Thesis s1
Thesis s1
Thesis s1
Skripsi
Presented to
Undergraduate Program
English Education Program
University of Nurul Jadid
In partial fulfillment of the requirements for the degree of Bachelor in
English Language Education
By
ERIL SINTA NURIYAH
NIM 1842300028
Skripsi
Presented to
Undergraduate Program
English Education Program
University of Nurul Jadid
In partial fulfillment of the requirements for the degree of Bachelor in
English Language Education
By
ERIL SINTA NURIYAH
NIM 1842300028
i
APPROVAL
This is to certify that the Skripsi of Eril Sinta Nuriyah has been approved by the
board of Examiners on
Probolinggo,
Chairperson,
Examiner I,
Examiner II,
Acknowledged by
Faculty of Social and Humanity
Nurul Jadid University
Dean,
ii
MOTTO AND DEDICATION
iii
DECLARATION OF AUTHORSHIP
Bismillahirrohmanirrohim
Herewith, I :
Declare that :
1. This skripsi is the sole of work of the author and has not been written in
collaboration with any other person, nor does it include, without due
acknowledgment, the work of any other person.
2. If at a later time it is found that the skripsi is a product of plagiarism, I am
willing to accept any legal consequences that may be imposed to me.
iv
ABSTRACT
v
ACKNOWLEDGEMENT
Praise be to Allah, the most gracious and the most merciful, who has given
Therefore, this paper can be finished thoroughly. Peace and blessing be upon to
Prophet Muhammad SAW, his families, his relatives, and his followers. Third, I
would like to give my special thanks to my beloved parents, H. Dapit and Hj. Uni
Badriyah who always pray for me, give me suggestions, motivation, support my
spiritual and material especially for my academic years at Nurul Jadid University.
Next, I would like to thank many people who give supports and suggestion
1. Dr. Tirmidi, M.Pd., as the dean of Social and Humanity faculty of Nurul
doing my thesis.
who has helped and guided me patiently to write this thesis well.
Nurul jadid University who always remind and encourage us, all PBI
vi
4. All of my beloved lecturers in English Education Department who have
taught me many things, especially about English. So, I can get to this point
right now.
5. My beloved sister, Madaniyah Puja Izzati, who has always been there for
me until now.
6. The whole family that I love very much, grandfather, grandmother, uncle,
aunt, cousins and all family that I cannot mention one by one.
my pain, give encouragement, support and pray for me. Thanks for being
such a friend, teacher, and partner during I do my thesis. You are my part
always stand by my side in fun and pain. Thank you for all the beautiful
and crazy moments during these four years that will never be forgotten.
Thank you for always supporting, helping, and reminding each other in
9. All my cottage friends and all my friends who pray for and support me
10. Finally, many thanks for everybody who have helped, motivated,
vii
I know, I am just human being. I realize that this thesis is far from the
suggestions and, critics. Finally I hope this thesis will be useful reference for
further researcher.
The researcher
viii
TABLE OF CONTENTS
INSIDE COVER.......................................................................................................i
APPROVAL............................................................................................................ii
MOTTO AND DEDICATION...............................................................................iii
DECLARATION OF AUTHORSHIP....................................................................iv
ABSTRACT.............................................................................................................v
ACKNOWLEDGEMENT......................................................................................vi
TABLE OF CONTENTS........................................................................................ix
LIST OF TABLE....................................................................................................xi
LIST OF PICTURE...............................................................................................xii
LIST OF APPENDIXES......................................................................................xiii
CHAPTER I INTRODUCTION.............................................................................1
A. Background of the Study...............................................................................1
B. Research Problem.........................................................................................6
C. Objective of the Study...................................................................................6
D. Significance of the Study..............................................................................6
E. Limitation of the Study.................................................................................7
F. Definition of Operational Key Term.............................................................8
G. Previous Research.........................................................................................9
CHAPTER II REVIEW OF RELATED LITERATURE.....................................13
A. Second Language Acquisition Hypothesis.................................................13
B. Reading Comprehension Hypothesis..........................................................18
C. The Recent Research on Tackling Problems in Reading Comprehension..30
D. BDA (Before, During, and After) Technique.............................................34
CHAPTER III RESEARCH METHOD...............................................................40
A. Research Design..........................................................................................40
B. The Presence and Role of Researcher in the Field......................................45
C. Research Setting..........................................................................................45
D. Research Subject.........................................................................................45
E. Source of Data.............................................................................................46
ix
F. Data Collection Technique..........................................................................46
G. Data Analysis Technique............................................................................51
BAB IV RESEARCH FINDINGS AND DISCUSSION.....................................54
A. Research Findings.......................................................................................54
2. The Implementation and The Result of Classroom Action Research.........57
B. Discussion...................................................................................................78
CHAPTER V CONCLUSION..............................................................................92
A. Conclusion..................................................................................................92
B. Suggestion...................................................................................................93
REFERENCES.......................................................................................................95
APPENDIXES.....................................................................................................100
x
LIST OF TABLE
Table 3.1.................................................................................................................49
Table 3.2.................................................................................................................51
Table 4.1.................................................................................................................56
Table 4.2.................................................................................................................59
Table 4.3.................................................................................................................60
Table 4.3.................................................................................................................69
Table 4.4.................................................................................................................72
xi
LIST OF PICTURE
Figure 3.1...............................................................................................................44
Figure 4.1...............................................................................................................54
Figure 4.2...............................................................................................................55
Figure 4.3...............................................................................................................55
Figure 4.4...............................................................................................................56
Figure 4.5...............................................................................................................60
Figure 4.6...............................................................................................................75
xii
LIST OF APPENDIXES
APPENDIX I........................................................................................................101
APPENDIX II......................................................................................................106
APPENDIX III.....................................................................................................112
APPENDIX IV.....................................................................................................114
APPENDIX V......................................................................................................116
APPENDIX VI.....................................................................................................117
APPENDIX VII...................................................................................................120
APPENDIXE VIII................................................................................................123
xiii
CHAPTER I
INTRODUCTION
global economy an estimated 800 billion.1 Low literacy poses a critical and
that the role of reading is very influential in life and shows that reading
skills are very much needed in language learning. Reading is a basic skill
1
Andrea Gualteros, ‘The Economic & Social Cost of Illiteracy’, Wold Literacy Foundation,
January, 2018.
2
OECD, ‘United Kingdom (Country Note) - PISA Results 2015’, 2015
<http://www.oecd.org/pisa/pisa-2015-United-Kingdom.pdf>.
3
Anne Castles, Kathleen Rastle, and Kate Nation, ‘Ending the Reading Wars: Reading Acquisition
From Novice to Expert’, Psychological Science in the Public Interest, 19.1 (2018), 5–51
<https://doi.org/10.1177/1529100618772271>.
1
who reads the newspaper will gain more information than someone who
only watches the news on television. The reader can reread the text when
information and knowledge to cope with some of the demands of this era.
knowledge can be obtained and certainly add a wider insight for student,
because the knowledge of people who read a lot will be different from
answering the question on the text read. The purpose of reading is that
the student only reads aloud, but cannot understand the content of the text,
4
Syamsu Tang and others, ‘The Humor Story in Teaching Reading Comprehension’, Journal of
Advanced English Studies, 2.2 (2019), 77–87.
2
grammatical structures, and lack of background knowledge.5 Thus, the
students, the researcher found the same problem in reading such a lack of
students who live in Islamic boarding schools are often sleepy and even
excuse for them. Especially in reading, most students feel bored while
reading the text, causing a lack of enthusiasm for learning and difficulty
understanding the text. This happened because several problems that has
lack of reading process which means students do not know the processes
lack of vocabulary which implies that students are not equipped with a list
are not exposed to various things related to the life of the topic and do not
have previous information about the topic; lack of reading goals that they
do not know the real reason for reading and lack of reading techniques
related to reading skills. In the teaching process, this school has applied a
5
Charuni Noicharoen, ‘An Investigation Of 11th-Grade Thai Student’s Decoding Strategies At
The Word Level In English Reading’ (Srinakharinwirot University, 2012)., 1.
3
The object of the scientific approach is student-centered to be active in the
teams to make them learn and exchange ideas, so that they are more active
many obstacles and problems when learning reading. Thus, students need
proper reading learning techniques so that they can easily understand the
reading text.
applied while student learned reading skills. Techniques can help teachers
activities, so student will understand the material they learn easily. Those
way, students can have more opportunities to understand the texts they
After) reading technique, it will helps organize lessons and helps support
6
Unal Ulker, ‘Reading Comprehension Strategies’, International Journal of Social Sciences &
Educational Studies, 4.3 (2017), 140–45 <https://doi.org/10.23918/ijsses.v4i3p140>.
