applying cornell note taking strategy on students’

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APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT (A Quasi-Experimental Research at the Tenth Grade of SMA Muhammadiyah 8 Ciputat in Academic Year 2019/2020) By: Ade Saputri 111150140000098 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2019/2020

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Page 1: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

READING COMPREHENSION OF NARRATIVE TEXT

(A Quasi-Experimental Research at the Tenth Grade of SMA Muhammadiyah 8

Ciputat in Academic Year 2019/2020)

By:

Ade Saputri

111150140000098

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019/2020

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ENDORSEMENT SHEET

The Examination Committee of the Faculty of Educational Sciences certifies that the

“skripsi” (Scientific Paper) entitled “Applying Cornell Note-Taking Strategy on

Students’ Reading Comprehension of Narrative Text” (A Quasi-Experimental

Research at the Tenth Grade of SMA Muhammadiyah 8 Ciputat in Academic Year

2019/2020), written by Ade Saputri, students‟ registration number 11150140000098

was examined by the committee on May 18th

, 2020. This Skripsi has been accepted

and declared to have fulfilled one of the requirements for the degree of “S.Pd.” in

English education.

Jakarta, May 18th

, 2020

EXAMINATION COMMITTEE

CHAIRMAN : Didin Nuruddin Hidayat, Ph.D.

NIP. 19800730 200912 1 001

SECRETARY : Zaharil Anasy, M.Hum

NIP. 19761007 200710 1 002

EXAMINER I : Drs. Syauki, M.Pd

NIP. 19641212 199103 1 002

EXAMINER II: Dr. Ratna Sari Dewi, M.Pd

NIP. 19720501 199903 2 013

Acknowledged by

The Dean of the Faculty of Educational Sciences

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STATEMENT OF AUTHENTICITY

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ABSTRACT

Ade Saputri. NIM. 11150140000098. Applying Cornell Note-Taking Strategy on

Students’ Reading Comprehension of Narrative Text (A Quasi-Experimental

Research at the Tenth Grade of SMA Muhammadiyah 8 Ciputat in Academic Year

2019/2020). A Skripsi of Department of English Education. The Faculty of

Educational Science of Syarif Hidayatullah State Islamic University Jakarta, 2020.

To acquire the observational proof of the effectiveness in applying the Cornell note-

taking on students‟ reading comprehension of narrative text was the aim of the

research. An experimental study was used as the research method and a quasi-

experimental study as a research design. The research population was involving 163

pupils of the tenth grade of SMA Muhammadiyah 8 Ciputat, in which a purposive

sampling was used to determine the sample. X IPS 2 and X IPS 3 were determined as

the research sample which consisted of 30 students of each class. X IPS 2 was chosen

as the experimental class because the mean score of its pre-test (52.20) a little bit

lower than X IPS 3‟s score (52.27). A reading test was utilized as the research

instrument, in which pre-test and post-test were conducted to gain the data. The T-test

with SPSS 20 was used to calculate and analyze the data of both tests. The

hypotheses analysis revealed that the alpha was higher than the significance 2-tailed

that was (0.050>0.000), which means it rejected the Ho (Null Hypotheses) and

accepted the Ha (Alternative Hypotheses). The result of the effect size analysis

indicated this research in a strong effect (1.60). All the evidence implied that applying

Cornell note-taking strategy was effective on students‟ reading comprehension of

narrative text at the tenth grade at SMA Muhammadiyah 8 Ciputat.

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ABSTRAK

Ade Saputri. NIM. 11150140000985. Penerapan Cornell Note-Taking Terhadap

Pemahaman Membaca Siswa Tentang Teks Naratif (Sebuah Penelitian Kuasi-

Eksperimen Pada Siswa Kelas Sepuluh SMA Muhammadiyah 8 Ciputat Pada Tahun

Akademik 2019/2020). “Skripsi” Jurusan Pendidikan Bahasa Inggris. Fakultas Ilmu Tarbiyah

dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2020.

Penelitian ini bertujuan untuk memperoleh bukti empiris dari pengaplikasian strategi

Cornell note-taking pada pemahaman membaca siswa tentang teks naratif. Kuasi

eksperimen digunakan sebagai desain penelitian dan kuantitatif sebagai metode

penelitian. Populasi penelitian ini adalah 163 siswa kelas X SMA Muhammadiyah 8

Ciputat yang dimana penelitian ini menggunakan purposive sampling dalam

menentukan sampel penelitian. Sampel dari penelitian ini adalah 30 siswa dari kelas

X IPS 2 yang dijadikan sebagai kelas eksperimen dan 30 siswa dari kelas X IPS 3

yang dijadikan sebagai kelas kontrol. Kelas X IPS 2 dipilih menjadi kelas eksperimen

karena memiliki nilai rata-rata pre-test (52.20) sedikit lebih rendah dari X IPS 3

(52.27). Reading test digunakan sebagai instrumen penelitian. Reading test dibagi

menjadi dua, pre-test dan post-test. Data dari kedua tes dihitung dan dianalisis dengan

menggunakan uji-T dengan SPSS versi 20. Hasil analisis hipotesis mengungkapkan

bahwa signifikansi 2-tailed lebih rendah dari alpha (0,000 <0,050). Hal tersebut

menunjukkan bahwa Ho (Hipotesis Null) ditolak dan Ha (Hipotesis Alternatif)

diterima. Hasil dari pengukuran efektivitas menunjukkan 1.60 yang berarti

dikategorikan sebagai kriteria strong level. Dari penjelasan tersebut dinyatakan

bahwa penerapan strategi Cornell note-taking efektif pada pemahaman membaca

siswa tentang teks naratif pada kelas X di SMA Muhammadiyah 8 Ciputat.

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ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent, the Most Merciful

All praises be to Allah SWT, who has given the researcher His blessing and

mercy, guidance, strength, health, and opportunity, to complete this research. Peace

upon to our Prophet Muhammad SAW, who has guided us from the darkness to the

brightness, from the stupidity to the cleverness, and from Jahiliyah to Islamiyah era.

Skripsi entitled “Applying Cornell Note-Taking strategy on Students‟ Reading

Comprehension of Narrative Text” (A Quasi-experimental Research at the Tenth

Grade of SMA Muhammadiyah 8 Ciputat in Academic Year 2019/2020) is proposed

to the Department of English Education, Faculty of Educational Sciences, Syarif

Hidayatullah State Islamic University of Jakarta, in the Partial Fulfillment of the

requirements in accomplishing the study of Bachelor Degree (S1).

Herewith, the researcher expressed her profound thankfulness to her beloved

parents, Abdul Mu‟in and Inah Nuriah who have given the endless support, the

motivation and the best prayer to their beloved daughter to finish her study.

Moreover, the deep honor and sincere gratitude were expressed by the researcher to

the advisers Siti Nurul Azkiyah, M.Sc., Ph. D. and, Neneng Sunengsih, M.Pd. for

assisting her by conveying the useful and valuable advices in completing this

"Skripsi". In line, the researcher would also like to utter a massive thanks to:

1. Prof. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.

2. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D., as the Head of Department of

English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education.

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4. All lecturers and staff in the Department of English Education who had

intention in transferring the knowledge and motivating the researcher in the

course the study.

5. H. Baharuddin, S.Ag., as the Headmaster of MA Jam‟iyyah Islamiyyah for

giving the writer permission to conduct the research.

6. Dede Surahman, S.Pd.I., as the English Teacher of SMA Muhammadiyah 8

Ciputat for the admission and assist the researcher in conducting the research.

7. All students of X IPS 2 and X IPS 3 SMA Muhammadiyah 8 Ciputat for the

contribution as the pupils of the research.

8. Her closest friends Dinda Nabila Junita, Enggar Relawati, Sa‟adatuddaroen,

Moza Hastin Pratiwi, Fuzi Inti Daroeni, as BASECAMP squad who always

give support, motivation, and help in the research process.

9. For every single cherished companion of the Department of English

Education particularly C Class for the help and time that we as a whole have

experienced.

10. For people that can't be referenced individually for their commitment and help

in completing this paper.

No words can describe the researchers‟ gratefulness and honor for helping and

motivating her in completing this "skripsi". The researcher conspicuous of this

paper despite everything has shortcomings and far from being great. Thus, the

researcher would acknowledge the comments and suggestions so as to this paper

is getting better.

Jakarta, 11 February 2020

Ade Saputri

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TABLE OF CONTENT

APPROVAL SHEET……………………………………………………………..i

ENDORSEMENT SHEET ................................................................................... ii

STATEMENT OF AUTHENTICITY ................................................................ iii

ABSTRACT .......................................................................................................... iv

ABSTRAK ............................................................................................................. v

ACKNOWLEDGEMENT ................................................................................... vi

TABLE OF CONTENT ..................................................................................... viii

LIST OF TABLES ............................................................................................... xi

LIST OF FIGURES ............................................................................................ xii

LIST OF APPENDICES ................................................................................... xiii

CHAPTER I INTRODUCTION .......................................................................... 1

A. The Background of Study ............................................................................ 1

B. The Identification of the Problem ................................................................ 6

C. The Limitation of the Problem ..................................................................... 6

D. The Formulation of the Problem .................................................................. 6

E. The Objective of the Study .......................................................................... 7

F. The Significance of the Study ...................................................................... 7

CHAPTER II THEORITICAL FRAMEWORK ............................................... 8

A. Reading Comprehension .............................................................................. 8

1. The General Concept of Reading ............................................................. 8

2. The Understanding of Reading Comprehension ...................................... 9

3. The Purpose of Reading Comprehension……………………………….11

4. Skills of Reading Comprehension .......................................................... 13

5. The Strategies of Reading Comprehension ............................................ 15

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B. Cornell Note-Taking strategy ..................................................................... 17

1. The Definition of Cornell Note-Taking Strategy ................................... 17

2. Teaching Reading using Cornell Note-Taking Strategy ........................ 18

3. The Advantages of Cornell Note-Taking Strategy ................................. 21

C. Narrative Text ............................................................................................ 22

1. The Definition of Narrative Text ............................................................ 22

2. The Purpose of Narrative Text ............................................................... 22

3. The Generic Structures of Narrative Text .............................................. 23

4. The Grammatical Features of Narrative Text ......................................... 26

D. Previous Relevant studies .......................................................................... 27

E. Thinking Framework .................................................................................. 29

F. The Hypothesis of Action Research ........................................................... 29

CHAPTER III RESEARCH METHODOLOGY ............................................ 30

A. Place and Time ........................................................................................... 30

B. Method and Design of the Research .......................................................... 30

C. Population and Sample ............................................................................... 31

D. The Content of Intervention ....................................................................... 32

E. The Instrument of the Research ................................................................. 34

F. Technique of Data Collecting .................................................................... 35

G. Technique of Data analyzing ...................................................................... 36

H. The Statistical Hypothesis…………………………………………………38

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ....................... 40

A. Research Findings ...................................................................................... 40

1. Data Description ..................................................................................... 40

2. Data Analysis ......................................................................................... 47

B. Discussion of Results ................................................................................. 52

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CHAPTER V CONCLUSION AND SUGGESTION ...................................... 55

A. Conclusion ................................................................................................. 55

B. Suggestion .................................................................................................. 56

REFERENCES .................................................................................................... 57

APPENDICES ..................................................................................................... 61

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LIST OF TABLES

Table 2.1 The Example of Narrative Text…………………………………….. 24

Table 2.2 The Grammatical Features of Narrative Text………………………. 26

Table 3.1 The Research Design…….………………………………………….31

Table 4.1 The Score of Pre-Test………………………………………………. 41

Table 4.2 The Score of Post-Test………………………………………………43

Table 4.3 The Gain Score……………………………………………………... 45

Table 4.4 The Normality Test of Pre-test and Post-test of Experimental Class

and Controlled Class………………………………………………... 47

Table 4.5 The Homogeneity Test of Pre-test and Post-test of Experimental Class

and Controlled Class………………………………………………... 48

Table 4.6 The Table of Independent Sample T-test…………………………… 49

Table 4.7 Group Statistics……………………………………………………... 50

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LIST OF FIGURES

Figure 2.1 The Cornell Note-Taking Outline………………………………….. 18

Figure 4.1 The Mean Score of Pre-test………………………………………… 42

Figure 4.2 The Mean Score of Post-Test………………………………………. 44

Figure 4.3 The Mean Score and Gain Score of Pre-Test and Post-Test……….. 46

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LIST OF APPENDICES

Appendix 1 References Examination Paper…………………………… 62

Appendix 2 Pilot Study of Pre-Test …………………………………….. 68

Appendix 3 Pilot Study of Post-Test…………………………………... 78

Appendix 4 Answer Key of Pilot Study………………………… ……. 89

Appendix 5 Content Validity………………………………………….. 91

Appendix 6 Anatest of Pre-Test………………………………………. 93

Appendix 7 Anatest of Post-Test……………………………………… 95

Appendix 8 Instrument of Pre-Test……………………………… …… 97

Appendix 9 Instrument of Post-Test…………………………… …….. 105

Appendix 10 Answer Key of Instrument………………………………... 114

Appendix 11 Students‟ Answer Sheet…………………………………... 115

Appendix 12 Lesson Plan……………………………………………….. 117

Appendix 13 Research Documentation…………………………………. 138

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CHAPTER I

INTRODUCTION

A. The Background of the Research

(Lauder, 2008) states that the growing or stretching out circle allude to countries

which perceive the essence of English as a universal language, however which had

not be a part of the nations of the inward circumference, and which were not

considered English as the extraordinary stuf. In these nations, English had been

taught as a foreign language. Indonesia has a place with this group. It implies that

English is viewed as more significant than others in Indonesia.

Indonesian government totally understands this circumstance; they decided

English must be learnt in formal school. It isn't just a subject in a formal school, yet

also in an informal school. Lately, there are numerous informal schools which in-

corporates English as the main subject in preparing the employees of organizations.

One of the objectives of learning English in the curriculum (KTSP and 2013) is

that the students are commnicable in using the English of written and oral forms in

the four basic language skills, listening, speaking, writing, and reading. Therefore,

students must master those basic skills in learning English.

The students must master reading to build their English, since reading is the one

of basic skills. People read for various purposes; getting the ideas, finding explicit

data, learning something, and occasionally they have to incorporate data in taking a

critical position. That is the motivation behind why reading without comprehension is

meaningless (Khaki, 2014).

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Additionally for learners, reading in English is a need, since it encourages them

thinking in English, building up their English vocabulary, comforting them writing in

English, and it might be the main way for them to utilize or to rehearse their English

since they live in the non-English-speaking country (Husna, 2010). Therefore,

increasing reading capability is a must for students. In addition, based on curriculum

2013, for ten grades students need to comprehend the types of text, descriptive,

recount, and narrative text.

The tenth grade Indonesian students have to comprehend one type of text that is

Narrative text. It is mentioned in syllabus of curriculum 2013 point 3.8 and 4.8.

“Analyzing social functions, text structure, and linguistic elements in simple narrative

texts in the form of folk legends, according to the context of their use” and

“Capturing the meaning of oral and written narrative texts in the form of legend,

simple”. But of course students still have the obstacles to comprehend the text well

(Informasi Pendidikan dan Kebudayaan).

English is still low basically on understanding expertise. Based on the

researcher‟s observation when she did PLP (Pengenalan Lapangan Persekolahan)

program at Muhammadiyah 8 Senior High School, the students were encountered

some difficulties while learning reading activities such as: Firstly, they are hard to

concentrate the material as they read. This also can be proven by (Hidayati, 2018) as

stated in her research study of students SMAN 1 Darussalam. She states that students

in SMAN 1 Darussalam lose their concentration in the middle of reading activity.

Secondly, the students have decent information on words and sentence meaning,

yet they failed in comprehending the longer reading passage like non-fiction subject.

Likewise, after they read a story, most of them were hard in breaking down the

schematic structures of the content concerning direction, intricacy, and goals while

they had perused the content scarcely any occasions. The students regularly battle

with texts: reading at an agonizingly moderate speed, getting modest bits of

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information while being scarcely capable of getting a handle on the big thoughts that

are legitimately stated (Attaprechakul, 2013).

In addition, (Oakhill, 1993) distinguished three primary hypothetical ways to deal

reading comprehension issue as: cognizance issues show up due to the challenges at

the single-word level, additionally poor comprehenders experience issues in the

syntactic and semantic analysis of content, at that point poor comprehenders have

struggle with higher comprehension skills: making deductions from content,

coordinating thoughts in it, and observing their own appreciation.

Also, students struggled in finding the message, comprehended the content, and

pointed the details of their reading materials. It made their comprehension is getting

lower in reading comprehension. The data showed, when the writer gave some

reading comprehension test, most of ten grade students at Muhammadiyah 8 Senior

High School did not pass the minimum score of the school.

The problems above were might be influenced by severe possible causes. From

this point, they had lack interest in reading comprehension. Students' reading ability

was relatively low because they were not interested in reading English text. It affects

that they did not have an approach while read the text so that failed in obtaining the

meaning of the text. The understudies essentially read without understanding why

they read the material given and what components they should make sense of. They

didn't have any thought regarding the significant components of the content. Toward

the end of understanding activity, they couldn't educate others regarding what they

have just read thoroughly. Thus, they experienced issues in making sense of the plot

of the story.

Concerning the importance of reading interest, the UNESCO report shows the

reading interest index of Indonesia was 0.001. It indicates one of 1000 is interested in

the reading activity. It means that the reading interest of Indonesian people is still

low. Indonesia ranked 38 with a low literacy level of 39 countries which had been

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researched (Kasimun, 2015). The students can consider reading as an intriguing and

valuable activity if the teachers give an assortment of appropriate text (Arias, 2007).

Following, the lack strategies used by the teacher. In light of the researcher's

perception, the teacher didn't utilize different techniques. The teacher utilized

comparative example by basically requested that the understudies read the sections

from the earliest starting point until the end some portion of the content. From that

point forward, the schematic structures and etymological highlights are clarified by

the educator; hence it made students rarely taking interest in the class. From that point

onward, they talked about it together and answer the questions. This technique was

exceptionally exhausting for learners. Nonetheless, these factors can be overcome by

the way the teacher provides strategies for teaching reading comprehension.

Since reading comprehension could not be observed, evaluating people‟s

comprehension and expansion of the skill through the use of those strategies

illustrating comprehension appears to be important. Therefore, the teacher‟s

responsibility also changes and it is not adequate only to teach the strategies, yet

think about the learners' needs and learners' problems in reading comprehension

(Jayanti, 2016). Build the strategic readers who can apply the strategies automatically

in improving their performance on comprehension and recall tests is the goal of

reading comprehension.

The teacher has an important role to increase reading comprehension of their

students. To make students easy lo learn reading especially in comprehending the

text, teacher has to employ an appropriate strategy. It can help students‟ difficulties in

learning. Many strategies could be utilized by the teacher in learning reading such as

Think-Pair-Share strategy, PQRST strategy, Two Stay- Two Stray strategy, Cornell

note-taking method, etc. As we know, no single method/strategy suits all students.

So, the teacher has to choose the suitable method/strategy to apply for students.

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The researcher chose Cornell Note-Taking strategy to enhance students‟ reading

comprehension. Walter Pauk of Cornell University had devised it in the 1950s. It

offered short time preparation of taking notes in the class. If students are taking notes,

they can capture the information that they have read. Then, the information can be

reviewed later and can be remembered. Cornell Note-Taking can be a strategy to

obtain the students‟ difficulties in reading comprehension. The aim of this strategy is

to prevent forgetting, to pass the exam and to records testable material (Good Notes,

2017). As stated by (Faber J. E, 2000), the students convince that “taking notes is a

necessity that will provide them with a source from which to study at a later time”.

This strategy is considered by the researcher can help the lerarners to comprehend the

passage well.

It was proven by other studies which claimed that Cornell Note-Taking has a

positive effect. Starting with, the study conducted by (Johaereni, 2017). The

researcher used Cornell Note-Taking strategy in improving learners‟ reading

comprehension at MAN 2 Matraman. The population of the examination were two

classes of around 72 pupils. The researcher utilized experimental research which

involved the quantitative method. The examination indicated that Cornell Note

Taking procedure is capable in fostering learners' reading comprehension.

Right after that, the research conducted by (Muhammad Davoudi, 2015)

attempted to know the effect of Cornell Note Taking strategy in grammar learning of

Iranian EFL students which involved 70 students that divided into based on the

gender. Experimental research which involved the qualitative method was used in this

experiment. The result inferred that Cornell Note Taking strategy gives no significant

impact on the learning grammar of Iranian EFL students.

Last but not least, a study conducted by (Broe, 2013) in his research titled “The

Effects of Teaching Cornell Notes on Students‟ Achievement” involved two classes

of about 120 students. He used experimental research by involving a quantitative

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method. Then, the study showed that students produced better notes by using Cornell

Note-Taking strategy than the others who did not use it. Even though the achievement

did not increase too much but still it positively affects the studens‟ comprehension.

Regarding the explanation above the researcher believed that this strategy can

foster students‟ reading comprehension. Therefore, the writer motivates to conduct a

research titled “Applying Cornell Note-Taking Strategy on Students’ Reading

Comprehension of Narrative Text at the Tenth Grade of SMA Muhammadiyah

8 Ciputat.”

B. The Identification of the Problem

1) The students do not recognize the message from the author.

2) The students have the knowledge in translating some words or sentences but

they have not the ability in comprehending the content.

3) The students hardly concentrate what they read so they fail to get the points of

their reading material.

4) The lack of strategy in reading comprehension activity.

C. The Limitation of the Problem

The researcher needs to confine the examination in light of the fact that there is a

great deal of techniques to enhance reading comprehension. So, the writer chooses a

method that can improve students‟ reading comprehension namely Cornell note-

taking system. The research is limited to analyze whether or not there is an

improvement in reading comprehension of narrative text by utilizing Cornell note-

taking system at the tenth grade of SMA Muhammadiyah 8 Ciputat.

D. The Formulation of the Problem

Is there any effect of students‟ accomplishment in reading comprehension of

narrative text by applying Cornell Note-Taking strategy?

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E. The Objective of the Research

This research is conducted to get the empirical evidence on applying Cornel

Note-Taking strategy of students‟ reading comprehension of narrative text at the tenth

grade of SMA Muhammadiyah 8 Ciputat.

F. The Significance of the Research

This paper hopefully can give a contribution to other readers especially to

English teacher about Cornell note-taking system, so as the teacher can open their

perception that there is a strategy that can foster their learners' understanding

cognizance. The output of the research is relied upon to make an enhancement in

teaching English, particularly in teaching reading subject. The teachers will get

information whether use Cornell note-taking system for reading comprehension is

beneficial or not. Then, for the school itself, this study will give a view of the real

condition of English teaching and learning activity in that school so that the school

makes and organize the best policy to create the more effective atmosphere of

teaching and learning English. In addition, with this strategy, the students who are

assumed to be active learners and the students are suggested to exercise the Cornell

note-taking strategy at the other text of narrative and the other kind of text. Also,

hopefully, this study can help other writers who will do some research in reading

comprehension and Cornell note-taking system

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CHAPTER II

THEORITICAL FRAMEWORK

A. Reading Comprehension

1. The General Concept of Reading

Reading is a necessary competence to be learned in English. Its role is for

developing readers‟ knowledge and transfer much information if the readers read

a lot. However, in English Foreign Language (EFL), reading is one of the

essential factors to assess students‟ linguistic competence. As (Shaw, 2003) states

that perusing is useful for language obtainment. Additionally, the content

decidedly influences understudies' vocabulary information, on their spelling and

their composing aptitude.

