THE IMPLEMENTATION OF 3-2-1 STRATEGY IN

TEACHING READING THROUGH ONLINE

LEARNING IN THE JUNIOR HIGH SCHOOL

BY
PUTU MELIA DEWI
NIM. 1812021063

ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGES AND ARTS
GANESHA UNIVERSITY OF EDUCATION
SINGARAJA
2022
THE IMPLEMENTATION OF 3-2-1 STRATEGY IN
TEACHING READING THROUGH ONLINE
LEARNING IN THE JUNIOR HIGH SCHOOL

SKRIPSI

Diajukan kepada
Universitas Pendidikan Ganesha
Untuk Memenuhi Salah Satu Persyaratan dalam Menyelesaikan
Program Sarjana Pendidikan Bahasa Inggris

Oleh
Putu Melia Dewi
NIM 1812021063

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

JURUSAN BAHASA ASING
FAKULTAS BAHASA DAN SENI
UNIVERSITAS PENDIDIKAN GANESHA
SINGARAJA
2022
 SKRIPSI

DIAJUKAN UNTUK MELENGKAPI TUGAS

DAN MEMENUHI SYARAT-SYARAT UNTUK
MENCAPAI GELAR SARJANA PENDIDIKAN

Menyetujui

Pembimbing I, Pembimbing II,

Prof. Dr. Ni Made Ratminingsih, M.A. I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd.
NIP. 196609081991022002 NIP. 197809182006041001
Lembar Persetujuan Dosen Penguji Skripsi

Skripsi oleh Putu Melia Dewi ini

telah dipertahankan di depan dewan penguji
pada tanggal ......

Dewan Penguji,

Dr. Dewa Putu Ramendra, S.Pd., M.Pd. (Ketua)

NIP. 197609022000031001

............................................................... (Anggota)
NIP.

Prof. Dr. Ni Made Ratminingsih, M.A. (Anggota)

NIP. 196609081991022002

I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd. (Anggota)

NIP. 197809182006041001
Lembar Persetujuan dan Pengesahan Panitia Ujian Skripsi

Diterima oleh Panitia Ujian Fakultas Bahasa dan Seni

Universitas Pendidikan Ganesha
guna memenuhi syarat-syarat untuk mencapai gelar sarjana pendidikan

Pada:
Hari : .........................
Tanggal : .........................

Mengetahui,

Ketua Ujian, Sekretaris Ujian,

Dr. Dewa Putu Ramendra, S.Pd., M.Pd. Dr. I G A Lokita Purnamika Dewi, S.Pd., M.Pd.
NIP. 197609022000031001 NIP. 198304022006042001

Mengesahkan,
Dekan Fakultas Bahasa dan Seni

Prof. Dr. Made Sutama, M.Pd.

NIP. 196004241986031002
 PERNYATAAN

Dengan ini saya menyatakan bahwa karya tulis yang berjudul “The

Implementation of 3-2-1 Strategy in Teaching Reading through Online Learning

in the Junior High School” beserta seluruh isinya adalah benar-benar karya sendiri

dan saya tidak melakukan penjiplakan dan pengutipan dengan cara-cara yang

tidak sesuai dengan etika yang berlaku dalam masyarakat keilmuan. Atas

pernyataan ini, saya siap menanggung risiko/sanksi yang dijatuhkan kepada saya

apabila kemudian ditemukan adanya pelanggaran atas etika keilmuan dalam karya

saya ini atau ada klaim terhadap keaslian karya saya ini.

Singaraja, ..................................
Yang membuat pernyataan,

Putu Melia Dewi

NIM. 1812021063
“Work hard in silence, let success be your
noise” – Frank Ocean
 DEDICATION

This thesis is highly dedicated to:

Ida Sang Hyang Widhi Wasa

My Parents

Gede Widiasa and Nengah Tariami

My Siblings

Kadek Melinda Yani and Komang Martin Jayadi

My Supervisors

Prof. Dr. Ni Made Ratminingsih, M.A.

I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd.

All of ELE Lectures

My Beloved Friends

Stay Calm (Riska Widyari, Risna Sari Devi, Mawar) and my classmates in ELE.
Thank you so much for the endless support and kindness, for always being good
listeners, for always care and share ups and downs together during our study.
Thank you for the experience that we have shared together.
Thank you might not enough to express how grateful I am. I am blessed that I am
surrounded by kind and supportive friends.

God Bless You All.

 ACKNOWLEDGEMENT

The writer would like to express her sincere gratitude to the Almighty God,
Ida Sang Hyang Widhi Wasa, for an endless blessing so this research paper
entitled “The Implementation of 3-2-1 Strategy in Teaching Reading through
Online Learning in the Junior High School” could be accomplished in time.
In this opportunity, the writer also would like to thank people who were
offered invaluable assistance, support, time, patience, guidance, and suggestions
during the accomplishment of this research paper:
1. Prof. Dr. Ni Made Ratminingsih, M.A. as the first supervisor who had
kindly given valuable guidance, beneficial feedbacks, inspiring ideas,
advices, as well as motivation that help the writer a lot in finishing this
research paper.
2. I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd. as the second supervisor who
also gave beneficial guidance, helpful advices, suggestions, feedbacks, and
valuable support for the writer in finishing this research paper.
3. All of ELE’s lectures who had given guidance, invaluable knowledge,
meaningful advices, suggestions, and support to the writer during the past
few years in English Language Education.
4. Appreciation and gratefulness are also expressed to SMP Negeri 4
Busungbiu who had given permission for the writer to collect data in this
school.
5. The writer’s parents, Gede Widiasa and Nengah Tariami who always give
affection, care, love, and endless support for the writer during the process of
finishing her study.
6. The writer’s dearest siblings, Melinda Yani and Martin Jayadi who always
supporting her during the ups and downs.
7. The writer’s best friends, Riska, Risna, and Mawar who had given endless
support and helped her a lot during these university years. Thank you for
always being kind people and good listeners for me in every situation.
8. The writer’s mates in college, classmates, and organization mates.

i
 Finally, the writer hopes that this research paper can be useful and beneficial
for the development of English language teaching and learning process. The
writer is fully aware that this research paper is still far away from perfection.
Therefore, the writer really opens and appreciates to any constructive criticisms,
suggestions, and feedbacks which are needed for the improvement of this research
paper.

Singaraja, .............................

Putu Melia Dewi

ii
 THE IMPLEMENTATION OF 3-2-1 STRATEGY IN
TEACHING READING THROUGH ONLINE LEARNING
IN THE JUNIOR HIGH SCHOOL

By
Putu Melia Dewi, NIM 1812021063
English Language Education, Ganesha University of Education

ABSTRACT

This study aimed to investigate the effect of the implementation of 3-2-1

strategy in teaching reading through online learning towards the eighth-grade
students’ reading comprehension of SMP Negeri 4 Busungbiu. This study was an
experimental research with Pretest-Posttest Control Group Design. The population
was the eighth-grade students of SMP Negeri 4 Busungbiu in the academic year
2021/2022. Two classes were selected as the sample of the study through cluster
random sampling technique. Class VIII C was treated as the experimental group
which was taught reading through online learning by using 3-2-1 strategy, while
class VIII A was treated as the control group which was taught by using the
conventional method. The pre-test and post-test data obtained in this study were
analyzed descriptively and inferentially using SPSS 23.0. The result of the data
analysis showed that the students in the experimental group performed better than
the students in the control group after being given treatment. It was proven by the
result of the descriptive analysis that showed the mean score of the experimental
group (81.29) was higher than the mean score of the control group (69.81) in the
post-test. Furthermore, the result of the independent sample t-test showed that the
p-value of pre-test was 0.535 (> α = 0.05) and the p-value of post-test was 0.000
(< α = 0.05). Thus, it can be concluded that the implementation of 3-2-1 strategy
gave a significant effect on the eighth-grade students’ reading comprehension
achievement of SMP Negeri 4 Busungbiu.

Keywords: online learning, reading comprehension, 3-2-1 strategy

iii
 THE IMPLEMENTATION OF 3-2-1 STRATEGY IN
TEACHING READING THROUGH ONLINE LEARNING
IN THE JUNIOR HIGH SCHOOL

By
Putu Melia Dewi, NIM 1812021063
English Language Education, Ganesha University of Education

ABSTRAK

Penelitian ini bertujuan untuk menyelidiki pengaruh dari penerapan strategi

3-2-1 dalam pengajaran membaca melalui pembelajaran daring terhadap
kemampuan membaca siswa kelas delapan SMP Negeri 4 Busungbiu. Penelitian
ini adalah penelitian eksperimen dengan desain Pretest-Posttest Control Group.
Populasi penelitian ini adalah siswa kelas delapan SMP Negeri 4 Busungbiu pada
tahun ajaran 2021/2022. Dua kelas dipilih sebagai sampel penelitian melalui
teknik Cluster Random Sampling. Kelas VIII C diperlakukan sebagai kelompok
eksperimen yang diajar membaca melalui pembelajaran daring dengan
menggunakan strategi 3-2-1, sedangkan kelas VIII A diperlakukan sebagai
kelompok kontrol yang diajar dengan menggunakan metode konvensional. Data
pre-test dan post-test yang diperoleh dalam penelitian ini dianalisis secara
deskriptif dan inferential dengan menggunakan SPSS 23.0. Hasil analisis data
menunjukkan bahwa siswa pada kelompok eksperimen menunjukkan hasil lebih
baik daripada siswa pada kelompok kontrol setelah diberikan perlakuan. Hal ini
dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata dari
kelompok eksperimen (81.29) lebih tinggi dari nilai rata-rata kelompok kontrol
(69.81) pada hasil post-test. Selain itu, hasil analisis independent sample t-test
menunjukkan bahwa nilai signifikansi dari pre-test adalah 0.535 (> α = 0.05) dan
nilai signifikansi dari post-test adalah 0.000 (< α = 0.05). Dengan demikian, dapat
disimpulkan bahwa penerapan strategi 3-2-1 memberikan pengaruh yang
signifikan pada kemampuan pemahaman membaca siswa kelas delapan SMP
Negeri 4 Busungbiu.

Kata Kunci: pembelajaran daring, pemahaman membaca, strategi 3-2-1

iv
 TABLE OF CONTENTS

ACKNOWLEDGEMENT..................................................................................i

ABSTRACT........................................................................................................iii

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

LIST OF TABLES..............................................................................................viii

LIST OF FIGURES............................................................................................ix

LIST OF DIAGRAMS........................................................................................x

LIST OF APPENDICES.....................................................................................xi

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

1.1 Research Background.............................................................................1

1.2 Problem Identification.............................................................................6
1.3 Research Limitation ................................................................................8
1.4 Research Question ..................................................................................8
1.5 Research Objective..................................................................................9
1.6. Reseach Significances.............................................................................9
1.6.1 Theoretical Significance................................................................9
1.6.2 Practical Significance....................................................................9

CHAPTER II LITERATURE REVIEW.............................................................11

2.1 Theoretical Review.................................................................................11
2.1.1 Reading..........................................................................................11
2.1.1.1 The Importance of Reading...............................................12
2.1.1.2 Aspects of Reading...........................................................13
2.1.2 Reading Comprehension................................................................15
2.1.2.1 Barrett’s Taxonomy of Reading Comprehension.............16
2.1.3 Teaching Reading..........................................................................19
2.1.4 The Nature of 3-2-1 Strategy.........................................................22
2.1.5 The Procedure of Implementing 3-2-1 Strategy............................26
2.1.6 The Advantages of 3-2-1 Strategy.................................................29

v
 2.1.7 Online Learning.............................................................................30
2.1.8 The Use of Google Meet in Online Learning................................32
2.2 Empirical Review....................................................................................33
2.3 Conceptual Framework...........................................................................40
2.4 Research Hypothesis...............................................................................41

CHAPTER III RESEARCH METHOD.............................................................43

3.1 Research Design......................................................................................43
3.2 Research Setting......................................................................................45
3.3 Population and Sample............................................................................45
3.3.1 Population......................................................................................45
3.3.2 Sample...........................................................................................46
3.4 Research Variables..................................................................................48
3.5 Research Instruments..............................................................................49
3.5.1 Instrument for Treatment (Teaching Scenarios)............................49
3.5.2 Instrument for Collecting Data (Reading Comprehension
Tests)..............................................................................................51

3.6 Validity and Reliability of Instruments...................................................51

3.6.1 Validity of Instruments..................................................................51
3.6.1.1 Content Validity................................................................52
3.6.1.2 Empirical Validity.............................................................55
3.6.2 Reliability of Instruments..............................................................60
3.7 Method of Data Collection......................................................................62
3.8 Method of Data Analysis.........................................................................65
3.8.1 Descriptive Statistical Analysis.....................................................65
3.8.2 Inferential Statistical Analysis.......................................................66

CHAPTER IV FINDINGS AND DISCUSSION...............................................70

4.1 Findings...................................................................................................70
4.1.1 Description of Data........................................................................71
4.1.1.1 Description of Pre-Test Data.............................................71
4.1.1.2 Description of Post-Test Data...........................................75
4.1.2 Comparison of Scores between Both Groups................................79

vi
 4.1.3 Inferential Statistical Analysis.......................................................81
4.1.3.1 Normality Test..................................................................81
4.1.3.2 Homogeneity Test.............................................................83
4.1.3.3 Hypothesis Testing (T-test)...............................................85
4.2 Discussion...............................................................................................88
4.3 Implications.............................................................................................97

CHAPTER V SUMMARY, CONCLUSION, AND SUGGESTION................99

5.1 Summary.................................................................................................99
5.2 Conclusion...............................................................................................101
5.3 Suggestion...............................................................................................102

REFERENCES....................................................................................................104

APPENDICES....................................................................................................108

vii
 LIST OF TABLES

Table 2.1 3-2-1 Strategy Chart...........................................................................24

Table 2.2 Modification of 3-2-1 Strategy Chart for Recount Text.....................25
Table 3.1 Distribution of Research Population...................................................45
Table 3.2 The Result of Normality Test before Treatment................................47
Table 3.3 The Result of Homogeneity Test before Treatment...........................48
Table 3.4 The Comparison of Steps for Teaching Reading Using 3-2-1
Strategy and Conventional Method ...................................................50
Table 3.5 Cross Tabulation Table.......................................................................52
Table 3.6 Level of Content Validity...................................................................53
Table 3.7 The Result of Pre-Test Content Validity............................................54
Table 3.8 The Result of Post-Test Content Validity...........................................54
Table 3.9 The Result of Pre-Test Empirical Validity.........................................56
Table 3.10 The Result of Post-Test Empirical Validity......................................58
Table 3.11 The Coefficient and Qualification of Reliability..............................60
Table 3.12 The Result of Pre-Test Reliability....................................................61
Table 3.13 The Result of Post-Test Reliability..................................................61
Table 3.14 The Criteria for Testing Normal Distribution...................................67
Table 3.15 The Criteria for Testing Homogeneity of Variance..........................68
Table 3.16 The Qualification for Hypothesis Testing........................................69
Table 4.1 The Descriptive Analysis Result of Pre-Test Scores.........................71
Table 4.2 The Descriptive Analysis Result of Post-Test Scores........................76
Table 4.3 Normality Test of Pre-Test.................................................................82
Table 4.4 Normality Test of Post-Test...............................................................83
Table 4.5 Homogeneity Test of Pre-Test............................................................84
Table 4.6 Homogeneity Test of Post-Test..........................................................84
Table 4.7 T-test Result of Pre-Test Scores.........................................................86
Table 4.8 T-test Result of Post-Test Scores........................................................87

viii
 LIST OF FIGURES

Figure 2.1 Conceptual Framework......................................................................40

Figure 2.2 Hypothesis Formula...........................................................................42
Figure 3.1 The Figure of Pretest-Posttest Control Group Design.......................44
Figure 3.2 The Relationship between Independent and Dependent Variable.....49
Figure 3.3 Gregory Formula...............................................................................53

ix
 LIST OF DIAGRAMS

Diagram 4.1 Pre-Test Control Group Histogram................................................74

Diagram 4.2 Pre-Test Experimental Group Histogram.......................................75
Diagram 4.3 Post-Test Control Group Histogram..............................................78
Diagram 4.4 Post-Test Experimental Group Histogram.....................................79
Diagram 4.5 Overview of Both Groups’ Scores.................................................80

x
 LIST OF APPENDICES

Appendix 1. Letter of Permission.....................................................................109

Appendix 2. Letter of Accomplishment...........................................................110
Appendix 3. Lesson Plan of Experimental Group............................................111
Appendix 4. Lesson Plan of Control Group.....................................................143
Appendix 5. Blue Print of Pre-Test Instrument before Try-Out.......................175
Appendix 6. Blue Print of Post-Test Instrument before Try-Out.....................178
Appendix 7. Try-Out of Pre-Test Instrument...................................................181
Appendix 8. Try-Out of Post-Test Instrument..................................................191
Appendix 9. Expert Judgement Sheets of Pre-Test Instrument........................201
Appendix 10. Expert Judgement Sheets of Post-Test Instrument....................205
Appendix 11. Empirical Validity and Reliability Test of Pre-Test
Instrument.................................................................................209

Appendix 12. Empirical Validity and Reliability Test of Post-Test

Instrument.................................................................................221

Appendix 13. Blue Print of Pre-Test Instrument after Try-Out........................233

Appendix 14. Blue Print of Post-Test Instrument after Try-Out......................236
Appendix 15. Reading Comprehension Test (Pre-Test)...................................239
Appendix 16. Reading Comprehension Test (Post-Test).................................248
Appendix 17. Pre-Test Score of Control Group and Experimental Group.......257
Appendix 18. Post-Test Score of Control Group and Experimental Group.....259
Appendix 19. Normality Test and Homogeneity Test of Pre-Test Data..........261
Appendix 20. Normality Test and Homogeneity Test of Post-Test Data.........264
Appendix 21. Result of Descriptive Statistical Analysis of Pre-Test Data......267
Appendix 22. Result of Descriptive Statistical Analysis of Post-Test Data.....269
Appendix 23. Results of Independent Sample T-test of Pre-Test
and Post-Test.............................................................................271
...................................................................................................
Appendix 24. Documentations.........................................................................273

xi
xii
 CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study, including the

background of the study, problem identification, research limitation, research

question, objective of the study, and significances of the study (theoretical

significance and practical significance).

1.1 Research Background

Reading is the most important skill which should be mastered by EFL

students. It is considered as the basis for the development of all English language

skills, such as speaking, listening, and writing (Mohaidat, 2018). Reading is the

process of gaining information or knowledge from written text (Gilakjani &

Sabouri, 2016). Anggeraini et al. (2020) further explained that reading is not a

simple process since it requires students to construct meaning from text, process

the information contained in the text, and relate it to their prior knowledge or

experiences to interpret the information or messages conveyed by the writer of the

text. In reading activities, students are needed to be able to comprehend the whole

information contained in texts that they have read. Specifically, in teaching

reading to EFL students, reading comprehension is a significant aspect to be

emphasized by EFL teachers. Mohaidat (2018) explained that reading

comprehension is the ability of students to construct the meaning of a text in the

target language by connecting their prior knowledge and experience with the

reading text, so they can build up a mental representation of the information from

the text. In line with that statement, Lambe (2017) stated that reading

1
 2

comprehension is a process of obtaining and understanding the whole information

which is presented in the text. Therefore, it can be inferred that fostering students’

reading comprehension is essential to be done by EFL teachers in teaching

reading in EFL classes since reading comprehension will encourage the

development of students’ language learning.

EFL students in Indonesia often face some difficulties in reading

comprehension. The difficulties which usually faced by EFL students include

difficulty in determining the main idea of the text, identifying specific information

contained in the text, making inferences about the text, understanding vocabulary

meaning based on its context, and also understanding sentence structure found in

the text (Dambayana et al., 2021; Utami, 2017). It makes teaching reading in EFL

classes more challenging for teachers.

The difficulties found by EFL students in reading comprehension can be

caused by some factors. In the process of reading English text, students are still

difficult to comprehend the information or ideas in the text because they find a lot

of unfamiliar vocabulary (Satriani, 2018; Sianturi et al., 2020). If the amount of

unfamiliar words found by the students is greater than the familiar ones, it will be

harder for them to get the point of the text since there is a strong relationship

between students’ vocabulary knowledge with reading comprehension. Sianturi et

al. (2020) further stated that poor grammar mastery also becomes another factor

that makes the students even more difficult to comprehend the text being read.

Kasim & Raisha (2017) and Mubarok & Sofiana (2018) added that most of the

students feel uninterested in reading because the teachers only use a conventional

method to teach them. When the teachers use a conventional method in teaching
 3

reading for EFL students, they usually only give a reading text to the students and

ask them to read the text by themselves. After that, students are asked to answer

some questions about the text to measure their reading comprehension. If teachers

always use the conventional method in teaching reading, it makes the students get

bored easily and less motivated in reading so that they cannot comprehend the

whole information in the text being read well. Another factor that also influences

the success of students’ reading comprehension is reading motivation. Dambayana

et al. (2021) explained that Indonesian EFL students’ motivation in reading is still

low. This statement is supported by the Program for International Student

Assessment (PISA) survey in 2018. Based on Schleicher (2019) as cited in

Dambayana et al. (2021), the survey revealed that the students’ reading

comprehension in Indonesia is still regarded as very low because it sits in the 72 nd

position out of 77 surveyed countries. The low motivation in reading will make

the students do not read the text well and feel difficulty in comprehending the

information presented in the text. Moreover, due to the occurrence of the Covid-

19 pandemic, all teaching and learning processes in Indonesia are conducted

through online mode. As a result, the difficulties faced by EFL students in reading

English texts will be greater.

Based on the preliminary observation which had been done in SMP Negeri 4

Busungbiu, it was found that most of the students were not actively engaged and

felt bored easily during the reading activities in EFL classes. They only read the

text when the teacher asked them to read and answer some questions about the

text given. During the occurrence of the Covid-19 pandemic, English teachers in

SMP Negeri 4 Busungbiu taught reading materials such as reading narrative text,
 4

recount text, descriptive text, and other types of text in English classes through

online learning. Reading activities through online learning increase the

unwillingness of students to read the English text given properly.

Teaching reading in the 21st century in EFL classes requires the EFL

teachers to apply an innovative and effective teaching strategy. It means that

teachers can not just simply give the text and ask the students to read it by

themselves. Asking students to read the text given from the beginning until the

end of the text cannot guarantee that they will gain a good comprehension of the

text that has been read. The teachers need more effort to provide clear guidance to

the students in constructing the meaning of the text to achieve successful

comprehension. One of the innovative and effective teaching reading strategies

that can be implemented in teaching reading in EFL classes is 3-2-1 strategy. The

3-2-1 strategy is a reading strategy that consists of three components (Putri et al.,

2017; Zygouris-Coe et al., 2004). These components require students to

summarize three important ideas from the text, find out two interesting things

from the text, and formulate a question about the text to clarify certain

information in the text which still confusing or not well understood. The 3-2-1

strategy can provide clear guidance for students about what aspects should be

given attention by them when reading a text.

The 3-2-1 strategy has some advantages in its application. The

implementation of the 3-2-1 strategy in teaching reading can increase students’

participation and engagement in reading comprehension activities, help students

to be more concentrate on the text being read, guide students to get a better

understanding of the information contained in the text which they read, and also
 5

develop students’ critical thinking about the text (Misnawati & Novita, 2019;

Zygouris-Coe et al., 2004). Besides that, they also asserted that this strategy can

be used as a formative assessment in the process of teaching reading to the

students and it can be adapted to any reading situation depending on the learning

objectives, curriculum, and reading purposes.

Several studies had been conducted to investigate the effectiveness of using

3-2-1 strategy for teaching reading in EFL classes. A study conducted by Putri et

al. (2017) showed that there was a significant effect of implementing 3-2-1

strategy on the eighth-grade students’ reading comprehension achievement in

SMP Negeri 4 Padang. A study also had been conducted by Juliantina & Lestari

(2018) to analyze whether the use of 3-2-1 strategy can give a significant effect or

not on the tenth-grade students’ reading comprehension on recount text in SMA

Negeri 1 Bahorok. The result of the study showed that the mean score of students’

reading comprehension on recount text in the experimental class after being taught

reading using the 3-2-1 strategy was higher than the mean score of students’

reading comprehension in the control class which taught reading by using the

conventional method. Zainurrahman & Djabir (2020) found in their study that the

use of 3-2-1 strategy in teaching reading could significantly improve the eighth-

grade students’ reading comprehension achievement in Islamic Junior High

School 1 in Ternate. Additionally, they also found that the students showed

positive responses toward the use of the 3-2-1 strategy in reading text because of

some reasons, such as the 3-2-1 strategy helped the students to escape from

boredom while reading, gave them new learning experience, and helped them to

maintain their focus and concentration on the text being read.

 6

Furthermore, Deliany et al. (2020) in their study also revealed that there was a

significant effect of using the 3-2-1 strategy in teaching reading towards the

eighth-grade students’ reading comprehension achievement on the narrative text

in SMP Negeri 5 Jember. The findings of those previous studies had proven that

3-2-1 strategy was effective to be used in improving students’ reading

comprehension.

Regarding the previous explanation, theoretically, 3-2-1 strategy can help

students to comprehend the text since it provides clear guidance for students about

what aspects should be given attention while reading. However, the

implementation of this strategy is still hardly found in Bali, especially in the

Buleleng regency. Moreover, during the Covid-19 pandemic situation, all teaching

and learning processes are conducted through online learning. Therefore, it is

crucial to conduct research that aims at investigating whether or not the

implementation of 3-2-1 strategy in teaching reading through online learning in

EFL classes gives a significant effect on the eighth-grade students’ reading

comprehension in SMP Negeri 4 Busungbiu.

1.2 Problem Identification

Based on the background of the study above, reading is one of the important

English skills that should be mastered by EFL students. Unfortunately, most of

Junior High School students in Indonesia have low motivation in reading,

especially in reading English texts. They usually do not read the text well when

the teacher asks them to read. As a consequence, they cannot understand the text

well. They also feel bored easily during the reading activity in the class since the

teacher always uses the conventional method to teach them. Moreover, during the
 7

online learning process which conducted lately due to the occurrence of the

Covid-19 pandemic in Indonesia, Junior High School students mostly feel more

difficult in comprehending English texts given by the teacher. They face difficulty

in determining the main idea of the text, finding specific information about the

text, making inferences about the text, and also understanding the meaning of

certain words or phrases contained in the text. These difficulties are also faced by

the students in SMP Negeri 4 Busungbiu. It can happen because the teacher

usually just gives or sends the text to the students, then instructs the students to

read the text given by themselves and answer some questions about it without

applying appropriate teaching reading strategy which could help them to

comprehend the whole information of the text well. It indicates that English

teachers need to implement a more effective and appropriate strategy in teaching

reading in Junior High School.

The use of innovative strategies in teaching reading in Junior High School

can help to motivate students in reading activities and minimize students’

miscomprehension about the content of the reading text given. One of the

teaching reading strategies that can be applied is 3-2-1 strategy. Here, the 3-2-1

strategy can be used to help students become easier in comprehending the reading

passage since it consists of three main steps which give clear guidance for

students to be more focused on what they read. However, it is still difficult to find

evidence about the effectiveness of the use of 3-2-1 strategy in teaching reading

comprehension in EFL classes in Bali. It can be seen from the limited evidence of

the study about it that was conducted in Bali. It means that the 3-2-1 strategy is

still rarely applied by EFL teachers in Bali to teach reading comprehension in

 8

EFL classes, especially in the context of the online learning process. Thus, it is

crucial to conduct research that aims at investigating the effect of the

implementation of 3-2-1 strategy in teaching reading through online learning in

EFL classes in Junior High School. This research was conducted in SMP Negeri 4

Busungbiu because from the preliminary observation which had been done by the

researcher, it was found that the reading comprehension of students in SMP

Negeri 4 Busungbiu during online learning was still low and English teachers in

this school never implemented 3-2-1 strategy in teaching reading comprehension

to the students in English classes.

1.3 Research Limitation

This research focused on investigating the effect of the implementation of 3-

2-1 strategy in teaching reading through online learning in EFL classes on

students’ reading comprehension. The research was limited to the eighth-grade

students of SMP Negeri 4 Busungbiu in the academic year of 2021/2022. The

online learning platform used to teach reading by using the 3-2-1 strategy in this

research was restricted to Google Meet. Besides that, this research only focused

on the reading comprehension of recount text.