4
students throughout the lesson, thus it helps students understand the
collect information and student experiences related to the text while they
are reading; students are trained to think while reading, so they can
what they have read, this helps them gain a deeper understanding of the
text.8 The technique chosen because it had never been used before at MA
students.
7
Andrea Karpf, ‘Before During After Reading : Strategies For English Learners’, Midtesol, 3
(2019), 1–6.
8
Ira Fatmawati Asmara, ‘The Implementation of Before, During And After Reading (BDA)
Strategy to Improve Students’ Achievement In Reading Comprehension Of Narrative Text At
Mtsn 2 Medan’ (State Islamic University of North Sumatera Medan, 2018).
5
B. Research Problem
follow:
1. Theoretically
namely:
6
b. Providing scientific contributions in the English Education, which
texts.
2. Practically
a. For educators
c. For institution
7
(Before, During, and After) Reading technique that will improve student’s
the COVID-19 pandemic. The subject of this research is the third grade
Probolinggo.
a. Reading Comprehension
ideas. If the student only reads aloud, but cannot understand the
failed in reading.
b. BDA Technique
easily begin from before reading, during reading and after reading
8
listing what they know about the topic of the text before reading, take
G. Previous Research
limited enough. Therefore, the results of related studies are obtained from
Systematic Review. This study aims to review action research using short
analyzed using constant comparison method. The results showed that the
indicated that the largest number (58%) of the studies focused on the use
students (40%), and young students (9%). None of the studies involved
9
elementary school students. The majority (75%) of the studies reviewed
the BDA Reading Strategy is more widely applied in the reading learning
many adaptation.9
control group which was taught without applying BDA Strategy. The
collect the data was multliple choice test. The result of reliability of the
test calculated by Sudijono (2009). It was found that the reliability was
high so the test was reliable. The data were analyzed by using ttest
group at the level of significance (α=0.05) with the degree of freedom (df)
9
Parlindungan Pardede, ‘Action Research on Using Short Stories To Boost Efl Learners’
Performance: A Systematic Review’, Premise: Journal of English Education, 10.2 (2021), 165
<https://doi.org/10.24127/pj.v10i2.3620>.
10
= 63, tobserved value 7.37 ≥ ttable 1.34. The findings indicate that
BDA strategy. The subject of this research was eight grade of MTsN 2
The data used in this research were qualitative and quantitative data. The
quantitative data was test. Based on the result of analysis data showed that
after being implemented BDA strategy. It could be seen from the mean
score of students, in pre-test was 45, 83, the mean score of students in
posttest I was 68,61 and in post-test II was 82,5. The researcher used t-test
for hypothesis. Based on the computation that t-count = 8,04 and t-table df
= N-1 = (36- 1=35). It can be seen that coefficient of t-count = 8.04 with
the fact level 𝛼 = 0,05 which the real level of t-table = 2,03 in the
10
Nurdina, ‘The Effect of before, during, and after Reading (Bda) Strategy on Students’ Reading
Comprehension Achievement in Narrative Text’ (University of Muhammadiyah Sumatera Utara
Medan, 2018).
11
coeficient of t-count (8,04) > t-table = 2,03. Therefore, it indicated that the
study also has differences with previous studies. Which in this case, the
which only focuses on short functional text and narrative text to improve
11
Asmara., Loc. Cit.
12
CHAPTER II
their first one as young children, and to the process of learning that
also commonly called a target language (TL), which refers to any language
12
Thomas Scovel, Problems in SLA, Studies in Second Language Acquisition (New York:
Routledge, 2011), <https://doi.org/10.1017/s0272263108080091>.
13
Muriel Saville-Troike, Introducing Second Language Acquisition, Cambridge University Press,
2nd edn (New York: Cambridge University Press, 2012)
<https://doi.org/10.1017/cbo9780511808838.002>.
13
1. Major Theories for Second Language Acquisition
a. Behaviorism Theory
language 'habits'.
b. Innatis Theory
14
Douglas Broad, ‘Literature Review of Theories of Second Language Acquisition’, Journal of
Applied Linguistics and Language Research, 7.1 (2020), 80–82.
14
common set of principles for all languages) will stop the child from
patterns.
c. Interactionist/Development
with the people and things around them. Children's language builds
d. Communicative Theory
15
communicative setting. This second language acquisition model
isolation.
language that will be used. There are two types of language learning,
namely the naturalistic type and the formal type in the classroom.15
b. The formal one takes place in the classroom with the teacher,
15
Muhammad Peri Syaprizal, ‘Proses Pemerolehan Bahasa Pada Anak’, Jurnal Al-Hikmah, 1.2
(2019), 75–86.
16
second language in the classroom with the teacher, there are some
the primary way students can learn on their own outside the
knowledge of spelling.
16
Parastoo Babashamsi, Saeideh Bolandifar, and Nahid Shakib, ‘Various Models for Reading
Comprehension Process’, International Journal of Applied Linguistics and English Literature, 2.6
(2013), 150–54 <https://doi.org/10.7575/aiac.ijalel.v.2n.6p.150>.
17
B. Reading Comprehension Hypothesis
know when they understand what they are reading and when they do
anticipate the text, and continues after reading as they use their
activity we are not only reading the text, but also trying to understand
an array of the text, it requires not only the reading activity, but also
18
models are often categorized as bottom-up, top-down, and interactive
reading models.
e. Bottom-Up Model
readers first use a text, the first step is to distinguish each letter by
basic units and sentential levels and is used to scan the smallest
meaning resides in the text. This point of view shows this process
f. Top-Down Model
20
Noicharoen, Op. cit., 6.
21
Doung Dara, ‘Investigating English Reading Comprehension Problems of Cambodian High
School Students’, American International Journal of Social Science, 8.3 (2019)
<https://doi.org/10.30845/aijss.v8n3p8>.
22
Ángela María Gamboa, ‘Reading Comprehension in an English as a Foreign Language Setting:
Teaching Strategies for Sixth Graders Based on the Interactive Model of Reading’, Folios, 1.45
(2017), 159–75.
19
The top-down model requires readers to apply all their
with the text and use them to understand new information found
23
Noicharoen, Op. cit., 6.
24
Babashamsi, Bolandifar, and Shakib.
20
syllables, and words in the reading process. 25 Interactive models
between the reader and the text while the reader tries to
25
Noicharoen, Op. cit., 7.
26
Dara, Op. Cit., 53.
27
Gamboa, Op. Cit., 163.
28
Zainurrahman and S. Djabir, ‘The 3-2-1 Reading Comprehension Strategy: Students’ Reading
Comprehension Development and Students’ Perception’, Langua: Journal of Linguistics,
Literature, and Language Education, 3.1 (2020), 9–29
<https://doi.org/https://doi.org/10.5281/zenodo.3735846>.
21
scientists. This first interest shows how reading supports human
intellectual intelligence.
development possible.
content. The main idea is the most important part of the text
because it tells about what the text tells. Sentences that express the
main idea are called topic sentences or topic statements and can be
29
Eka Sasmita, ‘Improving The Students’ Reading Comprehension Through Speed Reading
Technique’ (University of Muhammadiyah Makassar, 2020).
22
b. Finding Specific Information
exactly what the reader is looking for in a text. Because they have
very specific goals in mind, when they read, they only read the
relevant parts and ignore the irrelevant ones. For example, text
questions are about asking for the year, place, time, etc. Then, the
specific information.
c. Making Inferences
23
d. Determining Reference
expression and what the speaker uses the expression to talk about.
words or phrases. That is like the words used, it is a signal for the
e. Understanding Vocabulary
meaning of the words in the text, then they will not catch the
24
isolated because they are so irritated that one skills depends so some
follows30:
read.
d. Creative reading
25
B. Problem in Reading Comprehension
Even though there are a few of the excellent students in the class, it is
very common for them to find problems such as: lack of background
31
Lenna, ‘Analisi Faktor Yang Melatarbelakangi Permasalahan Keterampilan Membaca Siswa
Kelas IV SDN Slaharwotan 1’, Universitas Nusantara PGRI Kediri (Universitas Nusantara PGRI
Kediri, 2016).
32
Nurdianingsih, Op. Cit., 286.
26
readers should have the ability to efficiently relate their own
background knowledge.
In line with that, indicate the most important reasons that affect
miss important parts of the text because they read little or not
27
There are at least three levels of reading difficulty. The levels are
level.
a. Decoding Difficulty
not be able to recognize certain words (if the word is new to him
even though the words used in the structure are familiar to him.