Reading is an essential skill to be learned in English. In other definition,

(Pamella J. F, 2004) explains that reading is the activity that produces the

meaning from the passage. Reading is not about linguistics, its words,

syllabication, or other proficiencies, which will be used in these activities. The

importance of reading is cooperation between a writer's word and a reader‟s mind

while constructing the meaning. This means that comprehension as the primary

goal of reading activity. Similarly, (He, 2008) says in comprehending the text, the

readers need an effort in constructing and searching the meaning.

Furthermore, (John J. DeBoer, 1964) contends that reading is a substantially

more complicated process. By involving the higher mental process, reading

acitivity became more effecive. It likewise includes review, thinking, assessment,

envisioning, sorting out, applying, and critical thinking. The learning activity can

be good if the teachers have a good thinking.

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In conclusion, reading is an approach for the reader to gain a lot of

information from the author through text. Reading is comprise two related

approaches: word recognition and comprehension. The way of perceiving how the

written symbol compare with one„s spoken language is called word recognition.

Then, the way toward comprehending words, sentences, and connected text is

called comprehension

2. The Understanding of Reading Comprehension

In reading, the reader needs comprehension to get an in-depth understanding

of the content. It may be said that understanding the content is the outcome of

reading process. Comprehension is a pair of words that use the right vocabularies

which related to each other and contain meaning. Whatever the goals or the

purpose of the reader to read, the meaning is needed. Reading without

comprehension is not a complete reading activity. Comprehension and reading

just like relationships that need one and another (Lingineni Bhagya Lakhsmi,

2006).

On the other hand, (Snow, 2002) states, reading comprehension is a

prosimultaneously approach to extract and construct the matter through

communication and involve with written language. Same as (Nuttal, 2005) said

that reading is a reader association with the writer through written text.

Similarly, (Westwood, 2001) defines that reading comprehension is a

multiplex activity of thinking which involves different abilities. Readers have to

use the data that had been gained in filtering, interpreting, organizing, and

establishing associations with the new information on the page to comprehend the

text. A reader should distinguish the words by knowing its meaning and expected

to consolidate units of meaning into an intelligible message.

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Tarchi says that mentioned by (Ratna Sari Dewi, 2020), a reading process of

building understanding called reading comprehension. Also, Understanding the

author‟s opinion or messages is the process of reading comprehension..

(Fahrurozzi, 2020)

Another definition stated by (McNamara, 2007) the ability to interpret the

information, to utilize the earlier information to help the translation, and make the

relationship of the data and, previous experience into a comprehensive

understanding called comprehension.

Besides, (John F. Savage, 1979) states comprehension identifies with a few

variables; comprehend the language utilized by the writer, find and review data,

discover primary thoughts, see caused and impact relationship, reach inferences,

make speculations, the grouping of occasions, recognize certainty from

extravagant, decide the writer's motivation, assess the trustworthiness or

estimation of a composed section, apply data to one's own understanding, relate to

characters and occasions, and some other perusing/thinking forms.

Moreover, there are a few comprehension factors that impact the students‟

reading comprehension, those are: vocabulary mastery, the genres of reading,

background and experience, the language understanding, motivation, and thinking

ability.

a. Vocabulary Mastery

The readers are unable to understand the meaning unless they know the

words in a passage.

b. The Genres of Reading

Every material has different degree to understand its content. The demand

of comprehension is based on the nature of reading genres.

c. Background and Experience

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The readers are suggested to read a lot to enhance their background

knowledge. Also, their experience will gain through reading activity.

d. The Language Understanding

In comprehend the text, the understanding of other elements in a text is

needed because a passage consist of the other linguistic elements.

e. Motivation

The readers‟ motivation is an important part in getting better

comprehension.

f. Thinking Ability

The readers‟ cognitive have a role in reading activity. When they have a

creative thinking ability they will get significant comprehension in reading

the passage.

To conclude, reading comprehension means understanding the text

what the readers read. Reading with comprehension is an activity to read a

written text and recognize the message from an author and find any

information in the text. To comprehend the text, the readers need to master

the vocabulary, familiar to the genres of reading. Besides, the readers

should have background knowledge related to the text, and the readers

should have motivation in reading. Also, having understanding the

language before reading the text is essential in getting more

comprehension for readers, and the creativity of the readers‟ thinking

ability is being the last factor in getting reading comprehension.

3. The Purpose of Reading

People do reading is because they want to figure out something, such get the

information or just for their pleasure. (Barone, 2011) categorizes the readers„

purpose as they read into ten points. The reasons based on the readers‟ personal

choices, they do share a common sense for reading:

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a. Reading to learn to read

Sometimes, people read just want to gain the lesson of the reading

material. Therefore, they should pick a suitable one with what they want

to figure out.

b. Reading to enjoy various experience

Some books present a material that involved an event that let the readers

feel about its atmosphere. It makes the readers enjoy while reading when

the event connects to their previous experience.

c. Reading for pleasure

In reading, sometimes people want to find out a satisfying feeling. So,

they are fancy about the material as they read.

d. Reading to develop background knowledge

Books facilitate the readers in finding new topics. It makes the readers in

gaining the new important information that they are looking for.

e. Reading to understand

While reading, people have a better understanding of some aspects of each

subject in the reading passage.

f. Reading to understand who we are

Reflecting on the readers‟ characteristics might be one of the reading

purposes. Through reading, the readers could know more about

themselves.

g. Reading to ponder

Through reading, the readers can compare the ideas or beliefs that put on

in the books with their own.

h. Reading to appreciate

The readers appreciate the things which poured by the author, such as the

book quality of the art in it.

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i. Reading to engage conversation

The ideas of reading can be a medium for the readers by sharing it with

other people. By talking about things they agree or disagree with a topic, it

can be assumed that they are exchanging what they believe.

j. Reading to solve a problem

By reading a book, the problems are encountered by the readers can be

solved.

4. Skills of Reading Comprehension

(DeBoer, 1964) had separated the abilities into thirteen parts. Those abilities

were characterized dependent on the readers' motivation and the length and nature

determination content:

a. Reading to find the primary thought

The ability to find the main idea in written material is one of basic

comprehension skill that commonly becomes a reason for students to read.

Other essential understanding aptitudes are the capacity to sum up and sort

out the text.

b. Reading to choose particular information

This ability is demanding the reader not only to focus on the main idea but

also support the details that contain in the passage. Then, the reader has to

decide whether those supporting details are important and in accordance in

light of the reason they have.

c. Reading to answer question

It is required so as to improve the ability to note significant details. The

reader should be able to formulate details question before they read as a

purpose of reading. This skill open the easier way for a reader to read

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because they could get what they needed from the passage only by

answering the question that they already formulated before.

d. Reading to summarize and organize

It implies that the peruser must have the option to make a sensible

connection between the main idea and significant details he has been read.

e. Reading to arrive at generalization

This ability needs sufficient data or evidence to support the summary of

the reader. The reader should decide whether the summary presented is

sufficient to guarantee the generalization he made.

f. Reading to follow direction

This is a combination skill of reading aptitudes such as the ability in note

details, organizing and noting the sequence of events.

g. Reading to presume outputs

This skill requires the reader assumption which means, the reader predict

what events that will come after the previous event in a written page that

he has been read.

h. Reading to evaluate critically

The ability is to made critical evaluation of what is read. This skill needs a

critical thinking of the reader and background knowledge under the

subject that is discussed.

i. Reading graphs, tables, charts and maps

The reader makes interpretation based on those reading material.

j. Phrase meaning

This skill required the reader to examine every word carefully before

concluding the meaning.

k. Sentence meaning

The reader should read the sentence as whole units in order to reach out

the sentence comprehension.

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l. Paragraph meaning

Exclusive consideration ought to be given to the methods for

understanding the passage. The reader has to find the topic sentence in a

paragraph and see the relationship between other sentences.

m. Comprehension of longer selection

Similar with paragraph meaning, the comprehension of longer selection

can be seen in written text such as articles, stories, chapters or books.

5. The Strategies of Reading Comprehension

(Janette K. Klingner, 2015) break down the skill and strategies that good

reader use into several parts;

“(a) rapid and accurate word reading, (b) setting goals for reading, (c)

noting the structure and organization of the text, (d) monitoring their

understanding while reading, (e) creating mental notes and summaries, (f)

making predictions about what will happen, checking them as they go

along, and revising and evaluating them as needed, (g) capitalizing on what

they know about the topic and integrating that with new learning, (h)

making inferences, and (i) using visualization to assist them in

remembering or understanding events or characters.”

Meanwhile, (Brown, 2001) also explains 8 (eight) principles in interactive

reading strategies: pay attention in specific instruction of reading skill, encourage

students‟ motivation, balance validness and coherence in picking writings,

support the improvement of understanding methodologies, include both base up

and top-down procedures, follow the "SQ3R" arrangement, partition the strategies

in each understanding stages, and incorporate some evaluative perspective with

the strategies.

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a. Pay attention in specific instruction of reading skill

Teacher must ensure the students don't neglect the essential of explicit

instruction in reading ability. It implies the teacher must give the reading

guidance before the learners start to read. In this part, the teacher let the

students to do quiet reading since they could concentrate on the content.

b. Encourage students‟ motivation

Interesting techniques must be used in encouraging the students‟

motivation. The teacher must set up an interest technique while students

do reading a technique that make students interested in reading. Thus, the

technique should be based on the aim of the reading subject.

c. Balance authenticity and readability in choosing text

Readability implies the students‟ ability level is reasonable with lexical

and structural difficulty in the text. The text can be said appropriate if the

text challenges them to read it is not overwhelms. Also, let the readers to

simpler the text than its authenticity. Simplify the text can avoid the text

redundancy so that the reader can understand the text easily.

d. Encourage the development of reading strategies

e. Involve bottom-up and top-down technique.

The teachers are suggested to give the classroom time efficiently to focus

in building the techniques.

f. Following SQ3R (Survey, Question, Read, Recite, Recite, and Review)

sequence.

g. Differentiate the reading techniques in each reading phase (pre-reading,

during-reading and after-reading)

h. Build in some evaluative aspect into the techniques

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B. Cornell Note-Taking strategy

1. Definition of Cornell Note-Taking Strategy

Cornell Notes had its name from Walter Pauk at Cornell University. Walter

Pauk, an executive of the reading study center at Cornell University was created

CNT (Cornell Note-Taking) during the 1950s. (Broe, 2013)

Cornell note taking technique is known as a powerful note taking strategy

because this note is highly structured. As (Hayati, 2009) explains that Cornell

technique was developed to help the students in improving the organization of

their note in lecture. This technique is chosen to be the most comprehensive

techniques in taking a note because it is complete and well organize in format.

Therefore, the students will be helped in taking and organizing their note, so they

will easily comprehend only the relevant information then it is save their time or

their energy.

The Cornell System, which was constructed at Cornell University practically

fifty years back, has been utilized in numerous schools and colleges in the United

States and everywhere throughout the world. The utilizations of Cornell Note-

Taking are to take separate notes, to mark on reading material, and to annotate on

the electronic writings. It offers the adaptability and its simple tips; wide margin

outwardly and the base of the content area is the key. (Walter, 2011)

It may be inferred that Cornell Note-Taking is an effective strategy for

students on reading activity. It guides the students in taking note clearly because

the Cornell Note-Taking has the outline form and steps to follow. Beside, by

using Cornell Note-Taking strategy, the students are capable in comprehending

the text better because the students can review it anytime and anywhere.

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2. Teaching Reading Using Cornell Note-Taking Strategy

Cornell Note-Taking strategy can be implied in learning reading

comprehension. Nevertheless, Cornell Note-Taking has several procedures that

must be done by the students. Walter states that there is specific formal systems

design to make notes clearer and more useful in Cornell note strategy; to start

with, drawing a vertical line down the left half of each page two-and-one-half

creeps from the edge of the paper, end the line two crawls from the base of the

sheet. Next, Cue segment is made in this progression. The perusers are drawing

the horizontal line two crawls from the base of the page for the cue section. This

is the border for summary column. Last, the readers should draw roughly six

inches on the huge space to the right of the cue column and above the summary

area is where the students compose their notes.

Figure 2.1

The Cornell Note-Taking Outline

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The Cornell Note-Taking has six stages note taking procedure used to take

notes from course book or from educator. In this way, the teacher requested that

the learners do the progression. There is record, reduce, recite, reflect,

recapitulating and review. (Broe, 2013)

a. Recording

In this step, the readers‟ are supposed to write important information that

will help them in organizing the ideas. In teacher‟s commands, the

students should put the ideas and the facts in the six inch of the Cornell

note-taking format. In other words, the record step includes taking notes

in the right side. The learners should peruse each section cautiously,

choose what data is significant, and afterward record that data on the

paper. The notes should be a reduced version of the textbook.

b. Reducing

The reduce step includes consolidating notes into the recall section or cue

section. The recall step is the left side of the Cornell takes note that shows

study question (Yayang Anjarsit &. A., 2017). The students can form any

question about information that they do not know or they can also use WH

questions to help them in forming a questions.

c. Reciting

The reciting step includes utilizing data in the recall section to clarify data

for all to hear on the understudies' words without alluding to itemized

notes. They have to connect the cue column and answer the question that

they have after completing their note to help them understanding the

information. By relating the key words, they are supposed to have a

description about the information. In testing their understanding, the

teacher demanded the students to cover their note and attempt to answer

the question based on the information that they know. It aims is to to build

up a precise data and completely clear impression in the memory.

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d. Reflecting

The reflect step includes thinking deeply, understanding, and utilizing

elaborative practice techniques to work with data in new manners. The

reflect step is a creatively and highly individualized step, so each student

will create identical study tools or use the same rehearsal activities. This is

the time for the students to decide what will work best for them.

Flexibility is a great advantage of reflection step. It draws the readers'

creative mind. The students can reflect the text in everywhere and every

condition then make utilize of it in spare moments. But this flexibility can

be a disadvantage if the students are uncertain of how to begin. This

vulnerability prompts a few students to skirt the reflection step totally.

Despite the fact that there are no specific reflection steps like the other

steps, the readers can use various strategies to reflect the mindset easily.

e. Recapitulating

The summary or recapitulate step will be utilized in shorting the text into a

sentence or two. To avoid the copying ideas, the teacher demanded the

students to rewrite their comprehension all alone words. They can

compose outlines about the notes on the bottom of the page in the area

they made. The summary step can help the students to remember the text

and to review all the information of their notes which means this step is a

final step of note-taking process.

f. Reviewing

In reviewing the notes, the students have a chance to gain their

understanding and perhaps the students can memorize the material. This

review helps create a stronger impression of the information before they

set it aside and move on to something new. Walter states that the aim of

the immediate review is to solidify the readers' comprehension of what

they've recently perused or heard.

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3. The Advantages of Cornell Note-Taking Strategy

Cornell note-taking offers several advantages, user can mastering the

information that they have gained, reviewing it carefully, reciting it routinely and

reflecting on it deeply until it is become a permanent knowledge of the users.

According to Broe, Cornell Note-Taking strategy offers advantages there is

the students can revisit the information frequently and take a look back the details

which may have been missed, also it let the students to have a deeply

comprehending because the students reviewed the material by seeing the notes.

The Cornell technique for note taking offers some advantages (Learning Service):

a. It results in more organized notes.

This strategy is structured well because it has its format to be followed

and used in order to know what we have to do next.

b. It permits understudies to rapidly and productively recognize catchphrases

and key ideas from a lecturer.

This strategy was designed cue column to provide some keywords or

concepts which to be remembered easily.

c. The notes can easily be used as a study guide for exam preparation.

It can be a shortcut for students to memorize the material which had given.

d. Easy to scan, and easy to locate information.

The information that should be written is organized well. It makes we can

find the information easily.

e. This strategy is suitable for the other subjects such as listening skill, score

achievement, etc.

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C. Narrative Text

1. The Definition of Narrative Text

In Indonesia, students at ten grades of senior high school must learn one type

of text that is narrative text. It is mentioned in base competence at Kurikulum

2013 point number 3.9 “analyzing social functions, text structure, and linguistic

elements in simple narrative texts in the form of folk legends, according to the

context of their use.”

(Sarwoko, 2014) defines that narrative text tells a story which can be

realistic, fantastic or combination both of them. According to him, legend story is

one kind of narrative text. The story has been passed on from one to another and

has significant importance for the culture where it is from. It tells about heroic

characters and fantastic places. In this text, students should be able to find out the

moral value of every narrative text.

The other definition is stated by (Pardiyono, 2007). A text that telling the the

action in the past which rising the problem and solving it for divert and give a

virtue for the peruser is called narrative text.

In conclusion, a story that is from the past and it is told in a sequential pattern

is called narrative text. The narrative text has several genres, one of them is a

legend story that comes from the culture of the races in Indonesia.

2. The Purpose of Narrative Text

Generally, narrative text is as an entertainer for the readers. The readers are

expected have a pleasant while reading narrative text. It is explained by

(Sarwoko, 2014) a narrative text has several advantages to the reader. It is

entertaining, providing a lesson or a moral, and evoking the reader‟s certain

feelings.

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In point of view of (Sanggam Siahaan, 2008) the purpose of narrative text isn't

just to engage or interest the reader yet to connect with the readers' own

inclination. Moreover, they said that the text is identified with tell problems and it

is tackled in goals.

3. The Generic Structures of Narrative Text

Generic structures consist of several components in a narrative text.

Pardiyono mentioned four elements in a narrative text: orientation, the

description of the events, resolution and coda. (Pardiyono, 2007)

a. Orientation.

This part talk about the topic will be told that contain the setting of the

story and also introduces the characters involved. The function of this part

is to engage the reader‟s interest.

b. The Description of Events

This part presents about sequence of events where the problems in the

story developed that leads to conflict-climax in order to amuse the reader

and give the moral value.

c. Resolution

The problem will be solved in this part. Sometimes the story end happily

or not and at the other times the resolution is left for the readers to decide.

d. Coda

The reader will find moral value in this part.

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Table 2.1

The Example of Narrative Text

Title Lake Toba

Orientation

Once upon a time a fisherman

named Batara Guru Sahala lived in

Batak land. One day he caught a fish.

He was surprised to find that the fish

could talk. It begged Sahala to let it

free. He did accordingly.

The Description of events that leads

to crisis (climax)

As soon as the fish was free, it

changed into a woman. She was so

beautiful that Sahala felt in love with

her at once. He asked her to marry

him. The woman agreed to marry

Sahala. However, she told him that he

must never let out the secret that she

was once a fish. Sahala promised her

that he could not tell anyone about it.

They were happily married and

had two daughters. Every morning

Sahala went out fishing. His

daughters would bring his lunch. One

day, however, instead of bringing the

food to their father, the two girls ate

his lunch.

When Sahala knew what they had

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done with the meal, he got very

angry. He shouted at them saying,

“you behaved exactly like the

daughters of a fish”.

Resolution

The daughters didn„t know what

their father meant. They went home

and asked their mother about it. Their

mother was very annoyed. Although

Sahala apologized to her later, she

would not forgive him for breaking

his promise.

Then the earth began to shake and

the volcanoes started to erupt. The

earth cracked and formed a big hole.

People said that the hole become

―LAKE TOBA.

Coda

It is very famous as a piece of

interest for domestic and foreign

visitor up to now. It has lovely view

and natural beauty. This legend is still

well known for people of this country

and is still held up as one of the

famous folk tales of the nation.

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4) The Grammatical Features of Narrative Text

The following grammatical features in narrative including:

a. Time words (simple past tense) that interface occasions, telling when they

happened.

b. Verbs that show the activities that happen in the story.

c. Sequence words which connect from one paragraph to another.

d. Compound and complex sentence.

Table 2.2

The Grammatical Features of Narrative Text

No Grammatical Features Example

1 Time words (simple past tense) one day

once upon a time, etc.

2 Action Verbs

catch

go

bring, etc.

3 Sequence words as soon as

then, etc

4 Compound and complex

sentence

Compound sentence:

They went home and asked

their mother about it.

Complex sentence:

as soon as the fish was free, it

changed into a woman.

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D. Previous Relevant studies

The other researchers have conducted the similar research. The first is a

research conducted by (Anjarsit, 2017) said at their paper “The Use of Cornell Note

Taking Technique to Improve Listening Comprehension of Senior High School that

Cornell note-taking helps the students to make an effective note. With this note, the

students will note miss the information which is caused by the speed of the audio.

Cornell serves the chance of the students to finish the note by talking about the data

and scrutinizing the data that they don't comprehend while listening.

The second previous research is “The Effect of Using Cornell Notes Strategy on

the Students’ Reading Comprehension” (An Experimental Research at Tenth Grade

Students) by Rosalina Herdasari. She states that the result of data analysis and the

discussion showed that there is positive impact on students reading comprehension in

experimental group taught Cornell notes strategy. It may be reasoned that applying

Cornell notes methodology is adequately to improve learners' reading comprehension

of the tenth grade understudies at SMA Muhammadiyah 3 Jember. (Herdasari, 2015)

The third related study is conducted by (Bradley P. Evans, 2019), entitled

“Using the Cornell Note-taking System Can Help Eighth Grade Students Alleviate

the Impact of Interruptions While Reading at Home”. This study proved that that the

Cornell system can be utilized in increasing student confidence and alleviating the

effect interferences have on understudies' working recollections while perusing at

home.

Another previous research is “Developing Students’ Note Taking Skills through

Cornell Format” which is conducted by (Yuniarti, 2018). They involved 15 students

of English Education Department of University of Muhammadiyah Aceh. The

research design is Classroom Action Research (CAR) which means that the

researcher took 2 (two) cycle in this research. The findings revealed that in cycle I the

students could attain “fair” quality of notes overall despite having never been exposed

to any note taking techniques. The students‟ notes further improved to “good” quality

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in cycle II in a span of 6 weeks, showing that the Cornell format was indeed very

useful, owing to its systematic and organized structure.

The fifth is an article entitled “The Impact of the Cornell Note-Taking Method

on Students’ Performance in a High School Family and Consumer Sciences Class”

conducted by (Mari Borr, 2012). This research‟s aim to analyze whether teaching

secondary school understudies the Cornell note-taking technique and expecting them

to utilize it would build their exhibition on the tests or not. The outcome

demonstrated that the information uncovered the invalid theory. There is no

distinction in understudy decision note-taking and Cornell note-taking on understudy

execution in a secondary school Family and Consumer Sciences class.

