students’ comprehension in reading descriptive textrepository.uinjambi.ac.id/1404/1/nur_aini...

STUDENTS’ COMPREHENSION IN READING DESCRIPTIVE TEXT

AT THE TENTH GRADE OF SENIOR HIGH SCHOOL ELEVEN

MUARO JAMBI

THESIS

Submitted as Partial Fulfillment of Requirments To get

Undergraduate Degree (S.1) Education

By:

NUR‟AINI

TE.151603

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN

JAMBI

2019

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI (UIN)

DEDICATION

This Thesis dedication to:

1. My beloved Mother (Aisyah) and My Beloved Father (Ahmad Ibrahim)

who always prays for me, who always hopes for my success, love me,

caring me, and always give me support. Thanks for your patience and

sacrifice. I Love You So Much

2. My beloved sister and brothers ( Nur Hayati, Nur Khalis.M , Abdul

Kahar) Who always prays for me and give me support.

3. My beloved Grandmother (Hatijah) thanks for your support and praying

4. My beloved cousin also friends in house (Siti Badriah, Mirnawati, Indah

Elfitriyanti) who always support me.

5. My best Friends (Mawar, Mahya Eka safitri, Nurul Apriliani) thanks for

everything which is given to me. Don‟t forget me and I will miss you all.

6. All My Big Family thanks For Always give me Support and praying.

7. All My Friends in English Department Especially PBI 15‟C Thanks for

All

8. Someone who always accompanies me and give me support in finishing

my thesis. Thanks for your patience and sacrifice.

MOTTO

اِقْرَأْ بِاسْمِ رَبِّكَ الَّذِيْ خَلَقَ

Recite in the name of your Lord who created (Qs. Al-Alaq:1)

“ALWAYS STRIVE FOR A BETTER LIFE”

“NEVER TO BE LATE TO LEARN”

“THERE IS A WILL THERE IS A WAY”

ABSTRAK

Nama : Nur‟aini

Jurusan : Pendidikan Bahasa Inggris

Judul :Pemahaman Siswa Dalam Membaca Teks Deskriptif di Sekolah

Menegah Atas Sebelas Muaro Jambi

Penelitian ini bertujuan untuk menganalisis kemampuan siswa dalam memahami

teks deskriptif pada kelas X SMAN 11 Muaro Jambi. Populasi penelitian ini

adalah siswa kelas X SMAN 11 Muaro Jambi, dan sampel diambil dengan teknik

total sampling .Data penelitian ini adalah kemampuan siswa dalam memahami

teks deskriptif. Data dikumpulkan dengan menggunakan uji bacaan.instrumen

penelitian ini tes membaca teks descriptive . penulis meminta siswa menjawab

pertanyaan dalam waktu 40 menit. Tes berbentuk pilihan ganda.. Bisa dilihat dari

data, skor tertinggi adalah 82,5, dan skor terendah adalah 40. Berkaitan dengan

hasilnya, penulis menyarankan agar siswa mempraktikkan kemampuan membaca

mereka secara khusus dalam teks deskriptif. Jika mereka berlatih lebih banyak,

mereka akan memiliki kemampuan membaca yang baik. Kepada guru bahasa

Inggris, penulis menyarankan untuk memberikan lebih banyak penjelasan dan

latihan untuk siswa yang terkait dengan teks deskriptif. Kemudian untuk peneliti

lainnya, penulis menyarankan untuk mempelajari kesulitan siswa dalam teks

deskriptif.

Kata Kunci: PemahamanMembaca, Teks Descriptive

ABSTRACT

Name : Nur‟aini

Major : English Education Program

Title : Students‟ Comprehension In Reading Descriptive Text At The

Tenth Grade Of Senior High School Eleven Muaro Jambi

This aim of the research was to know students‟ comprehension in reading

descriptive text at the tenth grade of senior high school eleven muaro jambi

academic year 2018/2019. The population of this research was students at the

tenth grade of Senior High school Eleven Muaro Jambi .The sample was taken by

using total sampling technique. The data of this study were students‟

comprehension in reading descriptive text. The data was collected by using

reading test. The instrument in this research was reading descriptive text test. The

writer asked the students to answer the questions in 40 minutes. The form of the

test was multiple choices. The result of the data showed that the students‟ reading

ability in comprehending the descriptive text was low. It could be seen from the

data, the highest of students score was 82,5, and the lowest score was 40.

Connected to the result, the writer suggests the students to practice their reading

ability especially in descriptive text. If they practice more, they will have good

reading ability. To the English teachers, the writer suggests to give more

explanation and exercises for students related with descriptive text. Then for the

other researcher, the writer suggests to study the students‟ difficulties in

descriptive text.

Keywords: Reading Comprehension, Descriptive Text

Table of Contents

TITLE COVER .............................................................................................. i

ORIGINAL THESIS STATEMENT ........................................................... ii

OFFICIAL NOTE .......................................................................................... iii

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

DEDICATION ................................................................................................ vi

ACKNOWLEDGEMENT ............................................................................. vii

ABSTRAK ...................................................................................................... ix

ABSTRACT .................................................................................................... x

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

LIST OF TABLE ........................................................................................... xi

LIST OF APPENDICES ............................................................................... xii

CHAPTER I

INTRODUCTION

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

B. Identification of the Research .............................................................. 3

C. Limitation of the Research ................................................................... 3

D. Formulation of the Problem ................................................................. 3

E. Objective of the Research .................................................................... 4

F. Significance of the Problem ................................................................. 4

CHAPTER II

REVIEW OF THE LITERATURE

A. Reading Comprehension ...................................................................... 5

B. Previous Related Studies ...................................................................... 13

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time Research ..................................................................... 15

B. Design of Research ............................................................................ 15

C. Population and Sample ......................................................................... 16

D. Technique of Collecting Data .............................................................. 16

E. Technique of Analyzing Data .............................................................. 17

F. Schedule Of Research .......................................................................... 18

CHAPTER IV

FINDING AND DISCUSSION

A. Research Finding .................................................................................. 20

B. Discussion ............................................................................................ 32

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................................... 34

B. Suggestion ............................................................................................ 35

REFERENCES

APPENDIXES

LIST OF TABLE

Table 3.1 Total population of study ................................................................................... 16

Table3.2 Specification of the Test ...................................................................................... 17

Table 3.3 The Range of students reading comprehension .................................................. 18

Table 4.1 Score reading comprehension students‟ X IPA 1 ............................................... 22

Table 4.2 Score reading comprehension students‟ X IPA 2 ............................................... 23

Table 4.3 Score reading comprehension students‟ X IPS 1 ............................................... 24

Table 4.4 Score reading comprehension students‟ X IPS 2 ............................................... 25

Table 4. 5 The result of the test .......................................................................................... 26

Table 4.6 The calculation of students‟ in determining main idea ...................................... 27

Table 4.7 The calculation of students locating reference ................................................... 28

Table 4.8 The calculation of students understanding vocabulary ...................................... 29

Table 4.9 The calculation of students making inference .................................................... 30

Table 4.10 The calculation of students detail information ................................................. 31

LIST OF APPENDICES

Appendix 1 Reading Test

Appendix 2 Students test score

Appendix 3 Documentation

CHAPTER I

INTRODUCTION

In this chapter, the researcher will explain about background of the study,

identification of the research, limitation of the research, formulation of the

problem, objective of the problem, and significance of the research.

A. Background of the Research

Reading is one of the important skills that is needed by the students

from elementary school through university levels. By reading the students are

able to get a lot of information based on what they have already read. Although

generally people think of reading as a simple, passive process that involves

reading words in a linear fashion and internalizing their meaning one at a time,

it is actually a very complex process that requires a great deal of active

participation on the part of the reader. Reading is stated as an active process,

the readers form a preliminary expectation about materials, then select the

fewest, most productive clues necessary to confirm or reject that expectation

(Mackay, 1979)

Learning English in Indonesia is more focused on reading. It can be

proven by looking at the English National Examination question, there are

more questions about reading comprehension than the other skills. According

to the researchers‟ experience when she took the field practice program in

Senior High School Eleven Muaro Jambi 2018 -2019, the researcher found that

one of the problems faced by the students was that they often found difficulty

in comprehending the text.

Kamil, et al (2002:14) stated: Comprehension is the process of deriving

meaning from connected text. It involves word knowledge (vocabulary) as well

as thinking and reasoning. Therefore, comprehension is not a passive process,

but an active one. The reader actively engages with the text to construct

meaning. This active engagement includes making use of prior knowledge. It

involves drawing inferences from the words and expressions that a writer uses

to communicate information, ideas and viewpoints.

Reading comprehension is one of the pillars of the act of reading.

Reading comprehension is the act of understanding what you are reading.

Reading comprehension is not just reading with a loud voice bu t reading is

established to understand the meaning of word, sentences, and paragraph sense

relationship among ideas as it is. If a student just reads loudly but can‟t

understand the content of the text, it means that he fails in comprehending

passage. The purpose and objective of reading can be achieved well by

someone who can read well and get the idea from the passage.

There are three levels of comprehension which are presented from the

simple to the complex level of reading. Understanding what we read is really

the result of 3 levels of skills. Comprehensions will begin from the easiest level

is literal that focuses on reading the passages, hearing the words or viewing the

image and then move to the next level is interpretive that focus shifts to reading

between the lines, looking at what is implied by the material under study.

Understandings at the literal and interpretive levels are combined, reorganized

and restructured at the applied level to express opinions, draw new insights and

develop fresh ideas (Cuesta College, 2004).

In this research, the writer focuses in reading descriptive text, because it

is the text type to be acquired by Tenth grade students of Senior High School.

According to Gerot (1995, p.208) descriptive text is define as a kind of text

which is aimed to describe a particular person, place or thing. It also has the

generic structure like identification which identifies phenomenon to be

described, description which describes parts, qualities, characteristics and the

language function. Students difficulty to read this type of text because they

need to identify phenomenon described on the text and everything described

like particular person, place or thing. The problem was also found when the

students were asked to read an article and then restate about the content of the

article with their own word. The ability of the students in reading an English

text was very low. Many students can recognize words and know how they are

pronounced, but they do not know the meanings.

Moreover, based on preliminary study that the researcher conducted at

SMAN 11 Muaro Jambi, the students had difficulties in comprehending the

text. The problems of understanding the text in linguistic structure and

schematic structure. From the document of students reading comprehension

test, it can be identified students‟ problem on structure of the text as well as

linguistic problem such as vocabulary and grammar/sentence structure. It is

also supported result of interview with the teacher who stated that the students

have problem with both linguistic and schematic structure. Based on

explanation above, the researcher is interested to conducted the research entitle

“Students‟ Comprehension in Reading Descriptive Text at Tenth Grade of

Senior High School Eleven Muaro Jambi”.

B. Identification of the Research

Based on explanation the explanation above the researcher identified the

problem as follows.

1. The students feel difficult to comprehend the reading text

2. The students have a lack of vocabulary

3. The students cannot understand the reading materials

C. Limitation of the Research

The scope of the research is focused on the students‟ comprehension in

reading descriptive text limited for discuss about places at the Tenth Grade of

Senior High School Eleven Muaro Jambi.

D. Formulation of the Problem

The researcher formulates the problem of the study into the following

question “What are the students‟ comprehension in reading descriptive text at

the Tenth Grade of Senior High School Eleven Muaro Jambi?

E. Objective of the Research

In this research, the objective of the study is to know the students‟

comprehension in reading descriptive text at the Tenth Grade of Senior High

School Eleven Muaro Jambi.

F. Significance of the Problem

After doing this research, the researcher hope this research will be useful

information. For students, it enable students to learning enjoyable improve

their reading comprehension to comprehend the text. For future researcher, this

study is also expected to be a reference for other future researcher who have

the same problem and interest in conducting in similar studies.

