/ Adv
(?)
 Did+ S + V1 + O +?
 To be (was / were) + S + not + N/ Adj/ Adv +?

a. Kosa kata: kata kerja yang menunjuk tindakan atau kegiatan

b. Adverbia penghubung waktu: first, then, after that, before, at last,
finally, dsb.
c. Adverbia dan frasa preposisional penujuk waktu: yesterday, last month,
on Monday, an hour ago, immediately, dsb.
d. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa
a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
e. Ucapan, tekanan kata, intonasi
f. Ejaan dan tanda baca
g. Tulisan tangan

DINA WON THE MATCH!

Dina, a student of class VIII A, won the final badminton match in
Junior Competition for MTs students last week. In the final match she beat
the finalist from another school in town.
Dina told what happened on match day. As the match started at
nine, she had time for doing several things in the morning after she got up.
She did the Morning Prayer and did exercises after that. Her mother
prepared a light breakfast for her. She had toast and a glass of milk. She
 93

left for the gym at 8. The match was held there. There were five badminton
final matches on that day, man double, woman double, mix double, man
single and woman single. Dina’s match, woman single, was the second
match. It would be held after man single match.
Dina easily got the victory over her rival. Dina bear her for 21-10
in the first set and 21-15 in the second. After the match finished, the town
mayor presented her a golden medal and money. Dina was very happy.

A. Answer the question bellow!

1. What did Dina win?
2. What did she do in the morning on the match day?
3. What did she have for breakfast?
4. Who did prepare the breakfast?
5. When she leave for the gym?
6. How many final matches were there?
7. Did she win the match easily?
8. Who presented her the prize?
9. What were the prizes?
10. Was Dina sad?
B. Key Answer
1. Dina won the final badminton match in Junior Competition for MTs
2. She did the Morning Prayer and did exercises after that.
3. She had toast and a glass of milk.
4. Dina’s mother prepared a light breakfast.
5. She left for the gym at 8
6. There were five badminton final matches on that day
7. Yes, she did
8. The town mayor presented her the prize.
9. The prizes are a golden medal and money
10. No, she was not.
 94

PERTEMUAN 5
DANI’S VACATION
Dani’s classmate spent their vacation by going to different places
and doing different activities. Some of them visited their relatives in
different cities, some other spent their time in tourism object such as
mountains, beach, zoos, or museum.
Different from his friends, Dani stayed at home in the vacation. He
was sick. He got an accident in the park when he played football one day
during the vacation. One of the players crashed him while he was having
the ball. He fell down and his leg was broken.
Dani was brought to hospital and he got surgery for the leg. The
doctor told that he had to stay in bed for several days. Therefore, he spent
the remaining days of the vacation at home. When the school time came,
everyone in the class brought souvenir for the class, but Dani brought his
wheelchair.
A. Answer the question bellow
1. What of the communicative purpose of this text?
2. Why did Dani stay at home during the vacation?
3. What happened to Dani?
4. What dis his classmates do during the vacation?
5. What tourism object did they visit mostly?
6. What did the doctor tell Dani?
7. Did Dani bring different thing to the class?
8. What was it?
9. What did the classmate bring for the class?
10. What was the synonym of “surgery”?
B. Key Answer
1. To tell the past events.
2. Because Dani was sick
3. He got an accident in the park when he played football one day during
vacation
4. His classmates visited their relatives in different cities.
5. They visited mostly in tourism object such as mountains, beach, zoos, or
museum.
 95

6. The Doctor told that he had to stay in bed for several days
7. Yes, he did.
8. It was wheelchair
9. The classmate brought souvenir for the class
10. The synonym of “surgery” was operation
 96

APPENDIX 4
LESSON PLAN OF CONTROL CLASS
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama Sekolah : MTs Darul Hikmah Ngompak

Mata Pelajaran : Bahasa Inggris
Kelas : VIII (Delapan) / Control Class
Ketrampilan Bahasa : Reading
Alokasi Waktu : 2x40

A. Standar Kompetensi
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar
B. Kompetensi Dasar
11.3Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk recount dan nararative
C. Indikator
11.3.1 Mengidentifikasi berbagai informasi dalam teks fungsional
11.3.2 Mengidentifikasi tujuan komunikatif teks fungsional
11.3.3 Mengindentifikasi ciri kebahasaan teks fungsional

D. Tujuan Pembelajaran
1. Siswa mampu mengidentifikasi berbagai informasi dalam teks fungsional
2. Siswa mampu mengidentifikasi tujuan komunikatif teks fungsional
3. Siswa mampu mengindentifikasi ciri kebahasaan teks fungsional

E. Karakter siswa yang diharapkan :

Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian (respect)
 97

Tekun (diligence)
F. Materi Pembelajaran
1. Review on narrative text dan teks narrative “Snow White” dan Daftar
pertanyaan.
2. Teks narrative “ Babu and the Lion” dan daftar pertanyaan
3. Teks narrative “ A Lion and a Mouse’ dan daftar pertanyaan
4. Review on recount text dan teks recount “Dina Won the Match!”
5. Teks Recount on Dani’s Vacation dan daftar pertanyaan.
G. Metode Pembelajaran
Three Phase Technique
H. Langkah-Langkah Pembelajaran
1. Pertemuan Pertama
KEGIATAN PEMBELAJARAN Alokasi
waktu

 Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasai oleh peserta didik

 Kegiatan Inti:
Eksplorasi
60 menit
 Menjelaskan materi kepada peserta didik mengenai materi
teks narrative

 Sebelum membaca teks (pre-reading) narrative, peserta

didik dapat menjelaskan tentang materi yang akan dibahas
Elaborasi

 Memberikan peserta didik teks narrative “ Snow White” dan

memberikan waktu untuk membaca teks tersebut.
 98

 Peserta didik memahami informasi yang terkandung dalam

teks naratif

 Bersama dengan peserta didik guru bertanya jawab tentang

hal-hal yang belum diketahui

 Peserta didik diharapkan dapat menjelaskan tentang

informasi dalam bacaan
Konfirmasi

 Setelah membaca teks (post reading), peserta didik

diharapkan dapat mengulas kembali materi dan cerita yang
terkandung dalam teks naratif.

 Kegiatan Penutup

 Bersama dengan peserta didik menyimpulkan pelajaran

yang sudah dipelajari
10 menit
 Kegiatan belajar mengajar ditutup dengan salam

2. Pertemuan kedua
KEGIATAN PEMBELAJARAN Alokasi
waktu

a. Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasai oleh peserta didik
b. Kegiatan Inti:
Eksplorasi

 Menjelaskan materi kepada peserta didik mengenai materi

60 menit
teks narrative
 99

 Sebelum membaca teks (pre-reading) narrative, peserta

didik dapat menjelaskan tentang materi yang akan dibahas
Elaborasi

 Memberikan peserta didik teks narrative “ Babu and the

Lion” dan memberikan waktu untuk membaca teks
tersebut.

 Peserta didik memahami informasi yang terkandung dalam

teks naratif

 Bersama dengan peserta didik guru bertanya jawab tentang

hal-hal yang belum diketahui

 Peserta didik diharapkan dapat menjelaskan tentang

informasi dalam bacaan

Konfirmasi

 Setelah membaca teks(post reading), peserta didik

diharapkan dapat mengulas kembali materi dan cerita yang
terkandung dalam teks naratif.

c. Kegiatan Penutup
10 menit
 Bersama dengan peserta didik menyimpulkan pelajaran
yang sudah dipelajari

 Kegiatan belajar mengajar ditutup dengan salam

3. Pertemuan Ketiga
KEGIATAN PEMBELAJARAN Alokasi
waktu

a. Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 100

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasai oleh peserta didik
b. Kegiatan Inti:
Eksplorasi
60 menit
 Menjelaskan materi kepada peserta didik mengenai materi
teks narrative

 Sebelum membaca teks (pre-reading) narrative, peserta

didik dapat menjelaskan tentang materi yang akan dibahas
Elaborasi

 Memberikan peserta didik teks narrative “A Lion and A

Mouse” dan memberikan waktu untuk membaca teks
tersebut.

 Peserta didik memahami informasi yang terkandung dalam

teks naratif

 Bersama dengan peserta didik guru bertanya jawab tentang

hal-hal yang belum diketahui

 Peserta didik diharapkan dapat menjelaskan tentang

informasi dalam bacaan

Konfirmasi

 Setelah membaca teks(post reading), peserta didik

diharapkan dapat mengulas kembali materi dan cerita yang
terkandung dalam teks naratif.
c. Kegiatan Penutup
10 menit
 Bersama dengan peserta didik menyimpulkan pelajaran
yang sudah dipelajari

 Kegiatan belajar mengajar ditutup dengan salam

 101

4. Pertemuan Keempat
KEGIATAN PEMBELAJARAN Alokasi
waktu

a. Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasai oleh peserta didik
b. Kegiatan Inti:
Eksplorasi

 Menjelaskan materi kepada peserta didik mengenai materi

60 menit
teks narrative

 Sebelum membaca teks (pre-reading) recount, peserta

didik dapat menjelaskan tentang materi yang akan dibahas

Elaborasi

 Memberikan peserta didik teks recount “Dina Won the

Match” dan memberikan waktu untuk membaca teks
tersebut.

 Peserta didik memahami informasi yang terkandung dalam

teks recount

 Bersama dengan peserta didik guru bertanya jawab tentang

hal-hal yang belum diketahui

 Peserta didik diharapkan dapat menjelaskan tentang

informasi dalam bacaan
Konfirmasi
 102

 Setelah membaca teks(post reading), peserta didik

diharapkan dapat mengulas kembali materi dan cerita yang
terkandung dalam teks recount. 10 menit

c. Kegiatan Penutup

 Bersama dengan peserta didik menyimpulkan pelajaran

yang sudah dipelajari

 Kegiatan belajar mengajar ditutup dengan salam

5. Pertemuan Kelima
KEGIATAN PEMBELAJARAN Alokasi
waktu

a. Kegiatan Pendahuluan 10 menit

 Guru mengucapkan salam kepada siswa

 Siswa dan guru mempersiapkan kelas

 Guru dibantu oleh siswa memeriksa kehadiran siswa

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasai oleh peserta didik

b. Kegiatan Inti:
Eksplorasi
60 menit
 Menjelaskan materi kepada peserta didik mengenai materi
teks recount

 Sebelum membaca teks (pre-reading) recount, peserta

didik dapat menjelaskan tentang materi yang akan dibahas

Elaborasi

 Memberikan peserta didik teks narrative “Dani’s

Vacation” dan memberikan waktu untuk membaca teks
tersebut.
 103

 Peserta didik memahami informasi yang terkandung dalam

teks recount

 Bersama dengan peserta didik guru bertanya jawab tentang

hal-hal yang belum diketahui

 Peserta didik diharapkan dapat menjelaskan tentang

informasi dalam bacaan
Konfirmasi

 Setelah membaca teks (post reading), peserta didik

diharapkan dapat mengulas kembali materi dan cerita yang 10 menit
terkandung dalam teks recount.
Kegiatan Penutup

 Bersama dengan peserta didik menyimpulkan pelajaran

yang sudah dipelajari

 Kegiatan belajar mengajar ditutup dengan salam

I. Sumber dan Alat Pembelajaran

1. Buku teks yang relevan..
2. Dictionary
J. Penilaian
1. Tehnik : Tes tertulis
2. Bentuk : Uraian
3. Soal/ Instrument : Terlampir
4. Kunci Jawaban : Terlampir
K. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 2
Skor maksimal : 2x10 = 20
: skor maksimal
2
2. Soal instrumen : terlampir
 104

3. Rubric Penilaian

Uraian Skor

Isi benar, tata bahasa tepat 2

Isi benar, tata bahasa kurang tepat 1
Isi dan tat bahasa kurang tepat 0.5
Tidak menjawab 0

Mengetahui; Surakarta, 17 Juli 2017

Guru Mata Pelajaran Praktikan,

( Ichsanudin S.Pd. ) ( Rofi’ Imroatus Sholikhah

 105

PERTEMUAN 1

NARRATIVE TEXT
1. The Definition of Narrative text
 Narrative text is kind of text which tell imaginative story (teks narrative
adalah teks yang bercerita tentang sesuatu yang imaginative atau khayalan
belaka)
2. The purpose of Narrative text
 To amuse or to entertain the reader (untuk menghibur pembaca)
3. The structure of Narrative text
 Orientation
It sets the scene and introduce the participant and character
(memperkenalkan tokoh-tokoh dalam cerita, latar dan waktu)
 Complication
It is a series complication or crisis points which arise in the story
(munculnya permasalahan diantara tokoh-tokoh tersebut)
 Resolution
The crisis is resolved, for better or for move (masalah dapat diatasi)
4. Language Feature
 Menggunakan action verb dalam bentuk past tense. Misalnya : lived, heard,
woke up.
 Menggunakan noun tertentu sebagai kata ganti orang, hewan dan benda.
Misalnya : princess, the dwarfs, dsb.
 Biasanya dimulai dengan adverb(kata keterangan waktu) seperti longtime
ago, once upon a time dsb.
 Menggunakan adjective yang membentuk noun phrase. Misalnya: black
hair, little girl, dsb.
 Menggunakan and conjunction seperti than, after that, before dan lain-lain.
Ada coda atau nilai-nilai moral yang dapat dipetik dari sebuah cerita
narrative text.
 106

SNOW WHITE

One day she heard her uncle and aunt talking about leaving Snow
White in the castle because they both wanted to go to America and they Orientation

didn’t have enough money to take Snow White.

Snow white didn’t want her uncle and aunt to do this so she
decided it would be best if she ran away from home when her aunt and
uncle were having breakfast. She ran away into the woods. She was very
tired and hungry. Complication
Then she saw this little cottage. She knocked but no one
answered so she went inside and fell asleep. Meanwhile, the seven
dwarfs were coming home from work. They went inside. There they
found snow white sleeping. Then Snow White wake up. She saw the
dwarfs. The dwarfs said, “What is your name?” Snow White said, “My
name is Snow White.
” Doc said, “If you wish you may live here with us. Snow White
said, “OH could I?” Thank you.” Then Snow White told the dwarfs the
Resoution
whole story and Snow White and the seven dwarfs lived happily ever
after.

