THE INFLUENCE OF EXTENSIVE READING APPROACH ON

STUDENTS’ READING COMPREHENSION AT THE

SECOND YEAR PRIVATE VOCATIONAL
HIGH SCHOOL TIGAMA
PEKANBARU

A Thesis
Submitted in Partial Fulfil of the Requirements
for the Bachelor Degree in English Education
(S.Pd.)

BY

CORINA KATRIN
NIM. 10714000741

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTAN SYARIF KASIM OF RIAU
PEKANBARU
1433 H/2011 M
 THE INFLUENCE OF EXTENSIVE READING APPROACH ON
STUDENTS’ READING COMPREHENSION AT THE
SECOND YEAR PRIVATE VOCATIONAL
HIGH SCHOOL TIGAMA
PEKANBARU

BY

CORINA KATRIN
NIM. 10714000741

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTAN SYARIF KASIM OF RIAU
PEKANBARU
1433H/2011 M
 ACKNOWLEDGEMENT

Praises belong to Allah, the Lord of Universe, Who has rewarded the
writer’s time, energy, opportunity, financial, health, and the most is belief.
Sholawat and gratitude due to our prophet Muhammad Peace Be Upon Him. Due
to Allah, the writer can finish and complete this paper to fulfill one of the
requirements for the award of undergraduate degree at English Education
Department of Education and Teacher Training Faculty of State Islamic
University Sultan Syarif Kasim Riau.

The title of this project paper is”The Influence of Extensive Reading

Approach on students’ Reading Comprehension at the second Year Private
Vocational High School Tigama Pekanbaru”

In conducting this research and arranging this thesis, the writer has
obtained significant helps, suggestions, encouragements, motivation, supports,
and conveniences from many sides. Therefore, the writer would like to express
her thankfulness in depth to:

1. Prof. Dr. H. M. Nazir, the rector of state Islamic University Sultan Syarif
Kasim Riau.

2. Dr. Hj. Helmiati, M.Ag, the Dean of Education and Teacher Training
Faculty. Thanks for her Kindness and Encouragegement.

3. Dr. Hj. Zulhidah, M.Pd, as the chairperson and Bukhori, M.Pd is the
secretary of English Education Department of UIN Suska Riau. Thanks for
their kindness and encouragement. For all lecturers who have given me
knowledge and information of this project paper.
4. Drs. Kalayo Hasibuan. M.Ed. Tesol, the writer’s supervisor. He is
profoundly grateful for his invaluable assistance, guidance,

iii
 encouragement, persistence, helpfully and valuable suggestions and advice
that has encouraged and motivated me to complete this project paper

5. The headmaster of SMK TIGAMA Pekanbaru, Jasman Jabal, S, Pd, the

teacher English, Miss Fina Varita, S, Pd.i, the administration staff, and all
who have given opportunity to conduct the research as well as all second
year students at the school. Thanks so much.

6. My beloved parents, Sumadiono you are my hero in my life, never stop

loving me, and Sri Hartati, you are my angel in my life whitout you I am
never here, you are have given meaningful and useful supports both
material and spiritual and also never stop praying to me, you are my angels
in my life, because of you i’am never give up to finished this thesis. I love
you Mom and Dad.

7. My beloved brother and sister Dita Yuliani, Agnesia Ismiati Pronowo,

Sheren Ismiati Pronowo, Wenny, Yanny, Surya, Muhammad Reyhan,
Aditia Munggara. Thanks for your smile honey.

8. My big family, Luluk, Kartini, Atik, Sentot, Anang, Ijal, yudi, eka, and my
grandparents, and also all family member who that never I do not write.
Thanks for your love.

9. My beloved boyfriend, Haris Widarto, thanks for your support, material

and spiritual until my thesis finish. You always beside me and never give
up to ablois my tears. You are my hero that always given your smile when
I be down and no words to created your services. I hope you always do it
and waiting me until I’m success like you needs. I Love you my Prince.

10. My friendship: Wahyu Sri Utami, S. Pd, Maryati Syahdini, Erza Intan
anggraini, S. Pd, Sondang Manalu, Septriani Hutabarat, Frezia Resna, Rita
Mustafa, you are my beloved friends. Thanks for your support when I be
down and I hope you are never tired to always beside me until I be
successful later.
iv
 11. My friends: Fina wardani, Desmarni, S. Pd, Rahmina, Rima Kumala Sari,
S. Pd, Syafni eliza, S. Pd, Purmayasari, S. Pd, Miftah Khoirani Hrp, S. Pd,
Aila Mahirta, S.Pd, Henny Cahyaningsih, S.Pd Arnilis, Yurliana. Thanks
guys, we always doing anymore to be success later. i wish, this thesis not
be the end our friendship but it is become the begin our friends. Thanks so
much for your supports and helps

12. My classmates of PBI class D 2007 of English Education who has given
me tremendous support and help.

The researcher is aware that the thesis is not perfect. Therefore, critiques,

comments, suggestions, and corrections from the readers are needed very much to

make the thesis better. May Allah Almighty bless them all. Amiin

Pekanbaru, June 27th, 2011

CORINA KATRIN
10714000741

v
 ABSTRACT

CORINA KATRIN (2011) : The Influences of Extensive Reading Approach on Students

Reading Comprehension at the Second Year Students of
Private Vocational High School Tigama Pekanbaru

There are some reasons why the students are hard to get information from reading text.
First, there are some students feel bored, tired, and confused if the teacher gives them reading
subject. It’s caused by the students’ lack of background knowledge, low motivation in reading,
uninterested in title, and does no meaning of the vocabularies. Therefore, the students cannot
identify the reading text and they also confuse in finding the meaning of words and sentences of
the text. Second, the teachers do not use a suitable reading approach to solve the problem. It
influences on the students reading comprehension.
The writer intends to know the influences of this approach on improving reading
comprehension by carrying out a research entitled The Influences of Extensive Reading
Approach on Students Reading Comprehension at the Second Year Students of Private
Vocational High School Tigama Pekanbaru
The subject of this research was the second year students of Private Vocational High
School Tigama Pekanbaru, and the object was the use extensive reading approach and students’
reading comprehension at the Private Vocational High School Tigama Pekanbaru.
The population of this research was the second year students of Private Vocational High
School Tigama Pekanbaru. There were two classes of the second year students with the number
of population 76 students. Because of this research needed two groups, the writer took all
classes: APH 1 (Control) and APH 2 (Experimental). The total of sample was 76 students.
The instruments in this research the writer used observation and test then to get result, the
writer used on SPSS 16.0 for window. After analyzed the data, the writer found:
1. Mean score of experimental class after having treatment was (69.4737),
categorized into Good
2. Mean score of control class of conventional approach was (64.10), categorized
into Enough
Based on the data analysis, the writer concludes that the second hypothesis is accepted
because T-table at the 5% grade of significance refers to 2.02. While, in the level of significance
1% is 2.72. Therefore, it can be analyzed that to is higher than t table in either at 5% or 1% grade
of significance. It can be read that (2.02  10.683  2.72 ).It means that there is significant
Influence of extensive reading approach on students’ reading comprehension at the second year
Private Vocational High School Tigama Pekanbaru. Regarding on the result above, Ha is
accepted, and Ho is rejected.
 ABSTRAK

CORINA KATRIN(2011) : Pengaruh Dari Pendekatan Extensive Reading Terhadap

Pemahaman Dalam Membaca Pada Siswa Kelas 2 SMK
Tigama Pekanbaru

Ada beberapa alasan mengapa siswa sulit untuk menarik informasi dari sebuah bacaan.
Pertama, ada beberapa siswa merasa bosan, lelah dan bingung ketika guru memberikan mereka
bacaan. Karena banyak siswa yang sedikit latar belakang pengetahuannya, kurangnya motivasi
dalam membaca, tidak tertarik terhadap judul bacaan, dan tidak mengetahui maksud dari
kosakata. Oleh sebab itu siswa tidak dapat untuk menjelaskan apa yang terkandung dalam bacaan
dan mereka selalu bingung dalam menemukan maksud dari kata atau kalimat dalam teks bacaan.
Kedua, Guru belum menggunakan pendekatan yang cocok untuk mengatasi masalah tersebut. Ini
mempengaruhi siswa untuk paham terhadap bacaan.
Penulis bermaksud untuk mengetahui pengaruh sebuah pendekatan dalam meningkatkan
pemahaman siswa dalam membaca dengan mengadakan suatu penelitian tang berjudul
“Pengaruh Dari Pendekatan Extensive Reading Terhadap Pemahaman Dalam Membaca Pada
Siswa Kelas 2 SMK Tigama Pekanbaru”
Subjek penelitian ini adalah siswa kelas 2 SMK Tigama Pekanbaru. Dan objeknya adalah
guru menggunakan pendekatan extensive reading dan pemahaman siswa dalam membaca di
SMK Tigama Pekanbaru.
Populasi dalam penelitian ini siswa kelas 2 SMK Tigama Pekanbaru. Ada dua kelas siswa
kelas duanya dengan total populasi adalah 76 siswa. Karena penelitian ini membutuhkan dua
group, penulis mengambil semua kelas, untuk group pertama APH 1 (Control) dan APH 2
(Experimen). Total sampelnya adalah 76 siswa juga.
Instrumen dalam penelitian ini penulis menggunakan teknik dengan observasi dan test
untuk mendapatkan hasil data dengan menngunakan SPSS 16.0.
Berdasarkan hasil temuan penulis. Tertera dibawah ini:
1. Rata-rata nilai kelas experiment setelah menggunakan pendekatan adalah
(69.4737), dan kategorinya adalah Baik
2. Rata-rata nilai kelas control yang belajar tanpa menggunakan pendekatan adalah
(64.10), dan kategorinya adalah Cukup
Berdasarkan analisis data, penulis merangkum bahwa hypothesis ini diterima karena T-
Tabel dari 5% hubungannya sekitar 2.02. yang mana di level 1% hubungannya sekitar 2.72. oleh
sebab itu, ini dapat menjadi analisis bahwa Ho lebih besar dari pada T-Tabel diantara 5% or 1%.
Ini dapat dibaca dengan (2.02  10.683  2.72 ). Ini bermaksud adanya hubungan pengaruh dari
pendekatan Extensive Reading terhadap pemahaman dalam membaca pada siswa kelas 2 SMK
Tigama Pekanbaru. Oleh karena itu, dapat disimpulkan bahwa Ha diterima dan Ho ditolak.
 ‫ﻣﻠﺨﺺ‬

‫ﻛﻮرﯾﻨﺎ ﻛﺎﺗﺮﯾﻦ)‪ : (2011‬ﺗﺄﺛﯿﺮات واﺳﻌﺔ اﻟﻨﻄﺎق ﻋﻠﻰ اﻟﻨﮭﺞ ﻗﺮاءة اﻟﻄﻼب اﻟﻘﺮاءة واﻟﻔﮭﻢ ﻓﻲ اﻟﺴﻨﺔ اﻟﺜﺎﻧﯿﺔ ﻣﻦ‬
‫طﻼب ﺷﮭﺎدة ﻣﮭﻨﯿﺔ ﻋﺎﻟﯿﺔ ﻣﺪرﺳﺔ ﺧﺎﺻﺔ ﺑﯿﻜﺎﻧﺒﺎرو‬

‫‪.‬‬

‫اﳋﻠﻂ ﺑﲔ اﳌﻌﲅ ﯾﻌﻄﳱﻢ ﻗﺮاءة اﳌﻮﺿﻮع‪.‬‬

‫‪.‬‬
‫‪.‬‬ ‫‪.‬‬ ‫واﶺﻞ ﻣﻦ اﻟﻨﺺ‪.‬‬

‫ﰷن ﻣﻮﺿﻮع ﻫﺬا اﻟﺒ‬

‫‪.‬‬
‫‪ s‬ﺑﯿﲀﻧﺒﺎرو‪ .‬ﻫﻨﺎ‬
‫(‪ .‬وﰷن ﶍﻮع اﻟﻌﯿﻨﺔ‬ ‫)‬ ‫‪ 76‬ﴯﺼﺎ‪.‬‬
‫‪ 38‬اﻟﺸﻌﻮب‪.‬‬
‫‪SPSS‬‬
‫‪ 16.0‬ﻋﻦ اﻟﻨﺎﻓﺬة‪.‬‬
‫‪:‬‬
‫)‪(49.4737‬‬ ‫‪.1‬‬
‫)‪ ، (69.6842‬ﺗﺼﻨﯿﻔﻬﺎ إﱃ ‪:‬‬ ‫‪.2‬‬
‫‪5‬‬
‫‪٪1 5‬‬ ‫‪.2.65 ٪ 1‬‬ ‫‪2.00‬‬
‫ﲆ اﻟﻘﺮاءة واﻟﻔﻬﻢ ﻗﺮاءة اﻟﻄﻼب ﰲ‬ ‫)‪(2.00‬‬ ‫‪.‬‬
‫‪.‬‬ ‫‪.‬‬