5

CHAPTER II

REVIEW OF LITERATURE

in the research, it is important to describe the theories that related to this

study in order to give relevant knowledge to the topic. This chapter reviews the

related literature about the review on the reading comprehension on reading

descriptive text.

A. Reading Comprehension

1. Definition of Reading

Reading is one of the language skills besides Listening, Speaking and

Writing which is important to be learned and mastered by every individual.

By reading, one can interect with feelings and thoughts, obtain information

and improve the science knowledge. According to Tarigan (1998 : 7)

reading is a process which is used by a reading in order to get the purpose of

the writer through the written word.

a. Kinds of Reading

1) Intensive reading

The term intensive reading refers to the detailed focus on the

construction of reading texts which take place usually (but not

always) in classrooms. Teachers may ask students to look at extracts

from magazines, poems, internet websites, novels, newspapers, plays

and wide range of other text genres. The exact choice of genres and

topics may be determined by the specific purposes that students are

studying for (such as business, science or nursing).( Jeremy Harmer,

How to Teach English, (Harlow: Ocelot Publishing, 2010), p.99-100

2) Extensive Reading

The term extensive reading refers to reading which students

do often (but not exclusively) away from the classroom. They may

read novels, web pages, newspapers, magazines or any other

reference material. Where possible, extensive reading should involve

reading for pleasure – what Richard Day calls joyful reading.( Jeremi

Harmer, 99)

b. Strategies Of Reading

1) Scanning

Scanning is defined as the ability to locate specific information

or facts as rapidly as possible. Glancing at a selection for a specific

piece of information and stopping when you find it. Scanning is a

technique used when locating a word in the dictionary, when seeking

a page number in the index or when checking to see what television

programs are offered in certain times. Good scanning ability depends

on knowing what you want to find and knowing the organization of

the material to be read (Naf‟anTarihoran,2010)

Scanning can develop students‟ reading ability. By this skill,

they can read many words effectively without taking any long time.

This ability is also needed by college students who are often ordered

to read many materials. By scanning ability, they can manage their

time in reading activity.

2) Skimming

“Skimming is a technique used to find out how a news story,

magazine article, or text book chapter is organized and is it generally

about without having to read the entire selection. To skim correctly it

is necessary to know the various organizational patterns of

writing.”16 “Students need to be able to skim a text (as if they were

casting their eyes over its surface) to get a general idea of what it is

about”.( Jeremi Harmer, 101)

This activity is different with scanning in its way on seeking

information. In which scanning is a skill to get specific information,

and skimming is the ability to get the clue of the information.

3) The Purposes of Reading

Every student has his own purpose to read something. According

to Naf‟antarihoran in his book (Tarihoran:2012), the purposes of reading

are as below:

Reading for pleasure

To follow a narrative

To enjoy the sound and the rhythm of a literacy text.

Reading for a general impression

To gain an idea of the writer‟s viewpoints

To gain an overall impression of the tone of the text

To decide whether or not to read the text

Reading for organizing reading and study

To gain and understanding of new concepts

To learn certain facts from a text

To follow instructions

Reading for learning content or procedure

To gain an understanding of new concepts

To learn certain facts from a text

To follow instructions

2. Definition of Comprehension

Kamil, et al (2002:14) stated: Comprehension is the process of

deriving meaning from connected text. It involves word knowledge

(vocabulary) as well as thinking and reasoning. Therefore, comprehension is

not a passive process, but an active one.

Based on the definition above, it can be concluded that

comprehension is about the content of the text that takes an active process;

related to the meaning construction.

3. Definition of Reading Comprehension

Reading comprehension is a process of understanding the text,

namely to take the ideas, the information, and then interpret the meaning.

It is a mental process in which the readers try to understand the meaning

the text by interpreting what have been read in order to find the idea given

by the writers (Eka, 2012). In reading comprehension, the readers should

pay attention to some aspects such as the word and the information, try to

understand the main ideas and details, and be able to make conclusion.

According to Hennen (in Stone, 2009: 44), states that reading

comprehension is not just reading, but making connection with the text to

make meaning of the reading. Students should be able to read with a high

quality through making higher level of connection and a deeper connection

with the text. It can be concluded that reading comprehension as the ability

to understand phrases and choice of words used in a text and speech.

In Wikipedia (2010: 1) stated that reading comprehension is the

ability to read text, process it and understand its meaning. An individual's

ability to comprehend text is influenced by their traits and skills, one of

which is the ability to make inferences.

a. Reading Comprehension aspects

According to Nuttal (1982), there are five aspects f reading

comprehension which he students should comprehend a text well, such

as determining main idea, locating references, making inference, detail

information, and understanding vocabulary. These aspect are regard as

difficulties that the students encounter in comprehending the text.

1) Determining main idea

The main idea is a statement that tells the author‟s point

about the topic. According to Longan (2002), said that finding main

Idea is a key to understand paragraph or short slection. The main

idea is usually located in a sentence, it is usually the first sentence

but it can be in the middle or in the last sentence (Vener, 2002).

Therefore, this ca make the main idea ificult to find. The students

get confused to see what the main idea of passage is, and where the

main idea is located.

2) Locating reference

Reference is antecedent of a pronoun. The antecedent is a

word or phrase to which a pronoun refers (Sharpe, 2005). In

identifying reference, the students are expected to understand for

what the pronouns in the sentence are used such as the pronouns that

are used to show people, place or situation.

3) Understanding vocabulary

The students expand heir knowledge of vocabulary while

reading a passage, such as by finding out new words meaning in

dictionary and guessing meaning from the context. Context help

students making a general prediction about the meaning (Sharpe,

2005) . it means that making prediction from the context will help

students understand a meaning of a passage without stopping looks

up every new word in dictionary. In fact, one of the problems

readers have difficulties in understanding materials is that they have

lack of vocabularies.

4) Making inference

Making inference, the students are expected to comprehend

the text to find the conclusion of the statement in the text.

“from the passage, we can conclude that..”,

“it can be inferred from the passage..”,

Therefore, sometimes the students are difficult to find te conclusion

of te text because the meaning of the statement is not written on the

text.

5) Detail information

The last type of question that is usually found in reading test

is detail question or information. These question use to check

students ability to understands material that is directly stated in the

text. Some example of detail question fall in the following pattern:

“According to the passage, who were fighting for the

conversation in the forest?”,

“all of the following are the true except..”,

“A person, date, or place is..”,

In addition, to find out the answer of detail question, the reader can

note or underline the key word in the question, and then scan the

passage for that words synonym.

b. Level of Reading Comprehension

Reading comprehension is considered to occur at three levels of

complexity. This level is often referred to as the literal, inferential, and

critical levels.

1) Literal level

Literal level just what the text says. This is what actually

happens in the story. This is very important level of understanding

because it provides a basis for understanding more advanced. On the

literal level of the basic understood. According to Hutura (2016)

literal basic involves what the author actually saying. Some of this

information is in the form of recognizing and identifying stated fact,

identifying the main idea, supporting details , vocabulary and follow

specific direction

2) Inferential level

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

written on the page and add meaning or draw conclusions. We start

with the information stated. This information is then used to

determine the meaning deeper that are not explicitly stated.

Determining the inferential meaning requires us to think about the

text and draw conclusions. According to Hutura (2016) inferential

level comprehensions detail what author means by what is said.

Inferential made in the main idea, supporting details, sequence,

cause and effect relationship. Can interprenting figurative language,

drawing conclusion, predicting outcomes, determine the mood, and

judging the author‟s point of new.

3) Critical level

In assessing the critical levels readers a good sense of what he

reads, the clarity, accuracy and any obvious exaggeration or bias.

According to Hutura (2016) critical comprehension concerns itself

with why the author say what he or she says. Critical comprehension

use some external criteria from his/her own experience in order to

evaluate the quality, values of the writing, the author‟s reasoning,

simplification, and generalizations.

c. Reading Comprehension Challenges

Difficulty is something that complicated to do (Richard, 2007,

as cited in Wahab, 2012). It will be seen from students‟ mistake or error

learning process, in fact, many senior high school students often find

the difficulties in reading comprehension. Factors difficulties that faced

by students divided into external and internal. Internal factor include

physics, intellectual, and psychological. While external factor include

family and school environments (Rahim, 2006). There are some internal

factors that influence the students in reading comprehension that are

generally found by the reader during reading, namely; difficult in

understanding long sentence and text, difficult that is caused by limited

background knowledge, difficulty in using reading strategies and

difficulty in concentration (Fajar: 2009).

B. Descriptive Text

1. Definition of Descriptive Text

Descriptive text is one of 12 genres text (Descriptive text, recount

text, news item text, procedure text, narrative text, report text, analytical

exposition, anecdote, hortatory exposition, explanation text, discussion text,

review text). Descriptive text is a form of writing that tells what someone or

something is like. According to Priyana (2008:39) a descriptive text focuses

on the characteristic features of a particular thing, e.g. a person, an animal, a

thing. Descriptions are usually organized to include : (a) an introduction to

the subject of the description; (b) characteristic features of the subject, e.g.

physical appearance, qualities, habitual behaviour, significant attributes.

2. Purpose of descriptive text

To describe person, thing or place in specific

To describe a particular person, thing or place.

3. The characteristic of descriptive text

Descriptive text is dominated by simple present tense. It is caused by

the factual of descriptive text itself

Descriptive text uses more relational and material verb.

The most important thing of descriptive text is to describe something

or someone not someone who describes something.

In descriptive text, there are conjunction such as firstly, secondly, etc

is only to arrange idea not show an order.

In descriptive text, adjective shapes and characteristic.

(Wiranto, 2003 : 27)

4. Generic structure of descriptive text

Identification

Identification mentions phenomenon to be describe

Description

Description describes the parts, the qualities, and characteristics of

what has been described.

( Rudi Hartono)

5. Language features of Descriptive Text

Specific participants

Ex: Mahya Eka Safitri, Mawar, Nurul Apriliani

Simple Present Tense

Ex: I have a lot of friends.

She looks more beautiful when she is smiling

Action Verb

Ex: Think Try

Come Seek

Looks Explain

Use of adjective

Ex: Tall Short

Medium height Curly

Quit slim Beautiful

Dark Angry

Linking verb

Ex: Is, Am

C. Previous Related Study

Previous study s very important to the researcher as guide in conducting

in this study. There are some related previous to the present study. The first

studies conducted by Sukarta Kartawijaya (2017) entitled “Analysis Of The

Students‟ Reading Comprehension In Comprehending Descriptive Text”. The

aim of the research was to analyze students ability in comprehending

descriptive text, the data of this study focused in generic structure and specific

information. The data collected by using reading test. Connected to the result,

the researcher suggest the students to practice their reading especially

descriptive text.

Second research was conducted by Novia Nur Cahyanigsih (2017)

entitled “The Analysis of Students‟ Reading Comprehension in The Report

Text”. The objective of this study was to know the students reading

comprehension, this research used qualitative analysis design. The total student

in second grade is 156 students. The samples of this research are 32 students.

The researcher used documentation and interview in collecting data. The

document was used to take the data of the students result reading

comprehension in the report text, whereas the interview used to the know the

students level of comprehension.

The last study was conducted by Dasrul Hidayati (2018) entitled

“Students Difficulties In Reading Comprehension At The First Grade Of Sman

1 Darussalam Aceh Besar”. The purposes of the study were to find out the

difficulties faced by the first grade students of SMAN 1 Darussalam, Aceh

Besar and to find out the factors of difficulties in reading comprehension. The

method applied was descriptive quantitative, where the test and questionnaire

were used as the instrument data collection methods. The test consisted of 20

question items divided into five types of questions.

Based on the explanation above the researcher compares with her

research entitled “ Students‟ comprehension in Reading at the Tenth Grade of

Senior High School Eleven Muaro Jambi”, the design of the research is

Descriptive research. In this research consist of 4 classes with the number of 85

student, but the researcher will taken 1 class to analyze. In collecting the data

the researcher use observation and interview as the technique. the result of this

research the to know the students‟ comprehend in descriptive text.

