THE EFFECTIVENESS OF USING CORNELL NOTE

TAKING SYSTEM ON STUDENTS’ READING

COMPREHENSION OF THE ELEVENTH GRADE AT

MAN TEMANGGUNG IN THE ACADEMIC YEAR OF

2018/2019

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for

the degree of Sarjana Pendidikan (S.Pd.)

By:

NISA’ AZZA’ROH MUSTOFA

NIM. 11314015

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019

i

ii

iii

MOTTO

“Reading gives us someplace to go when we have to stay where we are”

-Nason Cooley-

“Knowing is not enough, we must apply. Whising is not enough, we must do”

-Johann Wolfgang Von Goethe-

“Do what you can with you all you have, wherever you are”

-Theodore Rooselvelt-

iv

DEDICATION

I proudly present to dedicate this graduating paper to:

❖ My beloved parents, “Mustopa” and “Dwi Purwanti”; you are my

everything, who always love, pray, and support me.

❖ My beloved brother “Ahmad Raihan Alfarizzi” and my beloved partner

“Agus Triyatmoko”, for your love, careness, pray and support. Thanks for

everything.

❖ My beloved grandmother “Maemonah, thank a lot for your love.

❖ My cousin-sister, “Yuliana Setya Ningrum”, who always motivate and

accompany me.

❖ My best friends, Yani Septiyani, Uswatun Hasanah, Fadhilah Nurul

Oktaviani, and Marsha Dewi Aulia Rizki, thanks for your love, kindness,

and motivation.

❖ My beloved friend Umi Simtiyah, Elsa Putri Novitasari, and Yuniar Dewi

Damayanti, who always remember and support me. Thanks for everything.

❖ PMII Salatiga and Teater Lintang Songo, thanks for wide knowledge and

best experience.

❖ My best partners of graduating paper in Mrs. Setia Rini’s group that

support me to finish this graduating paper.

❖ My big family TBI 2014 that support my education and finish this

graduating paper,

v

ACKNOWLEDGEMENT

حيم حمن الر الر بسم الله

Assalamu’ alaikum Wr.Wb.

Alhamdu lillahi robbil ’alamin, all praises be to Allah SWT, the Most Gracious,

and The Most Merciful who always bless and help the writer so the writer can

finish the graduating paper. Bless and mercy are upon great the Prophet

Muhammad SAW for his guidance that leads the writer to the truth.

However, this paper will not be finished without supports, advices, help

and encouragement from several people and institution. Hence, the writer would

like to express special thanks to:

1. Mr. Dr. Rahmat Hariyadi, M.Pd, the Rector of State Institute for Islamic

Studies (IAIN) of Salatiga.

2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty

(IAIN) of Salatiga.

3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department of

Teacher Training and Education Faculty (IAIN) Salatiga.

4. My counselor, Dr. Setia Rini, M. Pd., who gives great attention, advice,

suggestion and guidance for this graduating paper from the begining to the

end.

5. Dr. Sa’adi, M. Ag., as my Academic Counselor thank you for your support

and guidance.

vi

6. All of lecturers and staffs of State Institute for Islamic Studies (IAIN) of

Salatiga

Salatiga, March 20th 2019

The researcher,

Nisa’ Azza’roh Mustofa

NIM. 113-14-015

vii

TABLE OF CONTENT

TITLE

ATTENTIVE COUNSELOR’S NOTES ............................................................i

CERTIFICATION PAGE ...................................................................................ii

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

AKCNOWLEDGEMENT ..................................................................................iv

TABLE OF CONTENTS ....................................................................................v

LIST OF TABLES AND FIGURE .....................................................................xi

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

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

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

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

B. Problem of the Research ........................................................................5

C. Objectives of the Research .....................................................................5

D. Siginificances of the Research ...............................................................6

E. Definition of Key Terms ........................................................................7

1. Effectiveness .................................................................................8

2. Reading ........................................................................................8

3. Reading Comprehension .............................................................8

4. Cornell Note Taking System ........................................................9

viii

F. Outline of Graduating Paper ..................................................................9

CHAPTER II: THEORITICAL FRAMEWORK ...............................................11

A. Reading Comprehension ........................................................................11

1. Reading .........................................................................................11

a) Definition of Reading ............................................................11

b) Purpose for Reading ..............................................................12

c) Types (genres) of Reading.....................................................12

2. Reading Comprehension ..............................................................14

a) Definition of Reading Comprehension ...............................14

b) Types of Comprehension ....................................................14

c) Strategies for Reading Comprehension ...............................15

d) Processes of Reading Comprehension ................................16

B. Cornell Note Taking System ..................................................................18

1. Definition of Note Taking ............................................................18

2. The Reason for Taking Note ........................................................18

3. Definition of Cornell Note Taking System...................................19

4. The Steps and Format of Cornell Note Taking System ................19

5. The Procedures Teaching using Cornell Note Taking System .....20

G. Previous of the Studies ...........................................................................22

H. Hypothesis .............................................................................................27

CHAPTER III: RESEARCH METHODOLOGY ..............................................28

A. Research Design ..................................................................................28

B. Place and Time of Research ................................................................29

ix

C. Population and Sample ........................................................................30

1. Population .....................................................................................30

2. Sample .........................................................................................31

D. Research Variable ................................................................................33

E. Research Instrument ............................................................................33

1. Test ..............................................................................................34

2. Observation ...................................................................................36

3. Documentation ............................................................................38

F. Technique of collecting Data ...............................................................38

G. Technique of Data Analysis ................................................................39

1. Score the Student’s Test ...............................................................39

2. Calculate the Student’s Test .........................................................40

a) Normality Test .......................................................................40

b) Homogeneity Test .................................................................41

3. Analysis of the Data .....................................................................42

4. Test of Effect Size ........................................................................43

5. Statistical Hypothesis ...................................................................44

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ........................45

A. Data Description ..................................................................................45

1. Data of the Experimental Class ....................................................45

a) Pre-test Finding .....................................................................47

b) Treatment ...............................................................................47

c) Post-test Finding ....................................................................49

2. Data of the Control Class .............................................................50

x

a) Pre-test Finding .....................................................................52

b) Treatment ...............................................................................52

c) Post-test Finding ....................................................................52

B. Data Analysis .......................................................................................53

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

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

3. Statistical Hypothesis Test ...........................................................55

4. Test of Effect Size ........................................................................56

C. Discussion ...........................................................................................57

CHAPTER V: CLOSURE ..................................................................................60

A. Conclusion .........................................................................................60

B. Suggestion ........................................................................................62

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xi

LIST OF TABLE AND FIGURE

Figure 2.1 The Format of Cornell Note Taking System............................20

Figure 3.1 Nonequivalent Pretest Posttest Control Group Design ............. 29

Table 2.1 The Procedures Teaching Using Cornell Note Taking .............. 20

Table 3.1 Place and Time of the Research ................................................. 30

Table 3.2 The Name Initial Lists of the Experimental Class ..................... 31

Table 3.3 The Name Initial Lists of the Control Class .............................. 32

Table 3.4 Criteria Students’ Score ............................................................. 35

Table 3.5 The Effect Size Criteria.............................................................. 44

Table 4.1 The Score of Pre-test and Post-test in Experimental Class ........ 45

Table 4.2 Descriptive Statistic of Experimental Class ............................... 47

Table 4.3 The Score of Pre-test and Post-Test in Control Class ................ 50

Table 4.4 Descriptive Statistic of Control Class ........................................ 53

Table 4.5 Normality Test .......................................................................... 53

Table 4.6 Homogeneity Test ...................................................................... 54

Table 4.7 Result of Hypothesis with Mann Whitney ................................ 55

Table 4. 7 Effect Size ................................................................................. 56

xii

LIST OF APPENDICES

1. Syllabus of Curriculum 2013 Revision in 2017

2. Lesson Plan of Experimental Class

3. Lesson plan of Control Class

4. Kisi-kisi Soal Pre-test

5. Kisi-kisi Soal Post-test

6. Pre-test of Explanation Text

7. Post-test of Explanation Text

8. Answer Key of Pre-test

9. Answer Key of Post-test

10. Students’ Work of Explanation Text in Experimental Class

11. Students’ Work of Explanation Text in Control Class

12. Documentation

13. Letter of Graduating Paper Counselor

14. Letter of Research Permission

15. Letter of Originality and Publication

16. SKK (Satuan Kredit Mahasiswa)

xiii

ABSTRACT

Mustofa, Nisa’ Azza’roh. 2019. The Effectiveness of Using Cornell Note Taking

System on Students’ Reading Comprehension of The Eleventh

Grade at MAN Temanggung in the Academic Year of 2018/2019.

A Graduating Paper. English Education Department. Teacher

Training and Education Faculty. State Institute for Islamic Studies

Salatiga. Counselor: Dr. Setia Rini, M.Pd.

The objectives of the study were (1) to describe the students’ reading

comprehension before and after being taught using Cornell Note Taking System

and (2) to describe the students’ reading comprehension before and after being

taught using Cornell Note Taking System and (3) to know whether there is any

significant effectiveness of Cornell Note Taking on students’ reading

comprehension for the eleventh grade studnets of MAN Parakan Temanggung in

the academic year of 2018/2019.

The methodology of research was quantitative research especially a quasi-

experimental research. The subject of the research were two class groups in the

eleventh grade of MAN Temanggung, The sampling technique is choosen by

using purposive sampling. Two classes as experimental class and control class, in

which each class consisting of 30 students as the sample.The technique of

collecting data were pre-test and post test to find out the students’ reading

comprehension, observation, and documentation to strengthen the evidence of

students’, teachers’ activities, and utilization of Cornell Note Taking System.

The data was analyzed by using SPSS Version 16.00, the result of the

research showed that (1) The result from calculation showed that the mean of pre-

test for experimental class was 56.37, Meanwhile, the calculation showed for

control class. The mean of pre-test was 56.43. (2) The students’ reading

comprehension after being taught using Cornell Note Taking also analyzed by

SPSS Version 16.00. The mean of post-test was 82.87. the different between pre-

test and post-test mean was 26.50 and the mean score of control class was 75.77

(3) the result of hypothesis test by Mann-Whitney, p-value (Asymp. 2 tailed) =

0.000, p<α(0.05). Those the hypothesis was accpeted. Moreover, the result of

effect size formulation in this study was 1.41. It can be conclude that there was a

sigificant effectiveness of Cornell Note Taking System on students’ reading

comprehension at the eleventh grade students of MAN Temanggung in the

academic year of 2018/2019.

Key Words: Cornell Note Taking System, Reading Comprehension

1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents an introduction of this study. It

consists of background of the research, problems of the research, objectives of the

research,significances of the research, definition of the key terms, and the

graduating paper outlines.

A. Background of the Researh

Harmer (2001:2) stated that English will remain influential among world

languages and a vital linguistic tool for many business people, academics,

tourists and citizens of the world who wish to communicate easily across

nationalities for many years to come.

Moreover, in this global era, English is spoken by many kinds of people

almost all over the world. People should understand English in order to stay

follow the world development and get wider knowledge. As we know that

English has been one of the subjects which are taught in Indonesia school,

such as in elementary school until university. Students must follow and

understand English when in the learning process well. There are four language

processes in the English learning process. One of the processes is reading.

As stated with Johnson (2008:7), reading is not an isolated process. Four

language processes work together to improve the development of each of the

others: speaking, listening, reading, and writing. Listening and reading are the

receptive processes (taking in information), and speaking and writing are the

productive processes (giving out information). We might also include a fifth

2

language process: thinking (language that takes place in your head). Wolf

(2007:3) emphasized that we were never born to read. Human beings found

reading only a few thousand years ago. With this invention, we rearranged our

brain, which in turn expanded the ways we were able to think, which changed

the intellectual evolution of our species. It means that reading is very

important in which we can get any information through reading, such as we

get news or any information when we read a newspaper or magazine, we can

know recipe from the recipe book that we read, and so on.

Wong (2009:185) defined reading is an active process of inputting

information, encoding meaning, and creating associations that help learn

information from printed text. Snow (2009: 139) added that in the reading

process, students are expected to carefully decode text and study every

sentence and word slowly to ensure that they understand every word and

details of the text. We can conclude that reading processes to get information

from printed text such as a book, a letter, a dictionary, etc. Furthermore, at the

school students enable to read and study many kinds of text. The students are

expected to comprehend the meaning and can answer the questions based on

what they have read.

Grabe (2007:14) stated that reading is centrally a comprehension

processand read to understand what the writer intended to convey in writing.

Bahrami and Nosratzadeh (2017) defined reading comprehension is a process

through which an individual tries to understand and explore the

meaning/message laid in a text explicitly or implicitly through using some

3

strategies that help us to comprehend better, for intense; by asking question,

combination, imagination, presumption, and guessing.

On the other hand, many of students still face difficulties in

comprehending the reading text. In addition, Snow (2006:138-139) stated that

when reading, they do not give equal attention to every word or sentence and

material they expect is skimmed over more quickly than the material they

don’t expect.

Based on the interview on Tuesday, September 25th, 2018 with Mr. Ghofur

as English teacher in MAN Temanggung, there are some problems that

researcher found based on the teacher answers. The researcher asked some

questions to the teacher.

The first question is about some problems and difficulties in learning

English, especially in reading comprehension. The teacher said that the

students read the text but they still less understand about what the text told

about because the students still less in vocabulary.

The second question is about enthusiasm in reading learning process. The

teacher said that many of students passive in learning and when the students

asked by the teacher, not all of the students give response well. Sometimes

students are less attention and interest in learning reading.

The last question is about the use of Cornell note taking System. The

teacher never uses Cornell note taking System before.

Based on the facts of the problem at the eleventh grade of MAN

Temanggung above, it is necessary for a language teacher to foster reading

4

comprehension of the students and find an appropriate technique or method

helping them a solution for their problems.

Elizabeth et.al (2003:14) states that good readers are aware of how well

they understand a text while reading. Good readers also take active steps to

overcome difficulties in comprehension. Students can be instructed in

strategies to improve text comprehension and information use.

Usually, when students are reading a text, they forget almost half of what

they are read because they are lack of vocabulary and attention in reading.

Concerning those problems, the researcher chooses Cornell Note Taking

System in teaching that can be used to enhance reading comprehension.

Moreover, note taking makes students interested to the lesson and cause

them to read more carefully and can be attentive in the class and they will be

more focused on the sorting and coding of the context’ information. (Piolat

and Olive, 2004:19).There is a variety of note taking styles. No single method

suits all students. To make students easier to take a note, there is Cornell

System for organizing a note into an effective study guide.

According to Wong (2009:261), Cornell Method of note-taking was

developed by Dr. Walter Pauk from Cornell University, and it has become a

common system for college students to use. The Cornell system promotes

active learning and critical thinking, providing a method by which can

increase students’ comprehension of class material.

According to Pauk (2001:238) “There are some steps note-taking process

used to take notes from textbooks or from teachers. These are the record,

question, recite, summarize, review, and reflect”.

5

By using the Cornell Note Taking, the researcher hopes that this method

can increase students’ reading comprehension and make students more interest

and give attention to learning the reading process. Based on the previous

explanation mentioned above, the researcher intends to conduct an

Experimental Research in MAN Temanggung entitled: “The Effectiveness of

Using Cornell Note Taking System on Students’ Reading Comprehension of

The Eleventh Grades at MAN Temanggung in the Academic Year of

2018/2019”.