B. According to the story, say whether each statement bellow is true or false.
1. Snow White lived with her parents (F)
2. Her parents were ass away (T)
3. Snow White ran away from her aunt’s house (T)
4. She lived with Prince Charming in a forest (F)
5. Snow White slept in a little cottage (T)
6. Her uncle and aunt were cruel and evil. (T)
7. The dwarfs helped Snow White. (T)
8. Snow White and Prince Charming had a happy life after that. (F)
9. Prince Charming found Snow White sleeping (F)
10. Finally, Snow White lived in the dwarf’s house (T)
 107

PERTEMUAN 2
Read the text and Answer the question bellow!
BABU AND THE LION
One day, there was a slave whose name was Babu. His master was
very bad. You know, he often punched Babu and did not offer him food
for days. Poor Babu! So he escaped into a forest and slept in a cave.
Next morning, he heard a loud ror. In front of him, there was very
big lion at the mouth of the cave. You see, Babu was scared to death! Kind
of scary, is’n it? But he could not escape.
But the lion didn’t attack him. It was tame. There was a large thorn
in its right front foot. The lion looked at Babu. It seemed to say something
like: “Please help me, it’s very painful.” Babu walked bravely to the lion
and pulled out the thorn. Babu and the lion turned out to be friends.

A. Answer the question bellow!

1. What was the slave’s name?
2. Was the slave a man or woman?
3. Was the master kind or bad?
4. Where did the slave run away?
5. Where did she/ he sleep?
6. What animal did she/ he see next morning?
7. Was the animal big or small?
8. Was the slave afraid of the animal?
9. Did the animal attack him / her?
10. What did the slave do to the animal?
B. Key Answer
1. The slave’s name was Babu
2. The slave was man
3. The master was bad
4. The slave run away into forest
5. He slept in a cave
6. He saw lion next morning\
 108

7. The animal was big

8. Yes, the slave was afraid of the animal
9. No, the animal did not attack him
10. The slave walked bravely to the lion and pulled out the thorn.

Pertemuan 3

A LION AND A MOUSE

Long time ago, a lion was awakened from sleep by a mouse running over his
face. Rising up angrily, he caught him and was about to kill him when the mouse
entered, saying, “If you would only spare my life, I would be sure to repay your
kindness.
The lion laughed and let him go. It happened shortly after this that the lion was
caught by hunters, who bound with him with strops to the ground. The mouse
recognizing his roar, came, gnawed the rope with his teeth, and set him free,
exclaiming. “You ridiculed the idea of my ever being able to help you, expecting to
receive from me any repayment of your favor, now you know that is possible for even
a mouse to confer on a big lion.
A. Answer the question bellow!
1. What the type tells about?
2. What is the communicative purpose of the text?
3. Who are characters in the text above?
4. Why the lion was angry?
5. What the orientation of the text above?
6. It happened shortly after this that the lio… (par. 2 line 1). The word “it
refers to……
7. Who did catch the lion?
8. How did the mouse help the lion?
9. Was the lion safe?
10. What is the moral value of this text?

B. Key Answer
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1. Narrative text
2. To entertain the reader
3. The lion and the mouse
4. Because the mouse run over his face
5. Long time ago, a lion was awakened from sleep by a mouse running over
his face. Rising up angrily, he caught him and was about to kill him when
the mouse entered, saying, “If you would only spare my life, I would be
sure to repay your kindness.
6. The mouse
7. The hunters caught the lion
8. The mouse recognizing his roar, came, gnawed the rope with his teeth, and
set him free, exclaiming.
9. Yes, the lion safe.
10. Don’t be underestimate. Everything had overbalance itself.

Pertemuan 4
RECOUNT TEXT

1. The Definition of Recount Text

A recount text retells past events or experience in the order they happened.
2. The purpose of Recount text
To tell the past events
3. The structure of Narrative text
a. Orientation
 this part introduce the scene
 Bagian teks yang berisi pendahuluan tentang tokoh cerita yang ada
dalam cerita tersebut, peristiwa yang terjadi, serta tempat dan waktu
terjadinya.
b. Series of events
 This part retells what happened
 Serangkaian peristiwa yang ada dalam cerita tersebut.
 110

c. Re-orientation
 This part tells the writer’s comment about the events that happened.
 Berisi tentang rangkuman/ penutup cerita. Biasanya berisi tentang
kesan si penulis terhadap peristiwa tersebut.

4. Unsur kebahasaan
a. Kata kerja dalam Simple Past tense
Pola
(+)
 S + V2 + O
 S + to be + (was / were) + N/ Adj/ Adv
(-)
 S + did + not + V1+ O
 S + to be(was / were) not + N/ Adj/ Adv
(?)
 Did+ S + V1 + O +?
 To be (was / were) + S + not + N/ Adj/ Adv +?

b. Kosa kata: kata kerja yang menunjuk tindakan atau kegiatan

c. Adverbia penghubung waktu: first, then, after that, before, at last, finally,
dsb.
d. Adverbia dan frasa preposisional penujuk waktu: yesterday, last month, on
Monday, an hour ago, immediately, dsb.
e. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their, dsb secara tepat dalam frasa nominal
f. Ucapan, tekanan kata, intonasi
g. Ejaan dan tanda baca
h. Tulisan tangan
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DINA WON THE MATCH!

Dina, a student of class VIII A, won the final badminton match in
Junior Competition for MTs students last week. In the final match she beat
the finalist from another school in town.
Dina told what happened on match day. As the match started at
nine, she had time for doing several things in the morning after she got up.
She did the Morning Prayer and did exercises after that. Her mother
prepared a light breakfast for her. She had toast and a glass of milk. She
left for the gym at 8. The match was held there. There were five badminton
final matches on that day, man double, woman double, mix double, man
single and woman single. Dina’s match, woman single, was the second
match. It would be held after man single match.
Dina easily got the victory over her rival. Dina bear her for 21-10
in the first set and 21-15 in the second. After the match finished, the town
mayor presented her a golden medal and money. Dina was very happy.
A. Answer the question bellow!
1. What did Dina win?
2. What did she do in the morning on the match day?
3. What did she have for breakfast?
4. Who did prepare the breakfast?
5. When she leave for the gym?
6. How many final matches were there?
7. Did she win the match easily?
8. Who presented her the prize?
9. What were the prizes?
10. Was Dina sad?
B. Key Answer
1. Dina won the final badminton match in Junior Competition for MTs
2. She did the Morning Prayer and did exercises after that.
3. She had toast and a glass of milk.
4. Dina’s mother prepared a light breakfast.
 112

5. She left for the gym at 8

6. There were five badminton final matches on that day
7. Yes, she did
8. The town mayor presented her the prize.
9. The prizes are a golden medal and money
10. No, she was not.

PERTEMUAN 5
DANI’S VACATION
Dani’s classmate spent their vacation by going to different places and doing
different activities. Some of them visited their relatives in different cities, some other
spent their time in tourism object such as mountains, beach, zoos, or museum.
Different from his friends, Dani stayed at home in the vacation. He was sick.
He got an accident in the park when he played football one day during the vacation.
One of the players crashed him while he was having the ball. He fell down and his leg
was broken.
Dani was brought to hospital and he got surgery for the leg. The doctor told that
he had to stay in bed for several days. Therefore, he spent the remaining days of the
vacation at home. When the school time came, everyone in the class brought souvenir
for the class, but Dani brought his wheelchair.
A. Answer the question bellow
1. What of the communicative purpose of this text?
2. Why did Dani stay at home during the vacation?
3. What happened to Dani?
4. What dis his classmates do during the vacation?
5. What tourism object did they visit mostly?
6. What did the doctor tell Dani?
7. Did Dani bring different thing to the class?
8. What was it?
9. What did the classmate bring for the class?
10. What was the synonym of “surgery”?
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B. Key Answer
1. To tell the past events.
2. Because Dani was sick
3. He got an accident in the park when he played football one day during
vacation
4. His classmates visited their relatives in different cities.
5. They visited mostly in tourism object such as mountains, beach, zoos, or
museum.
6. The Doctor told that he had to stay in bed for several days
7. Yes, he did.
8. It was wheelchair
9. The classmate brought souvenir for the class
10. The synonym of “surgery” was operation
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APPENDIX 5

THE BLUE PRINT OF TRY OUT TEST

BLUE PRINT OF TRY OUT TEST

QUESTION NUMBER OF QUESTION

Recognizing the main idea 7, 10, 16, 39, 41, 47

Recognizing stated details 12, 20, 25, 29, 34, 51,

Guessing the meaning of unfamiliar words 4, 8, 15, 22, 44, 48, 55

Recognizing sequence 3, 21, 26, 37, 57

Inferring unstated details 18, 23, 24, 35, 38, 52, 53

Inferring referents 2, 9, 13, 32, 40, 45, 49, 60

Detecting mood 6, 14, 36, 54, 58

Drawing conclusion 11, 17, 27, 30, 50

Recognizing the author’s purpose 1, 9, 33, 43, 46, 56

Producing new ideas 5, 28, 31, 42

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APPENDIX 6

TRY OUT OF TEST

MTs DARUL HIKMAH NGOMPAK

Tahun Ajaran 2017/2018

Mata Pelajaran : Bahasa Inggris Kurikulum : KTSP

Kelas : VIII Test : Try out test

Read and Answer these Question correctly by crossing (X) a, b, c, or d!

Question number 1-5

THE FROG KING

A hundred years ago, there lived a king. He had some beautiful daughters, but 1

the youngest daughter was the most beautiful. Close by the king’ castle, there was a

great dark forest. And, under an old lime-tree in the forest, there was well. When the

day was bored, she took her golden ball and played with it.

One day, the princess played with her golden ball. Unfortunately, the ball rolled 5

into the well. Then, she began to cry. Suddenly, there was a frog who was willing to

help her. However the frog asked the princess to bring him to the palace and to let him

always stay close to her. The princess agreed with his request. So, the frog jumped into

the well and took the golden ball out of it. The princess felt so happy to see her golden 9

ball again.

1. The purpose of the text above is.....

a. to entertain reader with a fairy tale

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b. to persuade the reader to read the story

c. to describe how beautiful the princess is

d. to inform the reader about the princess’ golden ball

2. “When she was bored, she took her golden ball......” (paragraph 1, line 4)

The underlined word refers to.....

a. The frog

b. Golden ball

c. The princess

d. The King

3. What happens to the princess after her golden ball rolled into the well?

a. She began to cry

b. She began to run away

c. She began to laugh

d. She began to jump into the well

4. The word “request”(paragraph 2 line 8) has similar meaning as.............

a. made

b. asked

c. drew

d. told

5. What do you think about the princess?

a. She is an evil character

b. She is a trouble maker

c. She is an emotional person

d. She is a good person

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Question number 6-11

Once upon a time, there was a beautiful place called Neverland 1

where Peter Pan and Tinker Bell lived. Not so far from this place is the

city of London where John, Wendy, and Michael Darling lived. They

really loved the story of Peter.

One day Peter Pan appeared and asked the children to fly to 5

Neverland. They were very excited to see the scenery and beauty of

Neverland. Then they were surprised to know the existence of a cruel

pirate called Captain Hook. One day Captain Hook captured Tinker Bell

and forced her to show Peter Pan’s place. In doing so, all Peter’s friends, 9

The Darlings were captured and taken to the pirate ship. Captain Hook

frightened the children by putting them on the plank. Suddenly Peter Pan

appeared and stopped everything. In a fierce duel, he threw Hook and all

the pirates overboard. Hook was chased away by a crocodile, and nobody 13

cared to save him.

The Darlings were so happy and thankful to Peter Pan. They told 15

Peter their intention to go home. With the sprinkle of Tinker Bell’s, Pixie

Dust, Captain Hook’s pirate ship was sailing through the skies of

Neverland heading back to the Darlings’ home in London. 18

6. What did The Darlings feel when Peter ask them to go to Neverland? 5

a. Bored

b. Sad
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c. exited

d. hate

7. What is the problem faced by Peter Pan?

a. The Darlings left their home and flew to Neverland

b. Peters’ friends were captured by Captain Hook

c. The ship flew over the sky to the city of London

d. Captain Hook and Peter Pan had a fierce duel

8. In a fierce duel. (paragraph 2 line 6)

The similar meaning from underline word is…..

a. Powerful

b. Weak

c. weight

d. easy

9. Nobody cared to save him (paragraph 2 line 10).

The underlined word refers to....

a. Peter Pan

b. Pirates

c. Captain hook

d. Crocodile

10. What is the main idea of the third paragraph?

a. The Darlings intended to go home

b. The pirates thrown away

c. Tinker Bell flew to Neverland

d. Peter Pan saved The Darlings

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11. We can learn from this story that...............

a. Braveness is needed to be a hero

b. Good and right things will win

c. A beautiful scenery is good to see

d. Neverland is a place for children

Question number 12-17

RAPUNZEL
1
Rapunzel was a beautiful girl who has a very long hair. She lived in a tall tower 1

because an evil-witch put her there. One day a handsome prince passed near the tower

and he saw the beautiful Rapunzel. So he climbed up Rapunzel’s long hair. He wanted

to help Rapunzel got out the tower. Then Rapunzel had an idea to make a ladder, but 4 4

the witch found out about their plan. So she threw the prince out of the tower and made

him blind. She also cut Rapunzel’s long hair and took Rapunzel into faraway island.

She lived alone there and she sang sad song every day.

One day, the blind prince who has travelled around the world to find Rapunzel 8

heard Rapunzel singing. Finally, they met each other and then they got married. They

lived happily ever after.

12. Who puts Rapunzel into the tall tower?

a. The king
8
b. An evil-witch

c. The prince

d. The wizard

13. “.... and he saw the beautiful Rapunzel”.