5

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, researcher would explain about place and time of research,

design of research, population and sample of the research, technique of collecting

data, technique of analysis data, and schedule of research.

A. Place and Time of Research

This research taken place at Senior High School Eleven Muaro Jambi

academic year 2018/2019. It is located on Jl. Lintas Timur , KM. 16 Mendalo

Darat, Mendalo Darat, Kec. Jambi Luar Kota, Kab. Muaro Jambi. The

researcher choosen this school because the researcher has know about the

condition of this school and most of the students had problems with reading

comprehension. The researcher choosen the Tenth Grade of Senior High

School Eleventh Muaro Jambi.

B. Design of Research

The form of this research was a descriptive research. In this research, the

researcher use quantitative. The aim was to analyze the students‟ ability in

comprehending descriptive text. Gay (1987: 189) states that descriptive

research involves collecting data in order to test hypotheses or to answer

questions concerning the current status of the subject of the study. This study

was done in order to get description about students‟ ability in comprehending

descriptive text.

Gay (1987: 188) also states that descriptive research is useful in

investigating many kinds of educational problem. Sellinger and Shohami in

Octavia (1999: 23) affirm that descriptive research involves a collection of

techniques used to specify, delineate, or describe naturally occurring

phenomena without experimental manipulation

C. Population and Sample

To get the data of study, this research needed a subject. The subject of the

study was the tenth grade students of Senior High School Eleven Muaro Jambi.

1. Population

According to (Sugiyono, 2014) “population is the area of generalization

which consist of object/subject which has specific quality and characteristic

that has been settled by Tenth Grade of Senior High School Eleven Muaro

Jambi academic year 2018/2019 which consist of 4 classes with the number

of 89 students as the populations.

Table 3.1 Total population of study

No Classes Number of students

1.

2.

3.

4.

X IPA 1

X IPA2

X IPS1

X IPS 2

19

22

18

19

Total 77

(source: attendant list of the tenth grade students)

2. Sample

Sample as part of number of quality and characteristic belong to

population. That is why in determining research sample every individual in

the population had an equal chance to be chosen as a sample

(Sugiyono,2014). In the research, for technique sampling the researcher

used total sampling to take the sample. Total sampling is technique

sampling that use all the population as the sample (Sugioyono).the

researcher use total sampling because the samples include the entire

population. In this research the researcher will be taken four classes as

simple to analyze. The sample was class X IPA 1 consist 20 students, X

IPA2 consist 22 students, X IPS1 consist 23 students, and X IPS2 consist 24

students.

D. Technique of Collecting Data

In this research, to find out the students‟ reading comprehension. The

researcher used one instrument for collecting the data. The instrument is

reading test.

1. Test

The researcher used reading test to find out the students‟ reading

comprehension. The instrument in this research was reading descriptive text

test. The researcher would gave reading test to the students to measure the

students, comprehensibility in reading. By giving the reading test, the

researcher tried to find out whether the student can answer the test well or

not. The right and the wrong answer from the students were used as an

indicator whether the students find difficulties or not. In this research, the

researcher use an objective test in the form of multiple choices to know the

students reading comprehension. There are 25 questions to test reading

comprehension. The researcher asked the students to answer the questions in

40 minutes.

Table 3.2 Specification of the Test

No Indicator of Reading

Comprehension

Number Total

1. Determining main idea 11, 18, 21, 31, 35, 36, 38 7 items

2. Locating reference 4, 14, 17, 32, 38 5 items

3. Understanding Vocabulary 3, 10, 12, 19, 28, 34, 40 7items

4. Making inference 1, 2, 5, 6, 9, 15, 16, 20, 24,

25, 33, 37

12 items

5. Detail information 3, 7, 8, 13, 22, 23, 26, 27,

29, 30

10 items

Total 40items

E. Technique of Analyzing Data

After all the result of the instruments had revealed, the researcher had been

analyzed the data. The step is:

1. Analysis of the Test

To this analysis is essential to answer the find and the problem of the

study to find out; How are the students‟ comprehension in reading

descriptive text at the Tenth Grade of Senior High School Eleven Muaro

Jambi?. The researcher applied descriptive to saw the mean score of the

students reading comprehension. the procedure of the data analysis is the

researcher calculated the result of the students‟ test by using the scale that

used by Arikunto (1989): Reading comprehension will be calculating

correct answers. The correct answer was scoured 2,5 and the incorrect

answer 0. Since there were 40 items, there were 40 points of the higher

score. The result of students‟ reading comprehension was taken from the

numbers of the right answer divided to the total number of the test times

100.

S =

x 100

Where,

S= Score

R= correct answers

N= total Questions

Based on the students‟ score the percentage range and qualifications

were used to see whether the students has fail, poor, average, enough, good,

very good, and excellent.

Table 3.3 The Range of students reading comprehension

No Range Qualification

1. 86 – 100 Very Good

2. 71- 85 Good

3. 56 – 70 Average

4. 41 – 55 Poor

5. 0– 40 Very poor

2. Schedule of research

No Month

Mar

ch

April May June July Au

gus

t

Sept Oct

4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Preparation of proposal X

2 Consultation of

proposal

X X X X X X X

3 Seminar X

4 Improvement of

seminar

X

5 Making research

permission

X

6 Collecting data X

7 Improvement of

research

X

8 Writing a thesis X X X X

9 Thesis examination X

5

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter consists of research findings and discussions based on theory

in chapter II. The researcher examines methodic and discusses the data that have

been resumed before and explained the data based on the theory in chapter II. The

data sources were taken from the Students‟ Comprehension in Reading

Descriptive Text at The Tenth Grade Of Senior High School Eleven Muaro Jambi

academic year of 2018/2019.

To find the result of the research, the research gave test about reading

comprehension in descriptive text to the students at the Tenth Grade of Senior

High School Eleven Muaro Jambi. After gave test about reading comprehension

in descriptive text the researcher describes several points based on the students‟

result in Reading Comprehension test.

A. Research Findings

The Students‟ Reading Comprehension in Descriptive Text at the Tenth

Grade of Senior High School Eleven Muaro Jambi academic Year 2018/2019.

The researcher got the data about Students‟ Comprehension in Reading

Descriptive Text at the Tenth Grade of Senior High School Eleven Muaro

Jambi.

1. The Analysis of the Test

Descriptive Analysis, this descriptive analysis the researcher tried to

give general information of students‟ reading comprehension. The

researcher tries to describe the students‟ reading comprehension of the

Tenth Grade of Senior High School Eleven Muaro Jambi whether the

students have a good or fail reading comprehension in descriptive text.

2. The Result of Students’ Comprehension In Reading Descriptive Text

In this section, the researcher takes the result of students‟

comprehension from reading test. The scores were categorized into five

criteria. The first is very good. Very good is given for score 86-100. Good

is given for score 71-85. Average is given for score 56-70. Poor is given

for score 41-55. Very Poor is given for score 0-40. Based on categories

above about the students‟ reading comprehension, the researcher found the

result of students, reading comprehension,

a. The result of students‟ class X IPA 1

The test conducted was Friday, 18 October 2019 In test, the

students assigned to answer the question based on descriptive text. The test

consist of 40 questions in multiple choice and the students have done 40

minutes.

The following table presents of the students‟ X IPA 1 correct answer

and score in reading comprehension test.

Table 4. 1 the correct answer and score reading comprehension

students‟ X IPA 1

No Number of

students

Correct answer Score Grade

1. 1 32 80 Good

2. 1 31 77,5 Good

3. 1 30 75 Good

4. 1 27 67,5 Average

5. 1 26 65 Average

6. 2 24 60 Average

7. 3 23 57,5 Average

8. 3 22 55 Poor

9. 1 21 52,5 Poor

10. 2 20 50 Poor

11. 2 19 47,5 Poor

Based on the above table, it shows that the students class X IPA 1 of

tenth grade of Senior High School Eleven Muaro Jambi could not answer all

of questions correctly. Only 1 of 19 students who could answer 32 reading

comprehensions question correctly from the total of 40 questions. In this

class the students have medium level in comprehension reading descriptive

text , it can seen from the result of the test some students got score in

category average and 3 students got score in category good.

b. The result of students‟ class X IPA 2

The test conducted was Tuesday, 15 October 2019 In test, the

students assigned to answer the question based on descriptive text. The

test consist of 40 questions in multiple choice and the students have done

40 minutes.

The following table presents of the students‟ X IPA 2 correct

answer and score in reading comprehension test.

Table 4.2 the correct answer and score reading comprehension

students‟ X IPA 2

No Number of

students


1. 1 28 70 Average

2. 1 26 65 Average

3. 2 25 62,5 Average

4. 4 23 57,5 Average

5. 3 22 55 Poor

6. 2 21 52,5 Poor

7. 4 20 50 Poor

8. 4 19 47,5 Poor

Based on the above table, it shows that the students class X IPA

2 of tenth grade of Senior High School Eleven Muaro Jambi could not

answer all of questions correctly. Only 1 of 21 students who could

answer 28 reading comprehensions question correctly from the total of

40 questions. The students in this class have low comprehension in

reading descriptive text, it can seen from the result of the test no one

students got score in category good.

c. The result of students‟ class X IPS 1

The test conducted was Wednesday,!6 October 2019. In test, the


test consist of 40 questions in multiple choice and the students have

done 40 minutes.

The following table presents of the students‟ X IPS 1 correct

answer and score in reading comprehension test.

Table 4.3 the correct answer and score reading comprehension

students‟ X IPS 1

No Number of

students


1. 2 33 82,5 Good

2. 1 31 77,5 Good

3. 1 27 67,5 Average

4. 2 24 60 Average

5. 2 23 57,5 Average

6. 3 22 55 Poor

7. 4 21 52,5 Poor

8. 1 20 50 Poor

9. 1 18 45 Poor

10. 1 16 40 Very Poor

Based on the above table, it shows that the students class X

IPS 1 of tenth grade of Senior High School Eleven Muaro Jambi could

not answer all of questions correctly. Only 1 of 18 students who could

answer 33 reading comprehension question correctly from the total of

40 questions. It can conclude in this class the student have average

comprehension in reading descriptive text, it can seen from the result

table some students got score in category average and there are 3

students got score in category Good.

d. The result of students‟ class X IPS 2

The test conducted was Tuesday, 15 October 2019. In test, the


test consist of 40 questions in multiple choice and the students have

done 40 minutes.

The following table presents of the students‟ X IPS 2 correct answer

and score in reading comprehension test.

Table 4.4 The correct answer and score reading comprehension

students‟ X IPS2

No Number of

students

Correct

answer

Score Grade

1. 1 28 70 Average

2. 3 25 62,5 Average

3. 3 23 57,5 Average

4. 1 22 55 Poor

5. 4 21 52,5 Poor

6. 2 20 50 Poor

7. 3 19 47,5 Poor

8. 2 16 40 Very poor

Based on the above table, it shows that the students class X

IPS 2 of tenth grade of Senior High School Eleven Muaro Jambi could

not answer all of questions correctly. Only 1 of 19 students who could

answer 28 reading comprehensions question correctly from the total of

40 questions. It can conclude students in this class have a low

comprehension reading descriptive text, because no one students from

this class got score in category Very good or good.

As already discussed previously, the students‟ ability in

comprehending descriptive text was not good, either their ability to

comprehend specific information. There were several students had

comprehend descriptive text, they only make several mistakes but

most of them did not comprehend it. See the table of students‟ score in

the following:

Table 4.5. Result Of Test

No Range Number of Students Grade

1. 86 – 100 0 Very Good

2. 71 – 85 7 Good

3. 56-70 27 Average

4. 41-55 40 Poor

5. 0-40 3 Very poor

Based on the table above, it was know that most of the students

low in comprehending descriptive text. No one student got Very Good,

only seven student got Good, twenty seven students got average, fourty

students got poor, and there were three students got very poor. It was

proved that students did not understand the descriptive text. Besides that,

there were several mistakes that they did in comprehending specific

information in descriptive text, they could not get the information from the

reading text. Related with the data analysis above, it showed the students‟

ability in comprehending descriptive text was low.