B. Problems of the Research

Considering of background of the research, the researcher formulates the

research questions are:

1. How is the students’ reading comprehension before being taught using

Cornell Note Taking System of the eleventh grade at MAN Temanggung?

2. How is the students’ reading comprehension after being taught using

Cornell Note Taking System of the eleventh grade at MAN Temanggung?

3. Is there any significant effectiveness of Cornell Note Taking System on

students reading comprehension of the eleventh grade students at MAN

Temanggung?

C. Objectives of the Research

In line with the formulation of the problems stated above, the objectives of

this research are, as a follow:

1. To describe the students’ reading comprehension before being taught

using Cornell Note Taking System of the eleventh grades at MAN

Temanggung in the academic year of 2018/2019.

6

2. To describe the students’ reading comprehension after being taught using

Cornell Note Taking System of the eleventh grades at MAN Temanggung

in the academic year of 2018/2019.

3. To know the significant effectivenessof CornellNote Taking System on

students’ reading comprehension of the eleventh grade at MAN

Temanggung in the academic year of 2018/2019.

D. Significances of the Research

The researcher expects that the result of this research can give significant

effects for the teachers, the students, and the researchers.

1. Practical benefit

a) For the Teacher, Cornell Note Taking can enrich the teachers’

knowledge especially for those who are teaching the English

Language, the Cornell note taking as an alternative method teaching-

learning process is a good solution to be applied of the eleventh

grades students of the MAN Temanggung to enhance their reading

comprehension. This research can also to give information to the

teacher about the effect of using Cornell Note taking in reading

comprehension.

b) For the Student, the use of Cornell Note Taking can make the process

of learning more enjoyable and will improve not only their

motivation and interest, but students will also understand the content

of text easier and help them to improve their reading comprehension.

7

2. Theoretical benefit

a) The finding of this study can be used to develop the application of

Cornell Note Taking in the teaching-learning process in reading.

b) The finding out of the research may be used by the other researchers

who want to conduct research of the students’ reading comprehension

using Cornell Note Taking.

E. Definition of Key Terms

The following definitions which are used in this study are given to avoid

misunderstanding and in order to make the same perceptions of the readers, so

the researcher tries to clarify some keywords in this research.

1. Effectiveness

Fraser (1994:104) defined the effectiveness is a measure of the

match between stated goals and their achievement. It is always possible to

achieve ‘easy’, low-standard goals. In other words, quality in higher

education cannot only be a question of achievements ‘ ouput’ but must

also involve judgments about the goals (parts of ‘inputs).

Scheerens (1992:11) stated that effectiveness is to the degree to

which educational means processes result in the attainment of educational

goals. In this study context, it can be inferred that effectiveness is

reaching the goal of reading (comprehension) by implementing such a

learning method. In this study, it can be concluded that effectiveness is

reaching the goal of reading comprehension by implementing Cornell

Note Taking System.

8

2. Reading Comprehension

a) Definition of Reading

According to Johnson (2008:7), Reading is not an isolated

process. Four language process work together to enhance the

development of each the other: speaking, listening, reading, and

writing. Listening and reading are the receptive processes (taking in

information), and speaking and writing are the productive processes

(giving out information). Reading is the practice of using text to

create meaning. The two key words here are creating and meaning. If

there is no meaning being created, there is no reading taking place.

Reading is useful for other purposes:any exposure to English

(provided students understand it more or less) is a good thing for

language students. At least, some of the language sticks in their

minds as part of the process of language acquisition, and, if the

reading text is especially interesting and engaging, the acquisition is

likely to be even more successful. (Harmer,2001:68)

b) Definition of Reading Comprehension

Reading comprehension is the process of constructing meaning

in mind when we involve with the content.(RAND, 2002). Willis

(2008: 128) added that successful comprehension is aughmented

when students have practice with strategies for monitoring their

understanding, improving their interest in the text, amd creting

purpose and goal for their reading.

9

3. Cornell Note Taking

There are kinds of note taking style to take note. One of the notes

taking style is Cornell Note taking.Cornell Note-Taking system is a

system to organize note taking and make easier to read in which the wide

margins on the left-hand side, the bottom of each page provide the

keystone. (Pauk, 2001: 236).

F. The outline Graduating Paper

This graduating paper has five chapters. Each chapter has different

elements as follow:

CHAPTER I is an introduction. This chapter consists of the background

of the research, problems of the research, objectives of the research,

significances of the research, and graduating paper outline.

CHAPTER II is the theoretical framework. This chapter consists of

supporting theories and the review of previous research. The supporting

theories describe the definition of reading, the definition of note taking, the

purpose of note-taking, the definition of Cornell note taking, steps and format

of Cornell note taking. And the last is the hypothesis.

CHAPTER III is the research methodology. This chapter consists of

research design, place and time of the research, population, and sample,

variables of the research, instrument of the research, and technique of analysis

data.

CHAPTER IV is research findings. This chapter consists of the result of

the research by using Cornell Note Taking in enhancing students’ reading

10

comprehension for the eleventh grade of MAN Temanggung in the Academic

Year of 2018/2019.

CHAPTER V is closure. This chapter consists of the conclusion of the

conclusion and suggestion of the research based on the analysis in chapter

four. The conclusion states the answer to the research questions about

enhancing and significant influence of reading comprehension by using

Cornell Note Taking. After that, it is followed by bibliography and

appendixes.

11

CHAPTER II

THEORETICHAL FRAMEWORK

This chapter will presents three sub chapters, namely the theoritical review of

the research, previous studies, andhypothesis.

A. Reading

1. Definition of Reading

Johnson (2008:7) stated that reading is not an isolated process. Four

language process work together to enhance the development of each the

other: speaking, listening, reading, and writing. Listening and reading are

the receptive processes (taking in information), and speaking and writing

are the productive processes (giving out information).

Moreover, reading is useful for another purpose. At least, some of the

language accepted in their minds as part of the process of language

acquisition, and, if the reading text is especially interesting and engaging,

the acquisition is likely to be even more successful. (Harmer 2001:68)

According to Grabe (2009: 15), reading is the communication process

between the reader and the writer. This can be said that reading is the

indirect interaction between the reader and the writer, the text contains the

information that the writer wanted to share to the reader, and the reader

tries to understand what is the writer tried to convey in the text, thus, the

communication occurred through the indirect way.

12

2. Purpose for reading

Grabe and Stoller (2011:6) mentioned there are several purpose for

reading as in bellow:

a) Reading to search for simple information

b) Reading to skim quickly

c) Reading to learn from texts

d) Reading to integrate information

e) Reading to write (or search for information needed for writing)

f) Reading to critique texts

g) Reading for general comprehension

3. Types (genres) of reading

Brown ( 2004: 187) stated that the genre of a text enables readers to

apply certain schema that will assist them in extracting appropiate

meaning, such as readers kno that a text is recipe, they will expect a

certain arrangement of information (ingredients) and will know to search

for a sequential, order of directions. Efficient readers also have to know

what their purpose is in reading a text, the strategies for accomplishing

that purpose, and how to retain the information. Brown agglomerated the

genre of reading, there are:

a) Academic reading

(1) general interest articles (in magazines, newspapers, etc.)

(2) technical reports (e.g., lab reports), professional journal articles

(3) reference material (dictionaries, etc.)

(4) textbooks, theses

13

(5) essays, papers

(6) test directions

(7) editorials and opinion writing

b) Job-related reading

(1) messages (e.g., phone messages)

(2) letters/email

(3) memo

(4) reports (e.g., job evaluations, project reports)

(5) schedules, labels, signs, announcements

(6) forms, applications, questionnaires

(7) financial documents (bills, invoices, etc.)

(8) directories (telephone, office, etc.)

(9) manuals, directions

c) Personal reading

(1) newspapers and magazines

(2) letters, emails, greeting cards, invitations

(3) messages, notes, lists

(4) schedules (train, bus, plane, etc.)

(5) recipes, menus, maps, calendars

(6) advertisements (commercials, want ads)

(7) novels, short stories, jokes, drama, poetry

(8) financial documents (e.g., checks, tax forms, loan .applications)

(9) forms, questionnaires, medical reports, immigration documents

(10) comic strips, cartoons

14

B. Reading Comprehension

1. Definition of reading comprehension

According to Johnson (2008:109), reading is the act of creating

meaning with a tex. Pressley & Harris (2006:273), stated that good reader

does not rely on individual strategies, however, as they read text, but

rather articulate a repertoire of strategies, flexibly applying and adapting

individual comprehension strategies before they read a text, while they are

reading, and after they conclude the first reading of a document.

Duke (2003) stated that comprehension is a process in which

readers make meaning by interacting with text through the combination of

prior knowledge and previous experience, information in the text, and the

views of readers related to the text. According to the RAND Reading

Study Group (2002), comprehension is the process of eliciting and

making meaning through interaction and involvement with written

language.

Reading comprehension as the process of creating meaning from

text. The purpose is to get an understanding of the text rather than to

acquire meaning from individual words or sentences. (Kintsch, 1983).

2. Types of comprehension

According to Johnson (2008:109), there are three types of

comprehension skill:

15

a) Pre-reading

Prereading is used primarily to preview the structure of the text to

be read or to connect new information to knowledge readers might

already know.

b) During reading

During-reading comprehension skills are used to monitor

comprehension, to evaluate ideas gleaned from each paragraph, and

to begin to organize ideas within the structure of the text as students

are reading.

c) Post-reading

Post-reading is used to reconstruct important ideas, organize

those ideas, and evaluate those ideas after reading a chapter or article.

3. Strategies for reading comprehension

Brown (2004: 189) stated some strategies for reading comprehension

as follow:

a) Identify your purpose in reading a text.

b) Apply spelling rules and conventions for bottom-up decoding.

c) Use lexical analysis (prefixes, roots/suffixes, etc.) to determine

meaning.

d) Guess at meaning (of words, idioms, etc.) when you aren't certain.

e) Skim the text for the gist and for main ideas.

f) Scan the text for specific information (names, dates, key words).

g) Use silent reading techniques for rapid processing

16

h) Use marginal notes, outlines, charts, or semantic map for

understanding and retaining information.

i) Distinguish between literal and implied meanings.

j) Capitalize on discourse markers to process relationships.

4. Processes of reading comprehension

Carrell (1998) stated that many years ago reading in English as

foreign language was perceived as a passive process. It was conceived as

a decoding process of reconstructing the author’s intended meaning by

means of recognizing the printed letters and words, and building up a

meaning for a text from the smallest textual units at the bottom which are

letters and words to larger units at the top like phrases, sentences, clauses.

a) Bottom-up Model

This point of view shows this process as an essentially passive

process, where the reader decodes the intended message of the writer

by moving from the lowest level, such as letters and words, towards

the higher levels of clauses, sentences, and paragraphs (Carrell,

1998).

Grabe (2009:89) added that bottom-up models in which the

reader decodes the ongoing text letter-by-letter, word-by-word,

sentence-by-sentence. This process translates information in the text

piece-by-piece with little interference from reader’s background

knowledge.

17

b) Top-down model

Goodman (1982) argued that readers bring a great deal of

knowledge, expectations, assumptions and questions to the text and,

given a basic understanding of the vocabulary, they continue reading

as long as the text confirms their expectations. The top-down school

of reading theory claims that readers fit the text into (cultural,

syntactic, linguistic, and historical) knowledge they already possess

and then check back when new or unexpected information appears.

Grabe (2004:89) added that top-down model assumes that the

reader actively controls the comprehension process, directed by

reader goal, expectations, and strategic processing.

As a complement, some other authors mention that the top-down

model comprehends reading not as the bottom-up processing of

words, and that the meaning is not entirely residing in the text. The

knowledge, experience and concepts that the reader brings to the text,

in other words, his/her schemata, are a very important part in the

process (Dechant, 1991:25).

c) Interactive model

According to Grabe (2004:89), interactive models are typical

compromise solution, though there are many different ways to

understand the notion of ‘interactive’.

18

C. Cornell Note Taking

a) Definition of Note Taking

In definining Note Taking, Dewitt (2007:49) defined that note

taking is a short piece of information about content to be kept in mind.

Taking notes allows for just two strategies in processing the context’s

information in the mind thus students can taking note and wrote down

their own word and beliefs. Students also are able to apply the written

words and their ideas. Recovery of the information will be more possible

when students write and think simultaneously.

Margaret (2005:73) stated that Note Taking provides students with

a meaningful structure in which to organize and summarize the conten

information they hear presented in a lecture or that they read on their own.

b) The reasons for taking note

Bates (2000:26) stated a list of reason for taking notes, may have

others:

(1) To support memory: facts and figures, key theories, formulas, names

of writers and researchers, important dates

(2) To help understanding: to go back over (revisit) and learn

(3) To help with difficult bits – rough notes or a diagram

(4) To make links between different ideas and theories, or to contrast

different theories

(5) To record questions and thoughts

(6) To make such a vast amount of information manageable

19

c) Definition of Cornell Note Taking System

There are several note taking style to take a note. One of the note

taking style is Cornell Note taking .

Cornell Note-Taking System is a system to organize the student’s note

taking in which the format of Cornell Note Taking with the wide

margins on the left-hand side, the bottom of each page provide the

keystone. (Pauk, 2001: 236).

Note taking process as designed by Dr. Walter Pauk at Cornell

University more than forty-five years ago when he recognized students’

need to learn ho to take more effective notes. The goal of the Cornell

Note-taking System is to take notes that are so accurate and detailed that

may not need to go back to the book to study.

Pauk ( 2001: 235) words “The primary goal of note-taking is to

provide with a written record of what have heard.”

d) The steps and format of Cornell Note Taking

Pauk (2001:236) added that to take notes with cornell note taking,

First draw a vertical line down the left side of each page two-and-one-half

inchies from the edge of the paper, end the line two inchies from the

bottom of the sheet. This create the cue column. Next draw a horizontal

line two inches up from the buttom of the page. This is the border for thr

summary area. The large space to the right of the cue column and above

the summary area is where the notes should be taken.

The cornell note taking has six steps process used to take notes, there

are:

20

1. Record:use the note taking column to record the text or teacher

using telegraphic sentences

2. Question:formulate questions based on the notes in the right-hand

column.Write them in the Cue Column

3. Recite : cover the note taking column using a sheet of paper, then

say aloud the question or cue words in the question, in your own

word, the answers to your questions aloud.

4. Summarize: write the summary at the bottom of the sheet based on

the cue and note taking column.

5. Review : revewing all the previous notes

6. Reflect : reflect on the material by asking yourself questions.

The figure 2.1 showed the format of Cornell Note Taking System

bellow:

21

Figure 2.1

The Format of Cornell Note Taking System

Question Notes

Summary

Use the notes above to create a main idea summary

e) The Procedures Teaching Using Cornell Note Taking System

In Teaching and Learning Process, Pauk (2001:238-239) stated the

steps of take note by Cornell Note Taking. The steps are displayed in the

table below:

Table 2.1

The Procedure of Teaching Reading Comprehension Through the Cornell Note Taking

System

Procedure Teacher’s Activities Student’s Activities

Step 1

Record

Give a reading material and

Cornell Note Taking template

to the students, ask them to

read carefully and taking notes

in the right column.

Read each paragraph, decide

what information is important

and record information in the

right column using telegraphic

sentences.

Step 2 Ask students to close their Pay attention to teacher’s

22

Questioning book.

Have students to formulate

questions based on the notes in

the right-hand column

explanation. Reread their notes

and formulate questions based

on the notes in the right-hand

column and then write in the

cue column.

