Submitted To The Board of Examiners As A Partial Fulfillment of The Requirements For The Degree of Sarjana Pendidikan (S.PD.)

THE EFFECTIVENESS BETWEEN INTENSIVE READING
AND EXTENSIVE READING TO TEACH ENGLISH

READING IN THE SEVENTH GRADE STUDENTS OF SMPN 2
BANYUBIRU IN THE ACADEMIC YEAR 2019/2020
A GRADUATING PAPER
Submitted to the Board of Examiners
as a partial fulfillment of the requirements
for the degree of Sarjana Pendidikan (S.Pd.)
By:
MARIA ULFA
NIM. 11314057
ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2020
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MOTTO
“Life is not about getting what you want, but about valuing what you have”
-anonymous-
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DEDICATION
This graduating paper is dedicated to:
1. Allah SWT, the Almighty.
2. My beloved Parents Bambang Utoyo and Siti Rofiah that always love and
support me. Both of you are the most precious in my life.
3. My lovely brothers, Samsul Ma’arif and my lovely Sister, Mut Mainnah.
4. My big family who always support me endlessly to finish this graduating
paper.
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ACKNOWLEDGEMENTS
Assalamu’alaikum. W . W.
Alhamdulillahirobbil’alamin, all praise be to Allah SWT, the Most Gracious
and the Most Merciful who always bless and help the writer so the writer can
finish the graduating paper. Bless and mercy is upon great Prophet Muhammad
SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without support, advices, help and
encouragement from several people and institution. Hence, the writer would like
to express special thanks to:
1. Prof. Dr. Zakiyyudin, M. Ag. the Rector of Institute of Islamic Studies
(IAIN) Salatiga.
2. Prof. Dr. Mansur, M. Ag. the Dean of Teacher Training and Education
Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Nurwanto, M. Hum,. Ph.D. the Head of English Education Department
4. Noor Malihah, Ph.D. as my counselor, thousand thanks for suggestion and
guidance during compiling this graduating paper from beginning until the
end.
5. All of lecturers and staff of State Institute for Islamic Studies (IAIN)
Salatiga.
6. All official staff of IAIN Salatiga. Thanks for the assistance regarding to
the administration
7. The English Teacher of SMPN 2 Banyubiru, Sumiyati, S.Pd and Diah
Harjanti Susilowati, who guides me in conducting this research, a bunch of
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ABSTRACT
Ulfa, Maria. 2020. The Effectiveness of Intensive Reading and Extensive Reading
to Teach English Reading in The Seventh Grade Students of SMPN 2
Banyubiru in The Academic Years 2019/2020, IAIN Salatiga,
Academic Year 2019/2020. A graduating paper. English Education
Departement. Teacher Training and Education Faculty. State Institute
for Islamic Studies Salatiga. Counselor: Noor Malihah, Ph.D.
Keywords: Intensive Reading, Extensive Reading, Reading Comprehension.