3. Result analysis Indicator The Test

The researcher analyze from the result of test. The question items

were divided into five types that are main idea, locating reference,

vocabulary, making inference, and detail information questions.

a. The Students‟ Difficult

1) Answering Determining Main Idea

The Students‟ tenth grade of senior high school eleven Muaro

jambi answering determining main idea Questions. The writer

created fourteen questions for determining main ideas of the

passages. The question items for getting determining main idea

are questions 11, 16, 18, 21, 31, 35, 36, and 38.

Table 4.6 The calculation of students‟ tenth grade in answering

determining main idea questions.

No Question

items‟ number

The number

of students

correct answer

Percentages

1. 11 56 73%

2. 18 55 71%

3. 21 45 58%

4. 31 28 36%

5. 35 33 43%

6. 36 34 44%

7. 38 33 43%

The result reveals that 56 (73%) of the students answered

question number 11 correctly, 55 (71%) of the students answered






question number 38 correctly It can be concluded that the students

didn‟t comprehend the in answering determining main idea.

2) Answering Locating Reference

The Students‟ tenth grade in answering locating reference

Questions. The writer created five questions for locating reference of

the passages. The question items for getting locating reference are

questions 4, 14, 17, 32, and 39.

Table 4.7 The calculation of students‟ Tenth Grade in

answering locating reference questions.

No Question

items‟

number

The number

of students

correct answer

Percentage

1. 4 56 73%

2. 14 32 42%

3. 17 32 42%

4. 32 39 51%

5. 39 35 45%

The result show that 56 (73%) of the students answered

question number 4 correctly, 32 (42%) of the students

answered question number 14 correctly, 32 (42%) of the

students answered question number 17 correctly. 39 (51%)

of the students answered question number 32 correctly, 35

(45%) of the students answered question number 39

correctly. It can be concluded that the students low

comprehension in answering locating references.

3) Answering Understanding Vocabulary

There are seven question items asking the students

to find out the most similar words which could replace the

words presented in the passages. For the calculation of

understanding vocabulary questions, the result is presented

in the following table.

Table 4.8 The calculation of students‟ tenth grade in

answering understanding vocabulary questions.

No Question

items‟ number

The number of

students

correct answer

Percentage

1. 3 58 75%

2. 10 50 65%

3. 12 47 62%

4. 19 59 77%

5. 28 37 48%

6. 34 51 66%

.7. 40 39 51%

The result of understanding vocabulary that 58 (75%) of the

students answered question number 3 correctly, 50 (65%) of the


students answered question number 12 correctly. 59 (77%) of the




students answered question number 40 correctly. It can be

concluded that the students can comprehend the text in answering

vocabulary questions.

4) Answering Making Inference

The researcher provided five question items to find out in

making inference of the passage. The question items number for

making inference appeared in question 1, 2, 5, 6, 9, 15, 16, 20, 24,

25, 33,and 37. The following table presents the item for making

inference questions.

Table 4.9 The calculation of students‟ tenth grade in

answering making inference questions.

No Question items‟

number

The number of

students correct

answer

Percentage

1. 1 50 65%

2. 2 33 43%

3. 5 40 51%

4. 6 44 57%

5. 9 31 40%

6. 15 47 61%

7. 16 40 51%

8. 20 37 48%

9. 24 30 39%

10. 25 42 55%

11. 33 38 49%

12. 37 38 49%

The result show that 50 (65%) of the students answered



question number 5 correctly. 44 (57%) of the students answered









question number 37 correctly. It can be concluded that the students

understanding in answering making inferences questions.

5) For detail information, there are nine questions provided by the

researcher (question 3, 7, 8, 13, 22, 23, 26, 27, 29, and 30). The

following table provides the item for detail information questions.

Table 4.10 The calculation of students‟ tenth grade 1 in

answering detail information questions.

No Question

items‟ number

The number of

students correct

answer

Percentage

1. 3 40 52%

2. 7 53 69%

3. 8 44 57%

4. 13 37 48%

5. 22 41 53%

6. 23 40 52%

7. 26 32 42%

8. 27 27 35%

9. 29 42 55%

10. 30 28 36%

The result reveals that 40 (52%) of the students answered









question number 24 correctly, and 28 (36%) of the students

answered question number 30 correctly. . It means that the students

can comprehend in answering detail information questions.

Based on the analysis indicator above, the writer

summarize that three type are categorized as difficult question.

Those the question types are reading for main idea, making

inference and locating reference. Moreover, reading for main idea

is the most difficult question type. Meanwhile, understanding

vocabulary and detail information is considered as fair question

types.

B. DISCUSSION

The result of the test to 77 students of the tenth grade students of senior

high school eleven muaro jambi showed that the students have low in

answering the reading comprehension test. In general, from the result of the

students‟ test score (see table 4.10) only two students could answer correctly

33 question items of 40 question items with the test score of 82,5. It can be

seen that the students felt hard to get the information from the text. Meanwhile,

the definition of Reading comprehension is a process of understanding the text,

namely to take the ideas, the information, and then interpret the meaning. It is a

mental process in which the readers try to understand the meaning the text by

interpreting what have been read in order to find the idea given by the writers

(Eka, 2012).

Based on these findings, it can be seen that the students felt hard to get

the information from the text. In this case, the students did not use their

background knowledge when understanding the text, and the students did not

know the rules of each text. As a result they failed to understand the text.

Johnson says (2002:43) when the students can connect what they are learning

with their own experience, they discover meaning, and meaning give them a

reason for learning. Having a reason to learn, ofcourse, make the students are

interesting to learn. When the students are interested to learn, the positive

attitude usually follow (Whitcher, 2005:2).

In addition, thinking critically is the ability to reason in organized way.

This is an important mental activities in comprehending a reading text because

reading comprehension is an active process between the reader and the text and

in the process the reader need to to bring what he/she knows about the topic

and related it to the information on the text. Thinking critically make the

students use their knowlegde and intelligence effectively (Caroll, 2004).

In previous chapter that has been mentioned there are five aspects in

reading comprehension. They are: Determining main idea, making reference,

understanding vocabulary, making inference, and detail information.

Furthermore, for main idea questions, most of the question items of this

type are considered as difficult question for the students because the located of

main idea it is difficult to find.. There are 7 questions in determining main idea.

Locating reference question is considered as difficult question for the

student‟ , the test items number 4, 14, 17, 32, and 39. For vocabulary there are

seven question.. There are 12 questions in aspect making inference. The

students need to look and use context clue in the passage since the answer of

making inference question is not directly stated within the passage in order the

students could answer the inference question correctly. For detail question, four

question items are categorized easy question for the students it can seen much

of students answered question detail information correctly.

The result of the test to 19 of the first year students of SMAN 1

Darussalam showed that the students have difficulty in answering the reading

comprehension test. In general, from the result of the students‟ test score (see

table 4.3) only two students could answer correctly 17 question items of 20

question items with the test score of 89, 4. Meanwhile, most of the students got

the score below 56%. Therefore, the students‟ mean score is only 70.

Furthermore, for main idea questions, most of the question items of this type

are considered as difficult question for the students (see Appendix 4).

Moreover, the percentage of difficulty item of this type is 74%. Based on the

percentage of all difficulty item presented in table 4.4, main idea question is

the most difficult question for the students (Dasrul Hidayati :2018)

In conclusion, in teaching reading comprehension, the students have to

get the meaning from the text. This process involved the students‟ background

knowledge about the topic of the text. The students begin to construct meaning

by relating what they know to the new information in the text. When they got

problem in doing it, they formulate the problem, gather the data by reading the

text and after that they analyze the data to come to a conclusion. In the teaching

process, teacher helps it to make the process of understanding the text easier.

5

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the analysis, the writer concluded that in general,

the students‟ Tenth Grade of senior High School Eleven Muaro Jambi in

comprehending descriptive text was low, because most of the students failed in

comprehending descriptive text. It can seen from the result of the test, from 77

students much of them didn‟t answer the question correctly. Only seven student

got Good, twenty seven students got average, fourty students got poor, and

there were three students got very poor. The students got high score was 82,5,

and the total of low was 40. It was proved that the student did not understand

the descriptive text.

In reading comprehension there are five indicator, three indicator are

category difficult percentages on the average below 50% those Main idea,

locating reference and making inference, and two indicator category easy for

students percentage on the average above 50% those are understanding

vocabulary and detail information.

B. Suggestion

From the conclusion above, the writer tries to formulate some

recommendations for both the teachers and the tenth grade students of Senior

High School Eleven Muaro Jambi which can be useful for them in preparation

to face the test reading comprehension. For the students, they should learn

more about the reading comprehension such as reading skills, reading

strategies, and test-taking strategy for reading test that can be useful when they

deal with reading comprehension test.

Moreover, frequent practice in reading and doing reading

comprehension test may assist the students to have reliable comprehension and

be familiar with the reading test, so it may minimize the students‟ difficulties in

reading comprehension test. Meanwhile, for the teachers, it is expected that

they teach the students how to improve their ability in reading comprehension,

especially skill and strategies in reading comprehension test in order to help the

students to overcome difficulties in reading comprehension of English text.

The teacher should provide an interesting material to improve students reading

ability, such as providing the students with authentic material. It is suggested

that teachers need to apply various teaching techniques in teaching reading in

order to achieve better reading comprehension.

REFERENCES

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Cuesta College. (2004). SAn Luis Obispo County Community College District.

http//[email protected]

Hidayati Dasrul (2018), Students Difficulties In Reading Comprehension At The

First Grade Of SMAN 1 Darussalam Aceh Besar.

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A

P

http://www.wikipedia.html/

P

E

N

D

I

X

Bahasa Inggris Umum

Satuan Pendidikan : SMA/MA

Kelas : X (Sepuluh)

Kompetensi Inti :

KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli

(gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan

anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.

KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif 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

KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Menerapkan fungsi sosial,

struktur teks, dan unsur

kebahasaan teks interaksi

transaksional lisan dan tulis yang

melibatkan tindakan memberi

dan meminta informasi terkait

jati diri dan hubungan keluarga,

sesuai dengan konteks

penggunaannya. (Perhatikan

unsur kebahasaan pronoun:

subjective, objective, possessive)

Fungsi Sosial

Mengenalkan, menjalin hubungan

interpersonal dengan teman dan guru

Struktur Teks

- Memulai

- Menanggapi (diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Sebutan anggota keluarga inti dan

yang lebih luas dan orang-orang

dekat lainnya; hobi, kebiasaan

- Verba: be, have, go, work, live

- Menyimak dan menirukanbeberapa contoh interaksi terkait jati diri

dan hubungan keluarga, dengan ucapan dan tekanan kata yang

benar

- Mengidentifikasi ungakapan-ungkapan penting dan perbedaan

antara beberapa cara yang ada

- Menanyakan hal-hal yang tidak diketahui atau yang berbeda.

- Mempelajari contoh teks interaksi terkait jati diri dan hubungan

keluarganya yang dipaparkan figur-figur terkenal.

- Saling menyimak dan bertanya jawab tentang jati diri masing-

masing dengan teman-temannya

4.1 Menyusun teks interaksi

transaksional lisan dan tulis

pendek dan sederhana yang



jati diri, dengan memperhatikan


fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan

sesuai konteks

(dalam simple present tense)

- Subjek Pronoun: I, You, We, They,

He, She, It

- Kata ganti possessive my, your, his,

dsb.

- Kata tanya Who? Which? How? Dst.

- Nomina singular dan plural dengan

atau tanpa a, the, this, those, my,

their, dsb.