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The underlined word (paragraph 1 line 2) refer to........

a. The prince

b. Rapunzel

c. The witch

d. The king

14. Rapunzel feels.... while she lived alone in faraway island.

a. happy

b. sad

c. proud

d. d. like

15. The similar meaning from “ladder” (paragraph 1 line 4) means..................

a. stairs

b. wood

c. straw

d. stick

16. What is the main information discussed in the second paragraph?

a. Rapunzel had an idea to make a ladder

b. Prince helped Rapunzel got out the tower.

c. Rapunzel was unhappy in the tall tower

d. Prince leaves her in the tall tower

17. Which sentence is correct according to the text?

a. Rapunzel is a beautiful girl with long hair

b. Rapunzel get down the tower by herself

c. The blind prince could not find Rapunzel

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d. Everyday Rapunzel sang a love song

Question number 18-23

GOING TO JOGJAKARTA

Last holiday my students and I went to Jogjakarta. We stayed at Morison 1

Hotel which is not a long way from Malioboro.

On Friday, we went to the sanctuaries in Prambanan. There were three major 3

sanctuaries, the Brahmana, Syiwa and Wisnu sanctuaries. We went by just Brahmana

and Syiwa sanctuaries, on the grounds that Wisnu sanctuary is being remodeled. The

next day, we went to Yogya Kraton in the morning. We spent around two hours there. 6

We were fortunate on the grounds that we were driven by a brilliant and amicable aide.

At that point we proceeded with our adventure to Borobudur.

We touched base there at four p.m. At 6 p.m. We heard the declaration that

Borobudur entryway would be closed. In the evening we left Jogjakarta by bus. 10

18. How is the Morison Hotel?

a. Morison Hotel is far from Malioboro

b. It is near from Malioboro

c. Morison hotel is big building 9

d. It is a long way from Malioboro

19. What is purpose of the text?

a. entertain readers

b. tell past events

c. describe the smugglers

d. report an event to the police

 122

20. What are the big temples in Prambanan?

a. angkor wat, syiwa, and sudra sanctuaries

b. paria, brahmana, and sanctuaries

c. brahmana, syiwa, and wisnu sanctuaries

d. wisnu, syiwa, and borobudur sanctuaries

21. What did they do on the Saturday morning?

a. They went to Prambanan temples

b. They spent around two hours at Borobudur

c. They went to Yogya Kraton

d. They left Jogjarakra

22. We were driven by a brilliant and amicable aide (paragraph 2 line 7).

The similar meaning from the underlined word is….

a. intelligent

b. friendly

c. smart

d. competent

23. When did they go home?

a. On Saturday morning

b. On Thursday evening

c. On Friday afternoon

d. On Saturday evening

Question number 24-28

The Town Hall

1
 123

On Saturday night, we went to the Town Hall. It was the last day of the 4

year and a large crowd of people had gathered under the Town Hall clock. It

would strike twelve in twenty minutes’ time. Fifteen minutes passed and then,

at five to twelve, the clock stopped. The big minute hand did not move. We 7

waited and waited, but nothing happened. Suddenly someone shouted,”It’s two

minutes past twelve! The clock has stopped!”

I looked at my watch. It was true. The big clock refused to welcome the

New Year. At that moment, everybody began to laugh and sing.

24. When did the event happen?

a. in the middle of the year

b. the end of the year

c. Christmas celebration

d. at the weekend as usual

25. When did the clock stopped?

a. At 5.12

b. At 12.00

c. At 11.55

d. At 12.02

26. What probably happened when someone shouted that the clock stopped?

a. Everybody directly celebrated the New Year

b. Everybody sings and laugh.

c. Everybody looked for a watch.

d. Everybody shouted too.

27. Why did the people gather under the Town Hall clock?
 124

a. To welcome the New Year

b. To see the newly bought clock

c. To strike the laughing people

d. To stop people who shouted

28. Which of the following is not true according to the text?

a. The writer was waiting to celebrate the New Year.

b. The writer brought a watch.

c. The writer was very happy.

d. The writer celebrated the New Year with his family.

Question number 29-33

THE LAMB AND THE WOLF

One day the wolf was slaking his thirst at a stream when he chanced to see a 1

lamb, also drinking, at some distance down the stream. Outraged, he growled, “You

are muddying my water, now I shall eat you.”

The lamb protested,” But, Sir, how can I be muddying your drinking water? I 4

am farther downstream than you are. The water is flowing from your part of the stream

to where I am.”

“Upstream or downstream, your drinking is muddying my water, and I shall eat 7

you”. So saying, the wolf leaped upon the lamb and devoured him.

29. Where did the story happen?

a. On the river

b. In the forest
 125

c. In the Jungle

d. At the Zoo

30. The following fact made the wolf get angry with the lamb, except……..

a. The lamb muddied the water

b. The wolf wanted to eat the lamb

c. The lamb drank at the same stream

d. The lamb protested him

31. We can learn from the story that ……

a. Never drink the river water

b. Never clean our body on stream

c. The bad will always beat the good

d. The strong will always rule the weak

32. The wolf leaped upon the lamb and devoured him. (Paragraph 3 line 8).

The underlined word refers to……

a. The wolf

b. Water

c. the lamb

d. the wolf and the lamb

33. What is the purpose of the text?

a. To entertain the reader

b. To describe something

c. To retell past events

d. To report the past events

 126

Question number 34- 40

Last year, I spent my vacation in my aunt’s house. She lived behind one of the 1

hills in Boyolali. I went there with my brother, Yoga. We took a bus from Semarang

and got off at Solo bus station. My aunt had waited for us there. She then took us to

her house in Selo. This place is famous for its beautiful scenery.

The journey to Selo was thrilling. We had to climb the hill. The street was 58

twisted here and there. Moreover, it was foggy that afternoon. So, I could only see few

maters in front of me. Luckily, my aunt was a good drivers. She did it very well. We

arrived at my aunt’s house at seven o’clock in the evening. The place was completely

dark. It was also very cold. Yoga and I refuse to take a bath although my aunt said she 12

had prepared hot water for us.

At the night, we went to one of the hills there. There was an offering ceremony.

The villagers offered a buffalo head for the Mount Merapi. People were dancing and

singing during the ceremony. They wore Javanese costumes. Yoga and I enjoyed the

performance. We wore very thick jackets because it was very could.

34. Where did the writer spend his vacation last year?

a. Solo

b. Semarang

c. Selo

d. Boyolali

35. How was the street to Selo?

 127

a. Uphill and twisted

b. Downhill and twisted

c. Dangerous and straight

d. Narrow and dangerous

36. Why did the writer refuse to take a bath?

a. Because the weather was very cold

b. Because it was hard to get hot water

c. Because the night was warm and cozy

d. Because he could not wait to see the performance

37. What did the villagers do that night?

a. Enjoying the foggy night

b. Taking the hot water bath

c. Making an offering ceremony

d. Enjoying the tour around the city

38. How did the writer keep his body warm?

a. By wearing a jacket

b. By putting on his sock

c. By taking a bath in hot water

d. By sleeping under a thick blanket

39. What is the main information discussed in the last paragraph?

a. The situation made by the villagers

b. They carried out a series of the ceremony

c. They arrived at the aunt’s house

d. They wear Javanese costume every day

 128

40. “They wore Javanese costume” (paragraph 3 line 13).

The underlined word refers to…..

a. The viewer

b. The villagers

c. The writer and his aunt

d. The writer and his brother

Question number 41 – 45

Once there was a monkey that lived in a forest. When the forest cought on fire, 1

the monkey ran to the river. He wanted to cross the river to move into another forest.

Some crocodiles were waiting in the river, looking for prey. As they saw the monkey,

they threatened to eat him.

The monkey had an idea. He asked them to line up to count how many 5

crocodiles he would have to give his meat to. The crocodiles did so. The monkey

counted them while jumping on their backs to cross the river to the other side. When

he got the other side the monkey mocked to crocodiles for their foolishness and then 8

ran away in to the new forest.

41. What is the main idea of the second paragraph?

a. The monkey mocked the crocodiles for their foolishness.

b. The monkey wanted to move into another forest.

c. The monkey had an idea to cross the river

d. The crocodiles threatened the monkey.

42. What do we learn from the story?

a. Never put off until tomorrow what you can do today

 129

b. Think twice before you do something

c. Don’t try to lie to your enemy

d. Intelegence is the best capital

43. What is the story about?

a. The jumping monkey

b. The monkey and the bushfire

c. The monkey and the crocodile

d. The crocodiles and the new forest

44. “…. the monkey mocked the crocodiles for their foolishness … “(Paragraph 2,

line 8). The underlined word means...

a. To give someone suggestion

b. To make someone angry

c. To keep someone away

d. To laugh at someone

45. “As they saw the monkey, they threatened to eat him.” (Paragraph 1, line 3)

The underlined word refers to…..

a. The crocodiles

b. The villagers

c. The monkey

d. The animals

Question number 46-50

1
 130

It was my grandfather’s birthday party last Sunday. On Friday, my sister and I

went shopping at the mall. We bought a nice shirt. Then we wrapped it in the blue

paper. Blue is my grandfather’s favorite colour.

On Saturday morning, my brother and I helped my sister making a birthday 4

cake in the kitchen. It was a big and beautiful cake. I wrote ‘Happy Birthday’ on it.

After that, we put same chocolate and a candle on top of it.

On Sunday evening, my uncle and aunt came to my house. They brought seceral 7

bottles of soft drink and flowers for grandfather. We sat together in the living room.

My dad said a prayer. Then we sang ‘Happy Birthday’ and my grandfather blew out

the candle. He cut the cake into small pieces and gave a piece to everybody in that

room. He opened the present and he was very happy with the shir. Finally, my 11

grandfather told us some stories about my grandfather.

46. What does the text tell about?

a. Describing grandfather’s family

b. Telling grandfather’s experience

c. Celebrating grandfather’s birthday party

d. Making grandfather birthday cake.

47. What is the main idea of the first paragraph?

a. The writer bought a present for her grandfather

b. The writer prepared everything for the party

c. The writer’s uncle brought some drinks and flower

d. The writer and her family celebrated their grandfather’s birthday

48. We bought a nice shirt. Then we wrapped it in blue paper” (Paragraph 1, line

2). The underlined word has similar meaning to….

 131

a. Swept

b. Covered

c. Washed

d. Wrecked

49. “Finally, my grandmother told us some stories about my grandfather”.

(Paragraph 3, line 11). The underlined word refers to…..

a. The writer and family

b. Grandfather and the teacher

c. Grandmother and the family

d. Writer and teacher

50. Which statement is INCORRECT based on the text?

a. The party was held outside the house

b. The writer helped her sister making a cake

c. The writer’s grandfather likes the writer’s present.

d. The writer’s grandmother told many stories about grandfather

Question number 51-55

Once upon a time, there lived group mice under a three in peace. However, a 1

group of elephants crossing the jungle unknowingly destroyed the homes of all the

rats. Many of them were crushed to death.

Then the king of rats decided to approach the elephant’s chief and request him 4

to guide his herd through another route. On hearing the sad story, the elephant’s king

apologized and agreed to take another route. And so there lives the rats were saved.

7
 132

One day elephant hunters came to the jungle and tripped a group of elephants

in the huge nets. Then the elephant’s king suddenly remembers the king of rats. He

summoned one of the elephants of his herd which had not been trapped, to go seek

help from the king and told him about the trapped elephants.

The rat’s king immediately took his entire group of rats and they cut the nets 11

which had trapped the elephant’s herd. The elephant’s herd was totally set free. They

dance with joy and thanked the rats.

51. Who destroyed the homes of all rats?

a. Group of mice

b. The hunters

c. Elephants hunters

d. A group of elephants

52. Who helped the elephants’s herd free?

a. The hunter

b. A trapped elephant

c. A group of kings

d. Entire group of rats

53. Where did the story take place?

a. Deep in the winter’s mind

b. In the jungle

c. In the black forest

d. In mice group’s home

54. At the end of the story, how was the elephants’ herd?

a. Angry
 133

b. Sad

c. Dissappointed

d. Happy

55. “He summoned one of the elephants…” (Paragraph 3).

The underlined word means…..

a. ordered to come

b. offered to come

c. asked to do

d. forced to do

Question number 56-60

Last holiday, I went to Surabaya with my friend for vacation. We went 1

there on a night bus.When we arrived in Lamongan, the bus stopped at a small

restaurant for a rest. I got off the bus to get a cup of ginger tea, and my friend

drank some cold lemonade. Then I went to the toilet. It took only a few minutes.

When I came out again, the bus was not there. It had gone! My friend 5

was not there too. Feeling shocked and confused, I asked a waitress about the

bus. She said that the bus departed about five minutes ago.I tried to call my

friend on my cell-phone, but the battery was running low. I could not do 8

anything but hope and pray. After several minutes, my wish came true. The bus

came back! I got on the bus and walked to my seat.I was so ashamed when

everybody on the bus looked at me. I could feel my face turn red.