Step 3

Reciting

Have students conclude what

they have just read and ask

students to explain information

in their own words without

referring to details notes.

Practice remembering the

information by explaining

information with their friend.

Begin reciting by looking at

and telling about the

information in the left column

with cover the right column

use a black piece of paper.

Step 4

Summarizing

Ask students to write a

summarizing statement based

on a note in the cue and note

taking column.

Students write a summary

from information that has to

reflect summarize the main

idea and important details.

Step 5

Reviewing

Have students read the

summary of the reading

material and reread if they are

not sure of their answer.

Read the summary of the

reading material and reread if

they are not sure of their

answer.

Step 6

Reflecting

Inform the students to think

about the topic, relationships

among details, and the

importance of the information

in the material reading that

they have read.

Think about the topic, the

relationship between details,

and the importance

information in the text. Look

only in the left column

D. Review of Previous Research

There is some previous research comparison, there are several relevant

kinds of research related to the title discussed:

The first research was conduct Juniardi (2013) entitled “The Use of

Cornell Note-Taking Method in Developing Students’ Reading

23

Comprehension at Class XI IPA 1 of MAN 1 Makassar”. He conducts pre-

experimental design. The objectives of this research were to identify students’

Reading Comprehension before they are taught using Cornell Note-Taking

Method, students’ Reading Comprehension after they are taught using Cornell

Note-Taking Method and the significant difference before and after doing

treatment. The population of the research consisted of 20 students of XI IPA 1

of MAN 1 Makassar, it applied the purposive sampling technique. The

instrument was reading the test to identify the students’ Reading

Comprehension. Based on the finding, the researcher concluded that class XI

IPA 1 of MAN 1 Makassar could develop their Reading Comprehension by

using the Cornell Note-Taking Method by the improvement of the students

was 20.84%.

Second, Hayati (2009) entitled: “The Impact of Note-taking Strategies on

Listening Comprehension of EFL Learners”. The main concern of the present

study is to probe the relationship between note-taking strategy and students'

listening comprehension (LC) ability. To conduct the study, a language

proficiency test was administered to the undergraduate students majoring in

English Translation at Shahid Chamran University of Ahvaz and sixty

students were selected to enter into the next phase of the experiment. They

were then randomly divided into three groups: uninstructed note-takers,

Cornell note-takers, and non note-takers. An important finding of this study

was that students who took notes according to their own method showed lower

level of language achievement than those who took notes on the basis of the

Cornell method.

24

Third, Johaerani (2016), entitled “The Effect of Using Cornell-note Taking

in Improving Reading Comprehension: An Experimental Research at MAN 2

Mataram in Academic Year 2016/2017”. He found that Cornell-note taking is

effective to be used in improving reading comprehension achievement at

second grade of MAN 2 Mataram. The mean scores of pre-test were 63.50 for

the experimental group and 62.17 for the control group. Finally, post-test was

conducted in both groups to know whether or not there was a positive effect in

students’ reading comprehension with the result of average scores 82.83 in the

experimental group and 71 in control group.

The fourthresearch was conduct by Kusumaningrum (2018) entitled: “The

Effect of Cornell Note Taking Technique on the Reading Comprehension to

the Eighth Grade Students at SMP Muhammadiyah Kediri in Academic Year

2016/2017”. The purposes of this research are to know the students’ reading

comprehension before and after being taught using Cornell Note Taking

technique and to find out whether or not there are some positive effects of

using Cornell Note Taking technique on the students’ reading comprehension

applied to the eighth grade students of SMP Muhammadiyah Kediri in

academic year 2016/2017. The researcher used a quantitative experimental

design with one-group pre-test and post-test design. In order to collect the

data, the researcher used a reading test about narrative text. The sample is

VIII-C which has 21 students. The result showed that the score of t-test

(23.699) was higher than-table at the degree of significance 5% (2.086).

Therefore, the alternative hypothesis (Ha) was accepted and the null

hypothesis (Ho) was rejected. Thus, it can be concluded that Cornell Note

25

Taking technique has a positive effect on the students’ reading

comprehension.

Fifth, Nawangsari (2010), the title of the research is “ The Effect of

Cornell Note Taking Technique on the Ninth Year Students’ Reading

Comprehension Achievement at SMP Negeri 1 Diwek Jombang in 2010/2011

Academic Year”. The data of this research were collected from the scores of

reading comprehension test between two groups after treatments and analyzed

by using t-test formula. Based on the calculation, the mean score of the

experimental group was higher that of the mean score of the control group

(78.05>70.71). the result of the t-test analysis with 95% significance level was

higher than that of the t-table (5>2.00). it means that there is a significant

effect of using Cornell Note Taking Technique on the grade IX students’

reading comprehension achievement at SMPN I Diwek Jombang in the

2010/2011 academic year was accepted.

Sixth, Musyawaroh (2017), entitled “The Effectiveness of UsingCornell

Note-Taking Strategy toward Students’ Reading Comprehension (An

Experimental Research at the second grade of SMPN 1 Bojonegara”. The

writer collected the data from 72 students spread in two classes, one class as

the experimental class and another one as the control class. Since the research

uses a quasi-experimental method, the data is gathered through pre-test and

post-test. In analyzing the data and testing the hypothesis, the researcher used

formula t-test. Based on the data analysis, the result of the research shows that

the value of observation is bigger than t-table. t-observation = 5,30>ttable =

26

1,66 (5%) or t-observation = 5,30>ttable = 1,29 (1%), 1.66 <5,30>1,29. So,

Ho is rejected and Ha is accepted.

Those previous researches are relevant to this study. However, there are

some differences between the previous ones and this study. This study is

applied in the class to teach personal letter text using group work and

scientific approach. The subject of the research in which researcher examines

Cornell Note Taking for students of MAN Parakan Temanggung since there is

no research has been conducted for eleventh grades students at MAN Parakan

dealing with the implementation of Cornell Note Taking to teach Explanation

Text.

E. Hypothesis

A hypothesis is a provisional answer about the outcome from the

problem statement in the research. Ajay and Sanjaya, (2009:33) stated that a

hypothesis is an assumption or claim about some characteristic of a

population, which we sould be able to support or reject on the basic of

empirical evidence.The research hypothesis which most often found in

experimental or quasi-experimental studies does provide an expected outcome

to the problem described in the problem statement. Basically, a hypothesis is

an estimate from the researcher has about the existence of the relationships or

differences between the variables used and which will be subject to

examination through the subsequent investigation. Porte (2002:16).

Similar to Porte, Creswell (2012) stated that hypothesis is predictions the

researcher in which makes about the expected relationships among variables.

They are numeric estimates of population values based on data collected from

27

samples. Hypotheses are used often in experiments in which investigators

compare groups.In this research, the researcher formulates two hypothesizes

as a follow:

1. Null Hypothesis (H0): “There is no significant effect between students

achievement in reading comprehension after using Cornell Note Taking

System as measured by pre-test and post-test.”

2. Alternative Hypothesis (Ha): “There is a significant effect between

students achievement in reading comprehension after using the Cornell

Note Taking System.

28

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher describes the method that used in this

research. This chapter contains seven major sections. There are method of the

research, place and time of research, population and sample, research variables,

research instrument, technique of validating data, technique of collecting data, and

technique of analyzing data.

A. Research Design

According to Koshy (2005:3), research is about generating new

knowledge. The researcher used quasi-experimental research as the design of

the research.

The experimental method is the only method of research that can truly test

hypotheses concerning cause-and-effect relationships. It represents the most

valid approach to the solution of educational problems, both practical and

theoretical, and to the advancement of education as a science. (Gay,1992:298)

Creswell ( 2009:146) added that when individuals are not randomly

assigned, the procedure is called a quasi-experiment. There is two kind of

Design in Quasi-Experiment: Time Series Design and Nonequivalent Control

Group Design.The researcher uses Non equivalent (Pre-Test and Post-Test )

Control Group Design. The control group design with a pre-test and post-test

includes an intervention (x), pre-testing and post-testing (o), and a no-

treatment control group. The figure 2.2 showed Nonequivalent Group Pretest

29

Postest Control Group Design formulated by McMillan and Schumacher

(2010: 278) as below:

Figure 3.1

Nonequivalent Group Pretest Postest Control Group Design

Group Pretest Intervention Posttest

A O1 X O2

B O3 - O4

Where:

A : Experimental Group

B :Control Group

O1 : Pretest of experimental group

O2 : Posttest of experimental group

O3 : Pretest of Control Group

O4 : Posttest of Control Group

X :Intervetion

- : No treatment

The researcher had taken two classes from eleventhgrades students XI IPS

1 and XI IPS 3, which XI IPS 3 as the experimental group and XI IPS 1 as a

control group.

B. Place and Time of the Research

This research is carried out at MAN Temanggung, which is located at Jl.

Jenderal Sudirman No. 184, Cublikan, Kowangan, Temanggung. The

researcher conducted from February 11th to March 1th, 2019. The table of the

research schedule is arranged as follow:

30

Table 3.1

Place and time of research schedule

C. Population and Sample

1. Population

Arikunto (2010:148) stated that a population is a large group here

the generalization of the sample is established. Morover, Creswell

(2012:142) definined a population is a group of individuals who have the

same characteristic. The population of this study is 410 11th grade

students of MAN Parakan Temanggung which were divided into 12

classes start from X IPA 1-XI IPA 5, X IPS 1-XI IPS 5, XI BAHASA,

and XI Agama.

2. Sample

A sample is a subset or smaller group of total population for the

researcher to collect the data which have certain knowledge to become the

No. Date and time Activities Place

1. February, 11th 2019 Doing pre-test in the experimental

class

XI IPS 3

2. February, 15th 2019 Doing pre-test in the control class XI IPS 1

3. February, 18th 2019 Doing treatment in the

experimental class by using

Cornell Note Taking

XI IPS 3

4. February, 22th2019 Doing treatment in the control

class by using pair work

X1 IPS 1

5. February,25 th2019 Doing post-test in the experimental

class

XI IPS 3

6. March, 1th 2019 Doing post-test in the control class XI IPS 1

31

representative of the population. (Cohen, at.al. 2005: 19). Thesampling

technique used in this study is purposive sampling to be a part of non

probability sampling. Prasetyo and Jannah (2011:134-136) stated that

purposive sampling also called judgment sampling, while it used to

determined specific criteria toward a sample.Those classes is chosen by

the researcher based on the teacher‘s recommendation ofstudents‘ scores

and a consideration about the sample.

The sample of this research is 11th grade students from two classes;

XI IPS 1 and XI IPS 3.According to the suggestion from the English

teacher who taught both classes, X IPS 1 (consists of 30 pupils) is chosen

to be the control group with pair work, while XI IPS 3 (consists of 30

pupils )is chosen to be the experimental class which the treatment is

given. The data respondents of the experimental and control class

presented in Table 3.3and Table 3.4 below:

Table 3.2Name Initial Lists of XI IPS 1 as Control Class (Pair Work)

No Initial of Students Code Gender

1 ANH C-01 Male

2 AAR C-02 Female

3 AR C-03 Female

4 ASM C-04 Female

5 AD C-05 Female

6 AM C-06 Female

7 BYA C-07 Male

8 DAS C-08 Female

9 DP C-09 Female

10 ERRW C-10 Female

11 EDL C-11 Female

12 EL C-12 Female

13 ECK C-13 Female

14 ED C-14 Female

15 FRP C-15 Male

32

16 FD C-16 Female

17 HRBW C-17 Male

18 HWN C-18 Female

19 HA C-19 Female

20 LHP C-20 Female

21 LH C-21 Female

22 MZ C-22 Male

23 NZ C-23 Female

24 PSMS C-24 Female

25 R C-25 Female

26 S C-26 Female

27 SDO C-27 Female

28 SRSF C-28 Female

29 UM C-29 Female

30 WCN C-30 Female

Table 3.3Name Initial Lists of XI IPS 3 as Experimental Class (Cornell Note

Taking)

No Initial of Students Code Gender

1 AR E-01 Male

2 AFN E-02 Female

3 ASA E-03 Male

4 AADIA E-04 Female

5 AMR E-05 Female

6 ABS E-06 Male

7 CFA E-07 Female

8 CN E-08 Female

9 DS E-09 Female

10 FPA E-10 Female

11 FAR E-11 Female

12 IHM E-12 Male

13 KCA E-13 Male

14 LF E-14 Female

15 LDW E-15 Male

16 MS E-16 Female

17 MAS E-17 Male

18 L E-18 Male

19 MN E-19 Male

20 NFS E-20 Female

21 NRC E-21 Female

22 OA E-22 Male

33

23 PAA E-23 Female

24 RA E-24 Female

25 RHN E-25 Female

26 RPA E-26 Female

27 RWA E-27 Female

28 TMM E-28 Female

29 V E-29 Female

30 Z E-30 Female

D. Variable of the Research

According to Creswell (2014:84), a variable refers to a characteristic or

attribute of an individual or an organization that can be measured or observed

and that varies among the people or organization being studied. The researcher

used two variables in this research, there are independent variable and

dependent variable.

Independent variables are those that (probably) cause, influence, or affect

outcomes. They are also called treatment, manipulated, antecedent, or

predictor variables. (Creswell, 2014). In this research the independent variable

is Cornell Note Taking (X).

Creswell (2014) described that“Dependent variables are those that depend

on the independent variables; they are the outcomes or results of the influence

of the independent variables. Other names for dependent variables are

criterion, outcome, effect, and response variables”. The dependent of this

research is students’ reading comprehension (Y).

E. Research Instrument

Sugiyono (2010:148) stated that reserarch instrument is the tool used to

measure what we observed. Moreover, Creswell (2012:151) suggested that an

34

instrument is a tool for measuring, observing, or documenting quantitative

data. In this research, the researcher used test, observation, and

documentatation as the instruments of the research as follow:

1. Test

a. Pre-Test

A pre-test is given before the treatment, it is to know students’

basic reading comprehension before the Cornell Note Taking System

was given. According to Creswell (2012:297), pre-test is a test for the

sample of the research before the treatment is given to them. The

pretest consisted of 30 multiple choices questions with a, b, c, d, and

e in which the students need to answer the question based on the

passage.

b. Post-Test

The post-test is given after the treatment. The treatment is just

given in the experimental class. The result of post-test score was used

to measure the effectiveness of Cornell Note Taking system on

students’ reading comprehension. Creswell (2012) said that a post-

test is a measurement on some attribute or characteristic that is

assessed for participants in an experiment after the treatment. The

post-test consisted of 30 multiple chioces questions with 5 options.

The researcher designed the post-test as same as the pre-test.

c. Score of test

Based on the description above, the students conducted the text

with maximal score was 100. The researcher formulated as follow:

35

S= B /3 x 100

Where :

S = Score of the multiple choice

B= The total of right answer

The evaluation criteria of the students‟ results were presented as

follows:

Table 3.4Criteria of Reading Comprehension by Lathifah (2018:51)

Classfication Score Rating Category

Exceleent 95-100 5 The student’s answer almost

perfect

Very Good 85-94 4 The student‟s answer is

correct mostly

Good 75-84 3 The Student‟s answer is less

errors

Good

Enough

55-74 2 The student‟s answer is

enough errors

Poor ≤ 54 1 The student‟s answer is

incorrect mostly

Creswell (2009:140) stated that as part of rigorous data collection,

the proposal developer also supplies detailed information about the actual

survey instrument to be used in the proposed study. Instruments consider

the following validity and reliability.