- Ucapan, tekanan kata, intonasi,

ejaan, tanda baca, dan tulisan tangan

Topik

Deskripsi diri sendiri sebagai bagian

dari keluarga dan masyarakat yang

dapat menumbuhkan perilaku yang

termuat di KI

- Melakukan refleksi tentang proses dan hasil belajarnya




interpersonal lisan dan tulis yang

melibatkan tindakan memberikan

ucapan selamat dan memuji

bersayap (extended), serta

menanggapinya, sesuai dengan

konteks penggunaannya

Fungsi Sosial

Menjaga hubungan interpersonal

dengan guru, teman dan orang lain.

Struktur Teks

- Memulai


- Menyimak dan menirukan beberapa contoh percakapan

mengucapkan selamat dan memuji bersayap (extended) yang

diperagakan guru/rekaman, dengan ucapan dan tekanan kata yang

benar

- Bertanya jawab untuk mengidentifikasi dan menyebutkan ungkapan

pemberian selamat dan pujian serta tambahannya, n



interpersonal lisan dan tulis

sederhana yang melibatkan

tindakan memberikan ucapan

selamat dan memuji bersayap

(extended), dan menanggapinya

dengan memperhatikan fungsi

sosial, struktur teks, dan unsur

kebahasaan yang benar dan

sesuai konteks

dugaan)

Unsur Kebahasaan

- Ungkapan memberikan ucapan

selamat dan memuji bersayap

(extended), dan menanggapinya



their, dsb.



Topik

Interaksi antara guru dan peserta didik

di dalam dan di luar kelas yang

melibatkan ucapan selamat dan pujian

yang dapat menumbuhkan perilaku

yang termuat di KI

mengidentifikasi persamaan dan perbedaannya

- Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai

situasi lain yang serupa

- Membiasakan menerapkan yang sedang dipelajari. dalam interaksi

dengan guru dan teman secara alami di dalam dan di luar kelas.

- Melakukan refleksi tentang proses dan hasil belajar







niat melakukan suatu

tindakan/kegiatan, sesuai dengan

konteks penggunaannya.

Fungsi Sosial

Menyatakan rencana, menyarankan,

dsb.

Struktur Teks

- Memulai

- Menanggapi (diharapkan atau di luar

- Mencermati beberapa contoh interaksi terkait niat melakukan suatu

tindakan/kegiatan dalam/dengan tampilan visual(gambar, video)

- Mengidentifikasidengan menyebutkan persamaan dan perbedaan

dan dari contoh-contoh yang ada dalam video tersebut, dilihat dari

isi dan cara pengungkapannya

- Bertanya jawab tentang pernyataan beberapa tokoh tentang rencana


(Perhatikan unsur kebahasaan be

going to, would like to)

dugaan)

Unsur Kebahasaan

- Ungkapan pernyataan niat yang

sesuai, dengan modalbe going to,

would like to



their, dsb.



Topik

Interaksi antara guru dan peserta didik

di dalam dan di luar kelas yang

melibatkan pernyataan niatyang dapat

menumbuhkan perilaku yang termuat

di KI

melakukan perbaikan

- Bermain game terkait dengan niat mengatasi masalah

- Membiasakan menerapkan yang sedang dipelajari. dalam interaksi

dengan guru dan teman secara alami di dalam dan di luar kelas.

- Melakukan refleksi tentang proses dan hasil belajar.


transaksional lisan dan tulis

pendek dan sederhana yang



niat melakukan suatu

tindakan/kegiatan, dengan

memperhatikan fungsi sosial,



sesuai konteks

3.4 Membedakan fungsi sosial,


kebahasaan beberapa teks

deskriptif lisan dan tulis dengan

memberi dan meminta informasi

terkait tempat wisata dan

bangunan bersejarah terkenal,

pendek dan sederhana, sesuai

dengan konteks penggunaannya

Fungsi Sosial

Membanggakan, menjual,

mengenalkan, mengidentifikasi,

mengkritik, dsb.

Struktur Teks

Dapat mencakup

- Identifikasi (nama keseluruhan dan

bagian)

- Menyimak dan menirukan guru membacakan teks deskriptif

sederhana tentang tempat wisata dan/atau bangunan bersejarah

terkenaldengan intonasi, ucapan, dan tekanan kata yang benar.

- Mencermati danbertanya jawab tentang contoh

menganalisisdeskripsi dengan alat seperti tabel, mind map, dan

kemudian menerapkannya untuk menganalisis beberapa deskripsi

tempat wisata dan bangunan lain

- Mencermati cara mempresentasikan hasil analisis secara lisan, 4.4 Teks deskriptif


4.4.1 Menangkap makna secara

kontekstual terkait fungsi sosial,


kebahasaan teks deskriptif, lisan

dan tulis, pendek dan sederhana


bangunan bersejarah terkenal

4.4.2 Menyusun teks deskriptif lisan

dan tulis, pendek dan sederhana,


bangunan bersejarah terkenal,



kebahasaan, secara benar dan

sesuai konteks

- Sifat (ukuran, warna, jumlah,

bentuk, dsb.)

- Fungsi, manfaat, tindakan, kebiasaan

Unsur kebahasaan

- Kosa kata dan istilah terkait dengan

tempat wisata dan bangunan

bersejarah terkenal

- Adverbia terkait sifat seperti quite,

very, extremely, dst.

- Kalimat dekalraif dan interogatif

dalam tense yang benar

- Nomina singular dan plural secara

tepat, dengan atau tanpa a, the, this,

those, my, their, dsb.



Topik

Deskripsi tempat wisata dan bangunan

bersejarah yang dapat menumbuhkan

perilaku yang termuat di KI

mempraktekkan di dalam kelompok masing-masing, dan kemudian

mempresentasikan di kelompok lain

- Mengunjungi tempat wisata atau bangunan bersejarah untuk

menghasilkan teks deskriptif tentang tempat wisata atau bangunan

bersejarahsetempat.

- Menempelkan teks di dinding kelas dan bertanya jawab dengan

pembaca (siswa lain, guru) yang datang membacanya




kebahasaan beberapa teks khusus

dalam bentuk pemberitahuan

(announcement), dengan

memberi dan meminta informasi

terkait kegiatan sekolah, sesuai

Fungsi Sosial

Menjalin hubungan interpersonal dan

akademik antar peserta didik, guru,

dan sekolah

- Menyimak dan menirukan guru membacakan beberapa teks

pemberitahuan (announcement) dengan intonasi, ucapan, dan

tekanan kata yang benar.

- Bertanya dan mempertanyakan tentang persamaan dan perbedaan


dengan konteks penggunaannya Struktur Teks

- Istilah khusus terkait dengan jenis

pemberitahuannya

- Informasi khas yang relevan

- Gambar, hiasan, komposisi warna

Unsur Kebahasaan

- Ungkapan dan kosa kata yang lazim

digunakan dalam announcement

(pemberitahuan)






Topik

Pemberitahuan kegiatan, kejadian yang

dapat menumbuhkan perilaku yang

termuat di KI

Multimedia

Layout dan dekorasi yang membuat

tampilan teks pemberitahuan lebih

menarik.

fungsi sosial, struktur teks dan unsur kebahasaannya

- Mencermati danbertanya jawab tentang contoh

menganalisisdeskripsi dengan alat seperti tabel dan kemudian

menerapkannya untuk menganalisis beberapa teks pemberitahuan

lain

- Membuat teks pemberitahuan (announcement) untuk kelas atau

teman


4.5 Teks pemberitahuan

(announcement)




kebahasaan teks khusus dalam

bentuk pemberitahuan

(announcement)

4.5.2 Menyusun teks khusus dalam

bentuk pemberitahuan

(announcement), lisan dan tulis,

pendek dan sederhana, dengan




sesuai konteks




Fungsi Sosial - Menyimak dan menirukan beberapa contoh percakapan terkait





keadaan/tindakan/ kegiatan/

kejadian yang dilakukan/terjadi

di waktu lampau yang merujuk

waktu terjadinya dan

kesudahannya, sesuai dengan

konteks penggunaannya.

(Perhatikan unsur kebahasaan

simple past tense vs present

perfect tense)

Menjelaskan, mendeskripsikan,

menyangkal, menanyakan, dsb.

Struktur Teks

- Memulai


dugaan)

Unsur Kebahasaan

- Kalimat deklaratif dan interogative

dalam simple past tense, present

perfect tense.

- Adverbial dengan since, ago, now;

klause dan adveribial penunjuk

waktu






Topik

Kegiatan, tindakan, kejadian, peristiwa

yang dapat menumbuhkanperilaku

yang termuat di KI

dengan intonasi, ucapan dan tekanan kata yang tepat

- Guru mendiktekan percakapan tersebut dan peserta didik

menuliskannya dalam buku catatannya untuk kemudianbertanya

jawab terkait perbedaan dan persamaan makna kalimat-kalimat

yang menggunakan kedua tense tersebut

- Membaca beberapa teks pendek yang menggunakan kedua tense

tersebut, dan menggunakan beberapa kalimat-kalimat di dalamnya

untuk melengkapi teks rumpang pada beberapa teks terkait.

- Mencermati beberapa kalimat rumpang untuk menentukan tense

yang tepat untuk kata kerja yang diberikan dalam kurung

- Diberikan suatu kasus, peserta didik membuat satu teks pendek

dengan menerapkan kedua tense tersebut

- Melakukan refleksi tentang proses dan hasil belajar


transaksional, lisan dan tulis,

pendek dan sederhana, yang



keadaan/tindakan/ kegiatan/

kejadian yang dilakukan/terjadi

di waktu lampau yang merujuk

waktu terjadinya dan

kesudahannya, dengan




sesuai konteks



kebahasaan beberapa teks recount

lisan dan tulis dengan memberi

Fungsi Sosial

Melaporkan, menceritakan, berbagi

- Menyimak guru membacakan peristiwa bersejarah, menirukan

bagian demi bagian dengan ucapan dan temakan kata yang benar,



peristiwa bersejarah sesuai


pengalaman, mengambil teladan,

membanggakan

Struktur Teks

Dapat mencakup:

- orientasi

- urutan kejadian/kegiatan

- orientasi ulang

Unsur Kebahasaan

- Kalimat deklaratif dan interogatif

dalam simple past, past continuous,

present perfect, dan lainnya yang

diperlukan

- Adverbia penghubung waktu: first,

then, after that, before, when, at last,

finally, dsb.

- Adverbia dan frasa preposisional

penujuk waktu



their, dsb.