The objectives of the research were to find out the profile of
the students’ reading skill in Descriptive text before and after
implementing Intensive Reading and Extensive Reading and to
measure how far is the effectiveness of the intensive reading and
extensive reading for the seventh grade students of SMPN 2
Banyubiru in the academic year of 2019/2020. This research was a
quasi experimental research.The technique of collecting data was test.
There were two kinds of test which were used, those were pre-test and
post-test. The subjects of this research were two classes of the ninth
grade students at SMPN 2 Banyubiru. It considered 64 students. The
data was tested using t-test formula by comparing the mean score of
pre- and post-test from both groups. The result of the research showed
that, first, the students’ profile were different before and after
implementing Intensive Reading and Extensive Reading. In Intensive
Reading, the mean of pre-test was 65.78 while the mean of post-test
was 77.71. The difference between pre-test and post-test mean was
11.93. In Extensive Reading, the mean of pre-test was 5.12 and post-
test was 80.46. The difference between pre-test and post-test mean
was 22.34. Second, the result of Intensive Reading showed that t-test
(to) 9.86 was higher than t-table (tt) 2.03 with the degree of freedom
(df) 32. The result of Extensive Reading Showed that t-test (to) 11.6
was higher than t-table (tt) 2.03 with the degree of freedom (df) 32.
Therefore, there was significant difference after implementing
Intensive Reading and Extensive Reading toward students’ reading
skill.
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TABLE OF CONTENTS
TITLE .................................................................................................................... i
DECLARATION ................................................................................................ iii
ATTENTIVE COUNSELOR’S NOTE ............................................................. iv
STATEMENT OF CERTIFICATION ............................................................. .v
MOTTO ............................................................................................................... vi
DECLARATION AND PERMISSION FOR PUBLICATION…………...... vii
ACKNOWLEDGMENTS..................................................................................viii
ABSTRACT ...........................................................................................................x
TABLE OF CONTENTS .....................................................................................xi
LISTS OF CHART AND TABLE......................................................................xv
CHAPTER I INTRODUCTION
A. Background of the Research..................................................................1
B. Problem of the Research........................................................................3
C. Purpose of the Research.........................................................................3
D. Benefit of the Research……..................................................................4
E. Definition of the Keyword.....................................................................5
F. Graduating Paper Outline.......................................................................5
CHAPTER II LITERATURE REVIEW
A. Theoretical Framework
1. Definiton of Reading........................................................................7
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2. Reading Comprehension…..............................................................8
3. Type of Reading……………………...………………....................9
4. Approach of Reading.....................................................................10
5. Reading Exercise............................................................................10
6. Intensive Reading
a. Definition of Intensive Reading...............................................12
b. Purpose of Intensive Reading...................................................13
c. The Advantages of Intensive Reading…..…………………...14
d. Four Centers in Intensive Reading Courses…..……………...14
e. Principle of Intensive Reading ……………..………………..15
7. Extensive Reading
a. Definition of Extensive Reading..............................................16
b. The Important of Extensive Reading.......................................17
c. The Benefit of Extensive Reading...........................................17
d. Principle of Extensive Reading……………….…..……….…19
e. Implementation of Extensive Reading………..……..…….....20
B. Previous Study………………………………….................................20
C. Hypothesis of Research........ ...............................................................23
CHAPTER III METHODOLOGY OF RESEARCH
A. Type of Research.................................................................................24
B. Time and Location of the Research………………………………….25
C. Population and Sample of the Research………………….……….....25
1. Population………………..............................................................25
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2. Sample……………………............................................................26
D. Variable of the Research......................................................................27
E. Instrument of the Research
1. Test.............................................................................................27
F. Technique of Data Collection..............................................................28
G. Technique of Analysis Data.................................................................28
CHAPTER IV DATA ANALYSIS
A. Profile of the Students Before and After the Treatment for Both
Experiment and Control Group
1. Students’ Profile Before The treatment .........................................31
2. Students’ Profile After The treatment........................................... 35
B. Effectiveness of Intensive Reading and Extensive Reading to Teach
English ReadingDescriptive Text
1. Experiment Group.........................................................................39
2. Control Group................................................................................43
C. Discussion............................................................................................47
CHAPTER V CLOSURE
A. Conclusion............................................................................................48
B. Sugestion..............................................................................................49
REFERENCES
APPENDICES
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LISTS OF CHART AND TABLE
Table 3.1 The Total Population of the First Year Students...................................26
Table 4.1 Guideline of Scoring..............................................................................33
Table 4.2Pre-test Result of Experiment Group………………..............................33
Table 4.3Pre-test Result of Control Group...........................................................35
Table 4.4Post-test Result of Experiment Group...................................................38
Table 4.5 Post-test Result of Control Group..........................................................39
Table 4.6 Result Pre-test and Post-test of Experiment Group...............................41
Table 4.7 Result Pre-test and Post-test of Control Group......................................44
Table 4.8 The Result Research………………......................................................48
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CHAPTER I
INTRODUCTION
A. Background of Research
English is a very important language to be mastered by everyone,
especially in modern times and technology as it is now. Now, English is
not only taught in junior high school until college, but English also taught
in kindergarten. English has four soft skills. they are reading, writing,
speaking and listening.
In this research, the researcher focuses to discuss about reading
only. According Loucky (1996: 1), reading is a complex, multi-faceted
activity, involving a combination of both lexical and text-progressing
skilling that are widely recognized as being interactive. In teaching
reading, students not only involve reading text, but also theirs’ understand
of the text. There are two major approach to develop reading
comprehension, that is intensive and extensive reading.
According Al Homoud and Schmitt (2009: 3) intensive reading is a
strategy commonly used by many traditional classes. According to Pratiwi,
Arivin, and Novita (2012: 4), intensive reading is reading the short text of
not more than 500 words. Intensive reading activity emphasizes the
accuracy involving reading for detail. According to Yang, Day, and Gao
(2012: 112), intensive reading was a hair-splitting analysis of vocabulary
and sentences structures. It is contrary with extensive reading. Extensive
reading is generally associated with reading large amounts with the aim of
getting an overall understanding of the materials. It involves reading texts
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for enjoyment. It means students can choose their own text that is interest
and easy to them (Pratiwi, Arivin, and Novita, 2012, 5). Other word, If the
teacher teaches by intensive reading, the teacher asks to students to read
the short material and discuses depth, but if the teacher teaches by
extensive reading, teacher ask student to read a large material and
concentrate on understanding main ideas.
Look at amount of material and focused in intensive reading and
extensive reading, there are any advantages and disadvantages used
intensive and extensive reading. Intensive reading can help students to
build vocabulary mastery and syntax understanding, but students cannot
read their level text, because all students get the same text. While,
extensive reading can make students enjoyment, and improve reading
comprehension because students can choose the own test that is interest
and easy for them, but students have problem that is students cannot
master all of vocabulary in the text, because the text is large, so students
just understand the main idea about text. Because both intensive and
extensive have advantages and disadvantages, the researcher is interested
to investigate it, there are any effect of intensive and extensive reading in
students’ reading comprehension and which one is more effective than
another.
Based on interview with the English teacher in SMPN 2
Banyubiru, students in seventh class need variant in learning reading, also
from the interview, the researcher found that intensive and extensive
reading have been implemented yet. Thus, it is an opportunity for the
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researcher to enhance the effectiveness of intensive reading and extensive
reading in that English class in a research on the effectiveness between
intensive reading and extensive reading to teach English reading in
seventh grade students of SMPN 2 Banyubiru in the academic year
2019/2020.
B. Problem of Research
The questions of research can be formulated into the following
questions:
1. Is there any effect of intensive reading on reading comprehension of
the seventh grade students of SMPN 2 Banyubiru in the academic year
2019/2020?
2. Is there any effect of extensive reading on reading comprehension of
2019/2020?
3. Which is more effective between intensive reading and extensive
reading in improving reading comprehension of the seventh grade
students of SMPN 2 Banyubiru in the academic year 2019/2020?
C. Purpose of Research.
Given the research questions, the research paper is aimed at the
following matters:
1. To investigate effect of intensive reading on reading comprehension of
2019/2020.
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2. To investigate the effect of extensive reading on reading
comprehension of the seventh grade students of SMPN 2 Banyubiru in
the academic year 2019/2020.
3. To investigate which is more effective between intensive reading and
extensive reading in improving reading comprehension of the seventh
grade students of SMPN 2 Banyubiru in the academic year 2019/2020.
D. Benefits of the Research.
1. Theoretical benefits.
The results can show whether the intensive and extensive reading
is a good enough to improve students' reading comprehension and can
be used to compare the both approaches which are more effective.
2. Practical Benefit.
a. The English Teacher.
By conducting this research, hopefully the teacher know
whether intensive and extensive reading are good enough to be
applied in teaching and learning reading activities to improve
students' reading comprehension.
b. The English Students.
By conducting this research, hopefully students can
increase their reading habit and improve their reading
comprehension.
c. The Researcher
By conducting this research, the researcher gets experience
how to conduct experiment. from the result, the researcher can find
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out whether intensive reading and extensive reading are good
enough to be applied in teaching and learning reading activities so
that it can become a provision for the future if the researcher as an
English teacher.
E. Definition of Key Terms
1. Reading comprehension.
According to Kurniawan, Rufinus, and Suhartono(2013: 4),
reading comprehension is trying to understanding, evaluate, and
recognize the authors’ ideas of reading text.
2. Intensive reading.
According to Yang, Dai, and Gao (2012: 112), intensive reading
was a hair-splitting analysis of vocabulary and sentences structures,
which dominates the English learning teaching course throughout the
three stages (elementary, secondary, and tertiary) of learning in China.
3. Extensive reading.
According to Edy (2014: 55), extensive reading is one of the
strategies which involved in activities learning. This strategy can
increase word-reading fluency by large amount reading, and improve
text-reading fluency through rereading text
F. Graduating Paper Outline
In other to make systematic research, the researcher organizes this
research into five chapters, there are as follows:
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Chapter I is introduction, and it contains the background of the
research, problem of the research, purpose of research, benefit of research,
definition of key terms, and graduating paper outline.
Chapter II is literature review, and it contains theoretical
framework, previous study, and hypothesis of research.
Chapter III is methodology of the research, it contains the type of
research, time and location of the research, population and sample of the
research, variable of the research, instrument of the research, technique of
data collection, and technique of analysis data.
Chapter IV is data analysis, it contains pre-test and post-test
analysis, calculating, and discussion.
Chapter V is closure, it contains conclusion and suggestions.
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CHAPTER II
LITERATURE REVIEW
A. Theoretical Framework
1. Definition of Reading
According to Afriyeni, Mukhaiyar, and Hamzah (2013: 1), reading
is an important language skill because personal language development
depends on reading. Learning reading means students learn other
language skills incidentally. Furthermore, learning reading should
create a comprehension and understanding print text, because the goal
of reading is comprehension of the text. Learning reading without
understanding seems useless.
Kurniawan, Rufinus, and Suhartono (2013: 3-4) also add the
arguments above that generally reading is a process of getting
information from written words. Reading passage usually tells about
the aim to grasp the authors’ ideas. Reading is not simply a process of
getting the meaning of the printed speech. It involves skills of the
visual recognition of the word. The readers interpret what they have
read and comprehended.
The argument above is little different from Mislainis’ argumant.
Mislaini (2015: 1) states that reading is one of the skills that the
students should learn. To get information from the source, the learners
have to be able to read the text effectively and efficiently. the
fundamental goal of reading activities is to enable the students to read
the scientific text.
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Based the definition above, the researcher can conclude that
reading is an important language skill must students learn. To get
information, the learner has to able to read effectively and efficiently.
In learning reading, the learners do not only know the meaning of the
text, but can able to interpret what the learners have read and
comprehended. The goal of the reading is to comprehend and enable
the students to read the scientific text.
2. Reading Comprehension
According to Kurniawan, Rufinus, and Suhartono (2013: 4), the
main purpose of reading is comprehension. Reading comprehension is
an attempt to understand, evaluate, and also recognize the authors’
ideas of the reading text. A reader needs comprehension to catch the
content of message or information from the text.
The argument above is added by the argument from Mislaini.
According to Mislaini (2015: 2), reading comprehension is the act of
understanding a text. It is an intentional, active, interactive process that
occurs before, during and after a person reads a particular piece of
writing.
Day and Park (2005: 62-64) also propose several types of
comprehension, they are:
a. Literal comprehension is an understanding of the straight forward
understanding meaning of a text, such as vocabularies, date, time,
location and facts.
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b. Inference is students conclude information from a text which is not
explicitly stated in the text. Students must combine their literal
understanding of the text with their own knowledge and intuition.
c. Reorganization is rearranging information from various parts of a
text and combine them for additional understanding to get new
information.
d. Predictive comprehension is integrating reader’s understanding of
a text and their own knowledge about that text in order to
determine what might happen next or after it is finished.
e. Evaluative comprehension is like inferential comprehension. The
difference is that evaluative comprehension requires readers‟
comprehensive judgment about some aspects in the text and ability
to redevelop an understanding by using related issues.
f. Appreciative or personal response requires readers to respond with
their feelings for the text and the subject.
3. Type of Reading
According to Kozak (2011: 7), there are 3 types of reading and the
corresponding type of activities to develop corresponding reading
skills.
a. Skimming was reading to confirm expectation; reading for
communicative tasks. Its object was to familiarize you as
quickly as possible with the material to be read.
b. General reading or Scanning was a skill that requires that you
read quickly while looking for specific information. To scan a
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reading text, you should start at the top of the page and then
move your eyes quickly toward the bottom. Scanning was a
technique that is helpful when you are looking for the answer
to a known question. It can help when you are looking for the
answer to a known question.
c. Close reading is not only reading and understanding the
meanings of the individual printed words, but also involves
making yourself sensitive to all the nuances and connotations
of language as it is used by skilled writers.
4. Approach of Reading.
According to Loucky (1996: 1), there are two majors of approaches
that used to develop reading skill, known as intensive and extensive
reading.
a. Intensive Reading
Intensive reading is read short text and discus detail about the
text.
b. Extensive Reading
Extensive reading is read the large text and discuss only on the
main idea of the text.
5. Reading Exercises
Exercise is very important in learning teaching. With exercises, we
can know, how far students can understand the text material.
According to Kozak (2011: 7), the purpose of the exercise is to teach
receptive skills required for detailed reading comprehension can be
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divided into several groups depending on the purpose you want to
achieve. He also classifies exercises made into three groups. Those are
pre-reading, while-reading, and post-reading exercises.
a. Pre-reading exercises.
Students make some prediction about the text that will read.
While doing pre-reading exercises is students will see all the task
before reading the material. The following questions may be used:
1) Can you guess what the text is about judging by the title?
2) What do you think the following names, figures or dates (if
there are any) have to do with the story?
Note: the teacher can arrange what the students say in a
column on the blackboard and then give the task to look
through the text quickly to prove if their guesses were true or
false.
3) What do you know or what have you heard about the subject
you are going to read about?
b. While-reading exercises
This exercises aims to teach the students to extract specific
information. There are while-reading exercises:
1) The students should scan the text to extract the information
which the tasks demand. They do not have to pay attention to
the parts of the text they do not understand.
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2) Previewing for the topic. Ask the students to read the first
sentence of each paragraph and the last sentence of the passage
and guess what the text is about, or what the general idea is.
3) The teacher offers some statements and the students are to find
out if they are false of true.
4) The students may be given some questions to answer.
c. Post-reading exercises.
These exercises are summing up the content of text,
investigation into the writer’s opinion and may entail some kind
of follow-up-task related to the text. Here you can use the
following tasks:
1) Find the most important sentences in each paragraph.
2) Match each sentence of the jumbled summary with the
correct paragraph.
3) Use your imagination and write your end of the story.
4) Express your attitude to the story, etc.
5) What is your attitude to the story? Write a letter to the editor.
6) Organize a press conference.
6. Intensive Reading.
a. Definition of intensive reading.
According to Pratiwi, Arifin, &Novita (2012: 4), intensive
reading is typically concerned with the short text of not more than
500 words in length. Intensive reading activity was likely more to
emphasize the accuracy involving reading for details.
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Yang, Dai, and Gao (2012: 112) add the argument above
about emphasize reading for detail that intensive reading was a
hair-splitting analysis of vocabulary and sentences structures,
which dominates the English Learning Teaching course throughout
the three stages (elementary, secondary, and tertiary) of learning in
China.
According to Afriyeni, Mukhaiyar, and Hamzah (2013: 4),
intensive reading was generally at a slower speed and requires a
higher degree of understanding to develop and refine word study
skills, enlarge passive vocabulary, reinforce skills related to
sentence structure, increase active vocabulary.
Based on the definition above, the researcher conclude that
intensive reading is the learner read the short text of not more 500
word and emphasize on analysis of vocabulary and sentences
structures. In learning intensive reading, the learner read with a
slower speed and requires a higher degree of understanding to
develop and refine word study skills.
b. Purpose of intensive reading
According to Pratiwi, Arifin, &Novita (2012: 4-5),
intensive reading activity is likely more to emphasize the accuracy
involving reading for details. It is contrasted with extensive
reading, which involves reading large amounts of text with the
purpose of pleasure, not focusing on every single detail in the text.
In this reading, the readers do not only read and understand the
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subject being read but are be able to make a judgment for the text.
They are supposed to conclude which part of the text is important
and which one is not important. Intensive reading lets the readers
to read intensively in order to get used to have a deep
understanding of what they are reading.
c. The advantages of intensive reading
According to Risdiyanto (2012: 65), intensive reading has
two advantages. For low level readers, intensive reading can build
vocabulary quickly. Some foreign language students are able to
add 10 or more comprehension words per day. Additionally, the
difficult text forces a learner to develop strategies for dealing with
texts that are too hard to read comfortably.
d. Four centers in intensive reading courses
According to Yang, Dai, and Gao (2012: 2), with regard to
the scope and content intensive reading covers, it is a multi-
purpose comprehensive course in Chinese context featured by four-
centeredness.
1) Teacher-centeredness
The teacher is an authority, an intellectual, and a model.
Teacher is regarded as a source of knowledge.
2) Textbook-centeredness.
Each lesson consists of a model text supplemented by
exercises surrounding phonetics, grammar, vocabulary,
composition, translation, and reading comprehension. In fact,
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the text itself serves as the basis for oral English practice
(pronunciation, dialogues, question, composition, and
translation).
3) Grammar-centeredness
Texts are syntactically concerned with sentence patterns,
and grammar analysis of the structures. Grammar-translation
approaches are commonplace and the teacher and textbook
transmit this subject knowledge to students.
4) Vocabulary-centeredness
Vocabulary is a focus of instruction. On average 50-60 new
words appear in each new lesson (16-18 texts per semester).
Science students (not English majors) at tertiary level are
required by the National Foreign Language Syllabus and exam
system to learn 4000 words in two years’ formal language
learning.
e. Principle of intensive reading
According to Stricklin (2011: 620), there are 4 steps used in
intensive reading teaching:
1) Predicting
At the beginning, the teacher asks the students to see
the tittle of their story, and predict about the kind of story, and
the content of the story.
2) Question
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The next step, students read silently to know the main
idea of the paragraph. After students read, students make
questions about what they did not understand in the paragraph.
3) Clarifying
After students make questions, students ask to the
teacher about what they did not understand in the paragraph.
The clarifying can range from word definition to understand
about the content of the story.
4) Summarize
Teacher asks the students to retell about their story.
This process requires students to recall and reorganize the text.
7. Extensive Reading
a. Definition of extensive reading
According to Renandya and Jacobs (2016: 2), extensive
reading is defined with many different ways and it is not always
easy to find one definition that captures all of the essential
elements of extensive reading. However, a survey of the literature
shows that most extensive reading definitions include at least three
elements that most extensive reading scholars consider crucial
when discussing the concept, i.e., amount of reading, focus on
meaning and general understanding and faster reading rate.
Edy (2014: 55) add the definition above that extensive
reading is one of the strategies which involved in activities
learning. This strategy can increase word-reading fluency by large
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amount reading, and improve text-reading fluency through
rereading the text.
According to Laufer and Dvorkin (1981: 41), extensive
reading is reading a large amount of text and emphasized on the
main idea of the text.
Based on the definition above that extensive reading is
reading large amount text, focus on general understanding, and can
improve text-reading fluency through rereading the text.
b. The important of extensive reading.
According to Mekulecky (2011: 2), Extensive reading has
been show to:
1) Provide students with massive amounts of comprehensible
input, the primary requisite for significant language
acquisition.
2) Foster reading fluency
3) Allow students to make gains in vocabulary and grammar
knowledge
4) Improve writing in the second or foreign language
5) Foster the development of a positive attitude toward reading in
the second or foreign language
6) Motivate students to read more
c. The benefits of extensive reading
According to Renaldya and Jacobs (2016: 3), there are five
the benefit of extensive reading.
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1) Extensive reading could enhance vocabulary development.
When students read a lot of text, they have multiple
meaningful encounters over time with words and word
patterns.
2) Research suggests that students who do extensive reading gain
a better grasp of the grammar of the target language. Students
can introduce to grammar rules and conventions, which, while
useful, are of limited value. They know the rules but often find
that they cannot use them for real communication
3) Extensive reading helps second language learners to read at a
faster rate. Faster reading speed is important for fluent reading.
Extensive reading can help them develop their word
recognition skills, enabling them to move over words in
meaningful chunks with sufficient speed, with ease and with
greater comprehension
4) They become more knowledgeable about many different