56. What is the topic of the text above?

a. My vacation
b. Vacation to Surabaya
 134

c. Vacation with family

d. Vacation to foreign country
57. What did the writer do when the bus stop for rest in Lamongan?
a. The writer bought some souvenirs
b. The writer drank some cold lemonade
c. The writer went to the toilet
d. The writer got off the bus to get a cup of ginger tea
58. What did the writer feel when the bus is not there?
a. Ashamed
b. Shocked and confused
c. Sad and Angry
d. Disappointed
59. How many friend that the writer had to join the vacation?
a. One
b. Two
c. Three
d. Four
60. The bus was not there. It had gone! (Paragraph 2, line 5)
The underlined word refers to…..
a. The writer
b. The writer’s friend
c. The bus
d. The waitress
 135

KEY ANSWER

1. A 19. B 37. A

2. C 20. C 38. A

3. A 21. C 39. B

4. B 22. B 40. B

5. D 23. D 41. C

6. C 24. B 42. D

7. B 25. C 43. C

8. A 26. C 44. D

9. C 27. A 45. A

10. A 28. D 46. C

11. B 29. A 47. A

12. B 30. B 48. B

13. A 31. D 49. A

14. B 32. C 50. D

15. A 33. D 51. D

16. B 34. A 52. D

17. A 35. A 53. B

18. B 36. C 54. D

 121

55. A

56. B

57. D

58. A

59. A

60. C
 APPENDIX 7

VALIDITY AND RELIABILITY OF TRY OUT TEST

VALIDITY OF TRY OUT TEST

Item
RESPONDEN test
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 0 1 1 0 1 0 1 0 1 0 0 0 0 0 1 0 1 0 1 1
2 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
4 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 1 1 1 1 1
5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1
6 0 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 1 0 1 1
7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
8 0 1 0 1 1 0 1 0 0 0 1 1 0 1 1 1 1 0 0 1
9 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
10 0 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 1 0 1 0
11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
12 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
14 0 1 1 0 1 0 1 0 1 0 0 1 0 0 1 0 0 0 1 1
15 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 0
16 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1
17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 2
18 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1

136
 137

19 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
20 1 1 0 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1
21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1
22 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
23 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
24 0 1 1 0 1 0 1 0 1 0 0 1 0 0 0 0 0 0 1 1
25 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0
26 0 0 1 0 1 0 1 0 1 0 0 1 0 0 1 0 1 0 1 1
27 0 1 1 0 1 0 1 0 1 0 0 1 0 0 1 0 1 0 1 1
28 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0
29 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 1 1
30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1
31 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
32 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1
33 1 1 1 1 0 1 0 1 0 0 1 1 0 1 1 0 1 0 0 1
34 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
24.0 26.0 28.0 25.0 25.0 24.0 28.0 24.0 27.0 23.0 26.0 33.0 24.0 25.0 28.0 25.0 28.0 24.0 29.0 31.0
rxy 0.7 -0.1 0.6 0.6 0.4 0.7 0.6 0.7 0.6 0.7 0.6 0.1 0.7 0.6 -0.2 0.6 -0.1 0.7 0.5 0.2
r table 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3
keterangan V TV V V V V V V V V V TV V V TV V TV V V TV
 138

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
1 1 1 0 0 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1 1 1 1
1 0 1 1 1 0 0 0 1 1 1 1 1 0 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 0 0 0 1 0 0 0 0 1 0 0 1 0 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 0 1 0
1 1 0 1 1 1 0 0 0 1 1 1 0 0 1 1 1 1 1 1
1 1 0 0 0 1 0 0 0 1 1 0 0 1 0 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1
0 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 0 0 0 0
0 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 0 1 1 1 0 0 0 0 1 0 1 0 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
 139

1 1 1 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1
1 1 1 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1
1 1 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 1 1
1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1
1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 0 1 1 1 0
30.0 29.0 30.0 26.0 26.0 28.0 27.0 26.0 28.0 32.0 30.0 25.0 28.0 30.0 26.0 29.0 32.0 31.0 32.0 30.0
0.5 0.5 0.4 0.5 0.6 0.5 0.3 0.4 0.6 0.3 0.5 0.5 0.4 0.0 0.5 0.5 0.4 0.5 0.4 0.4
0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3
V V V V V V V V V TV V V V TV V V V V V V
 140

41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 ∑Y
0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 42
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 59
1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 52
1 0 1 1 1 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 39
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 57
0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 36
1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 59
1 0 1 0 0 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 37
1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 51
0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 35
1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 56
1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 56
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 59
0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 42
1 0 0 1 0 1 0 1 0 0 1 0 0 1 0 1 0 1 0 1 35
1 0 0 1 0 0 0 1 0 0 1 0 0 1 0 1 0 0 0 1 34
1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 57
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 59
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 58
1 1 1 1 1 1 0 1 1 0 0 1 0 1 0 0 1 1 0 1 40
1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 58
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 57
1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 59
0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 40
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 57
 141

0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 42
0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 44
1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 50
1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 40
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 57
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 58
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 58
1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 43
1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 0 1 1 0 1 50
27.0 30.0 32.0 25.0 30.0 28.0 30.0 31.0 31.0 31.0 27.0 29.0 27.0 29.0 28.0 27.0 31.0 28.0 27.0 26.0
0.5 0.5 0.4 0.6 0.5 0.4 0.5 0.4 0.5 0.4 0.3 0.4 0.5 -0.3 0.5 0.1 0.5 0.1 0.4 -0.3
0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3
V V V V V V V V V V V V V TV V TV V TV V TV
 142

∑X 21 27 30 13 28 18 23 26 24 19 27
(∑X)2 441 729 900 169 784 324 529 676 576 361 729
∑X2 21 27 30 13 28 18 23 26 24 19 27
∑XY 594 735 823 367 769 501 627 706 659 525 743
N.∑XY 20196 24990 27982 12478 26146 17034 21318 24004 22406 17850 25262
∑X.∑Y 19068 24516 27240 11804 25424 16344 20884 23608 21792 17252 24516
{N.∑X2-(∑X)2} 273 189 120 273 168 288 253 208 240 285 189
{N.∑Y2-(∑Y)2} 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380
[N∑x2-(∑x)2].N∑y2-(∑y)2 3379740 2339820 1485600 3379740 2079840 3565440 3132140 2575040 2971200 3528300 2339820
√ 1838.40 1529.64 1218.85 1838.40 1442.16 1888.23 1769.78 1604.69 1723.71 1878.37 1529.64
N∑xy-∑x∑y 1128 474 742 674 722 690 434 396 614 598 746
Rxy 0.61357 0.30987 0.60877 0.36662 0.50063 0.36542 0.24522 0.24677 0.35620 0.31836 0.48769
Rtabel 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339
Ket V TV V V V TV TV TV V TV V
2.r1/2.1/2 1.22714 0.61975 1.21753 0.73324 1.00127 0.73084 0.49045 0.93552 0.71241 0.6367 0.97538
1+r1/2.1/2 1.61357 1.30987 1.60877 1.36662 1.50636 1.36542 1.24522 1.24676 1.35627 1.31836 1.48769
r11 0.76051 0.47313 0.75681 0.53653 0.66723 0.53524 0.39386 0.39586 0.52529 0.48296 0.65563
KETERANGAN V TV V V V TV TV TV V TV V
 143

33 25 28 27 28 22 30 23 14 29 10 23 12 14 4
1089 625 784 729 784 484 900 529 196 841 100 529 144 196 16
33 25 28 27 28 22 30 23 14 29 10 23 12 14 4
902 681 769 741 765 612 816 634 395 794 285 626 350 394 114
30668 23154 26146 25194 26010 20808 27744 21556 13430 26996 9690 21284 11900 13396 3876
29964 22700 25424 24516 25424 19976 27240 20884 12712 26332 9080 20884 10896 12712 3632
33 225 168 189 168 264 120 253 280 145 240 253 264 280 120
12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380
408540 2785500 2079840 2339820 2079840 3268320 1485600 3132140 3466400 1795100 2971200 3132140 3268320 3466400 1485600
639.2 1669.0 1442.2 1529.6 1442.2 1807.8 1218.9 1769.8 1861.8 1339.8 1723.7 1769.8 1807.8 1861.8 1218.9
704 454 722 678 586 832 504 672 718 664 610 400 1004 684 244
1.101 0.272 0.501 0.443 0.406 0.460 0.414 0.380 0.386 0.496 0.354 0.226 0.555 0.367 0.200
0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339
V TV V V V V V V V V V TV V V TV
2.203 0.544 1.001 0.886 0.813 0.920 0.827 0.759 0.771 0.991 0.708 0.452 1.111 0.735 0.400
2.101 1.272 1.501 1.443 1.406 1.460 1.414 1.380 1.386 1.496 1.354 1.226 1.555 1.367 1.200
1.048 0.428 0.667 0.614 0.578 0.630 0.585 0.550 0.557 0.663 0.523 0.369 0.714 0.537 0.334
V TV V V V V V V V V V TV V V TV
 144

19 22 23 31 18 20 31 28 28 13 32 25 27 31
361 484 529 961 324 400 961 784 784 169 1024 625 729 961
19 22 23 31 18 20 31 28 28 13 32 25 27 31
546 612 638 844 513 558 848 777 763 380 876 692 755 855
18564 20808 21692 28696 17442 18972 28832 26418 25942 12920 29784 23528 25670 29070
17252 19976 20884 28148 16344 18160 28148 25424 25424 11804 29056 22700 24516 28148
285 264 253 93 288 280 93 168 168 273 64 225 189 93
12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380 12380
352830 326832 313214 115134 356544 346640 115134 207984 207984 337974 278550 233982 115134
0 0 0 0 0 0 0 0 0 0 792320 0 0 0
1878.4 1807.8 1769.8 1073.0 1888.2 1861.8 1073.0 1442.2 1442.2 1838.4 890.1 1669.0 1529.6 1073.0
1312 832 808 548 1098 812 684 994 518 1116 728 828 1154 922
0.698 0.460 0.457 0.511 0.581 0.436 0.637 0.689 0.359 0.607 0.818 0.496 0.754 0.859
0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339
V V V V V V V V V V V V TV V
1.397 0.920 0.913 1.021 1.163 0.872 1.275 1.378 0.718 1.214 1.636 0.992 1.509 1.719
1.698 1.460 1.457 1.511 1.581 1.436 1.637 1.689 1.359 1.607 1.818 1.496 1.754 1.859
0.822 0.630 0.627 0.676 0.735 0.607 0.779 0.816 0.529 0.755 0.900 0.663 0.860 0.924
V V V V V V V V V V V V TV V
 145

20 31 28 28 13 32 25 27 31
400 961 784 784 169 1024 625 729 961
20 31 28 28 13 32 25 27 31
558 848 777 763 380 876 692 755 855
18972 28832 26418 25942 12920 29784 23528 25670 29070
18160 28148 25424 25424 11804 29056 22700 24516 28148
280 93 168 168 273 64 225 189 93
12380 12380 12380 12380 12380 12380 12380 12380 12380
3466400 1151340 2079840 2079840 3379740 792320 2785500 2339820 1151340
1861.8 1073.0 1442.2 1442.2 1838.4 890.1 1669.0 1529.6 1073.0
812 684 994 518 1116 728 828 1154 922
0.436 0.637 0.689 0.359 0.607 0.818 0.496 0.754 0.859
0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339 0.339
V V V V V V V V V
0.872 1.275 1.378 0.718 1.214 1.636 0.992 1.509 1.719
1.436 1.637 1.689 1.359 1.607 1.818 1.496 1.754 1.859
0.607 0.779 0.816 0.529 0.755 0.900 0.663 0.860 0.924
V V V V V V V V V
146
147
 146

RELIABILITY TEST

RESPONDEN GANJIL GENAP XY X2 Y2

1 17 12 204 289 144
2 21 21 441 441 441
3 23 23 529 529 529
4 24 18 432 576 324
5 22 17 374 484 289
6 18 18 324 324 324
7 19 19 361 361 361
8 17 17 289 289 289
9 20 22 440 400 484
10 24 18 432 576 324
11 23 25 575 529 625
12 18 24 432 324 576
13 19 24 456 361 576
14 20 18 360 400 324
15 25 17 425 625 289
16 24 18 432 576 324
17 24 19 456 576 361
18 23 25 575 529 625
19 19 24 456 361 576
20 17 24 408 289 576
21 20 22 440 400 484
22 19 18 342 361 324
23 17 24 408 289 576
24 20 22 440 400 484
25 24 18 432 576 324
26 23 19 437 529 361
27 18 17 306 324 289
28 17 23 391 289 529
29 18 18 324 324 324
30 19 17 323 361 289
31 17 18 306 289 324
32 20 24 480 400 576
33 24 22 528 576 484
34 23 18 414 529 324
Reliability = 0.840
r table = 0.339
r11 = 0.890
r = 0.890 > r table = 0.339
It can be concluded that the items are reliable.
 147

APPENDIX 8

THE BLUE PRINT OF PRE TEST

QUESTION NUMBER OF QUESTION

Recognizing the main idea 26, 27, 6, 10

Recognizing stated details 22, 35, 12, 15

Guessing the meaning of unfamiliar words 31, 36, 5, 14

Recognizing sequence 24, 37, 2, 13

Inferring unstated details 23, 25, 35, 16

Inferring referents 32, 40, 8, 20

Detecting mood 30, 39, 4, 9

Drawing conclusion 33, 7, 11, 17

Recognizing the author’s purpose 29, 30, 1, 21

Producing new ideas 26, 3, 18, 19

 148

APPENDIX 9

PRE TEST

MTs DARUL HIKMAH NGOMPAK

Tahun Ajaran 2017/2018
Mata Pelajaran : Bahasa Inggris Kurikulum : KTSP

Kelas : VIII Test : Pre Test

Read and Answer these Question correctly by crossing (X) a, b, c, or d!

Question number 1-3

THE FROG KING

A hundred years ago, there lived a king. He had some beautiful daughters, 1

but the youngest daughter was the most beautiful. Close by the king’ castle, there

was a great dark forest. And, under an old lime-tree in the forest, there was well.

When the day was bored, she took her golden ball and played with it.

One day, the princess played with her golden ball. Unfortunately, the ball 5

rolled into the well. Then, she began to cry. Suddenly, there was a frog who was

willing to help her. However the frog asked the princess to bring him to the palace

and to let him always stay close to her. The princess agreed with his request. So,

the frog jumped into the well and took the golden ball out of it. The princess felt so 9

happy to see her golden ball again.

1. The purpose of the text above is.....

a. to entertain reader with a fairy tale

b. to persuade the reader to read the story

c. to describe how beautiful the princess is

d. to inform the reader about the princess’ golden ball

 149

2. What happens to the princess after her golden ball rolled into the well?

a. She began to cry

b. She began to run away

c. She began to laugh

d. She began to jump into the well

3. What do you think about the princess?

a. She is an evil character

b. She is a trouble maker

c. She is an emotional person

d. She is a good person

Question number 4-7

Once upon a time, there was a beautiful place called Neverland 1

where Peter Pan and Tinker Bell lived. Not so far from this place is the

city of London where John, Wendy, and Michael Darling lived. They

really loved the story of Peter.