It can be drawn from the previous research that among this research and the

related research have similarities and differences. It can be seen from four previous

research that the researchers conducted the research in different variable; improving

students‟ listening, comprehension, help students‟ reading activity at home,

developing students‟ writing in the form of note-taking, and the impact of the

students‟ performance by using Cornell Note-Taking while in this research, the

researcher took students‟ reading comprehension as the variable that must be

measured. Another difference is the method was used by related research. Quasi-

Experimental research was used as the method in this research while the previous

research used Classroom Action Research as its method.

The similarities among the previous research and this research are the sample

and the method of the research. All previous research chose the students as the

sample to implement the research also this research choose the students as the

participants of the research. The second similarity is the method of research. This

research used quasi-experimental research as the method of the research also the

previous research analyzed the data in a quantitative method.

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E. Thinking Framework

Considering reading as an important thing in our life makes students in school

must pay attention to the reading activity. Based on the ministry of education and

culture‟s authority, reading is one of the basic skills that must be learnt in school. In

case, comprehend the text is a must for students to get more information and extend

their knowledge especially in a longer material. In other words, reading comprehension

means an activity to understand the text to get detail information and the message from

the author. Unfortunately, to comprehend the longer text, several difficulties are faced

by some students. Sometimes students cannot find out the message from the author,

also some students are difficult to comprehend the long passage, and some students

lose their focus while reading. It happened because the teacher did not use various

strategies.

According to the statement, the Cornell Note-Taking strategy was chosen by the

researcher in teaching reading activity. This strategy offered a better note organization

so that the students can highly understand and memorize the passage. In other words,

through this strategy, the students will solve their problem in finding the message from

the author and understanding the detail content of the text.

F. Research Hypotheses

In light of the theoretical and thinking framework, thusly, a hypothetical theory is

figured as follows: there is a significant impact of applying the Cornell Note-Taking

technique on understudies' perusing appreciation of story content at the tenth grade of

Muhammadiyah 8 Senior High School.

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CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time

For the moment, this research was carried out in January 2020. The research was

conducted at X IPS 2 and X IPS 3 class of Muhammadiyah 8 Senior High School

which is located at Jl. Nangka No.4, Ciputat, Kec. Ciputat, Kota Tangerang Selatan,

Banten 15411.

B. Method and Design of the Research

A quantitative statistic was utilized as the research method. Quantitative is a

method that uses numerical data in collecting and analyzing the data (Virginia Braun,

2014). The aim of the quantitative method is to quantify, to count, or to measure the

data in numerical scores. (Gajendra K. Verma, 2005)

The quasi-experimental research was used as the research design. According to

Cresswell, the experiment aims in testing the data (practice or procedure) to figure

out either it impacts a result or ward variable. (Creswell, 2012)

In carrying on a quasi-experimental research, the researcher had assigned the

experimental and control treatments to the two classes. The classes were taught by

using a different strategy. In other words, the experiment class was treated by using

the Cornell Note-Taking strategy and the control class was taught without using the

Cornell Note-Taking strategy. According to (Cresswell, 2012) the type of this

research as designed as follows:

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Table 3.1

The Research Design

Select control

group

Pretest No treatment Posttest

Select experimental

group

Pretest Experimental

treatment

Posttest

Moreover, the research started when the researcher gave the pre-test to both

experiment and control class. At that point, experimental class was treated by utilizing

Cornell Note-Taking technique while the control class was definitely not. Subsequent

to treating, the researcher gave the post-test for the two classes so as to gauge the

outcome. The last, the data was calculated in statistically which was called a

quantitative method.

C. Population and Sample

The population of this research was the tenth grade students‟ of SMA

Muhammadiyah 8 which consists of 163 students. Those students are distributed into 2

(two) majors; social and science. It was splitting into two science classes and three

social classes.

To determine the sample, the researcher used purposive sampling technique. It

meant that the samples were taken based on the researcher‟s judgment and the specific

purpose of the research. Therefore, the researcher distributed the pre-test for whole the

tenth classes of SMA Muhammadiyah 8 Ciputat in order to determine the two classes

which have the similar score. Thereafter, the data showed that X IPS 2 and X IPS 3

have the similar score. Hence, X IPS 2 which consisted of 30 students became the

experimental class meanwhile X IPS 3 which consistrd of 30 students became the

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control class. X IPS 2 determined as the experimental class because their mean score of

pre-test was lower (52.20) than X IPS 3‟s (52.27) score.

D. The Content of Intervention

The researcher took three weeks in both experimental class and controlled class, in

which six sessions for three weeks in this research. Cornell note-taking strategy was

given only to the experimental class, while the controlled class was not given any

treatment in learning reading comprehension. The treatment required four sessions,

then the rest sessions was presented for pre-test and post-test. The researcher performed

45 minutes in each course. The topic of this research is about reading a narrative legend

story of Indonesia. In the experimental class, the learning activity by using Cornell

note-taking strategy consisted of six steps, such as recording, reducing, reciting,

reflecting, recapitulating, and reviewing. Also, before performed the steps, the

experimental class should made the Cornell note-taking outline. Following table is the

explanation of the intervention of each session.

Table 3.2

Table Content of Intervention

No Session Procedure Activities

1

The first session (week 1)

(Pre-test)

1. Explain the objective of the test

2. Provide background knowledge of the

nature of narrative text

3. Give instructions to answer the question

related to reading a legend narrative story

of Indonesia.

2 The second session or the

first treatment (week 1),

1. Explain the objective of the course

2. Explain the aims of using Cornell note-

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the third session or the

second treatment (week

2), the fourth session or

the third treatment (week

2), and the fifth session or

the fourth treatment

(week 3)

(Intervention Session)

taking strategy

3. Give instructions on how to apply Cornell

note-taking strategy which consists of six

steps: recording, reducing, reciting,

reflecting, recapitulating, and reviewing.

4. Provide the topic related to writing

explanation text which each session has

the different theme, such as Sangkuriang,

The Legend of Telaga Warna, The Legend

of Roro Jonggrang, and The Crying Stone.

5. Provide the recording step for students to

write the important information of the text.

6. Provide the reducing step for students to

think the related questions of the important

information.

7. Provide the reciting step for students to

answer the questions then explain it

without looking the detailed notes.

8. Provide the reflecting step for students to

remember the information on their own

way.

9. Provide the recapitulating step for students

to summarize the text on their own words.

10. Provide the reviewing step for students to

memorize the text and create a stronger

impression of the information before they

set it aside and move on to something new

11. Give feedback, evaluation, and conclusion

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3

The sixth session (week

3)

(Post-test)

1. Explain the objective of the test

2. Give instructions to answer the question

related to writing the explanation text

E. The Instrument of The Research

The researcher conducted a test as the instrument of the research. The test was

divided into two types; pre-test and post-test. It meant that the students were given the

test twice; before and after the treatment. In other words, the pre-test was doing before

the treatment and the post-test was doing after the treatment. The test was in the form

of the reading passages which have to answer in multiple choices; A, B, C, D, and E.

The researcher modified the question based on the syllabus indicatiors, such as

mention the characteristics of narrative text, explain the structure of narrative text,

distinguish elements of language in narrative text, sort random paragraphs from the

given narrative text into the correct paragraphs in the order of the structure of the text,

summarize the contents of narrative text that has been read, identify the main ideas

(main ideas), topics, moral messages and the title of the narrative text, and identify

detailed information about the contents of the narrative text. For further detail, the

content validity can be seen in Appendix 5. Moreover in scoring each test, the correct

answer was counted by using formula:

S=R X 4

In which, S: Score

R: Total number of right answer

Besides, piloting the study was done by the researcher before testing the validity

and the reliability. It meant that the test was offered to different classes of non-test

understudies at the equivalent instructive level and at the equivalent instructive

educational program, so as to discover the validity and reliability quality of the test.

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The test can be considered as a good test when the test is valid and reliable.

ANATES program was utilized in this exploration to know whether the test is valid

and reliable or not. In checking the validity, the researcher utilized the noteworthiness

level 95% or P = 0.05 likewise the quantity of degrees of opportunity (df = n – 2), n

was the total participants in each class, namely, 30 – 2 = 28. Then, based on the table

(rtable), the significance level of 28 is 0.349. In other words, the test can be valid if

the correlation criteria > 0.349. In the pre-test, the number total of valid items is 25

questions of 40 questions, also in the post-test, 25 questions of 40 questions were

considered as a valid items. It meant this research used 25 questions in both pre-test

and post-test.

In addition, both pre-test and post-test were reliable. The result showed that the

reliability of both pre-test was in very high level (0.82), meanwhile the reliability of

post-test was 0.82. For further detail of test validity and reliability can be observed in

Appendix 6 and 7.

The criteria of the reliability test as follows (Kurniawan, 2018):

a. 0.81 – 1.00 Very high

b. 0.61 – 0.80 High

c. 0.41 – 0.60 Enough

d. 0.21 – 0.40 Low

e. 0.00 – 0.21 Very low

F. Technique of Collecting the Data

To know the effectiveness of Cornell Note-Taking procedure, the researcher

utilized a test to gather the information so as to get the legitimate information and

objective infomation. The pre-test and post-test were given to both the experimental

class and control class to find out their comprehension in reading activity.

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1. Pre-test

In the first day in the class before the teaching learning was started, the researcher

gave the pre-test to the classes. The test was distributed at X IPS 3 as a control

class and X IPS 2 as an experimental class. The pre-test comprised of 25 multiple

choices questions which contained several reading passages of narrative text.

2. Post-test

Post-test also was given for both classes after the treatment. The researcher

conducted a post-test to know the result achievement of the students in learning

reading comprehension by using Cornell Note-Taking strategy. Also, the post-test

has the same numbers of the question with the pre-test. Therefore, the pre-test and

the post-test have the same difficulty level.

G. Technique of Analyzing the Data

In analyzing process, the researcher determined the information by utilizing IBM

SPSS v.20 application. The researcher used T-test formula in analyzing the data.

In addition, T-test was utilized to figure out the distinction in experimental class

and control class between the students‟ pre-test and post-test score. The

researcher calculated the normality and homogeneity test before testing the T-test.

The testing steps would be described as follows:

1. Normality test

The test planned to see if or not the information from both the examined

experimental and controlled gathering originates from the normal distribution

populace. In evaluate the test, the researcher utilized SPSS v.24 with

Kolmogorov Smirnov, α= 0.05. Subsequently, if the test of normality stated

more than 0.05 (> α= 0.05), the result is in the ordinary distribution.

Otherwise, if the test outcome is no more than 0.05 (< α= 0.05), the result will

not be normal.

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2. Homogeneity Test

After the consequence of the normality test stated that the result was normally

distributed, a homogeneity test was carried out by the researcher. The aim of

the homogeneity test was to assess the resemblance between the two groups.

Similar to the normality test, the researcher also uses SPSS implementation to

evaluate the homogeneity test.

3. The T-Test

After the two trials (Normality and Homogeneity test) have been carried out,

the researcher must proceed the data to analyze the information through a T-

test. The purpose of the t-test was to examine the distinctions between the two

study groups. The researcher could determine if the hypothesis is adopted or

dismissed by using a t-test. The research was examined with a two-tailed test

of importance using SPSS through the Independent-Samples Test. If the

outcome demonstrates that the p-value or sig (2-tailed) is greater than sig α=

0.05 (5 percent), this implies accepting the null hypothesis. On the other side,

if the p-value is below sig α= 0.05 (5 percent), it implies acceptance of the

alternative theory.

4. Effect Size Formulation

The last step to produce the test outcome was to assess the effect-size by the

researcher. This test was performed to understand the impact level of the

research. In this research, the researcher used Cohen's d effect size formula.

Furthermore, the effect size‟s formula could be seen as follows (Louis Cohen,

2007):

(Mean of Group A - Mean of Group B)

D =

Pooled standard deviation

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Explanation:

D : effect size

Mean of Group A : Mean for experimental class

Mean of Group B : Mean for controlled class

(Pooled standard deviation : Standard deviation of Group A + Standard

deviation of Group B)

The result of effect size could be utilized to decide the significance level of the

research. The standards level of effect size by Cohen‟s as follows:

a. 0 – 0.20 : weak impact

b. 0.21 – 0.50 : modest impact

c. 0.51 – 1.00 : moderate impact

d. > 1.00: strong impact

H. The Statistical Hypotheses

To demonstrate the speculations, the information got from the experimental class

and the control class was determined by the utilizing t-test equation with the

supposition as follows:

1) (Ha) is acknowledged: it implies there is an impact on reading comprehension

of narrative text by utilizing Cornell Note-Taking strategy.

2) (H0) is acknowledged: it implies there is no critical impact on reading

comprehension of narrative text by utilizing Cornell Note-Taking strategy.

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The standards were utilized as follows:

1) The p-value or sig (2 tailed) is higher than the significance level of sig 𝑎=0.05

(5%), it implied that the alternative hypotheses (Ha) is acknowledged and null

hypotheses (H0) is dismissed. It may be reasoned that there is noteworthy

impact on students' reading comprehension of narrative text between students

who are educated by utilizing Cornell Note-Taking strategy and students who

are not instructed by utilizing Cornell Note-Taking strategy.

2) The p-value or sig (2 tailed) is lower than the significance level of sig 𝑎=0.05

(5%), it implied that the alternative hypotheses (Ha) is dismissed and null

hypotheses (H0) is acknowledged. It tends to be inferred that there is no huge

impact on students' reading comprehension of narrative text between students

who are educated by utilizing Cornell Note-Taking strategy and students who

are not instructed by utilizing Cornell Note-Taking strategy.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Data Description

Two types of reading tests were conducted as the data source of the research;

pre-test and post-test. The data was collected from the score of two classes of

SMA Muhammadiyah 8 Ciputat at tenth-grade students which had been the

group as an experimental class and controlled class. The experimental class is

X IPS 2 comprised of 30 students, and the controlled class is X IPS 3

consisted of 30 students, which meant both classes consisted of 60 students.

The findings of the research explained in the description below:

a. Pre-test score

The reading pre-test was conducted in measuring the students‟ reading

comprehension ability before the treatment was given. The students‟

score of pre-test were classified into low, moderate and high with a rate

in particular category. The score lower than 70 is classified as low class,

a moderate class is a score from 70-80, and high class is the score which

higher than 80. The table below showed the pre-test of both experimental

class and controlled class.

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Table 4.1

The Score of Pre-Test

Score Experimental Class Controlled Class

Freq. F (%) Freq. F (%)

<50 12 40 11 36.67

50-59 7 23.33 9 30

60-69 11 36.67 10 33.33

Min. 32 36

Max 64 64

Mean 52.20 52.27

The table demonstrated that the mean pre-test score of the experimental

class was 52.20 with 12 students or 40% got the low score below 50, seven

students or 23.33% got the moderate score between 50 to 59, and 11 students or

36.67% got the high score. It meant there are none of the students in the

experimental class gain a moderate and high score. Also, the experimental data

showed the minimum score of the class was 32; at the same time, the maximum

score was 64. On the other hand, the mean pre-test score of the controlled class

was 52.27 with 11 students or 36.67% got the low score under 50, nine students

or 30% got the moderate score between 50-59, and ten students or 33.33% got

the high score in the range 60-69. Moreover, the lowest score of a controlled

class was 36; in the mean time, a controlled class got 64.

It proved that all students of both classes need to learn a new strategy of

reading comprehension in effecting their reading skill. Nevertheless, the class

which has a lower mean could be an experimental class that is X IPS 2, so this

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class was selected to receive the strategy in improving their reading

comprehension by using Cornell Note-Taking.

This research aimed to know whether the Cornell note-taking is effective or

not. Therefore, the researcher would give a Cornell Note-Taking to be a teaching

strategy on students‟ reading comprehension activity in the experimental class,

meanwhile the controlled class was not taught the Cornell. Moreover, the

diagram below presented the pre-test score of controlled class was higher than

the experimental class.

Figure 4.1

The Mean Score of Pre-test

51

52

53

54

55

ControlledClass

ExperimentalClass

Pre-test

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b. Post- test score

The researcher led the post-test after transmitted the treatment by using

Cornell Note-Taking to the experimental class, and the controlled class

was not given any treatments in learning reading comprehension. The

post-test was conducted to those classes to measure the students‟

achievement. Also, the post-test score was classified into low, moderate

and high with a percentage in each category. The score lower than 70 is

classified as low class, a moderate class is a score from 70-80, and high

class is the score which higher than 80. The table below showed the pre-

test of both experimental class and controlled class.

Table 4.2

The Score of Post-Test

Score Experimental Class Controlled Class

Freq. F (%) Freq. F (%)

<60 4 13.33 15 50

60-75 12 40 15 50

>75 14 46.67 0 0

Min. 52 48

Max 84 72

Mean 72 57,6

In view of the table, the mean score of post-test in experimental class was 72

with 13.33% or four students accomplished the low score under 60, 40% or 12

students achieve the middle score between 60-75, and 46.67% or 14 students

got the high score above 75. Additionally, the lowest score of experimental

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class was 52 while the highest score is 84. On the other hand, the mean score of

controlled class was 50% with 15 students accomplished the low score under 60

and the rest of students or 50% got the middle score. Moreover, the lowest score

of controlled class was 48 and the highest score was 72.

It tends to be seen on table 4.2 that there is an improvement in both

experimental class and controlled class. As previously on table 4.1, the mean

score of a controlled class was greater than the experimental class in the pre-

test, but in the post-test, the mean score of experimental class was more

elevated than controlled class. It proved that there was an effect in using the

Cornell Note-Taking strategy on students‟ reading comprehension.

To make it understandable, the researcher described the information in the

chart below. From the diagram, it was clearly portrayed that experimental class

had a better score in the post-test after receive the treatment by applying Cornell

note-taking.

Figure 4.2

The Mean Score of Post-Test

0

10

20

30

40

50

60

70

80

ControlledClass

ExperimentalClass

Post-test

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c. Gain Score

The researcher presented the students‟ gain score after described the two

previous scores, pre-test, and post-test. The gap score between both pre-

test and the post-test score is considered as the gain score. Same as two

previous scores, the gain score was divided into three categories; low,

moderate, and high with a percentage in each classification. The range of

gap score was not quite the same as the two scores before. The score

lower than 0 was categorized as the low gap group, the score in the range

of 0-20 was classified as the middle gap group, and the score above 20

was categorized as the high gap group. The table below presented the

gain score of both experimental class and controlled class.

Table 4.3

Gain Score

Score Experimental Class Controlled Class

Freq. F (%) Freq. F (%)

<0 0 0 2 6.67

0-10 0 0 26 86.67

10-20 19 63.33 2 6.67

>20 11 36.67 0 0

Min. 12 -4

Max 28 12

Mean 19.8 5.33

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The right column illustrated the gain score of experimental class, in which

19 students or 63.33% got the moderate gain score in the range of 10-20 then eleven

or 36.67% of students had got a high gain score above 20. On the other hand, the

left column is the gain score of controlled, in which the low gain score below 0 had

achieved by two students or 6.67%, then 26 students or 86.67% got the gain score

in the range of 10-20, also two students or 6.67% achieved the gain score in the

range of 10-20.

In conclusion, the Cornell Note-Taking strategy had improved the student‟s

reading comprehension. Furthermore, the experimental class achieved a significant

enhancement on their comprehension of narrative text.

Likewise, the diagram below was presented to illustrate the improvement of

students‟ pre-test scores, post-test scores, and gain score. The diagram showed that

the experimental class gets a higher score in the post-test and the gain score than the

controlled class.

Figure 4.3

The Mean Score of Pre-Test, Post-Test, and Gained Score

0

10

20

30

40

50

60

70

80

Pre-Test Post-Test Gain Score

Experimental Class

Controlled Class

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2. Data Analysis

a. The Normality Test

Table 4.4

The Normality Test of Pre-test and Post-test of Experimental Class and

Controlled Class

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statisti

c

Df Sig. Statisti

c

Df Sig.

PreTest

Experimental

Class .139 30 .142 .929 30 .045

Controlled

Class .146 30 .104 .929 30 .046

PostTest

Experimental

Class .233 30 .200 .881 30 .003

Controlled

Class .127 30 .200

* .954 30 .216

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

In the Kolmogorov-Smirnov column, the significance of the experimental

class in the pre-test was 0.142, while the controlled class was 0.104. The data can

be considered as a normal distribution, if it is more than or equal to a significance

α = 0.05. Thus, the experimental class and the controlled class got the

significances above 0.05. It meant that the data of both classes were generally

distributed.

Likewise, the Kolmogorov-Smirnov rows presented the post-test result of

two classes, in which the experimental class got 0.200, and the controlled class

got 0.200. Also, the researcher found that the data in the experimental class and

the controlled class was above 0.05. This implied that study information was

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normally distributed. Therefore, using Cornell note-taking is effective on

students‟ reading comprehension of narrative text.

b. The Homogeneity Test

The homogeneity test was conducted to determine the homogeneity

(equality) of both the experimental class and the controlled class, also

this test was intended to measure the similarity between an experimental

class and controlled class on the pre-test and post-test score. Lavene

Statistic formula was utilized to scale whether the both classes were

homogeneous or not. The results are presented as follows:

Table 4.5

The Homogeneity Test of Pre-test and Post-test of Experimental Class and

Controlled Class

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Pre-Test .845 1 58 .362

Post-Test .340 1 58 .562

This table explained the results of the significance data of both the

experimental and controlled class. The pre-test result was 0.362. It implies 0.362

was above 0.05. Consequently, the data from both classes were homogeneous.

Additionally, the result of the post-test score value was higher than α (0.562 ˃

0.05). It meant, the data result proved that both classes were also homogeneous.

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c. The Hypotheses Test

The test of data hypotheses in this research was required to know any

impact in using Cornell Note-Taking as a treatment on students‟ reading

comprehension of narrative text at SMA Muhammadiyah 8 Ciputat, also

to see the significant difference of pre-test and post-test result. Therefore,

in testing the research hypotheses, the software SPSS 24 was utilized.

However, the mean score of pre-test and post-test were measured and

calculated by inputting it into the software. The formula 0.05 or 5% was

determining the significance value or alpha (α) of the test. The table

below would describe the post-test result clearly:

Table 4.6

The Table of Independent Sample T-test

Independent Samples Test

Levene's Test

for Equality of

Variances

t-test for Equality of Means

F Sig. T df Sig.

(2-

tailed)

Mean

Differe

nce

Std.

Error

Differe

nce

95%

Confidence

Interval of the

Difference

Lower Upper

Pos

t

Tes

t

Equal

variances

assumed

.340 .562 6.23

3 58 .000 14.400 2.310 9.776 19.024

Equal

variances not

assumed

6.23

3

57.9

9 .000 14.400 2.310 9.776 19.024

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The p-value or sig (2-tailed) was (0.000), it meant that p-value was lower than

sig α = 0.05 (5 %). The data demonstrated that null hypothesis was dismissed by

accepting the alternative hypothesis. It additionally implied that the experimental

class and the controlled class had a significant difference statistically. In other words,

there was a significant impact by utilizing the Cornell Note-Taking Strategy gave a

significant impact by improving students‟ reading comprehension of narrative text.

d. Test of Effect Size

This test was intended to find the significance level of the effect. Also, in

examining how much the effect, Cohen‟s d analysis formula was used by

the researcher. The standards of Cohen‟s d effect size level as following:

0 - 0.2 = weak impact

0.21 - 0.5 = modest impact

0.51 – 1.00 = moderate impact

> 1.00 = strong impact

Table 4.7

Group Statistics

Group statistics

Class N Mean Std.