topics. Research suggests that successful reading requires both
language and content knowledge. Extensive reading not only
helps students develop language skills, but also expands their
knowledge base.
5) Students who do extensive reading can develop higher
confidence and motivation. Extensive reading can be a
confidence and motivation booster for this group of students.
When they read materials that are within, or slightly below,
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their competence, they can read with greater enjoyment and
comprehension, thus helping them become more confident and
motivated readers.
6) Extensive reading helps students develop more positive
attitudes towards reading. Students who read in quantity and
enjoy what they read often report having more positive
attitudes towards reading and becoming more eager to go
beyond their comfort zone and explore a wider variety of texts,
including more challenging texts.
d. Principle of extensive reading
According to Day (2002: 1), there are ten principles for
teaching extensive reading:
1) The reading material is easy.
2) Variety of reading material on a wide range of topics must be
available.
3) Learners choose what they want to read.
4) Learners read as much as possible.
5) The purpose of reading is usually related to pleasure,
information and general understanding.
6) Reading is its own reward.
7) Reading speed is usually faster rather than slower.
8) Reading is individual and silent.
9) Teachers orient and guide their students.
10) The teacher is a role model of a reader.
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e. Implementation of extensive reading
According to Umam (2015: 5-9), there are two main
activities in extensive reading practice. The first is out-of-class
activities and the second is in-classroom activities.
1) The out-of-class activities
a) Students select their own materials
b) Students read on their own time and place
c) Students reflect what they have read in the provided form
and/or a poster
2) In-classroom activities
a) Students-students and teacher-student dynamic interaction.
b) Individual classroom presentation. Meanwhile, the teacher
will act as a role model and as an evaluator (if needed).
B. Previous Study
This literature review presents relevant information which is
needed to understand and support the present study. By the end of the
previous section, the reader aims to have a better understanding of the
basic concepts that are very fundamental to the development of this study.
Within this review, the writer presents the readers some information
related to the reason why this study is important to be done.
The first previous study comes from Ferdila (2014). She conducted
the research used the sample from a class of second graders in one of the
public junior high school in Bandung. He investigates the benefit of using
extensive reading in teaching reading and as well as students’ attitudes
20
toward it. She used three instrument in the data collection, there are
classroom observation, questionnaire, and interview. The result of her
research showed there are five benefits found, those are building students,
perspective that reading is a fascinating activity, creating enjoyable
learning atmosphere, helping students developing a wide vocabulary,
improving students’ reading comprehension, and increasing students,
motivation in reading. The difference between Ferdila (2014) and this
research is Ferdila (2014) focuses on the extensive reading in teaching
reading. While, this research used two strategies, those are extensive
reading and intensive reading strategies in teaching reading.
The second of previous study come from Sari, Suparman, and
Huzairin (2014). They want to find out whether there was a significant
improvement of the students’ vocabulary achievement by using intensive
reading strategy. They conducted the research in SMAN 1 Pagelaran.
They used 24 students in class X3. The result of their research showed that
there was a significant improvement in students’ vocabulary achievement
after using intensive reading strategy. It can be seen from score of pretest
and posttest, which was 64.29 to 72.54, with t-table was 2.068 and the t-
value was 4.456. The difference between Sari, Suparman, and Huzairi
(2014) and this research is Sari, Suparman, and Huzairi (2014) focuses on
the intensive reading only to improve students’ vocabulary achievement,
while this research used two approaches, those are extensive reading and
intensive reading to improve students reading comprehension.
21
The third previous research came from Al- Homoud and Schmitt
(2009). They conducted the research in the Collage of Language and
Translation at Al-Imam Mohammad Ibn-Saud Islamic University, Riyadh,
Saudi Arabia. In this previous study, they compare extensive reading class
and a more traditional class involving intensive reading and vocabulary
exercises. They want to know whether any different between extensive
reading and intensive reading in students reading comprehension, reading
speed, vocabulary gain, and students attitude. The results of the previous
study state that 1) extensive reading was at least as effective in improving
reading comprehension as the intensive reading approach. 2) That both
approach improved their reading speed, but extensive reading had a
significantly larger improvement than intensive reading. 3) The extensive
group was under no disadvantage when compared to the intensive group
when it came to learning the vocabulary, although the vocabulary gains
were small: extensive (32 words; 46 words per day), intensive (44 words;
62 words per day). 4) The participants in the extensive group reported
having more positive attitudes towards their learning experience, and gave
a stronger indication of learning than the participants in the intensive
reading group did. The different between Al- Homoud and Schmitt (2009)
and this research is on the aims of the research. They want to know there
are different between extensive reading and intensive reading in students
reading comprehension, reading speed, vocabulary gain, and students
attitude, while this research wants to know the effectiveness extensive
reading and intensive reading in students’ reading comprehension.
22
C. Hypothesis of The Research
According to Margono (2004: 96), hypothesis is a temporary
answer to the formulation of research problems, where the formulation of
research problems has been asked in the form of a question sentence. It is
said temporarily because the given answer is based on the relevant theory,
not yet based on empirical facts obtained through data collection. In this
research, the researcher formulates two hypotheses:
Ha : intensive reading and extensive reading are effective to teach English
reading
Ho : intensive reading and extensive reading are no effective to teach
English reading.
The decision of hypothesis was gotten from the comparison of the t-test
with t-table:
If t-test > t-table : Ha is accepted
If t-test > t-table : Ho is rejected
23
CHAPTER III
RESEARCH METHODOLOGY
A. Type of Research
In this research, the researcher used quantitative approach.
Quantitative approach is an approach to testing objective theories by
examining the relationship among variables. This variable usually
numerical data and can be measured, so that it can be analyzed using the
statistical procedure.
The method used in this research is experimental research.
Experiment research is a method of the research that is used to find out the
influence of some treatments to other under controller condition.
According to Arikunto (2005: 207), the aim of experimental research is to
know whether or not effect from some treatment is imposed on the subject
being investigated. The way is to compare one or more groups given a
treatment with one or more group that did not receive treatment.
The design of this research was quasi-experiment design.
According to Tuckman (2012: 149), quasi-experiment is partly true
experimental design but not fully, they control same but not all sources of
internal invalidity. Although they are not as adequate as true experimental
designs, they provide substantially better control of the threats to validity
than do pre experimental design. In quasi-experiment, it is not randomly
assigned (Creswell, 2014: 215). There are two groups in this design; one
group is the control group that used intensive reading and the experiment
group that used extensive reading.
24
In this design, observation was conducted twice, that is before the
experiment and after the experiment. Observation was conducted before
the experiment is called pre-test, and observation that was conducted after
the experiment is called post-test.
B. Time and Location of the Research
This research was conducted in August 2019. It was located at
SMPN 2 Banyubiru, Jl. Brantas, Kebumen, Kec. Banyubiru, Kab.
Semarang, Jawa Tengah. The research was conducted in the seventh-
grade students of SMPN 2 Banyubiru in the academic year 2019/2020.
C. Population and Sample of the Research
a. Population.
According to Arikunto (2002: 108) population is all of the
subject research. In this research, the population was the seventh-
grade students of SMPN 2 Banyubiru in the academic years of
2019/2020. The population in this research was the seventh grade
students of SMPN 2 Banyubiru.
Table 3.1
The Total Population of the First Year Students of SMPN 2
Banyubiru in the Academic Year 2019/2020
No Class Total
1 VII A 32 students
2 VII B 32 students
3 VII C 31 students
4 VII D 32 students
25
5 VII E 32 students
Total 159 students
b. Sample
According to Margono (2004: 118), the sample is part of the
number and characteristics possessed by the population. When the
population is large, and researchers are unlikely to study everything in
the population, such as time, energy, and cost, researchers can use
samples taken from the population.
In this research, the researcher used convenience or accidental
sampling. According Radjab, and Jam’an ( 2017: 107) convenience or
accidental sampling is the technique of sampling based on
coincidence, members of the population met by researchers and will
be to be respondent in the sample.
The researcher uses convenience or accidental sampling
because after the researcher observation in seventh grade of SMP N 2
Banyubiru, there were some teacher do not want their class to be used
to research for some reason. So the researcher chooses the sample
based on availability of the teacher for his class used research. The
researcher took only two classes. One class became experiment class
and another became control class. The VII B was as experiment class
and VII E was as control class.
26
D. Variable of the Research
In this research, there were two independent and one dependent
variable. Independent variables are those that (probably) cause, influence,
or affect outcomes. They are also called treatment, manipulated,
antecedent, or predictor variables (Croswell, 2014:84). The first
independent variable is extensive reading strategy. The second
independent variable is intensive reading strategy.
Dependent variable is a variable that depend on the independent
variables; they are the results of the influence of the independent variables.
Other names for dependent variables are criterion, outcome, effect, and
response variables (Croswell, 2014: 84). The dependent variable in this
research is students reading comprehension.
E. Instrument of the Research
Research instruments are used to collect the data. In this research,
test is used as the instrument for this research.
1. Test
According to Arikunto (2002: 127), the test is some questions or
exercises and other tools which is used to measure skill, intelligence,
ability or talent that have by personal or group. Reviewed from the
object that wills evaluation, the tests categorized to seven tests. There
is a personality test, aptitude test, intelligence test, attitude test,
projective technique, measures of interest, achievement test.
This research used achievement test. The test is used to measure
the achievement of a person after study is something. It is different
27
from another test. An achievement test was given after the people
study something tested (Arikunto, 2002: 129).
The researcher used pre-test and post-test design. Pre-test is to
measure how far the students reading comprehension, and post-test is
to measure how far the student can improve students’ comprehension
with extensive and intensive reading.
F. Technique of Data Collection
In this research, the researcher used the test for collecting data. The
researcher used pre-test and post-test in the control class and experiment
class. In the pre-test, the researcher gave 10 multiple choice question and
10 essay questions to students. In post-test, the amount of question is same
by pre-test. The format score of multiple choices was 5 for right and 0 for
a false answer and essay was 5 for right and 0 for a false.
G. Technique of Analysis Data
After collecting the necessary data of pre-test and post-test from
two groups, the following statistical tests were used for the research: two t-
tests were used for determining if there was any difference in the mean
score of each group in terms of students’ pre and post-tests. As well as, the
researcher used two t-tests to determine the differences between the two
groups both in students’ pre and post-tests. Here are some terms as
Sudijono (2010:305-307) explains:
1. Calculating the mean (M) from each group using the following
formula:
28
M= mean
= total score
N= Number of students
2. Calculating the standard deviation difference (SDD)
SDD= √ ( )
SDD= Standart Deviation
N= number of students
D=differencec between pre-test and post-test
3. Calculating mean of difference (MD)
MD =
MD= mean of difference
= total of difference pre-test and post-test
4. Calculating the standard error of mean difference (SEMD)
SEMD=
√
SEMD= standard error of mean difference
SDD= standard deviation
N= number of students
5. Calculating t-test (to)
to =
to= t-value of observation
MD = mean of difference
SEMD= standard error of mean difference
29
6. Comparing t-test (to) with t-table (tt)
Criteria of accepted hypothesis describes as follow:
to>tt= reject null hypothesis (ho) and accept alternatehypothesis (ha).
to<tt= accept null hypothesis (ho)
30
CHAPTER IV
DATA ANALYSIS
A. Profile of the Students Before and After the Treatment for Both
Experiment and Control Groups
1. Students’ Profile Before the Treatment
Students’ profile before the treatment could be seen from the pre-
test score. It was given to both experiment and control group. The
researcher took VII Bas the experiment group and VII E as the control
group. To clarify the activity in pre-test section, the researcher set the
procedure in class as follows:
a. The researcher as the teacher started the class with greeting
b. The teacher checked the attendance list of students’ presence.
c. The teacher shared the test sheet to the students.
d. The teacher explained the rules of each number of questions for
the students before doing the test.
e. The students submitted their test sheet as soon as they finished it.
f. The teacher scored the pre-test.
There were two points in this test and each point consisted of ten
questions. The first point is multiple choice and the second points is essay.
the scoring was as follow:
31
Table 4.1
Guideline of Scoring
The first point The second point
10 questions 10 questions
Score per number 5 5
Total score 100
From the table 4.1, it could be seen that each Point had same score.
The first point, for the correct answer scorred 5 score. So if the students
could answer all the questions, they will get 50 score. The second
pointalso scorred 5 scorewith the total correct answer would 50.Thus the
researcher arranged the formula as follow:
TS = P1 + P2
TS = Total Score
P = Point of question
After the pre-test was done, the researcher checked and gave score
for the test. Then, the researcher could display the result of pre-test for
experiment &control group as follows:
Table 4.2
Pre-test Result of Experiment Group
No Name Pre-test
1 ASU 50
2 AEM 65
3 AHA 60
4 AFN 60
5 ARF 85
6 AFR 35
32
7 ANS 50
8 ASP 35
9 AW 80
10 AF 65
11 BYS 55
12 BW 35
13 BS 65
14 DRP 80
15 DPA 55
16 EAP 40
17 EPF 80
18 GR 50
19 KBA 80
20 LA 35
21 LM 80
22 MOKU 45
23 NS 60
24 RAR 55
25 RDS 50
26 RAA 85
27 SUK 35
28 VTM 50
29 VKN 45
30 WHS 80
31 WMD 50
32 ZBC 60
Total 1860
N 32
Mean (M) 58.12
Based on the table 4.2, there were 32 students had done the pre-
test. The highest score of experiment group was 85 while the lowest was
35. And the mean of experiment group’s pre-test score was 58.12.
Then, the researcher did the same step by displaying the pre-test
result of control group. The distribution table of the pre-test result for
control group could see in table 4.3.
33
Table 4.3
Pre-test Result of Control Group
No Name Pre-test
1 ASL 45
2 AHS 60
3 AJM 75
4 ARA 55
5 AVSS 60
6 BVA 70
7 DSPYI 75
8 DWS 60
9 DS 65
10 DVKN 65
11 DSP 65
12 IZA 90
13 IK 75
14 LRA 85
15 MU 70
16 MAW 50
17 MAP 75
18 MIM 55
19 MSAM 60
20 NRTT 70
21 VH 55
22 RA 45
23 RM 65
24 RAS 80
25 RR 65
26 RMS 80
27 SDNA 85
28 VN 70
29 VFN 55
30 WIS 55
31 YNH 60
32 ZDS 65
Total 2105
N 32
Mean (M) 65.78
34
Based on the table 4.3, there were 32 students had done the
pretest. The highest score of control group was 90 while the lowest
was 45. And the mean of experiment group’s pre-test score was 65.78.
2. Students’ Profile After the Treatment
Before the researcher present the students’ profile after the
treatment,the researcher would like to show the procedure of the
treatment itself. Here, the treatmentapplied for the experiment group
(VII B Class) and the control Group (VII E Class). For experiment
class, the researcher used extensive reading as the treatment. While for
control class, the researcher used intensive reading as the treatment.
a. The teaching procedures of treatment conducted by the researcher
for the experiment group were divided into two main activities.
1) In classroom activities
a) Students ask students to do dynamic interactions with
fellow students and teachers.
b) Students are asked to present individually. While the
teacher acts as an evaluator.
2) Out of classroom activities
a) Students choose their own material.
b) Students are asked to read the material they have chosen in
their free time and the place they want.
35
c) Students train together the material they read in a poster
form.
b. The teaching procedures of treatment conducted by the researcher
for the control group are as follow:
a) The teacher asks students to see the title of their text.
b) The teacher asks students to make predictions about the type of
text and the reading content of their text titles.
c) The teacher asks students to read the text that has been shared.
d) The teacher gives 15 minutes for students to read and
understand the text.
e) The teacher asks students about what they do not understand.
f) Learners ask the teacher about what they do not understand in
the text.
g) The teacher asks students to retell the text
After the students had finished the treatment, the researcher
gave the post-test experiment and control groups. The distribution
table of the post-test result for experiment group could be seen in table
4.4.
Table 4.4
Post-test Result of Experiment Group
No Name Post-test
1 ASU 90
2 AEM 85
36
3 AHA 80
4 AFN 90
5 ARF 90
6 AFR 80
7 ANS 70
8 ASP 85
9 AW 100
10 AF 85
11 BYS 75
12 BW 65
13 BS 75
14 DRP 85
15 DPA 85
16 EAP 75
17 EPF 85
18 GR 70
19 KBA 100
20 LA 85
21 LM 85
22 MOKU 85
23 NS 85
24 RAR 80
25 RDS 85
26 RAA 95
27 SUK 90
28 VTM 80
29 VKN 90
30 WHS 85
31 WMD 85
32 ZBC 85
Total 2685
N32 32
Mean (M) 83.90
post-test. The highest score of experiment group was 100 while the
37
lowest was 65. And the mean of experiment group’s post-test score
was 83.90.
Meanwhile, the distribution table of the post-test result for
control group was as table 4.5.
Table 4.5
Post-test Result of Control Group
No Name Post-test
1 ASL 70
2 AHS 70
3 AJM 90
4 ARA 70
5 AVSS 75
6 BVA 90
7 DSPYI 90
8 DWS 75
9 DS 70
10 DVKN 75
11 DSP 75
12 IZA 90
13 IK 90
14 LRA 85
15 MU 85
16 MAW 55
17 MAP 90
18 MIM 70
19 MSAM 70
20 NRTT 80
21 VH 75
22 RA 75
23 RM 70
24 RAS 80
25 RR 70
26 RMS 90
27 SDNA 90
38
28 VN 80
29 VFN 75
30 WIS 70
31 YNH 70
32 ZDS 80
Total 2.490
N 32
Mean (M) 77.81
post-test. The highest score of experiment group was 90 while the
lowest was 55. And the mean of experiment group’s post-test score
was 77.81.
B. The effectiveness of Intensive Reading and Extensive Reading to
Teach English Reading Descriptive Text.
In this research, the researcher used t-test to analyze, to calculate,
and to compare score result for both experiment and control group. The
researcher displayed the result for both experiment and control group and
the formula used was as follows.
1. Experiment Group
Before the researcher applied the formula to calculate the value of
t-test (to), the researcher showed the result of pre and post-test to see
the difference between pre-test score and post-test score and it could
be seen in the table 4.6.
39
Table 4.6
Result of Pre-test and Post-test of Experiment Group
Pre-test Post-test
No Name D= (X-Y) D2
(X) (Y)
1 ASU 55 90 -35 1225
2 AEM 65 85 -20 400
3 AHA 60 80 -20 400
4 AFN 60 90 -30 900
5 ARF 85 90 -5 25
6 AFR 35 80 -45 2025
7 ANS 50 70 -20 400
8 ASP 35 65 -30 900
9 AW 80 100 -20 400
10 AF 65 85 -20 400
11 BYS 55 75 -20 400
12 BW 35 65 -30 900
13 BS 65 75 -10 100
14 DRP 80 85 -5 25
15 DPA 55 85 -30 900
16 EAP 40 75 -35 1255
17 EPF 80 85 -5 25
18 GR 50 70 -20 400
19 KBA 80 100 -20 400
20 LA 35 55 -20 400
21 LM 80 85 -5 25
22 MOKU 45 85 -40 1600
23 NS 60 85 -25 625
24 RAR 55 80 -25 625
25 RDS 50 85 -35 1225
26 RAA 85 95 -10 100
27 SUK 35 50 -15 225
28 VTM 50 80 -30 900
29 VKN 45 70 -25 625
30 WHS 80 85 -5 25
31 WMD 50 85 -35 1225
32 ZBC 60 85 -25 625
2
Total Score 1860 2575 ƩD= -715 ƩD =19675
N = 33
Mean 58.12 80.46
40
a. Standard Deviation (SD)
SDD = √ ( )
SDD = √ ( )
SDD = √
SDD = √
SDD = √
SDD = 10.76
b. Mean of Difference
MD =
MD =
MD = 22.34
c. Standard Error of Mean Difference
SEMD =
√
SEMD =
√
SEMD =
√
SEMD =
SEMD =1.93
41
d. t-test (to)
to =
to =
to = 11.6
e. Interpretation to t-test (to)
1) Calculation of df
df = N – 1
= 32 -1
= 31
2) Consulting df with t-table
With df = 31, the value of t-table (tt) with level of
significance of 5% is 2. 03.
3) Comparing t-table (tt) with t-test (to)
tt = 2. 03
to = 11. 6
tt>to, it means Ha is accepted and Ho is rejected. So extensive
reading is effective to teach reading descriptive text.
4) Conclusion
If towas greater than tt, null hypothesis (ho) was
rejected. Based on the t-test calculation above, the research of
experiment group showed that tt with the level of significance
of 5% was 2.03 and to was 11.6. The result is 11. 6> 2.03. It
means that to was higher than tt. The researcher could
42
conclude that Extensive Readingis effective to teachEnglish
Reading.
2. Control Group
The researcher did the same steps in control group, displaying the
result of pre-test and post-test score first, then finding the difference
score between pre-test score and post-test score. It could be seen in
this table 4.7.
Table 4.7
Result of Pre-test and Post-test of Control Group
Pre-test Post-test
No Name D= (X-Y) D2
(X) (Y)
1 ASL 45 70 -25 625
2 AHS 60 70 -10 100
3 AJM 75 90 -15 225
4 ARA 55 70 -15 225
5 AVSS 60 75 -15 225
6 BVA 70 90 -20 400
7 DSPYI 75 90 -15 225
8 DWS 60 75 -15 225
9 DS 65 70 -5 25
10 DVKN 65 75 -10 100
11 DSP 65 75 -10 100
12 IZA 90 90 0 0
13 IK 75 90 -15 225
14 LRA 85 85 0 0
15 MU 70 85 -15 225
16 MAW 50 55 -5 25
17 MAP 75 90 -15 225
18 MIM 55 70 -15 225
19 MSAM 60 70 -10 100
20 NRTT 70 80 -10 100
21 VH 55 75 -20 400
22 RA 45 75 -30 900
23 RM 65 70 -5 25
43
24 RAS 80 80 0 0
25 RR 65 70 -5 25
26 RMS 80 90 -10 100
27 SDNA 85 90 -5 25
28 VN 70 80 -10 100
29 VFN 55 75 -20 400
30 WIS 55 70 -15 225
31 YNH 60 70 -10 100
32 ZDS 65 80 -15 225
2
Total Score 2105 2487 ƩD= -385 ƩD =6125
N = 32
Mean 65.78 77.71
a. Standard Deviation (SD)
SDD = √ ( )
SDD = √ ( )
SDD = √
SDD = √
SDD = √
SDD = 6.83
b. Mean of Difference
MD =
MD =
MD = 12.03
c. Standard Error of Mean Difference
SEMD =
√
44
SEMD =
√
SEMD =
√
SEMD =
SEMD =1.22
d. t-test (to)
to =
to =
to = 9.86
e. Interpretation to t-test (to)
1) Calculation of df
df = N – 1
= 32 -1
= 31
2) Consulting df with t-table
With df = 31, the value of t-table (tt) with level of
significance of 5% is 2.03.
3) Comparing t-table (tt) with t-test (to)
tt = 2. 03
to= 9.86
45
tt>to, it means Ha is accepted and Ho is rejected. So
intensive reading iseffective to teach reading descriptive
text.
4) Conclusion
If to was greater than tt, null hypothesis (ho) was
rejected. Based on the t-test calculation above, the research
of experiment group showed that tt with the level of
significance of 5% was 2.03 and to was 9.86. The result is
9.86 > 2.03. It means that to was higher than tt. The
researcher could conclude that Intensive Readingis effective
to TeachEnglish Reading. Therefore, there was a significant
difference between pre-and post-test mean in control group.
To make clearer, the researcher sums up the answer
of the two researcher questions in a table below:
Table 4.8
The Research Result
Experiment Group Control Group
Pre-test Mean 58.12 65.78
Post-test Mean 80.46 77.71
T-test 11.6 9.86
T-table 2.03 2.03
From table 4.8, it can be seen that both groups that were
used extensive reading (experiment group) or intensive reading
46
(control group) got improvement. Since the improvement of
experiment group is higher than the control group, it can be
concluded that extensive reading is more effective than intensive
reading to be applied in class.
C. Discussion
From the result above, the researcher wants to convey that
Extensive Reading and Intensive Reading are effective to improve
students’ reading comprehension as Fardila (2014) for extensive reading
and Sari, Suparman, and Huzairin (2014) for intensive reading have
reported.
The result also shows that extensive reading is more effective than
intensive reading and this fits to what Al-homoud and Schmitt (2009) have
reposrted in their work.
47
CHAPTER V
CLOSURE
A. Conclusion
Based on the data analysis, the conclusion was presented as follows:
The result shows the calculating of t-test for control group. The
hypotheses are tested by t-test formula by comparing the pre- and post-test
score. T-test (to) is 9.86. Meanwhile, the critical value for rejecting the null
hypothesis at significance level of 5% to t-table (tt) with degree of freedom
(df) 32 is 2.03. It can be said that to is higher than tt (9.86 > 2.03).
Therefore, the null hypothesis (ho) is rejected while the alternate
hypothesis (ha) is accepted. It means that intensive reading is effective to
improve students’ reading comprehension.
The calculating of t-test for experiment group is also tested by t-test
formula by comparing the pre- and post-test score. T-test (to) is 11.6.
Meanwhile, the critical value for rejecting the null hypothesis at
significance level of 5% to t-table (tt) with degree of freedom (df) 32 is
2.03. It can be said that to is higher than tt (11.6 > 2.03). Therefore, the null
hypothesis (ho) is rejected while the alternate hypothesis (ha) is accepted. It
means that extensive reading is effective to improve students’ reading
comprehension.
The result show that the both approaches that have been applied are
effective approach in improving the students’ reading comprehension, but
by looking at the mean score and t-test result, extensive reading is more
48
effective to improve students’ reading comprehension than intensive
reading
B. Suggestions
Based on the research finding, the researcher would like to propose
some suggestions, which are addressed to teacher, students, and other
researchers.
1. For the teachers
The teachers can use intensive reading or extensive reading.
The both approaches are really easy to be applied and it can motivate
the students in learning English especially for reading comprehension.
2. For the students
The students can apply and practice intensive reading or
extensive reading because it will can help them to solve their problems
in reading and to improve their reading comprehension.
3. For the other researchers
The result of the research only confirms the hypothesis, but it
does not prove that something is absolutely true at all time. Moreover,
the research needs improvement of thought for further studies. In
addition, the finding of the research hopefully will be employed as
starting point of the future research on similar topics.
49
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Building Reading Power. United State: Personal Longman.
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Using Fable at The Grade X SMAN 1 Bonai Darussalam. Jurnal Mahasiswa
Prodi Bahasa Inggris UPP, 1(1).
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and Students Reading Comprehension. Jurnal Pendidikan dan Pembeljaran
Utan, 2(4).
Renaldy, W. A., & Jacobs, G. M. 2016. Extensive Reading and Listening in the L2
Classroom. In English language teaching today (pp. 97-110). Springer, Cham.
Risdiyanto, F. 2012. Effective & Efficient Reading. Solo: Rustam Publishing.
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112.
CURRICULUM VITAE
I. Personal Identity
Name : Maria Ulfa
Place, Date of Birth : Tanjung Jabung Timur, April 27th 1996
Mobile : 085 764 651 075
Email address : [email protected]
Home address : Sk 22 Rantau Jaya, Rantau Rasau, Tanjung Jabung
Timur
Jambi
Sex : Female
Marital Status : Unmarried
Hobbies : Music
II. Educational Background
 SD N 46Rantau Rasau, Graduated in 2008
 SMP N 9 Tanjung Jabung Timur, Graduated in 2011
 MAN 1 Salatiga, Graduated in 2014
 English Department of Teacher Training and Education Faculty of State Institute
for Islamic Studies (IAIN)Salatiga, graduated in 2019