This can also happen when students come across long sentences.
this difficulty, they tend to use translation tools to find out the
b. Comprehension Difficulty
28
to lack of concentration during reading, confusion about the
c. Retention Difficulty
level is the difficulty of recalling what has been read. The second
text with previous knowledge. And the third level is the difficulty
29
C. The Recent Research on Tackling Problems in Reading
Comprehension
frequency (f) which is significantly different from 1st to 2nd cycle. In the
the students do not pass the passing grade. In the 2nd cycle, the f of result
of the students who do not pass the passing grade decreased from 52% to
5%. To make it clearer, we can see the difference of the MIN, MAX, and
MEDIAN of each cycle. It can be seen that the lowest score in the 2nd
cycle is higher than the score in 1st cycle. It also can be seen that the
median and the highest score in the 2nd cycle are higher than in the score
in the 1st cycle. Based on the data showed above, it can be concluded that
comprehension.35
35
Greselia Kaganang, ‘The Use of Problem-Based Learning to Improve Students’ Reading
Comprehension at the First Grade Students of Senior High School 1 of Middle Halmahera’,
Langua: Journal of Linguistics, Literature, and Language Education, 2.1 (2019), 45–53
30
Another study conducted by Salsabila Rizki (2017) entitled The
pre-experimental research. The sample of this study was class X-5 which
This study reveals that there are two important points: 1) The meaning of
SGD technique is 61.57 and after being taught using the SGD technique is
level of 0.05 and the results of tcount 14.528 with ttable 1.69. This shows
that the difference between tcount and ttable is 12.838. The above-
mentioned differences in mean and scores indicate that the SGD technique
comprehension.36
<https://doi.org/http://doi.org/10.5281/zenodo.2588119>.
36
Salsabila Rizki, ‘The Effectiveness of Teaching Reading Comprehension Through Small Group
Discussion Technique of Tenth Grade Students at SMAN 1 Tulungagung in Academic Year
2016/2017.’ (State Islamic Institute (IAIN) of Tulungagung., 2017).
31
investigated what metacognitive strategies implemented on students’
students in the eleventh grade of Senior High School. The data were
there was a large effect, with a substantial difference in the students score
before and after the treatment. Thus, the metacognitive strategies can
BDA strategy. The subject of this research was eight grade of MTsN 2
The data used in this research were qualitative and quantitative data. The
quantitative data was test. Based on the result of analysis data showed that
37
Abdul Muhid and others, ‘The Effect of Metacognitive Strategies Implementation on Students ’
Reading Comprehension Achievement’, Internatioanal Journal of Instruction, 13.2 (2020), 847–
62.
32
students’ achievement in reading comprehension of narrative text improve
after being implemented BDA strategy. It could be seen from the mean
score of students, in pre-test was 45, 83, the mean score of students in
posttest I was 68,61 and in post-test II was 82,5. The researcher used t-test
for hypothesis. Based on the computation that t-count = 8,04 and t-table df
= N-1 = (36- 1=35). It can be seen that coefficient of t-count = 8.04 with
the fact level 𝛼 = 0,05 which the real level of t-table = 2,03 in the
coeficient of t-count (8,04) > t-table = 2,03. Therefore, it indicated that the
research also has differences with the recent research above. This research
Nurul Jadid by using classroom action research with only one cycle.
38
Asmara., Loc. Cit.
33
D. BDA (Before, During, and After) Technique
throughout the reading process to help students interact and learn with
listing what they know about the topic of the text before reading, take
creating reading lessons with the BDA (Before, During, and After)
a. Before Reading
39
Vicky Giouroukakis, ‘An Instructional Framework to Support Content and Language Learning
for ELLs : B-D-A’, Faculty Works: Education, 46.2 (2016), 22–24.
34
web or a lint roller because both examples serve as a means to
actively involved with text rather than sitting return and wait for
the meaning to come to them. There are some ways that have been
while providing students with a clear purpose for reading the text. 40
purpose. After setting goals to read and make predictions about text
40
Tori Golden Hughes, Roya Scales, and W. Scales, ‘Writing for Comprehension: How Does
Writing Influence Informational Reading Comprehension in the Elementary Classroom?’, Literacy
Practice and Research, 46.2 (2021) <https://doi.org/10.25148/lpr.009639>.
35
comprehension at any particular vocabulary coverage percentage.41
This can feel like a daunting task because of the sheer volume of
and place more time and emphasis on those terms around key
reading concepts.
b. During Reading
must pay attention to the details and anticipate that they might have
41
Norbert Schmitt, Xiangying Jiang, and William Grabe, ‘The Percentage of Words Known in a
Text and Reading Comprehension’, Modern Language Journal, 95.1 (2011), 26–43
<https://doi.org/10.1111/j.1540-4781.2011.01146.x>.
42
Golden Hughes, Scales, and Scales, Loc. Cit.
36
reading loudly, it is important to pause at a different time to clarify,
c. After Reading
Understanding does not stop at the last page of the text. The
reading wheter they have got the information and undersatand what
just read.43 When students finish reading the information text, it's
37
necessary review and further instruction on new vocabulary words
and grammatical forms that have been learned from the text. The
have read.
before, during, and after the reading process also encourages students
logical thinking to ask questions and make predictions about what the
new information from the text during reading activities, and draw
38
This strategy also provides an interactive teaching and learning
complete each necessary step before, during, and after reading process
39
CHAPTER III
RESEARCH METHOD
In this chapter, the researcher presents the research design, the presence
and role of researcher in the field, research setting, research subject, source of
A. Research Design
about how their particular schools operate, how they teach, and how well
teachers not only to advance their teaching practice but also gain more
47
Pardede, Op. Cit., 169.
48
Ibid.
40
their teaching so as to improve student learning outcomes. Because it is
usually related to small scale, contextual, and local focused on, and aimed
the quality of teaching and learning. Through this research, the researcher
first cycle fails, then proceed to the next cycle until the research problem
41
comprehension, the researcher carried out the next cycle until the student's
are as following.
a. Planning
instruments such as: observation and test; develop text teaching and
procedure.
b. Acting
out a series of actions that have been planned in the learning process.
c. Observation
42
activities of students in the learning process by using observation
test (post-test) for student with different text. Data collected on this
stage contains of plans and actions that have been made and its impact
d. Reflection
The final step is reflection. Reflection is used to find out and get
criteria, then they may stop until the first cycle. If not, then proceed to
reading practice with this strategy as an evaluation for the next cycle.
43
Figure 3.1
PLANNING
Preparing reading lesson plan,
research instrument, and conducting
a reading comprehension test (pre-
test)
ACTION
Implementing BDA reading
REVISING PLAN
technique in the learning process
OBSERVATION
Observing the action through:
FAILED observation checklist, notes, and
conducting test (post-test)
REFLECTING
Evaluates the plans, actions, and
data obtained from observations
including the test result. Wheter it
success or failed
44
B. The Presence and Role of Researcher in the Field
Nurul Jadid.
C. Research Setting
has a total of 1153 students with 470 male students and 683 female
students in the 2021/2022 academic year. This school has four programs
D. Research Subject
45
E. Source of Data
comprehension.
The technique to collect the data of this study, the researcher used
1. Observation
information about what researcher see and hear inside and outside the
46
on the implementation of BDA technique. Then the researcher will
activities that have been achieved or not. This is very helpful for
not forget easily. The table of observation checklist can be seen in the
2. Test
The test are divided into pre-test and post-test. The test
instruments used in this study were multiple choice and each question
consists of 4 answer choices. The test was conducted twice before the
researcher applied the BDA reading technique and after the researcher
should be paid attention in its construction and its use. The main
47
of the course, the materials, the effectiveness of teaching method, the
on.. All can be seen from the achievement of the students as reflected
in the scores of the students, as well as from the study on the mistakes
taken as the consequence of the result of the study. The treatment can
students, decision to retake the course for some students, or let some
students be at the same level for the following period, and so on.
a. Validity
1. Content Validity
48
valid test can give useful information about people, but the
for reliability.
items.
Table 3.1
Content validity
49
questions for short functional text which in also obtained a
percentage 50% for each topic. In this case, the ratio between
valid.
b. Reliability
answer and 0 for the wrong answer. The item analysis and
and IV page 114 and 116. We can see the table below to know the
52
Ibid.
50
Table 3.2
that the data gained from the table 3.3 indicates that N = 35, Mean
state that teacher made test if its reliability has reached 0,5, the
sheets. Whereas quantitative data used for test assessment includes pre-test
51
R
x= ×100 %
N
x = Test score
N = Number of questions
∑x
X=
N
∑ x = Total score
N = Number of students
F
P= × 100 %
N
N = Number of students
S2t = Variance
x = test score
N = Number of students
52
5. To find out standard deviation, the formula is as folows:
2
SDₓ=√ S t
S2t = Variance
[ ][ ]
2
N S t−∑ pq
KR 20= 2
N−1 S t
S2t = Variance
p = upper group
q = lower group
N = Number of students
53
BAB IV
This chapter presents research findings and discussion that were gained
before the action research conducted and during the action research conducted. It
will explain and discuss about the description of XII IPA 3 students’ achievement
A. Research Findings
Comprehension
Figure 4.1
30
27
25 23
21 20
20
Students
16
15
10
0
Number 1 Number 2 Number 3 Number 4 Number 5
54
Figure 4.2
30
27 27 26
25
20 19
Students
15
11
10
0
Number 6 Number 7 Number 8 Number 9 Number 10
Figure 4.3
20 19
Students
15
10
0
Number 1 Number 2 Number 3 Number 4 Number 5
55
Figure 4.4
30
25
21
20
Students
15
10
0
Number 6 Number 7 Number 8 Number 9 Number 10
Table 4.1
Test Items.