Topik

Peristiwa bersejarah yang dapat


di KI

dan bertanya jawab tentang isi teks

- Menyalin teks tsb dalam buku teks masing-masing mengikuti

seorang siswa yang menuliskan di papan tulis, sambil bertanya

jawab terkait fungsi sosial, struktur teks, dan unsur kebahasaan

dalam teks

- Mencermati analisis terhadap fungsi sosial, rangkaian tindakan dan

kejadian dengan menggunakan alat seperti tabel, bagan, dan

kemudian mengerjakan hal sama dengan teks tentang peristiwa

bersejarah lainnya

- Mengumpulkan informasi untuk menguraikan peristiwa bersejarah

di Indonesia

- Menempelkan karyanya di dinding kelas dan bertanya jawab

dengan pembaca (siswa lain, guru) yang datang membacanya


4.7 Teks recount – peristiwa

bersejarah




kebahasaan teks recount lisan dan

tulis terkait peristiwa bersejarah

4.7.2 Menyusun teks recount lisan dan

tulis, pendek dan sederhana,

terkait peristiwa bersejarah,




sesuai konteks




kebahasaan beberapa teks naratif

lisan dan tulis dengan memberi


legenda rakyat, sederhana, sesuai


Fungsi Sosial

Mendapat hiburan, menghibur,

mengajarkan nilai-nilai luhur,

mengambil teladan

Struktur Teks

Dapat mencakup:

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalamsimple past

tense, past continuous, dan lainnya

yang relevan

- Kosa kata: terkait karakter, watak,

dan setting dalam legenda

- Adverbia penghubung dan penujuk

waktu



Topik

Cerita legenda yang dapat


di KI

- Menyimak guru membacakan legenda, sambil dilibatkan dalam

tanya jawab tentang isinya

- Didiktekan guru menuliskan legenda tersebut dalam buku catatan

masing-masing, sambil bertanya jawab terkait fungsi sosial, struktur

teks, dan unsur kebahasaan yang ada

- Dalam kelompok masing-masing berlatih membacakan legenda tsb

dengan intonasi, ucapan dan tekanan kata yang benar, dengan saling

mengoreksi

- Membaca satu legenda lain, bertanya jawab tentang isinya, dan

kemudian mengidentifikasi kalimat-kalimat yang memuat bagian-

bagian legenda yang ditanyakan


4.8 Menangkap makna secara



kebahasaan teks naratif, lisan dan

tulis sederhana terkait legenda

rakyat


3.9 Menafsirkan fungsi sosial dan

unsur kebahasaan lirik lagu

terkait kehidupan remaja

SMA/MA/SMK/MAK

Fungsi sosial

Mengembangkan nilai-nilai kehidupan

dan karakter yang positif

Unsur kebahasaan

- Kosa kata dan tata bahasa dalam

lirik lagu



Topik

Hal-hal yang dapat memberikan

keteladanan dan menumbuhkan

perilaku yang termuat di KI

- Membaca, menyimak, dan menirukan lirik lagu secara lisan

- Menanyakan hal-hal yang tidak diketahui atau berbeda

- Mengambil teladan dari pesan-pesan dalam lagu

- Menyebutkan pesan yang terkait dengan bagian-bagian tertentu

- Melakukan refleksi tentang proses dan hasil belajarnya

4.9 Menangkap makna terkait fungsi

sosial dan unsur kebahasaan

secara kontekstual lirik lagu

terkait kehidupan remaja

SMA/MA/SMK/MAK

Reading Comprehension Test Specification

Test specification of reading comprehension

No Indicator of Reading Comprehension Number Total

1. Determining main idea 11, 18, 21, 31, 35, 36,

38,

7 items

2. Locating inference 4, 14, 17, 32, 38 5 items

3. Understanding Vocabulary 3, 10, 12, 19, 28, 34, 40 7 items

4. Making inference 1, 2, 5, 6, 9, 15,16, 20,

24, 25, 33, 37

12 items

5. Detail information 7, 8, 13, 22, 23, 26, 27,

29, 30

9 items

Total 40 Items

Range of students‟ Reading Comprehension

No Interval Grade

1. 86 – 100 Very Good

2. 71 - 85 Good

3. 56– 70 Average

4. 41 – 55 Poor

5. 0 - 40 Very Poor

Petunjuk :

Berikan komentar dan saran ibu/bapak tentang tingkat kesesuaian dan tingkat kesulitan masing- masing bacaan dan soal dari 25 butir

soal membaca dengan cara mencontreng pilihan huruf A,B,C,dan D untuk menunjukkan tingkat kesesuaian ( the level of

approriateness ) dan 1,2,3,4 dan 5 untuk menunjukkan tingkat kesulitan ( the level of difficulty )

Keterangan :

A : Sangat sesuai 1 : Sangat sulit

B : Sesuai 2 : Sulit

C : Sedang 3 : Sedang

D : Tidak sesuai 4 : Mudah

E : Sangat tidak sesuai 5 : Sangat Mudah

No Text / Soal Tingkat Kesesuaian Tingkat Kesulitan

A B C D E 1 2 3 4 5

Read the following text and answer questions 1 to 5

YOGYAKARTA

Yogyakarta is one of the foremost cultural centers in Java, the seat of the

mighty Javanese empire of Mataram from which present day Yogyakarta has

the best inherited of traditions. The city itself has a special charm, which

seldom fails to captivate the visitor. Gamelan, classical and contemporary

Javanese dances, leather puppet, theater and other expressions of traditional art

will keep the visitor spellbound. Local craftsmen excel in art such Batiks, silver

and leather works. Next to the traditional, contemporary art has found fertile

soil in Yogya‟s culture oriented society.

Yogyakarta is often called the main gateway to the Central Java as

where it is geographically located. It stretches from Mount Merapi to the Indian

Ocean. There is daily air service to Yogya from Jakarta, Surabaya and Bali as

well as regular train service and easy accessibility by road. Yogyakarta is

commonly considered as the modern cultural of Central Java. It is very lively

city and a shopper‟s delight. The main road, Malioboro street, is always

crowded and famous for it night street food-culture and street vendors. Many

tourist shops and cheap hotels are concentrated along this street or in the

adjoining tourist area such Sosrowijayan Street.

The key attraction of Yogyakrta is „Kraton‟ (the sultan palace), the centers

of Yogya‟s traditional life and despite the advance of modernity ; it still

emanates the spirits of refinement, which has been the Hallmark of

Yogyakarta‟s art for centuries. This vast complex of decaying buildings was

built in the 18th

century, and is actually a walled city within the city with

luxurious pavilions and which the current Sultan Still resides. Yogyakarta is

also the only major city, which still has traditional „Becak‟ (rickshaw-style)

transport.

1. What is the purpose of the text?

2 We know from the second paragraph that….

3 “....Spirit of refinement, which has been hallmark of Yogya‟s art for

centuries.(paragraph 3) The underline word is closest in meaning…..

4 It stretches from,,,(paragraph 2). The word “it” refers to…

5 The identification of the text is .....


JAKARTA

Jakarta, formerly Batavia, is the capital and largest city of the republic

of Indonesia. It is located on the northwest coast of java island at the mouth of

the Ciliwung River. Jakarta dominates Indonesia‟s administrative, economic,

and cultural activities, and is a major commercial and transportation hub within

Asia. The climate is hot and humid. Rainfall occurs throughtout the year. The

heaviest rainfall occurs from November to May. The city lies on a flat and low

plain. That is why flood disaster often happens during the periods of heavy

rainfall.

Jakarta is a magnet for migrants from other areas of Indonesia; during

the late 1980s an estimated two hundreds and fifty migrants arrived daily. At

the 1990 census, DKI Jakarta had a population of 8,259,266. The 1997

population wa 9,341,400. These figures do not include seasonal residents who

may number more than 1 million.

6 The identification of the text can be found in ...

7 How is the climate in Jakarta?

8 Heavy rainfall possibly takes place in Jakarta on ...

9

Flood often happens in Jakarta, because ...

10 The city lies on flat and low plain. The closest meaning to the word

„plain‟ is ....


SINGKAWANG

Located in the province of West Kalimantan on the island of borneo in

Indonesia, Singkawang is Well-known as the city of a Thousand Temples.

There are so many temples can be found in the city and its surrounding. Nearly

every god and goddess in Chinese mythology are worshipped here.

Singkawang is also known as the one of the Indonesian Chinatowns

since the majority population is Chinese descendant. They still practice their

culture in any ceremony or official events, from wedding to funeral ceremonies.

The culture is seen as the closest to the original tradition of Chinese people,

making Singkawang known as the Indonesian Chinatown.

Unique food like “ rujak ju hie” (rojak with dried squid) is one of

delicacies in Singkawang. Tofu (bean cued) Singkawang is famous in west

Kalimantan, also “ kembang tahu” (silky smooth tofu with sugar gravy) is very

popular in this city. Singkawang is also famous for its cakes. The variety of

cakes is surprising and available from early morning till midnight. Kopi Tiam

(local coffee shop) with strong bitter robusta can be found everywhere. Peaceful

and safe feeling for everyone makes Singkawang to be one of the cities with

lively night.

11 What does the text tell us about ?

12 The word „well-known‟ in the first paragraph is similar in meaning with...

13 Why is Singkawang known as the Indonesian Chinatown?

14 They still practice their culture in any ceremony or ... (paragraph 2). The word

„they‟ refers to ....

15 Based on the text, which one of the following statements is incorrect?


SAMOSIR

Samosir is the largest island within an island, and the fifth largest lake

island in the world. It also contains two smaller lakes, Lake Sidihoni and Lake

Aek Natonang. Across the lake on the east from the island lies Uluan Peninsula.

The island is linked to the mainland of Sumatra on its western part by a narrow

land connecting the town of Pangururan on Samosir and Tele on mainland

Sumatra. Tele consequently offers one of the best views of Lake Toba and

Samosir Island.

Samosir is a popular tourist destination due to its exotic history and the

vistas it offers. The tourist resort are concentrated in the Tuktuk area. The island

is the centre of the Batak culture and many the Toba Batak traditional houses

remain on the island. Most of the tourist accommodations are concentrated in

the small town of Tuktuk, which is located a one-hour ferry ride across the lake

from the town of Parapat. A car ferry leaves the mainland from Ajibata and

lands in the small town of Tomok, about a 10 minutes drive from Tuktuk. There

are also other passenger ferries and individual hotels may also have ferries

available.

16 What is the purpose of the text?

17 It also contains two smaller lakes, ... (first paragraph). What does the word„ it‟

refer to?

18 What is the main idea of the second paragraph?

19 „samosir is a popular destination due to its exotic history...‟ (paragraph 2) The

closest meaning to the words „ due to‟ is ....

20 Based on the text, the following statement are correct, except ...


PARIS

Paris is the capital of a European nation, France. It is also one of the

most beautiful and most famous cities in the world.

Paris is called the city of Light. It is also an International faction center.

What stylish women are wearing in Paris will be worn by women all over the

world. Paris is also famous for its world center of education. For instance, it is

the headquarters of UNESCO, the United Nations Educational, Scientific and

Cultural Organization.

The Seine River divides the city into two parts. Thirty-two bridges cross

this scenic river. The oldest and perhaps the most well-known is Pon Neuf,

which was built in the sixteenth century. Sorbonne, a famous University, is

located on the left bank (south side) of the river. The beautiful white church

Sacre Coeur lies on the top of hill called Montmartre on the right bank (north

side) of the Seine.

There are many other famous place in Paris, such as the famous museum

the Louvre as well the cathedral of Notre Dame. However, the most famous

landmark in this city must be the Eiffel Tower.

Paris is named after a group of people called the Parisii. They built a

small village on an island in the middle of the Seine River about two thousand

years ago. This island is called lie de la cite. It is where Notre Dame located.

Today around eight million people live in Paris area.

21 The fifth paragraph tells…

22 What is the oldest and most well-known part of the city?

23 From the text we know that Notre Dame is located….

24 What is the generic structure of the text above?

25 The identification of the text is…

Indonesia Tourism

Lake Toba, which is situated in the center of the Bukit Barisan mountain

range, is an interesting mountain resort with Samosir Island in the center of the

lake. It boats many modern hotels and facilities for water sport such as boating,

water skiing and swimming.

In West Sumatra, the center of culture and tourism is Bukit Tinggi,

situated in the highlands north of the provincial capital of Padang. West

Sumatra is a land of scenic beauty with green lakes, and blue mountains.

Java has a great number of attractions, including the world renowned

Botanic Garden in Bogor, the wildlife reserve of Ujung Kulon on the south west

part of the island. Borobudur, a gigantic Buddhist shrine is situated 42

kilometers northwest of Yogyakarta and the Ijen crater lies in East Java and

displays hot springs, waterfalls and free roaming deer as well as a sulphur

crater. A three – hour drive from Surabaya, and the a pony ride from the village

of Ngadisari over the sea will take you to mount Bromo which is an active

volcano with sulphur fumes and smoke still emitting from its depths. The

inhabitants of the surrounding areas believe in the God of Bromo and bring

offerings to his deity.

Bali is different from the rest of Indonesia because of its unique from of

Hinduism called “ Hindu Dharma “. Religion is at the main source of traditional

custom in family and and community life. The soul of a Balinese if religion and

it finds its expression in art. Many articles and books have been written on Bali.

26 What natural beauty does West Sumatra have ?

27 Which of the following attractions is not found in at the surroundings of the Ijen

crater ?