36

To what extent is the researcher convinced that the instrument

succeeds in obtaining data about what has already been operationally

defined as the variable in question. (Porte at.al,2002:72). Arikunto

(2010:145) explained that testing instrument validity is intended to get a

valid and reliable of measuring tool. Porte (2002:49) stated that reliability

may be judged informally by the reader as the extent to the data-

gathering instrument might produce consistent and accurate results when

it is given under similar conditions elsewhere. Reliability may be

formally reflected in agreement between observers or scorers.

There are kinds of validity, in this research the researcher uses

content validity to know how are the test is warranted.

Porte (2002) also described that Content validity is a more subjective

and formal evaluation of the instrument. It describes how far the contents

represent a demonstrative sub-set of what the whole instrument is

supposed to evaluate. If a researcher purports to use the materials to

produce data about proficiency in L2 grammar, we would need to decide

(or be told) whether a representative and complete sample of “L2

grammar” had been chosen for the instrument of testing.

Considering with statements above, the researcher arranges questions

of explanation text based on11th Senior High School Syllabus.

2. Observation

Observation is an activity that was done by the researcher to get

data. Arikunto (2010:157). The observation is undertaken by the

37

researcher during the lesson. The scale for lesson observations grades

lessons on a scale from 1–4 as follows:

Figure 3.2 Lesson Observation Scale

Teaching

and

Learning

Area

Outstanding

(1)

Good

(2)

Satisfactory

(3)

Inadequate

(4)

Student

Progress

Students

make

exceptionally

good

progress.

Virtually all

students make

good progress.

Most

students

make the

progress that

should be

expected of

them.

Students generally,

OR PARTICULAR

GROUPS OF THEM,

do not make adequate

progress because the

teaching is

unsatisfactory.

Behaviour

and

enjoyment of

students

Students

thrive as a

result of the

teaching

Students show

good attitudes to

their work

Students

enjoy their

work and are

motivated to

do well

Students do not enjoy

their work and

behaviour is often

inappropriate

Subject

Knowledge

Teacher has

high level of

expertise and

evident

interest in

what they are

teaching.

The teacher has

good subject

knowledge and

this lends

confidence to

their teaching

style.

Teacher has

secure

knowledge

of the

curriculum

and course

requirements

Teacher’s knowledge

of the curriculum and

course requirements

is inadequate.

Challenge of

learning

Work is very

well pitched

Level of

challenge

Level of

challenge is

Level of challenge is

often wrongly

38

and suitably

challenging

for every

student

stretches without

inhibiting.

sufficient for

groups of

students

most of the

time.

pitched.

Students

with

additional

learning

needs.

Learners with

Additional

Learning

needs are

suitable

extended and

enthused by

the work set.

Those with

Additional

learning needs

have work well

tailored to their

needs based upon

a good diagnosis.

Work is

appropriate

for those

with

additional

learning

needs.

The teacher does not

have a clear

understanding of the

needs of those with

additional learning

needs.

3. Documentation

Documentation is used to collect data dealing with the

documentation of teaching and learning process by using Cornell Note

Taking to enhance students’ reading comprehension.

Documentation arranged the verbal data like correspondence,

journal, memory report, and other that can be mutually

responsible.(Kumar, 2005: 236)

In this research, the researcher documented the students‟ test

sheets, lesson plans, Cornell note taking sheets and photo of activities.

F. Technique of Collecting Data

There were three kinds of technique used by the researcher to collect the

data. To collecting the data can use tools like test, observation sheet,

39

documentation, or questionnaries. In this study, the researcher used test (pre

test and post-test), observation, and documentation.

First, the researcher used pre-test and post-test in order to know the ability

of students’ reading comprehension, from the data of pre-test can get the data

of how far the studnets’ reading comprehension before conducting the

treatment by using Cornell Note Taking System in learning process.

Meanwhile, the researcher also provide post-test as the comparison how far

the ability of students’ comprehension before and after doing treatment.

Second, the researcher used observation sheet which used during th

elearning process for getting the information of real interaction between

student-to-student, student-to-teacher, teacher-to-student and including the

atmosphere of classroom.

Third, the researcher used documentation to collecting the data. The

documentation has benefit to show and prove the activities before or during

the leraning process.The documentation that researcher conducted are picture-

taking. The reseracher took the activities among pre, whole, and post learning

activities which could be seen in appendix.

G. Technique of Data Analysis

The researcher do some steps to analyze the data, they are:

1. Score the students’ test

The researcher scored the result of pre-test and post-test. The

researcher uses point scale of 0-100 to measure the student's answer.

Total of question is 30, the researcher scoring the test by giving 3 for

40

each correct item and 0 for each incorrect item. If all the questions are

answered correctly and completely, the students will receive 100.

2. Calculate the result of the test

After scoring the result of pre-test and post-test, the researcher

used Statistical Package for the Social Science (SPSS) version 16.0 for

analyzing the data by calculating the descriptive statistic, assumption

testing (normality test, homogenity test, and statistical hypothesis).

Before determine a statistic test to apply to this data, the researcher

analyzing the requirment of test, there are:

a) Normality Test

To analyze the normailty of test, in this research used

Kolmogorov Smirnov and Shapiro Wilk by using SPSS

Version 16.0. normality test used to know wether the data from

experimental class and control class was normal or not.

Normality test is an absolute requirement before we doing the

analysis of parametric statistic.If the data from the experimental

class and control class was distributed normally, it would be

used Parametic analysisfor measuring the data. Meanwhile, if

the data from both of the class was not distributed normally, it

would be used Nonparametic. Before doing testing, it as

determined the statistical hypothesis as follow:

(1) If the signification (p-value) >α (0.05), it means that H0

was accepted, the sample comes from the population that

was distributed normally.

41

(2) If the signification (p-value) ≤ α (0.05), it means that H0

was rejected, the sample comes from the population that

was not distributed normally. Garth (2008:73) gave

several steps to check the normality test are as follows:

a) Click Analyze – Descriptive Statistic – Explore

b) Put the data into the Dependent list box, then fill in

the factor list of class.

c) Click plots – checklist normality plot and test

d) Continue and Ok

b) Homogeneity Test

Homogeneity test used to know whether the data from

experimental and control class has the same variant or not. To

check the Homogeneity test was same win normality test which

used the SPSS Version 16.0 using Levene Statistic with checklist

the option Homogeneity of variance tests. The equality variances

of Levene’s Test as follow:

(1) If the signification (p-value) > α (0.05), it means that Ho

was accepted, thevariance both of classes was

homogeneous.

(2) If the signification (p-value) ≤ α (0.05), it means that Ho

was rejected, thevariance both of classes was not

homogeneous.

42

3. Analysis of Data

The description of the data statistic was useful to determine the

method of analysis that used as a test of hypothesis. After analyzed

normality and homogeneity test, the researcher continued doing

statistical hypothesis test as follow:

a) If the result of normality test showed the population was

distributed normally, as the absolute requirement of parametric

statistic, it would be measured by using Independent Sample

(which used to find wether there is a sigificant difference

between two different variable or not).

b) For the population that was homogeneous or not, it can be seen

in line Equalvariances assumed. Meanwhile, for the population

that was not homogeneous,it can be seen in line Equal

variances not assumed.

c) If the normality test showed the population was not distributed

normally, it would be measured by using non parametric

statistic with analyze by Mann Whitney Test is an alternative

from Independent Sample t-test).

To decide the hypothesis is used by using Mann Whitney test

based on the score that showed in Asymp. Sig. (2-tailed). The

criteria for choosing the hypothesis from the result of the data as

follows:

43

(1) If the significant of p value Asymp sig. 2 tailed ≤ α (0.05), it

means Ho was rejected, there is significant difference effect

(2) If the significant of p value sig. 2 tailed > α (0.05), it means

Ho was accepted, there is no significant difference on their

comparison of mean.

4. Test of Effect Size

Muijs(2004:136) stated that the use of calculating size measure in

this study to know wether the effect is strong or weak. The formula of

this effect size is as follow:

d =𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐴 − 𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐵

𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

d = effect size

mean for group A = mean for experimental class

mean for group B = mean for control class

pooled standar deviation = (standar deviation of group 1+satndar

deviation of group 2) / 2

Cohen & Lea (2004:125) suggested there are some guidelines for

determining whether the effect size is strong. The criteria following:

Table 3.5 The Effect Size Criteria

Range Description

0-0.20 Weak effect

0.21-0.50 Modest effect

0.51-1.00 Moderate effect

>1.0 Strong effect

44

5. Statistical Hypothesis

In equal with research hypothesis, the statistical hypothesis can be

formulated as follows:

a) Ho (null hypothesis) is accepted if p > α by 95% significant

degree of 5% (0.05); sig. 2 tailed is higher than alpha. It means

that there is no significant difference effect of using Cornell Note

Taking System on students’ reading comprehesnion.

b) Ho (null hypothesis) is rejected if p < α by 95% significant

degree of 5% (0.05); sig. 2 tailed is lower than alpha. It means

that there is significant difference effect of using Cornell Note

Taking System on students’ reading comprehesnion.

45

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter discuss the research finding and discussion after doing

research that consist ofthe first is data description including pre-test, treatment,

and post test. The second is data analysis including normality, homogenity, t-test,

and test of effect size.

A. Data Description

1. Data of Experimental Class

After researcher finish the research at MAN Temanggung which

was started from Februari 7, 2019 until March 1, 2019, the data that was

used to see the result of students’ reading comprehension enhancement

was obtained through pre-test and post-test from both experimental class

(Cornell Note Taking System) and control class ( Pair work). These were

two spare the tabulation thatshowingthe score of Pre-test and Post-test of

XI IPS 3 (Experimental class) in Table 4.1below:

Table 4.1The Score of Pre-test and Post-test in Experimental Class

No Students' Code Pre-Test Post-Test Gained Score

1 E-01 60 87 27

2 E-02 60 83 23

3 E-03 57 87 30

4 E-04 53 77 24

5 E-05 63 87 24

6 E-06 57 83 26

7 E-07 57 87 30

8 E-08 57 87 30

9 E-09 50 77 27

46

10 E-10 60 83 23

11 E-11 47 77 30

12 E-12 57 87 30

13 E-13 57 80 23

14 E-14 63 87 24

15 E-15 53 80 27

16 E-16 57 87 30

17 E-17 63 87 24

18 E-18 57 83 26

19 E-19 60 87 27

20 E-20 60 83 23

21 E-21 60 83 23

22 E-22 53 83 30

23 E-23 60 87 27

24 E-24 43 73 30

25 E-25 60 87 27

26 E-26 53 77 24

27 E-27 53 87 34

28 E-28 57 83 26

29 E-29 47 70 23

30 E-30 57 80 23

SUM 1691 2486 795

Mean Score 56.37 82.87 26.50

The result of pre-test and post-test in experimental class and

control class was calculated by using SPSS Version 16 with the steps as

follows; analyze-descriptive statistics-descriptives.

Table 4.2Descriptive Statistics of Experimental Class

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pre-Test Experiment 30 43 63 56.37 4.888

Post-Test Experiment 30 70 87 82.87 4.725

gained_score 30 23 34 26.50 3.071

Valid N (listwise) 30

47

a) Pre-Test Finding

The researcher given two kinds of test. They were pre-test and

post-test. Pre-test is given in experimental class before doing the

treatment which the test to measure the students’ reading

comprehension ability before using Cornell Note Taking System for

treatment in experimental class.

The Pre-test in experimental class was conducted on Monday,

February 11th, 2019. There was 30 students who participated in the

research.

Based on the tableabove and then was calculated by using SPSS

Version 16, it can be seen that the mean score of experimental class was

56.37. In addition, the lowest score of pre-test in experimental class was

43 and the highest was 63.

b) Treatment

The treatment in XI IPS 3 as experimental class was conducted on

Monday 18th 2019. The time allocation of this section was 2x45

minutes. In this session, the teacher, Mr. Ghofur and researcher entered

the classroom together. The teacher was opening of the lesson and

gave time researcher to continue the learning.

The researcher started the lesson by asking the students about the

explanation text. Part of the students little know about the explanation

text. After that the researcher explained the definition, social function,

generic structure, and language features of explanation

text.Furthermore, the researcher asked to the students about this

48

material. Then, the researcher continued to introduce and explain about

the Cornell Note Taking System. Furthermore, the researcher showed

the steps in Cornell Note Taking System followed with drew an outline

of that System. After that, the researcher distributed the text material of

the explanation themed sosial. The researcher applied Cornell Note

Taking System to the students. In the first step, “Record”, the

researcher asked the students to read with skimming and focused at

important information only from paragraphs 1 until 2 and than the

researcher asked to the students about the points in these paragraphs.

Furthermore the researcher wrote these points in the blackboard at note

column of Cornell Note Taking System. The second step was

“Question”, the researcher asked about theappropiate questions based

on notes that have been written. Then in the third, “Recite”, the

researcher stood right in front of a clipboard precisely in the note

column, then asked to one of the students about a question in the

clipboard. This showed that the students not only read a text but also

had to comprehend the content of the text. Fourth step was

“Summarize”, together the researcher and the students summarized

based on notes above. Fifth, “Review”, at this step the reseracher

asked the students to read again if they did not still understand. The

last step was “Reflect” which the reseracher gave information about

what the text told about, what was the purpose of the explanation text,

what was the generic structure of the explanation text.

49

Next, the researcher distributed the Cornell Note Taking Sheet and

explanation text with sosial information and asked the students to done

this assignment with their partner. After finished, the researcher

choosed one of the students partner to forward in front of the class to

presentation of their work.The reseracher asked one of the pair of

students sto front of the class which a pair of students who front in the

first would got a prize. There was one who front of the class. All

students enthusiastic to heard their presentation. After presentation, the

researcher explain once again about these text. In the last session, the

teacher gave positive feedback on the student's learning activities in

the classroom closed the lesson by saying hamdalah together.

While the learning activities was held, the researcher was

observing the activities both of teacher and students. The researcher

had prepare the observation sheet for the experimental class and the

result was written as follow:

Table 4.3 The Observation Sheet for Experimental Class

No. The Students’ Activity Yes No Description

1. The teacher prepared

the material well

Good

2. Teacher manage the

students well Good

3. Teacher uses time

effectively Good

.

4. Teacher implements

Cornell Note Taking

System well

Good

5. Teacher gives

evaluation after the

lesson

Good

6. Teacher asks and solve

students difficulties Good

50

7 Teacher asks and solve

students difficulties Good

8 Students are active

during the learning

process

Good

9 Students apply the

Cornell Note Taking

System well

Good

10. Students do the

evaluation well Good

c) Post-test Finding

The post-test was given to the students of experimental class (XI

IPS 3) on Monday, February 25th 2019. The researcher gave this test

which purposed was to know is there any difference more over

enhancementin students’ reading comprehension after the treatment

were given. The result of post-test can be seen on the table and data

description in SPSS with the gained score added.

From the result, the mean result of the experimental class was

82.87. the lowest sore achieved in post-test was 70 and the highest

score was 87. It means that there was enhancement between pre-test

and post-test.