Number of
No. Students
Aspect Improvement
Items Pre- Post-
Test Test
Understanding Vocabulary
1. 27 34 8
Identifying the Main Idea
Understanding Vocabulary
2. 21 30 8
Finding Specific Information
Understanding Vocabulary
3. 23 35 9
Applying background knowledge
Understanding Vocabulary
4. 20 26 14
Identifying the Main Idea
5. Understanding Vocabulary 16 19 10
56
Finding Specific Information
Understanding Vocabulary
6. 27 35 7
Finding Specific Information
Understanding Vocabulary
7. 27 35 9
Applying background knowledge
Understanding Vocabulary
8. Making Inference from Picture 26 35 12
Finding Specific Information
Understanding Vocabulary
9. Making Inference from Picture 19 33 6
Finding Specific Information
Understanding Vocabulary
10. Making Inference from Picture 11 21 3
Finding Specific Information
From the table above, it can be seen that there were an
Research
and reflection.
A. Cycle 1
1. Planning
57
Before implementing the BDA technique, researcher has
designed a learning plan in the form of learning tools that include the
the Revised 2018 Class XII English Teacher Handbook and the
Education and Culture. For teaching why don’t you visit seattle
58
reading comprehension. The fable text that will be taught is
2. Action
59
2. Thursday XII IPA Reguler 3 10.05 – 10.55 English
60
Table 4.3 Subject Matter
No. Day/Date Class Time Subject Matter
1. Wed, 22/09/21 XII IPA Reguler 3 09.00 – 09.50 Introduction (pre-test)
Why Don’t You Visit
2. Thurs, 23/09/21 XII IPA Reguler 3 10.05 – 10.55
Seattle
Why Don’t You Visit
3. Wed, 29/09/21 XII IPA Reguler 3 09.00 – 09.50
Seattle
4. Thurs, 30/09/21 XII IPA Reguler 3 10.05 – 10.55 Creating Caption
5. Wed, 06/10/21 XII IPA Reguler 3 09.00 – 09.50 Creating Caption
6. Thurs, 07/10/21 XII IPA Reguler 3 10.05 – 10.55 Post-Test
general activities for each stage can be seen in the image below.
Figure 4.5
BDA Reading
Technique
61
The process of learning reading by applying BDA technique is as
follows.
researcher started greeting the students and asked how they were
and inviting them to ask questions about the researcher if they wanted
to know more. The researcher did not forget to get acquainted with the
62
students and accompanied them until they finished working. The
begins to open the class by greeting students and praying before the
learning activities begin. Then the researcher greeted and checked the
students to write the first thing they thought of when the author gave
forward because they are ashamed or not confident when they can
answer it. The researcher tried to motivate the students so that the
students also dared to come forward and write down their opinions.
studied that day and conveyed the learning objectives. In the chapter
why don’t you visit seattle, the researcher adds a narrtive text to help
63
To start the activity during reading, the researcher asked the
students to read the fable text entitled Ten Little Cookies that the
lead their friends in reading the text. While paying attention and
correctly. To find out whether the students had understood the text,
the writer asked some questions that the researcher had prepared
students' answers by saying "Good Job" and so on. Then students are
invited to retell the contents of the text in their own language. The
during the before reding activity with the text during reading. To find
out whether their assumptions tend to match or even miss the material.
Here, researcher can correct errors and add new knowledge for
After all the material has been delivered, the researcher gives
64
the questions. The learning activity ends by making a summary of the
material that has been studied that day with the delivery and
students to read, analyze and understand the fable text entitled Pretty
Fish that the researcher had given by discussing with the group. While
have understood the text, the writer asks some questions that the
researcher has prepared related to pretty fish text. The researcher made
a mind-map about the plot of the story events that occurred in the text
to make it easier for students to understand the content of the text and
easily remember it, so that they could retell it in their own way. The
65
during the before reding activity with the text while reading. To find
out whether their assumptions tend to match or even miss the material.
Here, researcher can correct errors and add new knowledge for
questions and making a summary of the material that has been studied.
this chapter, that is creating caption which one of short functional text
short functional text that consist of notice text and warning text to help
comprehension achievement.
image media that contained notice text. The researcher asked the
students to read the notice text that the researcher had given.
66
Furthermore, the researcher formed several groups according to the
find out whether the students had understood the text, the writer asked
some questions that the researcher had prepared regarding the notice
The next activity, the researcher invites students to match the answers
during the before reding activity with the text during reading. Here,
researcher can correct errors and add new knowledge for students.
questions and making a summary of the material that has been studied.
67
activities, researcher conducted guided brainstorming by making a
material that will be studied on that day and conveys the learning
The researcher asked the students to read, analyze, and understand the
images and warning text that the researcher had given by discussing
whether the students had understood the text, the writer asked some
questions that the researcher had prepared regarding the warning text.
Then the researcher gave them an appreciation. The next activity, the
reding activity with the text during reading. To find out whether their
can correct errors and add new knowledge for students. This activity is
questions and making a summary of the material that has been studied.
68
prayers, asking for news and checking student attendance.
abilities while receiving the material. The author started the core
the class so that students do not cheat or discuss with their friends.
Before collecting the post-test results, the writer instructs the students
to check their answers first, then they can collect them. This post-test
activity lasts until the lesson hours are over. The writer then thanked
the students for their participation and enthusiasm in doing the post-
3. Observation
is always filled in every time the researcher finished the teaching. The
researcher gives a check mark for the activities that have been
achieved and a cross mark for the activities that have not been
69
Table 4.3
MEETING
NO. STATEMENT
1 2 3 4 5 6
1. Preparing the material √ √ √ √ √ √
2. Control the classroom condition x √ √ √ √ √
3. Using time effectively √ x √ √ √ √
4. Create a pleasant atmosphere in the classroom √ √ √ √ √ √
5. Using learning media well √ √ √ √ √ √
6. Using understandable language when teaching √ √ √ √ √ √
Students pay attention to the researcher’s x x √ √ √ √
7.
explanation
8. Students can catch the material x x √ √ √ √
9. Students are active in the learning x x √ √ √ √
10. No students sleep in the class x x √ √ √ √
11. Asking student’s difficulties √ √ √ √ √ √
12. Giving opportinity for students to ask √ √ √ √ √ √
13. Conducting evaluation after explaning the material √ √ √ √ √ √
14. Students answer the question correctly x x √ √ √ √
At first meeting, the researcher can't control the class because
there are some of them who feel sleepy and even sleep in class. Most
of the students are still feeling stiff, tense, embarrassed to speak up,
not many students actively asked when they were introduced to the
researcher, there were only a few of them because they were members
70
they were used to using English and were trained to be confident in
control the class situation and explain the material to the students for
the first time, but the students paid less attention to the explanation
from the researcher because some of them chatted with friends, fell
asleep and slept, so they could not catch and understand the
the researcher asked the students about the content of the material, but
only a few of them could answer it. Students have difficulty in giving
also have difficulty retelling in their own language the contents of the
narrative text that has been read. Researcher also experienced less
71
the contents of the text according to their understanding with the help
of a mind map that the researcher made, even though they still used
reading with the BDA technique that had been taught by the
English.
very confident to learn and start to speak English with their friends.
test, the researcher could see that students could work on the questions
more easily and calmly than when carrying out the pre-test. Students
show the results of their efforts so far by getting a good score in the
post-test.
72
Table 4.4
73
26. IN 50 FAIL 80 PASS
27. NRA 50 FAIL 80 PASS
28. JFN 50 FAIL 80 PASS
29. LR 40 FAIL 80 PASS
30. NS 40 FAIL 80 PASS
31. SSR 40 FAIL 80 PASS
32. WK 40 FAIL 80 PASS
33. NF 30 FAIL 80 PASS
34. RA 30 FAIL 80 PASS
35. SM 30 FAIL 80 PASS
Mean 62 86,6
The table above shows that the total score of the student's pre-
test is 2170 with the lowest score of 30 and the highest score of 90.