Deviation

Std. Error

Mean

Post-

Test

Experimental

Class 30 72.00 9.006 1.644

Controlled Class 30 57.60 8.889 1.623

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The table above showed that in the post-test, 72.00 was the mean score of the

experimental class, while 57.60 was the mean score of the controlled class.

Additionally, 9.006 as a standard deviation result of the experimental class

meanwhile 8.889 as a standard deviation of the controlled class. Then, those results

were calculated by using the effect size formula of Cohen‟s d analysis with the

following explanation:

Pooled standard deviation =

(std. deviation group A + std. deviation group B)

2

Std. deviation of group A (experimental class) = 9.006

Std. deviation of group B (control class) = 8.889

Pooled std. deviation

=

=

= 8.9475

D =

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D = The significance effect of method

= The mean score of the experimental group = 72

= The mean score of the control group = 57.60

D =

= 1.60

The calculation of effect size above showed 1.60 as the final result. It can be

concluded based on Cohen‟s analysis the study had a strong effect. In other words,

using Cornell Note-Taking as a treatment had a significant impact on the

improvement of students‟ reading comprehension.

B. Discussion of the Results

The researcher calculated the data to reveal the effectiveness in applying the

Cornell note-taking strategy on students‟ reading comprehension at the tenth grade of

SMA Muhammadiyah 8 Ciputat. The research aimed to measure that using Cornell

note-taking gives an impact or not on students‟ reading comprehension. To describe

more about the result, the researcher will explain in the paragraphs below.

In the data description, the data in table 4.1, 4.2, were pre-test score, and a post-

test score of both experimental class and controlled class. The pre-test was given to

decide what class should be an experimental class and controlled class, also to gauge

students‟ reading comprehension before the experimental class received any

treatment. The mean score of the experimental class (X IPS 2) was lower than the

controlled class (X IPS 3). The data illustrated at the table 4.1 mean score of the

experimental class was 52.20; meanwhile, the controlled class was 52.27.

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After the experimental class received the treatment given by the researcher,

meanwhile the controlled class was not received any treatment, the researcher

performed the post-test for those classes in reading comprehension of narrative text.

Table 4.2 showed that the experimental class had a better mean than the controlled

class, which was the mean score of the experimental class was 72; meanwhile, the

mean score of the controlled class was 57.60. The number confirmed that the

treatment by applying Cornell note-taking on students‟ reading comprehension of

narrative text was effective.

Moreover, an independent sample t-test was carried out to reinforce the statistical

statement above. The p-value or sig (2-tailed) result showed 0.000. It demonstrated

that the p-value (0.000) was lower than sig α = 0.05 (5%), in which the null

hypothesis had been rejected whereas this research had accepted the alternative

hypothesis. It concluded that there was a huge difference in measurably between the

experimental and controlled class. In other words, Cornell note-taking give an impact

significantly on students‟ reading comprehension of narrative text.

Additionally, to measure the significant level of the research, the researcher

conducted Cohen d‟s effect size test. The data presented that this research was at the

highest level with the result value 1.60. It meant that Cornell note-taking gave a

strong impact on students‟ reading comprehension of narrative text.

To sum up, the statistical analysis inferred that Cornell note-taking strategy

offered significant effects on students‟ reading comprehension of narrative text at the

tenth grades of SMA Muhammadiyah 8 Ciputat.

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Then, the findings of this research was supported by other relevant studies which

conducted by (Anjarsit, 2017), (Hayati, 2009), (Davoudi, 2015), (Evans, 2019), and

(Johaerani, 2017). Besides, there are several differences and similarities between

those previous studies with this research.

Furthermore, two researchers were conducted the study to different aspects;

Anjarsit and Hayati investigated Cornell note-taking on students‟ listening and

Davoudi examined Cornell note-taking on students‟ grammar, meanwhile this

research on students‟ reading comprehension.Also, Evans and Shively performed a

study using mix method design (quantitative and qualitative), meanwhile this

research used a quasi-experimental research as a research design.

Lastly, there were several similarities between those researches with this

research; Johaerani, Hayati and Davoudi were involving English Foreign Language as

the participant, also those three researchers analyzed the data by using T-tes

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

A quasi experimental research was a research design utilized by the

researcher. The research was directed at the tenth grade of SMA Muhammadiyah

8 Ciputat. This research aimed to measure whether Cornell note-taking is

effective or not on students‟ reading comprehension of narrative text. In chapter

IV, the empirical evidence of the research proved that Cornell note-taking was

effective to be a strategy for learning reading comprehension of narrative text.

The research gained the data for both an experimental class and a controlled

class from pre-test and post-test given before and after treatment by using Cornell

note-taking. The statistical data showed that the experimental class has a

significant enhancement after the treatment by using Cornell note-taking.

Meanwhile, the controlled class has a bare improvement. It was explained in

Chapter IV that the mean of the pre-test score of the experimental class was

52.20, then it increases 20 points to become 72.20 in the post-test score. Besides,

the mean of the pre-test score of the controlled class was 52.27, then increases

5.33 points to become 57.6 in the post-test score.

Furthermore, in examining the data of the t-test, the researcher used both IBM

SPSS 20 and manual calculation by using Cohen‟s formula. The t-test‟ SPSS

result indicated that the significance of the research was 0.354 (p-value = 0.354).

It meant that the null hypothesis (Ho) was dismissed and the alternative

hypothesis (Ha) was acknowledged since p-value (0.354) was smaller than sig α

(0.050). Then, Cohen‟s formula was utilized to obtain the effect size. The effect

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size indicated this research has a strong effect since 1.60 was in a strong effect

level.

To sum up, the statistical data answered the formulation of the research that

Cornell note-taking was an effective strategy in teaching and learning reading

comprehension of narrative text at the tenth grade of SMA Muhammadiyah 8

Ciputat.

B. Suggestion

The writer recommended this research to be used in teaching and learning

English in reading comprehension. Moreover, in view of the findings and results

of the research, there are some suggestions for teachers, students, and other

researchers. Firstly, teachers are expected to think creatively and innovatively

when they are teaching English, particularly in reading comprehension. Besides,

the teachers are suggested to be sellective about the subject that is going to be

learnt by applying Cornell note-taking strategy. This strategy is helpful for

identify the idea in a long passage and for listening subject. Next, the students are

suggested to use the Cornell note-taking strategy at the other text or the other

subjects to help them comprehend the content comprehensively. Last, for further

researchers, they are hoped to scrutinize more and review this research, which has

several weaknesses. Also, it is hoped that this research can be used as an

additional source for the next research. To sum up, the Cornell note-taking

strategy is relied upon could be a solution in learning English to the other

subjects, participants, and other skills of English.

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REFERENCE

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Guilford Press.

Bradley P. Evans, &. C. (2019). Using the Cornell Note-Taking System Can

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Broe, D. (2013). The Effect of Teaching Cornell Notes on Students'

Achievement. Minot State University.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and

Evaluating Quantitaive and Qualitative Research. Boston: Pearson Education.

Faber J. E, M. J. (2000). The Effect of Note-Taking on Ninth Grade Students'

Comprehension. Journal of Reading Psychology, 257.

Fahrurozzi, e. a. (2020). Reading Comprehension of Elementary School

Students at DKI Jakarta. IRATDE, 16.

Gajendra K. Verma, &. K. (2005). Research Education: Perspective and

Technique. Philadelphia: Taylor & Francis Inc.

He, T. H. (2008). Reading For Different Goals: The Interplay of EFL College

Students' Multiple Goals, Reading Strategy Use and Reading Comprehension. Journal

Research in Reading, 224.

Herdasari, R. (2015). The Effects of Using Cornell Note-Taking Strategy on

the Students' Reading Comprehension. Jember: Muhammadiyah University.

Hidayati, D. (2018). Students difficulties in Reading Comprehension at the

First Grade of SMAN 1 Darussalam. Banda Aceh: Universitas Islam Darussalam.

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Husna, N. (2010). Step by Step to Reading Skill. Jakarta: Uin

Syarifhidayatullah University.

Informasi Pendidikan dan Kebudayaan. (n.d.). Retrieved May 4, 2020, from

Silabus K-13 SMA: www.silabus.web.id

Janette K. Klingner, S. V. (2015). Teaching Reading Comprehension to

Students with Learning Difficulties. New York: The Guilford Press.

Jayanti, F. G. (2016). Reading Difficulties: Comparison on Students' and

Teachers' Perception. ISELT, (p. 297).

Johaereni. (2017). The Effect of Using Cornell Note-Taking in Improving

Reading Comprehension. Mataram University.

John F. Savage, &. J. (1979). Teaching Reading to Children with Special

Needs. Boston: Allyn and Bacon Inc.

John J. DeBoer, &. M. (1964). The Teaching of Reading. New York: Holt,

Rinehart, and Winston Inc.

Kasimun, S. (2015). Upaya Meningkatkan Minat Baca Sebagai Sarana Untuk

Mencerdaskan Bangsa. Jurnal Bahasa Indonesia, Sastra, dan Pengajarannya, 81.

Khaki, N. (2014). Improving Reading Comprehension in a Foreign Language:

Strategic Reader. the Reading Matrix, 186.

Lauder, A. (2008). The Status and Function of English in Indonesia: A review

of Keyfactors. Journal of Social Humaniora, 10.

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Taking Strategies: web.wlu.ca

Lingineni Bhagya Lakhsmi, &. D. (2006). Reading and Comprehension. New

Delhi: Discovery Publishing House.

Louis Cohen, L. M. (2007). Research Method in Education. New York:

Routledge.

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Mari Borr, e. a. (2012). The Impact of the Cornell Note-Taking Method on

Students' Performance in a High School Family and Consumer Science Class. Journal

of Family and Consumer Science Education, 27.

McNamara, D. S. (2007). Reading Comprehension Strategies Theories,

Interventions, and Technologies. New York: Lawrence Erlbaum Associate.

Muhammad Davoudi, N. M. (2015). Impact of Cornell Note-Taking Method

Instruction on Grammar Learning of Iranian EFL Learner. Journal of Studies and

Education, 252.

Nuttal, C. (2005). Teaching Reading Skill in a Foreign Language. Macmillan.

Oakhill, J. (1993). Childrens' difficulties in Reading Comprehension. Journal

of Education Psychology, 224.

Pamella J. F, C. J. (2004). Teaching Reading-A Balanced Approach for

Today's Classroom. New York: McGraw-Hill.

Pardiyono. (2007). Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta:

Penerbit Andi.

Ratna Sari Dewi, e. a. (2020). Reading Interest and Reading Comprehension.

IRATDE, 242.

Sanggam Siahaan, &. K. (2008). Generic Text Structure. Yogyakarta: Graha

Ilmu.

Sarwoko. (2014). Mandiri English SMA: English on Target. Jakarta:

Erlangga.

Shaw, J. M. (2003). Materials and Method in ELT. Oxford: Blackwell

Publishing.

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Walter, P. (2011). How to Study in College 10th Edition. Boston: Wadsworth,

Cengage Learning.

Westwood, P. (2001). Reading and Learning Difficulties. Melbourne: Acer

Press.

Yayang Anjarsit, &. A. (2017). The Use of Cornell Note-Taking Technique to

Improve Listening Comprehension of Senior High School. JELT, 13.

Yuniarti, &. I. (2018). Developing Students' Note-Taking Skills through

Cornell Format. Banda Aceh: Syiah Kuala University.

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APPENDICES

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APPENDIX 1

REFERENCES EXAMINATION PAPER

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APPENDIX 2

PILOT STUDY OF PRE-TEST

Read the following text to answer questions number 1 to 3.

A Story from the Farm Yard

Two roosters were fighting fiercely to be the king of the farm yard. One finally

gained advantage and the other surrendered.

The loosing rooster slunk away and hid itself in a quiet corner. The winner flew

up to a high wall, flapped its wings and crowed its victory, as loud as it could.

Suddenly, an eagle came sailing through the air and carried it off, with its talons.

The loosing rooster immediately came out of its corner and ruled the farm yard from

then on.

1. From the text we know that

A. Only one rooster can rule the

roost

B. The roosters are fighting to flap

their wings

C. The eagle had watched them all

day

D. The farm needs a new king

E. Flapping competition for

roosters

2. What is the main idea of paragraph

3?

A. An eagle watching the rooster

from a distance

B. The loosing rooster came out

from its hiding place

C. The eagle took the winning

rooster as its prey

D. The winning rooster celebrates

its winning proudly

E. The eagle give food to the

winning rooster

3. What can we learn from the story?

A. There's always a bigger enemy

in this life

B. Your friend can be your enemy

C. Always grab an opportunity

before you

D. Don't be cocky when we have

achieved our goal

E. Take some advantages from the

others

Read the following text to answer questions number 4 to 7.

Mouse Deer and Mr. Crocodile

One day, a mouse deer was walking by the river. He was very starving because he

hadn't eaten since morning. It was midday. But he found nothing in the land but dying

trees. "Huh... I hate this branches, I don't like it!"

Across the river, there was green grassland, with young leaves. 'Hmm.. it seems

delicious' imagined the mouse deer, 'but how can I get there? I can't swim, the current

is very rapid?'

The mouse deer was figuring out the way how to reach there. Suddenly, he

jumped to the water. he then walked to the edge of the river. He didn't see the

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reflection because the water flowed very fast. He dipped one of his fore legs into the

water. A few moment later, appeared Mr. Crocodile showing his sharp teeth. He then

laughed, "Ha... ha... ha, you can't run away from me, You'll be my tasty lunch!" said

the crocodile.

"Of course I can't. You are very strong, Mr. Croco," replied the mouse deer

frightenedly. Then, the other crocodiles approached moving slowly. They approached

the edge of the river.

"But, before you all have a party, I wonder how many your members are there in

the river. If I know your number exactly, I can distribute my meat evenly," said the

mouse deer.

"Oh...o, great, good idea! But we are a large group, I can't count it precisely," Mr.

Croco moaned.

"Leave it to me, and I can make it for you!" Now, can you ask the others to line

up, from one edge to the other edge of the river? The mouse deer requested.

Then the crocodiles arranged themselves in line from one edge to the other edge

of the river. The mouse deer jumped to the body of one crocodile to the others while

he was counting, 'one, two, three; and so forth up to ten. Then at last he arrived at

grassland, and he thanked to the dumb crocodiles.

4. Why did mouse deer want to go

across the river?

A. Because he was very hungry

B. Because he wanted to cheat

Mr. Crocodile

C. He wanted to eat some dying

trees

D. He was afraid of the current

of the river

E. He wanted to count the

crocodiles members

5. How many crocodiles were there

in the story above?

A. Three crocodiles

B. Four crocodiles

C. Ten crocodiles

D. Thirteen crocodiles

E. Not mentioned

6. " .... But we are a large group, I

can't count it precisely," The

underlined word has closest

meaning with....

A. Accurately

B. Objectively

C. Normally

D. Definitely

E. Obviously

7. After reading the text, we may

conclude that the mouse deer

was....

A. Ruling animal

B. Very greedy animal

C. Cunning animal

D. Dumb animal

E. Frightened animal

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Read the following text to answer questions number 8 to 10.

The Bear and the Two Friends

Once, two friends were walking through the forest. They knew that anything

dangerous can happen to them at any time in the forest. So they promised each other

that they would remain united in case of danger.

Suddenly, they saw a large bear approaching them. One of the friends at once

climbed a nearby tree. But the other one did not know how to climb. So being led by

his common sense, he lay down on the ground breathless, pretending to be a dead

man.

The bear came near the man lying on the ground. It smelt his ears and slowly

left the place. Because the bear did not touch him, the friend on the tree came down

and asked his friend on the ground, "Friend, what did the bear tell you into your ears?

"The other friend replied, "He advised me not to believe a false friend.

8. What can we get from the story?

A. We have to save ourselves

B. Don‟t go to the forest

C. We have to learn how to

climb

D. Bear will not harm a dead

man

E. True friend always stand by

us in ups and downs

9. "He advised me not to believe a

false friend." (Paragraph 3)

The underlined word refers to....

A. The bear

B. The dead man

C. The friend who cannot climb

D. The friend who climb the tree

E. The friend who be the dead

man

10. Where do you think the story

happened?

A. In the river

B. In the park

C. In the woods

D. In the zoo

E. In the garden

Read the following text to answer questions number 11 to 18.

Snow White

Once upon a time there lived a little girl named Snow White. She lived with

her aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn‟t have enough

money to take Snow White.

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Snow White didn‟t want her uncle and aunt to do that so she decided that it

would be best if she ran away. The next morning she ran away into the woods.

She was very tired and hungry. Then she saw a little cottage. She knocked but no

one answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. There they

found Snow White sleeping. Then Snow White woke up. She saw the dwarfs.

The dwarfs said, “What is your name?” Snow White said, “My name is Snow

White.”

Then, Snow White told the dwarfs the whole story.

The dwarfs said, “If you want, you may live here with us.” Snow White

answered, “Oh, could I? Thank you.”

Finally, Snow White and the seven dwarfs lived happily ever after.

11. What type of the text is used by

the writer?

A. Narrative

B. Report

C. Anecdote

D. Comparative

E. News item

12. To tell the plot, the writer use…

A. Rhetorical question and an

exclamation

B. Time sequences

C. Contrastive evidences

D. Past tense

E. Concessive conjunctions

13. Why Snow White ran away to the

woods?

A. Her parents passed away

B. Her uncle was angry with her

C. Her uncle and aunt would go

to America

D. Snow White was happy to run

away

E. Snow White liked playing in

the woods.

14. When did Snow White run away

to the woods?

A. In the afternoon

B. In the morning

C. In the evening

D. In the full moon

E. In the middle of night

15. Where did Snow White live after

she ran away to the woods?

A. She lived in the cave

B. She lived in the lion nest

C. She lived everywhere in the

woods

D. She lived in the dwarfs‟

cottage

E. She lived on the street

16. According to the text, before she

ran away into the woods, why did

Snow White live with her uncle

and aunt?

A. Because she loved them very

much

B. As a result of forcing attitude

from them

C. Because her parents were

dead

D. Because she were afraid of

the dwarfs

E. Because she ran away from a

monster

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17. The communicative purpose of

this text is…

A. To inform the readers about

important and newsworthy

events

B. To entertain readers with fairy

tale

C. To share an account of an

unusual event

D. To persuade readers to accept

his/her opinions

E. To denote or propose

something as the case

18. The organization of the text above

is…

A. Abstract, orientation, crisis,

incident, coda

B. Thesis, argument: plot-

elaboration, argument: plot-

elaboration, argument: plot-

elaboration, conclusion

C. Orientation, major

complication, resolution,

complication, resolution,

complication, major

complication

D. Description, background

events, sources

E. Orientation, event, event,

event

Read the following text to answer questions number 19-22

The Story of the Smart Parrot

A man in Puerto Rico had a wonderful parrot. There was no other parrot like it.

It was very, very smart. This parrot would say any word-except one. He

would not say the name of the town where he was born. The name of the town was

Catano.

The man tried to teach the parrot to say Catano. But the bird would not say the

word. At first the man was very nice, but then he got angry. “You are a stupid bird!

Why can‟t you say the word? Say Catano, or I will kill you!” but the parrot would not

say it. Then the man got to so angry that the shouted over and over, “Say Catano, or

I‟ll kill you!” but the bird wouldn‟t talk

One day after trying for many hours to make the bird say Catano, the man got

very angry. He picked up the bird and threw him into the chicken house. “You are

more stupid than the chickens. Soon I will eat them, and I will eat you, too.”

In the chicken house there are four old chickens. They were for Sunday‟s

dinner. The man put the parrot in the chicken house and left.

The next day the man came back to the chicken house. He opened the door

and stopped. He was very surprised at what he saw!

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He saw three dead chickens on the floor. The parrot was screaming at the

fourth chicken, “Say Catano, or I‟ll kill you!

19. Where does the story take place?

A. Indonesia

B. Brazil

C. Puerto Rico

D. New York

E. Jepang

20. From the text we learn that…

A. We have to follow others

B. We have to respect pet owner

C. We have to imitate others

D. We are not allowed to force

others

E. We are not allowed to help

others

21. Which statement is false

according to the text?

A. Catano was the name of the

city where the parrot came

from

B. The man got angry at the

parrot

C. The parrot couldn‟t say

Catano

D. The man killed the parrot

E. The parrot could say Catano

22. “It was very, very smart” The

underlined word refers to…

A. The chicken

B. The man

C. The Catano

D. The city

E. The bird

Read the following text to answer questions number 23-32

A Woman and the Wolves

A long time ago, very few people lived in the New Territories. There were

only a few villages. If the people wanted to go from one village to another, they often

had to pass through wild and unsafe forest.

One day, a farmer‟s young wife went to the next village to visit her own

mother and brother. She brought along her baby son. When it was time for her to

leave, her brother said “ it is getting dark. Let my son, Ah Tim go with you though

the forest.”

So Ah Tim led the way and the young woman followed behind, carrying her

baby. When they were in the forest, suddenly they saw a group of wolves. They

began to run to avoid the danger, but Ah Tim kicked against a stone and fell down. At

once the wolves caught him. The young woman cried to the wolves, “please eat my

own son instead.” Then, she put her baby son on the ground in front of the wolves

and took her nephew away.

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Everyone understood that this was because the woman was very good and

kind. She had offered her own son‟s life to save her nephew.

They ran back to the house and called for help. All men in the village fetched

thick sticks and went back with her into the forest. When they got there, they saw

something very strange. Instead of eating the woman‟s baby the wolves were playing

with him.

23. What separated between one

villages to another for a long time

ago in the New Territories?

A. Another village

B. Mountains

C. Forests

D. Hills

E. Towers and logs

24. Who was Ah Tim?

A. The young woman‟s brother

B. The young woman‟s son

C. The young woman‟s brother

and nephew

D. The young woman‟s brother‟s

son

E. One of the men who fetched a

stick

25. Who walked in front when they

were in the forest?

A. Ah Tm

B. The woman

C. The woman‟s son

D. Her brother‟s nephew

E. The baby and his mother

26. How could the wolves catch Ah

Tim ?

A. He was afraid

B. He was stumbled by a stone

C. He ran slowly

D. The woman cried

E. The wolves were good

runners

27. The woman gave her son to the

wolves because…

A. She loved her nephew than

her son

B. She thought about how her

brother would be

C. She wanted her son was eaten

by the wolves

D. She was crazy

E. She kept a grudge on his

brother

28. What did the villagers bring sticks

for?

A. For the weapon to beat the

wolves

B. To bring the woman‟s

nephew

C. For the fire woods

D. For play

E. For building a house for the

woman.

29. “All men in the village fetched

thick stick … the word “fetched”

has a similar meaning to..

A. Received

B. Caught

C. Got

D. Hit

E. Lifted

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30. From the passage we learn that the

villages were ….