One day Peter Pan appeared and asked the children to fly to 5

Neverland. They were very excited to see the scenery and beauty of

Neverland. Then they were surprised to know the existence of a cruel

pirate called Captain Hook. One day Captain Hook captured Tinker Bell

and forced her to show Peter Pan’s place. In doing so, all Peter’s friends,

The Darlings were captured and taken to the pirate ship. Captain Hook

frightened the children by putting them on the plank. Suddenly Peter

Pan appeared and stopped everything. In a fierce duel, he threw Hook 12

13
 150

and all the pirates overboard. Hook was chased away by a crocodile, 13

and nobody cared to save him.

The Darlings were so happy and thankful to Peter Pan. They

told Peter their intention to go home. With the sprinkle of Tinker Bell’s,

Pixie Dust, Captain Hook’s pirate ship was sailing through the skies of

Neverland heading back to the Darlings’ home in London. 18

4. What did The Darlings feel when Peter ask them to go to Neverland?

a. Bored

b. Sad

c. exited

d. hate

5. In a fierce duel. (paragraph 2 line 6)

The similar meaning from underline word is…..

a. Powerful

b. Weak

c. weight

d. easy

6. What is the main idea of the third paragraph?

e. The Darlings intended to go home

f. The pirates thrown away

g. Tinker Bell flew to Neverland

h. Peter Pan saved The Darlings

7. We can learn from this story that...............

a. Braveness is needed to be a hero

 151

b. Good and right things will win

c. A beautiful scenery is good to see

d. Neverland is a place for children

Question number 8-11

RAPUNZEL

Rapunzel was a beautiful girl who has a very long hair. She lived in a tall 1

tower because an evil-witch put her there. One day a handsome prince passed near

the tower and he saw the beautiful Rapunzel. So he climbed up Rapunzel’s long

hair. He wanted to help Rapunzel got out the tower. Then Rapunzel had an idea to 4

make a ladder, but the witch found out about their plan. So she threw the prince out

of the tower and made him blind. She also cut Rapunzel’s long hair and took

Rapunzel into faraway island. She lived alone there and she sang sad song every

day.

One day, the blind prince who has travelled around the world to find 8

Rapunzel heard Rapunzel singing. Finally, they met each other and then they got

married. They lived happily ever after.

8. “.... and he saw the beautiful Rapunzel”.

The underlined word (paragraph 1 line 2) refer to........

8
a. The prince

b. Rapunzel

c. The witch

d. The king

9. Rapunzel feels.... while she lived alone in faraway island.

a. happy
 152

b. sad

c. proud

d. d. like

10. What is the main information discussed in the second paragraph?

a. Rapunzel had an idea to make a ladder

b. Prince helped Rapunzel got out the tower.

c. Rapunzel was unhappy in the tall tower

d. Prince leaves her in the tall tower

11. Which sentence is correct according to the text?

a. Rapunzel is a beautiful girl with long hair

b. Rapunzel get down the tower by herself

c. The blind prince could not find Rapunzel

d. Everyday Rapunzel sang a love song

Question number 12-15

GOING TO JOGJAKARTA

Last holiday my students and I went to Jogjakarta. We stayed at Morison 1

Hotel which is not a long way from Malioboro.

On Friday, we went to the sanctuaries in Prambanan. There were three major 3

sanctuaries, the Brahmana, Syiwa and Wisnu sanctuaries. We went by just

Brahmana and Syiwa sanctuaries, on the grounds that Wisnu sanctuary is being

remodeled. The next day, we went to Yogya Kraton in the morning. We spent 6

around two hours there. We were fortunate on the grounds that we were driven by

a brilliant and amicable aide. At that point we proceeded with our adventure to

Borobudur.

9
 153

We touched base there at four p.m. At 6 p.m. We heard the declaration that 10

Borobudur entryway would be closed. In the evening we left Jogjakarta by bus.

12. What are the big temples in Prambanan?

a. angkor wat, syiwa, and sudra sanctuaries

b. paria, brahmana, and sanctuaries

c. brahmana, syiwa, and wisnu sanctuaries

d. wisnu, syiwa, and borobudur sanctuaries 9

13. What did they do on the Saturday morning?

a. They went to Prambanan temples

b. They spent around two hours at Borobudur

c. They went to Yogya Kraton

d. They left Jogjarakra

14. We were driven by a brilliant and amicable aide (paragraph 2 line 7).

The similar meaning from the underlined word is….

a. intelligent

b. friendly

c. smart

d. competent

15. When did they go home?

a. On Saturday morning

b. On Thursday evening

c. On Friday afternoon

d. On Saturday evening
 154

Question number 16-18

The Town Hall

On Saturday night, we went to the Town Hall. It was the last day of 1

the year and a large crowd of people had gathered under the Town Hall

clock. It would strike twelve in twenty minutes’ time. Fifteen minutes

passed and then, at five to twelve, the clock stopped. The big minute hand 4

did not move. We waited and waited, but nothing happened. Suddenly

someone shouted,”It’s two minutes past twelve! The clock has stopped!”

I looked at my watch. It was true. The big clock refused to welcome 7

the New Year. At that moment, everybody began to laugh and sing.

16. When did the clock stopped?

a. At 5.12

b. At 12.00

c. At 11.55

d. At 12.02

17. Why did the people gather under the Town Hall clock?

a. To welcome the New Year

b. To see the newly bought clock

c. To strike the laughing people

d. To stop people who shouted

18. Which of the following is not true according to the text?

a. The writer was waiting to celebrate the New Year.

b. The writer brought a watch.

c. The writer was very happy.

 155

d. The writer celebrated the New Year with his family.

Question number 19-21

THE LAMB AND THE WOLF

One day the wolf was slaking his thirst at a stream when he chanced to see 1

a lamb, also drinking, at some distance down the stream. Outraged, he growled,

“You are muddying my water, now I shall eat you.”

The lamb protested,” But, Sir, how can I be muddying your drinking water? 4

I am farther downstream than you are. The water is flowing from your part of the

stream to where I am.”

“Upstream or downstream, your drinking is muddying my water, and I shall 7

eat you”. So saying, the wolf leaped upon the lamb and devoured him.

19. We can learn from the story that ……

a. Never drink the river water

b. Never clean our body on stream

c. The bad will always beat the good

d. The strong will always rule the weak

20. The wolf leaped upon the lamb and devoured him. (Paragraph 3 line 8).

The underlined word refers to……

a. The wolf

b. Water

c. the lamb

d. the wolf and the lamb

21. What is the purpose of the text?

a. To entertain the reader

 156

b. To describe something

c. To retell past events

d. To report the past events

Question number 22- 26

Last year, I spent my vacation in my aunt’s house. She lived behind one of 1

the hills in Boyolali. I went there with my brother, Yoga. We took a bus from

Semarang and got off at Solo bus station. My aunt had waited for us there. She then

took us to her house in Selo. This place is famous for its beautiful scenery.

The journey to Selo was thrilling. We had to climb the hill. The street was 5

twisted here and there. Moreover, it was foggy that afternoon. So, I could only see

few maters in front of me. Luckily, my aunt was a good drivers. She did it very

well. We arrived at my aunt’s house at seven o’clock in the evening. The place was

completely dark. It was also very cold. Yoga and I refuse to take a bath although

my aunt said she had prepared hot water for us.

At the night, we went to one of the hills there. There was an offering 11

ceremony. The villagers offered a buffalo head for the Mount Merapi. People were

dancing and singing during the ceremony. They wore Javanese costumes. Yoga and

I enjoyed the performance. We wore very thick jackets because it was very could.

22. Where did the writer spend his vacation last year?

a. Solo

b. Semarang

c. Selo

d. Boyolali
 157

23. How was the street to Selo?

a. Uphill and twisted

b. Downhill and twisted

c. Dangerous and straight

d. Narrow and dangerous

24. What did the villagers do that night?

a. Enjoying the foggy night

b. Taking the hot water bath

c. Making an offering ceremony

d. Enjoying the tour around the city

25. How did the writer keep his body warm?

a. By wearing a jacket

b. By putting on his sock

c. By taking a bath in hot water

d. By sleeping under a thick blanket

26. What is the main information discussed in the last paragraph?

a. The situation made by the villagers

b. They carried out a series of the ceremony

c. They arrived at the aunt’s house

d. They wear Javanese costume every day

 158

Question number 27 – 29

Once there was a monkey that lived in a forest. When the forest cought on 1

fire, the monkey ran to the river. He wanted to cross the river to move into another

forest. Some crocodiles were waiting in the river, looking for prey. As they saw the

monkey, they threatened to eat him.

The monkey had an idea. He asked them to line up to count how many 5

crocodiles he would have to give his meat to. The crocodiles did so. The monkey

counted them while jumping on their backs to cross the river to the other side. When

he got the other side the monkey mocked to crocodiles for their foolishness and

then ran away in to the new forest. 9

27. What is the main idea of the second paragraph?

a. The monkey mocked the crocodiles for their foolishness.

b. The monkey wanted to move into another forest.

c. The monkey had an idea to cross the river

d. The crocodiles threatened the monkey.

28. What do we learn from the story?

a. Never put off until tomorrow what you can do today

b. Think twice before you do something

c. Don’t try to lie to your enemy

d. Intelegence is the best capital

29. What is the story about?

a. The jumping monkey

b. The monkey and the bushfire

c. The monkey and the crocodile

 159

d. The crocodiles and the new forest

Question number 30-33

It was my grandfather’s birthday party last Sunday. On Friday, my sister and 1

I went shopping at the mall. We bought a nice shirt. Then we wrapped it in the blue

paper. Blue is my grandfather’s favorite colour.

On Saturday morning, my brother and I helped my sister making a birthday 4

cake in the kitchen. It was a big and beautiful cake. I wrote ‘Happy Birthday’ on it.

After that, we put same chocolate and a candle on top of it.

On Sunday evening, my uncle and aunt came to my house. They brought 7

seceral bottles of soft drink and flowers for grandfather. We sat together in the

living room. My dad said a prayer. Then we sang ‘Happy Birthday’ and my

grandfather blew out the candle. He cut the cake into small pieces and gave a piece

to everybody in that room. He opened the present and he was very happy with the 11

shir. Finally, my grandfather told us some stories about my grandfather.

30. What does the text tell about?

a. Describing grandfather’s family

b. Telling grandfather’s experience

c. Celebrating grandfather’s birthday party

d. Making grandfather birthday cake.

31. We bought a nice shirt. Then we wrapped it in blue paper” (Paragraph 1,

line 2). The underlined word has similar meaning to….

a. Swept

b. Covered

c. Washed
 160

d. Wrecked

32. “Finally, my grandmother told us some stories about my grandfather”.

(Paragraph 3, line 11). The underlined word refers to…..

a. The writer and family

b. Grandfather and the teacher

c. Grandmother and the family

d. Writer and teacher

33. Which statement is INCORRECT based on the text?

a. The party was held outside the house

b. The writer helped her sister making a cake

c. The writer’s grandfather likes the writer’s present.

d. The writer’s grandmother told many stories about grandfather

Question number 34-37

Once upon a time, there lived group mice under a three in peace. However, 1

a group of elephants crossing the jungle unknowingly destroyed the homes of all

the rats. Many of them were crushed to death.

Then the king of rats decided to approach the elephant’s chief and request 4

him to guide his herd through another route. On hearing the sad story, the elephant’s

king apologized and agreed to take another route. And so there lives the rats were

saved.

One day elephant hunters came to the jungle and tripped a group of elephants 8

in the huge nets. Then the elephant’s king suddenly remembers the king of rats. He
 161

summoned one of the elephants of his herd which had not been trapped, to go seek 10

help from the king and told him about the trapped elephants.

The rat’s king immediately took his entire group of rats and they cut the nets 12

which had trapped the elephant’s herd. The elephant’s herd was totally set free.

They dance with joy and thanked the rats.

34. Who destroyed the homes of all rats?

a. Group of mice

b. The hunters 11

c. Elephants hunters

d. A group of elephants

35. Who helped the elephants’s herd free?

a. The hunter

b. A trapped elephant

c. A group of kings

d. Entire group of rats

36. “He summoned one of the elephants…” (Paragraph 3).

The underlined word means…..

a. ordered to come

b. offered to come

c. asked to do

d. forced to do
 162

Question number 38-40

Last holiday, I went to Surabaya with my friend for vacation. We 1

went there on a night bus.When we arrived in Lamongan, the bus stopped

at a small restaurant for a rest. I got off the bus to get a cup of ginger tea,

and my friend drank some cold lemonade. Then I went to the toilet. It took

only a few minutes.

When I came out again, the bus was not there. It had gone! My friend 6

was not there too. Feeling shocked and confused, I asked a waitress about

the bus. She said that the bus departed about five minutes ago.I tried to call

my friend on my cell-phone, but the battery was running low. I could not do

anything but hope and pray. After several minutes, my wish came true. The

bus came back! I got on the bus and walked to my seat. I was so ashamed 11

when everybody on the bus looked at me. I could feel my face turn red.