2. Data of Control Class

As the comparison with experimental class, XI IPS 1 as the

control class. Different to the experimental class, control class were just

using Pair Work Strategy.Same with the experimental class, the result of

control class was anaylized with SPSS Version 16. These the tabulation

and data description in Control Group below:

51

Table 4.4 The Score of Pre-test and Post-test in Control Class

No Students' Code Pre-Test Post-Test Gained Score

1 C-01 50 70 20

2 C-02 47 70 23

3 C-03 57 73 16

4 C-04 63 87 24

5 C-05 60 80 20

6 C-06 57 77 20

7 C-07 57 80 23

8 C-08 53 77 24

9 C-09 53 70 17

10 C-10 63 83 20

11 C-11 57 70 13

12 C-12 60 73 13

13 C-13 60 87 27

14 C-14 53 73 20

15 C-15 60 77 17

16 C-16 57 73 16

17 C-17 52 73 21

18 C-18 60 70 10

19 C-19 63 80 17

20 C-20 47 77 30

21 C-21 50 70 20

22 C-22 57 77 20

23 C-23 47 70 23

24 C-24 53 70 17

25 C-25 57 70 13

26 C-26 60 83 23

27 C-27 60 80 20

28 C-28 57 73 16

29 C-29 60 80 20

30 C-30 63 80 17

SUM 1693 2273 580

Mean Score 56,43 75,77 19.33

52

Table 4.5 Descriptive Statistic of Control Class

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pre-Test Control 30 47 63 56.43 4.890

Post-Test Control 30 70 87 75.77 5.309

gained_score 30 10 30 19.33 4.334

Valid N (listwise) 30

a) Pre-Test Finding

The pre-test in control class (XI IPS 1) was held on Friday, 15th

2019. It was given before doing the treatment using Pair ork Strategy.

Based on the table4.3and the calculated in data descriptionabove,

there were 30 students who had done the pre-test in control class. It can

be seen that the mean score was 56.43. The lowest score of pre-test in

was 47 and the highest was 63.

b) Treatment

The treatment in XI IPS 1 as control class was conducted on

February, 22th 2019. The time alocation for this meeting was 2x45

minutes.

In the first, the researcher explained about the definition, social

function, generic structure, and kind of the explanation text. Then, the

researcher gave time to the students if there were questions about this

material. In the second, the researcher distributed the explanation text

to the students. The researcher asked to the studnets to cooperated with

their partner. Furthermore, the researcher gave time to read and

comprehend the text. After every pairs of student read together, the

students had to analyzed the generic structure of the text and answer

53

the questions. The last, one of student pair fron of the class and

presentated about their analyzes. the pair of students that firts front in

the class would get a prize. In the last session, the researcher give

posistif follbcak to the students and closed the lesson.

Same to the experimental class, while the learning activities was

held, the researcher was observing the activities both of teacher and

students. The researcher had prepare the observation sheet for the

control class and the result was written as follow:

Table 4.3 The Observation Sheet for Classl Class

No. The Students’ Activity Yes No Description

1. The teacher prepared

the material well

Good

2. Teacher manage the

students well Good

3. Teacher uses time

effectively Good

.

4. Teacher implements

Pair Work Strategy well Good

5. Teacher gives

evaluation after the

lesson

Good

6. Teacher asks and solve

students difficulties Good

7 Teacher asks and solve

students difficulties Good

8 Students are active

during the learning

process

Good

9 Students apply the Pair

Work Strategy well Good

10. Students do the

evaluation well Good

54

c) Post-test Finding

Post-test was conducted on Friday, March, 1st 2019 in XI IPS 1 as

control class. Its purposed was to know the differences of the students’

reading comprehension after the treatment which using Pair Work

Strategy were given. From the result, the mean of the control class

were analyzed. The mean score was 75.77. The lowest score of the

post test was 70 and the highest one was only 87. It means that the

achievement of experimental group was higher than controlled group.

B. Data Analysis

1. Normality Test

The purpose of the normality test is to know whether the data from

experimental and control class have been distributed normally or not.

SPSS Version 16.0 was analyze the data by using Kolmogorof Smirnov

and Shapiro-Wilk.The result can be seen below:

Table 4.3

Tests of Normality

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Score_Pre-test Experimenta

l .252 30 .000 .891 30 .005

Control .213 30 .001 .907 30 .012

a. Lilliefors Significance Correction

If the result of the data is higher (p ≥ α) in a significance α = 0.05,

the data was distributed normally. From the Table 4.3 above, the result of

experimental class showed in Kolmogorov-Smirnov column, the data was

p < α(0.000<0.05). Also, the result of controlled class showed the data was

55

p < α(0.001<0.05).The scores of p can be seen in the Sig. in the Shapiro-

Wilk column. It can be checked that the data from two classes was not

normally distributed.

2. Homogeneity Test

The Levene statistic test was used to calculate the homogeneity

test. The homogeneity test was conducted to test the similarity of the

sample in both classes. The table 4.4 is presented the result of

homogeneity test as follows:

Table 4.4

Homogeneity Test

Test of Homogeneity of Variances

Score_Pretest

Levene Statistic df1 df2 Sig.

.124 1 58 .727

The result of the table 4.4 above in Sig. column showed the

significance of pre-test in both classes was (0.727>0.05). So, it means that

the data is higher than 0.05 and the data of experimental and control class

were homogent.

3. Statistical Hypothesis Test

To decide a hypothesis, the researcher used Mann-Whitney

formula which was used to get empirical evidence about theeffectiveness

of Cornell Note Taking System on students’ reading comprehension

enhancement. Here, the result of hypothesis test by using SPSS 16.0 could

bepresented in table 4.3 as follows:

56

Table 4.3

The Result of Hypothesis with Mann Whitney

Ranks

Class N Mean Rank Sum of Ranks

Score Experimental

Class 30 40.45 1213.50

Control Class 30 20.55 616.50

Total 60

Test Statisticsa

Score

Mann-Whitney U 151.500

Wilcoxon W 616.500

Z -4.488

Asymp. Sig. (2-tailed) .000

a. Grouping Variable: Class

Table 4.8 shows the score of Mann-Whitney U = 151.500 and the

score of Asymp. Sig. (2-tailed) = 0.000< 0.05, it can be concluded that the

H0 was rejected but H1 wasaccepted. H1 stated that there is an effect of

using Cornell Note Taking System in students’ reading comprehension

enhancement.

4. Test of Effect Size

Test of effect size in order to calculating size measure in this study

to know whether the effect size level of using of Cornell Note Taking

System on students’ reading comprehension. (Muijs, 2004:136). The

formulation as follow:

57

d =𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐴 − 𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑔𝑟𝑜𝑢𝑝 𝐵

𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

mean for experimental class= 82.87

mean for control class= 75.77

pooled standar deviation = (standar deviation of group

1+standar deviation of group

2) / 2

=4.725+5.309

2

= 5.017

d =82.87−75.77

5.017

d= 7.1

5.017

d= 1.41

Based on the calculation above, the result of effect size level in this study

was 1.41. Regarding to the criteria that had been mentioned in chapter III, it

proved that there was a strong effect of using Cornell Note Taking System on

students’ reading comprehension.

C. Discussion

The aim of this study is to find out whether or not using Cornell Note

Taking System gave a significant effect on students‘ reading comprehension

enhancement in MAN Temanggung. Then, this study is intended to know to

58

what extent Cornell Note Taking System giving the effect on students‘ reading

comprehension.

According to the result of the data analysis, it showed that there was

asignificance effect of Cornell note taking systemon students‘ reading

comprehension.As the result that was written in the tables above that the

students‘ reading comprehension improved in the pre-test and post-test with

different mean score. Inthe experimental class, the mean score of pre-test was

56.37, in contrast the meanscore of post-test was 82.87. It could be calculated

the score increased 26.50 pointsfrom pre-test to post-test. Meanwhile, the

mean score of pre-test in the controll class was 56.43 while the mean score of

post-test in the controlled class was 75.77. It showed that the score gained was

19.33. Moreover, according to thecalculation of the mean score in both

controlled and experimental classes, itproved that there was a significant effect

of Cornell Note Taking System on students‘ reading comprehension.

In addition, based on the calculation of the Man Whitney that Ho was

rejectedand Ha was accepted if the mean score in experimental class higher

than themean score of controll class. Based on the calculation, the result of p

was lowerthan α, which was 0.000< 0.05. Therefore, Ho was rejected but Ha

was accepted.Ha stated that there is an effectiveness of Cornell Note Taking

on students’ reading comprehension.

In addition, the calculation of effect was 1.41. Based on the effect size

criteria from Cohen, if the result of the formulation was 1.41> 1,00, it means

that Cornell Note Taking System gave strong effect on students’ reading

comprehension.

59

After conducting this study, it showed that Cornell note taking is effective

onstudents‘ reading comprehension and it can be used inteaching reading.

Then, it can be concluded that Cornell Note Taking System is effective system

used in students‘ reading comprehension class.

60

CHAPTER V

CLOSURE

The last chapter of this graduating paper is closure which presents the conclusion

and suggestion are written as follow:

A. Conclusion

This research was a Quasi-Experimental Design that was intended to get

an empirical evidence of the effectiveness of Cornel Note Taking System on

students’ reading comprehension at eleventh grade students of MAN

Temanggung in the academic years of 2018/2019. Based on the final result,

the conclusion and suggestion are suggestion are presented into two points of

view as follow:

1. Students’ reading comprehension before they are taught using Cornell

Note Taking System.

The researcher presented the calculation result of pre-test mean for

experimental and control class to describe the students’ reading

students reading comprehension before treatment. The result was

calculated by using SPSS Version 16.00. the result from calculation

showed that the mean of pre-test for experimental class was 56.37,

Meanwhile, the calculation showed for control class. The mean of pre-

test was 56.43.

2. Students’ reading comprehension after they are taught using Cornell

Note Taking System

61

The researcher presented the calculation result of post-test mean

for experimental and control class to know the students’ reading

students reading comprehension after treatment. The result from

calculation showed that the mean of experimental class of post-test was

82.87. the mean of post-test was higher than the mean of pre-test. The

different between pre- and post-test mean of students’ reading

comprehension taught by Cornell Note Taking System was 26.50.

Meanwhile, the calculation showed for control class. The mean of pre-

test was 56.43 and the mean of post-test was 75.77. the mean of post-

test was also higher than the mean of pre-test. The different result

between the students’ pre- and post-test was 19.33.

3. Significant effect of Cornell Note Taking System on sudents’ reading

comprehension.

The hypothesistest showed that the Asymp.Sig. 2 tailed (p) from

Mann Whitney was 0.000 and the alpha (α) was 0.05. Itwould be

accepted, Ha (Alternative Hypothesis), if the Asymp.Sig. 2 tailed was

lower thanalpha (α) or p < α. Futhermore, the mean score in

experimental class increased 26.50 points, from 56.37 become 82.87.

Contrastly, the controlled class increased 19.33 points, from 56.43

become 75.77 points. Moreover, the result of effect size was 1.415, it

indicated that Cornell Note Taking System gave strong effect on

students’ reading comprehension.

Finally, it can be concludedthat there is a significant effectiveness of

Cornell Note Taking System on students‘ reading comprehension. Then,

62

Cornell note taking system can be used as one of method in teaching reading

at the eleventh grade of MAN Temanggung.

B. Suggestion

Based on the result of the research, there are some suggestions for futures

studies as follows:

1. For the Teacher, Cornell Note Taking can enrich the teachers’ knowledge

especially for those who are teaching the English Language, the Cornell

note taking as an alternative strategy teaching-learning process is a good

solution to be applied of the eleventh grades students of the MAN

Temanggung to enhance their reading comprehension. This research can

also to give information to the teacher about the effect of using Cornell

Note taking in reading comprehension.

2. For the Student, the use of Cornell Note Taking can make the process of

learning more enjoyable and will improve not only their motivation and

interest, but students will also understand the content of text easier and

help them to improve their reading comprehension.

3. For other researcher, the findings of the research hopefully will give

contribution, inspiration as a resource and employed as starting point of

the future research on similar topics.

63

BIBLIOGRAPHY

Arikunto, Suharsimi. 2010. Prosedur Penelitian. Jakarta: PT.Rineka Cipta

Bahrami F & Nostratzadeh H (2017). The Effectiveness of Note Taking on

Reading Comprehension of Iranian EFL Learners. International

Journalof Applied Linguistics & English Literature. 6(7): 308-317.

Retrieved fromhttps://www.researchgate.net/publication/320313176_T

e_Effectiveness_of_NoteTaking_on_Reading_Comprehension_of_Iranian_EF

L_Learners on Thuesday 4 September at 19.07 pm

Bashir, Mahrukh. 2017. Kementrian Pendidikan dan Kebudayaan Bahasa Inggris.

Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud.

Betty, Madeline&Boris .2005. Achieving Success in Second Language

Acquisition, New York: Cambridge University Press

Carell, Patricia. 1998. Interactive and Approaches to Second Language Reading.

New York: Chambridge University Press

Cohen, Lawrence Manion, and Keith Morrison, 2005.Research Methods

inEducation, Fifth Edition:Taylor & Francis e-Library

Creswell, J. W. 2009.Third eddition,Resign Design: Qualitative, Quantitative, and

Mixed Method Approaches 3th edition.London:SAGE Publication

________2012b. Educational Research : Planning, Conducting and Evaluating

Quantitative and Qualitative Research. Boston: Pearson Education Inc.

________. 2014. Fourth eddition,Resign Design: Qualitative, Quantitative, and

Mixed Method Approaches 3th edition.London:SAGE Publication

Dewitt, S. 2007. The effect of note taking and mental rehearsal on memory.

Journal of Undergraduate Psychology Research

Donald Ary, Lucy Cheser Jaccobs, Chris Sorenssen. 2010 :Introduction to

Researchin Education, Eigth Edition, USA: Wadsworth, Cengage

Learning.

Duke, N. 2003. Comprehension instruction for informational text. Presentation at

the annualof the Michigan Reading Association, Grand Rapids, MI.

Elizabeth S. Pang,Angaluki Muaka,Elizabeth B. Bernhardtand Michael L. Kamil.

2013. Teaching Reading. Chicago:International Academic of

Education.

Fraser, M., 994. Quality in higher education: an international perspective.

Buckingham: Open University Press and Society for Research into

Higher Education.

64

Gay, L. R. 1992. Educational research (4th Ed.). New York: Merrill.

Grabe, William. 2009. Reading in a Second Language. USA: Cambridge

University Press

Grabe, William & Stoller, Freedicka L. 2011. Teaching and Researching. 2nd

Edition. Great Britain: Pearson Education Limited

Harmer, Jeremy. 2001. The Practice of English Language Teaching. China:

Longman

Helgesen, M., Brown, S.,& Smith, D.1996. Active listening :Expanding

understanding through content. Cambridge, England: Cambridge

University Press.

Johnson, Andrew P. 2008. Teaching Reading and Writing: A Guide Book for

Tutoring and Remediating Students. USA: Rowman &Littlefield

Education

Juniardi, Ryan 2013. The Use of Cornell Note Taking Method in Developing

Students’Reading Comprehension at Class XI IPA 1 of MAN 1

Makassar. Makassar: The English Department, Faculty of Teacher

Training and Education Makassar Muhammadiyah University.

Kintsch, W. 1998. Comprehension: A paradigm for cognition. Cambridge, UK:

CambridgeUniversity Press.

Kobayasi, K 2005. What limits the encoding effect of note taking? A meta-

analytic examination. Contemporary Educational Psychology, 30

(2),242-262.

Kusumaningrum, Eka Nurwahyu 2016. The Effect of ornell Note Taking

Technique on the Reading Comprehension to the Eight Grade Students

at SMP Muhammadiyah Kediri in Academic Year 2016/2017. Kediri:

The English Department Teacher Training and Education Faculty

University of Nusanttara PGRI Kediri.