Thus, the average score obtained by students is 62. There are 8 out of
the KKM score for English subjects at MA Nurul Jadid is 75. While
the total post-test score of students is 3030 with the lowest score of 80
and the highest score of 100. The average score obtained by students
KKM score. The average value of students are obtained from the
following formula.
∑x
X=
N
74
2170
X=
35
= 62
∑x
X=
N
3030
X=
35
= 86,6
F
P= × 100 %
N
8
P= × 100 %
35
= 22,9%
F
P= × 100 %
N
35
P= × 100 %
35
= 100%
75
Figure 4.6
Post-Test
100
100 86.6
90
80
62
Number of Students
70
60
50
40
22.9
30
20
10
0
Mean Percentage of
students
achievement
pre-test post-test
student scores from pre-test to post-test in the first cycle. In the pre-
test, the average score of the students was 62, while in the post-test it
exceed the KKM score, so it can be calculated that the increase in the
second cycle, because the score of students have increased and have
76
comprehension. Another thing that also supports this cycle to stop is
4. Reflection
impacted the delivery of the subject matter properly and this would
including:
doing the introductions, the researcher greets, ask their condition, gave
confident. For the results of the pre-test that was carried out, most
follow the lesson well, there were some students who were difficult to
77
cooperate with because they slept in class and chatted, thus disturbing
material, to pretend to record their names, so that these things are not
were not only that, there was a gap in the level of intelligence and
bring a dictionary and look for the meaning of the vocabulary they did
retell the contents of the text using their own language. Therefore, the
the text, so that students will also easily remember it when asked in
students, at the third meeting there were no students sleeping and busy
the students were able to retell the contents of the text using their own
language with the help of a mind map that the researcher had made to
78
describe the contents of the text in detail. But this time, the obstacle
the learning process. Therefore, the researcher tried to use English that
about learning.
4. At the last meeting, the students' post-test results were very satisfying
was successful.
B. Discussion
Comprehension
79
related to short functional text and five questions related to narrative
text, so that in total there are ten questions. The test instruments used
answer choices. The test was conducted twice, before the researcher
applied the BDA reading technique and after the researcher applied
Reading Comprehension
good achievement and somebody have not. It shows that there are
80
Furthermore, there are also several factors that affect students'
reading goals.54
toward narrative text that has been learned. For question number
one, students are trained to identify the main idea from the text.
But before all, students must understand the content of the text by
the questions correctly. This shows that most students have been
able to identify the main idea in narrative text and the rest failed.
The factors that affect the students failed to have the right answer
help them comprehend the text easily. In question for number two,
they have understood the narrative text they have read. Therefore,
81
21 students answered the questions correctly. This means only
predict the place that is the background in the text. For number
can answer it with the right answer. Most of the students have
and experienced before with the new knowledge they get, but the
knwoledge with the text ask. Students have to activate their prior
success and can make it easier to understand the material. Next, the
number nine and ten. In question for number four, students are
trained to identify the main idea from the text. But before that,
82
students must understand the content of the text by interpreting the
correctly. This shows that only half of all students are able to
identify the main idea in narrative text. One of the factors that
find the main idea in the text. Therefore, it is very important for
correctly, it means that they have understood the narrative text they
right answers. This means that most students are not able to find
83
In the figure 4.2, the researcher made the question for
order they can find the specific information in the text. Finally, 27
this time the question no longer asked the meaning of the message,
being read is very important and the first thing to know. In this
84
knwoledge with the text ask. Students have to activate their prior
success and can make it easier to understand the material. For the
predicting the meaning to the intent of the image as well as the text
that supports it. The results of student answers are 26 students can
well as the text that supports it. The results of student answers are
85
students have difficulty in interpreting the vocabulary in the text so
This question trains students to make inferences about the text they
have read. The result is only 11 students can answer correctly. This
shows that most of students fail to understand the pictures and the
intended conclusion.
items of narrative text. It can be seen in number one that almost all
least learning reading using this BDA technique can help students
86
the question correctly. This shows that students are able to relate
reading learning.
In number six and number seven, all students can answer the
information from the text. In number eight, all students can answer
87
background knowledge with newly learned knowledge. In number
who failed to answer correctly, but in this post-test the students had
Reading Comprehension
students abilities to understand the text. From the results of pre test
55
Eka Sasmita, Loc. Cit.
88
achievement, most of students failed to have the right answer, so
comprehension materials.
Research
89
consist of four phases in a cycle. The researchers applied the BDA
BDA reading techique. Then, the researcher apply the BDA reading
students in the post-test were very good and all students managed to
From table 4.4 the results of the students' pre-test and post-test
scores, it can be seen that the total score of the student's pre-test is
2170 with the lowest score of 30 and the highest score of 90. Thus, the
the KKM score for English subjects at MA Nurul Jadid is 75. While
56
Nurdina, Loc. Cit.
90
the total post-test score of students is 3030 with the lowest score of 80
and the highest score of 100. The average score obtained by students
scores from pre-test to post-test in the first cycle. In the pre-test, the
average score of the students was 62, while in the post-test it was 86,6.
students amounted to 77,1%. It proves that the first cycle was declared
because the score of students have increased and have reached the
thing that also supports this cycle to stop is that there is a COVID-19
91
reading technique was successful because there was an improvement
conduct a reflection to get better study for researcher herself or for the
next researchers.
formulation:
the BDA reading technique had a pre-test mean score that was
BDA reading technique has a good post-test mean score. That's 86.6.
Nurul Jadid.
92
CHAPTER V
CONCLUSION
In this chapter, the researcher presents the conclusion toward the result of
A. Conclusion
increase in student enthusiasm for learning, students can all achieve the
test. It can be seen from the students' scores on the post-test which were
mean score that was sufficient. That's 62. Meanwhile, the percentage of
93
100% with 35 students successfully achieving the minimum completeness
criteria score.
this procedure which the researcher prepared several activities carried out
students to activate their prior knowledge by listing what they know about
the topic of the text before reading, take note during reading, and
observation checklist and test. The final step is reflection that researher
evaluates the plans, actions, and data obtained from observations including
Thus, from the result that have been described above it can be
concluded that the results of this study show that the application of BDA
comprehension achievement.
B. Suggestion
94
Based on the research findings, discussion and conclusion of this
a. For educators
and apply BDA techniques that have been taught by teacher while
reading text.
95
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Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading
Language Learning for ELLs : B-D-A. Faculty Works: Education, 46(2), 22–
24.
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Golden Hughes, T., Scales, R., & Scales, W. (2021). Writing for Comprehension:
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Gualteros, A. (2018). The Economic & Social Cost of Illiteracy. Wold Literacy
Foundation, January.
Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies.
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Karpf, A. (2019). Before During After Reading : Strategies For English Learners.
Midtesol, 3, 1–6.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner:
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Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020).
13(2), 847–862.
University.
Nurdina. (2018). The effect of before, during, and after reading (bda) strategy on
http://www.oecd.org/pisa/pisa-2015-United-Kingdom.pdf
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Tulungagung in Academic Year 2016/2017. State Islamic Institute (IAIN) of
Tulungagung.
Rizkita, D. (2014). The Effect of Using Before, During, After (BDA) Questioning
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Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a
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Tang, S., Asrifan, A., Chen, Y., Haedar, H., & Agussalim, M. (2019). the Humor
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Story in Teaching Reading Comprehension. Journal of Advanced English
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9–29. https://doi.org/https://doi.org/10.5281/zenodo.3735846
100
APPENDIXES
101
APPENDIX I
SILABUS
School : MA Nurul Jadid
Subjects : English
Class / Semester : XII/1 (one)
Academic Year : 2021/2022
Core Competencies:
KI 1 : Appreciate and practice the teachings of their religion
KI 2 : Demonstrate honest, disciplined, responsible, caring behavior (mutual cooperation, cooperation, tolerance, peace), polite, rocedural and
proactive, as part of the solution to various problems in interacting effectively with the rock and natural environment as well as in placing
oneself as a reflection of the nation in the association of the world
KI 3 : Understand, apply, and analyze procedural, conceptual, procedural, and metacognitive knowledge based on their curiosity about
science, technology, art, culture, and humanities with insight into humanity, nationality, state, and civilization related to the causes of
phenomena and events, and apply procedural knowledge in specific fields of study according to their talents and interests to solve
problems
KI 4 : Processing, reasoning, and presenting in the concrete and abstract realms related to the development of what they learn in school
independently, acting effectively and creatively, and being able to use methods according to scientific rules
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
Why Don't You Visit Seattle?