37. What did the writer do when the bus stop for rest in Lamongan?
a. The writer bought some souvenirs
b. The writer drank some cold lemonade
c. The writer went to the toilet
d. The writer got off the bus to get a cup of ginger tea
38. What did the writer feel when the bus is not there?
a. Ashamed
b. Shocked and confused
c. Sad and Angry
d. Disappointed
39. How many friend that the writer had to join the vacation?
a. One
b. Two
c. Three
d. Four
 163

40. The bus was not there. It had gone! (Paragraph 2, line 5)
The underlined word refers to…..
a. The writer
b. The writer’s friend
c. The bus
d. The waitress
 164

KEY ANSWER

1. A 21. D

2. A 22. A

3. D 23. A

4. C 24. A

5. A 25. A

6. A 26. B

7. B 27. C

8. A 28. D

9. B 29. C

10. B 30. C

11. A 31. B

12. C 32. A

13. C 33. D

14. B 34. D

15. D 35. D

16. C 36. A

17. A 37. D

18. D 38. A

19. D 39. A

20. C 40. C
 165

APPENDIX 10

THE BLUE PRINT OF POST TEST

QUESTION NUMBER OF QUESTION

Recognizing the main idea 5, 6, 25, 29

Recognizing stated details 1, 14, 31, 34

Guessing the meaning of unfamiliar words 10, 15, 24, 33,

Recognizing sequence 3, 16, 21, 32,

Inferring unstated details 2, 4, 14, 35,

Inferring referents 11, 19, 27, 39,

Detecting mood 9, 18, 23, 28,

Drawing conclusion 12, 26, 30, 36

Recognizing the author’s purpose 8, 9, 20, 40,

Producing new ideas 7, 22, 37, 38

 166

APPENDIX 12

POST TEST

MTs DARUL HIKMAH NGOMPAK

Tahun Ajaran 2017/2018
Mata Pelajaran : Bahasa Inggris Kurikulum : KTSP

Kelas : VIII Test : Post Test

Read and Answer these Question correctly by crossing (X) a, b, c, or d!

Question number 1- 5

Last year, I spent my vacation in my aunt’s house. She lived behind one of 1

the hills in Boyolali. I went there with my brother, Yoga. We took a bus from

Semarang and got off at Solo bus station. My aunt had waited for us there. She then

took us to her house in Selo. This place is famous for its beautiful scenery.

The journey to Selo was thrilling. We had to climb the hill. The street was 5

twisted here and there. Moreover, it was foggy that afternoon. So, I could only see

few maters in front of me. Luckily, my aunt was a good drivers. She did it very

well. We arrived at my aunt’s house at seven o’clock in the evening. The place was

completely dark. It was also very cold. Yoga and I refuse to take a bath although

my aunt said she had prepared hot water for us.

At the night, we went to one of the hills there. There was an offering 11

ceremony. The villagers offered a buffalo head for the Mount Merapi. People were

dancing and singing during the ceremony. They wore Javanese costumes. Yoga and

I enjoyed the performance. We wore very thick jackets because it was very could.

61. Where did the writer spend his vacation last year?

e. Solo

f. Semarang
 167

g. Selo

h. Boyolali

62. How was the street to Selo?

e. Uphill and twisted

f. Downhill and twisted

g. Dangerous and straight

h. Narrow and dangerous

63. What did the villagers do that night?

e. Enjoying the foggy night

f. Taking the hot water bath

g. Making an offering ceremony

h. Enjoying the tour around the city

64. How did the writer keep his body warm?

e. By wearing a jacket

f. By putting on his sock

g. By taking a bath in hot water

h. By sleeping under a thick blanket

65. What is the main information discussed in the last paragraph?

e. The situation made by the villagers

f. They carried out a series of the ceremony

g. They arrived at the aunt’s house

h. They wear Javanese costume every day

 168

Question number 6 - 8

Once there was a monkey that lived in a forest. When the forest cought on 1

fire, the monkey ran to the river. He wanted to cross the river to move into another

forest. Some crocodiles were waiting in the river, looking for prey. As they saw the

monkey, they threatened to eat him.

The monkey had an idea. He asked them to line up to count how many 5

crocodiles he would have to give his meat to. The crocodiles did so. The monkey

counted them while jumping on their backs to cross the river to the other side. When

he got the other side the monkey mocked to crocodiles for their foolishness and

then ran away in to the new forest. 9

66. What is the main idea of the second paragraph?

a. The monkey mocked the crocodiles for their foolishness.

b. The monkey wanted to move into another forest.

c. The monkey had an idea to cross the river

d. The crocodiles threatened the monkey.

67. What do we learn from the story?

e. Never put off until tomorrow what you can do today

f. Think twice before you do something

g. Don’t try to lie to your enemy

h. Intelegence is the best capital

68. What is the story about?

a. The jumping monkey

b. The monkey and the bushfire

 169

c. The monkey and the crocodile

d. The crocodiles and the new forest

Question number 9 - 12

It was my grandfather’s birthday party last Sunday. On Friday, my sister and 1

I went shopping at the mall. We bought a nice shirt. Then we wrapped it in the blue

paper. Blue is my grandfather’s favorite colour.

On Saturday morning, my brother and I helped my sister making a birthday 4

cake in the kitchen. It was a big and beautiful cake. I wrote ‘Happy Birthday’ on it.

After that, we put same chocolate and a candle on top of it.

On Sunday evening, my uncle and aunt came to my house. They brought 7

seceral bottles of soft drink and flowers for grandfather. We sat together in the

living room. My dad said a prayer. Then we sang ‘Happy Birthday’ and my

grandfather blew out the candle. He cut the cake into small pieces and gave a piece

to everybody in that room. He opened the present and he was very happy with the 11

shir. Finally, my grandfather told us some stories about my grandfather.

69. What does the text tell about?

e. Describing grandfather’s family

f. Telling grandfather’s experience

g. Celebrating grandfather’s birthday party

h. Making grandfather birthday cake.

70. We bought a nice shirt. Then we wrapped it in blue paper” (Paragraph 1,

line 2). The underlined word has similar meaning to….

e. Swept

f. Covered
 170

g. Washed

h. Wrecked

71. “Finally, my grandmother told us some stories about my grandfather”.

(Paragraph 3, line 11). The underlined word refers to…..

e. The writer and family

f. Grandfather and the teacher

g. Grandmother and the family

h. Writer and teacher

72. Which statement is INCORRECT based on the text?

e. The party was held outside the house

f. The writer helped her sister making a cake

g. The writer’s grandfather likes the writer’s present.

h. The writer’s grandmother told many stories about grandfather

Question number 13 - 15

Once upon a time, there lived group mice under a three in peace. However, 1

a group of elephants crossing the jungle unknowingly destroyed the homes of all

the rats. Many of them were crushed to death.

Then the king of rats decided to approach the elephant’s chief and request 4

him to guide his herd through another route. On hearing the sad story, the elephant’s

king apologized and agreed to take another route. And so there lives the rats were

saved.

One day elephant hunters came to the jungle and tripped a group of elephants 8

in the huge nets. Then the elephant’s king suddenly remembers the king of rats. He
 171

summoned one of the elephants of his herd which had not been trapped, to go seek 10

help from the king and told him about the trapped elephants.

The rat’s king immediately took his entire group of rats and they cut the nets 12

which had trapped the elephant’s herd. The elephant’s herd was totally set free.

They dance with joy and thanked the rats.

73. Who destroyed the homes of all rats?

e. Group of mice

f. The hunters 11

g. Elephants hunters

h. A group of elephants

74. Who helped the elephants’s herd free?

e. The hunter

f. A trapped elephant

g. A group of kings

h. Entire group of rats

75. “He summoned one of the elephants…” (Paragraph 3).

The underlined word means…..

e. ordered to come

f. offered to come

g. asked to do

h. forced to do
 172

Question number 16- 19

Last holiday, I went to Surabaya with my friend for vacation. We 1

went there on a night bus.When we arrived in Lamongan, the bus stopped

at a small restaurant for a rest. I got off the bus to get a cup of ginger tea,

and my friend drank some cold lemonade. Then I went to the toilet. It took

only a few minutes.

When I came out again, the bus was not there. It had gone! My friend 6

was not there too. Feeling shocked and confused, I asked a waitress about

the bus. She said that the bus departed about five minutes ago.I tried to call

my friend on my cell-phone, but the battery was running low. I could not do

anything but hope and pray. After several minutes, my wish came true. The

bus came back! I got on the bus and walked to my seat. I was so ashamed 11

when everybody on the bus looked at me. I could feel my face turn red.

76. What did the writer do when the bus stop for rest in Lamongan?
e. The writer bought some souvenirs
f. The writer drank some cold lemonade
g. The writer went to the toilet
h. The writer got off the bus to get a cup of ginger tea
77. What did the writer feel when the bus is not there?
e. Ashamed
f. Shocked and confused
g. Sad and Angry
h. Disappointed
78. How many friend that the writer had to join the vacation?
e. One
f. Two
g. Three
h. Four
 173

79. The bus was not there. It had gone! (Paragraph 2, line 5)
The underlined word refers to…..
a. The writer
b. The writer’s friend
c. The bus
d. The waitress

Question 20 - 22
THE FROG KING

A hundred years ago, there lived a king. He had some beautiful daughters, 1

but the youngest daughter was the most beautiful. Close by the king’ castle, there

was a great dark forest. And, under an old lime-tree in the forest, there was well.

When the day was bored, she took her golden ball and played with it.

One day, the princess played with her golden ball. Unfortunately, the ball 5

rolled into the well. Then, she began to cry. Suddenly, there was a frog who was

willing to help her. However the frog asked the princess to bring him to the palace

and to let him always stay close to her. The princess agreed with his request. So,

the frog jumped into the well and took the golden ball out of it. The princess felt so 9

happy to see her golden ball again.

80. The purpose of the text above is.....

e. to entertain reader with a fairy tale

f. to persuade the reader to read the story

g. to describe how beautiful the princess is

h. to inform the reader about the princess’ golden ball

81. What happens to the princess after her golden ball rolled into the well?

e. She began to cry

 174

f. She began to run away

g. She began to laugh

h. She began to jump into the well

82. What do you think about the princess?

e. She is an evil character

f. She is a trouble maker

g. She is an emotional person

h. She is a good person

Question number 23-26

Once upon a time, there was a beautiful place called Neverland 1

where Peter Pan and Tinker Bell lived. Not so far from this place is the

city of London where John, Wendy, and Michael Darling lived. They

really loved the story of Peter.

One day Peter Pan appeared and asked the children to fly to 5

Neverland. They were very excited to see the scenery and beauty of

Neverland. Then they were surprised to know the existence of a cruel

pirate called Captain Hook. One day Captain Hook captured Tinker Bell

and forced her to show Peter Pan’s place. In doing so, all Peter’s friends, 9

The Darlings were captured and taken to the pirate ship. Captain Hook

frightened the children by putting them on the plank. Suddenly Peter

Pan appeared and stopped everything. In a fierce duel, he threw Hook

and all the pirates overboard. Hook was chased away by a crocodile,

and nobody cared to save him.

 175

The Darlings were so happy and thankful to Peter Pan. They 15

told Peter their intention to go home. With the sprinkle of Tinker Bell’s,

Pixie Dust, Captain Hook’s pirate ship was sailing through the skies of

Neverland heading back to the Darlings’ home in London. 18

83. What did The Darlings feel when Peter ask them to go to Neverland?

e. Bored

f. Sad

g. exited

h. hate

84. In a fierce duel. (paragraph 2 line 6)

The similar meaning from underline word is…..

e. Powerful

f. Weak

g. weight

h. easy

85. What is the main idea of the third paragraph?

i. The Darlings intended to go home

j. The pirates thrown away

k. Tinker Bell flew to Neverland

l. Peter Pan saved The Darlings

86. We can learn from this story that...............

e. Braveness is needed to be a hero

f. Good and right things will win

 176

g. A beautiful scenery is good to see

h. Neverland is a place for children

Question number 27-30

RAPUNZEL

Rapunzel was a beautiful girl who has a very long hair. She lived in a tall 1

tower because an evil-witch put her there. One day a handsome prince passed near

the tower and he saw the beautiful Rapunzel. So he climbed up Rapunzel’s long

hair. He wanted to help Rapunzel got out the tower. Then Rapunzel had an idea to 4

make a ladder, but the witch found out about their plan. So she threw the prince out

of the tower and made him blind. She also cut Rapunzel’s long hair and took

Rapunzel into faraway island. She lived alone there and she sang sad song every

day.

One day, the blind prince who has travelled around the world to find 8

Rapunzel heard Rapunzel singing. Finally, they met each other and then they got

married. They lived happily ever after.

87. “.... and he saw the beautiful Rapunzel”.

The underlined word (paragraph 1 line 2) refer to........

8
e. The prince

f. Rapunzel

g. The witch

h. The king

88. Rapunzel feels.... while she lived alone in faraway island.

e. happy

f. sad
 177

g. proud

h. d. like

89. What is the main information discussed in the second paragraph?

e. Rapunzel had an idea to make a ladder

f. Prince helped Rapunzel got out the tower.

g. Rapunzel was unhappy in the tall tower

h. Prince leaves her in the tall tower

90. Which sentence is correct according to the text?

e. Rapunzel is a beautiful girl with long hair

f. Rapunzel get down the tower by herself

g. The blind prince could not find Rapunzel

h. Everyday Rapunzel sang a love song

Question number 31- 34

GOING TO JOGJAKARTA

Last holiday my students and I went to Jogjakarta. We stayed at Morison 1

Hotel which is not a long way from Malioboro.

On Friday, we went to the sanctuaries in Prambanan. There were three major 3

sanctuaries, the Brahmana, Syiwa and Wisnu sanctuaries. We went by just

Brahmana and Syiwa sanctuaries, on the grounds that Wisnu sanctuary is being

remodeled. The next day, we went to Yogya Kraton in the morning. We spent 6

around two hours there. We were fortunate on the grounds that we were driven by

a brilliant and amicable aide. At that point we proceeded with our adventure to

Borobudur.

9
 178

We touched base there at four p.m. At 6 p.m. We heard the declaration that 10

Borobudur entryway would be closed. In the evening we left Jogjakarta by bus.

91. What are the big temples in Prambanan?

e. angkor wat, syiwa, and sudra sanctuaries

f. paria, brahmana, and sanctuaries

g. brahmana, syiwa, and wisnu sanctuaries

h. wisnu, syiwa, and borobudur sanctuaries 9

92. What did they do on the Saturday morning?

e. They went to Prambanan temples

f. They spent around two hours at Borobudur

g. They went to Yogya Kraton

h. They left Jogjarakra

93. We were driven by a brilliant and amicable aide (paragraph 2 line 7).

The similar meaning from the underlined word is….

e. intelligent

f. friendly

g. smart

h. competent

94. When did they go home?

e. On Saturday morning

f. On Thursday evening

g. On Friday afternoon

h. On Saturday evening
 179

Question number 35-37

The Town Hall

On Saturday night, we went to the Town Hall. It was the last day of 1

the year and a large crowd of people had gathered under the Town Hall

clock. It would strike twelve in twenty minutes’ time. Fifteen minutes

passed and then, at five to twelve, the clock stopped. The big minute hand 4

did not move. We waited and waited, but nothing happened. Suddenly

someone shouted,”It’s two minutes past twelve! The clock has stopped!”