McMillan, J.H&Schumacher, S.2010. Reseach in Education: Evidence –Based

Inquiry (7th ed). New York, Ny: Pearson

Muntafi’ah, Lailatul. 2016. “The Use of the GIST Strategy Towards Students’

Reading Comprehension (Classroom Action Research at the Eight Year

Students of MTs AswajaTengaran in the Academic Year of

2015/2016)”. IAIN Salatiga

Pauk,Walter 2001. How to Study in College. Special Edition for Mesa State

College. Seventh Edition. Boston: Hounghton Mifflin Company

Piolat, A.,Olive,T&Kellogg R.T. 2005. Cognitive effort of note taking. Applied

Cognitive Psyclogy

65

Porte, Graeme Keith. 2002. Apparising Research in Second Language Learning: A

Practical Approach to Critical Analysis of Quantitative Research,

Netherland: John Benjamin Publishing Co.

RAND Reading Study Group. 2002. Reading for under-standing: Toward a

research anddevelopment program in reading comprehension. Santa

Monica, CA: Office of EducationResearch and Improvement.

Richard, Jack and Theodore S. Rodgers. 2001. Approaches and Methods in

Language Teaching, 2nd ed. New York: ChambridgeUniversity Press

Scheerens, Jaap. 1992. Effective Schooling, Research, Theory and Practices. New

York: Cassel

Snow, Catherine E.2002. Reading for Understanding Toward an RGD Program

in Reading Comprehension. Pittsburg: RAND Reading Study Group

Snow, Down.2006. More Than a Native Speaker. An Introduction to Teaching

English Abroad. Revised Edition. Teacher of English to speaker of

Other Language,Inc(TESOL)

Stringer,Ernest T, Christensen, Lois McFadyen, Baldwin, Shelia C.

IntegratingTeaching, Learning, and Action Research. California :

SAGE Publication, Inc.

T. Milligan. 2014. Note Taking Structures Moving Beyond Bullets and Dashes.

Dunwoody College of Technology

Willis, Judy. 2008. Teaching the Brain to Read: Strategy for improving fluency,

vocabulary, and comprehension. USA: Association for Suppervision

and Curriculum Development (ASCD)

Wong, Linda. 2009. Essential Study Skill (6th Ed). New York: Houghton Mifflin

Company.

66

APPENDICES

67

Lesson Plan Experimental Class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : MAN Parakan Temanggung

Mata pelajaran : Bahasa Inggris

Materi Pokok : Teks Explanation (gejala alam atau sosial)

Kelas/Semester : XI/2

Alokasi Waktu : 3x pertemuan ( 6 x 45 menit)

A. Kompetensi Inti (KI)

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.

KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkrit dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolah secara mandiri serta bertindak secara efektif dan kreatif,

dan mampu menggunakan metoda sesuai kaidah keilmuan.

68

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator

3.8 Membedakan fungsi

sosial, struktur teks, dan

unsur kebahasaan

beberapa teks

explanation lisan dan

tulis dengan memberi

dan meminta informasi

terkait gejala alam atau

sosial yang tercakup

dalam mata pelajaran

lain di kelas XI, sesuai

dengan konteks

penggunaannya

• Memahami fungsi sosial, struktur

teks dan unsur kebahasaan teks

explanation informasi terkait

gejala alam atau sosial.

• Mengidentifikasi fungsi sosial,

struktur teks, dan unsur

kebahasaaan teksexplanation

dalam memberi dan meminta

informasi terkait gejala alam atau

sosial.

4.8 Menangkap makna

secara kontekstual

terkait fungsi sosial,

struktur teks, dan unsur

kebahasaan teks

explanation lisan dan

tulis, terkait gejala alam

atau sosial yang

tercakup dalam mata

pelajaran lain di kelas XI

• Menentukan fungsi teks

explanation.

• Menentukan tujuan teks

explanation.

• Menemukan informasi yang

terdapat dalam teks explanation.

• Menganalisis fungsi sosial, struktur

teks, dan unsur kebahasaan dari teks

teks explanation.

C. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

a. Memahami fungsi sosial, struktur teks dan unsur kebahasaan teks

explanation informasi terkait gejala alam atau sosial.

69

b. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaaan

teks explanation dalam memberi dan meminta informasi terkait gejala

alam atau sosial.

c. Menentukan fungsi teks explanation.

d. Menentukan tujuan teks explanation.

e. Menemukan informasi yang terdapat dalam teks explanation.

f. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari

teks teks explanation.

D. Materi Pembelajaran

1. Pengertian explanation text

Teks yang digunakan untuk menerangkan cara (proses) suatu peristiwa

yang terjadi, terutama yang berkaitan dengan fenomen alam atau

sosial.

2. Fungsi Sosial

Menjelaskan dan memberi gambaran bagaimana dan mengapa suatu

peristiwa terjadi

3. Struktur Teks Explanation

a. General statement, tentang penejelasan umum terkait fenomena

yang akan dibahsa, bisa berupa pengenalan atau penjelasan dari

fenomena tersebut.

b. Sequend explanation, berisi tentang penjelasan proses mengapa

fenomena tersebut terjadi atau tercipta. Sequend explanation

berupa jawaban dari pertanyaan why and how penulis dan bisa

terdiri lebih dari satu paragrap.

c. Closing, penutup

4. Unsur Kebahasaan

a. Adverbia first, then, following, finally

b. Hubungan sebab-akibat (if –then, so, as a consequence, since, due

to, because of, thanks to

c. Kalimat pasif, dalamtenses yang present

d. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan

tangan

70

5. Topik

Benda-benda non manusia, seperti air, penguapan, hujan

6. Contoh Teks Explanation

A natural disaster is a terrible accident, e.g. a great flood, a big fire or an

earthquake. It usually causes great suffering and loss of a large sum of

money. The casualties are injured or died. Some people are homeless and

need medical care.

Floods occur when the water of rivers, lakes, or streams overflow their

banks and pour onto the surrounding land. Floods are caused by many

different things. Often heavy rainstorms that last for a brief can cause a flood.

But not all heavy storms are followed by flooding. If the surrounding land is

flat and can absorb the water, no flooding will occur. If, however, the land is

hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a

river may overflow and flood adjacent lowland.

In many parts of the world flood are caused by tropical storms called

hurricanes or typhoons. They bring destructive winds of high speed, torrents

of rain, and flooding. When a flood occurs, the destruction ofthe surrounding

land can be severe. Whole villages and towns are sometimes swept away by

water pouring swiftly over the land. Railroad track blocked and uprooted

from their beds. Highways are washed away.

When a building caught fire, the firemen pitched in to help battle the

blaze. Before the pumps were invented, people formed bucket brigades to

fight fires. Standing side by side, they formed a human chain from the fire to

nearby well or river. They passed buckets of water from to hand to be poured

on the flames.

The damage of the fire did depend a great deal on where it happened. In

the country or a small village, only a single house might burn down. But in

crowded cities, fire often destroyed whole blocks and neighborhoods before

being controlled. (http://englishadmin.com/2018/12/55-contoh-soal-explanation-

text-dan-jawabannya.html)

E. Metode Pembelajaran

1) Pendekatan : Saintifik Approach

2) Model Pembelajaran : Pair work

3) Metode : Cornell Note Taking System

71

F. Media Pembelajaran

1. Media

• Worksheet atau lembar kerja (siswa)

• Lembar penilaian

2. Alat/Bahan

• spidol, papan tulis

• Cornell Note Taking Sheet

G. Sumber Belajar

• Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris

Kelas XI, Kemendikbud, Revisi Tahun 2017

• Internet

• Kamus Bahasa Inggris

• Pengalaman peserta didik dan guru

H. Langkah-langkah kegiatan pembelajaran

1. Pertemuan ke-1: PRE-TEST (2x45 menit)

2. Pertemuan ke-2: TREATMENT (2x45 menit)

Kegiatan Deskripsi kegiatan Alokasi

waktu

Pendahuluan 1) Guru membuka kegiatan dimulai

dengan mengucapkan salam.

2) Guru meminta salah satu siswa untuk

memimpin berdo’a sebelum pelajaran

dimulai.

3) Guru mengecek kehadiran siswa dan

menyiapkan suasana belajar yang

kondusif.

4) Guru menyampaikan tujuan

pembelajaran.

5) Menyebutkan kegiatan pembelajaran

yang akan dilakukan.

10’

Kegiatan inti Mengamati

1) Siswa mengamati contoh-contoh teks

72

explanation terkait informasi gejala

alam atau sosial yang ada di layar

power point dan buku paket.

2) Siswa mendengarkan penjelasan guru

tentang fungsi sosial, struktur teks, dan

unsur kebahasaan teks explanation.

3) Siswa mendengarkan penjelasan guru

tentang Cornel Note Taking

Systembeserta elem-elemennya.

4) Siswa mendengarkan penjelasan guru

langkah-langkah mengidentifikasi teks

explanation dengan Cornell Note

Taking pada kertas karton di papan

tulis

5) Siswa diminta bekerja sama dengan

teman sebangku

6) Diberikan 1 cornell note taking sheet

beserta teks explanation.

7) Record : Siswa membaca teks

explanation yang telah yang diberikan,

kemudian menentukan informasi yang

penting, terkait funsi sosial, struktur

teks explanation, danunsur kebahasaan

yang digunakan dalam teks tersebut

kemudian ditulis di bagian note-taking

column secara terorganisir

Menanya

1) Question : siswa membuat

pertanyaan berdasarkan catatan yang

ada di bagian note-taking column dan

pertanyaan itu ditulis di bagian cue

column.

25’

10’

10’

73

a. Mengeksplorasi

2) Recite : siswa menutupi bagian note-

taking column dengan selembar

kertas dan hanya dengan melihat

pertanyaan-pertanyaan, siswa

menjelaskan jawabannya dengan kata

mereka sendiri dan menjelaskan

kepada teman sebangku mereka

3) Summarize: siswa melihat informasi

yang ada di note taking column lalu

merangkum dan menemukan tujuan

serta rangkuman dari teks tersebut

sesuai dari pemikiran siswa,

kemudian menulisnya di bagian

bawah lembar cornell note taking

atau summary column.

Mengasosiasi

1) Review : siswa mengecek semua

catatan mereka baik dari kesesuaian

pertanyaan dengan notenya serta

ringkasan mereka

2) Guru memilih salah satu siswa untuk

maju kedepan menceritakan kembali

explanation teks yang telah dibaca

sesuai dengan kata mereka sendiri.

Mengkomunikasi

1) Reflect : setiap siswa merefleksikan

materi yang telah didapat dengan

saling tanya jawab bersama guru

tentang materi teks explanation

10’

5’

10’

10’

74

Penutup 1) Siswa menyimpulkan hasil

pembelajaran.

2) Guru memberikan feedback.

10’

3. Pertemuan ke-3: POST-TEST (2X 45 Menit)

I. Penilaian

1. Teknik : Tes Tulis

2. Bentuk : Multiple choice

J. Rubrik penilaian

1. Penilaian multiple choice

Jumlah soal : 30

Setiap jawaban benar tiap soal : 3

Nilai maksimal :100

Total nilai : 𝑆 =B

3 x100

Dimana :

S= Score

B= Jumlah jawaban benar

Criteria of Reading Comprehension by Lathifah (2018:51)

Classfication Score Rating Category

Exceleent 95-100 5 The student’s answer almost

perfect

Very Good 85-94 4 The student‟s answer is

correct mostly

Good 75-84 3 The Student‟s answer is less

errors

Good

Enough

55-74 2 The student‟s answer is

enough errors

Poor ≤ 54 1 The student‟s answer is

incorrect mostly

75

Temanggung,11 Februari 2019

Mengetahui,

Guru Mata Pelajaran Peneliti

Ghofur, M.Pd. Nisa’ Azza’roh Mustofa

NIP. NIM. 113-14-015

76

Lesson Plan Controlled Class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : MAN Parakan Temanggung

Mata pelajaran : Bahasa Inggris

Materi Pokok : Explanation Text (gejala alam atau sosial)

Kelas/Semester : XI/2

Alokasi Waktu : 3 x pertemuan ( 6 x 45 menit)

A. Kompetensi Inti (KI)

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.

KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkrit dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri serta bertindak secara efektif dan kreatif, dan mampu

menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator

3.8 Membedakan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks

explanation lisan dan tulis

dengan memberi dan

meminta informasi terkait

gejala alam atau sosial

yang tercakup dalam mata

pelajaran lain di kelas XI,

• Memahami fungsi sosial, struktur teks

dan unsur kebahasaan teks explanation

informasi terkait gejala alam atau

sosial.

• Mengidentifikasi fungsi sosial, struktur

teks, dan unsur kebahasaaan teks

explanation dalam memberi dan

meminta informasi terkait gejala alam

atau sosial.

77

sesuai dengan konteks

penggunaannya

4.8 Menangkap makna secara

kontekstual terkait fungsi

sosial, struktur teks, dan

unsur kebahasaan teks

explanation lisan dan tulis,

terkait gejala alam atau

sosial yang tercakup dalam

mata pelajaran lain di kelas

XI

• Menentukan fungsi teks explanation.

• Menentukan tujuan teks explanation.

• Menemukan informasi yang terdapat

dalam teks explanation.

• Menganalisis fungsi sosial, struktur

teks, dan unsur kebahasaan dari teks

teks explanation.

C. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

a. Memahami fungsi sosial, struktur teks dan unsur kebahasaan teks

explanation informasi terkait gejala alam atau sosial.

b. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaaan teks

explanation dalam memberi dan meminta informasi terkait gejala alam

atau sosial.

c. Menentukan fungsi teks explanation.

d. Menentukan tujuan teks explanation.

e. Menemukan informasi yang terdapat dalam teks explanation.

f. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

teks explanation.

D. Materi Pembelajaran

1. Pengertian Explanation Text

Teks yang digunakan untuk menerangkan cara (proses) suatu peristiwa yang

terjadi, terutama yang berkaitan dengan fenomen alam atau sosial.

2. Fungsi Sosial

Menjelaskan dan memberi gambaran bagaimana dan mengapa suatu peristiwa

terjadi

3. Struktur Teks Explanation

a. General statement, tentang penejelasan umum terkait fenomena yang

akan dibahsa, bisa berupa pengenalan atau penjelasan dari fenomena

tersebut.

78

b. Sequend explanation, berisi tentang penejlasan proses mengapa

fenomena tersebut terjadi atau tercipta. Sequend explanation berupa

jawaban dari pertanyaan why and how penulis dan bisa terdiri lebih

dari satu paragrap.

c. Closing, penutup

4. Unsur Kebahasaan

a. Adverbia first, then, following, finally

b. Hubungan sebab-akibat (if –then, so, as a consequence, since, due to,

because of, thanks to

c. Kalimat pasif, dalam tenses yang present

d. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

5. Topik

Benda-benda non manusia, seperti air, penguapan, hujan

6. Contoh Teks Explanation

A natural disaster is a terrible accident, e.g. a great flood, a big fire or an

earthquake. It usually causes great suffering and loss of a large sum of

money. The casualties are injured or died. Some people are homeless and

need medical care.

Floods occur when the water of rivers, lakes, or streams overflow their

banks and pour onto the surrounding land. Floods are caused by many

different things. Often heavy rainstorms that last for a brief can cause a flood.

But not all heavy storms are followed by flooding. If the surrounding land is

flat and can absorb the water, no flooding will occur. If, however, the land is

hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a

river may overflow and flood adjacent lowland.