‫ﻛﻮرﯾﻨﺎ ﻛﺎﺗﺮﯾﻦ)‪ : (2011‬ﺗﺄﺛﯿﺮات واﺳﻌﺔ اﻟﻨﻄﺎق ﻋﻠﻰ اﻟﻨﮭﺞ ﻗﺮاءة اﻟﻄﻼب اﻟﻘﺮاءة واﻟﻔﮭﻢ ﻓﻲ اﻟﺴﻨﺔ اﻟﺜﺎﻧﯿﺔ ﻣﻦ‬
 ‫طﻼب ﺷﮭﺎدة ﻣﮭﻨﯿﺔ ﻋﺎﻟﯿﺔ ﻣﺪرﺳﺔ ﺧﺎﺻﺔ ﺑﯿﻜﺎﻧﺒﺎرو‬

‫‪.‬‬

‫اﳋﻠﻂ ﺑﲔ اﳌﻌﲅ ﯾﻌﻄﳱﻢ ﻗﺮاءة اﳌﻮﺿﻮع‪.‬‬

‫‪.‬‬
‫‪.‬‬ ‫‪.‬‬ ‫واﶺﻞ ﻣﻦ اﻟﻨﺺ‪.‬‬

‫ﰷن ﻣﻮﺿﻮع ﻫﺬا اﻟﺒﺤﺚ‬

‫‪.‬‬
‫‪ s‬ﺑﯿﲀﻧﺒﺎرو‪.‬‬
‫(‪ .‬وﰷن ﶍﻮع اﻟﻌﯿﻨﺔ‬ ‫)‬ ‫‪ 76‬ﴯﺼﺎ‪.‬‬
‫‪ 38‬اﻟﺸﻌﻮب‪.‬‬
‫‪SPSS‬‬
‫‪ 16.0‬ﻋﻦ اﻟﻨﺎﻓﺬة‪.‬‬
‫‪:‬‬
‫)‪(49.4737‬‬ ‫‪.1‬‬
‫)‪ ، (69.6842‬ﺗﺼﻨﯿﻔﻬﺎ إﱃ ‪:‬‬ ‫‪.2‬‬
‫‪5‬‬
‫‪٪1‬‬ ‫‪5‬‬ ‫‪.2.65 ٪ 1‬‬ ‫‪2.00‬‬
‫)‪(2.00‬‬ ‫‪.‬‬
‫‪.‬‬ ‫‪.‬‬
 THE LIST OF CONTENTS

SUPERVISOR’S APPROVAL............................................................................................ i
EXAMINERS APPROVAL ............................................................................................... ii
ACKNOWLEDGEMENT ................................................................................................ iii
ABSTRACT....................................................................................................................... vi
THE LIST OF CONTENTS .............................................................................................. ix
THE LIST OF TABLES .................................................................................................... xi
THE LISH OF APPENDICES......................................................................................... xiii
CHAPTER I : INTRODUCTION ................................................................................... 1
A. The Background of the Problem.................................................................. 1
B. The Identification of the Problem................................................................ 5
C. The Limitation of the Problem .................................................................... 6
D. The Formulation of the Problem ................................................................. 6
E. The Reason choosing the Title .................................................................... 6
F. The Objective and the Need of Study.......................................................... 7
G. The Definition of the Term.......................................................................... 7
CHAPTER II : REVIEW OF RELATED LITERATURE ……………………….....10
A. The Theoretical Fremework ...................................................................... 10
B. The Relevant Research .............................................................................. 18
C. The Operational Concept........................................................................... 19
D. The Assumption and the Hypothesis ......................................................... 21
CHAPTER III : THE RESEARCH METHODOLOGY ………………………….....22
A. The Research Design ................................................................................. 22
B. The Time and Place of the Research ......................................................... 22
C. The Subject and Object of the Research.................................................... 22
ix
 D. The Population and the Sample of the Research ....................................... 22
E. The Technique of Collectives Data ........................................................... 23
F. The Validity and the Reliability ................................................................ 28
G. The Technique of Analysis Data by Using SPSS 16.0.............................. 39
CHAPTER IV : THE DATA PRESENTATION AND ANALYSIS ………..……...42
A. The Data Presentation................................................................................ 42
B. The Data Analysis Reading Comprehension Pretest................................. 42
C. The Data Analysis Reading Comprehension Posttest ............................... 44
D. The Data Analysis Reading Comprehension by Using Manual................ 49
CHAPTER V : CONCLUSION AND SUGGESTION ……………………….......…53
A. The conclusion........................................................................................... 53
B. The suggestion........................................................................................... 54
BIBLIOGRAPHY
APPENDICES

x
 LIST OF TABLES

Table 3.1 The Total of the Population and Sample of the Research 23

Table 3.2 The Percentage of Research’s Activity of Extensive

Reading Approach .............................................................................. 25

Table 3.3 The Classification of Student’s Score................................................. 28

Table 3.4 The Students are able to Finding the Main Idea ................................. 30

Table 3.5 The Students are able to Finding the Main Idea ................................. 31

Table 3.6 The Students are able to Identify the Unfamiliar Vocabulary

in the Texts ......................................................................................... 32

Table 3.7 The Students are able to Finding the Inferences at the Texts ............. 33

Table 3.8 The Students are nor able to Identifying Word References

in the Texts ......................................................................................... 34

Table 3.9 The Data of Studentss Tryout ............................................................. 35

Table 3.10 The Schema of the Research............................................................... 41

Table 4.1 Percentage of Pretest Score in Experimental Class ............................ 42

Table 4.2 The interval score for pretest experimental ........................................ 43

Table 4.3 The Table of Descriptive Statistics..................................................... 44

Table 4.4 Percentage of Posttest Score in Experimental Class........................... 44

Table 4.5 The interval score for posstest experimental ...................................... 45

Table 4.6 The Table of Descriptive Statistics..................................................... 46

xi
Table 4.7 The Table of Paired Samples Statistics .............................................. 46

Table 4.8 The Table of Paired Sample Correlation ............................................ 47

Table 4.9 The Table of Paired Sample Test........................................................ 47

Table 4.10 The Table Mean and Standard Deviation Pretest ............................... 49

Table 4.11 The Table Mean and Standard Deviation Posttest.............................. 50

xii
 LIST OF APPENDIX

Appendix 1 The Percentage of Writers Activity

Appendix 2 The Result of Tryout Student Reading Comprehension
Appendix 3 Table Coefficients Correlation” Product Moment
Significant 5% and 1%
Appendix 4 Table Score Significance 5% and 1%
Appendix 5 The Test Sheet
Appendix 6 The Key Answer
Appendix 7 Lesson Plan of Experimental Class
Appendix 8 Lesson Plan of Experimental Class
Appendix 9 Lesson Plan of Experimental Class
Appendix 10 Lesson Plan of Experimental Class
Appendix 11 Lesson Plan of Experimental Class
Appendix 12 Lesson Plan of Experimental Class
Appendix 13 Lesson Plan of Experimental Class
Appendix 14 Lesson Plan of Experimental Class

xi
 1

CHAPTER I
INTRODUCTION

A. The Background of the Problem

There are four skills in English education, there are speaking, writing,

listening, and reading. Reading is one of the skills that the students should

master in learning English. The specific objective of reading is to create the

students ability in setting general information, particularly the information

they need to support their study, overall meaning, getting specific information

from the text and reading for pleasure, for interest and for enjoyment.

Reading for comprehension is primary purpose for reading (though this is

sometimes overlooked when students are asked to read overly difficult texts)

raising students’ awareness of main ideas in a text and exploring the

organization of a text of essential for good comprehension1.

Therefore, considering the importance of reading it is crucial that reading

should give the greatest attention at any of educational, especially at Private

Vocational High School. Based on writer preliminary observation at private

vocational high school Tigama Pekanbaru most of the students have some

difficulties on get the point or information with the reading text.

There are some students feel bored, tired, and confused if the teacher gives

them reading subject. It is because most of the student’s lack of background

1
Willam Grabr, Methodologies in Language Teaching an Anthology of Current Practice,
United State of America, 2002, p. 227
 2

knowledge, low motivation in reading, uninteresting title, and no meaning of

the vocabularies. Therefore, the students cannot identify the reading is talking

about, and they also confuse in finding the meaning of words and sentences of

the text. A person may read to get information or verify existing knowledge,

or in order to critique a writer’s ideas or writing style. But, there a student

may also read for enjoyment, or to enhance knowledge of the language being

read2.

In this case, the teachers have an important role to motivate and help the

students encourage with reading. The teacher must be able to make the

students understand and find the strategies to make the students are interested

in reading and make reading be enjoyable activity.

Extensive reading is one of the ways to improve reading comprehension

for the students, because, from the extensive reading students can choose the

interest book, articles, or other book for study depends on material of reading

study, or suitable for study and teacher will know what the students’ need

without making students bored, tired, or confused to improve their ability in

reading. Extensive reading as an approach to teaching reading maybe thought

of in terms of purpose or outcome3. In addition in language teaching, reading

activities are classified as extensive and intensive reading. Extensive reading

2
Drs.Kalayo Hasibua, M.Ed-TESOL, et.al., Teaching English as a Foreign Language
(TEFL), Alaf Riau Graha UNRI Press, 2007, p. 114
3
Mikulecky Beatrice, Extensive Reading:What Is It? Why Brother?., the collection
article, 1990, p. 17
 3

means reading in quantity and in order to gain a general understanding of what

is read4.

The aim of extensive reading is generally associated with reading large

amounts with the aim of getting an overall understanding of the meaning 5. It

means that the extensive reading aims the reader to be focuses were about with

the meaning of the text and also meaning of individual word or sentence.

The aims of curriculum based on standard competency, there are three

levels in English learning: first novice is understanding meaning based on

interaction social, mentions, and descriptions the thing, human, times, days,

moon, years, understanding simple memo, and menu, schedule of

transportation, write the simple invitation, understanding simple words, terms

and also simple sentences based on formula. Second elementary understands

simple conversation, write the simple message in direct or indirect interaction,

and write the job and background knowledge, telling the planning and job for

future times. Third intermediate is understanding monolog/essay in job

situation, using equipment, understand business letter, writes the business

letter and simple report. This curriculum focuses on understanding meaning in

interpersonal and transactional passage, as formal or informal, in appreciation

demand and command that connect with daily activity, job, and profession6.

4
Jack C,Richard, et al, Longman Dictionary of language teaching an
applied Linguistic, Malaysia, 1999, p. 133
5
Bamford, J and day, R Richard, Extensive Reading: What is it? Why
Brother?., In collection a articles, 2008, p. 17
6
http://www.puskur.net/download/uu/26SKLMapelSMKMAK.pdf,
Sunday, 13th February 2011
 4

It means that the government needs the students to be able to understand

meaning all of activities. Therefore, there are relations between the aims of

curriculum with the aim of extensive reading so that the students or reader

could get all of meaning and also could use the new vocabularies in daily

activities.

The School Based Curriculum (KTSP) as a guide for English lesson

prescribes there are syllabus and allocation of times, Therefore, Private

Vocational High School Tigama Pekanbaru as one of the Private Vocational

High Schools in Riau province also applies School-Based Curriculum.

The students of Private Vocational High School Tigama Pekanbaru are

hoped to be able to reach these instructional outcome. Based on the writer

preliminary observation from the field and information from teachers of

English, there are some symptoms that most of students have:

1. Most of students are not able to find the main idea.

2. Most of students are not able to pay attention in learning Reading

process.

3. Most of students are not able to make judgments in light of the

material (evaluation).

4. Most of students not able to find inferences from the text and lack

of vocabularies.

5. Most of students have difficulties on gets the point or information

in the reading text.

 5

The problem can come from internal factor or external factor from the

students’ selves, so the writers interested to carry out a research entitled The

Influence of Extensive Reading Approach on Students’ Reading

Comprehension at the Second Year Private Vocational High School

Tigama Pekanbaru

B. The Identification of the Problem

Based on the background above, the English teacher of Private Vocational

High School Tigama Pekanbaru encounters a problem, especially in the

students reading comprehension. The problem happens because the students are

not interest title in reading text and the students do not have enough

vocabulary. Because of the phenomena above, the write can identify the

problem through the following questions:

1. Why do the students have difficulty to find the main idea in reading

comprehension?

2. What are student’s difficulties to make judgments in light of the

material?

3. What are the student’s difficulties to give an emotional or image based

response?

4. What factor does make students not interested in title in reading text?

5. What method must the teacher do in teaching Reading comprehension?

 6

C. The Limitation of the Problem

Based on the identification the problem stated above, the problems of this

research is limited to focus on influences of extensive reading and reading

comprehension.

D. The Formulation of the Problem

Based on the limitation the problem above, the problem of this research

will be formulated in following question:

1. How is a student reading comprehension before taught by Extensive

reading approach?

2. How is a student reading comprehension after taught by Extensive

reading approach?

3. Is there any significant influence of the use of Extensive Reading

Approach on Students’ Reading Comprehension?

E. The Reason Choosing the Title

The writer is interested in carrying out this research because of some

factors:

1. The researcher hopes that this research could contribute for the teacher

could apply in reading class.