I looked at my watch. It was true. The big clock refused to welcome 7

the New Year. At that moment, everybody began to laugh and sing.

95. When did the clock stopped?

e. At 5.12

f. At 12.00

g. At 11.55

h. At 12.02

96. Why did the people gather under the Town Hall clock?

e. To welcome the New Year

f. To see the newly bought clock

g. To strike the laughing people

h. To stop people who shouted

97. Which of the following is not true according to the text?

e. The writer was waiting to celebrate the New Year.

f. The writer brought a watch.

g. The writer was very happy.

 180

h. The writer celebrated the New Year with his family.

Question number 38-40

THE LAMB AND THE WOLF

One day the wolf was slaking his thirst at a stream when he chanced to see 1

a lamb, also drinking, at some distance down the stream. Outraged, he growled,

“You are muddying my water, now I shall eat you.”

The lamb protested,” But, Sir, how can I be muddying your drinking water? 4

I am farther downstream than you are. The water is flowing from your part of the

stream to where I am.”

“Upstream or downstream, your drinking is muddying my water, and I shall 7

eat you”. So saying, the wolf leaped upon the lamb and devoured him.

98. We can learn from the story that ……

e. Never drink the river water

f. Never clean our body on stream

g. The bad will always beat the good

h. The strong will always rule the weak

99. The wolf leaped upon the lamb and devoured him. (Paragraph 3 line 8).

The underlined word refers to……

e. The wolf

f. Water

g. the lamb

h. the wolf and the lamb

 181

100. What is the purpose of the text?

e. To entertain the reader

f. To describe something

g. To retell past events

h. To report the past events

 182

KEY ANSWER

61. A 81. A

62. A 82. D

63. A 83. C

64. A 84. A

65. B 85. A

66. C 86. B

67. D 87. A

68. C 88. B

69. C 89. B

70. B 90. A

71. A 91. C

72. D 92. C

73. D 93. B

74. D 94. D

75. A 95. C

76. D 96. A

77. A 97. D

78. A 98. D

79. C 99. C

80. A 100. D
 206

APPENDIX 13

THE FREQUENCY DISTRIBUTION OF EXPERIMENTAL CLASS

A. Pre-Test

11. The Students’ Score

No. Name Pre-Test

1 ABN 70 50
2 DS 53 50
3 DNK 50 53
4 AFN 60 53
5 ASM 73 53
6 LFHP 60 55
7 M SY 53 55
8 NMAW 58 58
9 NFH 55 58
10 PR 65 60
11 RPR 63 60
12 SZ 53 60
13 WNA 80 63
14 WA 60 63
15 AWAP 58 65
16 ATA 55 65
17 AN 68 68
18 ADC 70 68
19 AA 75 70
20 BAP 65 70
21 DGP 80 70
22 DW 73 70
23 FKS 50 73
24 IGM 70 73
25 LYVS 75 75
26 MB 83 75
27 NSB 63 80
28 NTA 70 80
29 RWM 68 80
30 SAF 80 83
 207

2. The Highest Score is 83

3. The Lowest Score is 50

4. Range is 33

Highest score – lowest score = 83 – 50

= 33

5. Class is 6

Class = 1+ (3.3) log 30

= 1+ (3.3) (1.477)

= 5.87

=6

6. Interval (i) is 5

Interval (i) = range: class

= 33 :6

= 5.5

=6

7. Tally Data

Class Class
Midpoint Frequency percentage xi2 fixi fixi2
Limit Boundaries
50-55 49,5-55,5 52.5 7 23.33 2756 368 19294
56-61 55,5-61,5 58.5 5 16.67 3422 293 17111.25
62-67 61,5-67,5 64.5 4 13.33 4160 258 16641
68-73 67,5-73,5 70 8 26.67 4900 560 39200
74-79 73,5-79,5 76.5 3 10.00 5852 230 17556.75
80-85 79,5-85,5 82.5 3 10.00 6806 248 20418.75
30 100.00 27897.25 1955.00 130221.50

8. Mean is 65.10

X  X
n
1953
X 
30
X  65.10
 208

9. Mode is 70.16
 f1 
Mo  L  i  
 f 1 f 2 
 4 
Mo  67,5  6 
 4  5

Mo  67,5  6(0,4)

Mo  67,5  2.6

Mo  70.16

10. Median is 67.62

n 
  cfb 
Me  L  i  2 
 fw 
 
 15  16 
Me  67,5  6 
 8 
Me  67,5  0.125
Me  67.62

11. Standard Deviation is 9.09

 f x  2

f x 
2 i i
i
S
i n
n 1
3822025  127400 .8
S
29
2820 .7
S
29
S  97.3
S  9.09
 209

B. Post Test

1. The Students’ Score

No. Name Post-Test
1 ABN 70 58
2 DS 58 58
3 DNK 63 60
4 AFN 65 63
5 ASM 80 65
6 LFHP 60 68
7 M SY 58 70
8 NMAW 68 70
9 NFH 70 70
10 PR 73 70
11 RPR 70 73
12 SZ 75 75
13 WNA 85 75
14 WA 78 75
15 AWAP 75 75
16 ATA 75 75
17 AN 78 75
18 ADC 88 78
19 AA 80 78
20 BAP 70 78
21 DGP 85 80
22 DW 80 80
23 FKS 85 80
24 IGM 75 85
25 LYVS 78 85
26 MB 88 85
27 NSB 75 85
28 NTA 85 88
29 RWM 75 88
30 SAF 88 88

2. The Highest Score is 88

3. The Lowest Score is 58

 210

4. Range is 30

Highest score – lowest score = 88 – 58

= 30

5. Class is 5

Class = 1+ (3.3) log 30

= 1+ (3.3) (1.477)

=5

6. Interval (i) is 6

Interval (i) = range: class

= 30 :5

=6

7. Tally Data

class
class limit midpoint frequency percentage xi2 fixi fixi2
boundaries
58-63 57,5-63,5 60.5 5 16.67 3660 303 18301
64-69 63,5-69,5 66.5 4 13.33 4422 266 17689
70-75 69,5-75,5 72.5 5 16.67 5256 363 26281
76-81 75,5-81,5 78.5 8 26.67 6162 628 49298
82-87 81,5-87,5 84.5 4 13.33 7140 338 28561
88-93 87,5-93,5 90.5 4 13.33 8190 362 32761
30 100 34831.5 2259 172892

8. Mean is 75.08

X  X
n
2252
X 
30
X  75.08
 211

9. Mode is 77.1
 f1 
Mo  L  i  
 f 1 f 2 
 4 
Mo  75,5  6 
 4  5

Mo  75,5  6(0,44)

Mo  75,5  2.6

Mo  77.1

10. Median is 76.25

n 
  cfb 
Me  L  i  2 
 fw 
 
 15  14 
Me  75,5  6 
 8 
Me  75,5  0,75
Me  76,25

11. Standard Deviation is 9.8

 f x  2

f x 
2 i i
i
S
i n
n 1
172892  170102 .7
S
29
2788 .79
S
29
S  96,8
S  9.8
 212

APPENDIX 14

THE FREQUENCY DISTRIBUTION OF CONTROL CLASS

A. Pre-Test

1. The Students’ Score

No. Name Pre-Test x2

1 AFS 63 50
2 ADP 53 53
3 DRF 73 53
4 GAR 58 53
5 HNH 60 53
6 NIC 50 58
7 NRD 65 58
8 PDN 68 58
9 RW 70 58
10 RFP 73 60
11 RNA 75 60
12 SPA 78 60
13 SA 73 60
14 SJ 83 60
15 SFP 83 63
16 SS 53 63
17 VZP 63 63
18 APP 58 65
19 ARPN 60 68
20 AS 73 70
21 AT 53 73
22 A TA 75 73
23 ACS 58 73
24 DSR 60 73
25 DCPP 53 75
26 GH 80 75
27 HFA 58 78
28 MLA 60 80
29 NAS 63 83
30 RY 60 83
 213

2. The Highest Score is 83

3. The Lowest Score is 50

4. Range is 33

Highest score – lowest score = 83 – 50

= 33

5. Class is 6

Class = 1+ (3.3) log 30

= 1+ (3.3) (1.477)

= 5.87

=6

6. Interval (i) is 5

7. Interval (i) = range: class

= 33 :6

=6

8. Tally Data
class class
limit boundaries midpoint frequency percentage xi2 fixi fixi2
50-55 49,5-55,5 52.5 5 16.67 2756.25 262.50 13781.25
56-61 55,5-61,5 58.5 9 30.00 3422.25 526.50 30800.25
62-67 61,5-67,5 64.5 4 13.33 4160.25 258.00 16641.00
68-73 67,5-73,5 70 6 20.00 4900.00 420.00 29400.00
74-79 73,5-79,5 76.5 3 10.00 5852.25 229.50 17556.75
80-85 79,5-85,5 82.5 3 10.00 6806.25 247.50 20418.75
30 100.00 27897.25 1944.00 128598.00

9. Mean is 64.78

X  X
n
1944 .5
X 
30
X  64.78
 214

10. Mode is 57.72

 f1 
Mo  L  i  
 f 2  f 3
 4 
Mo  55.5  5 
 4  5

Mo  55,5  5(0.44)

Mo  55,5  2.22

Mo  57.72

11. Median is 57.75

n 
  cfb 
Me  L  i  2 
 fw 
 
 15  14 
Me  55,5  5 
 4 
Me  55.5  1.25
Me  56,75

12. Standard Deviation is 9.20

 f x  2

f x 
2 i i
i
S
i n
n 1
3978030 .25  132601 .01
S
29
2457 ,74
S
29
S  84.74
S  9.20
 215

C. Post Test

1. The Students’ Score

No. Name Post-Test x2

1 AFS 60 55
2 ADP 60 55
3 DRF 75 58
4 GAR 75 58
5 HNH 78 60
6 NIC 78 60
7 NRD 80 60
8 PDN 55 63
9 RW 63 63
10 RFP 70 65
11 RNA 73 65
12 SPA 73 65
13 SA 55 70
14 SJ 65 70
15 SFP 65 73
16 SS 65 73
17 VZP 70 73
18 APP 85 75
19 ARPN 75 75
20 AS 83 75
21 AT 85 78
22 A TA 73 78
23 ACS 63 80
24 DSR 80 80
25 DCPP 58 83
26 GH 85 83
27 HFA 83 83
28 MLA 83 85
29 NAS 60 85
30 RY 58 85
 216

2. The Highest Score is 85

3. The Lowest Score is 55

4. Range is 30

Highest score – lowest score = 85 – 55

= 30

5. Class is 5

Class = 1+ (3.3) log 30

= 1+ (3.3) (1.477)

=6

6. Interval (i) is 6

Interval (i) = range: class

= 30 :6

=5

7. Tally Data
class class
midpoint frequency percentage xi2 fixi fixi2
limit boundaries
55-59 55,5-59,5 57 4 13.33 3249.00 228.00 12996.00
60-64 59,5-64,5 62 5 16.67 3844.00 310.00 19220.00
65-69 64,5-69,5 67 3 10.00 4489.00 201.00 13467.00
70-74 69,5-74,5 72 5 16.67 5184.00 360.00 25920.00
75-79 74,5-79,5 77 8 26.67 5929.00 616.00 47432.00
80-85 79,5-85,5 82.5 5 16.67 6806.25 412.50 34031.25
30 100.00 29501.25 2127.50 153066.25

8. Mean is 71.00
X  X
n
2130
X 
30
X  71.00
 217

9. Mode is 71.00
 f1 
Mo  L  i  
 f 1 f 2 
 3 
Mo  69,5  6 
 38

Mo  69,5  6(0,25)

Mo  69,5  1.5

Mo  71,00

10. Median is 69.87

n 
  cfb 
Me  L  i  2 
 fw 
 
 15  12 
Me  69,5  6 
 8 
Me  69.5  0,375
Me  69.87

11. Standard Deviation is 9.2

 f x  2

f x 
2 i i
i
S
i n
n 1
4596736  153224 .50
S
29
2473,5
S
29
S  9.2
 218

APPENDIX 15

NORMALITY TEST

A. The Result of Pre-Test

1. Experimental Class

Pretest Student
No X1- Z1 S(Z1) F(Z1) - S(Z1)
eks Score (X1) F(Z1)
1 70 50 -15.10 -1.558 0.0596 0.0333 0.0262
2 53 50 -15.10 -1.558 0.0596 0.0667 0.0071
3 50 53 -12.60 -1.300 0.0967 0.1000 0.0033
4 60 53 -12.60 -1.300 0.0967 0.1333 0.0366
5 73 53 -12.60 -1.300 0.0967 0.1667 0.0699
6 60 55 -10.10 -1.042 0.1486 0.2000 0.0514
7 53 55 -10.10 -1.042 0.1486 0.2333 0.0847
8 58 58 -7.60 -0.784 0.2164 0.2667 0.0502
9 55 58 -7.10 -0.733 0.2319 0.3000 0.0681
10 65 60 -5.10 -0.526 0.2993 0.3333 0.0340
11 63 60 -5.10 -0.526 0.2993 0.3667 0.0673
12 53 60 -5.10 -0.526 0.2993 0.4000 0.1007
13 80 63 -2.10 -0.217 0.4142 0.4333 0.0191
14 60 63 -2.10 -0.217 0.4142 0.4667 0.0525
15 58 65 -0.10 -0.010 0.4959 0.5000 0.0041
16 55 65 -0.10 -0.010 0.4959 0.5333 0.0375
17 68 68 2.90 0.299 0.6176 0.5667 0.0510
18 70 68 2.90 0.299 0.6176 0.6000 0.0176
19 75 70 4.90 0.506 0.6935 0.6333 0.0601
20 65 70 4.90 0.506 0.6935 0.6667 0.0268
21 80 70 4.90 0.506 0.6935 0.7000 0.0065
22 73 70 4.90 0.506 0.6935 0.7333 0.0399
23 50 73 7.40 0.764 0.7775 0.7667 0.0108
24 70 73 7.90 0.815 0.7925 0.8000 0.0075
25 75 75 9.90 1.022 0.8465 0.8333 0.0132
26 83 75 9.90 1.022 0.8465 0.8667 0.0201
27 63 80 14.90 1.538 0.9379 0.9000 0.0379
28 70 80 14.90 1.538 0.9379 0.9333 0.0046
29 68 80 14.90 1.538 0.9379 0.9667 0.0287
30 80 83 17.40 1.796 0.9637 1.0000 0.0363
∑ 1953 Lo 0.107
𝑋̅ 65.10 Lt 0.161
STD 9.20 Status Normal
 219