APPENDICES
LIST OF APPENDICES
1. Syllabus of Eighth-year Student of Junior High School

2. Lesson Plan for Control Group
3. Lesson Plan for Experiment Group
4. Students’ Pre-test Score for Experiment Group
5. Students’ Post-test Score for Experiment Group
6. Students’ Pre-test Score for Control Group
7. Students’ Post-test Score for Control Group
8. Keyword for The Pre-test and Post-test
9. Certification for Graduating Paper Counselor
10. Letter for Research Permission
11. Consultation Sheet of Graduating Paper
12. Proof of Conducted Research
13. Satuan Kredit Kegiatan (SKK)
14. List of T-table
15. Research Documentation
16. Declaration and Permission for Publication
1. Syllabus of Seven-year Student of Junior High School
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Memahami Fungsi sosial Mengamati
fungsi sosial, Membanggakan,  Siswa menyalin
struktur teks, mengenalkan, dengan tulisan tangan
dan unsur mengidentifikasi, yang rapi beberapa
kebahasaan dari memuji, teks deskriptif
teks deskriptif mengkritik, dsb. tentang orang,
dengan
binatang, dan benda,
menyatakan dan Struktur text sangat pendek dan
menanyakan
(gagasan utama sederhana dari
tentang
dan informasi berbagai sumber,
deskripsi orang,
rinci) dengan menggunakan
binatang, dan
ejaan dan tanda baca
benda, sangat a. Menyebutkan dengan benar.
pendek dan nama orang,
sederhana, binatang, benda  Siswa membaca dan
sesuai dengan dan nama bagian- mendengarkan teks-
konteks bagiannya yang teks tersebut untuk
penggunaannya. dipilih untuk memahami isi
dideskripsikan pesannya.
4.12 Menangkap
makna dalam b. Menyebutkan  Dengan bimbingan
teks deskriptif sifat orang, guru, siswa
lisan dan tulis, binatang, benda mengidentifikasi
sangat pendek dan bagiannya, fungsi sosialnya,
dan sederhana. dan struktur teks
(termasuk a.l.
4.13 Menyusun teks c. Menyebutkan
gagasan utama dan
deskriptif lisan tindakan dari atau
informasi rinci), dan
dan tulis, sangat terkait dengan
unsur kebahasaan
pendek dan orang, binatang,
dari setiap teks
sederhana, benda yang
tersebut.
tentang orang, semuanya sesuai
binatang, dan dengan fungsi Menanya
benda, dengan sosial yang
memperhatikan hendak dicapai. Dengan bimbingan dan
fungsi sosial, arahan guru, siswa
struktur teks, Panjang teks: menanyakan dan
dan unsur kurang lebih 3 mempertanyakan
kebahasaan, (tiga) kalimat. tentang fungsi sosial,
secara benar dan struktur teks, dan unsur
Unsur kebahasaan kebahasaan dari setiap
sesuai konteks. (1) Penyebutan teks tersebut.
kata benda
singular Mengumpulkan
dengan a dan Informasi
the, dan plural  Secara kolaboratif,
(-s). siswa mencari dan
(2) Kata ganti it, mengumpulan
they, she, we, beberapa teks
dst.; our, my, deskriptif tentang
your, their, dst. orang, binatang, dan
benda, sangat pendek
(3) Kata sifat yang
dan sederhana dari
sangat lazim,
berbagai sumber,
young, old,
termasuk dari
clever, big,
internet, film, koran,
small, easy,
majalah, buku teks,
difficult,
dsb.
dilligent, tired,
tall, short,  Siswa membaca
beautiful, dll. rujukan dari berbagai
sumber, termasuk
(4) Kata kerja
buku teks, untuk
untuk
mengetahui fungsi
menyatakan
sosial, struktur teks,
keadaan dan
dan unsur kebahasaan
tindakan rutin
dari teks deskriptif
dalam simple
tentang orang,
present tense:
binatang, dan benda.
be, have, go,
play,get, take,  Siswa membaca
dll. semua teks deskriptif
tentang orang,
(5) Penggunaan
binatang, dan benda
nominal
yang telah terkumpul
singular dan
tsb., secara lebih
plural secara
cermat dengan cara
tepat, dengan
mengidentifikasi dan
atau tanpa a,
menyebutkan:
the, this, those,
my, their, dsb - fungsi sosial
secara tepat setiap teks
dalam frasa - nama orang,
nominal binatang, benda
(6) Ucapan, yang
tekanan kata, dideskripsikan
intonasi
- sifat orang,
(7) Ejaan dan binatang, benda
tanda baca yang
dideskripsikan
(8) Tulisan tangan
- tindakan orang,
Topik binatang, benda
Orang, binatang, yang
benda di sekitar dideskripsikan
dan relevan dengan - kosa kata, tata
kehidupan siswa, bahasa, ucapan,
dengan tekanan kata,
memberikan ejaan, tanda baca
keteladanan tentang yang digunakan
perilaku disiplin,
percaya diri,  Secara kolaboratif
bertanggung jawab, siswa meniru contoh-
cinta damai, dan contoh yang ada
kerja sama. untuk membuat teks
deskriptif sangat
 pendek dan sederhana
tentang orang,
binatang, dan benda
untuk mencapai
fungsi sosial yang
berbeda-beda, dengan
struktur teks, dan
unsur kebahasaan
yang sesuai konteks.
Mengasosiasi
 Siswa
membandingkan
fungsi sosial, struktur
teks (termasuk a.l.
gagasan utama dan
informasi rinci), dan
unsur kebahasaan
dari beberapa teks
deskriptif tentang
orang, binatang,
benda yang telah
dikumpulkan dari
berbagai sumber
tersebut di atas.
 Siswa memperoleh
balikan (feedback)
dari guru dan teman
tentang fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang digunakan
dalam teks deskriptif
yang mereka
hasilkan.
Mengkomunikasikan
 Siswa membuat
beberapa teks
deskriptif sangat
pendek dan sederhana
tentang orang,
binatang, benda yang
ada dalam kehidupan
siswa di rumah, kelas,
sekolah, dan
sekitarnya dalam
bahasa Inggris,
dengan struktur teks
dan unsur kebahasaan
yang sesuai dengan
fungsi sosial nyata
yang hendak dicapai
(membanggakan,
mengenalkan,
mengidentifikasi,
memuji, mengkritik,
dsb).
 Siswa menyampaikan
beberapa teks
deskriptif yang telah
dibaca atau dibuat
sendiri kepada teman-
temannya, dengan
cara antara lain
membacakan,
menyalin/menulis dan
menerbitkan di
majalah dinding,
bertanya jawab,
membahas pandangan
masing-masing
tentang isi deskripsi,
dsb.
 Siswaberupaya
berbicara secara
lancar dengan
ucapan, tekanan kata,
intonasi yang benar
dan menulis dengan
ejaan dan tanda baca
yang benar, serta
tulisan yang jelas dan
rapi.
 Siswa membicarakan
permasalahan yang
dialami dalam
membuat teks
deskriptif tentang
orang, binatang,
benda dan
menuliskannya dalam
jurnal belajar
sederhana dalam
bahasa Indonesia.
2. Lesson Plan for Control Group
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Satuan Pendidikan : SMPN 2 Banyu Biru
Kelas/ Semester : VIIE (Control Group)/ Genap
Mata Pelajaran : Bahasa Inggris
Fokus Keahlian : Reading
Topik : Descriptive Text
Alokasi Waktu : 2x45 menit
Tahun : 2019/2020
A. Kompetensi Inti
Menghargai dan menghayati ajaran agama yang dianutnya. Menghargai
danmenghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong
royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator

3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang,
binatang, dan benda, sangat pendek dan sederhana, sesuai dengan konteks
penggunaannya.
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek
dan sederhana.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,
tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
C. Tujuan Pembelajaran:
Setelah selesai dengan pembelajaran peserta didik dapat:
1. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
penggunaannya.
2. Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan
sederhana.
3. Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang
orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan, secara benar dan sesuai konteks.
D. Materi Pembelajaran
Descriptive Text
1. Descriptive text is a text which says what a person or a thing is like. Its purpose is
to describe and reveal a particular person, place, or thing.
2. Generic Structure
a. Identification : contain about introduction of a person, place,
animal or object will be described.
b. Description : contains a description of something such as animal,
things, place or person by describing its features,
forms, colours, or anything related to what the
writer describe.
3. Language Feature
a. Using specific participant
b. Using adjective to clarify the noun
c. Using active verb
4. Text
My Classroom
I attend Pembangunan Junior High School. I am a seven grader. I am in
class VII E. My classroom is pretty large. The wall is white. It looks very clean.
There are 18 desks and 36 chairs in my classroom. We have one large
whiteboard on the front wall. Out national flag is right beside the teachers’ desk.
We have the Indonesia map and the world map hanging on the back wall of our
classroom.
E. Pendekatan/ Metode Pembelajaran
Pendekatan : Scientific
Metode : Diskusi
F. Media Pembelajaran dan Alat Pembelajaran