1.4 Research Question

Based on the research background above, the research question is

formulated as follows:

1. Is there any significant effect of implementing 3-2-1 strategy in teaching

reading through online learning in EFL classes towards the eight-grade

students’ reading comprehension in SMP Negeri 4 Busungbiu?

 9

1.5 Research Objective

Based on the research question stated previously, the objective of this study

is to investigate whether the implementation of 3-2-1 strategy in teaching reading

through online learning in EFL classes gives a significant effect on the eighth-

grade students’ reading comprehension in SMP Negeri 4 Busungbiu.

1.6 Research Significances

The significance of this research generally can be classified into two,

namely theoretical significance and practical significance.

1.6.1 Theoretical Significance

The result of this study is expected to enrich the existing literature on

the theories about strategy for teaching reading in EFL classes. Specifically,

the study provides information about the effect of the implementation of 3-

2-1 strategy in teaching reading through online learning in Junior High

School.

1.6.2 Practical Significance

a. For EFL Teachers

The result of this study is expected to provide useful information

for EFL teachers about the effect of implementing the 3-2-1 strategy in

teaching reading through online learning towards students’ reading

comprehension. Hopefully, EFL teachers can use it as a consideration in

choosing an effective, innovative, and appropriate strategy for teaching

reading.

b. For Students
 10

This study is expected to give a positive impact and improvement

on the students’ reading comprehension achievement. Hopefully, the

students also will learn and have experience how they can comprehend

reading texts effectively through the use of 3-2-1 strategy.

c. For School

This study is expected to provide valuable input for the school

about the importance of implementing an effective and innovative

teaching reading strategy to improve the students’ reading

comprehension in EFL classes.

d. For Other Researchers

The result of this study can be used as a reference for other

researchers in conducting a further study related to the use of 3-2-1

strategy in teaching reading comprehension.

 CHAPTER II

LITERATURE REVIEW

This chapter provides the theoretical review and empirical review related

to the variables used in this research. At the end of the chapter, the conceptual

framework and the hypothesis of the research are also explained.

2.1 Theoretical Review

2.1.1 Reading

Reading is a process of gaining information or ideas from written text

(Gilakjani & Sabouri, 2016). In line with that, Maharsi et al. (2019) and

Herawati et al. (2020) stated that reading is an active process of gaining

information from the text and constructing meaning to comprehend it. The

more someone reads, the broader information or knowledge that she or he can

gain. Additionally, Noviyanti (2018) asserted that reading is a dynamic

process that actively engages readers to enhance vocabulary mastery and gain

more information or knowledge from written text. From all of those

definitions, it can be concluded that reading is the process of gaining

information from written text which can make the reader becomes more

knowledgeable. Reading is considered as not an easy task to do because it

involves a thinking process to construct meaning from text and understand

the information or message conveyed by the writer of the text.

Reading is an activity that is done for various purposes. A person may

read to gain information, verify the existing knowledge, or enhance the

11
 12

knowledge about the language being learned (Noviyanti, 2018; Utami, 2017).

It means the person reads certain text to obtain the required information or

knowledge. They also stated that a person may read for pleasure. Reading for

pleasure refers to the reading activity which is done by a person based on his

or her own free will and interest to get enjoyment, such as reading comics,

short stories, novels, magazines, newspapers, etc. Futhermore, Grabe and

Stoller (2013) as cited in Maharsi et al. (2019) mentioned that the purposes of

reading can be classified into six aspects, including reading to look for simple

information, reading to learn from texts for academic purposes, reading to

integrate information, reading to critique or evaluate certain information from

texts, reading to write (look for information which required for writing), and

reading to gain general comprehension from the texts being read. The purpose

of reading will guide the reader in determining the text to be read.

2.1.1.1 The Importance of Reading

Reading is considered as the most essential skill which should be

mastered by EFL students in learning English as a Foreign Language.

Harmer (2007) stated that reading is important for EFL students because

of some reasons. First, reading is beneficial for students to gain

information or knowledge for academic purposes. Therefore, it is

required to teach reading to the students in the class. Second, reading

helps to improve students’ language acquisition. Third, reading can

enrich students’ vocabulary mastery because they can learn a lot of

vocabulary from the text that they read. Last but not least, reading a lot

can help students to develop their writing skills since reading many texts
 13

indirectly will provide them with good models for English writing, such

as they will be more familiar with English sentences and structure, and

also learn how to construct good sentences and paragraphs. Furthermore,

Mohaidat (2018) stated that reading becomes the basis for the

development of all English language skills, such as speaking, listening,

and writing. Overall, it can be concluded that EFL students can enlarge

their knowledge about the target language, enrich vocabulary mastery,

and also develop their English language skills through reading.

2.1.1.2 Aspects of Reading

In reading, students should master some aspects of reading to

comprehend the text profoundly. Based on Nuttal (1985) as cited in

Muslita & Gani (2022), five aspects of reading that should be mastered

by the students are the main idea, supporting details (specific

information), inference, reference, and vocabulary. The explanation of

each aspect can be seen in the following.

a. Main Idea

The main idea is the central idea of a paragraph or a text which

represents the whole content of a paragraph or a text. In other words,

the main idea tells what the paragraph or text is mainly about. The

main idea of a paragraph or a text can be stated explicitly or

implicitly. Thus, readers must understand the whole information

contained in the paragraph or text that they read to determine its main

idea.

b. Supporting Details (Specific Information)

 14

Supporting details can be defined as specific information

contained in the text that elaborate the main idea. Supporting details

usually provide facts, statements, reasons, examples, or other kinds of

evidence that help readers to understand the main idea of a text.

Readers can understand the supporting details contained in the text

through the process of asking questions using 5W + 1H (what, when,

why, where, who, or how).

c. Inference

Making inference in reading refers to the readers’ ability in

concluding what they have read from a text based on the facts and

information conveyed in the text. Understanding the whole content of

the text being read will help the readers in making the inference.

d. Reference

Reference is usually used in a text to avoid unnecessary

repetition of words or phrases. Words such as she, he, it, this, that,

there, her, his, etc. which are used in a text usually have references to

other parts of a text. For instance, “Christine is my sister. She is a very

beautiful girl”. In this example, the word ‘she’ refers to ‘Christine’. In

identifying references to a word found in the text, students need to

know the other word which has the same meaning that replaces it.

Thus, students need to understand how the sentences in the text are

related to each other in order to be able to determine the references of

certain words found in the text being read.

e. Vocabulary
 15

Vocabulary and reading have a strong relationship that cannot

be separated. When reading a text, students show that they have

understood the text through understanding the meaning of the

vocabulary used in the text. Therefore, mastering vocabulary is very

important for reading. It will help students in recognizing the meaning

of words or sentences in the text being read explicitly or implicitly so

that they can comprehend the content of the text well. Synonyms or

antonyms of words are the common forms of reading comprehension

questions related to the vocabulary aspect.

The five aspects of reading above are used by the researcher as the

parameter to measure students’ reading comprehension in this research.

2.1.2 Reading Comprehension

In teaching reading for EFL students, reading comprehension becomes

the main aspect that should be emphasized by the teacher. Reading

comprehension is the process of eliciting and constructing meaning through

interaction and involvement with text (Gilakjani & Sabouri, 2016). In line

with that statement, Mohaidat (2018) further stated that reading

comprehension is defined as the ability of students to construct the meaning

of a written text in the target language by connecting their prior knowledge

and experience with the reading text so that they can build up a mental

representation of the information which have been read from the text. From

those definitions, it can be inferred that reading comprehension refers to an

interactive process of understanding the whole information contained in a text

through the reader’s ability to decode, make sense of word meanings found in
 16

the text, and interpret its messages. Reading comprehension can encourage

the development of students’ language learning since it is a language input

that trains the brain to process and understand the target language (Zhou,

2016). It indicates that reading comprehension enables the students to learn

the language and also enlarge their knowledge. Therefore, fostering EFL

students’ reading comprehension is essential to be done in the context of

teaching reading in EFL classes.

The ability to sufficiently comprehend the text being read has always

been the benchmark of what is regarded as successful reading (Mahayanti et

al., 2017). In one sense, reading comprehension seems like an easy process to

do, yet it actually involves a complex cognitive process that requires students

to understand the meaning of written language or text, associate it with their

prior knowledge, and construct a meaningful interpretation of the information

from the text. The success of reading comprehension is affected by the

readers’ knowledge, experiences, and also language skills.

2.1.2.1 Barrett’s Taxonomy of Reading Comprehension

Barrett’s taxonomy of reading comprehension is a taxonomy

which developed by Thomas C. Barrett in 1979 for measuring and

assessing students’ reading comprehension skills (Gocer, 2014). Barrett’s

taxonomy of reading comprehension has been widely used by teachers as

guidance in making comprehension questions to assess students’ reading

comprehension. Aqeel & Farrah (2019) and Surtantini (2019) stated that

Barrett’s taxonomy of reading comprehension consists of five levels of

comprehension skills namely literal comprehension, reorganization,

 17

inferential comprehension, evaluation, and appreciation. These five

levels of comprehension skills are ordered from the lowest to the highest

level of complexity. The explanation of the five levels of reading

comprehension skills in Barrett’s taxonomy can be seen in the following.

1. Literal Comprehension

Literal comprehension is the lowest level of reading

comprehension skills in Barrett’s Taxonomy. It only focuses on

comprehending the literal information from the written text (Aqeel &

Farrah, 2019; Surtantini, 2019). In other words, literal comprehension

requires students to recognize or recall the ideas, facts, or detailed

information which explicitly stated in the text.

2. Reorganization

Reorganization is the second level of reading comprehension

skills in Barrett’s Taxonomy. This level of comprehension requires

students to organize, analyze, or synthesize the ideas or information

which explicitly stated in the reading text (Aqeel & Farrah, 2019;

Surtantini, 2019). Furthermore, Surtantini (2019) stated that the type

of questions in the reorganization level which used to measure

students’ reading comprehension can be in the form of classifying,

outlining, summarizing, and synthesizing the explicit ideas or

information from the reading text that has been read.

3. Inferential Comprehension

Inferential comprehension becomes the third level of reading

comprehension skills in Barrett’s Taxonomy. In this level, students are

 18

required to understand unstated or implicit information from the text

that has been read by making inferences (Aqeel & Farrah, 2019;

Surtantini, 2019). In other words, students should think beyond the

text and be able to use presumption or conjecture, personal intuition,

and their prior knowledge or experience to infer the facts or detailed

information which stated implicitly in the text.

4. Evaluation

The fourth level of reading comprehension skills in Barrett’s

Taxonomy is evaluation. In this level of comprehension, students are

demanded to make an evaluative judgment about the text that has been

read based on certain criteria (Aqeel & Farrah, 2019; Surtantini,

2019). The evaluation questions for assessing students’ reading

comprehension can be in the form of evaluating, criticizing, reasoning,

or judging the ideas or information from the text to measure how far

the students have understood the text.

5. Appreciation

Appreciation is the highest level of reading comprehension

skills in Barrett’s Taxonomy since students are required to give

emotional and aesthetic responses toward the information from the

text that has been read (Aqeel & Farrah, 2019; Surtantini, 2019). This

level of comprehension skills allows students to appreciate and also

give comments on the content of a text.

In this study, the pre-test and post-test instruments which used to assess

and measure students’ reading comprehension are dominated by

 19

questions from literal comprehension level, reorganization level, and

inferential level.

2.1.3 Teaching Reading

Teaching reading in EFL classes is not an easy process. In teaching

reading in EFL classes, teachers need to think about the strategy that can be

applied to help students in comprehending the information and all English

language aspects contained in the text (Dwiningtiyas et al., 2020). In line with

that, Tuhumury & Nikijuluw (2020) also stated that the use of relevant and

effective teaching reading strategies will make EFL learners easier to

understand the content or information of a text. Thus, in teaching reading,

teachers should use an appropriate teaching reading strategy that can guide

students in identifying the main idea and supporting details of a text, so they

can understand the whole information contained in the text and gain better

reading comprehension. Besides that, teachers should lead the students to

activate their background knowledge when reading a text to improve their

critical thinking skills and also make them become proficient and successful

readers.

Every reader may have their own reading principles to enhance their

reading skill. However, some common reading principles have been proposed

for reading instructions. As stated by Harmer (2007), there are six teaching

reading principles that can be applied by the teacher in reading classes. The

principles are expected to be useful guidance for teachers in determining and

creating reading activities for their students. The six principles behind the

teaching of reading are as follows:

 20

a. Principle 1: Encourage students to read as often and as much as

possible.

Harmer (2007) stated that the more students read, the better reading

skill they have. It means that reading theories are not enough to make

students become good readers, but students also should be encouraged to

do reading as often and as much as possible both intensively and

extensively.

b. Principle 2: Students need to be engaged with what they are reading.

When students are engaged in what they are reading, reading will

become a pleasure activity for them. Students should be encouraged to

read not only in class but also outside the class. Teachers have a

responsibility to make students feel interested to read the instructed

reading materials in class. Besides that, teachers also should instruct and

encourage students to read any kind of reading text depend on their interest

outside the class to form a reading habit.

c. Principle 3: Encourage students to respond to the content of a text, not

just concentrate on the language.

Reading is done not merely to get information from a text but also to

process and respond to information in the text being read. In reading class,

students need to be allowed to express their feelings or opinions about the

content or message that they have understood from the text given.

Additionally, students should be encouraged to activate and develop their

critical thinking on topics that they read rather than simply only identifying
 21

the language features or structure of the text and receiving the information

of the text.

d. Principle 4: Prediction is a major factor in reading.

Prediction is done before the actual reading. When students make

predictions, they get clues about the content of a text that will be read.

Teachers can help students to predict the content of the text which is going

to be read from book covers, pictures, headlines, or reading topics. The

prediction in reading activity is usually followed by activating someone’s

background knowledge related to what they already know about the

reading materials given.

e. Principle 5: Match the task to the topic.

In teaching reading, selecting appropriate reading text for students is

important to do, but interesting and good reading tasks also should be

given attention and considered well. The most interesting reading text can

be not engaging for students if teachers give boring reading tasks related to

the text given. On the other hand, the commonplace reading text can be

made engaging for students with imaginative and challenging tasks.

Therefore, teachers should be able to conduct reading instructions which

are interesting both in terms of texts and tasks.

f. Principle 6: Good teachers exploit reading texts to the full.

In teaching reading, it does not make sense if teachers just ask

students to read a text given and then move on to something else. Good

teachers should be able to exploit a reading text into many reading tasks

and interesting lesson sequences to help students gain a complete

 22

understanding of the text being read and to make the reading activity

becomes more engaging for students. For instance, in reading activities,

teachers should not only ask students to answer questions about the text

given, but teachers also need to integrate the reading text given into many

activities such as using the topic of the text given for class discussion,

doing games based on the reading task, exploring language features used

in the text, etc.

2.1.4 The Nature of 3-2-1 Strategy

3-2-1 strategy is a reading strategy proposed by Vicky Zygouris-Coe,

Matthew B. Wiggins, and Lourdes H. Smith. The 3-2-1 strategy requires

students to actively summarize the ideas of the text given (Misnawati &

Novita, 2019; Zainurrahman & Djabir, 2020; Zygouris-Coe et al., 2004).

Summarizing the ideas of the text will make the students able to understand

the main idea and find some important information from the text quickly. In

addition, this strategy also encourages students to interact meaningfully with

the text so that they become more focused on their reading activity.

Furthermore, Misnawati & Novita (2019) stated students can use the 3-2-1

strategy in some reading activities, such as reading textbooks, short stories,

novels, articles, or other instructional texts. So, it can be concluded that the 3-

2-1 strategy is a flexible reading strategy.

The 3-2-1 strategy consists of three vital components (Zygouris-Coe et

al., 2004). Each component becomes the reason why this strategy is called as

3-2-1 strategy. The following is a detailed explanation of each component of

the 3-2-1 strategy.

 23

a. Three (3) things that you discovered

In this component, students are asked to find out and summarize

three important ideas from the text that they read (Zygouris-Coe et al.,

2004). By focusing the students to discover three important ideas or

information from the text given, the students are encouraged to pay closer

attention to the text being read so that they will be able to share and

explain their understanding of the content of the text using their own

words. This is considered as an effective way to minimize the passive

participation of the students in the reading activity.

b. Two (2) interesting things you found in the text

This component requires students to share insight about two things

from the text which are regarded as the most interesting thing for them

(Zygouris-Coe et al., 2004). The text being read by the students may

contain a lot of interesting things or information. However, this component

limits the students to find only two interesting things from the text to train

them how to be able to summarize and select the most interesting thing

which they found from the text.

c. One (1) question you still have

This is the last component of the 3-2-1 strategy. This component

allows students to make a question about the text (Zygouris-Coe et al.,

2004). Students can ask a question about certain information or

explanation in the text which still confusing for them or ask a question to

clarify their general understanding of the text that has been read. In this

case, students are expected to formulate a meaningful question about the

 24

text that has been read to help them gain better comprehension. In brief,

the last component of the 3-2-1 strategy is good for students because it

gives them chance to practice active questioning when discussing the text

given.

Based on the three vital components of the 3-2-1 strategy explained above, it

can be concluded that when students use the 3-2-1 strategy in their reading

activities, they will synthesize information from the text being read

automatically and also formulate questions regarding the unclear information

or explanation which they found in the text.

The implementation of 3-2-1 strategy in teaching reading requires

students to fill in the 3-2-1 strategy chart. The 3-2-1 strategy chart can be

filled by students during or after reading the text given. The following is the

basic 3-2-1 strategy chart based on Zygouris-Coe et al. (2004).

Table 2.1 3-2-1 Strategy Chart

3-2-1 Strategy Chart

Student’s Name :
Topic/Book/Text :

3 things you discovered :

2 interesting things you found :
1 question you still have :

The components of the 3-2-1 strategy chart can be modified in several

ways according to the type of text and reading objectives (Zygouris-Coe et

al., 2004). However, the modification must still refer to the basic 3-2-1
 25

strategy chart as shown in Table 2.1 above. There are some examples of the

modification of the 3-2-1 strategy chart. First, in compare and contrast

reading objectives, the components of the 3-2-1 strategy chart can be

modified into three similarities, two differences, and one question. Second, in

reading hortatory exposition text, the 3-2-1 strategy chart can be modified

into three (3) important ideas you discovered, two (2) arguments you

agree/disagree, and one (1) question you still have. Third, in order to

facilitate students in reading recount text, the 3-2-1 strategy chart can be

modified into three (3) important ideas you discovered about the text, two (2)

interesting things you found about the events in the text, and one (1) question

you still have as shown in Table 2.2. In conclusion, the 3-2-1 strategy chart

filling is not limited but can be adjusted to be appropriate to facilitate reading

comprehension of a certain type of text or reading purposes.

Table 2.2 Modification of 3-2-1 Strategy Chart for Recount Text

3-2-1 Strategy Chart

Student’s Name :

Text :

 3 important ideas you discovered about the text (find in

orientation, events, and re-orientation).

a. Orientation :

b. Events :

c. Re-orientation :

 2 interesting things you found about the events in the text:

 26

 1 question you still have :

Taken and modified from: (Zygouris-Coe et al., 2004)

2.1.5 The Procedure of Implementing 3-2-1 Strategy

The 3-2-1 strategy is considered as a simple reading strategy to be used

for teaching reading in EFL classes since this strategy only consists of three

main steps (Zainurrahman & Djabir, 2020; Zygouris-Coe et al., 2004). First,

students summarize three important ideas from the text being read. Second,

students share insights or opinions about two interesting things or information

which they found in the text. Finally, students are given the opportunity to

formulate a question related to the unclear information or explanation in the

text to be discussed later on during the class discussion.

Based on Putri et al. (2017), the detailed steps to implement the 3-2-1

strategy in teaching reading comprehension in EFL classes are as follows:

1. The teacher prepares text that will be given to the students.

2. The teacher gives the text and 3-2-1 strategy chart to the students.

3. The teacher explains about the components of the 3-2-1 strategy chart to

the students and tells them how to use the chart as guidance to comprehend

the text.

4. The teacher asks students to read the text given carefully.

5. After reading the text given, students are asked to fill in the 3-2-1 strategy

chart based on the information from the text.

 27

6. Then, the teacher conducts a classroom discussion to discuss the results of

students’ work regarding the 3-2-1 strategy chart that has been filled by

them.

7. Finally, the teacher asks students to answer comprehension questions

about the text that has been discussed previously to evaluate their reading

comprehension.

Misnawati & Novita (2019) further explained that the implementation

of the 3-2-1 strategy in teaching reading comprehension in EFL classes also

can be conducted by doing the following procedure.

1. The teacher prepares the topic of material and text that will be given to the

students.

2. The teacher divides students in the class into several groups.

3. The teacher gives a text and 3-2-1 strategy chart to each group.

4. The teacher explains about the components of the 3-2-1 strategy chart to

the students and how to use the 3-2-1 strategy chart as a guide to help them

identify the elements of the text and comprehend the text better.

5. Students in each group read the text given by the teacher carefully.

6. Then, students discuss the text with their groups and describe the

important information about the text by filling the 3-2-1 strategy chart

which has been given previously. Three are three vital components that

should be filled in the 3-2-1 strategy chart as follows:

 3 things you discovered

In this stage, students need to summarize three main ideas from the text.

 2 interesting things you found in the text

 28

In this stage, students share their insights or opinions about two things

from the text which are the most interesting for them.

 1 question that you still have

In this stage, students make a question related to the unclear

information or explanation in the text.

7. After all groups finish filling the 3-2-1 strategy chart, the teacher conducts

a classroom discussion to discuss the results of each group’s work. In this

case, the representative of each group will be asked to tell the results of the

group’s discussion in front of the class. By telling the results of the group’s

discussion in front of the class, each group can learn new or different

information about the text found by the other groups. Besides that, each

group also can discuss the question which has been made related to the

information in the text which is still confusing to the teacher and the other

groups. This process will make the students in the class gain better

comprehension of the text that they have read.

8. The teacher gives several comprehension questions to the students about

the text that has been discussed previously. Then, students are asked to

answer the questions individually to evaluate their reading comprehension.

From all explanations about the procedure of implementing the 3-2-1

strategy above, it can be concluded that the 3-2-1 strategy is not too difficult

to be implemented in teaching reading comprehension in EFL classes.

Additionally, this strategy also can be implemented in individual reading

activities and group reading activities.

2.1.6 The Advantages of 3-2-1 Strategy

 29

A good teaching reading strategy has to provide significant advantages

for students. The implementation of 3-2-1 strategy in teaching reading

comprehension can give some advantages (Misnawati & Novita, 2019;

Zainurrahman & Djabir, 2020; Zygouris-Coe et al., 2004). The advantages of

the implementation of the 3-2-1 strategy are as follows:

1. The 3-2-1 strategy can maximize students’ interaction with the text and

also increase students’ motivation in reading activities because it gives

clear guidance for the students to be easier in comprehending the

information from the text given. As a result, students will create

meaningful reading and be active readers.

2. The 3-2-1 strategy can develop students’ critical thinking skills. When

using the 3-2-1 strategy in reading, the final component of this strategy

requires students to make one question about the content of the text that

they read. Through the process of questioning, the students will build their

knowledge of the text and indirectly their critical thinking skills also will

be improved.

3. The 3-2-1 strategy helps the students to maintain their concentration on the

text being read since the steps of this strategy will lead the students to read

and understand the whole text carefully, not only read some sentences in

the text like what is usually done by most of the students when they are

reading using a conventional method.

4. The 3-2-1 strategy is flexible in nature. This strategy can be modified and

adjusted to any reading situation depending on the curriculum, learning

objectives, and reading purposes.

 30

5. The use of the 3-2-1 strategy in teaching reading also can serve as a

formative assessment for the teacher because it helps the teacher in

determining the level or the progress of students’ reading comprehension

during the reading activities that have been done.

2.1.7 Online Learning

Online learning is defined as the learning process conducted through

the use of technology (e.g., mobile phone, computer, or laptop) and internet

access (Dhawan, 2020; Sakinah et al., 2021). Generally, online learning can

be divided into two terms, namely synchronous online learning and

asynchronous online learning. Synchronous online learning refers to an online

learning process that takes place in real-time (Cahyani et al., 2021; Dhawan,

2020; Sulha et al., 2021). It means that teachers and students meet virtually in

live lectures at a scheduled class time and do real-time interactions during the

learning process. Additionally, synchronous online learning also enables

students to receive instant feedback or response from the teacher during the

learning process. As an example, when students ask questions about certain

material of the lesson being discussed, the teacher can give instant responses

to the questions given by the students. Synchronous online learning is usually

conducted through video conference using Webex, Zoom, Google Meet, etc.

On the other hand, asynchronous online learning refers to an online learning

process that does not require teachers and students to do real-time interaction

(Cahyani et al., 2021; Dhawan, 2020; Sulha et al., 2021). In asynchronous

online learning, teachers share or provide learning content for students in

certain learning systems or forums, then students can access and learn it
 31

wherever and whenever they want as long as they have an internet

connection. Thus, asynchronous online learning allows for flexibility in terms

of time and place. Teachers can conduct asynchronous online learning

through the utilization of the Learning Management System (LMS). Vai &

Sosulski (2011) defined LMS as a web-based software platform that provides

an interactive online learning setting to help and facilitate teachers in creating

and managing learning sources, delivering learning material to the students,

giving assignments to the students, monitoring students’ participation during

the learning process, and also giving feedback or report about students’

learning progress and outcomes. Nowadays, there are several examples of

LMS which have been developed to support asynchronous online learning,

such as Google Classroom, Schoology, Edmodo, Moodle, etc. In brief, online

learning enables teachers and students to do the teaching and learning process

wherever they are as long as they have internet access and device to support

it.

The occurrence of the Covid-19 pandemic lately causes face-to-face

learning in the classroom cannot be conducted. This condition has led the

educational institutions in Indonesia to shift face-to-face learning in the

classroom into online learning. Therefore, this study was carried out in an

online learning mode.

2.1.8 The Use of Google Meet in Online Learning

One of the popular video-conferencing applications which can be

utilized to support the online learning process is Google Meet (Aswir et al.,
 32

2021; Hastomo & Zulianti, 2021). They further stated that Google Meet is

very useful for the educational aspect, especially in the Covid-19 pandemic

situation in which the learning process is conducted through an online mode.

Google Meet allows teachers and students to meet face to face virtually.

Many teachers use Google Meet as a platform to conduct online learning

process because it is easy to be operated and it has many features that can

effectively support the online teaching and learning process, such as share

screen feature, chat feature, and whiteboard feature (Aswir et al., 2021;

Hastomo & Zulianti, 2021). When conducting the online learning process

through Google Meet, the teacher can display the learning material that has

been made by using the “share screen” feature, so that students can see

clearly the material being explained by the teacher. The learning material that

can be displayed using the “share screen” feature can be in the form of

PowerPoint, Word Document, or learning videos. As mentioned previously,

Google Meet is also completed with “chat” and “white board” features. The

“chat” feature allows the teacher and students to send live messages to

discuss about any topic of material during the learning process. The “white

board” feature can be used by the teacher to make a clear and concise picture

if the material being explained is not clearly understood by the students.

Additionally, Google Meet also has a more longer access time if compared to

the other video-conferencing application such as Zoom. The use of Google

Meet in online learning process can make students become more easier in

understanding the learning material compared to the written explanation

given by the teacher through WhatsApp or Google Classroom since it allows

 33

teacher and students to have direct and interactive discussion about any topic

of material throughout the learning process. The useful features of Google

Meet which can support the online learning process and the possibility of

doing direct and interactive discussion about the learning material became the

researcher’s consideration to use Google Meet as a platform in conducting

this study.

2.2 Empirical Review

Many researchers had conducted research related to the implementation of

3-2-1 strategy in teaching reading in EFL classes. The following are some

previous studies on the implementation of the 3-2-1 strategy in teaching reading in

EFL classes.