2. The researcher expects that the result at this research can give benefit

to who has difficulties in reading activity.

3. As far as the researcher is concerned, this research title has never been

investigated by any researcher.

 7

F. The Objective and the Need of Study

1. The Objective of the Research

a. To find out students reading comprehension bafore taught by using

Extensive Reading Approach and after taught by using Extensive

Reading Approach.

b. To find out the influences the students in Extensive Reading

Approach and students reading comprehension.

2. The Need of the Study

a. To give positive contribution in teaching and learning process in

reading subject at the second year students of Private Vocational

High School Tigama Pekanbaru.

b. To fulfill one of the requirements of under graduate (S1) degree of

educational at English Education Department of Education and

Teachers Training Faculty of State Islamic University of Riau.

c. To give information and solution for the English teachers and

others who concern in learning English by using Extensive

Reading Approach to obtain reading comprehension.

G. The Definition of the Term

To simplify the process of designing, applying the research, and avoiding

misunderstanding and misinterpretation, it is necessary for the researcher to

define the operational definition of the term comprised in this research:

 8

1. Influences

Effect that has on the way thinks or behaves or on the way

develops, somebody or something that affect the way people

behave or think7. In this research, an influence is defied as the

result of teaching reading by Extensive Reading Approach.

2. Extensive Reading

Extensive reading is an approach to language teaching in which

learners read a lot of easy material in the new language8. They read

for general, overall meaning, and they read for information and

enjoyment. Extensive Reading is reading a lot at a fairly easy level

so that what is read is comprehended without the use of a

dictionary9. In this research, extensive reading it has approach to

make students going to understand and comprehend of the reading

text.

3. Approach

Language teaching is sometimes discussed in term of there

related aspect: approach, method, and technique. The difference

between approach, method and technique. The first, approach some

assumsions or basic theory that have the function be a sources. The

second, method is the main sistematic from approach or the

described as an overall plan for systematic presentation of language

7
Hornby, Oxford Advenced Learnings, Dictionary of Current English Oxford
UniversityPress, England, 1974, p. 136
8
Bamford, J and Day R Richard, Extensive Reading Activities for Teaching Language,
Cambridge University Press, 2004, p. 1
9
http://www.jalt-publications.org/tlt/files/97/may/hill.html,Wednesday,10th Feb. 2011
 9

based upon a selected approach, the third, techique were the

specific activities that were consistent with a method and therefore

werw in harmony with an approach.

4. Reading Comprehension

Reading is an activity with a purpose10. And comprehension

means an exercise given to the students to test how well they

understand written or spoken language11. In this case,

comprehension deals with reading. Reading comprehension result

when the reader knows which skill and strategies are appropriate

for the type of text, and understand how to apply them to

accomplish the reading purpose. So, reading comprehension

means a procedure or process of understanding the text in order to

get information and the meaning of the texts. Reading

comprehension is also the understanding completely and detailed

about material of study. In this research, reading as independent

variables that have influece of the dependent variables.

10
Bamford, J and Day R Richard, Op.Cit., p. 114
11
Jack C,Richard,et al, Longman Dictionary of language teaching an applied Linguistics,
Malaysia. 1999, p. 47
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. The Theoretical Framework

1. The Nature of Reading Comprehension

As one of the basic skills of English, reading is often under estimated by

the students. They tend to treat it as a supplementary skill. The eyes receive

massage and brain then has to work out the significant of this message. It

means that reading is not only to look at the writer words but also to

understand what they mean. Reading is one of the key skills in language

learning. It reinforces the skills of students to acquire in speaking, listening,

and writing. On the other hand, it really is not enough just to put a book or

short text in front of students and ask them to read, whether silently or out

loudly.

The success of teaching reading for the senior high school are determined by

many aspect such as the material of reading, facility, teacher, the students

themselves, methodologies, and strategy.In other hand, reading is an activity

process which force students to be active participants. Reading comprehension is

understanding a text that is read, or the process of "constructing meaning" from a

text. Comprehension is a "construction process" because it involves all of the

elements of the reading process working together as a text is read to create a

representation of the text in the reader's mind1.

1
Http://en.wikepedia.org/wiki/techer Sunday, 12th Desember,2010

10
 Nunan suggest that there are seven main purposes for reading:

a. To obtain information for some purpose or because they are curious

about some topic.
b. To obtain instructions on how to perform some task for their work or
daily life.
c. To act in a play, play a game, or do a puzzle.
d. To keep in touch with friends by correspondence or to understand
business letters.
e. To know when or where something will take place or what is available
f. To know what is happening or has happening (as reported in
newspaper, magazines, and reports).
g. For enjoyment or excitement2.
There are four different types of reading comprehension are often

distinguished, according to the reader’s purposes in reading and the type of

reading used:

a. Literal comprehension

Literal comprehension focuses on ideas and information which are

explicitly stated in the selection. Purposes for reading and teacher’s questions

designed to elicit responses at this level may range from simple to complex

b. Reorganization

Reorganization requires the student to analyze, synthesize, and/ or

organize ideas or information explicitly stated in the selection.

c. Inference Comprehension

Inferential comprehension is demonstrated by the student when he or she

uses the ideas and information explicitly stated in the selection, his or her

2
Rivers and Temperly, Second Language Teaching Learning, Heinle &Heinele publsher,
1999, p. 251

11
intuition, and his or her personal experience as a basis for conjectures and

hypotheses.

d. Evaluation

Purposes for reading and teacher’s questions, in this instance, require

responses by the student which indicate that he or she has made an evaluative

judgment by comparing ideas presented in the selection with external criteria

provided by the teacher, other authorities, or other written sources, or with

internal criteria provided by the reader’s experiences, knowledge, or values.

Evaluative judgment is the key to this category.

e. Appreciation

Appreciation calls for the student to be emotionally and aesthetically

sensitive to the work and to have a reaction to the worth of its psychological

and artistic elements.

Therefore, reading comprehension is a complex process by which a reader

tries to reconstruct a message encoded in graphic language by a writer. It is an

interaction between reader and author.

2. Reading instructional Strategy

a. Definition of Extensive Reading Approach

Extensive reading is an approach for to invite the reader to develop good

reader habits, to build up knowledge of vocabulary and structure, and to

encourage linking a reading. An extensive reading approach introduces

12
 students to the dynamics of reading as it is done in real life by including such

key elements of real-life reading as chose and purpose3. Extensive reading of

high-interest material for both children and adults offers the potential for

reinforcing and recombining language learned in the class4. It is could be

measure for reader to can chose and also focus on the reading in the text book.

And then with there is extensive reading the reader can encourage the

motivation and also lack of vocabulary reader can be benefit. In additional

extensive reading also make reader comprehend, understand and also be a

fluency a readers. The key to the success of the extensive reading program is

to build confidence and not to pressure the students. It is very important to

encourage them. If you have read a lot of the same books which they read in

your class, you can share the joy of having books in common. Three Golden

of extensive reading:

1. No dictionaries while reading

2. Skip over difficult words

3. Stop reading when it is boring or too difficult.

The role of extensive reading in language learnig:

1. It can provide comprehension input

2. It can enhance learners’ general language competence
3. It increase the students exposure to the language
4. It can increase knowledge of vocabulary
5. Ot can lead to improvement in writing
6. It can motivate learner to read
3
Bamford, J and Day R Richard, Extensive Reading: What Is It? Why Brother?, The
collection article, 1990, p. 17
4
Bell Timoty, Extensive Reading: Why? And How., Kuwait University, 2008, p. 1

13
 7. It ca consilidate previously learned language
8. It help to build confidance with extended texts
9. It encourages the exploitation of textual redudancy
10. It facilitates the development of prediction skills5

The idea that learners can develop their language knowleadge thought

extensive reading is attractive for several reason: firts, reading is essentially

an individual activity and therefore learned of diferences proficiency levels

could be learning of their own level without being locked into an inflexible

class program. Second, it allows lerners to follow their interests in choosing

what the read and thus increases their motivation for learning. Third, it

provides the oppurtunity for learning to occur outside the classroom.6

In reading activity, it is important for the reader to understanding or

comprehension the reading text, because one of the purpose of reading itself

is get information or knowleadge. So it should hardly necessary to persuade

reader that reading involves thinking beside reading comprehension also has

realation with extensive reading. There rae two of the many goals for

extensive reading, enabling students to read without constantly stopping and

providing an increased word recognition. One of the fundamental condition of

success extensive reading is that student should be readig materials which

they can hardly be reading for pleasure7. Its mean that the successfull of

extensive reading is that students should be reading material which they

understanding or comprehension. If they are struggling to understand or

5
Ibid.
6
Paul Nation, The Language Learning Benafit of Extensive Reading, Return to the
language teacher online 1999, p. 26
7
Jeremy Harmer, The Prectice of English Language Teaching, Malaysia, 2002, p. 218

14
comprehension every word. So the relationship between extensive reading

and reading comprehension its clearly that reading comprehension is not only

a process of knowing the meaing, but also the process of the catching the

teacher to approach the students based on students likes and interest.

b. The characteristic of Extensive Reading Approach

Extensive reading is probably most usefully explained as a set of

principles. There are ten principles to make successful extensive reading

program:

1. The reading material is easy.

2. A variety of reading material on a wide range of topics is available.
3. Learners choose what they want to read.
4. Learners read as much as possible.
5. Reading speed is usually faster rather than slower.
6. The purpose of reading is usually related to pleasure, information
and general understanding.
7. Reading is individual and silent.
8. Reading is its own reward.
9. The teacher orients and guides the students.
10. The teacher is a role model of a reader.8

Successful choice of texts depends ultimately on experiences, judgment

and certain amount of common sense. There are some points may seem rather

obvious about setting the texts like:

1. Keep specification constantly in mid and try to select as

representative a sample as possible. Do not repeatedly select texts
of a particular kind simply because they are readily available.
2. Choose texts of appropriate length. Expeditious reading tests my
call for passages of up to 2.000 words or more. Detailed reading
can be tested using passage of just a few sentences.
3. In order to obtain both content validity and acceptable reliability,
include as many passage as possible in a test, thereby giving
candidates a good number of fresh starts. Considerations of

8
Bamford, J and Day R Richard, Op.Cit., p. 2-3

15
 practicality will inevitably impose constraints on this, especially
where scanning or skimming is to be tested.
4. In order to test search reading, look for passage which contain
plenty of discrete pieces of information.
5. For scanning, find texts which have specified elements that have to
be scanning for.
6. To test the ability to quickly establish the structure of a text, make
sure that the text has a clearly recognizable structure.
7. Choose the texts that will interest candidates but which will not
overexcite or disturb them.
8. Avoid text made up of information that may be part of candidate’s
general knowledge. It may be difficult not to write items to which
correct responses are available to some candidates without reading
the passage. On a reading test I encountered once.
9. Assuming that it is only reading ability that is being tested, do not
choose texts that are too culturally laden.
10. Do not use texts that students have already read (or even close
approximations to them).9
Because extensive reading depends on students having suitable reading

material, the activities have a variety of purpose for example increasing oral

fluency, improving reading and writing skill, or learning new vocabulary.

c. The Procedure of Extensive Reading Approach

When the teacher will apply the extensive reading approach in the class,

the teacher can use generally procedure as follows:

1. The teacher asks the students what the students want to read.

It means that there is a decision what the title will students read. As

one example is passage about telling the planning and job for

future times.

9
Arthur Hughes, Testing for Language Teachers, Cambridge University Press, 2005, p.
142

16
2. Choose the title.

After the students have decision to select the topic, the students

have found the title from other media like from internet, magazine

and news paper.

Example: Waitress Vs Restaurant Manager

3. Activity the students’ prior knowledge.

Have students read text, or tell them the topic of the text. The

teacher asks the student the new vocabulary and the list of

chronology the story on the white board.

Teacher chooses one students to read the text in the front of class

and then the students have make the new vocabulary in with board,

after that teacher ask the students the chronology of story like the

story’s setting, and the author. To know the appreciation of other

students the teacher asks the others students to make the question.

So, it is important so that the teacher knows the appreciation,

information, and makes prediction about influences extensive

reading approach here.

4. The teacher asks to students’ prediction about what they read.

5. The teacher gives the students some questions based on the

students Reading texts, like:

1. What the main idea based on the texts?

2. What are the differences job descriptions between waitresses

Vs Restaurant Manager?

17
 6. The teacher asks the students to make conclusion about what their

read.

7. Continue to next discussion.

B. The Relevant Research

Required to observe some previous researches conducted by other research

in which they are relevant to our research10. We have to analyze the relevant

research and finding the point of that research.

Talking about reading, there are a lot of investigation that have been done

by many researchers. The following are some relevant researchers on this

research project.