a. Media : Printed text
b. Alat :white board, spidol
c. Sumber belajar: Modeul pengayaan bahasa inggris untuk
SMP/Mts kelas VIIdan internet
G. Langkah- langkah Pembelajaran
1. Pendahuluan (10’)
a. Guru menyapa siswa dalam bahasa Inggris.
b. Guru memeriksa kehadiran siswa
c. Guru menyampaikan tujuan pembelajaran.
d. Guru mendemonstrasikan sesuatu yang terkait dengan tema.
e. Guru menyampaikan kemampuan yang akan dicapai peserta didik.
2. Kegiatan Inti (70’)
 Mengamati
a. Peserta didik menyimak penjelasan guru tentang text deskriptive
b. Peserta didik disediakan teks deskriptive tentang orang, binatang atau
benda disekitar mereka
 Menanyakan
a. Peserta didik mempertanyakan hal – hal atau informasi yang belum
diketahui tentang teks deskriptive seperti kosa kata yang belum
dimengerti atau bagian text yang belum mereka fahami
b. Peserta didik diberi beberapa pertanyaan tentang materi yang telah
mereka baca
 Mengeksplorasi
a. Guru meminta peserta didik untuk melihat judul teks mereka.
b. Guru meminta peserta didik untuk membuat prediksi tentang jenis teks
dan isi bacaan dari judul teks mereka
c. Guru meminta peserta didik untuk membaca teks yang telah dibagikan.
d. Guru memberikan waktu 15 menit untuk peserta didik membaca dan
memahami teks tersebut.
e. Guru meminta peserta didik tentang apa yang mereka tidak fahami
f. Peserta didik bertanya kepada guru tentang apa yang tidak mereka
fahami dalam teks.
g. Guru meminta peserta didik untuk menceritakan kembali teks tersebut.
 Mengasosiasi
a. Guru memberikan soal mengenai bacaan yang telah dibahas
 Mengkomunikasikan
a. Peserta didik menjawab soal tentang text yang mereka baca dan
menulisnya dalam buku bacaan mereka
3. Kegiatan penutup (10’)

a. peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran.
b. peserta didik dan guru melakukan umpan balik terhadap proses dan hasil
belajar.
c. peserta didik dan guru mengucapkan salam perpisahan.
H. instrumen dan teknik penilaian
Jenis soal test : test tulis
Bentuk penilaian : individu
Instrument penilaian:
1. Where is the writer school?
2. How is condition in the class?
3. How many seats and table in the class?
4. Where is the national flag?
5. Mention the object that is on the back wall of the class.
No Kunci Jawaban Skor

1 The writer school in Pembangunan 20
Junior High Scholl
2 The class is pretty large and very clean 20
3 There are 36 chairs and 18 tables 20
4 The national flag beside the teachers’ 20
desk.
5 Indonesia map and wold map 20
Jumlah 100
Salatiga, 09 Sepetember 2019
CONTROL GROUP
Kelas/ Semester : VIIE (Control Group)/ Genap
Tahun : 2019/2020
A. Kompetensi Inti

royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
binatang, dan benda, sangat pendek dan sederhana, sesuai dengan
konteks penggunaannya.
dan sederhana.
tentang orang, binatang, dan benda, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
penggunaannya.
sederhana.
Descriptive Text
1. Descriptive text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
a. Identification : contain about introduction of a person, place,
b. Description : contains a description of something such as animal,
things, place or person by describing its features,

forms, colours, or anything related to what
the writer describe.
c. Language Feature
1) Using specific participant.
2) Using adjective to clarify the noun.
3) Using active verb
3. Text
My Blewuk
I have some pets. However, my favourite pets is Blewuk. Blewuk is a
male cat. I call it Blewuk because his fur is gray. He is adorable with his soft
stripes. He has innocent round eyes and feeble sweet voice. He always Meow
when he feels hungry. Actually his voice is not suitable with his giant body.
When I come home, he usually gives me a kiss.
Blewuk is a nice playmate. I am happy to spend my time with him. Most
of the time, he is a good boy. It is almost impossible for me to be angry with
him. In the morning Blewuk always wakes me up early. When he wakes up
early, he waits quietly by me beside until I wake up.
Metode : Diskusi
a. Media : Printed text

b. Alat :white board, spidol
c. Sumber belajar : Modeul pengayaan bahasa inggris untuk
SMP/Mts kelas VIIdan internet.

b. Guru memeriksa kehadiran siswa .
c. Guru menyampaikan tujuan pembelajaran.
e. Guru menyampaikan kemampuan yang akan dicapai peserta didik.
 Mengamati
a. Peserta didik menyimak penjelasan guru tentang text deskriptive.
benda disekitar mereka
 Menanya
dimengerti atau bagian text yang belum mereka fahami Peserta didik
diberi beberapa pertanyaan tentang materi yang telah mereka baca
 Mengeksplorasi
a. Guru menuliskan judul bacaan yang akan dibahas.

b. Guru meminta peserta didik untuk membuat prediksi isi bacaan dari
judul yang telah dituliskan dipapan tulis.
c. Guru meminta peserta didik menuliskan hasil prediksi mereka dalam
buku tugas mereka.
d. Guru membagikan teks deskriptive kepada peserta didik.
e. Guru meminta peserta didik untuk membaca teks yang telah
dibagikan.
f. Guru memberikan waktu 15 menit untuk peserta didik membaca dan
memahami teks tersebut.
g. Guru meminta setiap peserta didik secara bergantian untuk
membacakan setiap kalimat dan mengartikannya.
h. Guru menjelaskan isi dari bacaan kepada peserta didik.
 Mengasosiasi
a. Guru bertanya kepada peserta didik apakah ada yang sama hasil
prediksi mereka dengan apa yang telah dijelaskan.
b. Guru meminta peserta didik yang hasil prediksinya sama untuk
membacakannya di depan kelas.
c. Guru meminta peserta didik yang hasil prediksinya salah untuk segera
mengganti dengan yang baru sebagaimana yang telah dijelaskan.
d. Guru memberikan soal mengenai bacaan yang telah dibaha.
a. Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran.

b. Peserta didik dan guru melakukan umpan balik terhadap proses dan hasil
belajar.
c. Peserta didik dan guru mengucapkan salam perpisahan.