Putri et al. (2017) conducted research related to the implementation of 3-2-1

strategy in teaching reading comprehension in EFL classes. The research aimed to

investigate whether the implementation of 3-2-1 strategy gave an effect on the

eighth-grade students’ reading comprehension in SMP Negeri 34 Padang. This

research was a quasi-experimental research with a non-equivalent control group

design. The sample in this research consisted of 64 eighth-grade students of SMP

Negeri 34 Padang in the academic year 2016/2017 which had been chosen by

using a cluster random sampling technique. 32 students from class VIII-6 became

the control group and 32 students from class VIII-7 became the experimental

group. The instruments which used by the researchers to collect the data were

reading comprehension tests in the form of multiple-choice tests. Each of the

multiple-choice tests consisted of 30 items. To collect the data, the researchers

conducted pre-test and post-test for both the control group and experimental
 34

group. Then, the students’ pre-test and post-test scores between the control group

and experimental group were further compared and analyzed statistically using t-

test. The results of data analysis showed that there was a significant effect of

implementing the 3-2-1 strategy in teaching reading for eighth-grade students at

SMP Negeri 4 Padang on the students’ reading comprehension achievement. The

students’ who taught reading by using the 3-2-1 strategy had better reading

comprehension than those who taught reading by using the conventional method.

Juliantina & Lestari (2018) conducted research that analyzed whether there

is an effect of using the 3-2-1 strategy on the tenth-grade students’ reading

comprehension on recount text in SMA Negeri 1 Bahorok. The researchers used

experimental research as the research design. The sample of this research was 70

tenth-grade students of SMA Negeri 1 Bahorok from two classes. The first class

was X IPA 1 as an experimental group and the second class was X IPS 1 as a

control group. The sample had been selected by using a random sampling

technique. The instruments which used in this research were multiple-choice tests.

Each multiple-choice test consisted of 20 items with four alternative answers. In

collecting the data, the researchers gave pre-test and post-test to the experimental

and control groups to find out the effectiveness of implementing the 3-2-1

strategy. The results of the pre-test and post-test between both classes were

analyzed statistically using t-test. The finding of the research showed that the

mean score of students’ reading comprehension on recount text in the

experimental class taught by using the 3-2-1 strategy is higher than the mean

score of students’ reading comprehension in the control class taught by using the

conventional method. It indicated that the implementation of the 3-2-1 strategy in

 35

teaching reading has a significant effect on the students’ reading comprehension

of recount text. This strategy is proved to be one of the effective strategies to

enhance the students’ reading comprehension, especially on recount text.

Therefore, the finding of the research suggested EFL teachers to consider the use

of the 3-2-1 strategy as a teaching reading strategy to help students comprehend

reading texts better.

Chotib (2018) conducted research related to the use of 3-2-1 strategy in

teaching reading comprehension of hortatory exposition text in EFL classes. The

research aimed to find out whether the use of 3-2-1 strategy in teaching reading

give an effect on the students’ reading comprehension of hortatory exposition text.

This research used a quasi-experimental research design. 70 eleventh-grade

students of SMAN 10 Tangerang Selatan became the sample of this research. 35

students from class XI IPS 3 were classified as a control group and 35 students

from class XI IPS 4 were classified as an experimental group. The sample had

been selected through a purposive sampling technique. In this research, the

researcher collected the data by giving pre-test and post-test in the form of

multiple-choice tests both to the experimental group which was given treatment

using the 3-2-1 strategy and the control group which was not given treatment

using the 3-2-1 strategy. Each multiple-choice test consisted of 25 items. The

results of students’ pre-test and post-test were further analyzed by using t-test and

effect size. Additionally, an interview was also done by the researcher to collect

data about students’ opinions toward the use of the 3-2-1 strategy in reading. The

finding of the research showed that there was a moderate effect of the use of 3-2-1

strategy in teaching reading toward the eleventh-grade students’ reading

 36

comprehension of hortatory exposition text. Besides that, the interview results

indicated that most of the students had positive opinions about the implementation

of the 3-2-1 strategy in reading. They stated that the 3-2-1 strategy is helpful since

it can guide them to truly comprehend the content of reading texts. Moreover,

they also mentioned that using the 3-2-1 strategy can train them to be more active

readers and make them get engaged with the text while reading.

Misnawati & Novita (2019) conducted a study that aimed to find out

whether the implementation of 3-2-1 strategy can enhance students’ reading

comprehension and also identify the students’ responses toward the

implementation of the 3-2-1 strategy in teaching reading comprehension. The

sample of this study was twenty-seven students of the first-year students of MAN

Gandapura. The research design was collaborative classroom action research in

which the researchers collaborated with an English teacher to do the study. The

study was done by referring to the qualitative approach and using a descriptive

approach for data collection. The researchers used four kinds of instruments in

collecting the data, namely reading comprehension tests, observation sheets,

questionnaires, and field notes. The result of the study revealed that the

implementation of the 3-2-1 strategy in teaching reading had improved the

students’ reading comprehension. Here, the implementation of the 3-2-1 strategy

is very helpful for the students in understanding the text given by the teacher.

Besides that, the study also found that the students had positive responses toward

the implementation of the 3-2-1 strategy in teaching reading comprehension

because it could help them to be active readers and felt motivated in reading

comprehension activities in the class. Moreover, most of the students mentioned

 37

that they felt easier in identifying and summarizing the main idea and important

information from the text given by using the 3-2-1 strategy.

Nada (2019) studied the effect of applying 3-2-1 strategy on the students’

reading comprehension of narrative text. The population of this research was

eighth-grade students of SMP Cerdas Murni Tembung in the academic year

2019/2020 with a total of 367 students. The sample consisted of 38 students from

class VIII-1 as a control group and 38 students from class VIII-2 as an

experimental group. The sample had been selected using a purposive sampling

technique. In this research, the researcher used an experimental research design.

The experimental group was taught reading comprehension by using the 3-2-1

strategy, whereas the control group was taught reading comprehension by using

the conventional method. In collecting the data, the researcher conducted pre-test

and post-test by using multiple-choice tests as the instruments. Each multiple-

choice test consisted of 20 items. After the data had been collected, the researcher

analyzed the data by using t-test. Based on the analysis of data, the finding of the

research showed that there was a significant effect of applying 3-2-1 strategy on

the eighth-grade students’ reading comprehension of narrative text.

Zainurrahman & Djabir (2020) conducted a study to investigate whether the

use of 3-2-1 strategy in teaching reading can improve students’ reading

comprehension or not and to describe students’ perceptions of the implementation

of 3-2-1 strategy in teaching reading. This study used a research design namely

Classroom Action Research (CAR). The subject of this study consisted of 32

eighth-grade students of Islamic Junior High School 1 in Ternate. The data

collection was done through pre-intervention and post-intervention reading

 38

comprehension tests to obtain students’ reading comprehension scores, and also

non-structured interviews to know about the students’ perceptions toward the use

of the 3-2-1 strategy in teaching reading comprehension. The finding of the study

showed that the 3-2-1 reading strategy had significantly improved the eighth-

grade students’ reading comprehension skills and this strategy can be used as a

good consideration for EFL teachers when choosing the appropriate and effective

strategy for teaching reading in EFL classes. Besides that, the researchers also

found that most of the students showed positive responses toward the use of the 3-

2-1 strategy in teaching reading because of some reasons. First, the 3-2-1 strategy

helped the students to escape from boredom while reading. Second, the 3-2-1

strategy gave new learning experiences to the students. Third, it helped the

students in maintaining their focus and concentration on the text being read. Last

but not least, the 3-2-1 strategy made the students feel more enjoyable in reading

since it was non-pressuring for them. Overall, most of the students mentioned that

the 3-2-1 reading strategy gave a positive impact on their reading practices and

comprehension.

Another research related to the implementation of 3-2-1 strategy in teaching

reading was also conducted by Deliany et al. (2020). The research investigated the

effect of implementing 3-2-1 strategy on students’ reading comprehension

achievement of narrative text. This research was a quasi-experimental research

with a post-test only design. The sample of the research consisted of 66 eighth-

grade students of SMP Negeri 5 Jember which had been chosen based on the

result of the homogeneity test. Twenty-eight students were categorized as the

experimental group and thirty-eight students were categorized as the control

 39

group. The data in this research was collected through reading comprehension

test, interviews, and documentation. The result of students’ reading

comprehension test was further analyzed by using the independent sample t-test

formula in the SPSS computing system. The finding of the research showed that

there was a significant effect of using the 3-2-1 strategy on the eighth-grade

students’ reading comprehension achievement of narrative text. Additionally, the

research also found that the 3-2-1 strategy can help the students to be more

engaged with the text being read so that they become active readers and their

reading activities become more meaningful.

All of those previous studies investigated the implementation of 3-2-1

strategy in teaching reading comprehension in EFL offline classes. The results of

the studies have shown that the implementation of 3-2-1 strategy in teaching

reading has a significant effect in improving the students’ reading comprehension

and the 3-2-1 strategy could be implemented at different levels of students.

Besides that, some of the previous researchers also found that most of the students

have positive responses toward the implementation of the 3-2-1 strategy in

reading. However, there has been no research conducted to analyze the effect of

implementing the 3-2-1 strategy in teaching reading comprehension through

online learning in EFL classes, particularly in Buleleng Regency. In order to fill

the gap, this current research was intended to investigate whether the

implementation of 3-2-1 strategy in teaching reading through online learning in

EFL classes could give a significant effect on the eighth-grade students’ reading

comprehension in SMP Negeri 4 Busungbiu. Additionally, this research also had

 40

differentiation from the previous studies in terms of sample and setting of the

research.

2.3 Conceptual Framework

The conceptual framework below represents the researcher’s framework of

thinking of how this study will be designed.

3-2-1 Strategy Significantly Affect

Students’ Reading
(Zygouris-Coe et Students’ Reading
Comprehension
al., 2004) Comprehension
Figure 2.1 Conceptual Framework

Reading is an active process of constructing meaning and gaining

information from written language (Maharsi et al., 2019). It is one of the most

important language skills that should be mastered by EFL students. Mohaidat

(2018) stated that reading skill becomes the basis for the development of other

English language skills, such as listening, speaking, and writing. It means that by

having good reading skills, EFL students will be able to gain more knowledge

about the English language being learned as well as improve their English

language skills.

Most EFL students in Indonesia still encounter difficulties in

comprehending English texts. Moreover, when online learning is conducted,

students even feel more difficult to understand the information conveyed in a text

since the teachers usually just give a reading text to the students and then ask them

to read the text by themselves without implementing any teaching reading

strategy. It indicates that teachers need to implement an innovative and effective

teaching reading strategy to help and guide students in comprehending the content

or information of a text being read. One of the teaching reading strategies that can
 41

be implemented is 3-2-1 strategy. This strategy requires students to summarize

three important ideas of the text, find out two interesting things related to the

information found in the text, and also make a question about information from

the text which confusing for them. Thus, the implementation of the 3-2-1 strategy

is expected can help students in improving their reading comprehension skills.

Although the 3-2-1 strategy has been proven effective to be used in teaching

reading in EFL classes, the 3-2-1 strategy has never been implemented to teach

reading for eighth-grade students in SMP Negeri 4 Busungbiu through online

learning. Therefore, a study needs to be conducted to investigate whether the

implementation of 3-2-1 strategy in teaching reading through online learning in

EFL classes give a significant effect or not on the eighth-grade students’ reading

comprehension achievement.

2.4 Research Hypothesis

A research hypothesis is a statement about the predicted outcome of a study

(Gay et al., 2012). Based on the empirical review, 3-2-1 strategy has proven can

help students in improving their reading comprehension achievement. Therefore,

this research used an alternative hypothesis which stated that “There is a

significant effect of implementing 3-2-1 strategy in teaching reading through

online learning in EFL classes towards the eighth-grade students’ reading

comprehension in SMP Negeri 4 Busungbiu”. The research hypothesis could be

formulated as follows:

Hα : X1 > X2
 42

Figure 2.2 Hypothesis Formula

In which:

Hα = alternative hypothesis

X1 = the mean score of students’ reading comprehension which has been taught

reading using 3-2-1 strategy

X2 = the mean score of students’ reading comprehension which has been taught

reading using a conventional method

Hα = “There is a significant effect of implementing 3-2-1 strategy in teaching

reading through online learning in EFL classes towards the eighth-grade

students’ reading comprehension in SMP Negeri 4 Busungbiu.”

 CHAPTER III

RESEARCH METHOD

This chapter explains the method used in this research which includes

research design, research setting, research population and sample, research

variables, research instruments, validity and reliability of instruments, data

collection method, and data analysis method.

3.1 Research Design

This research was an experimental research with Pretest-Posttest Control

Group Design. Experimental research is a research design that aims to analyze the

cause-effect relationship among variables in a controlled condition (Fraenkel et

al., 2012). Pretest-Posttest Control Group Design is a type of experimental

research that involves two groups whereby one group receives the experimental

treatment (experimental group), while the other group does not receive the

experimental treatment (control group), and both groups are given pre-test and

post-test (Fraenkel et al., 2012). In this study, two classes of eighth-grade students

were randomly selected as samples. One class would be assigned as an

experimental group and the other class would be assigned as a control group.

Since this study used a pretest-posttest control group design, firstly both groups

were given pre-test to measure students’ reading comprehension before treatment.

After conducting pre-test, the treatment would be applied. The experimental group

would be taught reading comprehension through online learning by using 3-2-1

strategy, while the control group would be taught reading comprehension through

online learning by using a conventional method. By the end of the treatment, both

43
 44

of the experimental group and control group were given post-test to measure

students’ reading comprehension after the treatment. Furthermore, the results of

the pre-test and post-test from the experimental group and the control group were

used as the data analysis in this study. The pre-test and post-test scores from both

groups were compared and analyzed statistically by using SPSS 23.0 to

investigate whether the implementation of 3-2-1 strategy in teaching reading

through online learning in EFL classes would give a significant effect on the

eighth-grade students’ reading comprehension or not. The research design used in

this study could be illustrated as follows:

Experimental Group Pre-Test Treatment Post-Test

R O X1 O

R O X2 O

Control Group Pre-Test Treatment Post-Test

Figure 3.1 The Figure of Pretest-Posttest Control Group Design

Note:

R : Random selection of the sample

O : Pre-Test

X1 : Treatment given to the experimental group (3-2-1 Strategy)

X2 : Treatment given to the control group (Conventional Method)

O : Post-Test
 45

3.2 Research Setting

The research was conducted at SMP Negeri 4 Busungbiu in the academic

year of 2021/2022. SMP Negeri 4 Busungbiu is located in Busungbiu District,

Buleleng Regency, Bali. SMP Negeri 4 Busungbiu was chosen as the setting of

the research because the previous observation that had been done showed that the

students in SMP Negeri 4 Busungbiu had difficulties in comprehending English

texts and English teachers in this school never implemented 3-2-1 strategy in

teaching reading comprehension. Moreover, this research was conducted in an

online learning mode due to the pandemic situation in which face-to-face learning

could not be done.

3.3 Population and Sample

This part explains about population and sample of the research.

3.3.1 Population

Population is all members of a group who have a certain characteristic or set

of characteristics (Fraenkel et al., 2012). It is the group to whom the researcher

generalizes the results of the study. The population of this research was the

eighth-grade students of SMP Negeri 4 Busungbiu in the academic year of

2021/2022. The total of the population was 154 students who were divided into

five classes, namely VIII A, VIII B, VIII C, VIII D, and VIII E. The distribution

of the students in each class could be seen in Table 3.1 below.

Table 3.1 Distribution of Research Population

No. Class Number of Students

1. VIII A 31
 46

2. VIII B 31
3. VIII C 31
4. VIII D 30
5. VIII E 31
Total 154

3.3.2 Sample

Sample is a small group which selected from the population. The sample in

research is the group on which information for the data of the research is obtained

(Fraenkel et al., 2012). The sample of this study were selected from eighth-grade

students of SMP Negeri 4 Busungbiu. The researcher used a cluster random

sampling technique in selecting the sample for this study. Based on Creswell

(2012) and Fraenkel et al. (2012), cluster random sampling is a selection of

groups or clusters of subjects rather than individuals. In this research, cluster

random sampling would be done through lottery.

Based on the result of the lottery, class VIII A and class VIII C were

selected as the sample of this study. Then, the two selected classes would be

drawn again by using a lottery to determine which one would be the experimental

group and which one would be the control group. After doing the lottery, it was

determined that class VIII C would be used as an experimental group and class

VIII A would be used as a control group. To measure whether the two classes for

the sample of this study were normally distributed and homogeneous or not, the

pre-test scores of both classes would be used to conduct a normality test and a

homogeneity test. The normality test and homogeneity test of those two classes

were analyzed using SPSS 23.0.

 47

The normality test was conducted to check whether the experimental group

and the control group as the sample for this study were in a normal distribution or

not. The two groups would be said in normal distribution if the significance values

of both groups were more than 0.05. The result of the normality test before

treatment could be seen in Table 3.2 below.

Table 3.2 The Result of Normality Test before Treatment

Kolmogorov-Smirnova Shapiro-Wilk

Group Statistic df Sig. Statistic df Sig.

Score
Pre-Test Control Group .109 31 .200* .970 31 .514

Pre-Test Experimental
.133 31 .171 .977 31 .726
Group
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

The result of the normality test in Table 3.2 above showed that the

significance value of Kolmogorov-Smirnov of the control group (students who

would be taught reading through online learning using a conventional method)

was 0.200 (> 0.05) and the significance value of Kolmogorov-Smirnov of the

experimental group (students who would be taught reading through online

learning using 3-2-1 strategy was 0.171 (> 0.05). The significance values of both

groups were higher than 0.05, so it means that the two groups for the sample of

this study were in the normal distribution.

After conducting the normality test, the homogeneity of the variance also

needed to be checked to ensure the two groups for the sample of this study were in

the same level. Levene’s statistic was used to test the homogeneity of data from
 48

both groups. The data of both groups could be considered homogeneous if the

significance value of the obtained data had exceeded 0.05. The result of the

homogeneity test before treatment could be seen in the following table.

Table 3.3 The Result of Homogeneity Test before Treatment

Test of Homogeneity of Variances

Score
Levene Statistic df1 df2 Sig.
.689 1 60 .410

Based on the result of the homogeneity test as presented in Table 3.3 above,

the significant value of the students’ pre-test scores from both groups was 0.410.

The significance value was more than 0.05, so it means that the two groups which

had been selected as the sample of this study were homogeneous.

The results of the normality test and homogeneity test as explained

previously had proven that the two classes which selected as the experimental

group and control group for the samples of this study were in the normal

distribution and homogeneous. It indicated that the samples which had been

selected could be used to obtain the data for this study.

3.4 Research Variables

A variable is a characteristic or attribute of an individual or an organization

that can be observed or measured by the researcher (Creswell, 2012). There were

two variables used in this research, namely independent variable and dependent

variable. Fraenkel et al. (2012) defined the independent variable as the factor that

is measured, manipulated, or chosen by the researcher to find out its relationship

 49

to an observed phenomenon. This variable is assumed to be the cause of the

dependent variable. On the other hand, the dependent variable is the factor that is

observed and measured to find out the effect of the independent variable (Fraenkel

et al., 2012). This variable is not manipulated by the researcher, but it is

influenced by the independent variable. Based on those definitions, the

independent variable of this research was “3-2-1 strategy”, while the dependent

variable was “students’ reading comprehension”. The relationship between the

two variables in this research could be illustrated as follows.

Dependent Variable
Independent Variable
(Students’ Reading
(3-2-1 Strategy)
Comprehension)

Figure 3.2 The Relationship between Independent and Dependent Variable

3.5 Research Instruments

A research instrument is a tool used by the researcher to collect data

(Fraenkel et al., 2012). In this research, the researcher used two kinds of

instruments, including instrument for treatment (teaching scenarios) and

instrument for collecting data (reading comprehension tests).

3.5.1 Instrument for Treatment (Teaching Scenarios)

Teaching scenario was guidance which used by the researcher in conducting

the lesson during the treatment. There were two kinds of teaching scenarios used

in this research, including teaching scenario for the experimental group and

teaching scenario for the control group. The teaching scenario for the
 50

experimental group was designed to teach reading comprehension to eighth-grade

students in EFL class through online learning by using 3-2-1 strategy. On the

other hand, the teaching scenario for the control group was designed to teach

reading comprehension to eighth-grade students through online learning by using

a conventional method. The teaching scenario for the experimental group and the

teaching scenario for the control group would be consulted to the researcher’s

supervisors before used to do the treatment.

Table 3.4 The Comparison of Steps for Teaching Reading Using 3-2-1
Strategy and Conventional Method

3-2-1 Strategy Conventional Method

1. Teacher explains about the 1. Teacher explains about the

topic of the material to the topic of the material to the
students. students.
2. Teacher gives a reading text 2. Teacher gives a reading text to
and 3-2-1 strategy chart to the the students.
students.
3. Teacher explains about the 3. Students observe the text given
components of 3-2-1 strategy (Observing).
chart to the students and how
to use it as guidance to
understand the content of the
text better.
4. Teacher asks students to read 4. Students are given opportunity
the text given carefully. to ask some questions about
the meaning of difficult words
which found in the text
(Questioning).
5. After reading the text given, 5. Teacher explains the meaning
students are asked to fill in the of difficult words which have
3-2-1 strategy chart based on been asked by the students
the information from the text. (Exploring).
6. Teacher conducts a classroom 6. Teacher asks students to read
discussion to discuss the the text given carefully and
results of students’ work answer some questions about
regarding the 3-2-1 strategy the text to assess their reading
chart that has been filled by comprehension (Associating).
 51

them.
7. Students are asked to answer 7. Teacher conducts a classroom
some questions about the text discussion to discuss the
that has been read and correct answers of the
discussed previously to assess questions about the text given
their reading comprehension. (Communicating).

3.5.2 Instrument for Collecting Data (Reading Comprehension Tests)

Reading comprehension test was the main instrument used by the researcher

to collect data about the effect of implementing 3-2-1 strategy in teaching reading

through online learning in EFL classes on the eighth-grade students’ reading

comprehension. Reading comprehension tests in this research would be conducted

twice for both the experimental group and control group, namely pre-test and

post-test. The pre-test was administered to the experimental group and control

group before the treatment, while the post-test was administered to both groups

after giving the treatment. The pre-test and post-test would be in the form of

multiple-choice tests which consisted of 25 items with four answer choices.

Before using the instruments of pre-test and post-test to collect data about

students’ reading comprehension, the validity and reliability of those instruments

would be tested.

3.6 Validity and Reliability of Instruments

Before using the pre-test and post-test instruments to collect data, the

validity and reliability of those instruments were tested.

3.6.1 Validity of Instruments

 52

Validity refers to the extent to which a test can measure what is intended to

be measured (Gay et al., 2012). There were two kinds of validity tested in this

research, namely content validity and empirical validity of the instruments.

3.6.1.1 Content Validity

Content validity refers to the extent to which a test can measure an

intended content area or certain basic competency (Fraenkel et al., 2012; Gay

et al., 2012). In this research, content validity was used to measure whether the

items of pre-test and post-test instruments were relevant to the basic

competency that would be achieved and appropriate to measure eighth-grade

students’ reading comprehension. Both of the researcher’s supervisors became

the expert judges who analyzed the content validity of pre-test and post-test

instruments in this research. The first expert judge was Prof. Dr. Ni Made

Ratminingsih, M.A., and the second expert judge was I Nyoman Pasek Hadi

Saputra, S.Pd., M.Pd. They were asked to examine the appropriateness of the

pre-test items and post-test items. After the items of the pre-test and post-test

were examined by the expert judges, the results given by the expert judges

were put in the cross-tabulation table. Then, Gregory Formula was used in

measuring the value of the pre-test and post-test content validity.

Table 3.5 Cross Tabulation Table

FIRST EXPERT
SECOND Irrelevant Relevant
EXPERT Irrelevant A B
 53

Relevant C D

The Gregory Formula can be seen as follows:

D
Content Validity =
A + B + C + D

Figure 3.3 Gregory Formula

In which:

A = 1st expert is irrelevant and 2nd expert is irrelevant

B = 1st expert is relevant and 2nd expert is irrelevant

C = 1st expert is irrelevant and 2nd expert is relevant

D = 1st expert is relevant and 2nd expert is relevant

The level of content validity can be seen in the following table.

Table 3.6 Level of Content Validity

Content Validity Level

0.00 - 0.19 Very Low

0.20 - 0.39 Low
0.40 - 0.59 Moderate
0.60 - 0.79 High
0.80 - 1.00 Very High

The expert judgment sheets of pre-test and post-test instruments from

both expert judges can be seen in Appendix 9 and Appendix 10. Furthermore,
 54

the results of pre-test and post-test content validity in this research were shown

in Table 3.7 and Table 3.8.

Table 3.7 The Result of Pre-Test Content Validity

FIRST EXPERT

Irrelevant Relevant
SECOND
Irrelevant A (0) B (0)
EXPERT
Relevant C (0) D (30)

D
Content Validity =
A + B + C + D
30
=
0 + 0 + 0 + 30
30
¿
30
= 1
Based on the result above, it could be seen that the value of pre-test

content validity was 1.00 which categorized as a very high level. It means that

all items of the pre-test instrument were valid to be used for the try-out test.

Table 3.8 The Result of Post-Test Content Validity

FIRST EXPERT

Irrelevant Relevant
SECOND
Irrelevant A (0) B (0)
EXPERT
Relevant C (0) D (30)

D
Content Validity =
A + B + C + D
 55

30
=
0 + 0 + 0 + 30
30
¿
30
= 1
The result above showed that the value of post-test content validity was

1.00. It indicated that the content of the post-test instrument was in a very high

level of validity and all items of this instrument were valid to be used for the

try-out test.

3.6.1.2 Empirical Validity

Empirical validity was tested by conducting a try-out test. In this

research, the pre-test and post-test were tried out in the non-sample class. The

researcher selected class IX A which consisted of 25 students to conduct try-

out tests since they have learned all English materials of eighth-grade students.

Both of the try-out of pre-test and post-test consisted of 30 items in the form of

multiple-choice tests with four answer choices. The results of the try-out tests

were further analyzed by using ANATES program to determine the empirical

validity.

3.6.1.2.1 Pre-Test Empirical Validity

The validity of each item of pre-test instrument was measured

from the index of discrimination value. The index of discrimination

indicates the degree to which an item differentiates the high level and low

level of students. Each item of the pre-test instrument in this research was

categorized as valid if the index of discrimination value was higher than

0.30 because it indicated that the item could differentiate which students

were able to comprehend the text and which were not. Otherwise, if the
 56

index of discrimination value was lower than 0.30, it means that the item

was not good enough to measure which students were able to comprehend

the text and which were not, so the item should be dropped. The result of

pre-test empirical validity based on the analysis of the ANATES program

was presented in Table 3.9 below.

Table 3.9 The Result of Pre-Test Empirical Validity

No. Index of
Index of Difficulty Decision
Item Discrimination
1. Intermediate 0.57 Accepted
2. Easy 0.57 Accepted
3. Difficult 0.57 Accepted
4. Easy 0.57 Accepted
5. Very Easy 0.42 Accepted
6. Easy 0.42 Accepted
7. Difficult 0.42 Accepted
8. Easy 0.42 Accepted
9. Easy 0.42 Accepted
10. Easy 0.71 Accepted
11. Intermediate 0.71 Accepted
12. Intermediate 0.42 Accepted
13. Easy 0.42 Accepted
14. Intermediate 0.42 Accepted
15. Very Easy 0.28 Dropped
16. Intermediate 0.57 Accepted
17. Intermediate 0.42 Accepted
18. Intermediate 0.85 Accepted
19. Very Difficult 0.42 Accepted
20. Intermediate 0.42 Accepted
21. Easy 0.57 Accepted
22. Intermediate 0.85 Accepted
23. Intermediate 0.14 Dropped
24. Easy 0.57 Accepted
25. Easy 0.42 Accepted
26. Intermediate 0.28 Dropped
 57

27. Intermediate 0.71 Accepted

28. Easy 0.42 Accepted
29. Intermediate 0.57 Accepted
30. Intermediate 0.28 Dropped

The result of pre-test empirical validity as could be seen in

Table 3.9 above showed that four items from thirty items were dropped

since the index of discrimination value of those items were lower than

0.30. The items which dropped were the items number 15, 23, 26, and 30.

It means that those items were not good enough to differentiate which

students were able to comprehend text and which were not. Meanwhile,

twenty-six items (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 17, 18, 19,

20, 21, 22, 24, 25, 27, 28, and 29) were accepted or valid and could be

used as pre-test items because the index of discrimination value of those

items were higher than 0.30 with the range of 0.42 - 0.85.