A. Located in one huge area

B. Situated in a large district

C. Separated by untamed jungles

D. Wild and unsafe

E. Dark and very dangerous

31. The brother let her son go with his

aunt as she left home because ….

A. Ah Tim wanted to see the

wolves

B. His aunt wanted him to come

long

C. Ah Tim was bored to live

with his parents

D. The baby was too cute to be

alone

E. Ah Tim would be a guardian

for them

32. What is the purpose of the writer

by writing the story above?

A. To describe the danger of the

villages

B. To entertain the readers of the

story

C. To tell the villagers‟

relationship

D. To explain how important a

relative is

E. To narrate how the wolves

were playing with the baby.

Read the following text to answer questions number 33 to 35

Long time ago there lived a king of a kingdom of Kediri, Raden Putra. He

liked cock fighting. One of his wives told him that the queen had put poison in his

food. The king was very angry. Without thinking deeply, he ordered his soldiers to

bring the queen to a wood and kill her. But the soldiers took a pity on her as at that

time she was pregnant. They did not kill her.

When the queen gave birth to a baby boy, she named him Cinde Laras. In his

15, he had a cock. Cinde Laras liked cock fighting, too. His cock was strong, so it

won all fight. Hearing it, the king invited Cinde Laras to the palace for a cock

fighting. In a fight, his cock could easily beat the king‟s cock. Everybody was

surprised when Cinde Laras‟ cock crowed “Cockledodo, I am Cinde Laras‟ cock,

who lived in the wood, the son of Raden Putra”

The king was very surprised. Cinde Laras told him that he was the son of the

queen who now lived in the wood. It made the king regretted his unwise

decision. The King regretted his unwise decision. After that the king met the queen

in the wood. Then he brought them back to palace and he punished his evil wife.

33. What does the text tell us about?

A. Cinde Laras.

B. Raden Putra.

C. A cock fighting.

D. A King of Kediri Kingdom.

E. A Queen of Kediri Kingdom

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34. Why did the soldiers bring the

queen to the forest?

A. Because the soldiers did not

like the queen.

B. Because the soldiers are asked

by the King.

C. Because the soldiers wanted

to kill the queen

D. Because the queen put poison

into the King‟s.

E. Because the queen wanted to

live in the forest.

35. What can we learn from the story?

A. Be wise in every decision you

make.

B. Honest is the best attitude in

our life.

C. Patient will give us a peaceful

life.

D. Be a brave person

E. Don‟t worry about your

future.

36. Arrange these jumbled sentences

to make a meaningful narrative

text.

1. When he returned home, his

father told him that if he had

helped the miners to dig, they

would have bought his salt.

2. The man next went to a house

where a wedding was taking

place.

3. A stupid man was sent by his

father to sell salt.

4. There he dug a huge hole.

5. He first went to a mining area

but nobody there wanted his

salt.

6. This made the people angry

and they chased him away.

The best arrangement is … .

A. 3 – 5 – 1 – 2 – 4 – 6

B. 1 – 2 – 3 – 5 – 4 – 6

C. 5 – 6 – 3 – 1 – 3 – 4

D. 3 – 1 – 5 – 6 – 4 – 2

E. 6 – 1 – 3 – 5 – 2 – 4

Read the following text to answer question number 37-40

A father lived in village with his three sons. People said that he first two son

was very clever but the third lad was simple and a fool. One day, the father wanted to

test all his three sons. He wanted to see who was the smartest son. He built a hut at

the edge of his pasture. He said to his son, “I am giving this small house to one of

you. It will belong to the one who can fill it completely. Not even a corner is to be

left empty.”

Then, the oldest son tried the quiz. He bought a horse and brought It into the

hut. However, the horse only filled one corner of the house, then the second son tried

to fill the hut with a load of hay, but the hay only filled a half of the hut.

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Then it was the third son‟s chance. He thought a lot about what to do. “Now I

know the answer,” he said. He bought a candle and rushed to the hut. The hut was full

of light, every corner, nook and cranny. Now, the father knew that the youngest son,

whom everyone thought was a fool, was the smartest. He, then, gave the hut to him

37. What is the purpose of the text?

A. To entertain the readers

B. To show the wisdom of the

father

C. To describe the richness of the

father

D. To persuade the reader to buy a

small hut

E. To describe how smart the

youngest son was.

38. Why did the father hold the

contest?

A. To show his wisdom

B. To give one of his son a hut

C. To keep the hay from his

pasture

D. To test which son was the

smartest

E. To motivate his children to

work hard

39. What can we learn from the

story?

A. Light is more important than

meat and rice

B. Don‟t believe in other‟s

judgement

C. A father should be wise

D. We have to work hard

E. Do what you can do

40. “…who can fill it completely.”

(paragraph 1) The underlined

pronoun refers to..

A. The quiz

B. The edge

C. A corner

D. His pasture

E. This small house

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APPENDIX 3

PILOT STUDY OF POST-TEST

Read the following text to answer questions number 1 to 5

A Dream of Nanke

In Tang Dynasty, there lived a person called Chun Yufen, who thought

himself a wise man but was not recognized by people then. So he often felt sad and

drank down to pass his time. One day, he was drinking under an old pagoda tree, to

the south of his house. he soon fell asleep and had a dream.

In his dream, Chun Yufen met with an atomy who introduced himself to Chun

Yufen that he came to invite him to the great Kingdom of Pagoda. Chun Yufen gladly

went there with him. He found himself into a fairy world with many red gates,

magnificent palaces, luxuriant pavilions and beautiful gardens; in a word, it couldn‟t

be found in the real world.

The king appreciated him very much so that he was named the head of Nanke.

Soon after, he married the king‟s pretty daughter. Chun Yufen was so happy with the

life there that he totally forgot his hometown and his family.

But it was not long before the kingdom was invaded by another country and

Chun Yufen had to lead the troops to hold out the enemies. Unfortunately, his troops

were defeated and his wife died. Chun Yufen was badly hit and he felt very

disappointed to himself, so he decided to leave the Kingdom of Pagoda.

In the end, he was sent home by the atomy. As soon as he arrived home, he

woke up to realize what had happened was just a dream, which only took him a short

time to have. There lay the half glass of alcohol on the ground in front of him. And

there was an ant creeping on one of his feet. Looking down from the little creature he

found an ant nest in the old pagoda tree. “Oh, it must have been the ant nest that I

entered and took for that kingdom in my dream.” he murmured.

1. According to the text, Chun Yufen

is ….

A. Wise

B. Foolish

C. Bothering

D. Annoying

E. Irritating

2. “How fabulous the kingdom is” is

the main idea of paragraph ….

A. 1

B. 2

C. 3 D. 4

E. 5

3. What is the best title of the text

above?

A. Nanke‟s Kingdom

B. A dream of Nanke

C. The Tang Dynasti

D. Yufen‟s daughter

E. Yufen‟s History

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4. What can we learn from the story?

A. It is not good for people to live

in their dream world.

B. Living in a luxurious kingdom

will certainly interesting.

C. It is advisable for people to live

in a very glamorous

surrounding.

D. The King of Pagoda invited

Chun Yufen to marry his pretty

daughter

E. It is good believe in dream

5. “Unfortunately, his troops were

defeated and his wife died.”

What does the underlined phrase

mean?

A. Were conquered

B. Were praised

C. Were known

D. Were killed

E. Were surrended

Read the following text to answer questions number 6 to 9

The Legend of Nyi Roro Kidul

Once upon a time, there was a beautiful princess named Kadita. Because of

her beauty she was called Dewi Srengenge. It means the goddess of sun. Her father

was King Munding Wangi. Although he had a beautiful daughter, he was unhappy

because he always expected to have a son.

The King decided to marry Dewi Mutiara. He had a son from her. Dewi

Mutiara wanted her son to become a king in the future. She asked the King to send

his daughter away. The King did not agree.

Dewi Mutiara called a black wizard to curse Kadita. She wanted Kadita‟s

beautiful body full of ulcer. Then, Kadita‟s body was full of ulcer. It smelled bad. The

beautiful princess cried. The King was very sad. No one could cure his daughter‟s

illness. The King did not want her daughter to be a rumor so he sent his daughter

away. The poor princess did not know where to go. However, she had a noble heart.

She did not have any bad feeling about her step mother.

She walked for almost seven days and seven nights. Then, she came to the

South Ocean. The ocean was so clean and clear. She jumped into the water and

swam. Suddenly, there was a miracle. The ocean water cured her illness. She became

more beautiful than before. She also had a power to command the whole South

Ocean. She became a fairy called Nyi Roro Kidul or The Queen of South Ocean.

6. What cured the princess from her

illness?

A. The ocean.

B. Her noble heart.

C. The black wizard.

D. The Queen of the Ocean.

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E. The ulcer

7. Kadita‟s beautiful body full of

ulcer. (par. 2)

What does the underlined word

mean?

A. Fragrance

B. Perfume

C. Smell

D. Sore

E. Scar

8. Why did the king send his

daughter away?

A. His son wanted to be a king.

B. His daughter‟s body smelled

bad.

C. He did not want her to be a

rumor.

D. The princess had a power to

command the sea.

E. His daughter is embarrassing

9. What do we learn from the story?

A. A good heart will guide us to

get blessing life.

B. The south ocean water will

cure our illness.

C. Be careful, others may trick

us in our life.

D. To get success we must walk

far away.

E. Do not trust anybody

Read the following text to answer questions number 10 to 13

Sand and Stone Ikhwan and Arif were walking through the desert. During some point of the

journey, they had an argument and Ikhwan slapped Arif in the face. Arif was hurt, but

he said nothing and wrote in the sand: “TODAY MY BEST FRIEND SLAPPED ME

IN THE FACE.”

They kept on walking and finally found an oasis. They decided to take a bath.

Suddenly, Arif slipped on moss, hit his head and started drowning, but Ikhwan saved

him. After Arif gained his consciousness, he carved on a stone” “TODAY MY BEST

FRIEND SAVED MY LIFE.”

Ikhwan asked Arif, “After I hurt you, you wrote in the sand and now, you carved on a

stone, why?

Arief replied, “When someone hurt us, we should write it down in sand where winds

of forgiveness would blow it away and when someone does something good for us,

we must engrave it in stone where no wind can ever erase it.

10. Why did Arif carve on a stone?

Because ……

A. They have an argument

B. His friend had hurt him

C. He wanted to forget it

D. He wanted to remember it

E. He wanted his friends being

nice

11. What is the main idea of the

second paragraph?

A. They kept on walking until

they found an oasis.

B. Arif slipped on moss and

started drowning.

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C. They slipped on moss and

started drowning.

D. They like to write on the

stone and sand.

E. Arif carved a stone

12. What can you learn from the text

above?

A. Forgive people and

remember one‟s kindness

B. Learn to carve your benefits

in stone

C. Learn to write your hurts in

the sand

D. Do everything well for

everyone

E. Be nice people

13. ″………. but Ikhwan saved

him.” (paragraph 2

The underlined word refers to

…………

A. The friend of the writer

B. The friend who saved his

friend

C. The one who had been

slapped

D. One of the reader‟s friends

E. The friend who does not

curved a stone

Read the following text to answer questions number 14 to 17

There was a little boy who had a bad temper. His father gave him a bag of

nails and told him that every time he lost his temper, he must hammer a nail into the

fence.

The first day the boy had driven 37 nails into the fence. Over the next few

weeks as he learned to control his anger, the number of nails hammered daily,

gradually dwindled down. He discovered it was easier to hold, his temper than to

drive those nails into the fence. Finally the day came when the boy didn‟t lose his

temper at all. He told his father about it and the father suggested that the boy should

pull out one nail for each day that he was able to hold his temper.

The days passed and the young boy was finally able to tell his father that all

the nails were gone. The father took his son by the hand and led him to the fence. He

said “You have done well, my son, but look at the holes in the fence. The fence will

never be the same. When you say things in anger, they leave a scar just like this one.”

You can put a knife in a man and draw it out. It won‟t matter how many times

you say I‟m sorry, the wound is still there.

14. Why did the boy drive fewer

nails into the fence than he did

before?

A. The number of nails he got

was limited.

B. He had been able to control

his anger.

C. He lost his temper when he

nailed the fence.

D. His father suggested that he

pulled out the nails.

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E. His nails are broken

15. What is the main idea of

paragraph 2?

A. The first day the boy had

driven 37 nails into the fence.

B. The boy did not lose his

temper after hammering the

fence.

C. It was easier to hold temper

than to drive the nails.

D. The boy did his father‟s

suggestion to control his

temper.

E. The boy hit his nails

16. What can we learn from the story?

A. Do not hurt other people‟s

feeling.

B. Everyone can get angry, so

be careful.

C. Do not be angry, because it

hurts our heart.

D. Making someone angry will

hurt you.

E. Suggest people to be don‟t

angry easily

17. “………. , they leave a scar just

like this one.” (paragraph 3)

The underlined word refers to

……………

A. The thing

B. The scar

C. The fence

D. The hole

E. The nails

Read the following text to answer questions number 18 and 19

There was a handsome man named Batara Guru Sahala, who enjoyed fishing

so much. One day, he caught a fish. He was surprised to find out that the fish could

talk. The fish begged him to set it free.

Batara Guru Sahala could not bear it. He made the fish free. As soon as it was

free, the fish changed into a very beautiful woman. Batara Guru Sahala fell in love

with that fish-woman and wanted to marry her. Batara Guru Sahala promised to keep

the secret that she had been a fish and would never tell anybody about it.

They were married happily. They had two daughters. One day Batara Guru

Sahala got very angry with his daughters. He could not control his temper. He

shouted angrily and got the word of fish to his daughters. The daughters were crying.

They found their mother and told her about it.

The mother was, very angry. Batara Guru Sahala broke his promise. The

mother was shouting angrily, then the earth began to shake. Volcanoes started to

erupt. The earth formed a very big hole. People believed that the big hole became a

lake. Today the lake is known as Toba lake.

18. From the text, we know that …

A. Sahala‟s daughters were a

captured fish

B. Sahala changed into fish too

C. Sahala broke his promise to

his wife

D. The daughters and father are

fish

E. Sahala angry to his daughter

19. What can you learn from the text

above? We should …………..

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A. Promise to our wife

B. Promise to our husband

C. Break our promise

D. Keep our promise

E. Do not be angry easily

Read the following text to answer questions number 20 to 24

A long time ago, there lived on the island of Bali a giant-like creature named

Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer as

well as a creator. He was satisfied with the meal, but this meant for the Balinese

people enough food for a thousand men.

Difficulties arose when for the first time the barns were almost empty and the

new harvest was still a long way off. This made Kbo Iwo wild with great anger. In

his hunger, he destroyed all the houses and even all the temples. It made the Balinese

turn to rage.

So, they came together to plan steps to oppose this powerful giant by using his

stupidity. They asked Kbo Iwo to build them a very deep well, and rebuild all the

houses and temples he had destroyed. After they fed Kbo Iwo, he began to dig a deep

hole.

One day he had eaten too much, he fell asleep in the hole. The oldest man in

the village gave a sign, and the villagers began to throw the limestone they had

collected before into the hole. The limestone made the water inside the hole is

boiling. Kbo Iwo was buried alive. Then the water in the well rose higher and higher

until at last it overflowed and formed Lake Batur. The mound of earth dug from the

well by Kbo Iwo is known as Mount Batur.

20. Which the following fact is true

about Kbo Iwo?

A. Kebo Iwo ate a little amount of

meat

B. Kebo Iwo is a destroyer that

cannot make anything

C. Kebo Iwo was angry because

his food was stolen by Balinese

people

D. Kebo Iwo destroyed all the

house but not the temple

E. Kebo eat food was equal for

food of thousand people

21. Why did Kbo Iwo feel angry to

the Balinese people?

A. Because Balinese people ate

his meal

B. Because Balinese people took

his food so his barns was

empty

C. Because Balinese people didn‟t

give him food

D. Because Balinese people were

in hunger

E. Because Balinese people turned

to rage

22. According to the story, if Kbo Iwa

is never existed in Bali island,

what do you think will happen?

A. There will be no Bali island

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B. Bali People will never be angry

C. People in Bali will live in a

prosperous way

D. We are not able see the beauty

of Lake Batur

E. Mount Batur will not be a

sacred place now

23. “So, they came together to plan

steps to oppose this powerful

giant……” (Paragraph 3). The

antonym of the word “oppose “

is….

A. Support

B. Defeat

C. Turn Against

D. Beat

E. Change

24. What is mount batur?

A. A lake build by Kbo Iwa

B. A well dug by Kbo iwa

C. The mountain build by Kbo

Iwa

D. A mound of earth dug from the

well by Kbo iwa

E. A home build by Balinese

people to Kbo Iwa

Read the following text to answer questions number 25 to 34

Once upon a time in west java, lived a writer king who had a beautiful

daughter. Her name was Dayang Sumbi. She liked weaving very much. Once she

was weaving a cloth when one of her tools fell to the ground. She was very tired, at

the same time she was too lazy to take it. Then she just shouted out loudly.

Anybody there! Bring me my tool. I will give you special present. If you are

female, i will consider you as my sister if you are male, I will marry you sunddenly a

male dog, its name was Tumang came. He brought her the falling tool. Dayang

Sumbi was very surprised. She regretted her words but she could not deny it. So she

had marry Tumang and leave her father. Then they lived in a small village.

Several months later they had a son. His name was Sangkuriang. He was a

handsome and healthy boy. Sangkuriang liked hunting very much, especially deer.

He often hunted to the wood usying his arrow. When he went hunting , Tumang was

always with him.

One day Dayang Sumbi wanted to have deer‟s heart so she asked

Sangkuriang to hunt for a deer. Then Sangkuriang when to the wood with his arrow

and his faithful dog. Tumang, but afher several days in the wood Sangkuriang could

not find any deer. Then where all disappeared. Sangkuriang was exhausted and

desperate. He did not want to disappoint her mother so he killed Tumang. He did not

know that Tumang was his father. Tumang‟s heart to her mother. But Dayang

Sumbi knew that it was Tumang‟s heart. She was so angry that she could not control

her emotion. She hit Sangkuriang at his head Sangkuriang was wounded. There was

a scar in his head. She also repelled her son. Sangkuriang left her mother in sadness.

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Many years passed and Sangkuriang became a strong young man. He

wandered everywhere. One day he arrived. at his own village but he did not realize

it. There he met Dayang Sumbi. At the time Dayang Sumbi was given an eternal

beauty by God so she stayed young forever. Both of them did know each other. So

they fall in love and then they decided to marry. But then Dayang Sumbi recognized

a scar on Sangkuriang‟s head. She knew that Sangkuriang was his son. It was

impossible for them to marry. She told him but he did not beliave her. He wished

that they marry soon. So Dayang Sumbi gave very difficult condition. She asked

Sangkuriang to build a lake and a boat in one night! She said she needed that for

honeymoon.

Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang tired to

build them. By midnight he had completed the lake by building a dam in Citarum

river. Then he started making the boat. It was almost dawn when he almost finished

it. Meanwhile Dayang Sumbi kept watching on him. She was very worried when she

knew this. So she made lights in the east. Then the spiritis thought that was already

dawn. It was time for them to leave. They left Sangkuriang alone. Without their

help he could not finish the boat.

Sangkuriang was angry. He kicked the boat. Then the boat turned upside

down. It, leter, became Mounth Tangkuban Perahu which means an upside-down

boat from a distant the mount really looks like an upside down boat.

25. What is the story about?

A. A wrath son

B. West java‟s tales

C. Tumang a Dog husband

D. The legend of Tangkuban

Perahu

E. Dayang Sumbi‟s rejection to

marry Sangkuriang

26. According to the story, Tumang

was….

A. Actually a handsome prince

B. Married to dayang sumbi

C. Sangkuriang pet dog

D. Good at hunting deer

E. In fact dayang sumbi‟s father

27. What did Dayang Sumbi look

like?

A. She liked weaving clothers

B. She looked for the heart of a

deer

C. She was beautiful

D. She was looking at her fallen

tool

E. She and her son were alike

28. What made Dayang Sumbi stay

young?

A. She set up conditions in doing

things

B. A young man fall in love with

her

C. She married a dog

D. She knew how to take care her

body

E. God gave her an eternal beauty

29. Who are the main characters in

the story?

A. Dayang Sumbi and

Sangkuriang

B. The king Dayang Sumbi, the

dog and Sangkuriang

C. The king, Dayang Sumbi, the

dog, Sangkuriang, the ganie,

and the spiritis

D. The king, Dayang Sumbi, the

dog, Sangkuriang, the mount,

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the boat, the genie, and the

spiritis

E. The king, Dayang Sumbi,

sister, daughter, the dog, a

young man, Sangkuriang, the

mount, the boat, the genie, the

spiritis and God

30. What moral value can we learn

from the story?

A. People must keep their words

all the time

B. Do not make a promise to

easily

C. Never be reluctant to do good

things

D. We should not hate our

decendant

E. Just do what we have planned

31. “He brought her the falling tool”.

The underline word “He” refers

to……

A. Sangkuriang

B. Tumang

C. Dayang Sumbi

D. The king

E. Father

32. “if you are male, I will marry you‟

(paragraph 2). The sentence

means that the one who helped

Dayang Sumbi became her….

A. Husband

B. Maid

C. Boss

D. Son

E. King

33. The complication starts when….

A. Sangkuriang arrived at his own

village

B. Tumang came bringing Dayang

Sumbi fallen thing

C. Dayang Sumbi asked

Sangkuriang to find deer‟s

heart

D. Dayang Sumbi and

Sangkuriang fellinlove and

decided to marry

E. Dayang Sumbi asked

Sangkuriang to build a lake and

a boat in one night

34. “once upon a time, in west java,

Indonesia lived a wise king who had

beautiful daughter.” (paragraph 1).

What is the function of the sentence

above?

A. A crisis

B. A complication

C. An orientation

D. A reorientation

E. A resolution

Read the following text to answer questions number 35 to 38

Once upon a time, Roro Anteng and Joko Seger lived on the foot of Mount

Bromo. – After six years of marriage, they had not had any children. They prayed

pleaded to Gods for children. Their prayer was granted in one condition. They should

sacrifice their youngest son to the Bromo crater

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After sometime, Roro Anteng gave birth to a child, and it happened every year until

they had 25 children. They lived happy and forgot about the agreement. The mount

Bromo erupted signaling that the Gods asked the couple to fulfill their promise. But

they didn‟t want their youngest son, Raden Kusuma, to be sacrificed to the crater.

Raden Kusuma learned about the deal his parents had made. Meanwhile the lava from

the crater had made the people Iiving near the mountain suffered.

Since Raden Kusurna was a kind and noble man, he didn‟t want his siblings

and other people suffered because of him, Therefor, he went to Mount Bromo and

sacrificed himself to the crater, the eruption suddenly stopped. After that day, the

Tengger people have given offerings to the crater, as Raden Kusuma had sacrificed

himself before.

35. What is the text about?

A. Roro Anteng

B. Mount Bromo

C. Roro Anteng and Raden

Kusuma

D. Roro Anteng and Joko Seger

E. Joko Seger and Raden

Kusuma

36. From the text we know that Roro

Anteng and Joko…..

