applying cornell note taking strategy on students’
TRANSCRIPT
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
i
ii
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
iii
STATEMENT OF AUTHENTICITY
iv
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
viii
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
xi
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
xiii
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
1
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).
2
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
3
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.
5
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?
7
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
8
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.
9
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.
10
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
11
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:
12
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.
13
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
14
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.
15
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.
16
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
17
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.
18
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
19
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.
20
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.
21
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.
22
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.
23
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.
24
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
25
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.
26
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.
27
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
28
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.
29
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.
30
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:
31
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
32
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-
33
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
34
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.
35
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.
36
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.
37
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
38
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.
39
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.
40
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.
41
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
42
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
43
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
44
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
45
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
46
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
47
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
48
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.
49
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
50
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
51
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 =
52
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.
53
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.
54
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
55
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
56
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.
57
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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.
Snow, C. (2002). Reading for Understanding Toward an R&D Program in
Reading Comprehension. New York: RAND Education.
Virginia Braun, &. V. (2014). Succesful Qualitative Research. Los Angeles:
SAGE Publications.
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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.
82
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 …………..
83
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
84
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.
85
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,
86
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
87
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
88
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
89
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
90
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
91
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
92
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
93
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
94
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
95
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 -
96
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
97
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.
103
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
104
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
105
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
106
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.
109
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
111
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
112
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…
113
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
114
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
115
APPENDIX 12
STUDENTS’ ANSWER SHEET OF
PRE-TEST
116
STUDENTS’ ANSWER SHEET OF
POST-TEST
117
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.
118
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
119
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
120
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
121
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
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
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
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
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
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
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.
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
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
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
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
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
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
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
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
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
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
138
APPENDIX 13
RESEARCH DOCUMENTATION
139
140