The result of the ANATES analysis also showed that the valid

items of the pre-test instrument had five levels of the index of difficulty,

including very easy, easy, intermediate, difficult, and very difficult. From

twenty-six valid items, one item was categorized as a very easy question

(5), eleven items were categorized as easy questions (2, 4, 6, 8, 9, 10, 13,

21, 24, 25, and 28), eleven items were categorized as intermediate

questions (1, 11, 12, 14, 16, 17, 18, 20, 22, 27, and 29), two items were

categorized as difficult questions (3 and 7), and one item was categorized

as a very difficult question (19). Finally, the researcher selected twenty-

five valid items as the pre-test to collect data about students’ reading

comprehension achievement before being given treatment.

 58

3.6.1.2.2 Post-Test Empirical Validity

Similarly to pre-test empirical validity, the validity of each item

of post-test instrument was also determined from the value of the index of

discrimination. Each item of the post-test instrument was categorized as

valid if the index of discrimination value was higher than 0.30. On the

other hand, if the index of discrimination value of an item was lower than

0.30, the item should be dropped because it indicated that the item was not

good enough to measure which students were able to comprehend the text

and which were not. Based on the analysis of the ANATES program, the

result of post-test empirical validity was shown in Table 3.10.

Table 3.10 The Result of Post-Test Empirical Validity

No.
Index of
Ite Index of Difficulty Decision
Discrimination
m
1. Easy 0.42 Accepted
2. Easy 0.57 Accepted
3. Easy 0.71 Accepted
4. Very Easy 0.42 Accepted
5. Easy 0.57 Accepted
6. Intermediate 0.71 Accepted
7. Easy 0.28 Dropped
8. Easy 0.57 Accepted
9. Easy 0.28 Dropped
10. Easy 0.57 Accepted
11. Intermediate 0.71 Accepted
12. Intermediate 0.42 Accepted
13. Easy 0.71 Accepted
14. Intermediate 0.71 Accepted
15. Intermediate 0.57 Dropped
16. Intermediate 0.42 Accepted
 59

17. Intermediate 0.42 Accepted

18. Intermediate 0.85 Accepted
19. Intermediate 0.85 Accepted
20. Difficult 0.42 Accepted
21. Difficult 0.42 Accepted
22. Easy 0.71 Accepted
23. Easy 0.57 Dropped
24. Intermediate 0.71 Accepted
25. Easy 0.71 Accepted
26. Intermediate 0.57 Dropped
27. Intermediate 0.57 Accepted
28. Intermediate 0.14 Dropped
29. Difficult 0.42 Accepted
30. Intermediate 0.57 Accepted

From the result of post-test empirical validity as shown in the

table above, it could be seen that there were three items dropped because

the index of discrimination value of those items were lower than 0.30. The

dropped items were items number 7, 9, and 28. Meanwhile, twenty-seven

items which had the index of discrimination value higher than 0.30 were

accepted or categorized as valid items. The valid items were items number

1, 2, 3, 4, 5, 6, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24,

25, 26, 27, 29, and 30. Furthermore, these valid items could be used as

post-test items to collect data about students’ reading comprehension.

The result of post-test empirical validity showed that the valid

items of the post-test instrument had four levels of the index of difficulty,

including very easy, easy, intermediate, and difficult. From twenty-seven

valid items, one item was categorized as a very easy question (4), ten items

were categorized as easy questions (1, 2, 3, 5, 8, 10, 13, 22, 23, and 25),

thirteen items were categorized as intermediate questions (6, 11, 12, 14,
 60

15, 16, 17, 18, 19, 24, 26, 27, and 30), and three items were categorized as

difficult questions (20, 21, and 29). Finally, the researcher used twenty-

five valid items from twenty-seven valid items as the post-test to collect

data about students’ reading comprehension after given treatment.

3.6.2 Reliability of Instruments

Reliability is defined as the consistency of an instrument (Creswell, 2012).

In other words, it can be described as the degree to which a researcher’s

instrument would consistently provide a similar result if it was used repeatedly in

the same situation. The reliability of pre-test and post-test instruments in this

research were calculated by using the ANATES program. The coefficient and

qualification of the reliability test could be seen in the following table.

Table 3.11 The Coefficient and Qualification of Reliability

Coefficient Qualification

0.00 - 0.19 Very Low

0.20 - 0.39 Low
0.40 - 0.59 Moderate
0.60 - 0.79 High
0.80 - 1.00 Very High

The reliability test results of pre-test and post-test instruments in this

research were shown in Table 3.12 and Table 3.13.

Table 3.12 The Result of Pre-Test Reliability

Mean 18.88
 61

Standard Deviation 6.39

Correlation 0.81
Reliability of Test 0.89

Based on the result of ANATES analysis, the reliability of the pre-test

instrument was 0.89 which indicated a very high level of reliability. It could be

concluded that the pre-test instrument was reliable to be used to collect data about

students’ reading comprehension before treatment.

Table 3.13 The Result of Post-Test Reliability

Mean 19.24
Standard Deviation 6.98
Correlation 0.87
Reliability of Test 0.93

From the result of ANATES analysis, it was found that the reliability test

value of the post-test instrument was 0.93. It means that the post-test instrument

had a very high level of reliability. In conclusion, the post-test instrument was

reliable to be used to collect data about students’ reading comprehension after

given treatment.

3.7 Method of Data Collection

There were some procedures done by the researcher in the process of

collecting the data. The procedures were described as follows.

1. Going to School and Asking for Permission

 62

Firstly, the researcher went to SMP Negeri 4 Busungbiu and asked for

permission to conduct research in this school as well as gave a permission

letter which was set from the institution to the headmaster.

2. Determining the Sample of the Study

The researcher selected two classes of eighth-grade students as the

sample of the study through a cluster random sampling technique (by using a

lottery). One class would be categorized as an experimental group and the

other class would be categorized as a control group. In SMP Negeri 4

Busungbiu, the eighth-grade students were divided into five classes. The two

classes which selected as the samples were class VIII A and class VIII C. After

having the two classes as the sample of the study, the researcher determined

which one would be the experimental group and which one would be the

control group by using a lottery. The result of the lottery showed that VIII C

was chosen as the experimental group which would be taught reading using 3-

2-1 strategy and VIII A was chosen as the control group which would be taught

reading using a conventional method.

3. Preparing Research Instruments

In this stage, the researcher prepared the research instruments, including

instrument for treatment (teaching scenarios) and instrument for collecting data

(pre-test and post-test of reading comprehension). The teaching scenario for the

experimental group and control group would be consulted to the experts (the

researcher’s supervisors) before used to do the treatment. On the other hand,

the pre-test and post-test instruments would be tested in terms of validity and
 63

reliability before being used to collect data about students’ reading

comprehension.

4. Conducting Try-Out of Pre-test and Post-Test Instruments

The researcher tried out the pre-test and post-test instruments in the non-

sample class to measure the validity and reliability of the instruments. Class IX

A which consisted of 25 students was chosen by the researcher to conduct the

try-out tests because they have studied all English materials of eighth-grade

students.

5. Conducting Pre-test

After testing the validity and reliability of the pre-test and post-test

instruments, the researcher administered a pre-test to the experimental group

and control group to measure students’ reading comprehension before the

treatment. The pre-test was in the form of a multiple-choice test which

consisted of 25 items. The students in the experimental group and control

group answered the test in 90 minutes.

Furthermore, the results of the pre-test scores from both the experimental

group and control group were used to do a normality test and homogeneity test

to ensure that both groups which became the sample of this study had normal

distribution and were categorized as homogeneous. The results of the normality

test and homogeneity test of both groups showed that both groups had a normal

distribution as well as homogeneous.

6. Giving Treatment

After administering the pre-test both to the experimental group and

control group, the treatment would be given to both groups for three meetings.
 64

The students in the experimental group were taught reading comprehension

through online learning by using 3-2-1 strategy, meanwhile the students in the

control group were taught reading comprehension through online learning by

using a conventional method. During the treatment, the type of text that was

taught to the experimental and control groups was recount text (personal

recount text).

7. Conducting Post-Test

The researcher administered a post-test both to the experimental group

and the control group after giving the treatment. The post-test was in the form

of a multiple-choice test which consisted of 25 items. The students in the

experimental and control groups were given 90 minutes to answer the post-test.

This test was used to measure students’ reading comprehension after given the

treatment.

8. Analyzing the Data

In this step, the pre-test and post-test results from both the experimental

group and the control group were analyzed statistically through descriptive

statistical analysis and inferential statistical analysis. The analysis was done by

using IBM SPSS Statistics version 23. The results of the data analysis were

further interpreted as well as described in the findings of this study.

9. Discussing the Results of the Study

After analyzing the data and writing the findings of the study, the

researcher wrote a discussion related to the findings of the study and its

relation to the previous studies with a relevant topic that had been reviewed in

the empirical review.

 65

10. Drawing Conclusion

Finally, the researcher concluded the answer of the research question

based on the findings of this study. Besides that, suggestions were also made

for teachers, students, as well as for further researchers.

3.8 Method of Data Analysis

After the reading comprehension scores of the control group and

experimental group were obtained from pre-test and post-test, the data were

analyzed statistically by using descriptive statistical analysis and inferential

statistical analysis. A detailed explanation of the data analysis method could be

seen as follows.

3.8.1 Descriptive Statistical Analysis

Descriptive statistical analysis is done to show the summary of the obtained

data of the research (Fraenkel et al., 2012). The data of pre-test and post-test

results in this study were analyzed through descriptive statistical analysis in terms

of mean, median, range, variance, and standard deviation using IBM SPSS

Statistics version 23.

a. Mean

Mean is defined as the average of all scores in a data distribution (Fraenkel et

al., 2012). It is calculated by adding up all of the scores, then dividing the sum

of the scores by the total number of scores. In brief, it can be said that mean is

a single value that represents the entire data in a distribution.

b. Median
 66

Based on Fraenkel et al. (2012), median is the point below and above which 50

percent of the scores in a distribution fall. In simply, it is the midpoint in a data

distribution. When the total number of data in distribution is odd, the median is

the middle score (assuming that the scores are listed in order of value).

Meanwhile, when the total number of data is even, the median is the midpoint

between the two middle scores.

c. Range

Range is the difference between the highest score and the lowest score in a

distribution which calculated by subtraction (Fraenkel et al., 2012).

d. Variance

Variance is defined as the sum of the squared deviation from the mean divided

by the total number of scores in a distribution (Fraenkel et al., 2012). The

variance measures the spread of scores in a distribution from the mean.

e. Standard Deviation

Standard deviation is the square root of the variance (Fraenkel et al., 2012). It

is a value that represents the spread or dispersion of data distribution. Standard

deviation is categorized as the most useful index of variability.

3.8.2 Inferential Statistical Analysis

After the pre-test and post-test data in this study were analyzed

descriptively, the data were further analyzed using inferential statistical analysis.

Inferential statistical analysis refers to the data analysis technique which used to

make inference about a population based on findings from the sample (Fraenkel et

al., 2012). In this study, the data would be analyzed inferentially through t-test to

find out whether there was a significant difference between the mean score of the
 67

experimental group and the control group or not. Before conducting the

hypothesis testing (t-test), the pre-requisite parametric testing was conducted

using a normality test and homogeneity test to assure that the data were normally

distributed and homogeneous.

3.8.2.1 Normality Test

As mentioned previously, a normality test is done as the requirement

before conducting the hypothesis testing (t-test). Based on Fraenkel et al.

(2012), the normality test is a test used to determine the normal distribution of

the data. In this study, the researcher used Kolmogorov-Smirnov statistics

assisted with IBM SPSS Statistics version 23 to test the normality of the data.

The data are categorized as normally distributed if the significance value is

more than 0.05. On the other hand, if the significance value is less than 0.05, it

means that the data are not normally distributed.

Table 3.14 The Criteria for Testing Normal Distribution

Qualification

p < 0.05 The data distribution is not normal

p > 0.05 The data distribution is normal

3.8.2.2 Homogeneity Test

A homogeneity test is conducted to know whether the variance of the

data is homogeneous or not (Fraenkel et al., 2012). This test also becomes the

requirement that must be done before conducting the hypothesis testing (t-test).

The homogeneity test in this study was analyzed using Levene’s statistics
 68

assisted with IBM SPSS Statistics version 23. The data are categorized as

homogeneous if the significance value of the data exceeds 0.05. The criteria for

testing homogeneity of variance could be seen in the following table.

Table 3.15 The Criteria for Testing Homogeneity of Variance

Qualification

p < 0.05 The data distribution is not homogeneous

p > 0.05 The data distribution is homogeneous

3.8.2.3 Hypothesis Testing (T-test)

After ensuring that the data had been normally distributed and

homogeneous, the hypothesis would be tested. The hypothesis of this research

was an alternative hypothesis which stated that “There is a significant effect of

implementing 3-2-1 strategy in teaching reading through online learning in

EFL classes towards the eighth-grade students’ reading comprehension in SMP

Negeri 4 Busungbiu”. To test the hypothesis, the researcher used an

independent sample t-test. In this research, the independent sample t-test was

used to determine whether there is a significant difference between the mean

score of the experimental group and the control group at the probability level

of 0.05 (two-tailed). The independent sample t-test was processed by using

SPSS 23.0. The qualification for determining the significant difference

between the mean scores of both groups could be seen in Table 3.16.

Table 3.16 The Qualification for Hypothesis Testing

Qualification
 69

There is a significant difference

between the mean score of the
Sig.(two-tailed) < 0.05 experimental group and the control
group, so the alternative hypothesis is
accepted.
There is no significant difference
between the mean score of the
Sig.(two-tailed) > 0.05 experimental group and the control
group, so the alternative hypothesis is
rejected.
 CHAPTER IV

FINDINGS AND DISCUSSION

The purpose of this study was to investigate whether the implementation

of 3-2-1 strategy in teaching reading through online learning in EFL classes gave

a significant effect or not on the eighth-grade students’ reading comprehension in

SMP Negeri 4 Busungbiu. The eighth-grade students of SMP Negeri 4 Busungbiu

in the academic year of 2021/2022 became the population of this study. There

were two classes selected as the sample of the study, namely class VIII A and

class VIII C. Each of those classes consisted of 31 students. Class VIII A was the

control group that taught reading through online learning by using a conventional

method, meanwhile class VIII C was the experimental group that taught reading

through online learning by using 3-2-1 strategy. In the process of data collection,

firstly the control group and the experimental group were given a pre-test to

measure students’ reading comprehension before the treatment. After

administering the pre-test, the treatment was conducted for three meetings. Then,

a post-test was administered to both groups to measure students’ reading

comprehension after given the treatment. The collected data in this research were

in the form of pre-test scores and post-test scores from the control group and the

experimental group. This chapter presents the findings, discussion, and

implications of the study as elaborated in the details below.

4.1 Findings

The findings would contain the descriptive statistical analysis and the

inferential statistical analysis of pre-test and post-test data obtained from the

70
 71

control group and experimental group in this research. Descriptive statistics would

explain the summary of the pre-test and post-test data of both groups.

Furthermore, inferential statistics would explain the inference about the

population based on findings from the sample. The pre-test data and post-test data

of both groups can be seen in Appendix 17 and Appendix 18.

4.1.1 Description of Data

Descriptive statistical analysis is conducted to show the summary of the

obtained data of the research (Fraenkel et al., 2012). Descriptive statistics in this

study provided information about the mean, median, range, variance, and standard

deviation of both groups’ pre-test and post-test results. The data of pre-test and

post-test results of the control group and experimental group were analyzed

descriptively by using SPSS 23.0.

4.1.1.1 Description of Pre-Test Data

Table 4.1 presented the result of descriptive statistical analysis of pre-

test scores from the control group and the experimental group. It showed the

summary of both groups’ pre-test data.

Table 4.1 The Descriptive Analysis Result of Pre-Test Scores

Group Statistic Std. Error

Score Pre-Test Control Mean 59.35 3.303
Group 95% Confidence Lower Bound 52.61
Interval for Mean Upper Bound 66.10
5% Trimmed Mean 59.43
Median 60.00
Variance 338.237
Std. Deviation 18.391
Minimum 24
Maximum 92
 72

Range 68
Interquartile Range 32
Skewness -.019 .421
Kurtosis -.997 .821

Pre-Test Mean 56.52 3.125

Experimental 95% Confidence Lower Bound 50.13
Group Interval for Mean Upper Bound 62.90
5% Trimmed Mean 56.94
Median 56.00
Variance 302.658
Std. Deviation 17.397
Minimum 16
Maximum 88
Range 72
Interquartile Range 24
Skewness -.356 .421
Kurtosis -.084 .821

The following explanation would describe the analysis of the

descriptive statistics of pre-test data based on the result as shown in Table 4.1

above.

1. Mean

Mean score is the average of all scores in a distribution. From the

result of the descriptive analysis in Table 4.1, the mean score of students’

pre-test in the control group was 59.35 and the mean score of students’ pre-

test in the experimental group was 56.52. Thus, it could be concluded that

the control group had a higher mean score than the experimental group in

the pre-test.

2. Median
 73

Median is defined as the middlemost score in a data distribution.

Based on Table 4.1, the median of pre-test data in the control group was

60.00. On the other hand, the median of the experimental group’s pre-test

data was 56.00. It indicated that the median of the control group was higher

compared to the experimental group.

3. Range

Range represents the distance between the highest score and the

lowest score in a data distribution. The range was calculated by subtracting

the highest score with the lowest score. In pre-test data of the control group,

the highest or maximum score of the students was 92 and the lowest or

minimum score of the students was 24. The range of the pre-test data in the

control group was 68 which obtained by subtracting 92 with 24. In pre-test

data of the experimental group, the maximum score of the students was 88

and the minimum score was 16. From these maximum and minimum scores,

it could be calculated that the range of the pre-test data in the experimental

group was 72.

4. Variance

Variance refers to the sum of the squared deviation from the mean

divided by the total number of scores in a distribution. The variance

measures the spread of scores from the mean. Based on the descriptive

analysis result as shown in Table 4.1, the variance of the control group’s

pre-test data was 338.237, while the variance of the experimental group was

302.658. The variance of the control group was higher than the experimental
 74

group. It showed that the pre-test score of the students in the control group

was more spread out than the students’ score in the experimental group.

5. Standard Deviation

Standard deviation is the square root of the variance. It is a value that

represents the spread of data distribution. The standard deviation of pre-test

data in the control group was 18.391. Meanwhile, the standard deviation of

pre-test data in the experimental group was 17.397. The control group had a

standard deviation that was higher than the experimental group. It means

that the control group had more variety of scores.

The histograms of pre-test scores from the control group and the

experimental group could be seen in Diagram 4.1 and Diagram 4.2 below.

Diagram 4.1 Pre-Test Control Group Histogram

 75

Diagram 4.2 Pre-Test Experimental Group Histogram

Based on the result of descriptive statistical analysis of pre-test scores

from both groups as explained previously and both of the histograms above, it

could be concluded that the students in the control group produced a better

result in terms of reading comprehension compared to the students in the

experimental group before being given the treatment.

4.1.1.2 Description of Post-Test Data

Table 4.2 showed the descriptive statistical analysis result of post-test

scores from the control group and the experimental group. The descriptive

analysis of post-test data provided the summary of the post-test data obtained

from both groups.

 76

Table 4.2 The Descriptive Analysis Result of Post-Test Scores

Group Statistic Std. Error

Score Post-Test Control Mean 69.81 1.935
Group 95% Confidence Lower Bound 65.85
Interval for Mean Upper Bound 73.76
5% Trimmed Mean 69.64
Median 72.00
Variance 116.095
Std. Deviation 10.775
Minimum 52
Maximum 92
Range 40
Interquartile Range 20
Skewness .095 .421
Kurtosis -.722 .821
Post-Test Mean 81.29 1.534
Experimental 95% Confidence Lower Bound 78.16
Group Interval for Mean Upper Bound 84.42

5% Trimmed Mean 81.43

Median 84.00

Variance 72.946

Std. Deviation 8.541

Minimum 64

Maximum 96

Range 32

Interquartile Range 12

Skewness -.254 .421

Kurtosis -.434 .821

The following explanation would describe the analysis of descriptive

statistics of post-test data based on the result provided in Table 4.2 above.

1. Mean

Based on the result of the descriptive analysis in Table 4.2, the control

group’s mean score of post-test was 69.81, while the experimental group’s
 77

mean score of post-test was 81.29. It showed that the experimental group

had a higher mean score than the control group in the post-test.

2. Median

From the result of the descriptive analysis in Table 4.2, it could be

seen that the median of post-test data in the control group was 72.00 and the

median of post-test data in the experimental group was 84.00. It indicated

that the median of the experimental group was higher than the median of the

control group.

3. Range

In post-test data of the control group, the maximum score of the

students was 92 and the minimum score was 52. The range was calculated

by subtracting 92 with 52. Thus, the range of the post-test data in the control

group was 40. Furthermore, in post-test data of the experimental group, it

was found that the maximum score of the students was 96 and the minimum

score of the students was 64. From these maximum and minimum scores, it

could be calculated that the range of the post-test data in the experimental

group was 32.

4. Variance

Based on Table 4.2, the variance of post-test data in the control group

was 116.095. On the other hand, the variance of the experimental group’s

post-test data was 72.946. The variance of the control group was higher

compared to the experimental group. Therefore, it could be concluded that

the post-test score of the students in the control group was more spread out

than the score of the students in the experimental group.

 78

5. Standard Deviation

Standard deviation represents the spread of data in a distribution. The

result of descriptive statistical analysis of post-test data showed that the

standard deviation of the control group’s post-test data was 10.775 and the

standard deviation of the experimental group’s post-test data was 8.541. The

standard deviation of the experimental group was lower than the control

group. It means that the mean of the students in the experimental group who

taught reading by using 3-2-1 strategy was better in describing all scores for

the group and representing the individuals in the group. The mean of the

experimental group could be said more representative compared to the mean

of the control group.

The histograms of post-test scores of both groups were shown in

Diagram 4.3 and Diagram 4.4 below.

Diagram 4.3 Post-Test Control Group Histogram

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Diagram 4.4 Post-Test Experimental Group Histogram

The result of descriptive statistical analysis of post-test scores from

both groups as explained previously and the histograms above indicated that

the students in the experimental group had better reading comprehension

achievement than the students in the control group after being given the

treatment (the experimental group was treated using the 3-2-1 strategy and the

control group was treated using the conventional method).

4.1.2 Comparison of Scores between Both Groups

After conducting the descriptive statistical analysis for the control group and

experimental group, the results of students’ reading comprehension scores in pre-

test and post-test would be compared to get an overview of the scores between

both groups before and after the treatment and to see the progress achieved in
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each group. The overview of pre-test and post-test scores between both groups

could be seen in Diagram 4.5 below.

Diagram 4.5 Overview of Both Groups’ Scores

Diagram 4.5 above illustrated that the pre-test mean score of the

experimental group was 56.52 and the pre-test mean score of the control group

was 59.35. The pre-test mean score of the experimental group was lower than the

control group. This reflected that the students in the experimental group had lower

reading comprehension achievement than the students in the control group before

being given the treatment.

The diagram above also showed the overview of post-test mean scores of

both groups. The post-test mean score of students in the experimental group

increased significantly from its pre-test mean score which was from 56.52 to

81.29. It showed that the improvement of the mean score in the experimental

group from pre-test to post-test was 24.77 points. In the control group, there was
 81

also an improvement in its mean score from pre-test to post-test which was from

59.35 to 69.81. It indicated that the improvement of the mean score in the control

group from pre-test to post-test was 10.46 points. Even though both groups

showed improvement in the post-test result, the improvement of the mean score in

the control group was not as high as the experimental group. Thus, it could be

concluded that the students in the experimental group achieved higher reading

comprehension achievement than the students in the control group after the

experimental group had been taught reading using the 3-2-1 strategy.

4.1.3 Inferential Statistical Analysis

Inferential statistical analysis refers to the statistical analysis procedure that

allows the researcher to make inference about the population based on findings

from the sample (Fraenkel et al., 2012). After the pre-test data and post-test data

of the control group and experimental group were analyzed descriptively, the data

were further analyzed using inferential statistical analysis. The inferential

statistical analysis was conducted through hypothesis testing (t-test) to find out

whether the difference between the mean score of the experimental group and the

control group was significant or not. Before conducting the hypothesis testing (t-

test), the normality test and the homogeneity test were conducted first to ensure

that the data were normally distributed and homogeneous. The normality test,

homogeneity test, and hypothesis testing (t-test) in this study were processed

using SPSS 23.0.

4.1.3.1 Normality Test

Before conducting hypothesis testing, the distribution of the data

should be tested using a normality test to find out whether the data were
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normally distributed or not. In this study, the researcher used Kolmogorov-

Smirnov statistics to test the normality of pre-test data and post-test data from

the experimental group and control group. If the significance value of

Kolmogorov-Smirnov is more than 0.05, it means that the data are categorized

as normally distributed. In contrast, if the significance value of Kolmogorov-

Smirnov is less than 0.05, it indicates that the data are not normally distributed.

4.1.3.1.1 The Result of Normality Test of Pre-Test

Table 4.3 Normality Test of Pre-Test

Kolmogorov-Smirnova Shapiro-Wilk

Group Statistic df Sig. Statistic df Sig.

Score
Pre-Test Control Group .109 31 .200* .970 31 .514

Pre-Test Experimental
.133 31 .171 .977 31 .726
Group
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Based on the result of the normality test as presented in Table 4.3

above, the significance value of Kolmogorov-Smirnov of pre-test data in the

control group was 0.200 (> 0.05) and the significance value of Kolmogorov-

Smirnov of pre-test in the experimental group was 0.171 (> 0.05). Since the

significance values of both groups had exceeded 0.05, it could be concluded

that the pre-test data in the control group and experimental group were

normally distributed.

4.1.3.1.2 The Result of Normality Test of Post-Test

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Table 4.4 Normality Test of Post-Test

Kolmogorov-Smirnova Shapiro-Wilk
Group
Statistic df Sig. Statistic df Sig.
Score
Post-Test Control Group .124 31 .200* .968 31 .463

Post-Test Experimental
.141 31 .122 .964 31 .380
Group
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

From the table above, it could be seen that the significance value of

Kolmogorov-Smirnov of post-test data in the control group was 0.200 (>

0.05) and the significance value of Kolmogorov-Smirnov of post-test data in

the experimental group was 0.122 (> 0.05). The results of significance

values of both groups were more than 0.05. It indicated that the post-test

data of the control group and the experimental group had a normal

distribution.

4.1.3.2 Homogeneity Test

After conducting the normality test, the homogeneity test was done to

determine whether the variances of the obtained data were homogeneous or

not. Levene’s statistic was used to test the homogeneity of the pre-test data and

post-test data in this study. In the homogeneity test, the variances of the data

are categorized as homogeneous if the significance value of the data is higher

than 0.05. Meanwhile, if the significance value of the data is lower than 0.05, it

means that the data are not homogeneous.

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4.1.3.2.1 The Result of Homogeneity Test of Pre-Test

Table 4.5 Homogeneity Test of Pre-Test

Test of Homogeneity of Variances

Score
Levene Statistic df1 df2 Sig.
.689 1 60 .410

Table 4.5 above showed the result of the homogeneity test of pre-

test data in this study. From the result of the homogeneity test, it could be

seen that the significance value of the data was 0.410. The significance

value was higher than 0.05, so it indicated that the variances of the pre-test

data from the control group and the experimental group were homogeneous.

4.1.3.2.2 The Result of Homogeneity Test of Post-Test

Table 4.6 Homogeneity Test of Post-Test

Test of Homogeneity of Variances

Score
Levene Statistic df1 df2 Sig.
2.311 1 60 .134

Based on the result of the homogeneity test of post-test data as

shown in Table 4.6 above, the significance value of the data was 0.134.