1. Sri Wastitu, In her research, she focused on” The Effect of

Collaborative Strategy Reading Toward the Second Year Student’s

Reading Comprehension Achievement at SLTP Negeri 20

Pekanbaru. She found that the mean score of the experimental

group taught by using collaborative strategy reading was 82,75

while the mean score of control group which is taught by using

traditional reading classroom was 75,75. The means there is any

significant differences between collaborative strategy reading for

reading comprehension and using traditional reading classroom

method for reading comprehension.11

10
M.Syafi’i,S, From Paragraph to a Research Report :A Writing of English for Academic
Purposes, Lembaga Bimbingan Belajar Syaf Intensive (LBSI), Pekanbaru, p. 122
11
Sri wastuti, The Effect of Collaborative Strategy Reading Toward the second year
student’s Reading Comprehension Achievement at SLTP Negeri 20 Pekanbaru, FKIP-UIN,
Pekanbaru, 2005, p. 60

18
 2. TutiAlawiyah, She is conducted a research entitled” The

Correlation Study Between Student’s Interest in Themes and Their

Reading Comprehension Achievement at the Second Year Students

of MAN Selat Panjang”. She conducted a research to correlation

study between student’s interests in themes and reading

comprehension achievement. Based on the assumption the writer

write that the research assumption is the students who have interest

in themes they will get good achievement in reading

comprehension.12

3. Agvemi Zulhadi Alga, Entitle” The Effect of Directed Reading

Thinking Activity (DRTA) Strategy Toward Reading

Comprehension of the First Year Students of SMAN 1 Cirenta. He

wants to find there is significant effect betweenDirected Reading

Thinking Activity (DRTA) Strategies with Reading

Comprehension.13

C. The Operational Concept

Operational Concept is the concept used to clarify the theories used in this

research in order to avoid misunderstanding and misinterpretation. It is

necessary to explain briefly the variable used in the research. There are two

variable used in this research. There is variable X that refers to the influences

12
Tuti alawiyah, The Correlation Study Between Student’s Interest in Themes and Their
Reading Comprehension Achievement at the Second Year Students of MAN Selat Panjang, FKIP-
UIN, Pekanbaru, 2006, 3
13
Agvemi Zulhadi Alga, The Effect of Directed Reading Thinking Activity (DRTA)
Strategy Toward Reading Comprehension of the First Year Students of SMAN 1 Cirenta, FKIP-
UIN, Pekanbaru, 2009, 2

19
of extensivereading approach, and variable Y that refers to the student’s

reading comprehension. Therefore, variable X is as independent, and Y is as

dependent

The indicators of extensive reading are as follows:

1. The teacher explained the important of extensive reading for the

students and the purpose of them

2. The teacher asks to the students to find the extensive reading text.

3. The teacher asks to the students to retell the reading texts.

4. The teacher ask to students to find unfamiliar vocabularies at the

students texts

5. The teacher ask to students to find the main idea at the students text

6. The teacher ask to students to find the inferences at the students

text.

7. The teacher ask to students to identify the word references at the

students text

8. The teacher ask to students to answer the questionbased on the text

9. The teacher ask to students to improve their reading comprehension

by using extensive reading.

The extensive reading is considered successful only when the teacher

follows the approach. The teacher should focus fluency when the students

practice the reading text and after retell.

The indicators to measure students reading comprehension are as follows:

1. Students are able to comprehend the factual information

20
 2. Students are able to find the main idea

3. Students are able to pay attention in learning Reading process

4. Students are able to identify the unfamiliar vocabulary in the texts

5. Students are able to find the inferences in the texts

6. Students are able to identifying the word references

D. The Assumption and the Hypothesis

1. The Assumption

This research is on the basic of following assumption. The assumption

is the student’s ability in reading is various and teaching approach is

able to influence students’ ability in reading.

2. The hypothesis

Ha : There is significant influence of extensive reading approach and

students’ reading comprehension at the second year students of

Private Vocational High School Tigama Pekanbaru.

Ho : There is no significant influence of extensive reading approach

and students’ reading comprehension at the second year students of

Private Vocational High School Tigama Pekanbaru.

21
 CHAPTER III

THE RESEARCH METHODOLOGY

A. The Research Design

This study is pre experiment research. Pre experiment design is often

viewed as an experiment which is not true. Therefore, often referred to as

“Quasi Experiment” or experiments that vague1. There are three types of

design categorized into pre experiment design namely: (1) One Shot Case

Study, (2) One Group Pre test Posttest, (3) Static Group Comparison. Than,

from the three designs, the writer used the second design “One Group Pre test

Posttest” It has two variables, extensive reading approach is as independent

variable, and students reading comprehension is as dependent variable.

B. The Time and Place of the Research

The research was conducted at the second year students of Private

Vocational High School Tigama Pekanbaru. The school is located at

Soekarno-Hatta Street Panam Pekanbaru. The time of the research want on 15

April 2011.

C. The Subject and Object of the Research

The subject was the second year students of Private Vocational High

School Tigama Pekanbaru, and the object was the use extensive reading

approach and students’ reading comprehension at the Private Vocational High

School Tigama Pekanbaru.

1
Suharsimi Arikunto, Prosedur Penelitian, PT. Asdi Mahasatya, Jakarta, 2002, p. 84

22
D. The Population and Sample of the Research

The population of this research was the second year students’ of Private

Vocational High School Tigama Pekanbaru. There are two classes of the

second year students consist of 76 students. Because of this research needed

one groups, the writer took APH 2(Experimental). The total of sample was 38

students.

TABLE 3.1
The Total of the Population and the Sample of the Research

Class Name Population Sample

Experimental 38 students 38 students

Control 38 students 38 students

Total 76 students 76 students

E. The Technique of Collective Data

The instrument could be defined as types of items that reflect appropriate

technique. In this research, the writer used Test and Observation. The

procedures of this research are decided into two phases like:

1. Procedure of collecting date for experimental group by test:

a. Pretest

The pretest was carried out to determine the ability of students as

the sample. Item used for pre-test consisted of 25 items. The test

was about reading comprehension which was appropriate with

23
 curriculum. The test consisted of five passages. One passage

consisted of three of five questions.

b. Treatment

The treatment was conducted for experimental group only. The

treatment was using extensive reading approach in teaching

reading comprehension. The length of the time to apply the

approach was about eight meetings.

c. Posttest

After eight meeting included the pretest. The posttest was

administrated for experimental group which were analyzed and

used as final data for this research.

2. Procedure of collecting date for experimental group by observation:

Besides the test, the writer also observed the influences of extensive

reading approach on students reading comprehension. The kinds of

observation in this research only described the condition of classroom

participant itself. The observation was conducted by the teacher and the writer.

The writer did eight observations to experiment class about the influences of

extensive reading approach on students reading comprehension at the second

year Vocational High School Tigama Pekanbaru. The data can be seen as

follows:

a. The Observation of English Teachers at Private Vocational High School

Tigama Pekanbaru

24
 From the first to the last observation, I observed that the researcher had

done study about extensive reading texts rightfully. She was a good partner in

teaching and learning process. She had good preparation in every meeting

because the researcher had to combine her teaching form within teaching

English procedure at Vocational High School Tigama Pekanbaru. The

researcher also done formative test in every meeting. Based on my observed,

the researcher had done various reading texts procedures in teaching and

learning process.

b. The Observation Form of Experimental Group at Private Vocational High

School Tigama Pekanbaru.

From the first observation, there were good cooperation with the staff,

teachers, and students. They had good learning facilities in the classroom.

From the second observation, the students were very enthusiastic to begin

study English. From the third observation, I saw students had good

preparation to start study, and they were honor person. From the fourth

observation, I saw they were very enjoying in learning by using extensive

reading

From the fifth observation, students had focused in learning process.

Automatically, they had good result in test. From the sixth, students involved

in teaching and learning process, and were more active than before, and the

English teachers was very communicative as a controller in the classroom.

From the seventh observation, I saw they had good comprehension than before

25
 based on their test result, and I did treatment to go the post-test. From the

observations done above, it can be concluded that in the classroom, the

researcher, the teachers, and the students had done good cooperation in

teaching and learning process. It could be seen from the teachers as a

controller in the classroom as long the researcher done the research.

TABLE 3.2

The Percentage of Researcher’s Activity of Extensive Reading Approach

No Teacher activities Observation Total %

1 II III 1V V VI VII VIII

1 The teacher √ √ √ √ √ √ √ √ 8 100%

explained the
important of
extensive reading
from students and
the purpose of
them

2 The teacher asks X X X √ X √ √ X 3 37%

to the students to
find the extensive
reading text.

3 The teacher asks √ X X √ √ √ √ X 5 62%

to the students to
retell the reading
texts

4 The teacher asks √ X √ √ √ √ √ √ 7 87%

to the students to
find unfamiliar
vocabularies at
the students’ text.

26
5 The teacher asks X X √ √ √ √ √ √ 6 75%
to the students to
find main idea at
the students’ text

6 The teacher asks X X √ √ √ √ √ √ 6 75%

to the students to
find the
inferences at the
students’ text.

7 The teacher asks X X √ √ √ √ √ √ 6 75%

to the students to
identify the word
references at the
students’ text.

8 The teacher asks √ X √ √ √ √ √ √ 7 87%

to the students to
answer the
question based on
the texts.

9 The teacher asks √ √ √ √ √ √ √ √ 8 100%

students’ to
improve their
reading
comprehension
by using
extensive reading.

Total 5 2 7 9 8 9 9 7 56 -

55 22 77 10 88 10 10 77% 70% -
Percentage
% % % 0% % 0% 0%

Percentage :
 observationscore x100%
writer ' sactivity

From the table above, the reseacher has completed all aspects that have

been observed. In observation I, the total of teacher’s activity is 5 (55%) of 12

indicators, In observation II, the total of teacher’s activity is 2 (22%) of 12

indicators, In observation III, the total of teacher’s activity is 7 (77%) of 12

27
indicators, In observation IV, the total of teacher’s activity is 9 (100%) of 12

indicators, In observation V, the total of teacher’s activity is 8 (88%) of 12

indicators, In observation VI, the total of teacher’s activity is 9 (100%) of 12

indicators, In observation VII, the total of teacher’s activity is 9 (100%) of 12

indicators, In observationVII, the total of teacher’s activity is 7(77%) of 12

indicators.

TABLE 3.3
The Classification of Students’ Score

THE SCORE LEVEL CATEGORY

80 – 100 Very Good
66-79 Good
56-65 Enough
40-55 Less
30 – 39 Fail

F. The Validity and The Reliability

1. The Validity

Every test, whether it is a short, informal class room test, or a public

examination should be as valid as the test constructor can make it. The test

must aim to provide a true measure of the participation skill which it intended

to measure.

28
 Before the items were used to get the data, all of them were tried out first.

Try out was intended to know value of the test. The value itself was used to

find out the level of difficulties. The standard of value used was.2

The items that could not fulfill the standard value were replaced. The

facility value under 0.30 is considered difficult and above 0.70 is considered

easy. The level of difficulty was used to show how easy and difficult an item

was. It was calculated by using the formula:

B
P=
JS

Where:P = Difficulty level

B = the number of correct answer

JS = the number of student

For example, if the number 1 was correct answered by 8 students of 20

students, the difficulty could be calculated as follows:

B
P=
JS

8
= = 0.4
20

If the value was changed into percentage, it could be calculated 0.4 x

100% = 40. The value was considered standard, and could be used to get the

2
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, Bumi Aksara, Jakarta, 2009, p.
245

29
data. In other words, the item did not need to be changed. After doing try out,

the researcher found that there were no any items modified because the level

of difficulty reached the standard item of difficulty. Then, the proportion

correct was represented by “p”, whereas the proportion incorrect was

represented by “q”.

The researcher did try out once time. The purpose of try out was to obtain

validity and reliability of the test. It was determined by finding the difficulty

level of each item. The data obtained by using posttest the Experimental

Group was evaluated by consorting 5 components:

a. Finding Main idea

b. Comprehending the factual information

c. Identifying the unfamiliar vocabulary in the texts

d. Finding the inferences at the texts

e. Identifying word reference in the texts

TABLE 3.4

The Students are able to Finding the Main idea

Variable Finding the Main idea N

Item no 1 6 11 16 21

Correct 8 13 11 10 13
20
P 0.4 0.65 0.55 0.5 0.65

Q 0.6 0.35 0.45 0.5 0.35

30
 B
P= Q=100-P
JS

The table 3.3above shows the portion of correct answers item number 1

shows the proportion of correct 0.4, item number 6 shows the proportion of

correct 0.65, item number 11 show the proportion of correct 0.5, item number

16 shows the proportion of correct 0.5, item number 21 show the proportion

of the correct 0.65. Based on the standard level of difficulty “p” <0.30 and

>0.70, it is pointed out that item difficulties in average of each items number

for finding the main idea are accepted.

TABLE 3.5

The Students are able to Finding the Factual Information

Variable Factual Information N

Item no 2 7 12 17 22

Correct 8 12 12 9 12
20
P 0.4 0.6 0.6 0.45 0.55

Q 0.6 0.4 0.4 0.55 0.45

B
P= Q=100-P
JS

The table 3.4 above shows the portion of correct answersfor item number 2

shows the proportion of correct 0.4, item number 7 shows the proportion of

correct 0.6, item number 12 show the proportion of correct 0.6, item number

17 shows the proportion of correct 0.45, item number 22 show the proportion

31
of the correct 0.55. Based on the standard level of difficulty “p” <0.30 and

>0.70, it is pointed out that item difficulties in average of each items number

for factual information are accepted.