3.1 Menerapkan fungsi Why Don't 3.1.1 Mengidentifikasi Menyimak dan Religius 6 JP Buku Lisan
sosial, struktur teks, You Visit struktur teks pada teks menirukan beberapa Mandiri Pegan Tertuli
dan unsur kebahasaan Seattle? untuk menyatakan dan contoh interaksi Gotong gan s
teks interaksi menanyakan tentang pengandaian diikuti royong Guru Penuga
transaksional lisan dan diikuti oleh oleh perintah/saran, Kejujur mata san
102
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
tulis yang melibatkan perintah/saran, sesuai yang diperagakan an Pelaja Portof
tindakan memberi dan dengan konteks dengan ucapan dan Kerjake ran olio
meminta informasi penggunaannya tekanan kata yang ras Bahas Praktik
terkait pengandaian 3.1.2 Menganalisis fungsi benar. Percaya a
diikuti oleh sosial, struktur teks, dan Mengidentifikasi diri Inggri
perintah/saran, sesuai unsur kebahasaan teks ungkapan pengandaian Kerjasa s
dengan konteks interaksi transaksional dengan saran dari ma Kelas
penggunaannya. lisan dan tulis yang contoh-contoh yang XII
(Perhatikan unsur melibatkan tindakan ada, dilihat dari isi dan Revisi
kebahasaan if dengan memberi dan meminta cara pengungkapannya. 2018
imperative, can, informasi terkait Bertanya dan Buku
should). pengandaian diikuti mempertanyakan Pegan
4.1 Menyusun teks oleh perintah/saran, terkait fungsi gan
interaksi transaksional sesuai dengan konteks sosial/struktur Siswa
lisan dan tulis yang penggunaannya. teks/unsur kebahasaan mata
melibatkan tindakan (Perhatikan unsur yang digunakan dalam Pelaja
memberi dan meminta kebahasaan if dengan interaksi yang ran
informasi terkait imperative, can, should) dipelajari. Bahas
pengandaian diikuti 3.1.3 Menemukan unsur Mencoba secara a
oleh perintah/saran, kebahasaan pada teks mandiri secara lisan Inggri
dengan untuk menyatakan dan dan tertulis melakukan s
memperhatikan fungsi menanyakan tentang tindakan komunikatif Kelas
sosial, struktur teks, pengandaian jika terjadi terkait pengandaian. XII
dan unsur kebahasaan suatu Membandingkan fungsi Revisi
yang benar dan sesuai keadaan/kejadian/peris sosial, struktur teks, 2018
konteks. tiwa di waktu yang akan dan unsur kebahasaan
datang, sesuai dengan terkait dengan
konteks penggunaannya pengandaiansesuai
4.1.1 Melakukan percakapan dengan konteks
tertulis untuk penggunaannya.
103
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
memaparkan, Melakukan tindakan
menanyakan, dan memberi dan meminta
merespon ungkapan informasi terkait
menyatakan dan pengandaian
menanyakan tentang Melakukan refleksi
keharusan dan tentang proses dan
responnya. hasil belajarnya.
4.1.2 Menyusun teks
interaksi transaksional
lisan dan tulis yang
melibatkan tindakan
memberi dan meminta
informasi terkait
pengandaian diikuti
oleh perintah/saran,
dengan memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang benar
dan sesuai konteks
Creating Captions
3.1 Membedakan fungsi Creating 3.1.1 Menjelaskan fungsi Mencermati beberapa Religius 4 JP Buku Lisan
sosial, struktur teks, Captions social beberapa teks caption beserta fotonya Mandiri Pegan Tertuli
dan unsur kebahasaan khusus dalam bentuk dari koran Gotong gan s
beberapa teks khusus teks caption, dengan Menyimak dan royong Guru Penuga
dalam bentuk teks memberi dan menirukan guru Kejujur mata san
caption, dengan meminta informasi membacakan semua an Pelaja Portof
104
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
memberi dan meminta terkait gambar/ foto/ caption, dan ucapan dan Kerjake ran olio
informasi terkait tabel/ grafik/ bagan, tekanan kata yang ras Bahas Praktik
gambar/foto/tabel/gra sesuai dengan konteks benar. Percaya a
fik/bagan, sesuai penggunaannya Mencermati satu tabel diri Inggri
dengan konteks 3.1.2 Mengidentifikasi yang menganalisis Kerjasa s
penggunaannya struktur teks, dan unsur-unsur caption, ma Kelas
4.3.1 Menangkap makna unsur kebahasaan bertanya jawab, dan XII
secara kontekstual beberapa teks khusus kemudian Revisi
terkait fungsi sosial, dalam bentuk teks menerapkannya untuk 2018
struktur teks, dan caption, dengan menganalisis beberapa Buku
unsur kebahasaan memberi dan caption lainnya Pegan
teks khusus dalam meminta informasi Mengumpulkanbeberap gan
bentuk caption terkait a caption dari koran Siswa
terkait gambar/ foto/ gambar/foto/tabel/gr beserta mata
tabel/ grafik/ bagan. afik/bagan, sesuai gambar/foto/tabel/graf Pelaja
4.3.2 Menyusun teks dengan konteks ik/bagan. Dalam kerja ran
khusus dalam bentuk penggunaannya kelompok: saling Bahas
teks caption terkait 3.1.3 Menjelaskan unsur membacakan, a
gambar/ foto/ tabel/ kebahasaan beberapa menganalisis dengan Inggri
grafik/ bagan, teks khusus dalam tabel s
dengan bentuk teks caption, Membuat caption untuk Kelas
memerhatikan fungsi dengan memberi dan beberapa foto pribadi: XII
sosial, struktur teks, meminta informasi Menggunakan tabel Revisi
dan unsur terkait yang sama, merancang 2018
kebahasaan, secara gambar/foto/tabel/gr untuk membuat caption
benar dan sesuai afik/bagan, sesuai foto-foto tersebut
konteks dengan konteks Menempelkan di
penggunaannya dinding kelas untuk
4.3.1.1 Menyajikan makna dibaca temannya
secara kontekstual Membahas captionnya
105
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
terkait fungsi sosial, dengan teman dan guru
struktur teks, dan yang datang membaca
unsur kebahasaan Melakukan refleksi
teks khusus dalam tentang proses dan
bentuk caption terkait hasil belajarnya
gambar/foto/tabel/gr
afik/bagan
4.3.2.1 Membuat teks khusus
dalam bentuk teks
caption terkait
gambar/foto/tabel/gr
afik/bagan, dengan
memerhatikan fungsi
sosial, struktur teks,
dan unsur
kebahasaan, secara
benar dan sesuai
konteks
4.3.2.2 Mempresentasikan
teks khusus dalam
bentuk teks caption
terkait
gambar/foto/tabel/gr
afik/ bagan, dengan
memerhatikan fungsi
sosial, struktur teks,
dan unsur
kebahasaan, secara
benar dan sesuai
konteks
106
107
APPENDIX II
LESSON PLAN
School : MA Nurul Jadid
Subjects : English
Class / Semester : XII/1 (one)
Academic Year : 2021/2022
Main Subject : Reading Comprehension
Material : Why don’t you visit seattle
Time Allocation : 3 x 50 Minutes
A. STANDARD OF COMPETENCIES
Understand, apply, analyze and evaluate factual, conceptual, procedural, and
metacognitive knowledge based on their curiosity about science, technology, art, culture,
and humanities with insight into humanity, nationality, statehood, and related
civilizations causes of phenomena and events, and applying knowledge procedural in a
specific field of study according to their talents and interests to solve problems.
B. BASIC COMPETENCY
3.5 Apply social functions, text structures, and linguistic elements of spoken and written
transactional interaction texts that involve the act of giving and asking for
information related to presuppositions followed by orders/suggestions, according to
the context of their use.
C. INDICATOR
3.5.1 Identify the structure of the text in the text to state and ask about followed by
commands/suggestions, according to the context of its use
3.5.2 Analyzing social functions, text structures, and linguistic elements of spoken and
written transactional interaction texts involving the act of giving and asking for
information related to presuppositions followed by orders/suggestions, according
to the context of their use
3.5.3 Finding linguistic elements in the text to state and ask about presuppositions if a
situation/event/event occurs in the future, according to the context of its use
D. LEARNING METHODS
1. BDA reading technique (pre-reading, whilst-reading, post-reading)
E. MEDIA AND LEARNING SOURCES
1. Media : Whiteboard, marker and fable text.
2. Learning Resources: Revised 2018 Class XII English Teacher Handbook and the
2018 Revised Class XII English Student Handbook written by Utami Widiati, Zuliati
Rohmah, Furaidah and published by the Center for Curriculum and Books, Balitbang,
Ministry of Education and Culture.
F. STEP LEARNING
First Meeting
A. Introductory Activity (15')
The teacher prepares students to start the learning process by open the class with
greetings and praying.
The teacher greets the students such asking student condition and fill attendance list.
The teacher introduces herself and let students ask about herself.
The teacher gets to know the students by asking them to introduce themselves in
English.
The teacher informs that today they will conduct a pre-test.