Since the significance value of the data was higher than 0.05, it could be

concluded that the post-test data of both groups in this study were

categorized as homogeneous.
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4.1.3.3 Hypothesis Testing (T-test)

After ensuring that the pre-test data and post-test data obtained in this

study had been normally distributed and homogeneous, the data were further

analyzed inferentially to test the hypothesis by using 2-tailed independent

sample t-test. In this study, the independent sample t-test was used to measure

the significant difference between the mean score of the control group and the

experimental group at the probability level of 0.05 (Sig. 2-tailed). In

performing the t-test calculation, the pre-test scores and post-test scores of both

the control group and experimental group were compared. The independent

sample t-test of pre-test scores was conducted to find out whether there was a

significant difference between the mean score of the control group and

experimental group or not before given treatment. Furthermore, the

independent sample t-test of post-test scores was conducted to investigate

whether there was a significant difference between the mean score of the

control group and experimental group or not after given treatment (the control

group was taught reading comprehension by using the conventional method

and the experimental group was taught reading comprehension by using 3-2-1

strategy).

4.1.3.3.1 T-test Result of Pre-Test Scores

The result of t-test analysis of pre-test scores of the control group

and the experimental group was presented in Table 4.7 below. The data in

equal variances assumed were used to interpret the t-test result of pre-test

scores because the pre-test data were homogeneous as previously shown in

the homogeneity test result.

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Table 4.7 T-test Result of Pre-Test Scores

Independent Samples Test

Levene's

Test for

Equality of

Variances t-test for Equality of Means

95% Confidence

Sig. Mean Std. Interval of the

(2- Diffe- Error Difference

F Sig. t df tailed) rence Difference Lower Upper

Score Equal

variances .689 .410 .624 60 .535 2.839 4.547 -6.256 11.934

assumed

Equal

variances
.624 59.816 .535 2.839 4.547 -6.257 11.934
not

assumed

From the result of the independent sample t-test above, it could be

seen that the value of Sig. (2-tailed) of the data was 0.535. The significance

value of the data was higher than the standard alpha (α = 0.05). It means that

there was no significant mean difference in the pre-test result between both

groups. In conclusion, the mean score of students’ reading comprehension

in the control group was not significantly different from the mean score of

students’ reading comprehension in the experimental group before given the

treatment.

4.1.3.3.2 T-test Result of Post-Test Scores

Table 4.8 presented the t-test result of post-test scores of the control

group and the experimental group after given treatment. The data in equal

variances assumed were used to interpret the t-test result of post-test scores
 87

since the post-test data of both groups were categorized as homogeneous as

previously shown in the result of the homogeneity test.

Table 4.8 T-test Result of Post-Test Scores

Independent Samples Test

Levene's

Test for

Equality of

Variances t-test for Equality of Means

Std. 95% Confidence

Sig. Mean Error Interval of the

(2- Diffe- Diffe- Difference

F Sig. t df tailed) rence rence Lower Upper

Score Equal

variances 2.311 .134 -4.650 60 .000 -11.484 2.469 -16,423 -6,544

assumed

Equal

variances
-4.650 57.029 .000 -11.484 2,469 -16,429 -6,539
not

assumed

Based on the result of the independent sample t-test of post-test

scores as shown in Table 4.8 above, the value of Sig. (2-tailed) of the data

was 0.000. The significance value of the data was lower than the standard

alpha value (α = 0.05). It indicated that there was a significant difference

between the mean score of students in the experimental group who taught

reading through online learning by using the 3-2-1 strategy and the mean

score of students in the control group who taught reading through online

learning using the conventional method. Thus, the alternative hypothesis

used in this research was accepted. From the analysis of independent sample

t-test result of post-test scores which had been explained previously, it could
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be concluded that the implementation of the 3-2-1 strategy in teaching

reading through online learning gave a significant effect on the eight-grade

students’ reading comprehension.

4.2 Discussion

This study was conducted to investigate whether there was any significant

effect of the implementation of 3-2-1 strategy in teaching reading through online

learning on the eighth-grade students’ reading comprehension of SMP Negeri 4

Busungbiu. The two classes of eighth-grade students which selected as the

samples of this study were given different treatment. Class VIII C was the

experimental group which treated using 3-2-1 strategy, while class VIII A was the

control group which treated using a conventional method.

At first, the experimental group and the control group were given a pre-test

in the form of a multiple-choice test with four answer choices. The result of the

pre-test showed the students’ reading comprehension achievement in the

experimental class and control class before the treatment. The data of pre-test

scores from both groups had been analyzed descriptively and inferentially by

using SPSS 23.0. Based on the descriptive analysis result, the mean score of the

experimental group in the pre-test was 56.52, while the mean score of the control

group in the pre-test was 59.35. The pre-test mean score of the control group was

higher than the experimental group. It indicated that the experimental group did

not perform as well as the control group in reading comprehension before the

treatment. Furthermore, the inferential analysis of pre-test data was conducted

through an independent sample t-test. The result of the independent sample t-test

showed that the value of Sig. (2-tailed) of pre-test data was 0.535 which was
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higher than 0.05. Thus, it could be concluded that the difference in mean score

between both groups in the pre-test was not significant.

After administering the pre-test, the experimental group and control group

were given treatment three times by following the lesson plan that had been

designed by the researcher. The lesson plans for the experimental group and

control group were designed differently. The lesson plan for teaching reading

through online learning in the experimental group used 3-2-1 strategy. On the

other hand, the lesson plan for teaching reading through online learning in the

control group used a conventional method. The kind of text which was taught to

the experimental group and control group during the treatment was recount text,

especially personal recount text.

The implementation of 3-2-1 strategy in teaching reading through online

learning using Google Meet in the experimental group was running well. The

implementation of the 3-2-1 strategy during the treatment helped students in

understanding the text and remembering the information conveyed in the text

longer. It could happen because the main steps of the 3-2-1 strategy which consist

of summarizing three main ideas from the text, sharing opinions about two

interesting things found in the text, and making a question related to the unclear

information or explanation in the text give useful guidance for students about

what aspect should be found and given attention while reading a text. There were

several steps which done in implementing the 3-2-1 strategy in teaching reading in

the experimental class. In the first step, the teacher explained the topic of the

material to the students. The material given was about recount text. After giving a

general explanation about the recount text, the teacher gave a recount text and 3-
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2-1 strategy chart to the students. Then, the teacher explained about the

components of the 3-2-1 strategy chart to the students and informed them on how

to use it as guidance to help them comprehend the information in the text. After

that, students read the recount text given carefully and filled in the 3-2-1 strategy

chart based on the information they got from the recount text that had been read.

In the next step, the teacher conducted a classroom discussion to discuss the

results of the students’ work regarding the 3-2-1 strategy chart that had been filled

by them. In the last step, students are asked to answer some questions related to

the recount text that had been discussed previously to measure their reading

comprehension about the text. Those steps were done repeatedly until the third

meeting of treatment but with a different recount text in each meeting. During the

treatment in the experimental group, it was found that the classroom discussion

which conducted to discuss the 3-2-1 strategy chart that had been filled by the

students about the recount text given could increase the students’ participation

during the learning process. Additionally, the students in the experimental group

also looked more motivated to follow the reading activity during the learning

process compared to the students in the control group which was treated using the

conventional method. It happened because the 3-2-1 strategy gave them a new

learning experience in reading text. Therefore, it could be concluded that the

implementation of the 3-2-1 strategy in teaching reading gave a positive impact on

the students.

Even though the implementation of the 3-2-1 strategy in the experimental

group during the treatment was successful, the implementation of the 3-2-1

strategy in the first meeting of treatment was still facing problems. Some students
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felt confused in filling out the 3-2-1 strategy chart since it is a new thing for them.

The solution to overcome this problem was by giving the example of how to fill in

the 3-2-1 strategy chart based on the information of a certain recount text. The

other problem that happened in the implementation of the 3-2-1 strategy to the

experimental group in the first meeting of treatment was some students found

difficulty in making a good question for the part “1 question you still have” in the

3-2-1 strategy chart given. Some students were confused about what question to

write and some students made mistakes in making the question. The mistakes

done by the students in making questions were corrected by giving some simple

explanations about how to make a good question. Those problems could decrease

gradually in the second and third treatments.

Different from the experimental group, the control group was taught reading

through online learning using a conventional method. This method made students

feel less motivated and bored easily during the teaching and learning process since

the strategy is less challenging and considered as a monotonous strategy applied

by the teacher in the school. During the implementation of the conventional

method in the control group, students’ activities are mainly finding the answers of

the questions about the text given.

After the treatment had been done for three meetings, the experimental

group and the control group were given a post-test in the form of a multiple-

choice test with four answer choices. The post-test consisted of 25 questions. The

post-test result showed the students’ reading comprehension achievement of the

experimental group and control group after the treatment. The descriptive statistic

analysis result of the post-test revealed that the students who were taught reading
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through online learning using 3-2-1 strategy performed better in the reading

comprehension test (post-test) compared to the control group. The mean score of

the experimental group in the post-test was 81.29 and the mean score of the

control group in the post-test was 69.81. Although both of the experimental group

and control group showed improvement in the post-test mean scores from their

pre-test mean scores, the improvement of the mean score in the experimental

group was higher than the control group. Furthermore, the post-test data of the

experimental group and control group were analyzed inferentially through an

independent sample t-test to determine whether there was a significant difference

between the mean scores of both groups or not after given the treatment. Based on

the result of the independent sample t-test of post-test data, the value of Sig. (2-

tailed) of post-test data was 0.000. The significance value was less than the

standard alpha value (α = 0.05). It indicated that the experimental group which

was treated using the 3-2-1 strategy and the control group which was treated using

the conventional method had a significant mean difference in the post-test. Thus,

the alternative hypothesis (Hα) of this research which stated that “There is a

significant effect of implementing 3-2-1 strategy in teaching reading through

online learning in EFL classes towards the eighth-grade students’ reading

comprehension in SMP Negeri 4 Busungbiu” was accepted.

Referring to the results of descriptive analysis and inferential analysis, it

could be emphasized that the students in the experimental group who were taught

reading through online learning using the 3-2-1 strategy got better reading

comprehension achievement rather than the students in the control group who

were taught reading using the conve ntional method. It indicated that 3-2-1
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strategy was more effective to be used in teaching reading comprehension to the

students compared to the conventional method.

The result of this study was also confirming the results of the studies on the

implementation of 3-2-1 strategy conducted by other researchers. First, Putri et al.

(2017) did quasi-experimental research to investigate the effect of the

implementation of 3-2-1 strategy on the eighth-grade students’ reading

comprehension in SMP Negeri 34 Padang. The result of the study found that the

students who were taught reading using the 3-2-1 strategy performed significantly

better in comprehending the text rather than the students who were taught reading

using the conventional method. It meant that the 3-2-1 strategy gave a significant

effect on the eighth-grade students’ reading comprehension. Second, Misnawati &

Novita (2019) conducted a classroom action research on the first-year students of

MAN Gandapura. In their research, they applied the 3-2-1 strategy to improve

students’ reading comprehension. The result of the study revealed that the

implementation of 3-2-1 strategy had improved the students’ reading

comprehension achievement. It could happen because most of the students felt

easier in identifying and summarizing the main idea and specific information from

the text given by using the 3-2-1 strategy. Third, Zainurrahman & Djabir (2020)

did a classroom action research related to the implementation of 3-2-1 strategy in

teaching reading to the eighth-grade students of Islamic Junior High School 1 in

Ternate. The result of the study also showed that the use of 3-2-1 strategy in

teaching reading could significantly improve the students’ reading

comprehension. It indicated that the 3-2-1 strategy gave a positive impact to the

students.
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Research conducted by Juliantina & Lestari (2018) revealed that the 3-2-1

strategy gave a positive influence on students’ reading comprehension of recount

text as they found that the mean score of the experimental group which taught

reading using the 3-2-1 strategy was higher than the control group which taught

reading using the conventional method. The research was applied to the tenth-

grade students of Senior High School. It was different from the current research

which investigate the effect of the implementation of the 3-2-1 strategy on recount

text in the eighth-grade students of Junior High School. Yet, both of the research

showed similar conclusion about the positive effect of 3-2-1 strategy towards

students’ reading comprehension achievement, especially on recount text. It

means that the 3-2-1 strategy can be used for teaching reading comprehension

both in Junior High School students and Senior High School students.

The 3-2-1 strategy is not only can be used to teach reading for recount text

as what had been done in the current research but it also can be used to teach

different kinds of text, such as hortatory exposition text and narrative text. Chotib

(2018) conducted quasi-experimental research to find out whether the use of 3-2-1

strategy in teaching reading gave a significant effect or not on the eleventh-grade

students’ reading comprehension of hortatory exposition text in SMAN 10

Tangerang Selatan. In his research, Chotib (2018) found that the use of 3-2-1

strategy in teaching reading has an effect in improving the eleventh-grade

students’ reading comprehension of hortatory exposition text. Nada (2019) and

Deliany et al. (2020) did experimental research to examine the effect of applying

3-2-1 strategy in teaching narrative text to the eighth-grade students. The findings

of the research done by Nada (2019) and Deliany et al. (2020) revealed that there
 95

was a significant effect of applying the 3-2-1 strategy on the eighth-grade

students’ reading comprehension achievement of narrative text. Those previous

research found a similar result with the result of this current research in which the

3-2-1 strategy gave a significant effect in improving students’ reading

comprehension achievement but in different kinds of text.

The implementation of 3-2-1 strategy resulted in a better ability of students

in comprehending reading text, especially recount text which was taught during

the treatment. There were some significant influences of the 3-2-1 strategy which

contributed to the success of students in comprehending the text. When students

were taught about the use of 3-2-1 strategy to assist their reading comprehension,

they were enthusiastic to know about it since they had never been trained to use

any kind of strategy to read English texts. The implementation of the 3-2-1

strategy helped students to be more concentrated in their reading. The students

seem so focused in getting information from the text given since they need to fill

in the 3-2-1 strategy chart based on the information they got from the text. It made

the students trained to be active readers. The implementation of the 3-2-1 strategy

also made students feel motivated in reading English texts since the steps of the 3-

2-1 strategy provide clear guidance for them to truly comprehend the whole

information presented in the text being read. In addition, when discussing the 3-2-

1 strategy chart that has been filled with the information about the text given, each

student was given chance to be participated in sharing their comprehension about

the text. It indicated that the implementation of the 3-2-1 strategy could improve

students’ participation in the learning process. The advantages of the

implementation of the 3-2-1 strategy found in this current research were also
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consistent with the advantages of the 3-2-1 strategy stated by Zygouris-Coe et al.

(2004), Misnawati & Novita (2019), and Zainurrahman & Djabir (2020). As

explained by Zygouris-Coe et al. (2004), the implementation of the 3-2-1 strategy

in teaching reading can maximize students’ interaction with the reading text

given, help students to maintain their concentration on the text being read, and

give clear guidance to make students understand the whole context of the text

being read better. Furthermore, the findings of the study conducted by Misnawati

& Novita (2019) and Zainurrahman & Djabir (2020) which applied the 3-2-1

strategy in teaching reading revealed that the 3-2-1 strategy is very helpful to

guide students in identifying and summarizing the main idea and specific

information of the text and it also could help the students to be active readers and

felt motivated in the reading activities in the class. Overall, this current research

found that the 3-2-1 strategy was an effective strategy for teaching reading in EFL

classes.

Based on the explanation above, the result of this study has met the theory

and supported the claims of other related research. The finding of this study

reflected that 3-2-1 strategy was a teaching strategy that could give a positive

impact on students’ reading comprehension. Finally, it could be concluded that

there was a significant effect of 3-2-1 strategy on the eighth-grade students’

reading comprehension of SMP Negeri 4 Busungbiu in the academic year

2021/2022 after being given the treatment in which students who were taught

reading by using 3-2-1 strategy performed better in reading comprehension than

the students who were taught by using the conventional method.

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4.3 Implications

This research was conducted in the educational environment which focused

on investigating the significant effect of implementing 3-2-1 strategy on the

eighth-grade students’ reading comprehension in Junior High School. Based on

the findings of the research as explained previously, the implementation of the 3-

2-1 strategy in teaching reading through online learning in EFL classes gave a

positive impact for students because it could improve the students’ reading

comprehension achievement. The students who were taught reading using the 3-2-

1 strategy achieved a higher mean score in the post-test compared to the students

who were taught reading using the conventional method. The implementation of

the 3-2-1 strategy can increase students’ engagement in reading English texts and

help them in maintaining their concentration while reading, so they can

understand the whole information contained in the text better. The teacher also

can create a better atmosphere in the class by increasing students’ participation

during the reading process in every step of the 3-2-1 strategy. For English teachers

who teach reading comprehension in EFL classes, they can choose to use the 3-2-

1 strategy as a teaching reading strategy to help students in improving their

reading comprehension of the text being read, whether it is about the main idea,

specific information of the text, textual reference, or language used in the text.

Overall, it can be inferred that the result of this study can give practical

implication in which the 3-2-1 strategy is found to be effective in developing

students’ reading comprehension achievement. The 3-2-1 strategy also can be

used by the teacher as a variation in teaching reading comprehension in EFL

classes to accommodate students’ needs.

 98

This research also gives implication for the other researchers as they can use

the findings of the research as references for conducting other related research.

The findings of the research also can become a consideration for other researchers

in conducting other research related to 3-2-1 strategy with a different variable,

such as combining 3-2-1 strategy with the other strategy toward reading

comprehension.
 CHAPTER V

SUMMARY, CONCLUSION, AND SUGGESTION

This chapter presents the summary of the study and the conclusion of the

overall discussion in the previous chapter. Some suggestions are also given as the

contribution to support the teaching and learning process in EFL classes.

5.1 Summary

This research was an experimental study with Pretest-Posttest Control

Group Design which aimed at investigating whether the implementation of 3-2-1

strategy in teaching reading through online learning in EFL classes give a

significant effect on the eighth-grade students’ reading comprehension or not. The

population of this study was the eighth-grade students of SMP Negeri 4

Busungbiu in the academic year of 2021/2022. There were two classes selected as

the sample of the study through a cluster random sampling technique namely class

VIII A and class VIII C in which each class consisted of 31 students. Class VIII A

was assigned as the control group which was treated by using a conventional

method. On the other hand, class VIII C was assigned as the experimental group

which was treated by using the 3-2-1 strategy. The results of the normality test

and homogeneity test of both groups before the treatment indicated that the two

classes had a normal distribution as well as homogeneous.

There were two variables used in this research namely an independent

variable and a dependent variable. The independent variable was the reading

strategy called “3-2-1 strategy”, meanwhile the dependent variable was the

students’ reading comprehension. In conducting the research, the researcher used

99
 100

two kinds of instruments, including instrument for treatment (teaching scenarios)

and instrument for collecting data (reading comprehension tests). The teaching

scenario for both the experimental group and control group were designed

differently to do treatment for three meetings. The teaching scenario for the

experimental group was designed for teaching reading through online learning

using the 3-2-1 strategy, while the teaching scenario for the control group was

designed using the conventional method. The teaching scenarios were consulted to

the researcher’s supervisors before doing the treatment. The reading

comprehension test instrument which used to collect data in this research was

divided into two, namely pre-test instrument and post-test instrument. A pre-test

instrument was used to measure students’ reading comprehension of the

experimental group and control group before the treatment, while a post-test

instrument was used to measure students’ reading comprehension of both groups

after given the treatment. Before using the pre-test and post-test instruments to

collect data about students’ reading comprehension, the instruments were

consulted with two expert judges to measure the content validity. After measuring

the content validity, the pre-test and post-test instruments were tried out to the 25

ninth-grade students of SMP Negeri 4 Busungbiu to measure the empirical

validity and reliability of the tests. From the empirical validity results, it was

found that there were 26 items out of 30 items in the pre-test instrument

considered as valid items and there were 27 items out of 30 items in the post-test

instrument considered as valid items. Furthermore, the results of the reliability test

indicated that the pre-test and post-test instruments had a very high level of

reliability. Finally, both the pre-test and post-test instruments which used by the
 101

researcher to collect data about students’ reading comprehension consisted of 25

multiple-choice items with four answer choices.

The data of students’ pre-test and post-test results from the experimental

group and control group were analyzed using two types of statistical analysis,

namely descriptive statistical analysis and inferential statistical analysis through

SPSS 23.0. The descriptive analysis was done in terms of the mean, median,

range, variance, and standard deviation to show the summary of the obtained data

in this study. Furthermore, the inferential analysis was calculated by using an

independent sample t-test to find out whether there was a significant difference

between the mean score of the experimental group and the control group. The

findings of the study revealed that the implementation of 3-2-1 strategy in

teaching reading through online learning gave a significant effect on the reading

comprehension achievement of eighth-grade students in SMP Negeri 4 Busungbiu.

5.2 Conclusion

Based on the research findings and discussion in Chapter IV, it could be

concluded that there was a significant effect of the implementation of 3-2-1

strategy in teaching reading through online learning in EFL classes towards the

eighth-grade students’ reading comprehension of SMP Negeri 4 Busungbiu. It was

shown by the result of the independent sample t-test of post-test scores from the

experimental group and control group. The independent sample t-test result of the

post-test scores revealed that the value of Sig. (2-tailed) was 0.000, which was

lower than 0.05. It indicated that there was a significant difference between the

mean score of the students’ reading comprehension in the experimental group and

the mean score of the students in the control group after being given the treatment,
 102

so the alternative hypothesis of this research was accepted. The students in the

experimental group who were taught reading comprehension through online

learning using the 3-2-1 strategy got better achievement in reading comprehension

rather than the students in the control group who were taught using the

conventional method. In conclusion, the research proved that the implementation

of the 3-2-1 strategy in teaching reading through online learning had improved the

reading comprehension achievement of the eighth-grade students in Junior High

School.

5.3 Suggestion

Related to the conclusion stated previously, the researcher would like to

propose some suggestions. The suggestions were given to English teachers,

students, and other researchers. The suggestions could be seen as follows.

1. For English Teachers

English teachers have to be able to select an innovative and appropriate

strategy for teaching reading comprehension in EFL classes. This study found that

the implementation of 3-2-1 strategy gave a positive impact on students’ reading

comprehension. Thus, it is suggested for English teachers to use the 3-2-1 strategy

in teaching reading comprehension in EFL classes since it is effective to improve

the students’ reading comprehension. This teaching reading strategy will help

students to be more focused on what they read so that they will be able to

comprehend the whole information of the text better. Additionally, the

implementation of the 3-2-1 strategy also can train the students to be more active

readers. In brief, the use of the 3-2-1 strategy in teaching reading comprehension
 103

in EFL classes will help the teachers to enhance teaching quality and learning

outcomes.

2. For Students

It is recommended for students to use 3-2-1 strategy in their daily reading

activities as guidance to practice and improve their reading comprehension skills.

The use of the 3-2-1 strategy in their reading activities will make them easier to

remember and understand the information from the text. Besides that, using the 3-

2-1 strategy also will enhance their interest in reading because they know how to

read and understand the text better by following the steps of the 3-2-1 strategy.

With a continual practice of reading using the 3-2-1 strategy, it is hoped that the

students can have better reading comprehension.

3. For Other Researchers

For other researchers who are interested to conduct similar research, it is

suggested to improve it by conducting similar research with different research

design, different population, and different genres of the text. It is also suggested to

find out about the students’ opinions or responses regarding the implementation of

the 3-2-1 strategy for teaching reading through online learning.

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APPENDICES

108
 109

Appendix 1. Letter of Permission

 110

Appendix 2. Letter of Accomplishment

 111

Appendix 3. Lesson Plan of Experimental Group

LESSON PLAN EXPERIMENTAL GROUP

(MEETING 1)

Satuan Pendidikan : SMP Negeri 4 Busungbiu

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Genap
Materi Pokok : Recount Text (Personal Recount)
Alokasi Waktu : 2 x 40 menit

A. Kompetensi Dasar
4.11 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount).

B. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, siswa diharapkan dapat:
1. Menjelaskan informasi tersurat dan tersirat dari suatu teks personal recount
yang telah dibaca.
2. Menentukan makna kata/frasa tertentu yang terdapat pada suatu teks personal
recount.

C. Materi Pembelajaran
1. Fungsi Sosial
 To retell events or experiences in the past for the purpose of informing or
entertaining (Untuk menceritakan kejadian atau pengalaman yang terjadi
pada waktu lampau dengan tujuan menginformasikan atau menghibur).
2. Struktur Teks
 Orientation
It tells background information to the readers or audiences about the
participants, the place, and the time when the story happened.
 Events
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This part describes series of events which happened in the past

chronologically. It begins from the first event, followed by the second event
until the last event.
 Reorientation
It is optional. It states the personal comment of the writer about the event or
what happened at the end of the event.
3. Unsur Kebahasaan
 Focus on individual participant or a group of participants, such as I (the
writer), my family and I, my friend and I, etc.
 Using past tense, including simple past tense, past continuous tense, and
past perfect tense. For example: We went to Raja Ampat last month, I visited
my grandmother, I was very tired, etc.
 Using action verbs, such as went, stayed, visited, ate, etc.
 Using temporal conjunctions
Conjunction is a connective. It is a part of speech (or word class) that serves
to connect words, phrases, clauses, or sentences. The examples of temporal
conjunction, such as then, after that, before, etc.
 Using linking verbs, such as was, were, etc.

D. Metode Pembelajaran : 3-2-1 Strategy

E. Media Pembelajaran
1. Media : Google Meet dan PowerPoint
(https://docs.google.com/presentation/d/
15e5bX26DlkuV1CmQe4fn84gmGxSpAkCH/edit?
usp=drivesdk&ouid=109061526021189260736&rtpof=true&sd
=true)
2. Alat/Bahan : Laptop atau Smartphone

F. Sumber Belajar
1. Buku Bahasa Inggris Siswa Kelas VIII SMP/MTs Kurikulum 2013 Edisi
Revisi 2018: When English Rings a Bell.
(https://drive.google.com/file/d/
11MDqU0BOcLSFLI2tYdMGwADFT_3F5lyP/view?usp=drivesdk)
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2. Sumber Materi dari Internet:

 http://britishcourse.com/recount-text-definition-purposes-generic-structures-
language-features.php
 https://www.mediainggris.com/2019/02/kinds-of-text-recount-text-
definition.html?m=1
 https://xploremadiun.blogspot.com/2020/03/recount-text.html?m=1

G. Kegiatan Pembelajaran (Pertemuan 1)

Kegiatan Pendahuluan (10 Menit)

1. Guru memberikan salam pembuka.
2. Guru dan siswa berdoa bersama.
3. Guru mengecek kehadiran siswa.
4. Guru memberikan brainstorming dengan menampilkan sebuah gambar
terkait “holiday” dan mengajukan beberapa pertanyaan untuk mengaktifkan
prior knowledge siswa tentang topik materi yang akan diajarkan (e.g., What
is the picture about?, What did you do last holiday?, Where did you spend
your last semester holiday?, etc.).
(Link Gambar: https://images.app.goo.gl/XgbxbjnpMyy9P2K97)
5. Guru menyampaikan tujuan pembelajaran.
Kegiatan Inti (60 Menit)
1. Siswa diberikan sebuah teks “Personal Recount” yang berjudul “Having a
Stomachache”.
2. Siswa diminta membaca teks tersebut secara sekilas.
3. Guru dan siswa bertanya jawab mengenai fungsi sosial dan jenis kata kerja
yang digunakan dalam teks “Personal Recount” tersebut.
4. Guru menjelaskan secara detail mengenai fungsi sosial, struktur teks, dan
unsur kebahasaan “recount text” berdasarkan contoh teks yang telah
diberikan.
5. Guru memberikan “3-2-1 strategy chart” untuk memfasilitasi siswa dalam
membaca dan memahami isi teks “Personal Recount”.
6. Guru menjelaskan cara menggunakan “3-2-1 strategy chart” dalam
membaca teks recount (3 important ideas you discovered in the text, 2
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interesting things you found about the events in the text, and 1 question you
still have).
7. Siswa diminta membaca kembali dan memahami isi teks “Personal
Recount” yang berjudul “Having a Stomachache”.
8. Setelah siswa selesai membaca, siswa diminta melengkapi “3-2-1 strategy
chart” yang telah diberikan.
9. Beberapa siswa diminta untuk menjelaskan hasil “3-2-1 strategy chart”
yang telah dilengkapi dan mendiskusikan penjelasan yang disampaikan
dengan seluruh siswa di kelas.
10. Guru memberikan tugas kepada siswa untuk menjawab beberapa
pertanyaan terkait teks “Personal Recount” yang berjudul “Having a
Stomachache” yang telah dibaca dan didiskusikan untuk mengetahui
sejauh mana pemahaman siswa terhadap isi teks tersebut.
11. Siswa diminta untuk mengumpulkan tugas yang diberikan pada pertemuan
berikutnya untuk selanjutnya diberikan penilaian.
Kegiatan Penutup (10 Menit)
1. Siswa diberikan kesempatan untuk bertanya mengenai materi atau
penjelasan yang masih kurang dipahami.
2. Guru bersama siswa menyimpulkan materi yang telah dibahas.
3. Guru memberikan umpan balik terhadap proses pembelajaran yang telah
berlangsung.
4. Guru mengingatkan siswa untuk mengerjakan tugas yang diberikan.
5. Guru menginformasikan mengenai rencana kegiatan pembelajaran pada
pertemuan berikutnya.
6. Guru dan siswa mengakhiri proses pembelajaran dengan salam penutup.