A. Agreed to their son‟s behavior

B. Really loved Raden Kusuma

C. Disliked their youngest son

D. Let their son kill himself

E. Hated their son

37. What can we learn from the text?

A. Parents must not promise to

do anything

B. Keeping our promise is

unnecessary

C. All parents love their children

D. We have to fulfill our promise

E. Children must respect their

parents

38. Arrange the following sentences

into a coherent paragraph

1. He was very hungry and weak

2. Nobody wanted to help the

little boy.

3. Once upon a time, there was a

little boy, who was poor, dirty,

and smelly.

4. He came into a little village

5. He knocked at every door and

asked for some food, but

nobody cared about him

6. Finally, a generous old woman

helped him

7. She gave him shelter and a

meal.

The best arrangement of the sentences

is…

A. 5 – 1 – 7 – 4 – 2 – 6 – 3

B. 3 – 6 – 2 – 4 – 7 – 1 – 5

C. 3 – 4 – 1 – 5 – 2 – 6 – 7

D. 5 – 1 – 6 – 2 – 4 – 3 – 7

E. 4 – 5 – 2 – 1 – 3 – 6 – 7

Read the following text to answer question number 39-40

A long time ago, there lived a powerful king in china. He was successful in

bringing greatness to his kingdom. He made a lot of military conquests. Then his

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success made him worried about his life. He realised that one day he would get older

and finally die. So he wanted eternal life. He gave orders to all of his people to help

him live forever. Those who disobeyed the order would be punished severely. This

made everybody in the kingdom afraid of him.

The king had a military advisor, named Xu Fu. Xu Fu was very concerned

about the situation. He wanted to find a way to save the people. One day, Xu Fu came

to the palace. He told the king that there was special grass that could make king live

eternally. The grass could be found on an island for to the east. Xu Fu offered to find

the grass himself in condition that the king gave him 3000 girls, and 3000 boys to go

with him and enough food for 3 years. The emperor granted the request immediately

and let Xu Fu go to east. The king gave him two big ships

Two months later, Xu Fu and 6000 children departed to the east. The king

prepared a big party on their departure day. Soon, the king stopped, being cruel to

innocent citizens. He had already dreamt about living eternally. Day by day, he was

waiting for Xu Fu return

After five years pf hoping for Xu Fu return, thr king felt sick and died. Xu Fu and

the 6000 children never returned to china. They landed on a big island and stayed

there. When they grew up, they married each other and they became a big nation. The

nation now is known as Japan.

39. What was Xu Fu requested to

the emperor?

A. He wanted to live forever

B. He wanted to save the

people

C. He wanted to find magical

grass

D. He wanted to bring 300 boys

and 3000 girls

E. He wanted to return 6000

young boys and girls

40. What happened to the emperor

after five years?

A. He died

B. He was alive

C. He was injured

D. He was murdered

E. He punished Xu Fu

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APPENDIX 4

ANSWER KEY OF PILOT STUDY

PRE-TEST

1. A

2. B

3. D

4. A

5. C

6. A

7. C

8. E

9. A

10. C

11. A

12. B

13. C

14. B

15. D

16. C

17. B

18. C

19. C

20. D

21. D

22. E

23. C

24. D

25. A

26. B

27. A

28. C

29. D

30. E

31. D

32. A

33. B

34. A

35. A

36. B

37. D

38. B

39. E

40. C

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ANSWER KEY OF PILOT STUDY

POST-TEST

1. E

2. B

3. B

4. A

5. E

6. A

7. D

8. C

9. A

10. D

11. E

12. A

13. C

14. B

15. C

16. E

17. D

18. C

19. D

20. E

21. C

22. D

23. A

24. D

25. D

26. B

27. C

28. E

29. A

30. B

31. B

32. A

33. B

34. C

35. B

36. B

37. C

38. C

39. D

40. A

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APPENDIX 5

CONTENT VALIDITY OF PRE-TEST

Nama Sekolah : SMA Muhamadiyah 8 Ciputat

Mata Pelajaran : Bahasa Inggris

Kurikulum Acuan : Kurikulum 2013

Alokasi Waktu : 45 menit

Jumlah Soal : 40 (empat puluh)

Semester : II (dua)

KOMPETENSI

DASAR INDIKATOR

JENIS

SOAL

NOMOR

SOAL

3.9 Menganalisis fungsi

sosial, struktur teks,

dan unsur

kebahasaan pada

teks naratif

sederhana berbentuk

legenda rakyat,

sesuai dengan

konteks

penggunaannya.

Siswa mampu:

1. Menyebutkan karakteristik

narrative text. MC

10, 11, 12, 17,

32, 37

2. Menjelaskan struktur narrative

text. MC 18

3. Membedakan unsur kebahasaan

dalam narrative text MC

6, 9, 22, 29,

40

4. Mengurutkan paragraph acak dari

narrative text yang diberikan

menjadi paragraph yang benar

sesuai dengan urutan struktur teks

MC

36

4.15 Menangkap makna

teks naratif lisan

dan tulis berbentuk

legenda sederhana.

Siswa mampu:

1. Merangkum isi narrative text

yang telah dibaca. MC 7

2. Mengidentifikasi gagasan

utama (main idea), topik,

pesan moral dan judul dari

narrative text

MC 2, 3, 8, 20, 30,

33, 35, 39

3. Mengidentifikasi informasi

secara detail tentang isi dari

narrative text

MC

1, 4, 5, 13, 14,

15, 16, 19, 21,

23, 24, 25, 26,

27, 28, 31, 34,

38

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CONTENT VALIDITY OF POST-TEST

Nama Sekolah : SMA Muhamadiyah 8 Ciputat

Mata Pelajaran : Bahasa Inggris

Kurikulum Acuan : Kurikulum 2013

Alokasi Waktu : 45 menit

Jumlah Soal : 40 (empat puluh)

Semester : II (dua)

KOMPETENSI

DASAR INDIKATOR

JENIS

SOAL

NOMOR

SOAL

3.10 Menganalisis

fungsi sosial,

struktur teks, dan

unsur kebahasaan

pada teks naratif

sederhana berbentuk

legenda rakyat,

sesuai dengan

konteks

penggunaannya.

Siswa mampu:

5. Menyebutkan karakteristik narrative

text.

MC 29

6. Menjelaskan struktur narrative text. MC 33, 34

7. Membedakan unsur kebahasaan

dalam narrative text MC

5, 13, 2,

17, 31

8. Mengurutkan paragraph acak dari

narrative text yang diberikan menjadi

paragraph yang benar sesuai dengan

urutan struktur teks.

MC 38

4.16 Menangkap makna

teks naratif lisan

dan tulis berbentuk

legenda sederhana.

Siswa mampu:

4. Merangkum isi narrative text yang

telah dibaca

25, 35

5. Mengidentifikasi gagasan utama

(main idea), topik, pesan moral dan

judul dari narrative text

MC

2, 3, 4, 9,

11, 12,

15, 16,

19, 30, 37

6. Mengidentifikasi informasi secara

detail tentang isi dari narrative text MC

1, 6, 7, 8,

10, 14,

18, 20,

21, 22,

23, 24,

26, 27,

28, 32,

36, 39, 40

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APPENDIX 6

ANATEST OF PRE-TEST

REKAP ANALISIS BUTIR

=====================

Rata2= 21.45

Simpang Baku= 6.15

KorelasiXY= 0.69

Reliabilitas Tes= 0.82

Butir Soal= 40

Jumlah Subyek= 20

Btr Baru Btr Asli D.Pembeda

(%)

T.

Kesukaran Korelasi Sign. Korelasi

1 1 20.00 Sedang 0.246 -

2 2 40.00 Sedang 0.456 Sangat signifikan

3 3 100.00 Sedang 0.703 Sangat signifikan

4 4 80.00 Sedang 0.490 Sangat signifikan

5 5 0.00 Sedang 0.084 -

6 6 80.00 Sedang 0.592 Sangat signifikan

7 7 40.00 Sedang 0.291 -

8 8 20.00 Sedang 0.395 Signifikan

9 9 40.00 Sedang 0.421 Sangat signifikan

10 10 20.00 Sedang 0.185 -

11 11 80.00 Sedang 0.625 Sangat signifikan

12 12 40.00 Sedang 0.487 Sangat signifikan

13 13 40.00 Sedang 0.349 Signifikan

14 14 40.00 Sedang 0.471 Sangat signifikan

15 15 80.00 Sedang 0.459 Sangat signifikan

16 16 -40.00 Sedang -0.334 -

17 17 60.00 Sedang 0.446 Sangat signifikan

18 18 60.00 Sedang 0.425 Sangat signifikan

19 19 60.00 Sukar 0.404 Sangat signifikan

20 20 20.00 Sedang 0.139 -

21 21 -80.00 Sedang -0.539 -

22 22 20.00 Sedang 0.266 -

23 23 100.00 Sedang 0.578 Sangat signifikan

24 24 60.00 Sedang 0.536 Sangat signifikan

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25 25 40.00 Sedang 0.508 Sangat signifikan

26 26 0.00 Sedang 0.139 -

27 27 0.00 Sedang -0.105 -

28 28 20.00 Sedang 0.081 -

29 29 60.00 Sedang 0.291 -

30 30 100.00 Sedang 0.592 Sangat signifikan

31 31 60.00 Sedang 0.441 Sangat signifikan

32 32 -40.00 Sedang -0.227 -

33 33 100.00 Sedang 0.609 Sangat signifikan

34 34 100.00 Sedang 0.578 Sangat signifikan

35 35 60.00 Sedang 0.455 Sangat signifikan

36 36 20.00 Sedang 0.158 -

37 37 -20.00 Sedang 0.003 -

38 38 60.00 Sedang 0.473 Sangat signifikan

39 39 80.00 Sedang 0.562 Sangat signifikan

40 40 80.00 Sedang 0.609 Sangat signifikan

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APPENDIX 7

ANATEST OF POST-TEST

REKAP ANALISIS BUTIR

=====================

Rata2= 19.10

Simpang Baku= 6.76

KorelasiXY= 0.73

Reliabilitas Tes= 0.84

Butir Soal= 40

Jumlah Subyek= 20

Btr Baru Btr Asli D.Pembeda

(%)

T.

Kesukaran Korelasi Sign. Korelasi

1 1 60.00 Sedang 0.504 Sangat signifikan

2 2 80.00 Sedang 0.606 Sangat signifikan

3 3 40.00 Sedang 0.453 Sangat signifikan

4 4 40.00 Sedang 0.370 Signifikan

5 5 0.00 Sedang 0.163 -

6 6 40.00 Sedang 0.232 -

7 7 40.00 Sedang 0.403 Sangat signifikan

8 8 80.00 Sedang 0.504 Sangat signifikan

9 9 60.00 Sedang 0.354 Signifikan

10 10 0.00 Sedang -0.042 -

11 11 80.00 Sedang 0.569 Sangat signifikan

12 12 40.00 Sedang 0.349 signifikan

13 13 40.00 Sedang 0.403 Sangat signifikan

14 14 0.00 Sedang 0.034 -

15 15 40.00 Sedang 0.118 -

16 16 0.00 Sedang 0.195 -

17 17 60.00 Sedang 0.492 Sangat signifikan

18 18 80.00 Sedang 0.569 Sangat signifikan

19 19 80.00 Sedang 0.517 Sangat signifikan

20 20 80.00 Sedang 0.536 Sangat signifikan

21 21 60.00 Sedang 0.559 Sangat signifikan

22 22 0.00 Sedang -0.126 -

23 23 -20.00 Sedang 0.075 -

24 24 0.00 Sedang -0.001 -

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25 25 0.00 Sedang -0.194 -

26 26 -40.00 Sedang -0.118 -

27 27 60.0 Sedang 0.364 signifikan

28 28 20.00 Sedang -0.016 -

29 29 60.00 Sedang 0.487 Sangat signifikan

30 30 60.00 Sedang 0.692 Sangat signifikan

31 31 20.00 Sedang 0.146 -

32 32 40.00 Sedang 0.409 Sangat signifikan

33 33 60.00 Sedang 0.521 Sangat signifikan

34 34 0.00 Sedang -0.058 -

35 35 40.00 Sedang 0.418 Sangat signifikan

36 36 40.00 Sedang 0.351 signifikan

37 37 -20.00 Sedang -0.151 -

38 38 80.00 Sedang 0.657 Sangat signifikan

39 39 40.00 Sedang 0.392 signifikan

40 40 60.00 sedang 0.420 Sangat signifikan

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APPENDIX 8

INSTRUMENT OF PRE-TEST

Read the following text to answer questions number 1 to 3.

A Story from the Farm Yard

Two roosters were fighting fiercely to be the king of the farm yard. One finally

gained advantage and the other surrendered.

The loosing rooster slunk away and hid itself in a quiet corner. The winner flew

up to a high wall, flapped its wings and crowed its victory, as loud as it could.

Suddenly, an eagle came sailing through the air and carried it off, with its talons.

The loosing rooster immediately came out of its corner and ruled the farm yard from

then on.

1. From the text we know that

A. Only one rooster can

rule the roost

B. The roosters are

fighting to flap their

wings

C. The eagle had watched

them all day

D. The farm needs a new

king

E. Flapping competition

for roosters

2. What is the main idea of paragraph

3?

A. An eagle watching the

rooster from a distance

B. The loosing rooster came

out from its hiding place

C. The eagle took the winning

rooster as its prey

D. The winning rooster

celebrates its winning

proudly

E. The eagle give food to the

winning rooster

3. What can we learn from the story?

A. There's always a bigger enemy in this life

B. Your friend can be your enemy

C. Always grab an opportunity before you

D. Don't be cocky when we have achieved our goal

E. Take some advantages from the others

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Read the following text to answer questions number 4 and 5

Mouse Deer and Mr. Crocodile

One day, a mouse deer was walking by the river. He was very starving because he

hadn't eaten since morning. It was midday. But he found nothing in the land but dying

trees. "Huh... I hate this branches, I don't like it!"

Across the river, there was green grassland, with young leaves. 'Hmm.. it seems

delicious' imagined the mouse deer, 'but how can I get there? I can't swim, the current

is very rapid?'

The mouse deer was figuring out the way how to reach there. Suddenly, he

jumped to the water. he then walked to the edge of the river. He didn't see the

reflection because the water flowed very fast. He dipped one of his fore legs into the

water. A few moment later, appeared Mr. Crocodile showing his sharp teeth. He then

laughed, "Ha... ha... ha, you can't run away from me, You'll be my tasty lunch!" said

the crocodile.

"Of course I can't. You are very strong, Mr. Croco," replied the mouse deer

frightenedly. Then, the other crocodiles approached moving slowly. They approached

the edge of the river.

"But, before you all have a party, I wonder how many your members are there in

the river. If I know your number exactly, I can distribute my meat evenly," said the

mouse deer.

"Oh...o, great, good idea! But we are a large group, I can't count it precisely," Mr.

Croco moaned.

"Leave it to me, and I can make it for you!" Now, can you ask the others to line

up, from one edge to the other edge of the river? The mouse deer requested.

Then the crocodiles arranged themselves in line from one edge to the other edge

of the river. The mouse deer jumped to the body of one crocodile to the others while

he was counting, 'one, two, three; and so forth up to ten. Then at last he arrived at

grassland, and he thanked to the dumb crocodiles.

4. " .... But we are a large group, I

can't count it precisely," The

underlined word has closest

meaning with....

A. Accurately

B. Objectively

C. Normally

D. Definitely

E. Obviously

5. After reading the text, we may

conclude that the mouse deer

was....

A. Ruling animal

B. Very greedy animal

C. Cunning animal

D. Dumb animal

E. Frightened animal

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Read the following text to answer questions number 6 and 7

The Bear and the Two Friends

Once, two friends were walking through the forest. They knew that anything

dangerous can happen to them at any time in the forest. So they promised each other

that they would remain united in case of danger.

Suddenly, they saw a large bear approaching them. One of the friends at once

climbed a nearby tree. But the other one did not know how to climb. So being led by

his common sense, he lay down on the ground breathless, pretending to be a dead

man.

The bear came near the man lying on the ground. It smelt his ears and slowly

left the place. Because the bear did not touch him, the friend on the tree came down

and asked his friend on the ground, "Friend, what did the bear tell you into your ears?

"The other friend replied, "He advised me not to believe a false friend.

6. What can we get from the story?

A. We have to save ourselves

B. Don‟t go to the forest

C. We have to learn how to

climb

D. Bear will not harm a dead

man

E. True friend always stand by

us in ups and downs

7. "He advised me not to believe a

false friend." (Paragraph 3)

The underlined word refers to....

A. The bear

B. The dead man

C. The friend who cannot climb

D. The friend who climb the tree

E. The friend who be the dead

man

Read the following text to answer questions number 8 to 12

Snow White

Once upon a time there lived a little girl named Snow White. She lived with

her aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn‟t have enough

money to take Snow White.

Snow White didn‟t want her uncle and aunt to do that so she decided that it

would be best if she ran away. The next morning she ran away into the woods.

She was very tired and hungry. Then she saw a little cottage. She knocked but no

one answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. There they

found Snow White sleeping. Then Snow White woke up. She saw the dwarfs.

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The dwarfs said, “What is your name?” Snow White said, “My name is Snow

White.”

Then, Snow White told the dwarfs the whole story.

The dwarfs said, “If you want, you may live here with us.” Snow White

answered, “Oh, could I? Thank you.”

Finally, Snow White and the seven dwarfs lived happily ever after.

8. What type of the text is used by

the writer?

A. Narrative

B. Report

C. Anecdote

D. Comparative

E. News item

9. To tell the plot, the writer use…

A. Rhetorical question and an

exclamation

B. Time sequences

C. Contrastive evidences

D. Past tense

E. Concessive conjunctions

10. Why Snow White ran away to the

woods?

A. Her parents passed away

B. Her uncle was angry with her

C. Her uncle and aunt would go

to America

D. Snow White was happy to run

away

E. Snow White liked playing in

the woods.

11. The communicative purpose of

this text is…

A. To inform the readers about

important and newsworthy

events

B. To entertain readers with fairy

tale

C. To share an account of an

unusual event

D. To persuade readers to accept

his/her opinions

E. To denote or propose

something as the case

12. The organization of the text above

is…

A. Abstract, orientation, crisis,

incident, coda

B. Thesis, argument: plot-

elaboration, argument: plot-

elaboration, argument: plot-

elaboration, conclusion

C. Orientation, major

complication, resolution,

complication, resolution,

complication, major

complication

D. Description, background

events, sources

E. Orientation, event, event,

event

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Read the following text to answer questions number 13 to 15

The Story of the Smart Parrot

A man in Puerto Rico had a wonderful parrot. There was no other parrot like

it. It was very, very smart. This parrot would say any word-except one. He would not

say the name of the town where he was born. The name of the town was Catano.

The man tried to teach the parrot to say Catano. But the bird would not say the

word. At first the man was very nice, but then he got angry. “You are a stupid bird!

Why can‟t you say the word? Say Catano, or I will kill you!” but the parrot would not

say it. Then the man got to so angry that the shouted over and over, “Say Catano, or

I‟ll kill you!” but the bird wouldn‟t talk

One day after trying for many hours to make the bird say Catano, the man got

very angry. He picked up the bird and threw him into the chicken house. “You are

more stupid than the chickens. Soon I will eat them, and I will eat you, too.” In the

chicken house there are four old chickens. They were for Sunday‟s dinner. The man

put the parrot in the chicken house and left.

The next day the man came back to the chicken house. He opened the door

and stopped. He was very surprised at what he saw!. He saw three dead chickens on

the floor. The parrot was screaming at the fourth chicken, “Say Catano, or I‟ll kill

you!

13. Where does the story take place?

A. Indonesia

B. Brazil

C. Puerto Rico

D. New York

E. Jepang

14. From the text we learn that…

A. We have to follow others

B. We have to respect pet owner

C. We have to imitate others

D. We are not allowed to force

others

E. We are not allowed to help

others

15. Which statement is false

according to the text?

A. Catano was the name of the

city where the parrot came

from

B. The man got angry at the

parrot

C. The parrot couldn‟t say

Catano

D. The man killed the parrot

E. The parrot could say Catano

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Read the following text to answer questions number 16 to 19

A Woman and the Wolves A long time ago, very few people lived in the New Territories. There were

only a few villages. If the people wanted to go from one village to another, they often

had to pass through wild and unsafe forest.

One day, a farmer‟s young wife went to the next village to visit her own

mother and brother. She brought along her baby son. When it was time for her to

leave, her brother said “ it is getting dark. Let my son, Ah Tim go with you though

the forest.”

So Ah Tim led the way and the young woman followed behind, carrying her

baby. When they were in the forest, suddenly they saw a group of wolves. They

began to run to avoid the danger, but Ah Tim kicked against a stone and fell down. At

once the wolves caught him. The young woman cried to the wolves, “please eat my

own son instead.” Then, she put her baby son on the ground in front of the wolves

and took her nephew away.

Everyone understood that this was because the woman was very good and

kind. She had offered her own son‟s life to save her nephew.

They ran back to the house and called for help. All men in the village fetched

thick sticks and went back with her into the forest. When they got there, they saw

something very strange. Instead of eating the woman‟s baby the wolves were playing

with him.

16. The woman gave her son to the

wolves because…

A. She loved her nephew than

her son

B. She thought about how her

brother would be

C. She wanted her son was eaten

by the wolves

D. She was crazy

E. She kept a grudge on his

brother

17. “All men in the village fetched

thick stick … the word “fetched”

has a similar meaning to..

A. Received

B. Caught

C. Got

D. Hit

E. Lifted

18. From the passage we learn that the

villages were ….

A. Located in one huge area

B. Situated in a large district

C. Separated by untamed jungles

D. Wild and unsafe

E. Dark and very dangerous

19. What is the purpose of the writer

by writing the story above?

A. To describe the danger of the

villages

B. To entertain the readers of the

story

C. To tell the villagers‟

relationship

D. To explain how important a

relative is

E. To narrate how the wolves

were playing with the baby.

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Read the following text to answer questions number 20 to 22

Long time ago there lived a king of a kingdom of Kediri, Raden Putra. He

liked cock fighting. One of his wives told him that the queen had put poison in his

food. The king was very angry. Without thinking deeply, he ordered his soldiers to

bring the queen to a wood and kill her. But the soldiers took a pity on her as at that

time she was pregnant. They did not kill her.

When the queen gave birth to a baby boy, she named him Cinde Laras. In his

15, he had a cock. Cinde Laras liked cock fighting, too. His cock was strong, so it

won all fight. Hearing it, the king invited Cinde Laras to the palace for a cock

fighting. In a fight, his cock could easily beat the king‟s cock. Everybody was

surprised when Cinde Laras‟ cock crowed “Cockledodo, I am Cinde Laras‟ cock,

who lived in the wood, the son of Raden Putra”

The king was very surprised. Cinde Laras told him that he was the son of the

queen who now lived in the wood. It made the king regretted his unwise

decision. The King regretted his unwise decision. After that the king met the queen

in the wood. Then he brought them back to palace and he punished his evil wife.