Jenis soal test : test tulis
Bentuk penilaian : individu
1. What animals is called Blewuk?
2. Why the pet is called Blewuk?
3. When does Blewuk always meow?
4. What habits does Blewuk do when the writer returns home?
5. What does Blewuk do when he wakes up early?

1 A male cat 20
2 Because his fur is gray 20
3 He always meow when he feels hungry 20
4 He usually gives writer a kiss 20
5 He waits quitly by writer beside until the 20
writer wake up.
Jumlah 100
Salatiga, 13 Sepetember
2019
3. Lesson Plan for Experiment Group
EXPERIMENT GROUP
Kelas/ Semester : VII B (Experiment Group)/ Ganjil
Tahun : 2019/2020
A. Kompetensi Inti

danmenghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori.
3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan

dari teks deskriptif dengan menyatakan dan menanyakan
tentang deskripsi orang, binatang, dan benda, sangat pendek dan
sederhana, sesuai dengan konteks penggunaannya.
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat
pendek dan sederhana.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, tentang orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
1. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari

teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, sangat pendek dan sederhana, sesuai
dengan konteks penggunaannya.
2. Menangkap makna dalam teks deskriptif lisan dan tulis, sangat
pendek dan sederhana.
3. Menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, tentang orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
Descriptive Text
1. Descriptive text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
2. Generic Structure:
a. Identification: contain about introduction of a person, place,
b. Description: contains a description of something such as animal,
things, place or person by describing its features, forms, colours, or
anything related to what the writer describe.
3. Language Feature
a. Using specific participant
b. Using adjective to clarify the noun
c. Using active verb
4. Text
Toba Like
Danau Toba or Toba Lake is one of the most popular
destinations in Indonesia, especially in Medan, North Sumatra. Danau
Toba is the largest volcanic lake in Indonesia, even in the Southeast
Asia. Which make it more special is taken from the Samosir Island,
an Island that settled in the middle of the lake.
Lake Toba is an area of 1,707 km², we can say that this is 1,000
km² bigger than Singapore. It formed by a gigantic volcanic eruption
some 70,000 years ago, it is probably the largest resurgent caldera on
Earth. Pulau Samosir or Samosir Island. The island in the middle, was
joined to the caldera wall by a narrow isthmus, which was cut through
to enable boats to pass; a road bridge crosses the cutting. Samosir
Island is the cultural centre of the Batak tribe, the indigenous from
North Sumatra.
By the eruption of a super volcano (Mount Toba) was estimated
to have caused mass death and extinction of several species of living
creatures. The eruption of Mount Toba has led to changes in the
earth’s weather and the start into the ice age that affects the world
civilization.
Lake Toba is actually more like a sea than a lake considering its
size. Therefore, the Lake placed as the largest lake in Southeast Asia
and the second largest in the world after Lake Victoria in Africa. Lake
Toba is also including the deepest lake in the world, which is
approximately 450 meters.
Metode : Diskusi dan Tanya jawab

1. Media : Printed text
2. Alat :white board, spidol
3. Sumber belajar :Modeul pengayaan bahasa inggris untuk
SMP/Mts kelas VIIdan internet
b. Guru memeriksa kehadiran siswa .
c. Guru memberikan informasi tentang materi dan tujuan
pembelajaran.
 Mengamati
a. Peserta didik menyimak penjelasan guru tentang teks
deskriptive.
b. Peserta didik disediakan teks deskriptive tentang orang,

binatang atau benda disekitar mereka.
 Menanya
a. Peserta didik mempertanyakan hal – hal atau informasi yang
belum diketahui tentang teks deskriptive seperti kosa kata
yang belum dimengerti atau bagian text yang belum mereka
fahami.
b. Peserta didik diberi beberapa pertanyaan tentang materi yang
telah mereka baca
 Mengeksplorasi
Diluar ruang kelas
a. Peserta didik memilih materi mereka sendiri
b. Peserta didik diminta untuk membaca materi yang telah
mereka pilih diwaktu senggang mereka dan tempat yang
mereka inginkan.
c. Peseta didik menyimpukan materi yang mereka baca dalam
bentu poster.
Di dalam kelas
a. Peserta didik meminta peserta didik untuk melakukan
interaksi yang dinamis kepada sesame peserta didik dan
guru.
b. Peserta didik diminta untuk mempresentasikan secara
individu. Sedangkan guru berperan sebagai evaluator.
 Mengasosiasi
b. Guru memberikan soal mengenai bacaan yang telah dibahas
a. Peserta didik menjawab soal tentang text yang mereka baca
dan menulisnya dalam buku bacaan mereka
a. Guru melakukan review terhadap materi yang telah dipelajari.
b. Guru memberikan kesempatan kepada peserta didik untuk
bertanya berhubngan dengan materi yang dirasa sulit dan kurang
jelas.
c. peserta didik dan guru mengucapkan salam perpisahan
Jenis soal test : test tertulis

Bentuk penilaian : kelompok
1. What is the text about?

2. Where is Lake Toba?
3. What is the area of Lake Toba?
4. How Lake Toba was formed?
5. What is the name of the island in the middle of Lake Toba?

1 The text is about lake Toba 20
2 Lake Toba is located in Medan, North Sumatra 20
3 The area of Lake Toba is 1,707 km2 20
4 Lake Toba formed by a gigantic volcanic eruption 20
some 70,000 years ago.
5 Samosir island 20
Jumlah 100
Salatiga, 09 September
2019
EXPERIMENT GROUP
Kelas/ Semester : VII B (Experiment Group)/ Ganjil
Tahun : 2019/2020
A. Kompetensi Inti
royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
binatang, dan benda, sangat pendek dan sederhana, sesuai dengan
konteks penggunaannya.
dan sederhana.
tentang orang, binatang, dan benda, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
penggunaannya.
sederhana.
Descriptive Text
1. Descriptive text is a text which says what a person or a thing is like. Its purpose
is to describe and reveal a particular person, place, or thing.
a. Identification: contain about introduction of a person, place, animal or
object will be described.
b. Description: contains a description of something such as animal, things,
place or person by describing its features, forms, colours, or anything related
to what the writer describe.
3. Language Feature
d. Using specific participant
e. Using adjective to clarify the noun
f. Using active verb
4. Text
My Family
My family has four members: those are I, my sister, and parents of
course.My mother is 47 years old. Her name’s Anisa. She’s thin-faced and she’s
got long, blond hair and beautiful green eyes. She is still slim because she
always tries to stay in shape. She is very good-looking, always welldressed and
elegant.
My father, Lukman, is 5 years older than my mother. He is 52. In spite of
his age he’s still black-haired, with several grey hairs. He has bright blue eyes.
He is quite tall, but a bit shorter than me. He’s very hard-working. Besides that
he is working in a travel company. He can even make a dinner when my mother
is outside. His cooking and his meals are always very tasty as well as my
mothers’.
Finally, my sister Nadina. She is 22. She is also red-haired and green-
eyed. She has long wavy hair and freckles. She is definitely shorter than me.
She is rather introverted. But she is very sensible, smart and co-operative. Right
now she is studying English and also knows Arabic and Mandarin. I want to be
so smart as she is.
They all, except me, speak Sundanese very well, because we were living
in Bandung for 5 years. My sister have been going to primary school there.
Unfortunately I was only 3 when we were leaving to Jakarta, so I can’t speak
Sundanese. Now we are happily living in Jakarta.

Metode : Diskusi dan Tanya jawab
d. Media : Printed text
e. Alat :white board, spidol
f. Sumber belajar : Modeul pengayaan bahasa inggris untuk SMP/Mts kelas
VIIdan internet
a. Guru menyapa peserta didik dalam bahasa Inggris.
b. Guru memeriksa kehadiran peserta didik.
c. guru memberikan informasi tentang materi dan tujuan pembelajaran yang
akan dicapai.
 Mengamati
a. Peserta didik menyimak penjelasan guru tentang teks deskriptive.

benda disekitar mereka.
 Menanya
dimengerti atau bagian text yang belum mereka fahami.
b. Peserta didik diberi beberapa pertanyaan tentang materi yang telah
mereka baca
 Mengeksplorasi
Diluar ruang kelas
a. Peserta didik memilih materi mereka sendiri
b. Peserta didik diminta untuk membaca materi yang telah mereka pilih
diwaktu senggang mereka dan tempat yang mereka inginkan.
c. Peseta didik menyimpukan materi yang mereka baca dalam bentu
poster.
Di dalam kelas
a. Peserta didik meminta peserta didik untuk melakukan interaksi yang
dinamis kepada sesame peserta didik dan guru.
b. Peserta didik diminta untuk mempresentasikan secara individu.
Sedangkan guru berperan sebagai evaluator.
 Mengasosiasi
a. Guru memberikan soal mengenai bacaan yang telah dibahas
a. Peserta didik menjawab soal tentang text yang mereka baca dan
menulisnya dalam buku bacaan mereka
d. Guru melakukan review terhadap materi yang telah dipelajari.
e. Guru memberikan kesempatan kepada peserta didik untuk bertanya
berhubngan dengan materi yang dirasa sulit dan kurang jelas
f. peserta didik dan guru mengucapkan salam perpisahan

Jenis soal test : test tertulis
Bentuk penilaian : kelompok
a. Instrument penilaian:
I. Complete the question bellow with the most appropriate words on the
coloms!
1. Lukman is my ….
2. Because she always tries to stay in shape, she still looks….
3. I can’t speak Sundanese because since I was 3 years old my family lives
in …..
4. ……is my mother
5. She has blond hair and beautiful green eyes. she is my …..
6. My sister’s name is……
7. My mother and my sister have ……eyes
8. My sister knows several language, including English ,…and Mandarin
9. when my mother is ……, my father can make a dinner.
10. because my family were living in Bandung for 5 years, they all, except
me, speak ……. very well.
1. Fathers 2. slim 3. Jakarta 4. Anisa 5. Mother