H. Penilaian
1. Penilaian Aspek Sikap
(a) Teknik Penilaian: Observasi Sikap Siswa
Penilaian sikap siswa dilakukan dengan observasi sikap disiplin, tanggung
jawab, percaya diri, jujur, dan komunikatif selama proses pembelajaran
berlangsung.
 115

(b) Bentuk Instrumen Penilaian: Lembar Observasi Sikap Siswa

(c) Instrumen Penilaian

Lembar Observasi Sikap Siswa

Nama Siswa :
Kelas/Semester :

Sikap yang Dinilai :

1. Disiplin
2. Tanggung Jawab
3. Percaya Diri
4. Jujur
5. Komunikatif

Skor
Aspek Pernyataan
1 2 3 4
Peserta didik disiplin dalam
Disiplin mengikuti proses pembelajaran dan
mengumpulkan tugas tepat waktu.
Peserta didik menunjukkan tanggung
Tanggung
jawab dalam mengerjakan tugas yang
Jawab
diberikan.
Peserta didik menunjukkan sikap
percaya diri, seperti berani tampil,
Percaya Diri berani mengemukakan pendapat,
ataupun berani bertanya selama
proses pembelajaran berlangsung.
Peserta didik mengerjakan tugas
mandiri atau ulangan dengan tidak
Jujur
mencontek pekerjaan rekan yang
lain.
Komunikatif Peserta didik melakukan komunikasi
secara aktif dengan cara yang baik
dan sopan terhadap guru maupun
 116

temannya.
Total Skor Seluruh Aspek Sikap

Kolom “skor” pada setiap aspek sikap diisi dengan angka yang sesuai
dengan kriteria berikut.
4 = selalu
3 = sering
2 = kadang-kadang
1 = tidak pernah/jarang
(d) Rubrik Penilaian
Berdasarkan pada lembar observasi sikap siswa, rubrik penilaian sikap
siswa adalah sebagai berikut.
 Nilai maksimal untuk seluruh aspek sikap = 20
 Nilai Sikap Siswa = (Total skor seluruh aspek sikap yang diperoleh
siswa : 20) x 100
 Skor Penilaian Sikap

Huruf Rentang Angka

Sangat Baik (SB) 90-100

Baik (B) 80-89

Cukup (C) 70-79

Kurang (D) < 69

 117

2. Penilaian Aspek Pengetahuan

(a) Teknik dan Bentuk Penilaian

Bentuk
Indikator Pencapaian
Teknik Penilaian Instrumen
Kompetensi
Penilaian
 Siswa dapat menjelaskan
informasi tersurat dan tersirat
dari suatu teks personal
recount yang telah dibaca. Soal Essay
Penugasan
 Siswa dapat menentukan (Uraian)
makna kata/frasa tertentu
yang terdapat pada suatu teks
personal recount.

(b) Instrumen Penilaian

WORKSHEET
After reading the text, please answer the following questions correctly!
(Teks Terlampir)
1. What does the text talk about?
2. Why did the writer feel stomachache?
3. Why did the teacher think that the writer had been cheating during the
test?
4. Did the writer finish his English test?
5. “Because of my awkward behavior, .......” (paragraph 2)
What does the underlined word mean?
6. What did the writer learn from his experience?
(c) Rubrik Penilaian

No.
Kriteria Penilaian Skor Skor Maksimal
Soal
1 Jawaban benar, tata bahasa benar 4 4
Jawaban benar, tata bahasa kurang 3
 118

benar
Jawaban kurang benar, tata bahasa
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2
3 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
4 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
5 Jawaban benar, tata bahasa benar 4 4
Jawaban benar, tata bahasa kurang 3
 119

benar
Jawaban kurang benar, tata bahasa
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
6 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jumlah Skor Maksimal 24

Nilai Akhir = (Jumlah Skor Perolehan Siswa : Jumlah Skor Maksimal) x

100

LAMPIRAN
 120

(PERSONAL RECOUNT TEXT)

Please read the following text carefully!

Having a Stomachache

I had a really bad experience last Tuesday. In that evening, my family and I
ate meatballs in a restaurant. I really like spicy foods, so I ate a bowl of meatball
by putting too many spoons of chili sauce into it. My mother had advised me not
to do so, but I said that I would be just fine.
The next morning, I went to school. The first class was English class and I
had a test. During the test, I suddenly felt my stomachache. I tried to control and
finished my test, but I could not. I had to go to the toilet. I went there three times.
Because of my awkward behavior, my teacher thought that I had been cheating. I
explained what happened to me. Then, my teacher understood about my
condition.
However, the test time was almost over and certainly I could not finish it.
Luckily, the teacher understood and gave me a chance to do a remedial test in the
following day. Oh....what a pity! I felt regretful because I did not listen and obey
my mother’s advice.

LESSON PLAN EXPERIMENTAL GROUP

 121

(MEETING 2)

Satuan Pendidikan : SMP Negeri 4 Busungbiu

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Genap
Materi Pokok : Recount Text (Personal Recount)
Alokasi Waktu : 2 x 40 menit

A. Kompetensi Dasar
4.11 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount).

B. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, siswa diharapkan dapat:
1. Menjelaskan informasi tersurat dan tersirat dari suatu teks personal recount
yang telah dibaca.
2. Menentukan makna kata/frasa tertentu yang terdapat pada suatu teks personal
recount.

C. Materi Pembelajaran
1. Fungsi Sosial
 To retell events or experiences in the past for the purpose of informing or
entertaining (Untuk menceritakan kejadian atau pengalaman yang terjadi
pada waktu lampau dengan tujuan menginformasikan atau menghibur).
2. Struktur Teks
 Orientation
It tells background information to the readers or audiences about the
participants, the place, and the time when the story happened.
 Events
This part describes series of events which happened in the past
chronologically. It begins from the first event, followed by the second event
until the last event.
 Reorientation
 122

It is optional. It states the personal comment of the writer about the event or
what happened at the end of the event.
3. Unsur Kebahasaan
 Focus on individual participant or a group of participants, such as I (the
writer), my family and I, my friend and I, etc.
 Using past tense, including simple past tense, past continuous tense, and
past perfect tense. For example: We went to Raja Ampat last month, I visited
my grandmother, I was very tired, etc.
 Using action verbs, such as went, stayed, visited, ate, etc.
 Using temporal conjunctions
Conjunction is a connective. It is a part of speech (or word class) that serves
to connect words, phrases, clauses, or sentences. The examples of temporal
conjunction, such as then, after that, before, etc.
 Using linking verbs, such as was, were, etc.

D. Metode Pembelajaran : 3-2-1 Strategy

E. Media Pembelajaran
1. Media : Google Meet dan Video Pembelajaran
2. Alat/Bahan : Laptop atau Smartphone

F. Sumber Belajar
1. Buku Bahasa Inggris Siswa Kelas VIII SMP/MTs Kurikulum 2013 Edisi
Revisi 2018: When English Rings a Bell.
(https://drive.google.com/file/d/
11MDqU0BOcLSFLI2tYdMGwADFT_3F5lyP/view?usp=drivesdk)
2. Sumber Materi dari Internet:
 http://britishcourse.com/recount-text-definition-purposes-generic-structures-
language-features.php
 https://www.mediainggris.com/2019/02/kinds-of-text-recount-text-
definition.html?m=1
 https://xploremadiun.blogspot.com/2020/03/recount-text.html?m=1

G. Kegiatan Pembelajaran (Pertemuan 2)

 123

Kegiatan Pendahuluan (10 Menit)

1. Guru memberikan salam pembuka.
2. Guru dan siswa berdoa bersama.
3. Guru mengecek kehadiran siswa.
4. Guru bertanya terkait materi yang sudah dibahas pada pertemuan
sebelumnya.
5. Guru memutar sebuah video pendek terkait “Personal Recount Text” dan
bertanya kepada siswa mengenai apa yang diceritakan dalam video tersebut.
(Link Video: https://youtu.be/R6Huzru3qz0)
6. Guru menyampaikan tujuan pembelajaran.
Kegiatan Inti (60 Menit)
1. Siswa diberikan sebuah teks “Personal Recount” yang berjudul “My
Holiday in Bali” dan “3-2-1 strategy chart” (3 important ideas you
discovered in the text, 2 interesting things you found about the events in the
text, and 1 question you still have) untuk memfasilitasi siswa dalam
membaca dan memahami isi teks “Personal Recount”.
2. Siswa diminta membaca dan memahami isi teks “Personal Recount”
tersebut.
3. Setelah siswa selesai membaca, siswa diminta melengkapi “3-2-1 strategy
chart” yang telah diberikan sebelumnya.
4. Beberapa siswa diminta untuk menjelaskan hasil “3-2-1 strategy chart”
yang telah dilengkapi dan mendiskusikan penjelasan yang disampaikan
dengan seluruh siswa di kelas.
5. Guru memberikan tugas kepada siswa untuk menjawab beberapa pertanyaan
terkait teks “Personal Recount” yang berjudul “My Holiday in Bali” yang
telah dibaca dan didiskusikan untuk mengetahui sejauh mana pemahaman
siswa terhadap isi teks tersebut.
6. Siswa diminta untuk mengumpulkan tugas yang diberikan pada pertemuan
berikutnya untuk selanjutnya diberikan penilaian.
Kegiatan Penutup (10 Menit)
1. Siswa diberikan kesempatan untuk bertanya mengenai materi atau
penjelasan yang masih kurang dipahami.
 124

2. Guru bersama siswa menyimpulkan materi yang telah didiskusikan.

3. Guru memberikan umpan balik terhadap proses pembelajaran yang telah
berlangsung.
4. Guru mengingatkan siswa untuk mengerjakan tugas yang diberikan.
5. Guru menginformasikan tentang rencana kegiatan pembelajaran pada
pertemuan berikutnya.
6. Guru dan siswa mengakhiri proses pembelajaran dengan salam penutup.

H. Penilaian
1. Penilaian Aspek Sikap
(a) Teknik Penilaian: Observasi Sikap Siswa
Penilaian sikap siswa dilakukan dengan observasi sikap disiplin, tanggung
jawab, percaya diri, jujur, dan komunikatif selama proses pembelajaran
berlangsung.
(b) Bentuk Instrumen Penilaian: Lembar Observasi Sikap Siswa
(c) Instrumen Penilaian

Lembar Observasi Sikap Siswa

Nama Siswa :
Kelas/Semester :

Sikap yang Dinilai:

1. Disiplin
2. Tanggung Jawab
3. Percaya Diri
4. Jujur
5. Komunikatif

Skor
Aspek Pernyataan
1 2 3 4
 125

Peserta didik disiplin dalam mengikuti

Disiplin proses pembelajaran dan mengumpulkan
tugas tepat waktu.

Peserta didik menunjukkan tanggung

Tanggung
jawab dalam mengerjakan tugas yang
Jawab
diberikan.
Peserta didik menunjukkan sikap
percaya diri, seperti berani tampil,
Percaya Diri berani mengemukakan pendapat,
ataupun berani bertanya selama proses
pembelajaran berlangsung.
Peserta didik mengerjakan tugas mandiri
Jujur atau ulangan dengan tidak mencontek
pekerjaan rekan yang lain.
Peserta didik melakukan komunikasi
Komunikatif secara aktif dengan cara yang baik dan
sopan terhadap guru maupun temannya.
Total Skor Seluruh Aspek Sikap

Kolom “skor” pada setiap aspek sikap diisi dengan angka yang sesuai
dengan kriteria berikut.
4 = selalu
3 = sering
2 = kadang-kadang
1 = tidak pernah/jarang
(d) Rubrik Penilaian
Berdasarkan pada lembar observasi sikap siswa, rubrik penilaian sikap
siswa adalah sebagai berikut.
 Nilai maksimal untuk seluruh aspek sikap = 20
 Nilai Sikap Siswa = (Total skor seluruh aspek sikap yang diperoleh siswa
: 20) x 100
 126

 Skor Penilaian Sikap

Huruf Rentang Angka

Sangat Baik (SB) 90-100

Baik (B) 80-89

Cukup (C) 70-79

Kurang (D) < 69

2. Penilaian Aspek Pengetahuan

(a) Teknik dan Bentuk Penilaian

Bentuk
Indikator Pencapaian
Teknik Penilaian Instrumen
Kompetensi
Penilaian
 Siswa dapat menjelaskan
informasi tersurat dan tersirat
dari suatu teks personal
recount yang telah dibaca. Soal Essay
Penugasan
 Siswa dapat menentukan (Uraian)
makna kata/frasa tertentu
yang terdapat pada suatu teks
personal recount.

(b) Instrumen Penilaian

WORKSHEET
After reading the text, please answer the following questions correctly!
(Teks Terlampir)
1. What is the purpose of the text?
2. When did the writer go to Bali with her friends?
3. How did they go to Bali?
4. What did the writer and her friends do after visiting Sanur beach?
 127

5. What kind of water spots were played by the writer and her friends in
Tanjung Benoa beach?
6. What did the writer and her friends do on the last day in Bali?
7. Why did the writer and her friends visit Penyu island?
8. What did the writer buy in Sukawati market?
9. “We saw and enjoyed the beautiful landscape of sunrise.” (paragraph 2)
What does the underlined word mean?
10. How was the writer’s holiday in Bali?
(c) Rubrik Penilaian
No.
Kriteria Penilaian Skor Skor Maksimal
Soal
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
1 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
3 benar 4
Jawaban kurang benar, tata bahasa 2
benar
 128

Jawaban kurang benar, tata bahasa

1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2
4 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
5 Jawaban kurang benar, tata bahasa
2
benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
6 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
7 Jawaban benar, tata bahasa kurang 4
3
benar

Jawaban kurang benar, tata bahasa 2

 129

benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
8 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
9 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
10 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jumlah Skor Maksimal 40

Nilai Akhir = (Jumlah Skor Perolehan Siswa : Jumlah Skor Maksimal) x

100
 130

LAMPIRAN
 131

(PERSONAL RECOUNT TEXT)

Please read the following text carefully!

My Holiday in Bali

When I was in the first grade of senior high school, my friends and I went to
Bali. We went there by plane. We stayed in Bali for three days. I had many
impressive experiences during the vacation.
On the first day in Bali, we visited Sanur Beach in the early morning. We
saw and enjoyed the beautiful landscape of sunrise. It was a great scenery. Then,
we checked in to the hotel. In the hotel, we took a break and had some meals
before continuing the trip. After that, we went to Tanah Lot. We met so many
tourists there, both domestic and foreign tourists.
On the second day, we went to Tanjung Benoa beach. We played many
water sports, such as banana boat, jet sky, and speedboat. We also visited Penyu
island to see many unique animals. They were turtles, snakes, and sea birds. We
were very happy. In the afternoon, we continued to visit Kuta beach. We enjoyed
the view by walking along the seashore while waiting for the amazing sunset.
On the last day, we spent our time in Sangeh. We could enjoy green and
shady forest. There were so many monkeys. The monkeys were tame so we could
do a close interaction with them. However, sometimes they could be naughty to
the visitors. In Sangeh, we also took some pictures. After visiting Sangeh, we
went to Sukawati market for shopping. I bought some Bali T-shirt and souvenirs.
Finally, in the evening, we had to get back and check-out from the hotel. We
went back home bringing so many unforgettable memories of Bali.

LESSON PLAN EXPERIMENTAL GROUP

(MEETING 3)
 132

Satuan Pendidikan : SMP Negeri 4 Busungbiu

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Genap
Materi Pokok : Recount Text (Personal Recount)
Alokasi Waktu : 2 x 40 menit

A. Kompetensi Dasar
4.11 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount).

B. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, siswa diharapkan dapat:
1. Menjelaskan informasi tersurat dan tersirat dari suatu teks personal recount
yang telah dibaca.
2. Menentukan makna kata/frasa tertentu yang terdapat pada suatu teks personal
recount.

C. Materi Pembelajaran
1. Fungsi Sosial
 To retell events or experiences in the past for the purpose of informing or
entertaining (Untuk menceritakan kejadian atau pengalaman yang terjadi
pada waktu lampau dengan tujuan menginformasikan atau menghibur).
2. Struktur Teks
 Orientation
It tells background information to the readers or audiences about the
participants, the place, and the time when the story happened.
 Events
This part describes series of events which happened in the past
chronologically. It begins from the first event, followed by the second event
until the last event.
 Reorientation
It is optional. It states the personal comment of the writer about the event or
what happened at the end of the event.
 133

3. Unsur Kebahasaan
 Focus on individual participant or a group of participants, such as I (the
writer), my family and I, my friend and I, etc.
 Using past tense, including simple past tense, past continuous tense, and
past perfect tense. For example: We went to Raja Ampat last month, I visited
my grandmother, I was very tired, etc.
 Using action verbs, such as went, stayed, visited, ate, etc.
 Using temporal conjunctions
Conjunction is a connective. It is a part of speech (or word class) that serves
to connect words, phrases, clauses, or sentences. The examples of temporal
conjunction, such as then, after that, before, etc.
 Using linking verbs, such as was, were, etc.

D. Metode Pembelajaran : 3-2-1 Strategy

E. Media Pembelajaran
1. Media : Google Meet dan PowerPoint
2. Alat/Bahan : Laptop

F. Sumber Belajar
1. Buku Bahasa Inggris Siswa Kelas VIII SMP/MTs Kurikulum 2013 Edisi
Revisi 2018: When English Rings a Bell.
(https://drive.google.com/file/d/
11MDqU0BOcLSFLI2tYdMGwADFT_3F5lyP/view?usp=drivesdk)
2. Sumber Materi dari Internet:
 http://britishcourse.com/recount-text-definition-purposes-generic-structures-
language-features.php
 https://www.mediainggris.com/2019/02/kinds-of-text-recount-text-
definition.html?m=1
 https://xploremadiun.blogspot.com/2020/03/recount-text.html?m=1

G. Kegiatan Pembelajaran (Pertemuan 3)

Kegiatan Pendahuluan (10 Menit)

 134

1. Guru memberikan salam pembuka.

2. Guru dan siswa berdoa bersama.
3. Guru mengecek kehadiran siswa.
4. Guru bertanya terkait materi yang sudah dibahas pada pertemuan
sebelumnya.
5. Guru menampilkan “jumbled picture series” yang menceritakan tentang
pengalaman pribadi pada waktu lampau dan siswa diminta untuk menyusun
“jumbled picture series” tersebut sehingga menjadi sebuah cerita yang
runtut.
(https://docs.google.com/presentation/d/1go1y4p7bmSulnf9FCXv8kPSZUG
FSC5fK/edit?
usp=sharing&ouid=109061526021189260736&rtpof=true&sd=true)
6. Guru menyampaikan tujuan pembelajaran.
Kegiatan Inti (60 Menit)
1. Siswa diberikan sebuah teks “Personal Recount” yang berjudul “My Trip to
Yogyakarta” dan “3-2-1 strategy chart” (3 important ideas you discovered in
the text, 2 interesting things you found about the events in the text, and 1
question you still have).
2. Siswa diminta membaca dan memahami isi teks “Personal Recount”
tersebut.
3. Setelah siswa selesai membaca, siswa diminta melengkapi “3-2-1 strategy
chart” yang telah diberikan sebelumnya.
4. Beberapa siswa diminta untuk menjelaskan hasil “3-2-1 strategy chart” yang
telah dilengkapi dan mendiskusikan penjelasan yang disampaikan dengan
seluruh seluruh siswa di kelas.
5. Guru memberikan tugas kepada siswa untuk menjawab beberapa pertanyaan
terkait teks “Personal Recount” yang berjudul “My Trip to Yogyakarta”
yang telah dibaca dan didiskusikan untuk mengetahui sejauh mana
pemahaman siswa terhadap isi teks tersebut.
6. Siswa diminta untuk mengumpulkan tugas yang diberikan pada pertemuan
berikutnya untuk selanjutnya diberikan penilaian.
Kegiatan Penutup (10 Menit)
 135

1. Siswa diberikan kesempatan untuk bertanya mengenai materi atau

penjelasan yang masih kurang dipahami.
2. Guru bersama siswa menyimpulkan materi yang telah didiskusikan.
3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
4. Guru mengingatkan siswa untuk mengerjakan tugas yang diberikan.
5. Guru menginformasikan tentang rencana kegiatan pembelajaran pada
pertemuan berikutnya.
6. Guru dan siswa mengakhiri proses pembelajaran dengan salam penutup.

H. Penilaian
1. Penilaian Aspek Sikap
(a) Teknik Penilaian: Observasi Sikap Siswa
Penilaian sikap dilakukan dengan observasi sikap disiplin, tanggung
jawab, percaya diri, jujur, dan komunikatif selama proses pembelajaran
berlangsung.
(b) Bentuk Instrumen Penilaian: Lembar Observasi Sikap Siswa
(c) Instrumen Penilaian

Lembar Observasi Sikap Siswa

Nama Siswa :
Kelas/Semester :

Sikap yang Dinilai :

1. Disiplin
2. Tanggung Jawab
3. Percaya Diri
4. Jujur
5. Komunikatif

Skor
Aspek Pernyataan
1 2 3 4
Peserta didik disiplin dalam
Disiplin mengikuti proses pembelajaran dan
 136

mengumpulkan tugas tepat waktu.

Peserta didik menunjukkan tanggung
Tanggung
jawab dalam mengerjakan tugas yang
Jawab
diberikan.
Peserta didik menunjukkan sikap
percaya diri, seperti berani tampil,
Percaya Diri berani mengemukakan pendapat,
ataupun berani bertanya selama
proses pembelajaran berlangsung.
Peserta didik mengerjakan tugas
Jujur mandiri atau ulangan dengan tidak
mencontek pekerjaan rekan yang lain.
Peserta didik melakukan komunikasi
secara aktif dengan cara yang baik
Komunikatif
dan sopan terhadap guru maupun
temannya.
Total Skor Seluruh Aspek Sikap

Kolom “skor” pada setiap aspek sikap diisi dengan angka yang sesuai
dengan kriteria berikut.
4 = selalu
3 = sering
2 = kadang-kadang
1 = tidak pernah/jarang
(d) Rubrik Penilaian
Berdasarkan pada lembar observasi sikap siswa, rubrik penilaian sikap
siswa adalah sebagai berikut.
 Nilai maksimal untuk seluruh aspek sikap = 20
 Nilai Sikap Siswa = (Total skor seluruh aspek sikap yang diperoleh siswa
: 20) x 100
 Skor Penilaian Sikap

Huruf Rentang Angka

 137

Sangat Baik (SB) 90-100

Baik (B) 80-89

Cukup (C) 70-79

Kurang (D) < 69

2. Penilaian Aspek Pengetahuan

(a) Teknik dan Bentuk Penilaian

Bentuk
Indikator Pencapaian Teknik
Instrumen
Kompetensi Penilaian
Penilaian
 Siswa dapat menjelaskan
informasi tersurat dan tersirat
dari suatu teks personal
recount yang telah dibaca. Soal Essay
Penugasan
 Siswa dapat menentukan (Uraian)
makna kata/frasa tertentu
yang terdapat pada suatu teks
personal recount.

(b) Instrumen Penilaian:

WORKSHEET
After reading the text, please answer the following questions correctly!
(Teks Terlampir)
1. What does the text tell us about?
2. Where did the writer and family go last week?
3. How long did they stay in Yogyakarta?
4. Why did the writer and family just stay at home on their first day in
Yogyakarta?
5. Where did the writer and family go on the second day?
6. What did the writer’s sister buy in Malioboro?
 138

7. What did the writer and family do on the third day of their stay in
Yogyakarta?
8. Did the writer and family like Yogyakarta traditional foods?
9. How was the writer’s trip to Yogyakarta?
10. “.......which is 5 minutes away by foot to Malioboro street”
(paragraph 1). What does the underlined phrase mean?
(c) Rubrik Penilaian

No. Skor
Kriteria Penilaian Skor
Soal Maksimal

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
1 Jawaban kurang benar, tata bahasa 4
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

3 Jawaban benar, tata bahasa benar 4 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa 2
benar
 139

Jawaban kurang benar, tata bahasa

1
kurang benar

Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
4 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
5 2
benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
6 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

7 Jawaban benar, tata bahasa benar 4 4

Jawaban benar, tata bahasa kurang 3

 140

benar
Jawaban kurang benar, tata bahasa
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
8 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
9 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

10 Jawaban benar, tata bahasa benar 4 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
2
benar
Jawaban kurang benar, tata bahasa 1
kurang benar
 141

Jawaban salah, tata bahasa salah 0

Jumlah Skor Maksimal 40

Nilai Akhir = (Jumlah Skor Perolehan Siswa : Jumlah Skor Maksimal) x

100

LAMPIRAN
(PERSONAL RECOUNT TEXT)

Please read the following text carefully!

My First Trip to Yogyakarta

 142

My family and I went to my grandmother’s house in Yogyakarta last week.

It was my first trip to this city. We went there by car two days after my sister’s
graduation ceremony in Semarang. We arrived at Yogyakarta at night. We spent
three days staying in my grandmother’s house which is 5 minutes away by foot to
Malioboro street.
In the first morning, we were still too tired after a long trip from Semarang
to Yogyakarta so that we decided to stay at home to recharge our energy. I walked
around the neighborhood with my sister just to experience how it is like to be in
Yogyakarta. There were too many houses which made the space between a house
and the other was so small, even the road was also small in which only bicycle
and motorcycle can go through.
On the second day, my family and I went to Malioboro street. We saw so
many merchants with various of products which claimed by them as traditional
products of Yogyakarta. I bought T-shirt with the word “Yogyakarta” printed on
it, while my sister bought some wooden figurines and leather handbag. My mom
and dad were busy choosing some merchandises to be brought home when we
went back to Semarang.
On the third day, we went to Taman Sari and Keraton Ngayogyakarta
Hadiningrat to see some historical buildings in Yogyakarta. We took a lot of
pictures there. We also took some pictures of the buildings so we can see it again
at home. Then, we found some places providing Yogyakarta traditional foods
around the building and we jumped in right away. For me and my family, the
Yogyakarta traditional foods were very delicious.
Finally, after staying for three days in Yogyakarta, in the next morning we
went back to our home in Semarang. We were tired but we felt very happy. It was
such an amazing and memorable trip.

Appendix 4. Lesson Plan of Control Group

LESSON PLAN CONTROL GROUP

(MEETING 1)
 143

Satuan Pendidikan : SMP Negeri 4 Busungbiu

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Genap
Materi Pokok : Recount Text (Personal Recount)
Alokasi Waktu : 2 x 40 menit

A. Kompetensi Dasar
4.11 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount).

B. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, siswa diharapkan dapat:
1. Menjelaskan informasi tersurat dan tersirat dari suatu teks personal recount
yang telah dibaca.
2. Menentukan makna kata/frasa tertentu yang terdapat pada suatu teks personal
recount.

C. Materi Pembelajaran
1. Fungsi Sosial
 To retell events or experiences in the past for the purpose of informing or
entertaining (Untuk menceritakan kejadian atau pengalaman yang terjadi
pada waktu lampau dengan tujuan menginformasikan atau menghibur).
2. Struktur Teks
 Orientation
It tells background information to the readers or audiences about the
participants, the place, and the time when the story happened.
 Events
This part describes series of events which happened in the past
chronologically. It begins from the first event, followed by the second event
until the last event.
 Reorientation
It is optional. It states the personal comment of the writer about the event or
what happened at the end of the event.
 144

3. Unsur Kebahasaan
 Focus on individual participant or a group of participants, such as I (the
writer), my family and I, my friend and I, etc.
 Using past tense, including simple past tense, past continuous tense, and
past perfect tense. For example: We went to Raja Ampat last month, I visited
my grandmother, I was very tired, etc.
 Using action verbs, such as went, stayed, visited, ate, etc.
 Using temporal conjunctions
Conjunction is a connective. It is a part of speech (or word class) that serves
to connect words, phrases, clauses, or sentences. The examples of temporal
conjunction, such as then, after that, before, etc.
 Using linking verbs, such as was, were, etc.