20. What does the text tell us about?

A. Cinde Laras.

B. Raden Putra.

C. A cock fighting.

D. A King of Kediri Kingdom.

E. A Queen of Kediri Kingdom

21. What can we learn from the story?

A. Be wise in every decision

you make.

B. Honest is the best attitude in

our life.

C. Patient will give us a peaceful

life.

D. Be a brave person

E. Don‟t worry about your

future.

22. Arrange these jumbled sentences

to make a meaningful narrative

text.

7. When he returned home, his

father told him that if he had

helped the miners to dig, they

would have bought his salt.

8. The man next went to a house

where a wedding was taking

place.

9. A stupid man was sent by his

father to sell salt.

10. There he dug a huge hole.

11. He first went to a mining area

but nobody there wanted his

salt.

12. This made the people angry

and they chased him away.

The best arrangement is … .

A. 3 – 5 – 1 – 2 – 4 – 6

B. 1 – 2 – 3 – 5 – 4 – 6

C. 5 – 6 – 3 – 1 – 3 – 4

D. 3 – 1 – 5 – 6 – 4 – 2

E. 6 – 1 – 3 – 5 – 2 – 4

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Read the following text to answer question number 23 to 25

A father lived in village with his three sons. People said that he first two son

was very clever but the third lad was simple and a fool. One day, the father wanted to

test all his three sons. He wanted to see who is the smartest son. He built a hut at the

edge of his pasture. He said to his son, “I am giving this small house to one of you. It

will belong to the one who can fill it completely. Not even a corner is to be left

empty.”

Then, the oldest son tried the quiz. He bought a horse and brought It into the

hut. However, the horse only filled one corner of the house, then the second son tried

to fill the hut with a load of hay, but the hay only filled a half of the hut.

Then it was the third son‟s chance. He thought a lot about what to do. “Now I

know the answer,” he said. He bought a candle and rushed to the hut. The hut was full

of light, every corner, nook and cranny. Now, the father knew that the youngest son,

whom everyone thought was a fool, was the smartest. He, then, gave the hut to him.

23. Why did the father hold the contest?

A. To show his wisdom

B. To give one of his son a hut

C. To keep the hay from his pasture

D. To test which son was the smartest

E. To motivate his children to work hard

24. What can we learn from the story?

A. Light is more important than meat and rice

B. Don‟t believe in other‟s judgement

C. A father should be wise

D. We have to work hard

E. Do what you can do

25. “…who can fill it completely.” (paragraph 1) The underlined pronoun refers

to..

A. The quiz

B. The edge

C. A corner

D. His pasture

E. This small house

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APPENDIX 9

INSTRUMENT OF POST-TEST

Read the following text to answer questions number 1 to 3

A Dream of Nanke

In Tang Dynasty, there lived a person called Chun Yufen, who thought

himself a wise man but was not recognized by people then. So he often felt sad and

drank down to pass his time. One day, he was drinking under an old pagoda tree, to

the south of his house. he soon fell asleep and had a dream.

In his dream, Chun Yufen met with an atomy who introduced himself to Chun

Yufen that he came to invite him to the great Kingdom of Pagoda. Chun Yufen gladly

went there with him. He found himself into a fairy world with many red gates,

magnificent palaces, luxuriant pavilions and beautiful gardens; in a word, it couldn‟t

be found in the real world.

The king appreciated him very much so that he was named the head of Nanke.

Soon after, he married the king‟s pretty daughter. Chun Yufen was so happy with the

life there that he totally forgot his hometown and his family.

But it was not long before the kingdom was invaded by another country and

Chun Yufen had to lead the troops to hold out the enemies. Unfortunately, his troops

were defeated and his wife died. Chun Yufen was badly hit and he felt very

disappointed to himself, so he decided to leave the Kingdom of Pagoda.

In the end, he was sent home by the atomy. As soon as he arrived home, he

woke up to realize what had happened was just a dream, which only took him a short

time to have. There lay the half glass of alcohol on the ground in front of him. And

there was an ant creeping on one of his feet. Looking down from the little creature he

found an ant nest in the old pagoda tree. “Oh, it must have been the ant nest that I

entered and took for that kingdom in my dream.” he murmured.

1. “How fabulous the kingdom is” is the main idea of paragraph ….

A. 1

B. 2

C. 3

D. 4

E. 5

2. What is the best title of the text above?

A. Nanke‟s Kingdom

B. A dream of Nanke

C. The Tang Dynasti

D. Yufen‟s daughter

E. Yufen‟sHistory

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3. What can we learn from the story?

A. It is not good for people to live in their dream world.

B. Living in a luxurious kingdom will certainly interesting.

C. It is advisable for people to live in a very glamorous surrounding.

D. The King of Pagoda invited Chun Yufen to marry his pretty daughter

E. It is good believe in dream

Read the following text to answer questions number 4 to 6

The Legend of Nyi Roro Kidul

Once upon a time, there was a beautiful princess named Kadita. Because of

her beauty she was called Dewi Srengenge. It means the goddess of sun. Her father

was King Munding Wangi. Although he had a beautiful daughter, he was unhappy

because he always expected to have a son.

The King decided to marry Dewi Mutiara. He had a son from her. Dewi

Mutiara wanted her son to become a king in the future. She asked the King to send

his daughter away. The King did not agree.

Dewi Mutiara called a black wizard to curse Kadita. She wanted Kadita‟s

beautiful body full of ulcer. Then, Kadita‟s body was full of ulcer. It smelled bad. The

beautiful princess cried. The King was very sad. No one could cure his daughter‟s

illness. The King did not want her daughter to be a rumor so he sent his daughter

away. The poor princess did not know where to go. However, she had a noble heart.

She did not have any bad feeling about her step mother.

She walked for almost seven days and seven nights. Then, she came to the

South Ocean. The ocean was so clean and clear. She jumped into the water and

swam. Suddenly, there was a miracle. The ocean water cured her illness. She became

more beautiful than before. She also had a power to command the whole South

Ocean. She became a fairy called Nyi Roro Kidul or The Queen of South Ocean.

4. What cured the princess from her

illness?

A. The ocean.

B. Her noble heart.

C. The black wizard.

D. The Queen of the Ocean.

E. The ulcer

5. Why did the king send his

daughter away?

A. His son wanted to be a king.

B. His daughter‟s body smelled

bad.

C. He did not want her to be a

rumor.

D. The princess had a power to

command the sea.

E. His daughter is embarrassing

6. What do we learn from the story?

A. A good heart will guide us to

get blessing life.

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B. The south ocean water will

cure our illness.

C. Be careful, others may trick

us in our life.

D. To get success we must walk

far away.

E. Do not trust anybody

Read the following text to answer questions number 7 to 9

Sand and Stone Ikhwan and Arif were walking through the desert. During some point of the

journey, they had an argument and Ikhwan slapped Arif in the face. Arif was hurt, but

he said nothing and wrote in the sand: “TODAY MY BEST FRIEND SLAPPED ME

IN THE FACE.”

They kept on walking and finally found an oasis. They decided to take a bath.

Suddenly, Arif slipped on moss, hit his head and started drowning, but Ikhwan saved

him. After Arif gained his consciousness, he carved on a stone” “TODAY MY BEST

FRIEND SAVED MY LIFE.”

Ikhwan asked Arif, “After I hurt you, you wrote in the sand and now, you carved on a

stone, why?

Arief replied, “When someone hurt us, we should write it down in sand where winds

of forgiveness would blow it away and when someone does something good for us,

we must engrave it in stone where no wind can ever erase it.

7. What is the main idea of the

second paragraph?

A. They kept on walking until

they found an oasis.

B. Arif slipped on moss and

started drowning.

C. They slipped on moss and

started drowning.

D. They like to write on the

stone and sand.

E. Arif carved a stone

8. What can you learn from the text

above?

A. Forgive people and remember

one‟s kindness

B. Learn to carve your benefits

in stone

C. Learn to write your hurts in

the sand

D. Do everything well for

everyone

E. Be nice people

9. ″………. but Ikhwan saved him.”

(paragraph 2

The underlined word refers to

…………

A. The friend of the writer

B. The friend who saved his

friend

C. The one who had been

slapped

D. One of the reader‟s friends

E. The friend who does not

curved a stone

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Read the following text to answer questions number 10 and 11

There was a little boy who had a bad temper. His father gave him a bag of

nails and told him that every time he lost his temper, he must hammer a nail into the

fence.

The first day the boy had driven 37 nails into the fence. Over the next few

weeks as he learned to control his anger, the number of nails hammered daily,

gradually dwindled down. He discovered it was easier to hold, his temper than to

drive those nails into the fence. Finally the day came when the boy didn‟t lose his

temper at all. He told his father about it and the father suggested that the boy should

pull out one nail for each day that he was able to hold his temper.

The days passed and the young boy was finally able to tell his father that all

the nails were gone. The father took his son by the hand and led him to the fence. He

said “You have done well, my son, but look at the holes in the fence. The fence will

never be the same. When you say things in anger, they leave a scar just like this one.”

You can put a knife in a man and draw it out. It won‟t matter how many times

you say I‟m sorry, the wound is still there.

10. What is the main idea of

paragraph 2?

A. The first day the boy had

driven 37 nails into the fence.

B. The boy did not lose his

temper after hammering the

fence.

C. It was easier to hold temper

than to drive the nails.

D. The boy did his father‟s

suggestion to control his

temper.

E. The boy hit his nails

11. “………. , they leave a scar just

like this one.” (paragraph 3)

The underlined word refers to

……………

A. The thing

B. The scar

C. The fence

D. The hole

E. The nails

Read the following text to answer questions number 12 and 13

There was a handsome man named Batara Guru Sahala, who enjoyed fishing

so much. One day, he caught a fish. He was surprised to find out that the fish could

talk. The fish begged him to set it free.

Batara Guru Sahala could not bear it. He made the fish free. As soon as it was

free, the fish changed into a very beautiful woman. Batara Guru Sahala fell in love

with that fish-woman and wanted to marry her. Batara Guru Sahala promised to keep

the secret that she had been a fish and would never tell anybody about it.

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They were married happily. They had two daughters. One day Batara Guru

Sahala got very angry with his daughters. He could not control his temper. He

shouted angrily and got the word of fish to his daughters. The daughters were crying.

They found their mother and told her about it.

The mother was, very angry. Batara Guru Sahala broke his promise. The

mother was shouting angrily, then the earth began to shake. Volcanoes started to

erupt. The earth formed a very big hole. People believed that the big hole became a

lake. Today the lake is known as Toba lake.

12. From the text, we know that …

A. Sahala‟s daughters were a

captured fish

B. Sahala changed into fish too

C. Sahala broke his promise to

his wife

D. The daughters and father are

fish

E. Sahala angry to his daughter

13. What can you learn from the text

above? We should …………..

A. Promise to our wife

B. Promise to our husband

C. Break our promise

D. Keep our promise

E. Do not be angry easily

Read the following text to answer questions number 14 to 16

A long time ago, there lived on the island of Bali a giant-like creature named

Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer as

well as a creator. He was satisfied with the meal, but this meant for the Balinese

people enough food for a thousand men.

Difficulties arose when for the first time the barns were almost empty and the

new harvest was still a long way off. This made Kbo Iwo wild with great anger. In

his hunger, he destroyed all the houses and even all the temples. It made the Balinese

turn to rage.

So, they came together to plan steps to oppose this powerful giant by using his

stupidity. They asked Kbo Iwo to build them a very deep well, and rebuild all the

houses and temples he had destroyed. After they fed Kbo Iwo, he began to dig a deep

hole.

One day he had eaten too much, he fell asleep in the hole. The oldest man in

the village gave a sign, and the villagers began to throw the limestone they had

collected before into the hole. The limestone made the water inside the hole is

boiling. Kbo Iwo was buried alive. Then the water in the well rose higher and higher

until at last it overflowed and formed Lake Batur. The mound of earth dug from the

well by Kbo Iwo is known as Mount Batur.

14. According to the story, if Kbo Iwa

is never existed in Bali island,

what do you think will happen?

A. There will be no Bali island

B. Bali People will never be angry

C. People in Bali will live in a

prosperous way

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D. We are not able see the beauty

of Lake Batur

E. Mount Batur will not be a

sacred place now

15. “So, they came together to plan

steps to oppose this powerful

giant……” (Paragraph 3). The

antonym of the word “oppose “

is….

A. Support

B. Defeat

C. Turn Against

D. Beat

E. Change

16. What is mount batur?

A. A lake build by Kbo Iwa

B. A well dug by Kbo iwa

C. The mountain build by Kbo

Iwa

D. A mound of earth dug from the

well by Kbo iwa

E. A home build by Balinese

people to Kbo Iwa

Read the following text to answer questions number 27 to 21

Once upon a time in west java, lived a writer king who had a beautiful

daughter. Her name was Dayang Sumbi. She liked weaving very much. Once she

was weaving a cloth when one of her tools fell to the ground. She was very tired, at

the same time she was too lazy to take it. Then she just shouted out loudly.

Anybody there! Bring me my tool. I will give you special present. If you are

female, i will consider you as my sister if you are male, I will marry you sunddenly a

male dog, its name was Tumang came. He brought her the falling tool. Dayang

Sumbi was very surprised. She regretted her words but she could not deny it. So she

had marry Tumang and leave her father. Then they lived in a small village.

Several months later they had a son. His name was Sangkuriang. He was a

handsome and healthy boy. Sangkuriang liked hunting very much, especially deer.

He often hunted to the wood usying his arrow. When he went hunting , Tumang was

always with him.

One day Dayang Sumbi wanted to have deer‟s heart so she asked

Sangkuriang to hunt for a deer. Then Sangkuriang when to the wood with his arrow

and his faithful dog. Tumang, but afher several days in the wood Sangkuriang could

not find any deer. Then where all disappeared. Sangkuriang was exhausted and

desperate. He did not want to disappoint her mother so he killed Tumang. He did not

know that Tumang was his father. Tumang‟s heart to her mother. But Dayang

Sumbi knew that it was Tumang‟s heart. She was so angry that she could not control

her emotion. She hit Sangkuriang at his head Sangkuriang was wounded. There was

a scar in his head. She also repelled her son. Sangkuriang left her mother in sadness.

Many years passed and Sangkuriang became a strong young man. He

wandered everywhere. One day he arrived. at his own village but he did not realize

it. There he met Dayang Sumbi. At the time Dayang Sumbi was given an eternal

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beauty by God so she stayed young forever. Both of them did know each other. So

they fall in love and then they decided to marry. But then Dayang Sumbi recognized

a scar on Sangkuriang‟s head. She knew that Sangkuriang was his son. It was

impossible for them to marry. She told him but he did not beliave her. He wished

that they marry soon. So Dayang Sumbi gave very difficult condition. She asked

Sangkuriang to build a lake and a boat in one night! She said she needed that for

honeymoon.

Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang tired to

build them. By midnight he had completed the lake by building a dam in Citarum

river. Then he started making the boat. It was almost dawn when he almost finished

it. Meanwhile Dayang Sumbi kept watching on him. She was very worried when she

knew this. So she made lights in the east. Then the spiritis thought that was already

dawn. It was time for them to leave. They left Sangkuriang alone. Without their

help he could not finish the boat.

Sangkuriang was angry. He kicked the boat. Then the boat turned upside

down. It, leter, became Mounth Tangkuban Perahu which means an upside-down

boat from a distant the mount really looks like an upside down boat.

17. Who are the main characters in

the story?

A. Dayang Sumbi and

Sangkuriang

B. The king Dayang Sumbi, the

dog and Sangkuriang

C. The king, Dayang Sumbi, the

dog, Sangkuriang, the ganie,

and the spiritis

D. The king, Dayang Sumbi, the

dog, Sangkuriang, the mount,

the boat, the genie, and the

spiritis

E. The king, Dayang Sumbi,

sister, daughter, the dog, a

young man, Sangkuriang, the

mount, the boat, the genie, the

spiritis and God

18. What moral value can we learn

from the story?

A. People must keep their words

all the time

B. Do not make a promise to

easily

C. Never be reluctant to do good

things

D. We should not hate our

decendant

E. Just do what we have planned

19. “He brought her the falling tool”.

The underline word “He” refers

to……

A. Sangkuriang

B. Tumang

C. Dayang Sumbi

D. The king

E. Father

20. The complication starts when….

A. Sangkuriang arrived at his own

village

B. Tumang came bringing Dayang

Sumbi fallen thing

C. Dayang Sumbi asked

Sangkuriang to find deer‟s

heart

D. Dayang Sumbi and

Sangkuriang fellinlove and

decided to marry

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E. Dayang Sumbi asked

Sangkuriang to build a lake and

a boat in one night

21. “once upon a time, in west

java, Indonesia lived a wise

king who had beautiful

daughter.” (paragraph 1).

What is the function of the

sentence above?

A. A crisis

B. A complication

C. An orientation

D. A reorientation

E. A resolution

Read the following text to answer questions number 22 and 23

Once upon a time, Roro Anteng and Joko Seger lived on the foot of Mount

Bromo. – After six years of marriage, they had not had any children. They prayed

pleaded to Gods for children. Their prayer was granted in one condition. They should

sacrifice their youngest son to the Bromo crater

After sometime, Roro Anteng gave birth to a child, and it happened every year until

they had 25 children. They lived happy and forgot about the agreement. The mount

Bromo erupted signaling that the Gods asked the couple to fulfill their promise. But

they didn‟t want their youngest son, Raden Kusuma, to be sacrificed to the crater.

Raden Kusuma learned about the deal his parents had made. Meanwhile the lava from

the crater had made the people Iiving near the mountain suffered.

Since Raden Kusurna was a kind and noble man, he didn‟t want his siblings

and other people suffered because of him, Therefor, he went to Mount Bromo and

sacrificed himself to the crater, the eruption suddenly stopped. After that day, the

Tengger people have given offerings to the crater, as Raden Kusuma had sacrificed

himself before.

22. What is the text about?

A. Roro Anteng

B. Mount Bromo

C. Roro Anteng and Raden

Kusuma

D. Roro Anteng and Joko Seger

E. Joko Seger and Raden

Kusuma

23. Arrange the following sentences

into a coherent paragraph

8. He was very hungry and weak

9. Nobody wanted to help the

little boy.

10. Once upon a time, there was a

little boy, who was poor, dirty,

and smelly.

11. He came into a little village

12. He knocked at every door and

asked for some food, but

nobody cared about him

13. Finally, a generous old woman

helped him

14. She gave him shelter and a

meal.

The best arrangement of the sentences

is…

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A. 5 – 1 – 7 – 4 – 2 – 6 – 3

B. 3 – 6 – 2 – 4 – 7 – 1 – 5

C. 3 – 4 – 1 – 5 – 2 – 6 – 7

D. 5 – 1 – 6 – 2 – 4 – 3 – 7

E. 4 – 5 – 2 – 1 – 3 – 6 – 7

Read the following text to answer question number 24 and 25

A long time ago, there lived a powerful king in china. He was successful in

bringing greatness to his kingdom. He made a lot of military conquests. Then his

success made him worried about his life. He realised that one day he would get older

and finally die. So he wanted eternal life. He gave orders to all of his people to help

him live forever. Those who disobeyed the order would be punished severely. This

made everybody in the kingdom afraid of him.

The king had a military advisor, named Xu Fu. Xu Fu was very concerned

about the situation. He wanted to find a way to save the people. One day, Xu Fu came

to the palace. He told the king that there was special grass that could make king live

eternally. The grass could be found on an island for to the east. Xu Fu offered to find

the grass himself in condition that the king gave him 3000 girls, and 3000 boys to go

with him and enough food for 3 years. The emperor granted the request immediately

and let Xu Fu go to east. The king gave him two big ships

Two months later, Xu Fu and 6000 children departed to the east. The king

prepared a big party on their departure day. Soon, the king stopped, being cruel to

innocent citizens. He had already dreamt about living eternally. Day by day, he was

waiting for Xu Fu return

After five years pf hoping for Xu Fu return, thr king felt sick and died. Xu Fu and

the 6000 children never returned to china. They landed on a big island and stayed

there. When they grew up, they married each other and they became a big nation. The

nation now is known as Japan.

24. What was Xu Fu requested to

the emperor?

A. He wanted to live forever

B. He wanted to save the

people

C. He wanted to find magical

grass

D. He wanted to bring 300 boys

and 3000 girls

E. He wanted to return 6000

young boys and girls

25. What happened to the emperor

after five years?

A. He died

B. He was alive

C. He was injured

D. He was murdered

E. He punished Xu Fu

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APPENDIX 10

ANSWER KEY OF INSTRUMENT

PRE-TEST

1. A

2. B

3. D

4. A

5. C

6. E

7. A

8. A

9. B

10. C

11. B

12. C

13. C

14. D

15. D

16. C

17. C

18. D

19. D

20. A

21. A

22. A

23. D

24. B

25. E

POST-TEST

1. B

2. B

3. A

4. A

5. C

6. A

7. E

8. A

9. C

10. C

11. D

12. C

13. D

14. D

15. A

16. D

17. D

18. B

19. B

20. B

21. C

22. B

23. C

24. D

25. A

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APPENDIX 12

STUDENTS’ ANSWER SHEET OF

PRE-TEST

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STUDENTS’ ANSWER SHEET OF

POST-TEST

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APPENDIX 12

LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN

(Controlled Class)

Sekolah : SMA Muhammadiyah 8 Ciputat

Mata Pelajaran : Bahasa Inggris

Materi : Narrative Text

Kelas/Semester : X/II

Alokasi Waktu : 6 x 45 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian

yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri,

dan mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi internasional yang diwujudkan dalam

semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman.

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3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks

penggunaannya.

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda

sederhana.

C. Indikator

1.1.1 Menunjukan semangat dan motivasi yang tinggi dalam proses

pembelajaran

2.2.1 Menunjukkan perilaku jujur, disiplin, percaya diri dalam

berkomunikasi, baik dengan teman sebaya ataupun guru selama

proses pembelajaran

3.9.1 Menyebutkan karakteristik narrative text.

3.9.2 Menjelaskan struktur narrative text.

3.9.3 Membedakan unsur kebahasaan dalam narrative text

3.9.4 Mengurutkan paragraph acak dari narrative text yang diberikan

menjadi paragraph yang benar sesuai dengan urutan struktur teks.

4.15.1 Merangkum isi narrative text yang telah dibaca.

4.15.2 Mengidentifikasi gagasan utama (main idea) dari narrative text

D. Tujuan Pembelajaran

1. Siswa dapat menunjukan semangat dan motivasi yang tinggi dalam proses

pembelajaran

2. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam

berkomunikasi, baik dengan teman sebaya ataupun guru selama proses

pembelajaran

3. Siswa dapat menyebutkan karakteristik narrative text.

4. Siswa dapat menjelaskan struktur narrative text.

5. Siswa dapat membedakan unsur kebahasaan dalam narrative text

6. Siswa dapat mengurutkan paragraph acak dari narrative text yang

diberikan menjadi paragraph yang benar sesuai dengan urutan struktur

teks.