In many parts of the world flood are caused by tropical storms called

hurricanes or typhoons. They bring destructive winds of high speed, torrents

of rain, and flooding. When a flood occurs, the destruction ofthe surrounding

land can be severe. Whole villages and towns are sometimes swept away by

water pouring swiftly over the land. Railroad track blocked and uprooted

from their beds. Highways are washed away.

When a building caught fire, the firemen pitched in to help battle the

blaze. Before the pumps were invented, people formed bucket brigades to

fight fires. Standing side by side, they formed a human chain from the fire to

79

nearby well or river. They passed buckets of water from to hand to be poured

on the flames.

The damage of the fire did depend a great deal on where it happened. In

the country or a small village, only a single house might burn down. But in

crowded cities, fire often destroyed whole blocks and neighborhoods before

being controlled. (http://englishadmin.com/2018/12/55-contoh-soal-explanation-

text-dan-jawabannya.html)

E. Metode Pembelajaran

1. Pendekatan : Saintifik Approach

2. Metode Pembelajaran : Pair Work

F. Media Pembelajaran

1. Media

• Worksheet atau lembar kerja (siswa)

• Lembar penilaian

2. Alat/Bahan

• spidol, papan tulis

G. Sumber Belajar

• Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI,

Kemendikbud, Revisi Tahun 2017

• Internet

• Kamus Bahasa Inggris

• Pengalaman peserta didik dan guru

H. Langkah-langkah kegiatan pembelajaran

1. Pertemuan ke1 :PRE-TEST (2x45 menit)

2. Pertemuan ke 2 :Treatment (2x 45 menit)

Kegiatan Deskripsi kegiatan Alokasi

waktu

Pendahuluan 1) Guru membuka kegiatan dimulai dengan

mengucapkan salam.

2) Guru meminta salah satu siswa untuk

memimpin berdo’a sebelum pelajaran

dimulai.

3) Guru mengecek kehadiran siswa dan

mennyiapkan suasana belajar yang

10’

80

kondusif.

4) Guru menyampaikan tujuan

pembelajaran.

5) Menyebutkan kegiatan pembelajaran

yang akan dilakukan.

Kegiatan inti Mengamati

1) Siswa mendengarkan penjelasan guru

tentang fungsi sosial, struktur teks, dan

unsur kebahasaan teks explanation

terkait informasi tentang gejala alam atau

sosial.

Menanya

1) Siswa bertanya kepada guru berkaitan

dengan dengan penjelasan tentang fungsi

sosial, struktur teks, dan unsur kebahsaan

dari teks explanation.

b. Mengeksplorasi

1) Before reading, Siswa bekerjasama

dengan teman sebangku dan mendengar

intruksi yang diberikan guru

2) Siswa diberi teks bacaan oleh guru

3) During reading, Siswa bersama teman

sebangku membaca teks explanation

yang diberikan.

Mengasosiasi

4) Bersama teman sebangku siswa

memahami explanation yang diberikan

dan menjawab tiap pertanyaan

5) Mengkomunikasi

1) After reading, sebagian kelompok maju

yang ditunjuk secara acak ke depan dan

mempresentasikan hasil kerja mereka di

depan kelas.

2) Siswa bersama guru mereview hasil

kerja tiap kelompok.

20’

10’

20’

10’

10’

81

Penutup 3) Siswa menyimpulkan hasil

pembelajaran.

4) Guru memberikan feedback.

10’

3. Pertemuan ke- 3 : POST-TEST (2X45 menit)

I. Penilaian

1. Teknik : Tes Tulis

2. Bentuk : Multiple choice

J. Rubrik penilaian

2. Penilaian multiple choice

Jumlah soal : 30

Setiap jawaban benar tiap soal : 3

Nilai maksimal :100

Total nilai : 𝑆 =B

3 x100

Dimana :

S= Score

B= Jumlah jawaban benar

Table 3.4 Criteria of Reading Comprehension by Lathifah (2018:51)

Classfication Score Rating Category

Exceleent 95-100 5 The student’s answer almost

perfect

Very Good 85-94 4 The student‟s answer is

correct mostly

Good 75-84 3 The Student‟s answer is less

errors

Good

Enough

55-74 2 The student‟s answer is

enough errors

Poor ≤ 54 1 The student‟s answer is

incorrect mostly

82

Temanggung,11 Februari 2019

Mengetahui,

Guru Mata Pelajaran Peneliti

Ghofur, M.Pd. Nisa’ Azza’roh Mustofa

NIP. NIM. 113-14-015

83

PRE-TEST

Name :

Class/No :

Read the text carefully and choose the

correct answer among A, B, C, D, and

E then write down on your answer

sheet!

The text is for questions 1 to 10

Recycling is a collection,

processing, and reuse of materials that

would otherwise be thrown away.

Materials ranging from precious metals

to broken glass, from old newspapers to

plastic spoons, can be recycled. The

recycling process reclaims the original

material and uses it in new products.

In general, using recycled

materials to make new products costs

less and requires less energy than using

new materials. Recycling can also

reduce pollution, either by reducing the

demand for high-pollution alternatives

or by minimizing the amount of

pollution produced during the

manufacturing process.

Paper products that can be

recycled include cardboard containers,

wrapping paper, and office paper. The

most commonly recycled paper product

is newsprint. In newspaper recycling,

old newspapers are collected and

searched for contaminants such as

plastic bags and aluminum foil. The

paper goes to a processing plant where it

is mixed with hot water and turned into

pulp in a machine that works much like

a big kitchen blender. The pulp is

screened and filtered to remove smaller

contaminants. The pulp then goes to a

large vat where the ink separates from

the paper fibers and floats to the surface.

The ink is skimmed off, dried and

reused as ink or burned as boiler fuel.

The cleaned pulp is mixed with new

wood fibers to be made into paper again.

Experts estimate the average

office worker generates about 5 kg of

wastepaper per month. Every ton of

84

paper that is recycled saves about 1.4 cu

m (about 50 cu ft) of landfill space. One

ton of recycled paper saves 17 pulpwood

trees (trees used to produce paper).

1. Which of the following is NOT the

benefit of recycling?

A. It costs much money for the

process of recycling

B. It costs less to make new

products

C. It requires less energy

D. It can reduce pollution

E. It reduces the demand for high-

pollution alternatives

2. The following things can be

recycled, EXCEPT….

A. Precious metals

B. Broken glass

C. Old newspapers

D. Plastic spoons

E. Fresh vegetables and fruits

3. What is happen if people do not

recycle?

A. Save the cost everyday

B. Save many pulpwood trees

C. Decrease high- pollution

D. Needless energy produce

E. Logging uncontrolled tree

4. The aim of the text is...

A. To persuade the reader to

recycle the paper

B. To discuss the advantages of

paper

C. To reportthe recycling

D. To explain the process of paper

recycling

E. To present things that can be

recycled

5. In general, using recycled materials

to make new products costs less and

requires less...(Paragraph 2).

The synonym of the underlined

word is...

A. Make

B. Work

C. Result

D. Activity

E. Collect

6. What is the third step in recycling

paper products?

A. Collect and search for

contaminants such as plastic

bags and aluminum foil

B. Mix the paper with hot water in

a blender which turns it into

pulp

C. Screen and filter the pulp to

remove smaller contaminants

D. Put the pulp to a large vat to

separate the ink from the paper

fibers

E. Mix the pulp with new wood

fibers to be made into paper

again

7. What is the topic of the text?

A. The process of making paper

B. The advantages of recycling

C. The benefit of the paper

D. The recycling of paper

E. The step of the paper product

8. A processing plant where it is mixed

with hot water... (Paragraph 3).

The underlinedword refers to...

85

A. Old newspaper

B. Hot water

C. Aluminum foil

D. The paper

E. Plastic bags

9. The smaller contaminants can be

removed because...

A. The paper mixed with hot water

and turned into a pulp

B. The paper goes to a processing

plant and mixes in the machine

C. The paper fibers and floats to

the surfaces with the ink

D. The cleaner is mixed with new

wood fibers

E. A machine works are

screening and filtering a pulp

10. We can conclude that...

A. Recycling remove smaller

contaminant

B. Recycling can save cost and

reduce pollution

C. The paper is the only material

that can be recycled

D. The recycled paper bring many

positive impacts

E. Officer worker recycled the

paper per month

The text is for questions 11 to 20

Have you ever wondered how

people get chocolate from? In this

article, we’ll enter the amazing world of

chocolate so you can understand exactly

what you’re eating.

Chocolate starts with a tree

called the cacao tree. This tree grows in

equatorial regions, especially in places

such as South America, Africa, and

Indonesia. The cacao tree produces a

fruit about the size of a small pineapple.

Inside the fruit are the tree’s seeds, also

known as cocoa beans.

The beans are fermented for

about a week, dried in the sun and then

shipped to the chocolate maker. The

chocolate maker starts by roasting the

beans to bring out the flavor. Different

beans from different places have

different qualities and flavor, so they are

often sorted and blended to produce a

distinctive mix. Next, the roasted beans

are winnowed. Winnowing removes the

meat nib of the cacao bean from its

shell. Then, the nibs are blended. The

blended nibs are ground to make it a

liquid. The liquid is called chocolate

liquor. It tastes bitter. All seeds contain

some amount of fat, and cacao beans are

not different. However, cacao beans are

half fat, which is why the ground nibs

form the liquid. It’s pure bitter

chocolate.

86

11. The text is about …

A. The cacao tree

B. The cacao beans

C. The raw chocolate

D. The making of chocolate

E. The flavor of chocolate

12. The third paragraph focuses on …

A. The process of producing

chocolate

B. How to produce the cocoa

flavor

C. Where chocolate comes from

D. The chocolate liquor

E. The cacao fruit

13. “…they are often sorted and blended

to produce …”(Paragraph 3.)

The word “sorted “is close in

meaning to …

A. Arranged

B. Combined

C. Separated

D. Distributed

E. Organized

14. How does the chocolate maker start

to make chocolate?

A. By fermenting the beans.

B. By blending the beans.

C. By sorting the beans.

D. By drying the beans

E. By roasting the beans

15. In the fruit of cacao, there are the

tree’s seeds as called as...

A. Chocolate

B. Cacao Nibs

C. Cocoa beans

D. Meat nib

E. Pineapple

16. What is the purpose of the text?

A. To explain the process of

chocolate

B. To persuade to buy a chocolate

C. To report the making of

chocolate

D. To describe chocolate

E. To present the advantages of

chocolate

17. So they are often sorted and

blended....(Paragraph 3).

The underlined word refers to...

A. Chocolate maker

B. The different places

C. Cacao bean

D. All seeds

E. The different beans

18. Which of the following statement is

incorrect?

A. The beans are dried in the sun

and shipped to the chocolate

maker

B. The blended nibs are ground to

make chocolate liquor with a

bitter taste

C. The chocolate tree grows in

equator places, such as

Australia, America, and Afrika.

D. The cocoa bean is tree’s seeds

that have the size of a small

pineapple

E. To make the chocolate starts

with roasting the beans to bring

out the flavor

19. What is the main information in the

third paragraph?

A. Chocolate liquor is a liquid

from blended and grounded

nibs

87

B. Different places influence the

qualities and flavor of cocoa

beans

C. The cacao tree produces a small

pine apple also known as cocoa

beans

D. The chocolate maker receive

the beans that have been

fermented

E. Some amount of fat contained

in all seeds of the cacao tree

20. ....and then shipped to the chocolate

maker. The opposite of the

underlined word is...

A. Deliver

B. Receive

C. Send

D. Accept

E. Bring

The text is for questions 21-30

A natural disaster is a terrible

accident, e.g. a great flood, a big fire or

an earthquake. It usually causes great

suffering and loss of a large sum of

money. The casualties are injured or

died. Some people are homeless and

need medical care.

Floods occur when the water of

rivers, lakes, or streams overflow their

banks and pour onto the surrounding

land. Floods are caused by many

different things. Often heavy rainstorms

that last for a brief can cause a flood.

But not all heavy storms are followed by

flooding. If the surrounding land is flat

and can absorb the water, no flooding

will occur. If, however, the land is hard

and rocky, heavy rain cannot be

absorbed. Where the banks are low, a

river may overflow and flood adjacent

lowland.

In many parts of the world flood

are caused by tropical storms called

hurricanes or typhoons. They bring

destructive winds of high speed, torrents

of rain, and flooding. When a flood

occurs, the destruction ofthe surrounding

land can be severe. Whole villages and

towns are sometimes swept away by

water pouring swiftly over the land.

Railroad track blocked and uprooted

from their beds. Highways are washed

away. When a building caught

fire, the firemen pitched in to help battle

the blaze. Before the pumps were

invented, people formed bucket brigades

to fight fires. Standing side by side, they

formed a human chain from the fire to

nearby well or river. They passed

buckets of water from to hand to be

88

poured on the flames.

The damage of the fire did

depend a great deal on where it

happened. In the country or a small

village, only a single house might burn

down. But in crowded cities, fire often

destroyed whole blocks and

neighborhoods before being controlled.

21. What can possibly prevent rivers

and lakes from overflowing?

A. An absorbent bed.

B. A rocky surrounding.

C. A low land.

D. A high bank

E. A high road.

22. We know from the text, EXCEPT...

A. The river can sweep heavy

flood

B. People can get money from

flood

C. The destruction by the flood is

always less severe

D. Waterflood is absorbed by land

E. Typhoons caused a heavy flood

23. Which is the main idea of paragraph

2?

A. The cause of flood is from a

variety of the situation

B. The cause of flood is from

tropical storm

C. Food caused by heavy

rainstorms

D. Heavy rain that cannot be

absorbed cause the flood

E. Rivers and lakes overflow their

blanks cause the flood

24. “Floods occur when the water of

rivers, lakes, or.....” (paragraph 2).

This sentence is called...

A. Conclusion

B. Sequend explanation

C. Describtion

D. General statement

E. Event

25. Whydoes heavy rain cannot be

absorbed?

A. Because the banks are low

B. Because of heavy storms

C. Because the land is flat

D. Because of the typhoons

E. Because of the hard and rocky

land

26. What is the purpose of the text?

A. To explain the danger of flood

B. To explain the occurrence of

the natural disaster

C. To describe a natural disaster

D. To persuade to avoid a natural

disaster

E. To report about the floods

27. They bring destructive winds....

(Paragraph 3). What does “they”

refer to?

A. Hurricanes

B. Flood

C. Tropical storms

D. Torrents

E. World flood

28. Which of the following statement is

TRUE?

A. A natural disaster is a

dangerous accident

B. Rain brings a destructive wind

of high speed

89

C. A natural disaster give some

advantages

D. Rain cause flood in many parts

of the world

E. A fire often destroyed thewhole

block in a small village

29. What is the topic of the text?

A. The process of flood

B. The occurrence of a natural

disaster

C. The fire extinguishing

D. The action handling of a natural

disaster

E. Cause of a natural disaster

30. ...not all heavy storms are followed

by flooding. The antonym of the

underlined word is...

A. Hard

B. Sultry

C. Serious

D. Strong

E. Weak

(http://englishadmin.com)

90

POST-TEST

Name :

Class/No :

Read the text carefully and choose the

correct answer among A, B, C, D, and

E then write down on your answer

sheet!

The text is for questions 1 to 10

Have you ever wondered how

people get chocolate from? In this

article, we’ll enter the amazing world of

chocolate so you can understand exactly

what you’re eating.