2. Control Class

No Pretest con (X1) X1- Z1 F(Z1) S(Z1) F(Z1) - S(Z1)

1 63 50 -14.78 -1.540 0.0618 0.0333 0.0285
2 53 53 -12.28 -1.279 0.1004 0.0667 0.0338
3 73 53 -12.28 -1.279 0.1004 0.1000 0.0004
4 58 53 -12.28 -1.279 0.1004 0.1333 0.0329
5 60 53 -12.28 -1.279 0.1004 0.1667 0.0662
6 50 58 -7.28 -0.758 0.2241 0.2000 0.0241
7 65 58 -7.28 -0.758 0.2241 0.2333 0.0092
8 68 58 -7.28 -0.758 0.2241 0.2667 0.0425
9 70 58 -7.28 -0.758 0.2241 0.3000 0.0759
10 73 60 -4.78 -0.498 0.3093 0.3333 0.0241
11 75 60 -4.78 -0.498 0.3093 0.3667 0.0574
12 78 60 -4.78 -0.498 0.3093 0.4000 0.0907
13 73 60 -4.78 -0.498 0.3093 0.4333 0.1241
14 83 60 -4.78 -0.498 0.3093 0.4667 0.1574
15 83 63 -2.28 -0.238 0.4061 0.5000 0.0939
16 53 63 -2.28 -0.238 0.4061 0.5333 0.1272
17 63 63 -1.78 -0.185 0.4265 0.5667 0.1402
18 58 65 0.22 0.023 0.5091 0.6000 0.0909
19 60 68 2.72 0.283 0.6115 0.6333 0.0218
20 73 70 5.22 0.544 0.7067 0.6667 0.0400
21 53 73 7.72 0.804 0.7893 0.7000 0.0893
22 75 73 7.72 0.804 0.7893 0.7333 0.0560
23 58 73 7.72 0.804 0.7893 0.7667 0.0227
24 60 73 8.22 0.856 0.8041 0.8000 0.0041
25 53 75 10.22 1.065 0.8565 0.8333 0.0231
26 80 75 10.22 1.065 0.8565 0.8667 0.0102
27 58 78 12.72 1.325 0.9074 0.9000 0.0074
28 60 80 15.22 1.585 0.9436 0.9333 0.0102
29 63 83 17.72 1.846 0.9675 0.9667 0.0009
30 60 83 17.72 1.846 0.9675 1.0000 0.0325
∑ 1943 Lo 0.157
̅
𝑿 64.78 Lt 0.161
STD 9.20 Status Normal
 220

B. The Result of Pre-Test

1. Experimental Class

No Post ex Stu(X1) Z1 F(Z1) S(Z1) F(Z1) - S(Z1)

X1-
1 70 58 -17.08 -1.952 0.0255 0.0333 0.0079
2 58 58 -17.08 -1.952 0.0255 0.0667 0.0412
3 63 60 -15.08 -1.723 0.0424 0.1000 0.0576
4 65 63 -12.58 -1.438 0.0753 0.1333 0.5270
5 80 65 -10.08 -1.152 0.1247 0.1667 0.0420
6 60 68 -7.08 -0.809 0.2092 0.2000 0.0092
7 58 70 -5.08 -0.581 0.2808 0.2333 0.1520
8 68 70 -5.08 -0.581 0.2808 0.2667 0.0141
9 70 70 -5.08 -0.581 0.2808 0.3000 0.0192
10 73 70 -5.08 -0.581 0.2808 0.3333 0.0526
11 70 73 -2.08 -0.238 0.4061 0.3667 0.0394
12 75 75 -0.08 -0.009 0.4964 0.4000 0.0964
13 85 75 -0.08 -0.009 0.4964 0.4333 0.0630
14 78 75 -0.08 -0.009 0.4964 0.4667 0.0297
15 75 75 -0.08 -0.009 0.4964 0.5000 0.0036
16 75 75 -0.08 -0.009 0.4964 0.5333 0.0370
17 78 75 -0.08 -0.009 0.4964 0.5667 0.0703
18 88 78 2.92 0.334 0.6307 0.6000 0.0307
19 80 78 2.92 0.334 0.6307 0.6333 0.0026
20 70 78 2.92 0.334 0.6307 0.6667 0.0360
21 85 80 4.92 0.562 0.7130 0.7000 0.0130
22 80 80 4.92 0.562 0.7130 0.7333 0.0203
23 85 80 4.92 0.562 0.7130 0.7667 0.0536
24 75 85 9.92 1.134 0.8715 0.8000 0.0715
25 78 85 9.92 1.134 0.8715 0.8333 0.0382
26 88 85 9.92 1.134 0.8715 0.8667 0.0049
27 75 85 9.92 1.134 0.8715 0.9000 0.0285
28 85 88 12.92 1.477 0.9301 0.9333 0.0032
29 75 88 12.92 1.477 0.9301 0.9667 0.0366
30 88 88 12.92 1.477 0.9301 1.0000 0.0699
∑ 2252.5 Lo 0.152
̅
𝑿 75.08 Lt 0.161
STD 9.8 Status Normal
 221

2. Control Class

No Post con (X1) X1- Z1 F(Z1) S(Z1) F(Z1) - S(Z1)

1 60 55 -16.00 -1.628 0.0518 0.0333 0.0185
2 60 55 -16.00 -1.628 0.0518 0.0667 0.0149
3 75 58 -13.00 -1.322 0.0930 0.1000 0.0070
4 75 58 -13.00 -1.322 0.0930 0.1333 0.0403
5 78 60 -11.00 -1.119 0.1316 0.1667 0.0351
6 78 60 -11.00 -1.119 0.1316 0.2000 0.0684
7 80 60 -11.00 -1.119 0.1316 0.2333 0.1018
8 55 63 -8.50 -0.865 0.1936 0.2667 0.0731
9 63 63 -8.50 -0.865 0.1936 0.3000 0.1064
10 70 65 -6.00 -0.610 0.2708 0.3333 0.0625
11 73 65 -6.00 -0.610 0.2708 0.3667 0.0959
12 73 65 -6.00 -0.610 0.2708 0.4000 0.1292
13 55 70 -1.00 -0.102 0.4595 0.4333 0.0262
14 65 70 -1.00 -0.102 0.4595 0.4667 0.0072
15 65 73 2.00 0.203 0.5806 0.5000 0.0806
16 65 73 2.00 0.203 0.5806 0.5333 0.0473
17 70 73 2.00 0.203 0.5806 0.5667 0.0139
18 85 75 4.00 0.407 0.6580 0.6000 0.0580
19 75 75 4.00 0.407 0.6580 0.6333 0.0246
20 83 75 4.00 0.407 0.6580 0.6667 0.0087
21 85 78 7.00 0.712 0.7618 0.7000 0.0618
22 73 78 7.00 0.712 0.7618 0.7333 0.0285
23 63 80 9.00 0.916 0.8201 0.7667 0.0534
24 80 80 9.00 0.916 0.8201 0.8000 0.0201
25 58 83 12.00 1.221 0.8889 0.8333 0.0556
26 85 83 12.00 1.221 0.8889 0.8667 0.0222
27 83 83 12.00 1.221 0.8889 0.9000 0.0111
28 83 85 14.00 1.424 0.9228 0.9333 0.0105
29 60 85 14.00 1.424 0.9228 0.9667 0.0439
30 58 85 14.00 1.424 0.9228 1.0000 0.0772
∑ 2130 Lo 0.129
̅
𝑿 71.00 Lt 0.161
STD 9.2 Status Normal
 222

APPENDIX 16

HOMOGENEITY TEST

A. The Result Of Pre-Test in Experimental and Control Class

No. Pre eks Pre con (X1)2 (X2)2

1 70 63 4900 3906
2 53 53 2756 2756
3 50 73 2500 5329
4 60 58 3600 3306
5 73 60 5329 3600
6 60 50 3600 2500
7 53 65 2756 4225
8 58 68 3306 4556
9 55 70 3025 4900
10 65 73 4225 5256
11 63 75 3969 5625
12 53 78 2756 6006
13 80 73 6400 5256
14 60 83 3600 6806
15 58 83 3364 6806
16 55 53 3025 2756
17 68 63 4624 3969
18 70 58 4900 3306
19 75 60 5625 3600
20 65 73 4225 5256
21 80 53 6400 2756
22 73 75 5256 5625
23 50 58 2500 3306
24 70 60 4900 3600
25 75 53 5625 2756
26 83 80 6806 6400
27 63 58 3969 3306
28 70 60 4900 3600
29 68 63 4624 3906
30 80 60 6400 3600
∑ 1953 1944 129867 128579
(S1)2 94.007 2726.200
(S2)2 92.167 2672.842
(SO) 5399.042 93.087
Log 1.969
B 114.196
 223

Sample df (n-1) 1/df (S1)2 Log(S1)2 (df)(Log(S1)2)

1 29 0.034 94.007 1.973 57.222
2 29 0.034 92.167 1.965 56.973
Jumlah 58 0.069 186.174 3.938 114.194
(XO)2 0.003
(Xt)2 42.557
STATUS HOMOGEN
 224

B. The Result Of Post-Test in Experimental and Control Class

No. post ex post con (X1)2 (X2)2

1 70 60 4900 3600
2 58 60 3364 3600
3 63 75 3906 5625
4 65 75 4225 5625
5 80 78 6400 6084
6 60 78 3600 6084
7 58 80 3364 6400
8 68 55 4624 3025
9 70 63 4900 3906
10 73 70 5329 4900
11 70 73 4900 5329
12 75 73 5625 5329
13 85 55 7225 3025
14 78 65 6084 4225
15 75 65 5625 4225
16 75 65 5625 4225
17 78 70 6084 4900
18 88 85 7744 7225
19 80 75 6400 5625
20 70 83 4900 6889
21 85 85 7225 7225
22 80 73 6400 5329
23 85 63 7225 3906
24 75 80 5625 6400
25 78 58 6084 3364
26 88 85 7744 7225
27 75 83 5625 6889
28 85 83 7225 6889
29 75 60 5625 3600
30 88 58 7744 3364
Jumlah 2253 2130 171346 154038
2
(S1) 76.588 2807.500
(S2)2 96.810 2221.042
(SO) 5028.542 86.699
Log 1.938
B 112.405
 225

Sample df (n-1) 1/df (S1)2 Log(S1)2 (df)(Log(S1)2)

1 29 0.034 76.588 1.884 54.641
2 29 0.034 96.810 1.986 57.592
Jumlah 58 0.069 173.398 3.870 112.232
(XO)2 0.397
(Xt)2 42.557
STATUS HOMOGEN
 226

APPENDIX 17

HYPOTHESIS TEST

The Result in Experimental Class and Control Class

𝑋̅1 − 𝑋̅2
t =
∑ 𝑋1 2 +∑ 𝑋2 2 1 1
√ (𝑛 +𝑛 )
𝑛1 + 𝑛2 −2 1 2
75.08− 71.00
t =
2221.04+2807.50 1 1
√ (30+30)
30+30 −2
4.08
t = 5028.54 1 1
√30+30 −2(30+30)
4.08
t =
√5028.54 ( 2 )
58 30
4.08
t =
√86.70(0.067)

4.08
t =
1.73

t = 2.360
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APPENDIX 18

PHOTOGRAPHS

A. Experimental Class
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B. Control Class
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APPENDIX 19

CURRICULUM VITAE

CURRICULUM VITAE OF COLLABORATOR

A. Personal Detail

Name : Ikhsanaddin, S.Pd

Address : Ds. Pucangan, Ngrambe Ngawi

Place &Date of Birth : Ngawi, 14 Agustus 1970

Sex : Male

Marital Status : Married

Religion : Islam

Nationality : Indonesia

B. Education Details

1978 – 1984 MI Mambaul Huda Kedunggudel

1984 – 1987 MTs Darul Hikmah Ngompak Ngrambe

1987 – 1990 MAN Ngrambe

1990 – 1993 Hotel Academy

2006 – 2010 English University of STKIP PGRI Ngawi

C. Job Experiences

1995 Sangrila Hotel Bali

2003 Marketing Manager of Hajj Travel Jakarta

2017 Head of Umroh Travel Ngawi

2008 – Now English Teacher of MTs Darul Hikmah

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CURRICULUM VITAE OF RESEARCHER

A. Personal Details

Name : Rofi’ Imroatus Sholikhah

Address : Widodaren Kidul, Widodaren, Ngawi 63256

Place & Date of Birth : Ngawi, 29 Juli 1993

Sex : Female

Marital Status : Single

Religion : Islam

Nationality : Indonesia

B. Educational Details

1999 – 2005 MIS Islamiyah Muhammadiyah Walikukun

2005 – 2008 Mts Darul Hikmah Ngompak

2008 – 2012 KMI Pondok Modern Darussalam Gontor Ponorogo

2013 – 2017 IAIN Surakarta

C. Computer Skills

Microsoft Word, Microsoft Excel, Microsoft Power Point

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APPENDIX 20:

Letter of Permission