TABLE 3.6

The Students are able to Identify the Unfamiliar Vocabulary in the Texts
Variable Unfamiliar Vocabulary N

Item no 3 8 13 18 2

Correct 10 12 10 12 11
20
P 0.5 0.6 0.5 0.6 0.55

Q 0.5 0.4 0.5 0.4 0.45

B
P= Q=100-P
JS

The table 3.5 above shows the portion of correct answersfor item number 3

shows the proportion of correct 0.5, item number 8 shows the proportion of

correct 0.6, item number 13 show the proportion of correct 0.55, item number

18 shows the proportion of correct 0.6, item number 23 show the proportion

of the correct 0.55, Based on the standard level of difficulty “p” <0.30 and

>0.70, it is pointed out that item difficulties in average of each items number

for unfamiliar vocabulary idea are accepted.

32
 TABLE 3.7

The Students are able to Finding Inferences in the texts

Variable Inferences N

Item no 4 9 13 19 24

Correct 8 12 10 12 12
20
P 0.4 0.6 0.5 0.5 0.6

Q 0.6 0.4 0.5 0.5 0.4

B
P= Q=100-P
JS

The table 3.6 above shows the portion of correct answersfor item number 4

shows the proportion of correct 0.4, item number 9 shows the proportion of

correct 0.6, item number 13 show the proportion of correct 0.5, item number

19 shows the proportion of correct 0.5, item number 24 show the proportion

of the correct 0.6, Based on the standard level of difficulty “p” <0.30 and

>0.70, it is pointed out that item difficulties in average of each items number

for finding inferences are accepted.

TABLE 3.8

Students are able to Identifying word reference in the texts

Variable Inferences N

Item no 5 10 15 20 25

Correct 12 13 8 10 10
20
P 0.6 0.65 0.4 0.5 0.5

Q 0.4 0.35 0.6 0.5 0.5

33
 B
P= Q=100-P
JS

The table 3.7 above shows the portion of correct answers for item number

5 shows the proportion of correct 0.6, item number 10 shows the proportion

of correct 0.65, item number 15 show the proportion of correct 0.4, item

number 20 shows the proportion of correct 0.5, item number 24 show the

proportion of the correct 0.5, Based on the standard level of difficulty “p”

<0.30 and >0.70, it is pointed out that item difficulties in average of each

items number for finding inferences are accepted. The standart level of

validity used is:

a. If the standart level is 1.00 – 0.30 it is difficult

b. If the standart level is 0.30 – 0.70 it is accepted
c. If the standart level is 0.70 – 1.00 it is easy3
Based on the standard level of validity above, the writer make conclude

that, it is pointed out that validity in average of each items number for

Finding Main idea Comprehending the factual information, Identifying the

unfamiliar vocabulary in the texts, Finding the inferences at the texts,

Identifying word reference in the texts are accepted because the the located is

between of 0.30 – 0.70.

3
Ibid., p. 210

34
 TABLE 3.9

The Data of Students Tryout

NO STUDENT’S STUDENTS SCORE

NAME ANSWER
1 Student 1 12 48
2 Student 2 15 60
3 Student 3 16 64
4 Student 4 14 56
5 Student 5 13 52
6 Student 6 14 56
7 Student 7 12 48
8 Student 8 13 52
9 Student 9 14 56
10 Student 10 14 56
11 Student 11 17 68
12 Student 12 12 48
13 Student 13 11 44
14 Student14 15 60
15 Student 15 13 52
16 Student 16 17 68
17 Student 17 12 40
18 Student 18 14 56
19 Student 19 17 68
20 Student 20 11 44

Result Accepted

Based on the data of students tryout there is no rejected because the

students score is higher than 0.30 and smaller than 0.70 (<0.30 and >0.70),

then the minimal score of the students answer is 48 and the maximum score

of the students answer is 68 , therefore the students tryout is accepted.

2. Reliability

Arikunto states that it is possible the test can be reliable but it is not valid,

whereas the test is valid automatically it is reliable. To obtain the reliability of

the test given, the researcher used the formula as follows:

35
First Steps: Quadrant Respondent

X 2
 x  2

Jk (r )  
t t

K KN

Where: Jk (r ) = Quadrant Respondent

x = Score every responder

t

K= Item

N=responders

3878 276 2
Jk (i )  
25 25  20

76176
= 155.12 -
500
= 155.12 – 152.352

= 2.768

Second Steps: Quadrant Item

B 2
 x 
Jk (i )   t

K KN

Where: Jk (i ) = Quadrate Item

B
2
= All true item quadrate

 X  = Quadrate score total

t
2

3051 276 2
Jk (i )  
20 25  20

= 152.55 – 152.352

= 0.2

36
Third Steps: Total Quadrant

 B  S 
Jk (t ) 
 B    S 

Where: Jk (t ) = Total Quadrate

 B = Wrong score item

 S =True score item

Jk (t ) 
276 227 
276  227

62652
=
503

=124.5

Fourth Steps: Residue Quadrant

Jk (s ) = Jk (t ) - Jk (r ) - Jk (i )

Where: Jk (s ) = Total Quadrate

Jk (t ) = Total Quadrate

Jk (r ) = Quadrant Respondent

Jk (i ) = Quadrate Item

Jk (t ) = 124.5 - 2.768 - 0.2

= 121.532

37
 Fifth Steps: Table

Sources Score quadrate Df Variances

variances
Respondent 2.768 19 2.768
= 0.145
19
Item 0.2 24 0 .2
= 0.008
24
Residue 121.532 456 121.532
 0.266
456
Total 124.5 499 124.5
= 0.249
499
Sixth Steps: formula Hoyt

 1
Vs
 v v
r s
r 11
Vr
Or r 11
Vr 4

r 11
= Reliabilities Total

v =Variances respondent
r

v = Variances Residue
s

0.145
r 11
 1
0.266

= 1 – 0.5451

= 0.454

4
Suharsimi Arikunto ,Dasar –Dasar Evaluasi Pendidikan, Bumi Aksara, Jakarta, 2009,
p. 209

38
 Based on the hoyt formulation, the reability from the students tryout, the

first Quadrant Respondent is 2.768, the second Quadrant Item is 0.2, the third

Total Quadrant is 124.5, the fourth Residue Quadrant is 127.47. So the

reability from the all Quadrant is 0.454. It’s mean that there are reliability at

the tryout test. Because the r11 is smaller than reability of table 0.809.

G. The Technique of Analysis Data by Using SPSS 16.0

The following steps how to get the result data based on SPSS 16.0 for

windows-statistical software are:

1. Open the students test file.

2. From the menu of SPSS, click Analyze and then click sub menu

Descriptive Statistics, and click Frequencies.

3. From the menu click your variables, and press the narrow button.

4. From the analysis setting, click Statistics that will show frequencies:

statistics, it is consisted of four analysis group:

a. Percentile Values,click Quartiles and Percentiles (s).

b. Central Tendency, click Mean, Mode, and Sum.

c. Dispersion, click Std. deviation, Variance, Range, Minimum,

Maximum, and S.E. mean.

d. Distribution, click Skewness and Kurtosis, and then click continue.

5. From the Charts analysis setting, click Histogramwith normal curve,

and click continue.

39
 6. From the Format analysis setting, at Order by menu click Ascending

Values, at Multiple Variables click Compare Variables, and then click

continue. (Hartono: 31-39).

To know the reliability of the test, we must know: (a) the mean score, (b)

the standard deviation of the test, and (c) Cronbach’s Alpa. The following are

steps how to get the result data based on SPSS 16.0 for windows-statistical

software:

1. Open the students test file.

2. From the menu of SPSS, click Analyze and then click sub menu Scale.

3. From the menu click your variables, and press the narrow button.

4. From statistics, click item and scale, at inter-item; click correlation, at

summaries; click means and correlation, and then click ok to end this

process and you will see the output data of SPSS automatically.

The following steps are how to get the result data based on SPSS 16.0 for

windows-statistical software:

1. Open the students test file.

2. From the menu of SPSS, click Analyze and then click sub menu

Compare Means, and click Paired-Samples T Test.

3. From the menu click your variables, and press the narrow button, and

then click ok and then click ok to end this process and you will see the

output data of SPSS automatically.

40
 TABLE 3.10

Schema of the Research

The Influence of Extensive Reading Approach on Students Reading

Comprehension at the Second Year Students of Private Vocational High

School Tigama Pekanbaru

Total Sample

Extensive Reading Approach

Reading Comprehension

Observation Test Test

Summerizing

41
 42

CHAPTER IV

THE DATA PRESENTATION AND ANALYSIS

A. The Data Presentation

This research is to obtain the influences of extensive reading approach on students

reading comprehension of vocational high school Tigama Pekanbaru. The data of this

research are the score of the students pretest posttest. The writer gave Pretest to all of the

samples. The sample is the total sampling with APH 2 becomes Experiemntal Group and

APH 1 still training.

B. The Data Analysis Reading Comprehension Pretest

There are 25 items of reading comprehension test given to 38 respondents in this

research.

The data about pretest score in experimental class can be seen in table below:

TABLE 4.1

Percentage of Pretest Score in Experimental Class

NO CATEGORY FREQUENCY PERCENTAGE

1. Very Good 1 2.63%
2. Good 3 7.89%
3. Enough 13 34.21%
4. Less 12 31.58%
5. Fail 9 23.68%
Total 38 100%
Example

Percentage :
 F x100%  1 x100  2.63%
N 38
 43

Students’ reading Comprehension score in pre-test of experimental class is fall into the

level 56-65, meaning that, they belong to enough categories because the highest score is 13

(34.215%) of 38 respondents.

TABLE 4.2
The Interval Score for Pretest Experimental
Cumulative
Frequency Percent Valid Percent Percent
Valid 28 3 7.9 7.9 7.9
32 1 2.6 2.6 10.5
36 5 13.2 13.2 23.7
40 5 13.2 13.2 36.8
44 2 5.3 5.3 42.1
48 5 13.2 13.2 55.3
52 1 2.6 2.6 57.9
56 5 13.2 13.2 71.1
60 4 10.5 10.5 81.6
64 3 7.9 7.9 89.5
68 2 5.3 5.3 94.7
76 1 2.6 2.6 97.4
80 1 2.6 2.6 100.0
Total 38 100.0 100.0

The table above show the interval score of the students, it shows from 38 respondents in

interval 28 the frequency is 3 students(7.9%), interval 32 the frequency is 1 students(2.6%),

interval 36 the frequency is 5 students(13.2%),interval 40 the frequency is 5 students(13.2

%), interval 44 the frequency is 2 students(5.3%), interval 48the frequency is 5

students(13.2%), interval 52 the frequency is 1 students(2.6%), interval 56the frequency is 5

students(13.2%),interval 60the frequency is 4 students(10.5%),interval 64the frequency is

students(7.9%), interval 68the frequency is 2 students(5.3%), interval 76the frequency is 1

students(2.6%), interval 80the frequency is 1 students(2.6%).

 44

TABLE 4.3

Descriptive Statistics
Std.
N Range Minimum Maximum Sum Mean Deviation Variance
Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Statistic
Pre_Experimental 38 52.00 28.00 80.00 1880.00 49.4737 2.18840 13.49021 181.986
Valid N (listwise) 38

To know more of students reading comprehension result given to the 38 respondents at

the Second year of Vocational High School TigamaPekanbaru, the researcher gives it in the

following histogram

C. The Data Analysis Reading Comprehension Posttest

There are 25 items of reading comprehension test given to 38 respondents in this

research. In order to present the data about posttest score in experimental class can be seen

in table below:

TABLE 4.4
Percentage of Posttest Score in Experimental Class

NO CATEGORY FREQUENCY PERCENTAGE

1. Very Good 11 28.96%
2. Good 12 31.56%
3. Enough 11 28.96%
4. Less 3 7.89%
5. Fail 1 2.63%
Total 38 100%
 45

Example

Percentage :
 F x100%  11 x100  28.936%
N 38

Students’ reading Comprehension score in post-test of experimental class is fall into the

level 56-65, meaning that, they belong to good categories because the highest score is 12

(31.56%) of 38 respondents.

TABLE 4.5
The Interval Score for Postest Experimental
Cumulative
Frequency Percent Valid Percent Percent
Valid 28 1 2.6 2.6 2.6
40 1 2.6 2.6 5.3
44 1 2.6 2.6 7.9
48 1 2.6 2.6 10.5
56 1 2.6 2.6 13.2
60 4 10.5 10.5 23.7
64 8 21.1 21.1 44.7
68 4 10.5 10.5 55.3
72 5 13.2 13.2 68.4
76 1 2.6 2.6 71.1
80 1 2.6 2.6 73.7
84 2 5.3 5.3 78.9
88 5 13.2 13.2 92.1
92 3 7.9 7.9 100.0
Total 38 100.0 100.0

The table above show the interval score of the students, it shows from 38 respondents in

interval 28 the frequency is 1 students (2.6%), interval 40 the frequency is 1 students

(2.6%),interval 44 the frequency is 1 students (2.6%), interval 48 the frequency is 1 students

(2.6%), interval 56 the frequency is 1 students (2.6%), interval 60 the frequency is 4 students

(10.5%), interval 64 the frequency is 8 students (21.1%),interval 68 the frequency is 4

 46

students (10.5%), interval 72 the frequency is 5 students(13.2%), interval 76 the frequency is

1 students (2.6%),interval 80 the frequency is 1 students (2.6%), interval 84 the frequency is

2 students (5.3%), interval 88 the frequency is 5 students (13.2%), interval 92 the frequency

is 3 students (7.9%).