108
B. Core Activities (30’)
The teacher distributes the pre-test questions.
The students do the pre-test questions.
The teacher supervise students in doing pre-test questions.
The teacher asks students to review and correct their answer before collecting the
pre-test.
The teacher asks student to collect their answer.
C. Closing (5')
The teacher gives students the opportunity to ask questions.
The teacher greets and closes the meeting.
Second Meeting
A. Introductory Activity (10')
The teacher prepares students to start the learning process by open the class with
greetings and praying.
The teacher greets the students such asking student condition and fill attendance list.
Reviewing a bit of the previous material.
Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
Invite students to predict the material that will be learned.
Inform about learning objectives and materials that will be learned.
B. Core Activities (30’)
The teacher distributes the material to all students.
The teacher asks students to read the text entitle “Ten Little Cookies”
The teacher asks one of student to guide her friends to read loudly.
The teacher asks students to make a group with their seatmate to discuss and guess
the meaning of the text.
The teacher asks the meaning of the text to every group.
The teacher invites the student to describe setting and events in the text.
The teacher asks students to retell the text depend on their understanding.
The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
The teacher gives students the opportunity to ask questions.
The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
Teachers and students make conclusions about the material that has been studied.
The teacher greets and closes the meeting.
Third Meeting
A. Introductory Activity (10')
The teacher prepares students to start the learning process by open the class with
greetings and praying.
The teacher greets the students such asking student condition and fill attendance list.
Reviewing a bit of the previous material.
Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
Invite students to predict the material that will be learned.
109
Inform about learning objectives and materials that will be learned.
110
B. Core Activities (30’)
The teacher distributes the material to all students.
The teacher asks students to read the text entitle “Pretty Fish”
The teacher asks one of student to guide her friends to read loudly.
The teacher asks students to make a group with their seatmate to discuss and guess
the meaning of the text.
The teacher asks the meaning of the text to every group.
The teacher invites the student to describe setting and events in the text.
The teacher asks students to retell the text depend on their understanding.
The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
The teacher gives students the opportunity to ask questions.
The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
Teachers and students make conclusions about the material that has been studied.
The teacher greets and closes the meeting.
111
LESSON PLAN
A. STANDARD OF COMPETENCIES
3. Understand, apply, analyze and evaluate factual, conceptual, procedural, and
metacognitive knowledge based on their curiosity about science, technology, art,
culture, and humanities with insight into humanity, nationality, statehood, and related
civilizations causes of phenomena and events, and applying knowledge procedural in
a specific field of study according to their talents and interests to solve problems.
4. Processing, reasoning, presenting, and creating in the concrete and abstract realms
related to the development of what they learn in school independently and acting
effectively and creatively, and being able to use methods according to scientific rules.
B. BASIC COMPETENCY
3.3. Distinguishing social functions, text structure, and linguistic elements of several
special texts in the form of caption text, by giving and asking for information
related to pictures/photos/tables/graphs/charts, according to the context of their
use.
4.3.1 Capturing contextual meaning related to social functions, text structures, and
linguistic elements of special texts in the form of captions related to pictures/
photos/ tables/ graphs/ charts.
C. INDICATOR
3.3.1 Explaining the social function of some special texts in the form of caption text,
by giving and asking for information related to pictures/ photos/ tables/
graphs/ charts, according to the context of their use.
3.3.2 Identify the structure of the text, and the linguistic elements of some special
texts in the form of caption text, by giving and asking for information related
to pictures/photos/tables/graphs/charts, according to the context of their use.
3.3.3 Explaining the linguistic elements of some special texts in the form of caption
text, by giving and asking for information related to pictures/ photos/ tables/
graphs/ charts, according to the context of their use.
4.3.1.1 Presenting contextual meaning related to social functions, text structure, and
linguistic elements of special texts in the form of captions related to
pictures/photos/tables/graphs/charts.
D. LEARNING METHODS
2. BDA reading technique (pre-reading, whilst-reading, post-reading)
E. MEDIA AND LEARNING SOURCES
5. Media : Whiteboard, marker and fable text.
6. Learning Resources: Revised 2018 Class XII English Teacher Handbook and the
2018 Revised Class XII English Student Handbook written by Utami Widiati, Zuliati
Rohmah, Furaidah and published by the Center for Curriculum and Books, Balitbang,
Ministry of Education and Culture.
112
F. STEP LEARNING
Fourth Meeting
A. Introductory Activity (10')
The teacher prepares students to start the learning process by open the class with
greetings and praying.
The teacher greets the students such asking student condition and fill attendance list.
Reviewing a bit of the previous material.
Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
Invite students to predict the material that will be learned.
Inform about learning objectives and materials that will be learned.
B. Core Activities (30’)
The teacher distributes the material to all students.
The teacher asks students to pay attention to the images and read the notice text.
The teacher asks one of student to guide her friends to read loudly.
The teacher asks students to make a group with their seatmate to discuss and guess
the images and the meaning of the text.
The teacher asks the meaning of the text to every group.
The teacher invites the student to describe setting and events in the text.
The teacher asks students to retell the text depend on their understanding.
The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
The teacher gives students the opportunity to ask questions.
The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
Teachers and students make conclusions about the material that has been studied.
The teacher greets and closes the meeting.
Fifth Meeting
A. Introductory Activity (10')
The teacher prepares students to start the learning process by open the class with
greetings and praying.
The teacher greets the students such asking student condition and fill attendance list.
Reviewing a bit of the previous material.
Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
Invite students to predict the material that will be learned.
Inform about learning objectives and materials that will be learned.
B. Core Activities (30’)
The teacher distributes the material to all students.
The teacher asks students to pay attention to the images and read the warning text.
The teacher asks one of student to guide her friends to read loudly.
The teacher asks students to make a group with their seatmate to discuss and guess
the images and the meaning of the text.
The teacher asks the meaning of the text to every group.
The teacher invites the student to describe setting and events in the text.
The teacher asks students to retell the text depend on their understanding.
113
The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
The teacher gives students the opportunity to ask questions.
The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
Teachers and students make conclusions about the material that has been studied.
The teacher greets and closes the meeting.
Sixth Meeting
A. Introductory Activity (10')
The teacher prepares students to start the learning process by open the class with
greetings and praying.
The teacher greets the students such asking student condition and fill attendance list.
Reviewing a bit of the previous material.
The teacher informs that today they will conduct a post-test.
B. Core Activities (30’)
The teacher distributes the post-test questions.
The students do the post-test questions.
The teacher supervise students in doing post-test questions.
The teacher asks students to review and correct their answer before collecting the
post-test.
The teacher asks student to collect their answer.
C. Closing (10')
The teacher gives students the opportunity to ask questions.
The teacher greets and closes the meeting.