Chocolate starts with a tree

called the cacao tree. This tree grows in

equatorial regions, especially in places

such as South America, Africa, and

Indonesia. The cacao tree produces a

fruit about the size of a small pineapple.

Inside the fruit are the tree’s seeds, also

known as cocoa beans.

The beans are fermented for

about a week, dried in the sun and then

shipped to the chocolate maker. The

chocolate maker starts by roasting the

beans to bring out the flavor. Different

beans from different places have

different qualities and flavor, so they are

often sorted and blended to produce a

distinctive mix. Next, the roasted beans

are winnowed. Winnowing removes the

meat nib of the cacao bean from its

shell. Then, the nibs are blended. The

blended nibs are ground to make it a

liquid. The liquid is called chocolate

liquor. It tastes bitter. All seeds contain

some amount of fat, and cacao beans are

not different. However, cacao beans are

half fat, which is why the ground nibs

form the liquid. It’s pure bitter

chocolate.

1. What is the purpose of the text?

A. To explain the process of

chocolate

B. To persuade to buy a chocolate

91

C. To report the making of

chocolate

D. To describe chocolate

E. To present the advantages of

chocolate

2. The text is about …

A. The cacao tree

B. The cacao beans

C. The raw chocolate

D. The making of chocolate

E. The flavor of chocolate

3. ....and then shipped to the chocolate

maker. The opposite of the

underlined word is...

A. Delivered

B. Received

C. Sent

D. Taken

E. Carried

4. The third paragraph focuses on …

A. The process of producing

chocolate

B. How to produce the cocoa

flavor

C. Where chocolate comes from

D. The chocolate liquor

E. The cacao fruit

5. In the fruit of cacao, there are the

tree’s seeds as called as...

A. Chocolate

B. Cacao Nibs

C. Cocoa beans

D. Meat nib

E. Pineapple

6. “…they are often sorted and

blended to produce…”(Paragraph

3). The word “sorted “is close in

meaning to …

A. Arranged

B. Combined

C. Separated

D. Distributed

E. Organized

7. So they are often sorted and

blended....(Paragraph 3).

The underlined word refers to...

A. Chocolate maker

B. The different places

C. Cacao bean

D. All seeds

E. The different beans

8. Which of the following statement is

incorrect?

A. The beans are dried in the sun

and shipped to the chocolate

maker

B. The blended nibs are ground to

make chocolate liquor with a

bitter taste

C. The chocolate tree grows in

equator places, such as

Australia, America, and Afrika.

D. The cocoa bean is tree’s seeds

that have the size of a small

pineapple

E. To make the chocolate starts

with roasting the beans to bring

out the flavor

9. How does the chocolate maker start

to make chocolate?

A. By fermenting the beans.

B. By blending the beans.

C. By sorting the beans.

D. By drying the beans

E. By roasting the beans

92

10. What is the main information in the

third paragraph?

A. Chocolate liquor is a liquid

from blended and grounded

nibs

B. Different places influence the

qualities and flavor of cocoa

beans

C. The cacao tree produces a small

pine apple also known as cocoa

beans

D. The chocolate maker receive

the beans that have been

fermented

E. Some amount of fat contained

in all seeds of the cacao tree

The text is for questions 11-20

A natural disaster is a terrible

accident, e.g. a great flood, a big fire or

an earthquake. It usually causes great

suffering and loss of a large sum of

money. The casualties are injured or

died. Some people are homeless and

need medical care.

Floods occur when the water of

rivers, lakes, or streams overflow their

banks and pour onto the surrounding

land. Floods are caused by many

different things. Often heavy rainstorms

that last for a brief can cause a flood.

But not all heavy storms are followed by

flooding. If the surrounding land is flat

and can absorb the water, no flooding

will occur. If, however, the land is hard

and rocky, heavy rain cannot be

absorbed. Where the banks are low, a

river may overflow and flood adjacent

lowland.

In many parts of the world flood

are caused by tropical storms called

hurricanes or typhoons. They bring

destructive winds of high speed, torrents

of rain, and flooding. When a flood

occurs, the destruction ofthe surrounding

land can be severe. Whole villages and

towns are sometimes swept away by

water pouring swiftly over the land.

Railroad track blocked and uprooted

from their beds. Highways are washed

away.

When a building caught fire, the

firemen pitched in to help battle the

blaze. Before the pumps were invented,

people formed bucket brigades to fight

fires. Standing side by side, they formed

a human chain from the fire to nearby

well or river. They passed buckets of

water from to hand to be poured on the

flames.

The damage of the fire did

93

depend a great deal on where it

happened. In the country or a small

village, only a single house might burn

down. But in crowded cities, fire often

destroyed whole blocks and

neighborhoods before being controlled.

11. What is the topic of the text?

A. The process of flood

B. The occurrence of a natural

disaster

C. The fire extinguishing

D. The action handling of a natural

disaster

E. Cause of a natural disaster

12. Why does heavy rain cannot be

absorbed?

A. Because the banks are low

B. Because of heavy storms

C. Because the land is flat

D. Because of the typhoons

E. Because of the hard and rocky

land

13. ...not all heavy storms are followed

by flooding. The antonym of the

underlined word is...

A. Hard

B. Sultry

C. Serious

D. Strong

E. Weak

14. What can possibly prevent rivers

and lakes from overflowing?

A. An absorbent bed.

B. A rocky surrounding.

C. A low land.

D. A high bank

E. A high road.

15. What is the purpose of the text?

A. To explain the danger of flood

B. To explain the occurrence of

the natural disaster

C. To describe a natural disaster

D. To persuade to avoid a natural

disaster

E. To report about the floods

16. We know from the text, EXCEPT...

A. The river can sweep heavy

flood

B. People can get money from

flood

C. The destruction by the flood is

always less severe

D. Waterflood is absorbed by land

E. Typhoons caused a heavy flood

17. They bring destructive winds....

(Paragraph 3). What does “they”

refer to?

A. Hurricanes

B. Flood

C. Tropical storms

D. Torrents

E. World flood

18. Which is the main idea of paragraph

2?

A. The cause of flood is from a

variety of the situation

B. The cause of flood is from

tropical storm

C. Food caused by heavy

rainstorms

D. Heavy rain that cannot be

absorbed cause the flood

E. Rivers and lakes overflow their

blanks cause the flood

94

19. “Floods occur when the water of

rivers, lakes, or.....” (paragraph 2).

This sentence is called...

A. Conclusion

B. Sequend explanation

C. Describtion

D. General statement

E. Event

20. Which of the following statement is

TRUE?

A. A natural disaster is a dreatful

accident

B. Rain brings a destructive wind

of high speed

C. A natural disaster give some

advantages

D. Rain cause flood in many parts

of the world

E. A fire often destroyed thewhole

block in a small village

The text is for questions 20 to 30

Recycling is a collection,

processing, and reuse of materials that

would otherwise be thrown away.

Materials ranging from precious metals

to broken glass, from old newspapers to

plastic spoons, can be recycled. The

recycling process reclaims the original

material and uses it in new products.

In general, using recycled

materials to make new products costs

less and requires less energy than using

new materials. Recycling can also

reduce pollution, either by reducing the

demand for high-pollution alternatives

or by minimizing the amount of

pollution produced during the

manufacturing process.

Paper products that can be

recycled include cardboard containers,

wrapping paper, and office paper. The

most commonly recycled paper product

is newsprint. In newspaper recycling,

old newspapers are collected and

searched for contaminants such as

plastic bags and aluminum foil. The

paper goes to a processing plant where it

is mixed with hot water and turned into

pulp in a machine that works much like

a big kitchen blender. The pulp is

screened and filtered to remove smaller

contaminants. The pulp then goes to a

large vat where the ink separates from

the paper fibers and floats to the surface.

The ink is skimmed off, dried and

reused as ink or burned as boiler fuel.

The cleaned pulp is mixed with new

wood fibers to be made into paper again.

Experts estimate the average

95

office worker generates about 5 kg of

wastepaper per month. Every ton of

paper that is recycled saves about 1.4 cu

m (about 50 cu ft) of landfill space. One

ton of recycled paper saves 17 pulpwood

trees (trees used to produce paper).

21. What is the third step in recycling

paper products?

A. Collect and search for

contaminants such as plastic

bags and aluminum foil

B. Mix the paper with hot water in

a blender which turns it into

pulp

C. Screen and filter the pulp to

remove smaller contaminants

D. Put the pulp to a large vat to

separate the ink from the paper

fibers

E. Mix the pulp with new wood

fibers to be made into paper

again

22. The aim of the text is...

A. To persuade the reader to

recycle the paper

B. To discuss the advantages of

paper

C. To reportthe recycling

D. To explain the process of paper

recycling

E. To present things that can be

recycled

23. Which of the following is NOT the

benefit of recycling?

A. It costs much money for the

process of recycling

B. It costs less to make new

products

C. It requires less energy

D. It can reduce pollution

E. It reduces the demand for high-

pollution alternatives

24. A processing plant where it is mixed

with hot water... (Paragraph 3).

The underlinedword refers to...

A. Old newspaper

B. Hot water

C. Aluminum foil

D. The paper

E. Plastic bags

25. What is the topic of the text?

A. The process of making paper

B. The advantages of recycling

C. The benefit of the paper

D. The recycling of paper

E. The step of the paper product

26. The following things can be

recycled, EXCEPT….

A. Precious metals

B. Broken glass

C. Old newspapers

D. Plastic spoons

E. Fresh vegetables and fruits

27. The smaller contaminants can be

removed because...

A. The paper mixed with hot water

and turned into a pulp

B. The paper goes to a processing

plant and mixes in the machine

C. The paper fibers and floats to

the surfaces with the ink

D. The cleaner is mixed with new

wood fibers

E. A machine works are

screening and filtering a pulp

96

28. What is happen if people do not

recycle?

A. Save the cost everyday

B. Save many pulpwood trees

C. Decrease high- pollution

D. Needless energy produce

E. Logging uncontrolled tree

29. We can conclude that...

A. Recycling remove smaller

contaminant

B. Recycling can save cost and

reduce pollution

C. The paper is the only material

that can be recycled

D. The recycled paper bring many

positive impacts

E. Officer worker recycled the

paper per month

30. In general, using recycled materials

to make new products costs less and

requires less...(Paragraph 2).

The synonym of the underlined

word is...

A. Make

B. Work

C. Result

D. Activity

E. Collect

(http://englishadmin.com)

97

98

99

100

101

102

103

104

105

DOCUMENTATION

Pre-test in Experimental Class

106

Treatment in Experimental Class

107

Post-test in Experimental Class

108

Pre-test in Control Class

109

Treatment in Control Class

110

Post-test in Control Class

111

112

113

114

115

SATUAN KETERANGAN KEGIATAN (SKK)

Nama : Nisa’ Azza’roh Mustofa Jurusan : TBI

116

NIM : 113-14-015 Dosen PA : Dr. Sa’adi, M. Ag.

No Jenis Kegiatan Pelaksanaan Keterangan Nilai

1. OPAK STAIN SALATIGA

2014

18-19 Agustus

2014

Peserta 3

2. OPAK JURUSAN TARBIYAH

STAIN SALATIGA 2014

20-21 Agustus

2014

Peserta 3

3. Orientasi Dasar Keislaman

(ODK) dengan tema:

Pemahaman Islam Rahmatan

Lil’Aalamin Sebagai Langkah

Awal Menjadi Mahasiswa

Berkarakter

21 Agustus 2014 Peserta 2

4. LIBRARY USER

EDUCATION (Pendidikan

pemakai Perpustakaan)

28 Agustus 2014 Peserta 2

5. English Friendship Camp “CEC

is the Best Way for Great

Generation”

27-28 September

2014

Peserta 3

6. Training Pembuatan Makalah

oleh Lembaga Dakwah Kampus

(LDK) Darul Amal STAIN

Salatiga

17 September

2014

Peserta 2

7. “SIBA-SIBI” Training UTS

Semester Ganjil Tahun 2014

oleh CEC dan ITTAQO

24-25 Oktober

2014

Peserta 3

8. Seminar Nasional

“Entrepreneurship” Woro

Srikandi

16 November

2014

Peserta 8

9. “SIBA-SIBI” Training UAS

Semester Genap Tahun 2014

oleh CEC dan ITTAQO

19-20 Desember

2014

Peserta 3

10. Seminar Nasional “Islam dan

Diskursus Kebangsaan” oleh

Himpunan Mahasiswa Islam

(HMI)

24 Januari 2015 Peserta 8

11. Diskusi Santri Pondok

Pesantren An-Nida “Dodolan

Agama”

24 April 2016 Peserta 2

12. Apresiasi karya sastra puisi

“Sabda Bercinta” oleh Teplok

Manajement UKSW

9 Desember 2016 Peserta 2

13. SK (Surat Keputusan) Pengurus

Teater Lintang Songo PMII

27 Agustus

2016- 6 Juni

Pengurus 6

117

Kota Salatiga Masa Khidmat

2016-2017

2017

14. Pelantikan Teater Lintang

Songo “Bali Ngomah Bangun

Fitroh”PMII Kota Salatiga

27 Agustus 2016 Pengurus 6

15. Seminar Nasional “Penerapan

Nilai-nilai Lingkungan Kepada

Individu”

21 September

2016

Peserta 8

16. Seminar Internasional “Menjadi

Mobilepreneur Dalam Era E-

commerce oleh (tapp.)

25 April 2017 Peserta 8

17. Seminar Nasional “Peringatan

Hari Bumi 22 April” MAPALA

MITAPASA IAIN Salatiga

29 April 2017 Peserta 8

18. Seminar Nasional “Unlocking

Students Potential to Deal with

Globaliation” oleh

Communicative English Club

(CEC)

6 Mei 2017 Peserta 8

19. Workshop Peningkatan Kinerja

Pendidik dan Tenaga

Kependidikan dalam

Memantapkan Pelaksanaan

Kurikulum 2013 Tahun 2017

Pemerintah Kota Salatiga Dinas

Pendidikan

25,31

Juli,1,2,3,dan 5

Agustus 2017

Peserta 8

20. Kegiatan LDK (Latihan Dasar

Kepemimpinan) SMP NEGERI

8 Tingkat Kota Salatiga

24-26 Agustus

2017

Pendamping 4

21. Kegiatan DIANPIRU (Gladian

Pimpinan Regu) SMP NEGERI

8

29-31 Agustus

2017

Pendamping

6

22. Kegiatan PHBI (Peringatan

Hari Besar Islam) Idul Adha

1438 H SMP NEGERI 8

2 September

2017

Pendamping 6

118

119

Curriculum Vitae

1. Name : Nisa’ Azza’roh Mustofa

2. Place and Birth of date: Temanggung, February 4th 1997

3. Gender : Female

4. Nationalism : Indonesian

5. Address : Dsn. Kepatran RT 01/RW 09, Ds. Soropadan, Kec.

Pringsurat, Kab. Temanggung, Jawa Tengah

6. Phone number : +6283145139636

7. E-mail : nisaazzarohm@gmail.com

8. Educational background:

Name of School Year

IAIN SALATIGA 2014-2019

MAN TEMANGGUNG 2011-2014

MTSN GRABAG 2008-2011

SDN 3 SOROPADAN 2003-2008

9. Organization Experience:

1) Board in Religion Devision of PMII Salatiga Period 2015-2016

2) Board in Entrepreneurship Division of Teater

Lintang Songo Salatiga

Period 2016-2017