TABLE 4.6

Descriptive Statistics
N Range Minimum Maximum Sum Mean Std. Deviation Variance
Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Statistic
Post_Experimenta
38 64.00 28.00 92.00 2640.00 69.4737 2.43456 15.00763 223.681
l
Valid N (listwise) 38
To know more of students reading comprehension result given to the 38 respondents at

the Second year of Vocational High School Tigama Pekanbaru, the researcher gives it in the

following histogram.

TABLE 4.7
Paired Samples Statistics

Std.
Mean N Deviation Std. Error Mean
Pair 1 Pretest Experimental 49.4737 38 13.49021 2.18840
Posttest Experimental 69.6842 38 15.00763 2.43456
 47

Out put Paired Samples Statistics shows mean Pretest 49.4737, and Posttest

69.4737, while N of two samples are 38. The Standard of Deviation of Pretest

showed 13.49021, and Posttest showed 15.00763. The Mean standard error Pretest

showed2.18840, and Posttest showed2.43456.

TABLE 4.8
Paired Samples Correlations

N Correlation Sig.
Pair 1 Pretest Experimental
38 .680 .000
Posttest Experimental
Out put Paired Samples Correlation shows correlation between Pretest and posttest,

where correlation obtained are 0.680 and samples significant are 0.00. The probability

assumption are:

a. If the probability > 0. 05 the null hypothesis can be accepted.

b. If the probability < 0. 05 the null hypothesis cannot be accepted.

So, because samples significant 0.00 smaller than 0.05. It means the null hypothesis

cannot be accepted.

TABLE 4.9
Paired Samples Test
Paired Differences
95% Confidence
Interval of the Sig.
Difference (2-
Std. Std. Error tailed
Mean Deviation Mean Lower Upper T DF )
Pair Pretest Experimetal
-2.000001 11.54076 1.87216 -23.79335 -16.20665 -6.118 74 .000
1 Posttest Experimental
Output Paired Sample T Test shows analysis result by using t test. In which t test

compare between t0 (t observation) and tt(t table). The score obtained of t0 was 6.118 higher

then t table 74. Because t table there is no in table so the writer takes 70 because it is near
 48

than 74 whether 5% and 1% from 40 is (2.00  6.118  2.65 ). It means that the null

hypothesis cannot be accepted. The probability assumption are:

a. If the probability > 0. 05 the null hypothesis can be accepted.

b. If the probability < 0. 05 the null hypothesis cannot be accepted.

Based on the result of Paired Sample t-test by using SPSS above, the t test sign is.

  0.00  0.05 Ho cannot be accepted and Ha can be accepted. From the data above

teaching reading by extensive reading got influences to improve students reading

comprehension.

After calculating the degree of freedom above, we know that the degree of freedom is 37.

The t-table at 5% grade of significant is 2.00; while in the level of significant 1% are 2.65.

So the writer can conclude that t0 is higher than t-table 5% and 1%. It can be read that

(2.00  6.118  2.65 ). The score above shows that the alternative hypothesis can be accepted

and it means that there is significant influences of extensive reading approach on students

reading comprehension at the second year students of private vocational high school Tigama

Pekanbaru.

This research is to obtain the influence of extensive reading approach on students

reading comprehension at the second year Private Vocational High School Tigama

Pekanbaru. The writer gave pre-test to all of the population to determine two classes as

the samples. The total of test for from pretest posttest was significantly different. The

data of this research were gotten from the scores of the students’ pre-test and post-test.

The data were collected through the following procedures:

a. The experimental was asked to express the pre-test and post-test.

b. The teacher evaluated from the test based on reading comprehension aspect.
 49

There were 25 items of reading comprehension test given to the 38 respondents in this

research. From the test, it was obtained that the lower score was 28 and the higher score was

92. The mean was 69.6842. The result of the test from the experimental and control group

can be seen in the following appendix 17.

D. The Data Analysis Reading Comprehension by Using Manual

TABLE 4.10

Table Mean and Standard Deviation Pretest

NO X F FX FX²
1 80 1 80 6400
2 76 1 76 5776
3 68 2 136 9248
4 64 3 192 12288
5 60 4 240 14400
6 56 5 280 15680
7 52 1 52 2704
8 48 5 240 11520
9 44 2 88 3872
10 40 5 200 8000
11 36 5 180 6480
12 32 1 32 1024
13 28 3 84 2352
Total 38 ƩFx 1880 ƩFx² 99744
Mean

=
 fx 
1880
 49.47
N 38

Standart Deviasi

=  fx    fx 
N  N 
 

2
99744  1880 
=  
38  38 
 50

2624.84  29.47
2
=

= 2624.84  2447.28

2
= 177.56

= 13.325

TABLE 4.11

Table Mean and Standard Deviation Posttest

NO X F FX FX²
1 92 3 276 2392
2 88 5 440 38720
3 48 2 168 14112
4 80 1 80 6400
5 76 1 76 5776
6 72 5 360 25920
7 68 6 408 27744
8 64 6 384 24576
9 60 4 240 14400
10 56 1 56 3136
11 48 1 48 2304
12 44 1 44 1936
13 40 1 40 1600
14 28 1 28 784
Total 38 ƩFx 2468 ƩFx² 192800
Mean

=
 fy 
2548
 69.68
N 38
 51

Standart Deviasi

=  fy    fy 
N  N 
 

2
192.800  2648 
=  
38  38 

5073.68  69.68
2
=

= 5073.68  4855.30

2
= 218.38

= 14.77

Counting the value of to

M XMY
to = 2 2
 SDx   SDy 
    
 N 1   N 1 

49.47  69.68
to = 2 2
 13.32   14.77 
    
 38  1   38  1 
 52

 20.21
to = 2 2
 13.32   14.77 
    
 6.082   6.082 

 20.21
to =
2.1912  2.4282

 20.21
to =
4.801  5.892

 20.21
to =
10.696

 20.21
to =
3.271

to = 6.178

By observing the data analysis, it can be described that the coefficient of T-test is 6.178.

to prove whether any significant influence or not at 5% grade of significance, or at 1% grade

of significance. The level of T-test = 6.178. So the score can be comparing with the degree

of freedom (df). Then to get the level of ‘ df ’ the following formula is used:

df = (N1+N2)- 2

= (38 + 38)- 2

= 76 – 2 = 74
 53

The degree of freedom is 74. Because no avable at the table the writer take 70. The T-

table at the 5% grade of significance =2.00, while the level of significance 1%= 2.65. So we

can analyze that to is higher than t-table in 5% or 1%. In the other words, we can read that

2.00 < 6.178 > 2.65. Based on the score above, the writer can conclude that the null

hypothesis can’t be accepted. It means that there is a significance influence of extensive

reading approach on students reading comprehension at the second year private vocational

high school Tigama Peokanbaru.

 54

CHAPTER V
CONCLUSION AND SUGGESTION

After having the research, it seems very important to the writer to make a

conclusion and give suggestions for the students and teacher.

A. The Conclusion

Based on the data analysis, the writer concludes that the research finding, for

the first reasearch finding is how is a student reading comprehension before

taught and after taught extensive reading approach. We can see at the table 4.15

that the maen of students befor taught by extensive reading approach is 49.4737,

and after taught by extensive reading approach mean become 69,6842. For the

second research finding. T-table at the 5% grade of significance refers to 2.00.

While, in the level of significance 1% is 2.65. Therefore, it can be analyzed that to

is higher than t table in either at 5% or 1% grade of significance. It can be read

that (2.00  6.118  2.65 ). It means that there is significant influence of extensive

reading approach on students reading comprehension at the second year student

of Private Vocational High School Tigama Pekanbaru.

B. The Suggestion

Considering the result of this study, the writer would like to give some

suggestion. They are as follows:

 55

1. Suggestion for Teachers

a. The researcher suggests that English teachers to choose the

suitable approach in teaching their students in order to make the

students fell interesting and not boring, and studying English.

b. The teacher should be creative to improve the students’

comprehension in reading text by giving any assignment or

homework, especially the question in form of content of the text,

supporting details, and texts it is based on the vocational high

school, which is regarded more difficult for the students.

2. Suggestion for Students

a. The students should be creative to select kinds of reading in order

to comprehend more the text and in order to diminish in learning

English especially in reading subject based on students’ interest

title books because it influences students to be a good reader.

b. The students should know about content of the text if they read

some texts.

Finally, the writer considers that this study still needs validation from

the next researcher who has the same topic with this study.
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Tutik alawiyah. (2006), The Correlation Study Between Student’s Interest In
Themes And Their Reading Comprehension Achievent At The
Second Year Students of Man Selat Panjang, Pekanbaru: FKIP-
UIN.
Willam Grabr. (2002), Dilemmas for The Development of Second Language
Reading Abilities, United State of America: Company Publisher.
 APPENDIX 1
The Percentage of writer’s Activity

No Teacher activities Observation Total %

1 II III 1V V VI VII VIII
1 The teacher √ √ √ √ √ √ √ √ 8 100%
explained the
important of
extensive reading
from students and
the purpose of them

2 The teacher asks to X X X √ X √ √ X 3 37%

the students to find
the extensive
reading text.

3 The teacher asks to √ X X √ √ √ √ X 5 62%

the students to retell
the reading texts

4 The teacher asks to √ X √ √ √ √ √ √ 7 87%

the students to find
unfamiliar
vocabularies at the
students’ text.

5 The teacher asks to X X √ √ √ √ √ √ 6 75%

the students to find
main idea at the
students’ text

6 The teacher asks to X X √ √ √ √ √ √ 6 75%

the students to find
the inferences at the
students’ text.

7 The teacher asks to X X √ √ √ √ √ √ 6 75%

the students to
identify the word
references at the
students’ text.
8 The teacher asks to √ X √ √ √ √ √ √ 7 87%
the students to
answer the question
based on the texts

9 The teacher asks √ √ √ √ √ √ √ √ 8 100%

students’ to improve
their reading
comprehension by
using extensive
reading.

Total 5 2 7 9 8 9 9 7 56 -
55 22% 77% 100 88% 100 100 77% 70% -
Percentage
% % % %

Percentage :
 observationscore x100%  3 x100  25%
writer ' sactivity 12
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 1)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 5 4
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 2)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 2 7
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 3)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 7 2
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 4)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 9 0
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 5)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 5 4
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 6)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 9 0
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 7)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 9 0
 Observation List of the Influence of Extensive Reading Approach
on Students, Reading Comprehension
(Meeting 8)
No Indicators of Using Extensive Reading Approach Alternative Answer
Yes No
1 The teacher explained the important of extensive reading for the √
students and the purpose of them

2 The teacher asks to the students to find the extensive reading √

text.

3 The teacher asks to the students to retell the reading texts. √

4 The teacher ask to students to find unfamiliar vocabularies at the √

students texts

5 The teacher ask to students to find the main idea at the students √
text

6 The teacher ask to students to find the inferences at the students √

text.