D. Metode Pembelajaran
1. Pendekatan : Scientific Approach (Pendekatan Saintifik)
2. Metode : Tanya Jawab dan Diskusi

E. Media Pembelajaran
1. Media : Google Meet dan PowerPoint
(https://docs.google.com/presentation/d/15e5bX26DlkuV1CmQ
e4fn84gmGxSpAkCH/edit?
usp=drivesdk&ouid=109061526021189260736&rtpof=true&sd
=true)
2. Alat/Bahan : Laptop atau Smartphone

F. Sumber Belajar
1. Buku Bahasa Inggris Siswa Kelas VIII SMP/MTs Kurikulum 2013 Edisi
Revisi 2018: When English Rings a Bell.
(https://drive.google.com/file/d/
11MDqU0BOcLSFLI2tYdMGwADFT_3F5lyP/view?usp=drivesdk)
2. Sumber Materi dari Internet:
 http://britishcourse.com/recount-text-definition-purposes-generic-structures-
language-features.php
 145

 https://www.mediainggris.com/2019/02/kinds-of-text-recount-text-
definition.html?m=1
 https://xploremadiun.blogspot.com/2020/03/recount-text.html?m=1

G. Kegiatan Pembelajaran (Pertemuan 1)

Kegiatan Pendahuluan (10 Menit)

1. Guru memberikan salam pembuka.
2. Guru dan siswa berdoa bersama.
3. Guru mengecek kehadiran siswa.
4. Guru memberikan brainstorming dengan menampilkan sebuah gambar
terkait “holiday” dan mengajukan beberapa pertanyaan untuk mengaktifkan
prior knowledge siswa tentang topik materi yang akan diajarkan (e.g., What
is the picture about?, What did you do last holiday?, Where did you spend
your last semester holiday?, etc.).
(Link Gambar: https://images.app.goo.gl/XgbxbjnpMyy9P2K97)
5. Guru menyampaikan tujuan pembelajaran.
Kegiatan Inti (60 Menit)
Mengamati (Observing)
 Siswa diberikan sebuah teks “Personal Recount” yang berjudul “Having a
Stomachache”.
 Siswa diminta membaca teks tersebut secara sekilas.
Menanya (Questioning)
 Guru dan siswa bertanya jawab terkait fungsi sosial dan jenis kata kerja yang
digunakan dalam teks “Personal Recount” yang telah dibaca secara sekilas
oleh siswa.
Mengeksplorasi (Exploring)
 Guru menjelaskan materi mengenai fungsi sosial, struktur teks, dan unsur
kebahasaan recount text secara detail berdasarkan contoh teks “Personal
Recount” yang telah diberikan.
Mengasosiasikan (Associating)
 Siswa diminta membaca kembali dan memahami isi teks “Personal
Recount” yang berjudul “Having a Stomachache”.
 146

 Guru memberikan worksheet yang berisi beberapa pertanyaan terkait isi teks
“Personal Recount” tersebut.
 Siswa diminta menjawab pertanyaan-pertanyaan yang diberikan pada
worksheet.
Mengkomunikasikan (Communicating)
 Guru bersama siswa mendiskusikan jawaban dari pertanyaan-pertanyaan
yang diberikan pada worksheet.
 Siswa diminta mengumpulkan hasil pekerjaannya yang telah dibuat pada
worksheet untuk selanjutnya diberikan penilaian.
Kegiatan Penutup (10 Menit)
1. Siswa diberikan kesempatan untuk bertanya mengenai materi atau
penjelasan yang masih kurang dipahami.
2. Guru bersama siswa menyimpulkan materi yang telah dibahas.
3. Guru memberikan umpan balik terhadap proses pembelajaran yang telah
berlangsung.
4. Guru menginformasikan mengenai rencana kegiatan pembelajaran pada
pertemuan berikutnya.
5. Guru dan siswa mengakhiri proses pembelajaran dengan salam penutup.

H. Penilaian
1. Penilaian Aspek Sikap
(a) Teknik Penilaian: Observasi Sikap Siswa
Penilaian sikap siswa dilakukan dengan observasi sikap disiplin, tanggung
jawab, percaya diri, jujur, dan komunikatif selama proses pembelajaran
berlangsung.
(b) Bentuk Instrumen Penilaian: Lembar Observasi Sikap Siswa

(c) Instrumen Penilaian

Lembar Observasi Sikap Siswa

 147

Nama Siswa :
Kelas/Semester :

Sikap yang Dinilai :

1. Disiplin
2. Tanggung Jawab
3. Percaya Diri
4. Jujur
5. Komunikatif

Skor
Aspek Pernyataan
1 2 3 4
Peserta didik disiplin dalam
Disiplin mengikuti proses pembelajaran dan
mengumpulkan tugas tepat waktu.
Peserta didik menunjukkan tanggung
Tanggung
jawab dalam mengerjakan tugas
Jawab
yang diberikan.
Peserta didik menunjukkan sikap
percaya diri, seperti berani tampil,
Percaya Diri berani mengemukakan pendapat,
ataupun berani bertanya selama
proses pembelajaran berlangsung.
Peserta didik mengerjakan tugas
mandiri atau ulangan dengan tidak
Jujur
mencontek pekerjaan rekan yang
lain.
Peserta didik melakukan komunikasi
secara aktif dengan cara yang baik
Komunikatif
dan sopan terhadap guru maupun
temannya.
Total Skor Seluruh Aspek Sikap
 148

Kolom “skor” pada setiap aspek sikap diisi dengan angka yang sesuai
dengan kriteria berikut.
4 = selalu
3 = sering
2 = kadang-kadang
1 = tidak pernah/jarang
(d) Rubrik Penilaian
Berdasarkan pada lembar observasi sikap siswa, rubrik penilaian sikap
siswa adalah sebagai berikut.
 Nilai maksimal untuk seluruh aspek sikap = 20
 Nilai Sikap Siswa = (Total skor seluruh aspek sikap yang diperoleh
siswa : 20) x 100
 Skor Penilaian Sikap

Huruf Rentang Angka

Sangat Baik (SB) 90-100

Baik (B) 80-89

Cukup (C) 70-79

Kurang (D) < 69

2. Penilaian Aspek Pengetahuan

(a) Teknik dan Bentuk Penilaian

Bentuk
Indikator Pencapaian
Teknik Penilaian Instrumen
Kompetensi
Penilaian
 Siswa dapat menjelaskan Penugasan Soal Essay
informasi tersurat dan tersirat (Uraian)
dari suatu teks personal
recount yang telah dibaca.
 Siswa dapat menentukan
makna kata/frasa tertentu
 149

yang terdapat pada suatu teks

personal recount.

(b) Instrumen Penilaian

WORKSHEET
After reading the text, please answer the following questions correctly!
(Teks Terlampir)
1. What does the text talk about?
2. Why did the writer feel stomachache?
3. Why did the teacher think that the writer had been cheating during the
test?
4. Did the writer finish his English test?
5. “Because of my awkward behavior, .......” (paragraph 2)
What does the underlined word mean?
6. What did the writer learn from his experience?
(c) Rubrik Penilaian

No.
Kriteria Penilaian Skor Skor Maksimal
Soal
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2
1 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

2 4
Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang 3

benar
 150

Jawaban kurang benar, tata bahasa

2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
2
3 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
4 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa 4
5 2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

 151

Jawaban benar, tata bahasa benar 4

Jawaban benar, tata bahasa kurang

3
benar
Jawaban kurang benar, tata bahasa
2
6 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar

Jawaban salah, tata bahasa salah 0

Jumlah Skor Maksimal 24

Nilai Akhir = (Jumlah Skor Perolehan Siswa : Jumlah Skor Maksimal) x

100

LAMPIRAN
(PERSONAL RECOUNT TEXT)
 152

Please read the following text carefully!

Having a Stomachache

I had a really bad experience last Tuesday. In that evening, my family and I
ate meatballs in a restaurant. I really like spicy foods, so I ate a bowl of meatball
by putting too many spoons of chili sauce into it. My mother had advised me not
to do so, but I said that I would be just fine.
The next morning, I went to school. The first class was English class and I
had a test. During the test, I suddenly felt my stomachache. I tried to control and
finished my test, but I could not. I had to go to the toilet. I went there three times.
Because of my awkward behavior, my teacher thought that I had been cheating. I
explained what happened to me. Then, my teacher understood about my
condition.
However, the test time was almost over and certainly I could not finish it.
Luckily, the teacher understood and gave me a chance to do a remedial test in the
following day. Oh....what a pity! I felt regretful because I did not listen and obey
my mother’s advice.

LESSON PLAN CONTROL GROUP

(MEETING 2)

Satuan Pendidikan : SMP Negeri 4 Busungbiu

 153

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Genap
Materi Pokok : Recount Text (Personal Recount)
Alokasi Waktu : 2 x 40 menit

A. Kompetensi Dasar
4.11 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount).

B. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, siswa diharapkan dapat:
1. Menjelaskan informasi tersurat dan tersirat dari suatu teks personal recount
yang telah dibaca.
2. Menentukan makna kata/frasa tertentu yang terdapat pada suatu teks personal
recount.

C. Materi Pembelajaran
1. Fungsi Sosial
 To retell events or experiences in the past for the purpose of informing or
entertaining (Untuk menceritakan kejadian atau pengalaman yang terjadi
pada waktu lampau dengan tujuan menginformasikan atau menghibur).
2. Struktur Teks
 Orientation
It tells background information to the readers or audiences about the
participants, the place, and the time when the story happened.
 Events
This part describes series of events which happened in the past
chronologically. It begins from the first event, followed by the second event
until the last event.
 Reorientation
It is optional. It states the personal comment of the writer about the event or
what happened at the end of the event.
3. Unsur Kebahasaan
 154

 Focus on individual participant or a group of participants, such as I (the

writer), my family and I, my friend and I, etc.
 Using past tense, including simple past tense, past continuous tense, and
past perfect tense. For example: We went to Raja Ampat last month, I visited
my grandmother, I was very tired, etc.
 Using action verbs, such as went, stayed, visited, ate, etc.
 Using temporal conjunctions
Conjunction is a connective. It is a part of speech (or word class) that serves
to connect words, phrases, clauses, or sentences. The examples of temporal
conjunction, such as then, after that, before, etc.
 Using linking verbs, such as was, were, etc.

D. Metode Pembelajaran
1. Pendekatan : Scientific Approach (Pendekatan Saintifik)
2. Metode : Tanya Jawab dan Diskusi

E. Media Pembelajaran
1. Media : Google Meet dan Video Pembelajaran
2. Alat/Bahan : Laptop atau Smartphone

F. Sumber Belajar
1. Buku Bahasa Inggris Siswa Kelas VIII SMP/MTs Kurikulum 2013 Edisi
Revisi 2018: When English Rings a Bell.
(https://drive.google.com/file/d/
11MDqU0BOcLSFLI2tYdMGwADFT_3F5lyP/view?usp=drivesdk)
2. Sumber Materi dari Internet:
 http://britishcourse.com/recount-text-definition-purposes-generic-structures-
language-features.php
 https://www.mediainggris.com/2019/02/kinds-of-text-recount-text-
definition.html?m=1
 https://xploremadiun.blogspot.com/2020/03/recount-text.html?m=1

G. Kegiatan Pembelajaran (Pertemuan 2)

Kegiatan Pendahuluan (10 Menit)

 155

1. Guru memberikan salam pembuka.

2. Guru dan siswa berdoa bersama.
3. Guru mengecek kehadiran siswa.
4. Guru bertanya terkait materi yang sudah dibahas pada pertemuan
sebelumnya.
5. Guru memutar sebuah video pendek terkait “Personal Recount Text” dan
bertanya kepada siswa mengenai apa yang diceritakan dalam video tersebut.
(Link Video: https://youtu.be/R6Huzru3qz0)
6. Guru menyampaikan tujuan pembelajaran.
Kegiatan Inti (60 Menit)
Mengamati (Observing)
 Siswa diberikan sebuah teks “Personal Recount” yang berjudul “My Holiday
in Bali”.
 Siswa diminta membaca teks tersebut secara sekilas.
Menanya (Questioning)
 Siswa diberikan kesempatan untuk menanyakan kata-kata sulit pada teks
tersebut yang kurang dipahami.
 Guru bertanya mengenai fungsi sosial dari teks “Personal Recount” yang
telah dibaca secara sekilas sebelumnya.
Mengeksplorasi (Exploring)
 Guru memberikan penjelasan mengenai kata-kata sulit yang ditanyakan
siswa dan fungsi sosial dari teks “Personal Recount” yang telah diberikan.
Mengasosiasikan (Associating)
 Siswa diminta membaca kembali teks “Personal Recount” yang berjudul
“My Holiday in Bali”.
 Guru memberikan worksheet yang berisi beberapa pertanyaan terkait isi teks
“Personal Recount” tersebut.
 Siswa diminta menjawab pertanyaan-pertanyaan yang diberikan pada
worksheet.
Mengkomunikasikan (Communicating)
 Guru bersama siswa mendiskusikan jawaban dari pertanyaan-pertanyaan
 156

yang diberikan pada worksheet.

 Siswa diminta mengumpulkan hasil pekerjaannya yang telah dibuat pada
worksheet untuk selanjutnya diberikan penilaian.
Kegiatan Penutup (10 Menit)

1. Siswa diberikan kesempatan untuk bertanya mengenai materi atau

penjelasan yang masih kurang dipahami.
2. Guru bersama siswa menyimpulkan materi yang telah didiskusikan.
3. Guru memberikan umpan balik terhadap proses pembelajaran yang telah
berlangsung.
4. Guru menginformasikan mengenai rencana kegiatan pembelajaran pada
pertemuan berikutnya.
5. Guru dan siswa mengakhiri proses pembelajaran dengan salam penutup.

H. Penilaian
1. Penilaian Aspek Sikap
(a) Teknik Penilaian: Observasi Sikap Siswa
Penilaian sikap siswa dilakukan dengan observasi sikap disiplin, tanggung
jawab, percaya diri, jujur, dan komunikatif selama proses pembelajaran
berlangsung.
(b) Bentuk Instrumen Penilaian: Lembar Observasi Sikap Siswa
(c) Instrumen Penilaian

Lembar Observasi Sikap Siswa

Nama Siswa :
Kelas/Semester :

Sikap yang Dinilai:

1. Disiplin
2. Tanggung Jawab
3. Percaya Diri
4. Jujur
5. Komunikatif
 157

Skor
Aspek Pernyataan
1 2 3 4
Peserta didik disiplin dalam
Disiplin mengikuti proses pembelajaran dan
mengumpulkan tugas tepat waktu.
Peserta didik menunjukkan tanggung
Tanggung
jawab dalam mengerjakan tugas
Jawab
yang diberikan.
Peserta didik menunjukkan sikap
percaya diri, seperti berani tampil,
Percaya Diri berani mengemukakan pendapat,
ataupun berani bertanya selama
proses pembelajaran berlangsung.
Peserta didik mengerjakan tugas 
mandiri atau ulangan dengan tidak
Jujur
mencontek pekerjaan rekan yang
lain.
Peserta didik melakukan komunikasi
secara aktif dengan cara yang baik
Komunikatif
dan sopan terhadap guru maupun
temannya.
Total Skor Seluruh Aspek Sikap

Kolom “skor” pada setiap aspek sikap diisi dengan angka yang sesuai
dengan kriteria berikut.
4 = selalu
3 = sering
2 = kadang-kadang
1 = tidak pernah/jarang
(d) Rubrik Penilaian
Berdasarkan pada lembar observasi sikap siswa, rubrik penilaian sikap
siswa adalah sebagai berikut.
 158

 Nilai maksimal untuk seluruh aspek sikap = 20

 Nilai Sikap Siswa = (Total skor seluruh aspek sikap yang diperoleh siswa
: 20) x 100
 Skor Penilaian Sikap

Huruf Rentang Angka

Sangat Baik (SB) 90-100

Baik (B) 80-89

Cukup (C) 70-79

Kurang (D) < 69

2. Penilaian Aspek Pengetahuan

(a) Teknik dan Bentuk Penilaian

Bentuk
Indikator Pencapaian
Teknik Penilaian Instrumen
Kompetensi
Penilaian
 Siswa dapat menjelaskan
informasi tersurat dan tersirat
dari suatu teks personal
recount yang telah dibaca. Soal Essay
Penugasan
 Siswa dapat menentukan (Uraian)
makna kata/frasa tertentu yang
terdapat pada suatu teks
personal recount.

(b) Instrumen Penilaian:

WORKSHEET
After reading the text, please answer the following questions correctly!
(Teks Terlampir)
1. What is the purpose of the text?
 159

2. When did the writer go to Bali with her friends?

3. How did they go to Bali?
4. What did the writer and her friends do after visiting Sanur beach?
5. What kind of water spots were played by the writer and her friends in
Tanjung Benoa beach?
6. What did the writer and her friends do on the last day in Bali?
7. Why did the writer and her friends visit Penyu island?
8. What did the writer buy in Sukawati market?
9. “We saw and enjoyed the beautiful landscape of sunrise.” (paragraph 2)
What does the underlined word mean?
10. How was the writer’s holiday in Bali?
(c) Rubrik Penilaian

No.
Kriteria Penilaian Skor Skor Maksimal
Soal
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
1 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
2
Jawaban kurang benar, tata bahasa 4
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
3 Jawaban benar, tata bahasa benar 4 4
Jawaban benar, tata bahasa kurang 3
 160

benar
Jawaban kurang benar, tata bahasa
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2
4 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2
5 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar 4
6
Jawaban kurang benar, tata bahasa
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
7 Jawaban benar, tata bahasa benar 4 4
Jawaban benar, tata bahasa kurang 3
 161

benar
Jawaban kurang benar, tata bahasa
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
8 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2
9 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
10 Jawaban kurang benar, tata bahasa 4
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jumlah Skor Maksimal 40
 162

Nilai Akhir = (Jumlah Skor Perolehan Siswa : Jumlah Skor Maksimal) x

100

LAMPIRAN
(PERSONAL RECOUNT TEXT)

Please read the following text carefully!

My Holiday in Bali
 163

When I was in the first grade of senior high school, my friends and I went to
Bali. We went there by plane. We stayed in Bali for three days. I had many
impressive experiences during the vacation.
On the first day in Bali, we visited Sanur Beach in the early morning. We
saw and enjoyed the beautiful landscape of sunrise. It was a great scenery. Then,
we checked in to the hotel. In the hotel, we took a break and had some meals
before continuing the trip. After that, we went to Tanah Lot. We met so many
tourists there, both domestic and foreign tourists.
On the second day, we went to Tanjung Benoa beach. We played many
water sports, such as banana boat, jet sky, and speedboat. We also visited Penyu
island to see many unique animals. They were turtles, snakes, and sea birds. We
were very happy. In the afternoon, we continued to visit Kuta beach. We enjoyed
the view by walking along the seashore while waiting for the amazing sunset.
On the last day, we spent our time in Sangeh. We could enjoy green and
shady forest. There were so many monkeys. The monkeys were tame so we could
do a close interaction with them. However, sometimes they could be naughty to
the visitors. In Sangeh, we also took some pictures. After visiting Sangeh, we
went to Sukawati market for shopping. I bought some Bali T-shirt and souvenirs.
Finally, in the evening, we had to get back and check-out from the hotel. We
went back home bringing so many unforgettable memories of Bali.

LESSON PLAN CONTROL GROUP

(MEETING 3)

Satuan Pendidikan : SMP Negeri 4 Busungbiu

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Genap
 164

Materi Pokok : Recount Text (Personal Recount)

Alokasi Waktu : 2 x 40 menit

A. Kompetensi Dasar
4.11 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount).

B. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, siswa diharapkan dapat:
1. Menjelaskan informasi tersurat dan tersirat dari suatu teks personal recount
yang telah dibaca.
2. Menentukan makna kata/frasa tertentu yang terdapat pada suatu teks personal
recount.

C. Materi Pembelajaran
1. Fungsi Sosial
 To retell events or experiences in the past for the purpose of informing or
entertaining (Untuk menceritakan kejadian atau pengalaman yang terjadi
pada waktu lampau dengan tujuan menginformasikan atau menghibur).
2. Struktur Teks
 Orientation
It tells background information to the readers or audiences about the
participants, the place, and the time when the story happened.
 Events
This part describes series of events which happened in the past
chronologically. It begins from the first event, followed by the second event
until the last event.
 Reorientation
It is optional. It states the personal comment of the writer about the event or
what happened at the end of the event.
3. Unsur Kebahasaan
 Focus on individual participant or a group of participants, such as I (the
writer), my family and I, my friend and I, etc.
 165

 Using past tense, including simple past tense, past continuous tense, and
past perfect tense. For example: We went to Raja Ampat last month, I visited
my grandmother, I was very tired, etc.
 Using action verbs, such as went, stayed, visited, ate, etc.
 Using temporal conjunctions
Conjunction is a connective. It is a part of speech (or word class) that serves
to connect words, phrases, clauses, or sentences. The examples of temporal
conjunction, such as then, after that, before, etc.
 Using linking verbs, such as was, were, etc.

D. Metode Pembelajaran
1. Pendekatan : Scientific Approach (Pendekatan Saintifik)
2. Metode : Tanya Jawab dan Diskusi

E. Media Pembelajaran
1. Media : Google Meet dan PowerPoint
2. Alat/Bahan : Laptop atau Smartphone

F. Sumber Belajar
1. Buku Bahasa Inggris Siswa Kelas VIII SMP/MTs Kurikulum 2013 Edisi
Revisi 2018: When English Rings a Bell.
(https://drive.google.com/file/d/
11MDqU0BOcLSFLI2tYdMGwADFT_3F5lyP/view?usp=drivesdk)
2. Sumber Materi dari Internet:
 http://britishcourse.com/recount-text-definition-purposes-generic-structures-
language-features.php
 https://www.mediainggris.com/2019/02/kinds-of-text-recount-text-
definition.html?m=1
 https://xploremadiun.blogspot.com/2020/03/recount-text.html?m=1

G. Kegiatan Pembelajaran (Pertemuan 3)

Kegiatan Pendahuluan (10 Menit)

1. Guru memberikan salam pembuka.
2. Guru dan siswa berdoa bersama.
 166

3. Guru mengecek kehadiran siswa.

4. Guru bertanya terkait materi yang sudah dibahas pada pertemuan
sebelumnya.
5. Guru menampilkan “jumbled picture series” yang menceritakan tentang
pengalaman pribadi pada waktu lampau dan siswa diminta untuk menyusun
“jumbled picture series” tersebut sehingga menjadi sebuah cerita yang
runtut.
(https://docs.google.com/presentation/d/1go1y4p7bmSulnf9FCXv8kPSZUG
FSC5fK/edit?
usp=sharing&ouid=109061526021189260736&rtpof=true&sd=true)
6. Guru menyampaikan tujuan pembelajaran.
Kegiatan Inti (60 Menit)
Mengamati (Observing)
 Siswa diberikan sebuah teks “Personal Recount” yang berjudul “My First
Trip to Yogyakarta”.
 Siswa diminta membaca teks tersebut secara sekilas.
Menanya (Questioning)
 Siswa diberikan kesempatan untuk menanyakan kata-kata sulit pada teks
tersebut yang kurang dipahami.
 Guru bertanya mengenai fungsi sosial dari teks “Personal Recount” yang
telah dibaca secara sekilas sebelumnya.
Mengeksplorasi (Exploring)
 Guru memberikan penjelasan mengenai kata-kata sulit yang ditanyakan
siswa dan fungsi sosial dari teks “Personal Recount” yang telah diberikan.
Mengasosiasikan (Associating)
 Siswa diminta membaca kembali teks “Personal Recount” yang berjudul
“My First Trip to Yogyakarta”.
 Guru memberikan worksheet yang berisi beberapa pertanyaan terkait isi teks
“Personal Recount” tersebut.
 Siswa diminta menjawab pertanyaan-pertanyaan yang diberikan pada
worksheet.
Mengkomunikasikan (Communicating)
 167

 Guru bersama siswa mendiskusikan jawaban dari pertanyaan-pertanyaan

yang diberikan pada worksheet.
 Siswa diminta mengumpulkan hasil pekerjaannya yang telah dibuat pada
worksheet untuk selanjutnya diberikan penilaian.
Kegiatan Penutup (10 Menit)
1. Siswa diberikan kesempatan untuk bertanya mengenai materi atau
penjelasan yang masih kurang dipahami.
2. Guru bersama siswa menyimpulkan materi yang telah didiskusikan.
3. Guru memberikan umpan balik terhadap proses pembelajaran yang telah
berlangsung.
4. Guru menginformasikan mengenai rencana kegiatan pembelajaran pada
pertemuan berikutnya.
5. Guru dan siswa mengakhiri proses pembelajaran dengan salam penutup.

H. Penilaian
1. Penilaian Aspek Sikap
(a) Teknik Penilaian: Observasi Sikap Siswa
Penilaian sikap dilakukan dengan observasi sikap disiplin, tanggung
jawab, percaya diri, jujur, dan komunikatif selama proses pembelajaran
berlangsung.
(b) Bentuk Instrumen Penilaian: Lembar Observasi Sikap Siswa
(c) Instrumen Penilaian

Lembar Observasi Sikap Siswa

Nama Siswa :
Kelas/Semester :
 168

Sikap yang Dinilai:

1. Disiplin
2. Tanggung Jawab
3. Percaya Diri
4. Jujur
5. Komunikatif

Skor
Aspek Pernyataan
1 2 3 4
Peserta didik disiplin dalam mengikuti
Disiplin proses pembelajaran dan mengumpulkan
tugas tepat waktu.
Peserta didik menunjukkan tanggung
Tanggung
jawab dalam mengerjakan tugas yang
Jawab
diberikan.
Peserta didik menunjukkan sikap
percaya diri, seperti berani tampil,
Percaya Diri berani mengemukakan pendapat,
ataupun berani bertanya selama proses
pembelajaran berlangsung.
Peserta didik mengerjakan tugas mandiri
Jujur atau ulangan dengan tidak mencontek
pekerjaan rekan yang lain.
Peserta didik melakukan komunikasi
Komunikatif secara aktif dengan cara yang baik dan
sopan terhadap guru maupun temannya.
Total Skor Seluruh Aspek Sikap

Kolom “skor” pada setiap aspek sikap diisi dengan angka yang sesuai
dengan kriteria berikut.
4 = selalu
3 = sering
2 = kadang-kadang
 169

1 = tidak pernah/jarang
(d) Rubrik Penilaian
Berdasarkan pada lembar observasi sikap siswa, rubrik penilaian sikap
siswa adalah sebagai berikut.
 Nilai maksimal untuk seluruh aspek sikap = 20
 Nilai Sikap Siswa = (Total skor seluruh aspek sikap yang diperoleh siswa
: 20) x 100
 Skor Penilaian Sikap

Huruf Rentang Angka

Sangat Baik (SB) 90-100

Baik (B) 80-89

Cukup (C) 70-79

Kurang (D) < 69

2. Penilaian Aspek Pengetahuan

(a) Teknik dan Bentuk Penilaian

Bentuk
Indikator Pencapaian Teknik
Instrumen
Kompetensi Penilaian
Penilaian
 Siswa dapat menjelaskan
informasi tersurat dan tersirat
dari suatu teks personal
recount yang telah dibaca. Soal Essay
Penugasan
 Siswa dapat menentukan (Uraian)
makna kata/frasa tertentu
yang terdapat pada suatu teks
personal recount.