28 Borobudur, a gigantic Buddhist shine is situated 42 kilometers northwest of

Yogyakarta . The underlined words means . . . .

29 How many tourist resorts are mentioned in the third paragraph?

30 Which place is called “ Hindu Dharma “ ?

Jatim Park

For people in East Java, Jatim Park may have been heard many times as

it is one of the famous tourism objects in East Java province. Jatim Park offers a

recreation place as well as a study center. Jatim Park is located at Jl. Kartika 2

Batu, East Java. To reach the location is not difficult because the object is only

2, 5 kilo meters from Batu city.

Jatim Park tourism object is about 22 hectares in wide. Visitor can enjoy

at least 36 kinds of facilities which can attract them as well as give new

knowledge. Just after passing the gate, the visitors will find an interesting view

of „Galeri Nusantara‟ area. This study offering, continues to step on „Taman

Sejarah‟ area, which contains of miniature temple in East Java like Sumberawan

temple, customhouse of Kiai Hasan Besari Ponorogo and Sumberawan Statue.

Another interesting is able to be enjoyed is „Agro Park‟ area. It presents crop

and rare fruits, animal diorama which consists of unique animals that have been

conserved, and support games like bowling, throwing ball, scooter disco. Jatim

Park is suitable for family and school recreation. The recreation area sites offer

precious tour and can be used as alternative media of study.

31 What is the topic sentence of the second paragraph?

32 “It presents crop and rareness fruits, animal diorama…” (paragraph 2) What

does the underlined word above refer to?

33 Why is Jatim Park suitable for family and school recreation?

34 “To reach the location is not too difficult because the object is only 2, 5 kilos

meters from Batu city” (paragraph 2) What is the antonym of the word

difficult?

35 What does the second paragraph tell about?

ORCHARD ROAD

orchard road is a Boulevard which become business and entertainment

center in Singapore. Orchard Road is surrounded by a lush tropical and flower

gardens which are beautiful. At first, orchard Road is just a suburban street

lined with orchards, plantations nutmeg, and papper farming. However, in the

1970s, it turned into a shopping center in Singapore. In 1960 and 1970

entertainment industries began to enter this Road. Shopping centers such a mall

and plaza was built in 1974.

Orchard Road runs along about 2.2 k. This road is one way street

flanked by a variety of shopping malls, hotels and restaurants. The shopping

area which is nearly 80,000 square meters provides a wide range of things,

food, and entertainment. In this area there are many options that can satisfy

visitors from all walks of life starting from the luxury branded things to the

popular branded, from exclusive restaurants to fast food.

There are so many ways that can be accessed to get to Orchard Road such as: by

taxi, bus or drive your own car. For those who are driving to Orchard Road can

be entered from the west trough the Napier Road. Vehicles from Dunearn Road

can turn to left at the intersection of the Marriott Hotel junction. Vehicles that

come from Peterson can turn right into Orchard Road. orchard is always

crowded so you have to be careful in order not to get lost

36 The text mainly focuses on?

37 Which Statement is true?

38 In the third paragraph the writer describes about?

39 Word “it” in line 4 refers to?

40 The word “satisfy” in line 8 has the closet meaning with?

ANSWER KEYS

1. B

2. D

3. C

4. A

5. A

6. A

7. C

8. A

9. D

10. B

11. B

12. D

13. C

14. B

15. A

16. B

17. D

18. C

19. C

20. B

21. A

22. B

23. A

24. C

25. A

26.D

27. C

28.B

29. A

30. D

31.A

32. B

33. B

34. D

35. C

36. D

37. C

38. C

39. A

40.B

Jambi, Oktober 2019

Pembimbing I Pembimbing II

Dr. Tuti Indriyani, M.Pd. Uyun Nafi’ah, M.Pd

NIP. 197501102009012006 NIP. 198806272015032006

Appendix I

Reading comprehension test

YOGYAKARTA

Yogyakarta is one of the foremost cultural centers in Java, the seat of the

mighty Javanese empire of Mataram from which present day Yogyakarta has the

best inherited of traditions. The city itself has a special charm, which seldom fails

to captivate the visitor. Gamelan, classical and contemporary Javanese dances,

leather puppet, theater and other expressions of traditional art will keep the visitor

spellbound. Local craftsmen excel in art such Batiks, silver and leather works.

Next to the traditional, contemporary art has found fertile soil in Yogya‟s culture

oriented society.

Yogyakarta is often called the main gateway to the Central Java as where

it is geographically located. It stretches from Mount Merapi to the Indian Ocean.

There is daily air service to Yogya from Jakarta, Surabaya and Bali as well as

regular train service and easy accessibility by road. Yogyakarta is commonly

considered as the modern cultural of Central Java. It is very lively city and a

shopper‟s delight. The main road, Malioboro street, is always crowded and

famous for it night street food-culture and street vendors. Many tourist shops and

cheap hotels are concentrated along this street or in the adjoining tourist area such

Sosrowijayan Street.

The key attraction of Yogyakrta is „Kraton‟ (the sultan palace), the centers of

Yogya‟s traditional life and despite the advance of modernity ; it still emanates the

spirits of refinement, which has been the Hallmark of Yogyakarta‟s art for

centuries. This vast complex of decaying buildings was built in the 18th

century,

and is actually a walled city within the city with luxurious pavilions and which the

current Sultan Still resides. Yogyakarta is also the only major city, which still has

traditional „Becak‟ (rickshaw-style) transport.


a. To amuse the readers with Yogyakarta

b. To describe the location Yogyakarta .

c. To persuade the readers to go to Yogyakarta

d. To promote Yogyakarta

2. We know from the second paragraph that….

a. A plane is the most convenient access to reach Yogyakarta

b. Many local tourists prefer staying in Sosrowijayan street

c. Sosrowijayan is also known as shopping and culinary delight

d. There are many convenient store in the streets of Yogyakarta .

3. “....Spirit of refinement, which has been hallmark of Yogya‟s art for

centuries.(paragraph 3) The underline word is closest in meaning…..

a. Settlement

b. Development

c. Improvement .

d. Involvement

4. It stretches from,,,(paragraph 2). The word “it” refers to…

a. Yogyakarta

b. Mount Merapi

c. Central Java

d. Indian Ocean

5. The identification of the text is .....

a. The 1st sentence of the 1

st paragraph

b. The 1st sentence of the 2

nd paragraph

c. The 1st sentence of the last paragraph

d. The last sentence of the 1st paragraph

JAKARTA

Jakarta, formerly Batavia, is the capital and largest city of the republic of

Indonesia. It is located on the northwest coast of java island at the mouth of the

Ciliwung River. Jakarta dominates Indonesia‟s administrative, economic, and

cultural activities, and is a major commercial and transportation hub within Asia.

The climate is hot and humid. Rainfall occurs throughtout the year. The heaviest

rainfall occurs from November to May. The city lies on a flat and low plain. That

is why flood disaster often happens during the periods of heavy rainfall.

Jakarta is a magnet for migrants from other areas of Indonesia; during the

late 1980s an estimated two hundreds and fifty migrants arrived daily. At the 1990

census, DKI Jakarta had a population of 8,259,266. The 1997 population wa

9,341,400. These figures do not include seasonal residents who may number more

than 1 million.

6. The identification of the text can be found in ...

a. The 1st sentence of the 1st paragraph

b. The 1st sentence of the 2nd paragraph

c. The last sentence of the 1st paragraph

d. The last sentence of the 2nd paragraph

7. How is the climate in Jakarta?

a. Cool and fresh

b. Hot and fresh

c. Hot and humid

d. Cool and humid

8. Heavy rainfall possibly takes place in Jakarta on ...

a. December, january, February

b. April, May, June

c. May, June, July

d. June, July, August

9. Flood often happens in Jakarta, because ...

a. Jakarta is located on the northwest coast of Java Island

b. Jakarta is the capital city

c. Jakarta is high populated

d. Jakarta lies on a flat low plain

10. The city lies on flat and low plain. The closest meaning to the word

„plain‟ is ....

a. Mountain

b. Land

c. River

d. Climate

SINGKAWANG

Located in the province of West Kalimantan on the island of borneo in

Indonesia, Singkawang is Well-known as the city of a Thousand Temples. There

are so many temples can be found in the city and its surrounding. Nearly every

god and goddess in Chinese mythology are worshipped here.

Singkawang is also known as the one of the Indonesian Chinatowns since

the majority population is Chinese descendant. They still practice their culture in

any ceremony or official events, from wedding to funeral ceremonies. The culture

is seen as the closest to the original tradition of Chinese people, making

Singkawang known as the Indonesian Chinatown.

Unique food like “ rujak ju hie” (rojak with dried squid) is one of

delicacies in Singkawang. Tofu (bean cued) Singkawang is famous in west

Kalimantan, also “ kembang tahu” (silky smooth tofu with sugar gravy) is very

popular in this city. Singkawang is also famous for its cakes. The variety of cakes

is surprising and available from early morning till midnight. Kopi Tiam (local

coffee shop) with strong bitter robusta can be found everywhere. Peaceful and

safe feeling for everyone makes Singkawang to be one of the cities with lively

night.

11. What does the text tell us about ?

a. Chinese mythology

b. Singkawang

c. Tradition of chinese people

d. The island of Borneo

12. The word „well-known‟ in the first paragraph is similar in meaning with...

a. Strange

b. Unusual

c. Unique

d. Famous

13. Why is Singkawang known as the Indonesian Chinatown?

a. Singkawang is a city located in the province of West Kalimantan.

b. There are so many temples can be found in the city and its

surrounding.

c. The culture is seen as the closest to the original tradition of

Chinese people.

d. Singkawang is very famous for its cakes.

14. They still practice their culture in any ceremony or ... (paragraph 2). The

word „they‟ refers to ....

a. Indonesian Chinatowns

b. The majority population

c. Official events

d. Funeral ceremonies

15. Based on the text, which one of the following statements is incorrect?

a. All the people of Singkawang are Chinese descendant.

b. Silky smooth tofu with sugar gravy is very popular in

Singkawang.

c. Singkawang is famous as the city of a Thousand Temples.

d. Singkawang is known as one of the Indonesian Chinatowns.

SAMOSIR

Samosir is the largest island within an island, and the fifth largest lake

island in the world. It also contains two smaller lakes, Lake Sidihoni and Lake

Aek Natonang. Across the lake on the east from the island lies Uluan Peninsula.

The island is linked to the mainland of Sumatra on its western part by a narrow

land connecting the town of Pangururan on Samosir and Tele on mainland

Sumatra. Tele consequently offers one of the best views of Lake Toba and

Samosir Island.

Samosir is a popular tourist destination due to its exotic history and the

vistas it offers. The tourist resort are concentrated in the Tuktuk area. The island is

the centre of the Batak culture and many the Toba Batak traditional houses remain

on the island. Most of the tourist accommodations are concentrated in the small

town of Tuktuk, which is located a one-hour ferry ride across the lake from the

town of Parapat. A car ferry leaves the mainland from Ajibata and lands in the

small town of Tomok, about a 10 minutes drive from Tuktuk. There are also other

passenger ferries and individual hotels may also have ferries available.


a. To tell about the lake Toba

b. To give information about Samosir

c. To describe the Batak traditional houses

d. To inform about the small toen of Tuk Tuk

17. It also contains two smaller lakes, ... (first paragraph). What does the

word„ it‟ refer to?

a. Sumatra

b. Lake

c. Island

d. Samosir

18. What is the main idea of the second paragraph?

a. Samosir is the largest island within an island

b. Samosir is the centre of the Batak culture

c. Samosir is a popular tourist destination

d. Samosir is an island within an island

19. „samosir is a popular destination due to its exotic history...‟ (paragraph 2)

The closest meaning to the words „ due to‟ is ....

a. Although

b. However

c. Because of

d. Consist of

20. Based on the text, the following statement are correct, except ...

a. Samosir lies between Lake Sidihoni and Lake Aek Natonang

b. Samosir is a popular tourist destination due to its vistas

c. Tele is one of the best views of Lake Toba and Samosir Island

d. Tuktuk is located a one-hour ferry ride across the lake from the

town of Parapat.