7 The teacher ask to students to identify the word references at the √

students text

8 The teacher ask to students to answer the questionbased on the √

text
9 The teacher ask to students to improve their reading √
comprehension
Total 7 2
 APPENDIX 2

THE RESULT OF TRY OUT OF STUDENTS READING COMPREHENSION

Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total Total

quadr
ate
1 0 1 0 0 1 0 0 1 0 1 0 1 0 1 1 1 0 0 1 0 1 0 1 0 1 12 144
2 0 0 0 0 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 0 1 1 1 0 1 15 225
3 0 0 1 0 0 0 1 1 1 1 1 1 1 0 1 1 0 1 0 1 0 1 1 1 1 16 256
4 1 1 1 1 0 1 0 1 0 1 0 0 1 1 0 1 0 1 0 1 0 1 0 0 1 14 196
5 0 1 1 1 1 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 0 1 0 1 0 13 169
6 1 0 0 1 1 1 1 0 0 1 1 1 0 0 1 1 1 1 0 0 1 1 0 0 0 14 196
7 1 1 1 0 1 1 0 1 1 0 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 12 144
8 0 0 1 0 0 1 1 1 1 0 0 0 1 0 1 0 1 1 0 1 1 0 0 1 1 13 169
9 0 1 0 0 1 1 1 0 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0 14 196
10 1 0 1 0 1 0 1 1 1 1 0 1 0 1 0 1 0 1 0 0 1 1 0 0 1 14 196
11 0 0 0 0 1 1 1 1 1 0 1 1 1 0 0 0 1 1 1 1 1 0 1 1 1 17 289
12 1 0 0 0 0 1 1 0 1 1 1 0 0 1 0 0 0 1 1 1 0 1 0 1 0 12 122
13 0 0 0 1 1 1 0 0 0 0 0 0 0 1 1 0 1 0 1 1 0 1 1 1 0 11 121
14 1 1 1 0 0 1 1 0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 0 1 0 15 225
15 0 0 0 1 1 1 0 1 1 0 1 1 1 0 0 1 0 1 0 1 1 0 0 0 1 13 169
16 1 0 1 0 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 0 1 1 1 1 0 17 289
17 0 1 0 1 0 0 0 1 1 1 0 0 0 1 0 0 0 1 1 1 0 1 1 0 1 12 144
18 1 1 0 0 0 1 1 1 1 0 1 1 1 0 0 0 0 0 1 0 1 1 1 1 0 14 196
19 0 0 1 1 1 0 1 0 0 1 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 17 289
20 0 0 1 0 0 0 0 0 0 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 11 121

Total 8 8 10 8 12 13 12 12 12 13 11 12 10 12 8 10 9 12 12 10 13 13 11 12 10  276  3878

Jum.
jwban 12 12 10 12 8 7 8 8 8 7 9 8 10 8 12 10 11 8 8 10 7 7 9 8 10  227
salah

P 0.4 0.4 0.5 0.4 0.6 0.65 0.6 0.6 0.6 0.65 0.55 0.6 0.5 0.6 0.4 0.5 0.45 0.6 0.6 0.5 0.65 0.65 0.55 0.6 0.5 Accepted

Q 0.6 0.6 0.5 0.6 0.4 0.35 0.4 0.4 0.4 0.35 0.45 0.4 0.5 0.4 0.6 0.5 0.55 0.4 0.4 0.5 0.35 0.35 0.45 0.4 0.5

Pq 0.24 0.24 0.25 0.24 0.24 0.23 0.24 0.24 0.24 0.23 0.25 0.24 0.25 0.2
4
0.24 0.25 0.25 0.24 0.24 0.2
5
0.23 0.23 0.25 0.24 0.25
 pg 6.04
Kuadr
at total
64 64 100 64 144 169 144 144 144 169 121 144 100 14
4
64 100 81 144 144 10
0
169 169 121 144 100
 3051
APPENDIX 3

Tabel coefficients Correlation “r”

Product Moment significant 5% and 1%

df Taraf significant df Taraf significant

5% 1% 5% 1%
1 0.997 1.000 24 0.388 0.496
2 0.950 0.990 25 0.381 0.487
3 0.878 0.959 26 0.374 0.478
4 0.811 0.917 27 0.367 0.470
5 0.754 0.874 28 0.361 0.463
6 0.707 0.834 29 0.355 0.456
7 0.666 0.798 30 0.349 0.449
8 0.632 0.765 35 0.325 0.418
9 0.602 0.735 40 0.304 0.393
10 0.576 0.708 45 0.288 0.372
11 0.553 0.684 50 0.273 0.354
12 0.532 0.661 60 0.250 0.325
13 0.514 0.641 70 0.232 0.302

14 0.497 0.623 80 0.217 0.283

15 0.482 0.606 90 0.205 0.267
16 0.468 0.590 100 0.195 0.254
17 0.456 0.575 125 0.174 0.228
18 0.444 0.561 150 0.159 0.208
19 0.433 0.549 200 0.138 0.181
20 0.423 0.537 300 0.113 0.148
21 0.413 0.526 400 0.089 0.128
22 0.404 0.515 500 0.088 0.115
23 0.369 0.505 1000 0.062 0.081
APPENDIX 4

Tabel Score For Significant 5% And 1%

df/db 5% 1% df/db 5% 1%
1 12.71 63.66 24 2.06 2.80
2 4.30 9.92 25 2.06 2.79
3 3.18 5.84 26 2.06 2.78
4 2.78 4.60 27 2.05 2.77
5 2.75 4.03 28 2.05 2.76

6 2.45 3.71 29 2.04 2.76

7 2.36 3.50 30 2.04 2.75
8 2.31 3.36 35 2.03 2.72
9 2.26 3.25 40 2.02 2.72

10 2.23 3.17 45 2.02 2.69

11 2.20 3.11 50 2.01 2.68
12 2.18 3.06 60 2.00 2.65
13 2.16 3.01 70 2.00 2.65
14 2.14 2.98 80 1.99 2.64
15 2.13 2.95 90 1.99 2.63

16 2.12 2.92 100 1.98 2.63

17 2.11 2.90 125 1.98 2.62
18 2.10 2.88 150 1.98 2.61
19 2.09 2.86 200 1.97 2.60
20 2.09 2.84 300 1.97 2.59

21 2.08 2.83 400 1.97 2.59

22 2.07 2.82 500 1.96 2.59
23 2.07 2.81 1000 1.96 2.58
APPENDIX 5
RESEARCH INSTRUMENT (POST-TEST)
READING COMPREHENSION

Respondent:
The Second Year students of Private Vocational high school Tigama Pekanbaru
Name : Class :

Instructions:
1. This test just for the research instrument
2. Write down your name and class above this sheet.
3. Give the cross (X) for the answer that you choose.
4. There are 25 items and you have 45 minutes to answer them.
5. Please answer the questions based on the correct answer.
Directions:
Read the text and answer the following questions based on your own.

Read the passage below and answer the question no 1 - 5

The one-hour chemistry talk entitled: "Acids and Alkalis in Everyday Life." was the
brain-child of the young scientific child prodigy. Ainan Celeste Cawley, in making his first
public lecture, was fulfilling an ambition he has nursed this past year: to teach children
everywhere the beauty of science, by taking the role of the Professor, himself. The chemistry
class was a great success - and Ainan's first contribution to science education. Ainan Celeste
Cawley, who is half-Irish and half-Malay, has been reasoning scientifically since his first year,
when he unequivocally disproved his mother's contention that he was superman. When scientific
child prodigy, Ainan, was one year old, his mother, ambidextrous artist, Syahidah Osman
Cawley, placed a red cape about his shoulders and said: "There, Ainan, you are Superman!"
Ainan looked at his mother with one of his infinitely deep gazes and sighed, as if trying to
explain something to a little child. "No mummy, I am not Superman, I cannot fly." He then
jumped up into the air and came down again, to Earth. "See!", he said, in perhaps the most direct
proof possible. His arms were out to his sides, palms up, as if to say: "Nothing could be more
obvious." It was Ainan's first explicit experiment that we noted. The science lecture at Bukit
Timah Primary School, in Singapore is the first of many such classes and work in education to
come.

Ainan Celeste Cawley intends to bring science classes, in particular chemistry, to

children everywhere. His lectures will encompass the most diverse range of subjects and he will
teach all ages of children: there are no limits to his efforts at science education. Dates and venues
of science lectures will be announced as and when we have confirmed class bookings. His
chemistry lecture, "Acids and Alkalis in Everyday Life", included practical demonstrations of the
way acids and alkalis behave and interact. He discussed the nature of acids and alkalis, protons,
hydroxyl ions and pH. The children laughed at his demonstrations and applauded, rapt
throughout at his presentation of what, to all of them, was a new subject. The class was an
interactive one, with many questions to the floor.

1. What is the main idea of the story above?

a. Ainan's mother hoped her son become a superstar
b. Ainan children since the age of one year has been good at and become a chemist
c. Ainan cleverness is not supported by the universities
d. Each activities Ainan in chemistry always fails and is supported by her parents
2. What the information below is true, except…?
a. Since childhood, a child talent this year has seen
b. Ainan became the world's smartest children in the field of chemical
c. "Acids and alkalis in Everyday Life." The basis of ingenuity Ainan
d. Ainan and all his friends become the world's smartest children
3. What is meant by "He discussed the nature of acids and alkalis, protons, hydroxyl ions
and pH", in line 21?
a. Various kinds of chemical
b. The types of lessons
c. The nature and part of the acid and alkaline
d. University courses
4. What is the inference from read texts above about Ainan in chemistry?
a. Making a simple game about chemistry
b. to make science classes, especially in chemistry, to children everywhere
c. making the nature of acids and alkalis, protons, hydroxyl ions and pH.
d. Making the children laugh and clap
5. The refer of ”Chemistry” is
a. The couple walk together
b. The kinds of the person in the texts
c. The mane of sciences education
d. The scientific study of structure and combine together

Read the passage below and answer the question no 5 - 7

Sari Pan Pacific Jakarta is located right in the heart of Jakarta’s prestigious commercial
shopping, dining and entertainment districts, Sari Pan Pacific Jakarta Hotel is the perfect choice
for your stay in Jakarta. Just 35 minutes away from Jakarta’s Soekarno Hatta International
Airport, it is also close to Jalan Thamrin, the most famous Boulevard in Central Jakarta. Most
airline offices, major business offices, several embassies and a leading department store are just a
few minutes walk away from the hotel. The Sari Pan Pacific Jakarta Hotel has won the Adikarya
Wisata Award three times for exceeding hospitality achievement and dedication to support
tourist development. Above all, here at Jakarta’s preferred business address, we seek to provide
five-star service, always. One of the finest luxury hotels in Jakarta, Sari Pan Pacific Jakarta Hotel
offers guests 400 elegantly appointed rooms and suites complete with plug and play internet
connectivity. For discerning guests who seek indulgence and leisure, the Jakarta and Sari Suites
make a perfect choice. For business travelers, the convenience and facilities of the Pacific rooms
is ideal. For a perfect combination of luxury and comfort, you can choose from the fully-
equipped deluxe and standard rooms.

6. What is the main idea contained in the story above?

a. Sari pan pacific Hotel is a luxurious five star hotel
b. Strategic location and away from public places
c. Facilities Having a complete and a place not far away from public places
d. The hotel has four room types in accordance with the Facilities Standards
7. From text above, we know that sari pan hotel is…?
a. Adikarya Tourism award is one of award for good places
b. Many people stay around at sari pan hotel
c. Sari pan hotel are strategies located and have some type rooms that have complete
facilities
d. The perfect choice for pleasure is sari pan hotel

8. What is comfort at the line 7?

a. Confidences
b. Joy
c. Sorrow
d. happyness

9. What are addition to an interesting location and facilities it supports excellence sari pan
pacific Jakarta?
a. The presence of Jakarta's Soekarno Hatta International Airport, it is close to Thamrin
street too
b. The election of three times Adikarya Tourism Award
c. Being a five star hotel
d. Having a comfortable place and a complete Facilities
10. About the facility, what are the saripan hotels have?

a. Suite and luxury

b. Luxury, standard and deluxe
c. Suite, deluxe and standard
d. Deluxe and standard

Read the passage below and answer the question no 11 - 15

Curriculum Vitae

Maret 13, 2011

Full Name : Agung Baskoro

Nick Name : Agung / Abas

Date / Birth Place : Medan/ 31 May 1986

Hobby : Reading

Email : [email protected]

Personal Goals :

 Being an expert academic

 Being an national leading figure
 Making university and community as a comprehensive social, economy, and political movement

Educational :

Department of Political Science and Governance Gadjah Mada University (Undergraduated Programme, 3.57
from 4)

Background

Born in 1986. Agung is a under graduated student at the Department of Political Science and Governance, Faculty
of Social and Political Sciences, Gadjah Mada University. During his study in the Gadjah Mada University, in
2009, he was awarded as the “Best Student” (Fisipol Idol / 2009) by the Dean of Faculty of Social and Political
Science. Recently, he received the nationally prestigious The Next Leader Award on Lead Institute
Paramadina University-Metro TV (2009), a competition of more then a hundreds talented young leaders from
all province in Indonesia

Loves to gaze the stars in the sky, Agung tries to keep his feet on earth by being active in the society. He is
actively involved in various civil society initiatives. From 2006 until today, he has travelled to many cities and
villages in this country, to give seminars and trainings to empower Indonesian youths.