7. Siswa dapat merangkum isi narrative text yang telah dibaca.

8. Siswa dapat mengidentifikasi gagasan utama (main idea) dari narrative

text

E. Materi Pembelajaran

1. Pengertian

Naratif adalah jenis teks yang menceritakan kisah yang berisikan imajinasi

atau khayalan.

2. Fungsi Sosial

Menghibur para pembaca seolah-olah pembaca mengalami kejadian yang

sedang diceritakan

3. Struktur Teks

a) Orientation, introduce participant and setting of the story

b) Complication, a crisis arises

c) Resolution : the crisis is resolved for better or for worse

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4. Unsur Kebahasaan

Simple past, past continuous tense

5. Topik:

Malin Kundang, Sangkuriang, Danau Toba, Candi Prambanan, Telaga

Warna dan, Batu Menangis,

F. Media Pembelajaran

Buku pedoman guru, LKS, dan laptop

G. KEGIATAN PEMBELAJARAN

Pertemuan kesatu

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

a. Guru menarik perhatian siswa

dengan mengucapkan salam dan

membimbing siswa untuk berdoa

bersama bertujuan untuk

menanamkan sikap religious.

b. Guru mengecek kehadiran siswa

dan mengkondisikan siswa untuk

siap menerima pelajaran bertujuan

untuk menanamkan karakter disiplin

c. Guru menyampaikan langkah

kegiatan pembelajaran yang akan

dilakukan siswa selama

pembelajaran

d. Guru menyampaikan tujuan

pembelajaran yang diharapkan

terhadap siswa.

e. Guru melakukan apersepsi perihal

materi yang akan dipelajari

5 menit

2. Inti Mengamati

a. Guru menampilkan contoh teks

naratif (batu menangis)

b. Guru menjelaskan fungsi sosial,

struktur dan unsur kebahasaan

dari teks naratif

c. Siswa menyimak penjelasan

mengenai teks naratif

Mempertanyakan (questioning)

a. Dengan bimbingan dan arahan

35 menit

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guru, siswa mengajukan

pertanyaan berkaitan dengan teks

yang disajikan (bisa berupa kata-

kata sulit dalam teks)

b. Guru menanyakan tentang pesan

moral yang terdapat pada cerita

tersebut

c. Guru bersama siswa

mendiskusikan tentang pesan

moral yang terdapat pada teks

tersebut

d. Guru menjawab pertanyaan atau

berdiskusi dengan siswa perihal

pertanyaan yang diajukan

Mengeksplorasi

a. Guru menampilkan contoh teks

naratif yang lain (sangkuriang)

b. Siswa membaca text legenda yang

disajikan oleh guru

c. Dengan arahan guru, siswa

berlatih menemukan gagasan

utama, informasi rinci dan

informasi tertentu

d. Dengan arahan guru, siswa

diminta untuk menentukan

informasi penting dalam teks

tersebut .

e. Dengan arahan guru, siswa

diminta untuk membuat

pertanyaan yang berhubungan

dengan informasi penting yang

telah mereka tuliskan

f. Secara bergantian siswa diminta

untuk menjawab pertanyaan yang

telah dibuat tanpa melihat

informasi yang telah mereka tulis

Mengasosiasi

a. Guru membinging siswa untuk

melakukan refleksi yaitu

menemukan pesan moral pada

teks naratif

b. Siswa membuat ringkasan cerita

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dari teks yang telah dibaca

Mengkomunikasikan

Perwakilan siswa diminta untuk

membacakan ringkasan cerita yang

telah dibuat.

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b. Guru membuat kesimpulan

melibatkan peserta didik

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d. Guru mengakhiri kelas dengan

mengucapkan salam.

5 menit

Pertemuan kedua

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

a. Guru menarik perhatian siswa

dengan mengucapkan salam

dan membimbing siswa untuk

berdoa bersama bertujuan

untuk menanamkan sikap

religious.

b.Guru mengecek kehadiran siswa

dan mengkondisikan siswa

untuk siap menerima pelajaran

bertujuan untuk menanamkan

karakter disiplin

c. Guru menyampaikan langkah

kegiatan pembelajaran yang

akan dilakukan siswa selama

pembelajaran

d.Guru menyampaikan tujuan

pembelajaran yang diharapkan

terhadap siswa.

e. Guru melakukan apersepsi atau

revies perihal materi pada

pertemuan sebelumnya

5 menit

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122

2. Inti Mengamati

a. Guru menampilkan contoh teks

naratif yang sudah

diklasifikasikan berdasarkan

struktur teks naratif

b. Siswa mengamati penjelasan

dari guru

Mempertanyakan (questioning)

a. Guru menanyakan kepehaman

siswa tentang teks yang sudah

dijelaskan

Mengeksplorasi

a. Guru membagi siswa dalam

beberapa kelompok yang terdiri

dari 4-5 orang.

b. Dengan arahan guru, kelompok

diminta menemukan gagasan

utama, informasi rinci dan

informasi tertentu

c. Perkelompok diminta untuk

menentukan informasi penting

dalam teks tersebut

Mengasosiasi

a. Perkelompok diminta

melakukan refleksi yaitu

menemukan pesan moral pada

teks naratif

b. Perkelompok membuat

ringkasan cerita dari teks yang

telah dibaca

Mengkomunikasikan

Perwakilan kelompok diminta untuk

membacakan ringkasan cerita yang

telah dibuat.

35 menit

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b.Guru membuat kesimpulan

melibatkan peserta didik

5 menit

Page 137: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

123

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d.Guru mengakhiri kelas dengan

mengucapkan salam.

Pertemuan Ketiga

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

a. Guru menarik perhatian siswa

dengan mengucapkan salam

dan membimbing siswa untuk

berdoa bersama bertujuan

untuk menanamkan sikap

religious.

b.Guru mengecek kehadiran siswa

dan mengkondisikan siswa

untuk siap menerima pelajaran

bertujuan untuk menanamkan

karakter disiplin

c. Guru menyampaikan langkah

kegiatan pembelajaran yang

akan dilakukan siswa selama

pembelajaran

d.Guru menyampaikan tujuan

pembelajaran yang diharapkan

terhadap siswa.

e. Guru melakukan apersepsi atau

review perihal materi pada

pertemuan sebelumnya

5 menit

2. Inti Mengeksplorasi

a. Guru membagi siswa

berpasang-pasangan

b. Guru memberikan pertanyaan

untuk masing-masing pasangan

untuk menentukan cerita yang

akan dibagikan

c. Dengan arahan guru,

perpasangan diminta

menemukan gagasan utama,

informasi rinci dan informasi

tertentu

35 menit

Page 138: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

124

d. Perpasangan diminta untuk

menentukan informasi penting

dalam teks tersebut

Mengasosiasi

a. Perpasangan diminta

melakukan refleksi yaitu

menemukan pesan moral pada

teks naratif

b. Perkelompok membuat

ringkasan cerita dari teks yang

telah dibaca

Mengkomunikasikan

Perwakilan pasangan diminta untuk

membacakan ringkasan cerita yang

telah dibuat.

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b.Guru membuat kesimpulan

melibatkan peserta didik

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d.Guru mengakhiri kelas dengan

mengucapkan salam.

5 menit

Pertemuan keempat

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

a. Guru menarik perhatian siswa

dengan mengucapkan salam

dan membimbing siswa untuk

berdoa bersama bertujuan

untuk menanamkan sikap

religious.

b.Guru mengecek kehadiran siswa

dan mengkondisikan siswa

untuk siap menerima pelajaran

bertujuan untuk menanamkan

karakter disiplin

c. Guru menyampaikan langkah

kegiatan pembelajaran yang

5 menit

Page 139: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

125

akan dilakukan siswa selama

pembelajaran

d.Guru menyampaikan tujuan

pembelajaran yang diharapkan

terhadap siswa.

e. Guru melakukan apersepsi atau

review perihal materi pada

pertemuan sebelumnya

2. Inti Mengeksplorasi

a. Guru membagikan teks naratif

ke setiap siswa

b. Dengan arahan guru, siswa

diminta menemukan gagasan

utama, informasi rinci dan

informasi tertentu

c. Siswa diminta untuk

menentukan informasi penting

dalam teks tersebut

Mengasosiasi

a. Siswa diminta melakukan

refleksi yaitu menemukan

pesan moral pada teks naratif

b. Siswa membuat ringkasan

cerita dari teks yang telah

dibaca

Mengkomunikasikan

Perwakilan siswa diminta untuk

membacakan ringkasan cerita yang

telah dibuat.

35 menit

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b.Guru membuat kesimpulan

melibatkan peserta didik

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d. Guru mengakhiri kelas dengan

mengucapkan salam.

5 menit

Page 140: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

126

H. PENILAIAN

1. Penilaian Sikap

Nama Siswa :

NIS :

Kelas :

No. Aspek Penilaian Skor

1 2 3 4 5

1. Peduli

2. Kerjasama

3. Jujur

4. Tanggungjawab

5. Disiplin

6. Percaya diri

Keterangan: 1 = sangat kurang, 2 = kurang, 3 = cukup, 4 = baik, 5 = amat

baik

2. Penilaian Pengetahuan

No. Indikator Teknik Bentuk

1. Menyebutkan karakteristik

narrative text

Tes tertulis Pilihan ganda

2. Membedakan unsur kebahasaan

dalam narrative text

3. Merangkum isi narrative text

yang telah dibaca

4. Mengidentifikasi gagasan utama

(main idea) dari narrative text

3. Pedoman Penilaian

Scoring: Setiap jawaban benar dikali 4

Jakarta, 06 Januari 2020

Mengetahui,

Guru Mata Pelajaran Peneliti

Dede Surahman, S.Pd.I Ade Saputri

Page 141: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

127

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Experimental Class

Sekolah : SMA Muhammadiyah 8 Ciputat

Mata Pelajaran : Bahasa Inggris

Materi : Narrative Text

Kelas/Semester : X/II

Alokasi Waktu : 6 x 45 menit

A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian

yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri,

dan mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

1.2 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi internasional yang diwujudkan dalam

semangat belajar.

2.3 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman.

3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks

penggunaannya.

1.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda

sederhana.

Page 142: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

128

C. Indikator

1.2.1 Menunjukan semangat dan motivasi yang tinggi dalam proses

pembelajaran

2.3.1 Menunjukkan perilaku jujur, disiplin, percaya diri dalam

berkomunikasi, baik dengan teman sebaya ataupun guru selama

proses pembelajaran

3.10.1 Menyebutkan karakteristik narrative text.

3.10.2 Menjelaskan struktur narrative text.

3.10.3 Membedakan unsur kebahasaan dalam narrative text

3.10.4 Mengurutkan paragraph acak dari narrative text yang diberikan

menjadi paragraph yang benar sesuai dengan urutan struktur teks.

1.15.1 Merangkum isi narrative text yang telah dibaca.

1.15.2 Mengidentifikasi gagasan utama (main idea) dari narrative text

D. Tujuan Pembelajaran

1. Siswa dapat menunjukan semangat dan motivasi yang tinggi dalam proses

pembelajaran

2. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam

berkomunikasi, baik dengan teman sebaya ataupun guru selama proses

pembelajaran

3. Siswa dapat menyebutkan karakteristik narrative text.

4. Siswa dapat menjelaskan struktur narrative text.

5. Siswa dapat membedakan unsur kebahasaan dalam narrative text

6. Siswa dapat mengurutkan paragraph acak dari narrative text yang

diberikan menjadi paragraph yang benar sesuai dengan urutan struktur

teks.

7. Siswa dapat merangkum isi narrative text yang telah dibaca.

8. Siswa dapat mengidentifikasi gagasan utama (main idea) dari narrative

text

E. Materi Pembelajaran

1. Pengertian

Naratif adalah jenis teks yang menceritakan kisah yang berisikan imajinasi

atau khayalan.

2. Fungsi Sosial

Menghibur para pembaca seolah-olah pembaca mengalami kejadian yang

sedang diceritakan

3. Struktur Teks

d) Orientation, introduce participant and setting of the story

e) Complication, a crisis arises

f) Resolution : the crisis is resolved for better or for worse

4. Unsur Kebahasaan

Simple past, past continuous tense

5. Topik:

Malin Kundang, Sangkuriang, Danau Toba, Candi Prambanan, Telaga

Warna dan, Batu Menangis

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129

F. Media Pembelajaran

Laptop, buku pedoman guru, kertas karton, dan kertas HVS

G. KEGIATAN PEMBELAJARAN

Pertemuan Kesatu

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

f. Guru menarik perhatian siswa

dengan mengucapkan salam dan

membimbing siswa untuk berdoa

bersama bertujuan untuk

menanamkan sikap religious.

g. Guru mengecek kehadiran siswa

dan mengkondisikan siswa untuk

siap menerima pelajaran bertujuan

untuk menanamkan karakter disiplin

h. Guru menyampaikan langkah

kegiatan pembelajaran yang akan

dilakukan siswa selama

pembelajaran

i. Guru menyampaikan tujuan

pembelajaran yang diharapkan

terhadap siswa.

j. Guru melakukan apersepsi perihal

materi yang akan dipelajari

5 menit

2. Inti Mengamati

d. Guru menampilkan contoh teks

naratif (Sangkuriang)

e. Guru menjelaskan fungsi sosial,

struktur dan unsur kebahasaan

dari teks naratif

f. Siswa menyimak penjelasan

mengenai teks naratif

Mempertanyakan (questioning)

e. Dengan bimbingan dan arahan

guru, siswa mengajukan

pertanyaan berkaitan dengan teks

yang disajikan (bisa berupa kata-

kata sulit dalam teks)

f. Guru menanyakan tentang pesan

moral yang terdapat pada cerita

35 menit

Page 144: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

130

tersebut

g. Guru bersama siswa

mendiskusikan tentang pesan

moral yang terdapat pada teks

tersebut

h. Guru menjawab pertanyaan atau

berdiskusi dengan siswa perihal

pertanyaan yang diajukan

Mengeksplorasi

a. Guru menampilkan contoh teks

naratif yang lain (The Legend of

Banyuwangi)

b. Siswa membaca text legenda yang

disajikan oleh guru

c. Dengan arahan guru, siswa

berlatih menemukan gagasan

utama, informasi rinci dan

informasi tertentu

d. Dengan arahan guru, siswa

diminta untuk menentukan

informasi penting dalam teks

tersebut (recording).

e. Dengan arahan guru, siswa

diminta untuk membuat

pertanyaan yang berhubungan

dengan informasi penting yang

telah mereka tuliskan (reducing)

f. Secara bergantian siswa diminta

untuk menjawab pertanyaan yang

telah dibuat tanpa melihat

informasi yang telah mereka tulis

(reciting)

Mengasosiasi

a. Guru membinging siswa untuk

melakukan refleksi yaitu

menemukan pesan moral pada teks

naratif (reflecting)

b. Siswa membuat ringkasan cerita

dari teks yang telah dibaca

(recapitulating)

Mengkomunikasikan

Perwakilan siswa diminta untuk

membacakan ringkasan cerita yang

Page 145: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

131

telah dibuat.

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b. Guru membuat kesimpulan

melibatkan peserta didik

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d. Guru mengakhiri kelas dengan

mengucapkan salam.

5 menit

Pertemuan kedua

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

a. Guru menarik perhatian siswa

dengan mengucapkan salam

dan membimbing siswa untuk

berdoa bersama bertujuan

untuk menanamkan sikap

religious.

b.Guru mengecek kehadiran siswa

dan mengkondisikan siswa

untuk siap menerima pelajaran

bertujuan untuk menanamkan

karakter disiplin

c. Guru menyampaikan langkah

kegiatan pembelajaran yang

akan dilakukan siswa selama

pembelajaran

d.Guru menyampaikan tujuan

pembelajaran yang diharapkan

terhadap siswa.

e. Guru melakukan apersepsi atau

revies perihal materi pada

pertemuan sebelumnya

5 menit

2. Inti Mengamati

a. Guru menampilkan format

Cornell Note- Taking

b. Guru memberikan penjelasan

tentang step-step pada system

35 menit

Page 146: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

132

Cornell Note-Taking

c. Siswa menyimak penjelasan

guru tentang format Cornell

Note-Taking

d. Guru menampilkan contoh teks

(batu menangis) yang disajikan

dalam format Cornell Note-

Taking

e. Siswa menyimak penjelasan

guru tentang teks yang

disajikan dalam bentuk CNT

Mempertanyakan (questioning)

a. Guru menanyakan kepehaman

siswa tentang format CNT

b. Siswa menanyakan tentang

format CNT

c. Guru dan siswa bersama siswa

mendiskusikan pertanyaan

yang diajukan

Mengeksplorasi

a. Guru membagi siswa dalam

beberapa kelompok yang terdiri

dari 4-5 orang.

b. Dengan arahan guru siswa diminta

untuk membuat format CNT

c. Dengan arahan guru, kelompok

diminta menemukan gagasan

utama, informasi rinci dan

informasi tertentu yang dituliskan

pada format CNT

d. Perkelompok diminta untuk

menentukan informasi penting

dalam teks tersebut

e. Perkelompok diminta untuk

membuat pertanyaan yang

berhubungan dengan informasi

penting yang telah mereka

tuliskan

f. Secara bergantian antar siswa di

setiap kelompok diminta untuk

menjawab pertanyaan yang telah

dibuat tanpa melihat informasi

yang telah mereka tulis

Page 147: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

133

Mengasosiasi

Perkelompok diminta melakukan

refleksi yaitu menemukan pesan moral

pada teks naratif

a. Perkelompok membuat ringkasan

cerita dari teks yang telah dibaca

dan dituliskan dalam format CNT

Mengkomunikasikan Perwakilan kelompok diminta untuk

membacakan ringkasan cerita yang

telah dibuat.

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b.Guru membuat kesimpulan

melibatkan peserta didik

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d.Guru mengakhiri kelas dengan

mengucapkan salam.

5 menit

Pertemuan Ketiga

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

a. Guru menarik perhatian siswa

dengan mengucapkan salam

dan membimbing siswa untuk

berdoa bersama bertujuan

untuk menanamkan sikap

religious.

b.Guru mengecek kehadiran siswa

dan mengkondisikan siswa

untuk siap menerima pelajaran

bertujuan untuk menanamkan

karakter disiplin

c. Guru menyampaikan langkah

kegiatan pembelajaran yang

akan dilakukan siswa selama

pembelajaran

d.Guru menyampaikan tujuan

pembelajaran yang diharapkan

5 menit

Page 148: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

134

terhadap siswa.

e. Guru melakukan apersepsi atau

review perihal materi pada

pertemuan sebelumnya

2. Inti Mengeksplorasi

a. Guru membagi siswa

berpasang-pasangan

b. Guru memberikan pertanyaan

untuk masing-masing pasangan

untuk menentukan cerita yang

akan diagikan

c. Dengan arahan guru,

perpasangan diminta

menemukan gagasan utama,

informasi rinci dan informasi

tertentu yang dituliskan pada

format CNT

d. Perpasangan diminta untuk

menentukan informasi penting

dalam teks tersebut

e. Perpasangan diminta untuk

membuat pertanyaan yang

berhubungan dengan informasi

penting yang telah mereka

tuliskan

f. Secara bergantian antar siswa

di setiap pasangan diminta

untuk menjawab pertanyaan

yang telah dibuat tanpa melihat

informasi yang telah mereka

tulis

Mengasosiasi

a. Perpasangan diminta

melakukan refleksi yaitu

menemukan pesan moral pada

teks naratif

b. Perkelompok membuat

ringkasan cerita dari teks yang

telah dibaca dan dituliskan

dalam format CNT

Mengkomunikasikan

Perwakilan pasangan diminta untuk

membacakan ringkasan cerita yang

telah dibuat.

35 menit

Page 149: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

135

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b.Guru membuat kesimpulan

melibatkan peserta didik

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d.Guru mengakhiri kelas dengan

mengucapkan salam.

5 menit

Pertemuan keempat

No Kegiatan Deskripsi Alokasi

waktu

1. Pendahuluan

a. Guru menarik perhatian siswa

dengan mengucapkan salam

dan membimbing siswa untuk

berdoa bersama bertujuan

untuk menanamkan sikap

religious.

b.Guru mengecek kehadiran siswa

dan mengkondisikan siswa

untuk siap menerima pelajaran

bertujuan untuk menanamkan

karakter disiplin

c. Guru menyampaikan langkah

kegiatan pembelajaran yang

akan dilakukan siswa selama

pembelajaran

d.Guru menyampaikan tujuan

pembelajaran yang diharapkan

terhadap siswa.

e. Guru melakukan apersepsi atau

review perihal materi pada

pertemuan sebelumnya

5 menit

2. Inti Mengeksplorasi

a. Guru membagikan teks naratif

ke setiap siswa

b. Dengan arahan guru, siswa

diminta menemukan gagasan

35 menit

Page 150: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

136

utama, informasi rinci dan

informasi tertentu yang

dituliskan pada format CNT

c. Siswa diminta untuk

menentukan informasi penting

dalam teks tersebut

d. Siswa diminta untuk membuat

pertanyaan yang berhubungan

dengan informasi penting yang

telah mereka tuliskan

e. Guru meminta perwakilan

siswa untuk maju ke depan

kelas dan mSmenjawab

pertanyaan yang telah dibuat

tanpa melihat informasi yang

telah mereka tulis

Mengasosiasi

c. Siswa diminta melakukan

refleksi yaitu menemukan

pesan moral pada teks naratif

d. Siswa membuat ringkasan

cerita dari teks yang telah

dibaca dan dituliskan dalam

format CNT

Mengkomunikasikan

Perwakilan siswa diminta untuk

membacakan ringkasan cerita yang

telah dibuat.

3. Penutup a. Guru memberi komentar serta

feedback dari seluruh proses

pembelajaran

b.Guru membuat kesimpulan

melibatkan peserta didik

c. Guru memberikan arahan kepada

siswa untuk melanjutkan

pembelajaran secara mandiri di

luar kelas

d. Guru mengakhiri kelas dengan

mengucapkan salam.

5 menit

Page 151: APPLYING CORNELL NOTE TAKING STRATEGY ON STUDENTS’

137

H. PENILAIAN

1. Penilaian Sikap

Nama Siswa :

NIS :

Kelas :

No. Aspek Penilaian Skor

1 2 3 4 5

1. Peduli

2. Kerjasama

3. Jujur

4. Tanggungjawab

5. Disiplin

6. Percaya diri

Keterangan: 1 = sangat kurang, 2 = kurang, 3 = cukup, 4 = baik, 5 = amat

baik

2. Penilaian Pengetahuan

No. Indikator Teknik Bentuk

1. Menyebutkan karakteristik

narrative text

Tes tertulis Pilihan ganda

2. Membedakan unsur kebahasaan

dalam narrative text

3. Merangkum isi narrative text

yang telah dibaca

4. Mengidentifikasi gagasan utama

(main idea) dari narrative text

3. Pedoman Penilaian

Scoring: Setiap jawaban benar dikali 4

Jakarta, 06 Januari 2020

Mengetahui,

Guru Mata Pelajaran Peneliti

Dede Surahman, S.Pd.I Ade Saputri

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APPENDIX 13

RESEARCH DOCUMENTATION

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