6. Nadina 7. Green 8. Arabic 9. Out side 10. Sundanese
Salatiga, 15 September 2019

4. Students’ Pre-test Score for Experiment Group
5. Students’ Pre-test Score for Control Group
6. Students’ Post-test Score for Experiment Group
7. Students’ Post-test Score for Control Group
8. Keyword for The Pre-test and Post-test
PRE-TEST
Name :
Number :
I. Read and study the follow text. Choose the correct answers for the
questions.
I have a best friend. He sits next to me. His name is Aditya. He is
from Palembang. He lives in Pamukti Baru Residence. He lives there
with his grandparents. He comes to school by bicycle every day.
His complete name is Aditya Eka Perdana. H is tall and rather
strong. His height is about 165cm. Aditya has a small nose and straight
hair. His hair is black and his eyes are brown. He has big eyes.
Aditya is a good person. He is very friendly and he is helpful.
We get along with him very well.
1. Where is Aditya from?

a. Palembang c. Pamukti Baru Residence
b. Jakarta d. Yogyakarta
2. How tall is Aditya
a. He is rather strong c. he is tall
b. He is about 165cm d. he is thin
3. How does he come to school?
a. By bus c. by car
b. By train d. by bicycle
4. “he sits next to me.”
Me refers to……
a. The writer c. Aditya
b. Grandparents d. his friend
5. What is his nose like?
a. Fal c. small
b. Tall d. big
Text for questions number 6-10
Peter is the youngest in our family. He is fourteen years old and

four years younger than me. He has long, straight hair, bright eyes and a
friendly smile. Sometimes he is rather naughty at home, but he usually
does what he is asked to do. Peter is interested in sports very much, and
at school, he plays football and tennis. He is the best badminton player
in our family.
6. What is the text mostly about?

a. Peter c. Peter’s family
b. Peter’s hobby d. peters’ elder brother
7. How old is Pater? He is …….Years old
a. Four c. forty
b. Fourteen d. ten
8. Which of the following statement is not true about Peter?
a. He has long and straight hair.
b. He has a friendly smile
c. He is interested in sports.
d. He plays soccer and basket ball
9. The writer is … years old.
a. Fourteen c. Eighteen
b. Sixteen d. Nineteen
10. According to the passage, we know that Peter is ….
a. The writer’s youngest brother
b. The writer’s elder brother
c. A naughty boy
d. A friendly boy
II. Read and study the follow text. Answer the question that follow
Diponegoro Junior High School
This is Diponegoro Junior High School. It is located at
Diponegeoro Street, Number 12. This school has six buildings. They are
for the classrooms, the office, the laboratory, the mosque, the library, the
cafeteria, and the teacher’s room.
The building near the gate is for the office and the principal’s
office. There are four classrooms opposite the principal’s office. Other
building is for the library and the laboratory. The library is near the
mosque. The laboratory is next to the teacher’s room.
There are three parking lots in this school. One of them is behind
the office. It is for the teachers. The other two are behind the classrooms
and the library. They are for the students.
1. How many buildings are there in Diponegoro Junior High School?

Answer: Six buildings
2. What facilities does Diponegoro Junior High School have?
Answer: classrooms, the office, the laboratory, the mosque, the
library, the cafeteria, and the teacher’s room
3. How many parking lost does this school have?
Answer: three parking lots
4. Where is the parking lot for the teachers?
Answer: behind the office
5. Where is the laboratory?
Answer: next to the teacher’s room
My Classroom
I attend Pembangunan Junior High School. I am a seventh
grader. I am in class VII E. my Classroom is pretty large. The wall is
white. It looks very clean.
There are 18 desks and 36 chairs in my classroom. We have one
large whiteboard on the front wall. Our national flag is right beside the
teacher’s desk. We have the Indonesian map and the world map hanging
on the back wall of our classroom.
6. What grade is the writer in?

Answer: VII E
7. What is the condition of the writer class? Clean or dirty?
Answer: the written class is clean
8. How many tables does the classroom have?
Answer: 18 tables
9. Where is the national flag placed?
Answer: beside the teacher’s desk
10. Where is the Indonesian map and the world map place?
Answer: on the back wall of our classroom
POST-TEST
Name :
Number :
I. Read and study the follow text. Choose the correct answers for the
questions.
Kartikasari was born on December 15, 2004 in Bandung. Her

friends call her Ika. She lives at Jl. Gatot Subroto 12A, Bandung. She is
an SMP students. She is in the seventh grade. She is quite tall and slim.
She has long wavy hair and dark eyes. She looks beautiful with her long
hair. She will not have haircut, because she prefers it that way.
Everyone knows she is very serious person and very discipline
with her main duty as a student. That’s why she always does well in her
class. She is also symphatic, honest, kind and friendly. Her parents must
be proud of her.
1. What is her nick name?
c. Sari c. Tika
d. Ika d. Ira
2. “ ….Because she prefers it that way”
It refers to…
a. Eyes c. haircut
b. Hair d. body
3. What does she look like?
a. She has long wavy hair and brown eyes
b. She has short curly hair and brown eyes
c. She has short wavy hair and dark eyes
d. She has long wavy hair and dark eyes
4. What does she do? she is a ....

a. Teacher c. Librarian
b. Student d. Officer
5. She always does well in her class because she is ...
a. Friendly c. Punctual
b. Honest d. Symphatic
I have a new cat, its name is Shorty. I call it Shorty because it is

short than the other cats. My cat is a Persian cat with flat nose and fluffy
hair. It has sharp, yellow eyes that glow in the dark. Shorty likes to run
around the house, chasing any moving things.
I like to see Shorty sleeping because it looks cute. Shorty does

not like to eat canned food, instead it prefers fresh tuna.
6. What does the writer tell about?

a. New toy c. New cat named Shorty
c. Writer’s new hobby d. Family
7. My cat is ….. (line 1). The word “my” refers to ….
a. Reader c. Writer
b. Cat d. Mother
8. Which breed is Shorty?
a. Persian c. Angora
b. Half-breed d. Egypt
9. Which of the following statement is not true about Shorty….
a. It has short
b. He has flat nose
c. He has fluffy hair
d. He likes fresh tuna
10. What is Shorty’s hobby?
a. Sleeping c. run around the house
b. Eat fresh tuna d. glow in the dark
II. Read and study the follow text. Answer the question that follow
My classroom is very big. There are twenty table and forty chairs
for students. The teacher’s table is in front of the classroom. The teacher
sits behind the table. Behind her is the whiteboard. Beside the
whiteboard is a map of Indonesian archipelago. Under the map, there is a
bookshelf.
There are two windows in the room. Between the windows is a
picture of Prambanan temple. I like my classroom very much.
11. How many table does this classroom have?
Answer: 20 tables
12. Where does the teacher sit?
Answer: In front of the classroom
13. Does the writer like his class very much?
Answer: Yes, she does
14. Where is the whiteboard?
Answer: Behind teacher’s chair
15. How many windows does this classroom have?
Answer: Two windows
My School
I attend Insan Prima Junior High School. It is located at
Monginsidi street, Number 10. I go to school by bike every day because
it is not far from my house.
There are 18 classrooms in my school. My school also has three
laboratories: a science laboratory, a language laboratory, and a computer
laboratory. There is a large school yard right in the center area. We
usually hold a flag ceremony and do physical education in that yard.
Other facilities in my school are a library, a school clinic, a
cafeteria, and restrooms. I love my school. I love study there
16. Where is the Insan Prima Junior High School located?
Answer: Manginsidi Street, Number 10
17. What is facilities the school have?
Answer: Classrooms, laboratories, yard, a library, a school
clinic, cafeteria, restrooms.
18. How many classroom does the school have?
Answer: 18 classrooms
19. How does the writer come to school?
Answer: by bike every day
20. Where are they usually hold a flag ceremony and do physical
education?
Answer: in the large school yard
9. Certification for Graduating Paper Counsellor
10. Letter for Research Permission
11. Consultation Sheet of Graduating Paper
12. Proof of Conducted research
13. Satuan Kredit Kegiatan (SKK)
14. List of T-table
15. Research Documentation
Pre-test Control Group
Pre-test Experiment Group
Treatment
Treatment
Post-test Control Group
Post-test Experiment Group

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THE EFFECTIVENESS BETWEEN INTENSIVE READING

AND EXTENSIVE READING TO TEACH ENGLISH

ENGLISH EDUCATION DEPARTMENT

This graduating paper is dedicated to:

1. Allah SWT, the Almighty.

support me. Both of you are the most precious in my life.

3. My lovely brothers, Samsul Ma’arif and my lovely Sister, Mut Mainnah.

4. My big family who always support me endlessly to finish this graduating

to express special thanks to:

1. Prof. Dr. Zakiyyudin, M. Ag. the Rector of Institute of Islamic Studies

Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

3. Nurwanto, M. Hum,. Ph.D. the Head of English Education Department

4. Noor Malihah, Ph.D. as my counselor, thousand thanks for suggestion and

7. The English Teacher of SMPN 2 Banyubiru, Sumiyati, S.Pd and Diah

Harjanti Susilowati, who guides me in conducting this research, a bunch of

Keywords: Intensive Reading, Extensive Reading, Reading Comprehension.

DECLARATION ................................................................................................ iii

ATTENTIVE COUNSELOR’S NOTE ............................................................. iv

STATEMENT OF CERTIFICATION ............................................................. .v

DECLARATION AND PERMISSION FOR PUBLICATION…………...... vii

TABLE OF CONTENTS .....................................................................................xi

LISTS OF CHART AND TABLE......................................................................xv

A. Background of the Research..................................................................1

B. Problem of the Research........................................................................3

C. Purpose of the Research.........................................................................3

D. Benefit of the Research……..................................................................4

E. Definition of the Keyword.....................................................................5

F. Graduating Paper Outline.......................................................................5

CHAPTER II LITERATURE REVIEW

a. Definition of Intensive Reading...............................................12

b. Purpose of Intensive Reading...................................................13

c. The Advantages of Intensive Reading…..…………………...14

d. Four Centers in Intensive Reading Courses…..……………...14

e. Principle of Intensive Reading ……………..………………..15

a. Definition of Extensive Reading..............................................16

b. The Important of Extensive Reading.......................................17

c. The Benefit of Extensive Reading...........................................17

d. Principle of Extensive Reading……………….…..……….…19

e. Implementation of Extensive Reading………..……..…….....20

C. Hypothesis of Research........ ...............................................................23

CHAPTER III METHODOLOGY OF RESEARCH

B. Time and Location of the Research………………………………….25

C. Population and Sample of the Research………………….……….....25

D. Variable of the Research......................................................................27

E. Instrument of the Research

F. Technique of Data Collection..............................................................28

G. Technique of Analysis Data.................................................................28

CHAPTER IV DATA ANALYSIS

Experiment and Control Group

1. Students’ Profile Before The treatment .........................................31

2. Students’ Profile After The treatment........................................... 35

B. Effectiveness of Intensive Reading and Extensive Reading to Teach

English ReadingDescriptive Text

Table 3.1 The Total Population of the First Year Students...................................26

Table 4.1 Guideline of Scoring..............................................................................33

Table 4.2Pre-test Result of Experiment Group………………..............................33

Table 4.3Pre-test Result of Control Group...........................................................35

Table 4.4Post-test Result of Experiment Group...................................................38

Table 4.5 Post-test Result of Control Group..........................................................39