114
APPENDIX III
ITEM ANALYSIS OF PRE-TEST RELIABILITY
SCORES OF
STUDENTS
PERCENTAGE
NUMBER OF ITEM/SCORE
TOTAL
EACH
X-
NO NAME Mean
Squared Decision
1 2 3 4 5 6 7 8 9 10
1 1 1 1 1 1 1 1 1 1 10 100
1 Aldona Novalika Rhomadhona 1 1 1 1 1 1 1 1 0 1 9 90 28 784 PASS
2 Nur Aini 1 1 1 1 0 1 1 1 1 1 9 90 28 784 PASS
3 Intan Ali Alfiyani 1 1 1 1 1 1 1 1 1 0 9 90 28 784 PASS
4 Amilia Damayanti 1 1 1 1 1 1 1 1 0 0 8 80 18 324 PASS
5 Arifah Firjani Amalia Hadi 1 1 1 1 1 1 1 0 1 0 8 80 18 324 PASS
6 Davina Salsabila 1 1 1 1 1 1 0 1 1 0 8 80 18 324 PASS
7 Habibah Khansa Fatimah 0 1 1 1 0 1 1 1 1 1 8 80 18 324 PASS
8 Naila Mas'adatus Syarifah 1 1 1 1 1 1 1 1 0 0 8 80 18 324 PASS
9 Alfira Aulia 1 1 1 0 0 0 1 1 1 1 7 70 8 64 FAIL
10 Bela Nur Maulida 1 0 1 0 1 1 1 1 1 0 7 70 8 64 FAIL
11 Dian Nuriska Cahyanti 1 1 0 1 0 0 1 1 1 1 7 70 8 64 FAIL
12 Dila Safitri 1 0 1 1 0 1 1 1 1 0 7 70 8 64 FAIL
13 Dwi Riskiawati 1 1 1 1 1 1 0 1 0 0 7 70 8 64 FAIL
14 Fahirotul Jennah 0 1 1 1 1 0 1 1 1 0 7 70 8 64 FAIL
15 Fikara 0 1 1 1 0 1 1 1 0 1 7 70 8 64 FAIL
16 Imroathul Jamila 0 1 1 0 0 1 1 1 1 1 7 70 8 64 FAIL
17 Kamaliatul Akmala 1 1 1 1 1 1 1 0 0 0 7 70 8 64 FAIL
18 Savika Dwi Risqi Ilahi 1 0 1 1 1 1 1 0 1 0 7 70 8 64 FAIL
19 Athifah Khairun Nisa 1 1 0 1 0 0 0 1 1 1 6 60 -2 4 FAIL
1
20 Della Indrian Maharani 1 0 1 1 0 1 1 0 0 6 60 FAIL
-2 4
115
21 Indah Karisma 0 1 1 0 1 1 0 0 1 1 6 60 -2 4 FAIL
22 Nafisatur Rosyidah 1 0 0 1 0 1 1 1 1 0 6 60 -2 4 FAIL
23 Dina Khanifah Rahmatiningsih 1 1 1 0 1 1 0 1 0 0 6 60 -2 4 FAIL
24 Fadilah Lutfi 0 0 0 1 1 1 1 1 0 0 5 50 -12 144 FAIL
25 Ihdha Mar'atun Nafilah 1 0 0 0 0 1 0 1 1 1 5 50 -12 144 FAIL
26 Intan Nadani 0 1 1 0 1 0 1 1 0 0 5 50 -12 144 FAIL
27 Nadiyah Rani Aprilia 1 0 0 1 0 1 1 1 0 0 5 50 -12 144 FAIL
28 Jannatul Firdausi Nuzula 1 1 0 0 0 1 1 0 0 1 5 50 -12 144 FAIL
29 Lailatur Roihan 1 0 1 0 0 1 1 0 0 0 4 40 -22 484 FAIL
30 Nuris Syifak 1 0 0 0 0 0 1 1 1 0 4 40 -22 484 FAIL
31 Sitti Shafiyatir Rohmah 1 0 0 0 0 1 0 1 1 0 4 40 -22 484 FAIL
32 Wardatul Karomah 0 1 0 0 1 0 1 1 0 0 4 40 -22 484 FAIL
33 Nur Faizatuzzuhro 1 0 0 0 0 1 1 0 0 0 3 30 -32 1024 FAIL
34 Rika Agustina 1 0 1 0 0 1 0 0 0 0 3 30 -32 1024 FAIL
35 Saidatul Mufanafisa 1 0 0 0 0 0 1 0 1 0 3 30 -32 1024 FAIL
Total 27 21 23 20 16 27 27 26 19 11 2170 0 10360
Mean = 62
Variance = 296
Standard Deviation = 17,2
KR 20 = 1,02
116
APPENDIX IV
DISCRIMINATION INDEX
UPPER LEVEL
Rank/Items
1 Aldona Novalika Rhomadhona 1 1 1 1 1 1 1 1 0 1
2 Nur Aini 1 1 1 1 0 1 1 1 1 1
3 Intan Ali Alfiyani 1 1 1 1 1 1 1 1 1 0
4 Amilia Damayanti 1 1 1 1 1 1 1 1 0 0
5 Arifah Firjani Amalia Hadi 1 1 1 1 1 1 1 0 1 0
6 Davina Salsabila 1 1 1 1 1 1 0 1 1 0
7 Habibah Khansa Fatimah 0 1 1 1 0 1 1 1 1 1
8 Naila Mas'adatus Syarifah 1 1 1 1 1 1 1 1 0 0
9 Alfira Aulia 1 1 1 0 0 0 1 1 1 1
1
Bela Nur Maulida 1 0 1 0 1 1 1 1 1 0
0
1
Dian Nuriska Cahyanti 1 1 0 1 0 0 1 1 1 1
1
1
Dila Safitri 1 0 1 1 0 1 1 1 1 0
2
Sum of scores 11 10 11 10 7 10 11 11 9 5
UNDER LEVEL
Rank/Items
2
Fadilah Lutfi 0 0 0 1 1 1 1 1 0 0
4
2
Ihdha Mar'atun Nafilah 1 0 0 0 0 1 0 1 1 1
5
2
Intan Nadani 0 1 1 0 1 0 1 1 0 0
6
117
2
Nadiyah Rani Aprilia 1 0 0 1 0 1 1 1 0 0
7
2
Jannatul Firdausi Nuzula 1 1 0 0 0 1 1 0 0 1
8
2
Lailatur Roihan 1 0 1 0 0 1 1 0 0 0
9
3
Nuris Syifak 1 0 0 0 0 0 1 1 1 0
0
3
Sitti Shafiyatir Rohmah 1 0 0 0 0 1 0 1 1 0
1
3
Wardatul Karomah 0 1 0 0 1 0 1 1 0 0
2
3
Nur Faizatuzzuhro 1 0 0 0 0 1 1 0 0 0
3
3
Rika Agustina 1 0 1 0 0 1 0 0 0 0
4
3
Saidatul Mufanafisa 1 0 0 0 0 0 1 0 1 0
5
Sum of scores 9 3 3 2 3 8 9 7 4 2
0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
Discrimination Index 2 6 7 7 3 2 2 3 4 3
0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
Upper Group. (p) 6 8 8 8 7 6 6 6 7 7
0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
Lower Group. (q) 5 2 2 2 3 4 5 4 3 3
0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 2,091438
Sigma pq 2 2 2 1 2 2 2 2 2 2 3
118
APPENDIX V
OBSERVATION CHECKLIST
MEETING
NO. STATEMENT
1 2 3 4 5 6
1. Preparing the material √ √ √ √ √ √
2. Control the classroom condition x √ √ √ √ √
3. Using time effectively √ x √ √ √ √
4. Create a pleasant atmosphere in the classroom √ √ √ √ √ √
5. Using learning media well √ √ √ √ √ √
6. Using understandable language when teaching √ √ √ √ √ √
Students pay attention to the researcher’s x x √ √ √ √
7.
explanation
8. Students can catch the material x x √ √ √ √
9. Students are active in the learning x x √ √ √ √
10. No students sleep in the class x x √ √ √ √
11. Asking student’s difficulties √ √ √ √ √ √
12. Giving opportinity for students to ask √ √ √ √ √ √
13. Conducting evaluation after explaning the material √ √ √ √ √ √
14. Students answer the question correctly x x √ √ √ √
119
APPENDIX VI
INSTRUMENT OF PRE-TEST AND POST-TEST
120
6. What does the Notice mean?
a. Do not throw rubbish in the room
b. Do not sleep in the room
c. Do not destroy everything in the room
d. Do not speak in the room
121
9. What is the caution about?
a. Telling people to plug in the wire
b. Forbidding people to touch the wire
c. Explaining why the wire is dangerous
d. Telling people how to connect the wire
122
APPENDIX VII
Learning Materials
Creating caption
Researchers provide some images media for creating caption learning so that students can
easily predict the meaning of notice and caution text.
123
Narrative Text
Read the passage. Then answer each question.
Ten Little Cookies
Ten little cookies, brown and crisp and fine. Grandma gave Baby one; then there were nine.
Nine little cookies on a china plate. Betty took a small one; then there were eight. Eight little
cookies, nice and round and even. The butcher boy ate one; then there were seven. Seven
little cookies, much liked by chicks. The old hen ate one, then there were six. Six little
cookies, when grandma went to drive. Betty had another one; then there were five. Five little
cookies, placed too near the door. The little doggie ate one; then there were four. Four little
cookies, brown as brown could be. Grandma took one for herself, then there were three.
Three little cookies. When grandpa said, “I too, would like a very little one”; then there were
two. Two little cookies fast did Betty run to give one to her mamma; then there was one. One
little cookie and now our story is done. Baby Jane ate the last; then there was none.
Questions:
11. How many cookies were left after the butcher boy ate one?
12. Who ate the cookie placed near the door?
13. What kind of cookie did Grandpa eat?
14. How many cookies did Betty eat in all?
Answers:
1. How many cookies were left after the butcher boy ate one?
There were seven cookies left after the butcher boy ate one.
2. Who ate the cookie placed near the door?
The little doggie ate the cookie placed near the door.
3. What kind of cookie did Grandpa eat?
Grandpa ate a little cookie.
4. How many cookies did Betty eat in all?
Betty ate one cookie.
124
1. What kind of fish did John find?
2. How did Frank catch the fish?
3. Why can’t the fish live in the pond?
4. What do you think will happen next in the story?
Answers:
1. What kind of fish did John find?
John found a trout.
2. How did Frank catch the fish?
Frank caught the fish with a fishing rod.
3. Why can’t the fish live in the pond?
The water is much too warm for the trout in the pond.
4. What do you think will happen next in the story?
John will put the trout back in the brook.
125
APPENDIXE VIII
The Picture of Learning Activity
126