PARIS

Paris is the capital of a European nation, France. It is also one of the most

beautiful and most famous cities in the world.

Paris is called the city of Light. It is also an International faction center.

What stylish women are wearing in Paris will be worn by women all over the

world. Paris is also famous for its world center of education. For instance, it is the

headquarters of UNESCO, the United Nations Educational, Scientific and

Cultural Organization.

The Seine River divides the city into two parts. Thirty-two bridges cross

this scenic river. The oldest and perhaps the most well-known is Pon Neuf, which

was built in the sixteenth century. Sorbonne, a famous University, is located on

the left bank (south side) of the river. The beautiful white church Sacre Coeur lies

on the top of hill called Montmartre on the right bank (north side) of the Seine.

There are many other famous place in Paris, such as the famous museum

the Louvre as well the cathedral of Notre Dame. However, the most famous

landmark in this city must be the Eiffel Tower.

Paris is named after a group of people called the Parisii. They built a small

village on an island in the middle of the Seine River about two thousand years

ago. This island is called lie de la cite. It is where Notre Dame located. Today

around eight million people live in Paris area.

21. The fifth paragraph tells…

a. The origin of the word Paris .

b. About the Paris

c. The location of Notre Dame

d. A village built a thousand years ago

22. What is the oldest and most well-known part of the city?

a. The Seine River

b. The Pon Neuf .

c. The Sorbonne

d. The right bank

23. From the text we know that Notre Dame is located….

a. Near left Louvre .

b. On the left bank

c. On the right bank

d. On the middle of the Seine River

24. What is the generic structure of the text above?

a. Orientation-Complication-Resolution

b. Classification-Description

c. Identification-Description

d. Orientation –Description

25. The identification of the text is…

a. Paris is the capital of a European nation, France.

b. Paris is called the city of Light

c. There are many other famous place in Paris

d. Paris is named after a group of people called the Parisii.

Indonesia Tourism

Lake Toba, which is situated in the center of the Bukit Barisan mountain

range, is an interesting mountain resort with Samosir Island in the center of the

lake. It boats many modern hotels and facilities for water sport such as boating,

water skiing and swimming.

In West Sumatra, the center of culture and tourism is Bukit Tinggi,

situated in the highlands north of the provincial capital of Padang. West Sumatra

is a land of scenic beauty with green lakes, and blue mountains.

Java has a great number of attractions, including the world renowned

Botanic Garden in Bogor, the wildlife reserve of Ujung Kulon on the south west

part of the island. Borobudur, a gigantic Buddhist shrine is situated 42 kilometers

northwest of Yogyakarta and the Ijen crater lies in East Java and displays hot

springs, waterfalls and free roaming deer as well as a sulphur crater. A three –

hour drive from Surabaya, and the a pony ride from the village of Ngadisari over

the sea will take you to mount Bromo which is an active volcano with sulphur

fumes and smoke still emitting from its depths. The inhabitants of the surrounding

areas believe in the God of Bromo and bring offerings to his deity.

Bali is different from the rest of Indonesia because of its unique from of

Hinduism called “ Hindu Dharma “. Religion is at the main source of traditional

custom in family and and community life. The soul of a Balinese if religion and it

finds its expression in art. Many articles and books have been written on Bali.

26. What natural beauty does West Sumatra have ?

a. Active volcanoes

b. Water sport

c. Modern hotels

d. Green lakes and blue mountains

27. Which of the following attractions is not found in at the surroundings of

the Ijen crater ?

a. Hot springs

b. Waterfalls

c. A sea of sand

d. A sulphur crater

28. Borobudur, a gigantic Buddhist shine is situated 42 kilometers northwest

of Yogyakarta . The underlined words means . . . .

a. Nice

b. Huge

c. Tall

d. Large

29. How many tourist resorts are mentioned in the third paragraph?

a. Three

b. Four

c. Five

d. One

30. Which place is called “ Hindu Dharma “ ?

a. Bali

b. East Java

c. Ujung Kulon

d. Padang

Jatim Park

For people in East Java, Jatim Park may have been heard many times as it

is one of the famous tourism objects in East Java province. Jatim Park offers a

recreation place as well as a study center. Jatim Park is located at Jl. Kartika 2

Batu, East Java. To reach the location is not difficult because the object is only 2,

5 kilo meters from Batu city.

Jatim Park tourism object is about 22 hectares in wide. Visitor can enjoy at

least 36 kinds of facilities which can attract them as well as give new knowledge.

Just after passing the gate, the visitors will find an interesting view of „Galeri

Nusantara‟ area. This study offering, continues to step on „Taman Sejarah‟ area,

which contains of miniature temple in East Java like Sumberawan temple,

customhouse of Kiai Hasan Besari Ponorogo and Sumberawan Statue. Another

interesting is able to be enjoyed is „Agro Park‟ area. It presents crop and rare

fruits, animal diorama which consists of unique animals that have been conserved,

and support games like bowling, throwing ball, scooter disco. Jatim Park is

suitable for family and school recreation. The recreation area sites offer precious

tour and can be used as alternative media of study.

31. What is the topic sentence of the second paragraph?

a. Jatim Park tourism object is about 22 hectares wide

b. Jatim Park is suitable for family and school recreation

c. Jatim Park offers a recreation as well as study center

d. Jatim Park is one of the Famous tourism object in East Java Province

32. “It presents crop and rareness fruits, animal diorama…” (paragraph 2)

What does the underlined word above refer to?

a. Jatim Park

b. Agro Park

c. Taman Sejarah

d. School recreation

33. Why is Jatim Park suitable for family and school recreation?

a. because to reach the location is not too difficult because the object is

only 2, 5 kilos meters from Batu city

b. because It presents crop and rareness fruits, animal diorama which

consists of unique animals that have been conserved, and supporting

games like bowling, throw ball, scooter disco, etc

c. because visitor can enjoy at least 36 kinds of facilities which can

attract them as well as give new knowledge

d. because Jatim Park may have been heard many times as it is one of the

famous tourism object in East Java province

34. “To reach the location is not too difficult because the object is only 2, 5

kilos meters from Batu city” (paragraph 2) What is the antonym of the

word difficult?

a. hard

b. confused

c. afraid

d. easy

35. What does the second paragraph tell about?

a. the location of Jatim Park tourism object

b. the journey to get Jatim Park tourism object

c. the facilities of Jatim Park tourism object

d. the history of Jatim Park tourism object

ORCHARD ROAD

orchard road is a Boulevard which become business and entertainment

center in Singapore. Orchard Road is surrounded by a lush tropical and flower

gardens which are beautiful. At first, orchard Road is just a suburban street lined

with orchards, plantations nutmeg, and papper farming. However, in the 1970s, it

turned into a shopping center in Singapore. In 1960 and 1970 entertainment

industries began to enter this Road. Shopping centers such a mall and plaza was

built in 1974.

Orchard Road runs along about 2.2 k. This road is one way street flanked

by a variety of shopping malls, hotels and restaurants. The shopping area which is

nearly 80,000 square meters provides a wide range of things, food, and

entertainment. In this area there are many options that can satisfy visitors from all

walks of life starting from the luxury branded things to the popular branded, from

exclusive restaurants to fast food.

There are so many ways that can be accessed to get to Orchard Road such as:

by taxi, bus or drive your own car. For those who are driving to Orchard Road can

be entered from the west trough the Napier Road. Vehicles from Dunearn Road

can turn to left at the intersection of the Marriott Hotel junction. Vehicles that

come from Peterson can turn right into Orchard Road. orchard is always crowded

so you have to be careful in order not to get lost.

36. The text mainly tell us about?

a. Singapore

b. Orchard Plantation

c. Plaza and mall

d. Orchard Road as business and entertainment center

37. Which Statement is true?

a. At first Orchard Road is crowded settlement

b. Orchard Road become business and entertainment center since 1974

c. Vehicles from Dunrean road turn to the left at intersection of the

Marriot hotel junction

d. Orchard Road is infamous place at Singapore

38. In the third paragraph the writer describes about?

a. The location of Orchard Road

b. The things that we can see at orchard road

c. The direction to get to orchard road

d. The history of orchard road

39. Word “it” in line 4 refers to?

a. Suburban Street

b. The Plantation

c. Luxury branded things

d. The Plaza

40. The word “satisfy” in line 8 has the closet meaning with?

a. Free

b. Pleased

c. Frighten

d. Threat

Appendix II

The Students Test Score

Class X IPA 1

SMAN 11 Muaro Jambi

No Name Score

1. Andi Sabar 47, 5

2. Ananda ikhsan 60

3. Annisa febrian 57,5

4. Mitha Yana 57, 5

5. Nova Ida Silalahi 60

6. Petro Doperan Purba 50

7. Radjulin Rahman 65

8. Ade Yolanda Putri 77,5

9. Dwi Fajar Cahyani 75

10. Desta Rianita 80

11. Aria Fahrulli 55

12. Elisabeth Theresia Siburian 57,5

13. Farrel Erza Rafferty 52,5

14. Febrio 47,5

15. Afdal Akbar 75

16. Jingga Meilani Sipayung 67,5

17. Lasmiati 55

18. M. Taufik 55

19. Mardo Delya Safitri 50

Class X IPA 2

No Name Score

1. May Sella 50

2. Yusnita Sari Siregar 52,5

3. Kezia Lulu m 50

4. Zulidar Rahma 57,5

5. Trinova Gea 57,5

6. Tria Ar Dika 62,5

7. Melsa Desmala 65

8. Siti Nursima 47,5

9. Dini Putri 55

10. Andi Lawo S 47,5

11. M. Zacky Rep 62,5

12. Ospena Arjona Simurat 55

13. Putri Enjelina 55

14. Dea Karolina S 50

15. Ali Sahban Hasibuan 47,5

16. Asbulla 50

17. M. Juliansyah Haria Putra 57,5

18. Jhon Riko 57,5

19. Herianto 52,5

20. Fatya Kariadna 47,5

21. Cyndi Romauly Br 70

Class X IPS 1

No Name Score

1. Rifky Armanda 60

2. Ida Royana 52,5

3. Ririn Oktavia 67,5

4. Ilham Saputra 55

5. Risya Mareta Imprianda 52,5

6. Paris Ghozim 60

7. Irene Renitasari S 45

8. Rian Doko 57,5

9. Sukini 57,5

10. Sabartini Kamelia Sihombing 77,5

11. Gita 55

12. Wahyu Armandani 50

13. Febriyanto Ferdinan 82,5

14. Apsriyani 52,5

15. M. Dendri 55

16. Kesih Merdiyanti 40

17. Abdumas Said 82,5

18. Nur Aliah Nasution 52,5

Class X IPS 2

No Name Score

1. Ahmad Khodri 62,5

2. Geo Riski 52,5

3. Ali Afri S 57,5

4. Ananta Bahari 47,5

5. Muhammad Ridho Al Hapis 62,5

6. Maya Alfina 40

7. Angga Sones 47,5

8. Ajay Damanik 55

9. Selviana Putri 50

10. Zahaqi Melani 70

11. Veronika siregar 47,5

12. Reyhan Ar Rais 52,5

13. Marlina Natalia s 52,5

14. Kristin Amelia Siahaan 52,5

15. Sartika Wulandari 57,5

16. RD. Rangga 57,5

17. Eza Pahlevi 62,5

18. Choeri Tabroni 50

19. Rangga Samudera 40

ABSEN KELAS X IPA 1

ABSEN KELAS X IPA2

ABSEN KELAS X IPS 1

ABSEN KELAS X IPS2

Appendix III

KELAS X IPA 1

KELAS X IPA2

KELAS X IPS1

KELAS X IPS2

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