Dreaming to be an influential thinker and leader, Agung loves to read books and write articles, poems, and short
stories. He had published several articles. His articles were published in various newspapers in campus and
national level.
11. What is the main idea contained in the CV above?
a. Children who excel with a high social value of fighting
b. Students who graduate from university is famous for having great talent in his field
c. Great gifted child who has ever won the biggest competitions in Indonesia
d. General, who has dreams to become a chemist and never make articles in campus
12. What is information obtained from the Curriculum Vitae above?
a. Agung was graduated Gajah Mada university graduates from the best talents
b. Great work a persistent desire
 c. A person who is an expert in the field of literature
d. Boys are tough with the final IPK 3.57
13. "A competition of more than a hundred talented young leaders from all provinces in
Indonesia.” What is the meaning of the underlined word?
a. State Leaders
b. Young leaders
c. Youth have the talent in their field
d. Youth have the talent in the community
14. What are the inferences about Curriculum vitae text above?
a. Agung is a under graduated student at the Department of Political Science and
Governance, Faculty of Social and Political Sciences, Gadjah Mada University.
b. he received the nationally prestigious The Next Leader Award on Lead Institute
Paramadina University-Metro TV (2009), a competition of more then a hundreds
talented young leaders from all province in Indonesia
c. Agung Being an expert academic Being an national leading figureMaking
university and community as a comprehensive social, economy, and political
movement and Agung loves to read books and write articles, poems, and short
stories. He had published several articles. His articles were published in various
newspapers in campus and national level.
d. Agung tries to keep his feet on earth by being active in the society and From 2006
until today, he has travelled to many cities and villages in this country, to give
seminars and trainings to empower Indonesian youths.
15. About the background at the CV, what are the bigger dreams for agung?

a. Become motivator
b. Become leader of company
c. Actives in the society
d. Travelled to many city

Read the passage below and answer the question no 16 - 19

I was formerly a part-time worker in the hotel as a waiter at the restaurants, the job
description for a waitress would be to seat the guests, take the drink orders, and watch to see if
the guests need anything. Body language lets you know when they are ready to order. When they
are ready you take the order, make sure they are served drinks and appetizers. You clean tables,
fill salt, things like that. Make silverware rolls, if they use those in the establishment. Keep
checking on guests to make sure they are happy. Fix whatever drinks need to be fixed and keep
the tables going. Help the busboys as things get really busy for wait staff. It can also depend on
the establishment too. You basically keep the guests happy, and when they aren't happy, you
listen to why, and make them happy. Even when you have bad days. Nobody should know it.
You can't take it out on the guests; being a waitress is hard, it's demanding, and it's a daily
struggle.
16. What is the main idea from the texts above?
a. Manager have may salary than waiters
 b. The first time I just part times worked and now become a good manager that have
many job description
c. The first job description of manager more than difficulties than part time worker
d. Clean table, make silverware rolls it becomes we was tired
17. In the last sentence "being a waitress is hard, it's demanding, and it's a daily struggle."
synonyms underlined what?
a. Can not be done
b. DifficultTo do
c. Glad to be done
d. Joy and sorrow
18. What is the inference from the text above?
a. Body language lets you know when they are ready to order
b. make sure they are served drinks and appetizers
c. the job description for a waitress would be to seat the guests, take the drink orders
d. It can also depend on the establishment too.
19. What is “establish” at the text?
a. Structure
b. Producer
c. Organized
d. support

Read the passage below and answer the question no 20 - 22

Tourist Place in Magetan

Telaga Sarangan is one of the most attractive places for tourism in East Java. It is located
on one of the slopes of Lawu Mountain. This place can be reached 30 minutes from the city
center of Magetan. The fresh water and air make people love to visit the place as well as to
enjoy the beautiful scenery. Sailing by boat or riding horse to surround the lake is very
enjoyable. After we are tired of doing that we can enjoy the delicious ‘sate kelinci’ which
make our belly full. Don't forget to get souvenir such as handicrafts or fresh vegetables and
fruits. And the last thing I wanna say that sometime the weather is very cold brrr…

20. What is the main idea from this passage…?

a. The places is hill and many place for enjoy
b. Telaga sarangan make the visitor feel enjoyable although there is no money
c. Telaga sarangan is the slope of Lawu Mountain and pleasure
d. We can enjoy with the souvenoir, homestead, and foods
21. What are the specific from the talaga sarangan look at the nature?
a. Delicious sate kelinci
b. The located on one of the slopes of mountain
c. Sailing by boar or riding horse
d. Fresh water and air
22. What is the means of”which make our belly full” (Line5)….?
a. There is no place in our body is full
b. The make our stomach is satisfied
 c. The stomach is Hungry
d. The place for food is full

Read the passage below and answer the question no 23 - 25

Restaurant managers have different duties depending on where they work. In most
restaurants and food service facilities, the manager is assisted by one or more assistants. In large
facilities, there is also an executive chef. The chef is responsible for the operation of the kitchen.
The assistant managers oversee service in the dining room. In small restaurants, the executive
chef may also be the manager. In fast food restaurants and other places open for long hours, there
is often an assistant manager to oversee each shift. Restaurant managers have a variety of daily
duties. They estimate how much food and beverage will be used, and place orders with suppliers.
They check the deliveries of fresh food and baked goods for quality. They order supplies
of non-food items, such as dishes and silverware, cooking utensils, and cleaning products. They
arrange to have equipment repaired or maintained and schedule other services. In addition,
managers total cash and charge receipts at the end of each day. Then they deposit them in a bank
or other safe place. Restaurant managers also supervise the kitchen and dining room. For
example, they oversee the food preparation, checking the quality and size of the servings.
23. The story above does not include the job description of a menager into restaurant is?
a. Determining employee clothes
b. Determining times work
c. Choosing a food serving size
d. Order of goods inventories
24. What are examples of "non-food items" line8... Except…!!
a. Dishes and silverware, cooking utensils, and cleaning products.
b. Dinner spoon, goblet, dinner plate
c. Curtains, new employees, garnish
d. Linen, juice glass, new products
25. What are inferences about texts above?
a. Restaurant managers have a variety of daily duties.
b. They order supplies of non-food items, such as dishes and silverware, cooking
utensils, and cleaning products is the one of job description of manager
c. the manager is assisted by one or more assistants.
d. Restaurant managers not also supervise the kitchen and dining room. For
example, they oversee the food preparation, checking the quality and size of the
servings
APPENDIX 6
Key Answer
Pre test
1. C 14. B
2. B 15. C
3. C 16. C
4. A 17. B
5. C 18. D
6. D 19. A
7. B 20. B
8. A 21. C
9. D 22. B
10. A 23. C
11. B 24. B
12. A 25. B
13. C

Post test
1. B 15. A
2. D 16. B
3. A 17. C
4. B 18. B
5. D 19. D
6. B 20. C
7. C 21. C
8. D 22. D
9. B 23. B
10. C 24. A
11. B 25. C
12. A
13. C
14. C
APPENDIX 7

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : Try-out test

Skill : Reading

Sources : Internet (Based on the Based Competence)

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : the students are able to answer the pretest reading comprehension

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

1. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

2. Procedure

 Pre activities
  Greeting

 Pray

 Attendant list

 While activities

 The teacher explains how to answer the Try-out test and the students pay attention

the teacher explanation

 Post activities

 Collect Try-out sheet

3. Assessment

 There is no assessment

Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741
APPENDIX 8

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : Pre test

Skill : Reading

Sources : Internet (Based on the Based Competence)

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : the students are able to answer the pretest reading comprehension

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

4. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

5. Procedure

 Pre activities
  Greeting

 Pray

 Attendant list

 While activities

 The teacher explains how to answer the pre test and the students pay attention the

teacher explanation

 Post activities

 Collect Pre test sheet

6. Assessment

 There is no assessment

Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741
APPENDIX 9

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : The background about one of teacher and students at school

Skill : Reading

Sources : Internet (Based on the Based Competence)

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : the students are able to comprehend the content of reading texts

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

1. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

2. Procedure
 Pre activities

 Greeting

 Pray

 Attendant list

 Give stimulation

 Extensive reading procedure

 Doing classroom activities

 While activities

 The teacher explained the important of extensive reading from students and the

purpose of them

 Give the material about extensive reading (the background about One of teacher

and students at school)

 The teacher asks to the students to find the extensive reading text.

 The teacher asks to the students to retell the reading texts.

 The teacher asks to the students to find unfamiliar vocabularies at the students’

text.

 The teacher asks to the students to find main idea at the students’ text.

 The teacher asks to the students to find the inferences at the students’ text.

 The teacher asks to the students to identify the word references at the students’

text.

 The teacher asks to the students to answer the question based on the texts.

 The teacher asks students’ to improve their reading comprehension by using

extensive reading.
  Post activities

 The teacher ask to the students about the material by speak English based on their

opinion

 The teacher gives change for students ask about any something make them

confused or don’t understand about the lesson

3. Assessment

 Give the students homework about background knowledge a Gendral Manager

hotel

Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741
APPENDIX 10

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : Background knowledge a Gendral Manager hotel

Skill : Reading

Sources : Internet (Based on the Based Competence)

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : The students are able to comprehend the content of reading texts

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

1. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

2. Procedure
  Pre activities

 Greeting

 Pray

 Attendant list

 Give stimulation

 Extensive reading procedure

 Doing classroom activities

 While activities

 The teacher asks to the students to retell the reading texts.

 The teacher asks to the students to find unfamiliar vocabularies at the students’

text.

 The teacher asks to the students to find main idea at the students’ text.

 The teacher asks to the students to find the inferences at the students’ text.

 The teacher asks to the students to identify the word references at the students’

text.

 The teacher asks to the students to answer the question based on the texts.

 The teacher asks students’ to improve their reading comprehension by using

extensive reading.

 Post activities

 Collect the student’s conclusion and text that they need.

3. Assessment

 There is no assessment
 Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741
APPENDIX 11

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : The situation the employer’s hotel

Skill : Reading

Sources : Internet (Based on the Based Competence), brochures hotel

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : The students are able to comprehend the content of reading texts

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

1. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

2. Procedure
  Pre activities

 Greeting

 Pray

 Attendant list

 Extensive reading procedure

 Doing classroom activities

 While activities

 Teacher gives the students a reading text about the situation the employer’s hotel.

 The teacher asks to the students to retell the reading texts.

 The teacher asks to the students to find unfamiliar vocabularies at the students’

text.

 The teacher asks to the students to find main idea at the students’ text.

 The teacher asks to the students to find the inferences at the students’ text.

 The teacher asks to the students to identify the word references at the students’

text.

 Ask to the students to make the conclusion based on the text

 The teacher asks to the students to answer the question based on the texts.

 The teacher asks students’ to improve their reading comprehension by using

extensive reading.

 Post activities

 The teacher and student’s make conclusion together.

3. Assessment

 There is no assessment
 Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741
APPENDIX 12

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : Read the simple Curriculum vitae

Skill : Reading

Sources : Internet (Based on the Based Competence), brochures hotel

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : The students are able to comprehend the content of reading texts

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

1. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

2. Procedure

 Pre activities

 Greeting

 Pray

 Attendant list

 Extensive reading procedure

 Doing classroom activities

 While activities

 Teacher gives the students a reading text about the CV

 The teacher asks to the students to find the extensive reading text.

 The teacher asks to the students to retell the reading texts.

 The teacher asks to the students to find unfamiliar vocabularies at the students’

text.

 The teacher asks to the students to find main idea at the students’ text.

 The teacher asks to the students to find the inferences at the students’ text.

 The teacher asks to the students to identify the word references at the students’

text.

 Ask to the students to make the conclusion based on the text

 The teacher asks to the students to answer the question based on the texts.

 The teacher asks students’ to improve their reading comprehension by using

extensive reading.

 Post activities

 The teacher and student’s make conclusion together.

3. Assessment

 The teachers give the students homework to find the reading about the places

students training.

Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741
APPENDIX 13

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : The places students training.

Skill : Reading

Sources : Internet (Based on the Based Competence), brochures hotel

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : The students are able to comprehend the content of reading texts

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

1. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

2. Procedure
 Pre activities

 Greeting

 Pray

 Attendant list

 Extensive reading procedure

 Doing classroom activities

 While activities

 Teacher asks to students to make some group based on the training.

 The teacher change the students text with others groups

 Every group find the difficulties vocabularies from other groups and write in from

of class.

 The teacher asks to the students to find the extensive reading text.

 The teacher asks to the students to retell the reading texts.

 The teacher asks to the students to find unfamiliar vocabularies at the students’

text.

 The teacher asks to the students to find main idea at the students’ text.

 The teacher asks to the students to find the inferences at the students’ text.

 The teacher asks to the students to identify the word references at the students’

text.

 The teacher asks to the students to answer the question based on the texts.

 The teacher asks students’ to improve their reading comprehension by using

extensive reading.

 Teacher and students discussion about the home work(Place the students training)
  Every group make conclusion based on the texts

 Post activities

 The teacher and student’s make conclusion together.

3. Assessment

 There is no assessments

Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741
APPENDIX 14

LESSON PLAN OF EXPERIMANTAL CLASS

Level : SMK Tigama Pekanbaru / Class APH 2

Topic : Post test

Skill : Reading

Sources : Internet (Based on the Based Competence)

Teaching Aid : white board, board marker, eraser, brochures Hotel

Time Allocation : 45 Menit

Objective : the students are able to answer the pretest reading comprehension

Indicator :Students able to make and read the simple Curriculum vitae,

expressing facts and figures, Sample of a personal letter, Reading

for understand the dialog, and text about someone profession

The Activities of Teaching and Learning

1. Preparation

 The teacher plans the times and the location

 The teacher makes lesson plan for each meeting

 The teacher provides some reading text

7. Procedure

 Pre activities
  Greeting

 Pray

 Attendant list

 While activities

 The teacher explains how to answer the post test and the students pay attention the

teacher explanation

 Post activities

 Collect Post test sheet

8. Assessment

 There is no assessment

Pekanbaru, April 2011

Guru Mata Pelajaran Researcher

Fina Verita S.Pd.I Corina Katrin

NIP: - NIM. 10714000741