(b) Instrumen Penilaian:

 170

WORKSHEET
After reading the text, please answer the following questions correctly!
(Teks Terlampir)
1. What does the text tell us about?
2. Where did the writer and family go last week?
3. How long did they stay in Yogyakarta?
4. Why did the writer and family just stay at home on their first day in
Yogyakarta?
5. Where did the writer and family go on the second day?
6. What did the writer’s sister buy in Malioboro?
7. What did the writer and family do on the third day of their stay in
Yogyakarta?
8. Did the writer and family like Yogyakarta traditional foods?
9. How was the writer’s trip to Yogyakarta?
10. “.......which is 5 minutes away by foot to Malioboro street”
(paragraph 1). What does the underlined phrase mean?
(c) Rubrik Penilaian
No.
Kriteria Penilaian Skor Skor Maksimal
Soal
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
1 Jawaban kurang benar, tata bahasa 4
2
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
2 Jawaban benar, tata bahasa benar 4 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa 2
benar
 171

Jawaban kurang benar, tata bahasa

1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
3 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
4 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
2
5 benar 4
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
6 benar 4
Jawaban kurang benar, tata bahasa 2
 172

benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
7 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
8 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar
Jawaban kurang benar, tata bahasa
9 2 4
benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jawaban benar, tata bahasa benar 4
Jawaban benar, tata bahasa kurang
3
benar 4
10 Jawaban kurang benar, tata bahasa 2
 173

benar
Jawaban kurang benar, tata bahasa
1
kurang benar
Jawaban salah, tata bahasa salah 0
Jumlah Skor Maksimal 40

Nilai Akhir = (Jumlah Skor Perolehan Siswa : Jumlah Skor Maksimal) x

100

LAMPIRAN
(PERSONAL RECOUNT TEXT)

Please read the following text carefully!

 174

My First Trip to Yogyakarta

My family and I went to my grandmother’s house in Yogyakarta last week.

It was my first trip to this city. We went there by car two days after my sister’s
graduation ceremony in Semarang. We arrived at Yogyakarta at night. We spent
three days staying in my grandmother’s house which is 5 minutes away by foot to
Malioboro street.
In the first morning, we were still too tired after a long trip from Semarang
to Yogyakarta so that we decided to stay at home to recharge our energy. I walked
around the neighborhood with my sister just to experience how it is like to be in
Yogyakarta. There were too many houses which made the space between a house
and the other was so small, even the road was also small in which only bicycle
and motorcycle can go through.
On the second day, my family and I went to Malioboro street. We saw so
many merchants with various of products which claimed by them as traditional
products of Yogyakarta. I bought T-shirt with the word “Yogyakarta” printed on
it, while my sister bought some wooden figurines and leather handbag. My mom
and dad were busy choosing some merchandises to be brought home when we
went back to Semarang.
On the third day, we went to Taman Sari and Keraton Ngayogyakarta
Hadiningrat to see some historical buildings. We took a lot of pictures there. We
also took some pictures of the buildings so we can see it again at home. Then, we
found some places providing Yogyakarta traditional foods around the building
and we jumped in right away. For me and my family, the Yogyakarta traditional
foods were very delicious.
Finally, after staying for three days in Yogyakarta, in the next morning we
went back to our home in Semarang. We were tired but we felt very happy. It was
such an amazing and memorable trip.

Appendix 5. Blue Print of Pre-Test Instrument before Try-Out

BLUE PRINT OF PRE-TEST INSTRUMENT BEFORE TRY-OUT

 175

Jenjang : SMP
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/2
Materi : Recount Text (Personal Recount Text)
Jumlah Soal : 30 Soal
Bentuk Soal : PG (Pilihan Ganda)

Indikator
Kompetensi Pencapaian Level No
Indikator Soal
Dasar Kompetensi Kognitif Soal
(IPK)

4.11 Menangkap 1. Menentukan  Disajikan C1 2, 5,

makna secara informasi sebuah teks 8, 9,
kontekstual tersurat dari personal 10,
terkait fungsi suatu teks recount, 13,
sosial, personal peserta didik 14,
struktur teks, recount. diharapkan 17,
dan unsur dapat dan
kebahasaan menentukan 18
teks recount informasi
lisan dan tersurat
tulis, sangat tertentu dari
pendek dan teks recount
sederhana, tersebut.
terkait 2. Menentukan  Disajikan C2 6,
pengalaman informasi sebuah teks 15,
pribadi di tersirat dari personal
waktu dan
suatu teks recount,
lampau personal peserta didik 22
(personal recount. diharapkan
recount). dapat
meyimpulkan
isi bacaan teks
recount
tersebut.

3. Mengidentifi-  Disajikan C2 3,
kasi struktur sebuah teks 23,
 176

dari suatu personal dan

teks personal recount, 26
recount. peserta didik
diharapkan
dapat
menentukan
struktur teks
tersebut
dengan tepat.

4. Menjelaskan  Disajikan C2 1, 7,
gambaran sebuah teks dan
umum suatu personal
16
teks personal recount,
recount. peserta didik
diharapkan
dapat
menentukan
gambaran
umum dari
teks recount
tersebut.

5. Menjelaskan  Disajikan C2 4,
gagasan sebuah teks 21,
utama/ide personal
dan
pokok recount,
paragraf dari peserta didik 25
suatu teks diharapkan
personal dapat
recount. menentukan
gagasan utama
dari suatu
paragraf pada
teks recount
tersebut.

6. Menjelaskan  Disajikan C2 12,

tujuan sebuah teks 20,
komunikatif personal
dan
dari suatu recount,
teks personal peserta didik
recount. diharapkan
 177

dapat 24
menentukan
tujuan
komunikatif
dari teks
recount
tersebut.

7. Menentukan  Disajikan C2 11,

makna kata sebuah teks 19,
tertentu yang personal
dan
terdapat pada recount,
suatu teks peserta didik 27
personal diharapkan
recount. dapat
menentukan
makna kata
tertentu yang
terdapat pada
teks tersebut.

8. Melengkapi  Disajikan C3 28,

sebuah teks sebuah teks 29,
personal personal
dan
recount recount
rumpang rumpang, 30
dengan kata peserta didik
yang tepat. diharapkan
dapat
melengkapi
bagian yang
rumpang
dengan pilihan
kata yang
tepat.

Appendix 6. Blue Print of Post-Test Instrument before Try-Out

 178

BLUE PRINT OF POST-TEST INSTRUMENT BEFORE TRY-OUT

Jenjang : SMP
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/2
Materi : Recount Text (Personal Recount Text)
Jumlah Soal : 30 Soal
Bentuk Soal : PG (Pilihan Ganda)

Indikator
Kompetensi Pencapaian Level No
Indikator Soal
Dasar Kompetensi Kognitif Soal
(IPK)

4.11 Menangkap 1. Menentukan  Disajikan C1 2, 3,

makna secara informasi sebuah teks 4, 8,
kontekstual tersurat dari personal 9,
terkait fungsi suatu teks recount, 10,
sosial, personal peserta didik 13,
struktur teks, recount. diharapkan 15,
dan unsur dapat dan
kebahasaan menentukan 22
teks recount informasi
lisan dan tersurat
tulis, sangat tertentu dari
pendek dan teks recount
sederhana, tersebut.
terkait 2. Menentukan  Disajikan C2 16,
pengalaman informasi sebuah teks 23,
pribadi di tersirat dari personal
waktu dan
suatu teks recount,
lampau personal peserta didik 27
(personal recount. diharapkan
recount). dapat
meyimpulkan
isi bacaan teks
recount
tersebut.
 179

3. Mengidentifi-  Disajikan C2 5,
kasi struktur sebuah teks 12,
dari suatu personal
dan
teks personal recount,
recount. peserta didik 20
diharapkan
dapat
menentukan
struktur teks
tersebut
dengan tepat.

4. Menjelaskan  Disajikan C2 1,
gambaran sebuah teks 14,
umum suatu personal
dan
teks personal recount,
recount. peserta didik 21
diharapkan
dapat
menentukan
gambaran
umum dari
teks recount
tersebut.

5. Menjelaskan  Disajikan C2 11,

gagasan sebuah teks 18,
utama/ide personal
dan
pokok recount,
paragraf dari peserta didik 26
suatu teks diharapkan
personal dapat
recount. menentukan
gagasan utama
dari suatu
paragraf pada
teks recount
tersebut.

6. Menjelaskan  Disajikan C2 7,
tujuan sebuah teks 17,
komunikatif personal
dan
dari suatu recount,
 180

teks personal peserta didik 24

recount. diharapkan
dapat
menentukan
tujuan
komunikatif
dari teks
recount
tersebut.

7. Menentukan  Disajikan C2 6,
makna kata sebuah teks 19,
tertentu yang personal
dan
terdapat pada recount,
suatu teks peserta didik 25
personal diharapkan
recount. dapat
menentukan
makna kata
tertentu yang
terdapat pada
teks tersebut.

8. Melengkapi  Disajikan C3 28,

sebuah teks sebuah teks 29,
personal personal
dan
recount recount
rumpang rumpang, 30
dengan kata peserta didik
yang tepat. diharapkan
dapat
melengkapi
bagian yang
rumpang
dengan pilihan
kata yang
tepat.

Appendix 7. Try-Out of Pre-Test Instrument

 181

TRY-OUT OF PRE-TEST INSTRUMENT

(Time Allotment: 90 minutes)

Please choose the correct answer!

Text 1 (Read the following text to answer questions number 1 to 3)

Climbing Batur Mountain

Last month, I went to climb Batur Mountain in Bali with my friends. I have
never climbed it before. We started climbing at 7 o’clock p.m. Even though it was
so dark, I felt no worried because all of my friends were professional climbers.
We climbed slowly and enjoyed the moment. After climbing for about 8
hours, we could reach the top of the mountain. There were a lot of other climbers
who reached that top faster than us. We waited for the rising sun while cooking
some foods and drinking coffee to get warmer. Others sang some songs together,
shared stories, or lay on the ground to take a rest. After seeing the sun rose, we set
up the tent because we wanted to stay there for three days. We really enjoyed the
moment and did so many interesting activities there.
After all, it was my greatest experience I have ever had in my life. I felt
really tired but I was very happy.

1. What does the text tell us about?

A. The writer’s first experience in climbing a mountain.
B. The view of Batur Mountain in the morning.
C. The writer’s experience in climbing Batur Mountain.
D. The description of Batur Mountain in Bali.

2. What did the writer and his friends do when waiting for the sunrise?
A. They shared stories.
B. They set up the tent.
C. They lay on the ground to take a rest.
D. They cooked some foods and drank coffee.

3. The generic structure of the text above is ....

A. identification – description
 182

B. orientation – events – reorientation

C. goal – material – steps
D. orientation – complication – resolution

Text 2 (Read the following text to answer questions number 4 to 6)

Last Sunday, I was gardening with my father. It was half past six in the
morning. The air was so fresh. My father called me from the yard. He said
something about ‘banana’. Then, I walked to where he stood looking at one of my
banana trees. I saw some of the bananas were yellow. What a beautiful view!
Next, we were busy to harvest the bananas. It was my first time to do this.
We just moved to this house for about five months. Here, we have some yard with
banana and guava trees beside the house. After harvesting the bananas, I watered
the vertical garden and pulled off the wild grass. I also collected the old leaves so
that the yard looked nicer and cleaner.
Finally, I picked two ripe guavas. They smelt nice. Then, I took a shower
and had breakfast with my parents. It was a fine Sunday morning. I felt a stronger
bond by doing the gardening with my father.

4. What is the main idea of the first paragraph?

A. The writer found that some of the bananas were ripe.
B. The writer and his family had breakfast together.
C. The writer watered the plants and cleaned the yard.
D. The writer and his father were busy to harvest the banana trees.

5. Why did the yard looked nicer and cleaner?

A. Because the writer had watered the banana trees.
B. Because the writer had collected the old leaves and pulled off the wild grass.
C. Because it was full of beautiful flowers.
D. Because the writer and his father had cut off all the banana trees.

6. From the text, we know that ....

A. the writer’s mother was not at home last Sunday morning
B. the writer felt really bored last Sunday
C. the writer’s garden is full of many kinds of flowers
 183

D. the writer really enjoyed the gardening time with his father

Text 3 (The following text is for questions number 7 to 11)

My friends and I went to Bali for a field trip last holiday. We went there by
bus. When we arrived in Tuban, the bus stopped at a restaurant for a rest. My
friends and I got off the bus to have meal for lunch. Then, I went to the toilet. It
took only a few minutes.
When I came out from the toilet, the bus was not there. It had left! I looked
for my friends around the restaurant but they were not there too. Feeling shocked
and confused, I did not know what to do. Then, I asked the security of the
restaurant about the bus. He said that the bus had left about five minutes ago. I
thought that the bus had left when I was in the toilet.
I tried to call my friends one by one, but none of them answered my phone
and my phone’s battery was running low. I could not do anything. I just could
pray and hope. After several minutes, the bus came back. One of my friends
realized that I was not in the bus and told the bus driver that I was left in the
restaurant.
Finally, I got on the bus and walked to my seat. I felt so embarrassed when
all of my friends looked and laughed at me. It was an unforgettable experience in
my life.

7. What does the text mainly tell us about?

A. The writer arrived in Tuban for a rest.
B. The writer was left by the bus on her field trip.
C. The writer and her friends enjoyed their trip to Bali.
D. The writer went for a field trip by bus in her holiday.

8. What did the writer and her friends do when the bus stopped for a rest in
Tuban?
A. They got off the bus to have meal for lunch at a restaurant.
B. They bought some Bali souvenirs to be brought home.
C. They got off the bus to drank cold lemonade.
D. They went to the toilet for a few minutes.
 184

9. What did the writer feel when she found that the bus had left?
A. disappointed
B. embarrassed
C. shocked and confused
D. angry

10. Which of the following statements is NOT TRUE according to the text?
A. The writer did nothing when she knew that the bus had left her.
B. The writer spent a few minutes when she was in the toilet.
C. One of the writer’s friends realized that the writer was not in the bus.
D. Finally the bus came back to the restaurant.

11. “...the bus was not there. It had left!” (paragraph 2). The underlined word
refers to ....
A. the writer
B. the bus
C. the writer’s friends
D. the security

Text 4 (The following text is for questions number 12 to 15)

Having Stomachache
I had a really bad experience last Friday. I saw some mangoes on the table. I
was happy because I really wanted that fruit. I peeled one and ate greedily. Then, I
peeled another two mangoes. My mother had advised me not to do so, but I did
not think about it so much and I said that I would be just fine.
Then, I went to school. The first class was English class and I had a test.
During the test, suddenly I felt my stomachache. I tried to endure it and finished
my test first, but I could not. I had to go to the toilet. Because of my strange
behavior, my teacher thought that I had been cheating. The teacher got angry with
me. At that time, I could not endure my stomachache anymore. So, after asking
for my teacher’s permission, I directly went to the toilet. Oh...I felt relieved.
Afterwards, I entered the class.
When I arrived in the class, the test time was over. Certainly I could not
finish my test. Luckily, after I explained about my condition, the teacher
 185

understood my condition and gave me a chance to take a remedial test in the

following day. Oh....what a pity! I felt regretful because I did not listen and obey
my mother’s advice.

12. What is the purpose of the text above?

A. To describe how something is accomplished.
B. To amuse or entertain the readers.
C. To inform readers about the writer’s English test.
D. To retell about the writer’s past experience.

13. What happened to the writer on the English test?

A. She felt her stomachache.
B. She made a lot of mistakes in the test.
C. She cheated during the test.
D. The teacher instructed her to go out.

14. Why did the writer’s teacher get angry with her?
A. Because the writer had disturbed her friends during the test.
B. Because the writer had been noisy in the class.
C. Because the teacher thought that the writer had been cheating.
D. Because the writer could not answer all questions in the test well.

15. What can we learn from the writer’s experience?

A. We should not go to the toilet when we had a test.
B. We should listen and obey our parents’ advice.
C. We should join every test at school.
D. We should not eat fruits before going to school.

Text 5 (Read the following text to answer questions number 16 to 19)

Last year I joined the Chicago marathon. It was my first marathon contest. I
had to run 24.5 miles to complete it. It was so hard.
At first, I just wanted to get the experience of joining a marathon. I thought
it would be one life time experience. After finishing it, I changed my mind. I
wanted to join another one. I was interested to complete at least one more
 186

marathon and improve my achievement. I also experienced a good feeling

between participants and the spectators that made me happy.
It was a very wonderful experience for me. Finally, I decided that I had to
join another marathon the following year.

16. What is the text about?

A. The writer’s good achievement in marathon.
B. The writer’s activities of watching Chicago marathon contest.
C. The changing of the writer’s feeling after joining the Marathon contest.
D. The writer’s wonderful feeling after watching marathon contest.

17. What was the writer’s intention when he decided to join his first marathon?
A. He just wanted to get an experience of joining a marathon.
B. He wanted to complete 24.5 miles run in the marathon.
C. He planned to join another marathon.
D. He wanted to be the winner.

18. In order to improve his achievement, the writer ....

A. ran faster and faster
B. asked for advice how to run well
C. practice hard with other participants
D. planned to join another marathon contest

19. “After finishing it, I changed my mind” (paragraph 2). The underlined word
is closest in meaning to ....
A. suggestion
B. decision
C. thought
D. ambition

Text 6 (The following text is for questions number 20 to 23)

Story Telling Competition

 187

Last month, I joined a story telling competition. My friend and I had been
chosen to take part in the final round at the district level. I was very happy and
eager to win the competition.
For the preparation, I had to memorize and understand the story well. My
teacher guided and taught me about pronunciation, facial expression, and gestures.
My friend and I were busy to prepare the props and costumes for the competition.
One thing that made me felt sad was my teacher rented the props and costume for
my friend but not for me. My friend had a beautiful costume and luxurious props.
Although I just wore the simple ones, I performed my best to win the competition.
When the competition started, I got number 10 and my friend got number 5.
I was so nervous but I showed my best performance on the stage. Lots of people
took photos and videos of me. Finally, anxiety was gone after I had finished my
performance. Then, it was the time for the winner announcement. Luckily, I was
chosen as the first winner. I went to the stage and all judges congratulated me. As
the first winner, I got a trophy and money.
It was an unforgettable experience for me. I felt so happy.

20. What is the writer’s intention to write the text?

A. To tell her experience in joining story telling competition.
B. To show her disappointment to the teacher.
C. To tell readers how to be the winner in the competition.
D. To describe her feeling to the teacher.

21. What does the third paragraph tell us about?

A. The writer’s teacher was not fair to her.
B. The writer had no luxurious gown for the competition.
C. The writer practiced hard to win the story telling competition.
D. The writer performed well and be the first winner in the competition.

22. From the text above, it can be concluded that ....

A. practice makes performance go well
B. being nervous helps to perform well on the stage
C. wearing simple clothes can help to win the competition
D. it is necessary to wear luxurious costume and props for the competition
 188

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

A. general classification – description
B. goal – materials – steps
C. orientation – events – reorientation
D. thesis – arguments – conclusion

Text 7 (Read the following text to answer questions number 24 to 27)

Going Camping
My family and I decided to go camping last holiday since the weather was
very clear. My father prepared the tent and other equipments. My mother prepared
cooking and eating utensils. I took my fishing rod and my brother brought his
sport equipment. When everything was ready, we left for the camping site in
countryside.
When we arrived at the camping site, we found that there were many
campers. Unfortunately, the good location near the river had been occupied by
other campers so that we had to look for another place. After some minutes,
finally we found a good place. It was near a big tree. Then, we set up the tent
there.
After setting up the tent, my father and I went fishing. We joined other
people sitting on the rock near the river. In the evening, my father made a
campfire. My mother cooked the fish we caught. Then, my family and I had
dinner. I could say that it was the best fish I had ever tasted. After having dinner,
we sang together and had fun. In the night, we slept in the tent. Sleeping in the
tent was a very wonderful experience for me. In the next morning, I woke up
early. I felt so fresh. Then, I accompanied my brother playing ball.
Finally, in the afternoon, we went back home. It was an amazing camping
experience. I felt so happy.

24. What is the purpose of the text above?

A. To describe a camping site.
B. To give instruction how to set up the tent.
C. To inform people about the new camping site.
D. To tell readers about the writer’s camping experience.
 189

25. What does the second paragraph talk about?

A. The writer and his father went fishing in the river.
B. The writer and his family looked for a good place to set up the tent.
C. The writer and his father made a campfire in the evening.
D. The writer and his family prepared equipments for the camping.

26. The generic structure of the text above consists of ....

A. orientation – complication – resolution
B. identification – description
C. orientation – events – reorientation
D. goal – materials – steps

27. “...the river had been occupied by...” (paragraph 2). The underlined word is
similar in meaning to ....
A. inhabited
B. authorized
C. bought
D. grabbed

For questions number 28 to 30, fill in the blank in the text below with
appropriate words!

Last school (28) ..., my family and I went to Bandar Lampung. We went
there by car and we left our home in Bandung at 5 o’clock a.m. It (29) ... about
eight hours to get to the city center. We stayed in a small hotel. On the first day,
we had a city tour. We enjoyed some delicious foods of the city. On the second
day, we went to Pahawang Island and stayed there for two days. We went
swimming, snorkeling, and sailing to other small islands. The view was amazing.
The local people were also very friendly. We really had a good time (30) ... we
felt very tired.

28. A. holiday
B. examination
C. party
D. meeting
 190

29. A. ran
B. paid

C. took
D. sold

30. A. therefore
B. and
C. because
D. although

ANSWER KEY

1. C 11. B 21. D
2. D 12. D 22. A
3. B 13. A 23. C
4. A 14. C 24. D
5. B 15. B 25. B
6. D 16. C 26. C
7. B 17. A 27. A
8. A 18. D 28. A
9. C 19. C 29. C
10. A 20. A 30. D

Appendix 8. Try-Out of Post-Test Instrument

TRY-OUT OF POST-TEST INSTRUMENT

 191

(Time Allotment: 90 minutes)

Please choose the correct answer!

Text 1 (Read the following text to answer questions number 1 to 6)

Came Late to School

Last Monday, I went to school like usual. My house was quite long way
from my school, so I went to school by bike. It was 6:35 a.m. and I took fifteen
minutes to get to my school.
At that time, I was peddling my bike slowly. Suddenly, I saw a motorcycle
hitting a bicycle ridden by a woman. The motorcycle did not stop. Soon, it
disappeared. I got shocked because it happened in front of me. I felt confused
whether I should help the woman or not. Finally, I decided to help her. She was
slightly injured. The rice carried by the woman was scattered on the street. Several
people and I helped the woman. I took the scattered rice on the street. Then, we
helped her to get some treatments.
After helping the woman, I looked at my watch and realized that I was late.
It was already 7:55 a.m. Then, I went to school hurriedly. I arrived at my school at
8:05. My teacher questioned me for being late. I explained what had happened and
she did not get angry with me. Even she said that she was proud of me.

1. What does the text tell us about?

A. The writer got an accident.
B. The writer was late to school.
C. The writer’s teacher was angry with him.
D. The writer skipped school.

2. How did the writer go to school?

A. on foot
B. by bus
C. by car
D. by bike

3. What did the writer see when he was going to school?

 192

A. A girl was hit by a car.

B. A crazy person hit by a car.
C. A thief chased by the police.
D. A bicycle ridden by a woman hit by a motorcycle.

4. What did the writer do after seeing the accident?

A. He helped the woman.
B. He did nothing.
C. He ignored the accident.
D. He cried for help.

5. The generic structure of the text above is ....

A. identification – description
B. orientation – events – reorientation
C. thesis – arguments - conclusion
D. goal – materials – steps

6. “Soon, it disappeared” (paragraph 2). The underlined word is closest in

meaning to ....
A. turned back
B. represented
C. vanished
D. replaced

Text 2 (Read the following text to answer questions number 7 to 10)

It was a beautiful Sunday afternoon and I was out for a short walk before
going back home. I was going to drop by a bookstore. On my way, about 200
meters from the bookstore, I noticed a jeep driver trying to park between a van
and a scooter. From the angle of the jeep, I knew that the driver was having
trouble.
As I walked past, I could not help but looked at the driver. Unexpectedly,
the driver turned his head and looked at me with a pleading face. I did not see any
parking attendants nearby, so I decided to help him. I stopped and started to direct
him. I said, “You can reverse some more, some more, some more. Stop! Now go
 193

forward”. After a couple of moves back and forth, he could park his jeep quite
well.
Finally, the driver smiled at me and said “thank you”. I felt so happy
because I could help him. It was my first experience of directing a car which was
going to park and I succeeded.

7. What is the purpose of the text above?

A. To tell the writer’s experience of directing a car to park.
B. To explain how to direct a car step by step.
C. To entertain or amuse the readers.
D. To describe a particular place.

8. When did the story take place?

A. on Sunday morning
B. on Saturday afternoon
C. on Sunday afternoon
D. on the writer’s way to school

9. What did the writer not see around the parking lot?
A. a taxi driver
B. a parking attendant
C. a security guard
D. a police officer

10. What did the writer do to help the driver?

A. The writer directed the driver in parking his car.
B. The writer drove and parked the driver’s car himself.
C. The writer called a parking attendant.
D. The writer pushed the driver’s car to an empty space.

Text 3 (The following text is for questions number 11 to 13)

Meeting a Star
 194

Last Sunday morning, I was walking down Ramayana street to look for a
record store. A man stopped me and asked me the way to the Grand Hyatt Hotel. I
was not sure exactly where it was, but I walked with him to the end of Ramayana
street. He was very friendly and his face looked so familiar.
Then, I remembered where the Grand Hyatt Hotel was and told him the way
how to get there. The man thanked me and tried to give me something. I thought it
was money. I said “no” at first but he really wanted me to have it, so I took it.
After that, I found the record store and listened to a few records. D’Masive has a
new record that was number three in the top ten. I decided to buy it. I looked in
my bag for my wallet and found a piece of paper that had been given by the man.
It was a photo.
Finally, when I looked at the photo, I was very surprised. The man was a
singer in D’Masive.

11. What does the first paragraph tell us about?

A. The man that the writer met was a singer in D’Masive.
B. The writer was walking down to find a record store.
C. The writer decided to buy D’Masive new record.
D. The writer found a record store and listened to a few records.

12. The generic structure of the text above consists of ....

A. goal – material – steps
B. general classification – description
C. orientation – events – reorientation
D. thesis – arguments – conclusion

13. Why was the writer surprised?

A. Because the writer found that the man she met was a singer in D’Masive.
B. Because the writer got a lot of money from the man that she met.
C. Because the writer lost her wallet at the end of Ramayana street.
D. Because the writer could not go back to the Grand Hyatt Hotel.

Text 4 (The following text is for questions number 14 to 16)

 195

Last holiday, my mother and I visited my elder sister in Surabaya. She has
lived there for nearly three years for study. We went there by an evening train.
When we arrived at the railway station, the train had not arrived yet. We had to
wait for a half hour.
When the train was getting into the station, many passengers were preparing
themselves. There were more than ten people including us who got into the train.
It was an economy-class train. It was too noisy and hot.
Nearly at dawn, we arrived at the Gubeng Station. My sister had been
waiting at the exit gate. My mother and I were very happy when we saw her, so
did my sister. From the station, my sister took us to her boarding house by a taxi.
After arriving at my sister’s boarding house, I just could not wait to lay my
body on the bed and slept. But, of course I had to take a bath and changed my
clothes first. It was a tiring trip.

14. What does the text mainly tell us about?

A. The writer’s feeling after meet her sister.
B. The writer’s trip to Surabaya.
C. The writer’s sister boarding house.
D. The writer’s first experience when travelling by train.

15. Which of the following statements is NOT TRUE based on the text?
A. The writer’s sister was waiting for the writer in her boarding house.
B. The writer reach her sister’s boarding house by a taxi.
C. The writer went to Surabaya with her mother.
D. The writer felt tired after the trip.

16. Based on the text above, we can know that ....

A. the writer and her mother had to stand on the train during the trip
B. the writer really enjoyed her trip by train
C. the writer felt sad when she met her elder sister
D. the writer did not feel comfortable during the trip by train

Text 5 (Read the following text to answer questions number 17 to 20)

 196

A Visit to a Wildlife Park

Last holiday, I visited Sydney with my parents. We visited many interesting
places. The one I enjoyed best was the Wildlife Park.
The Wildlife Park has a lot of Australian animals and birds. There are over
600 animals, including kangaroos, wallabies, koala, and crocodiles. They are kept
in their natural surroundings. I much preferred the Wildlife Park to a zoo where a
lot of animals are in cages.
In Wildlife Park, we were able to walk along the kangaroos and wallabies.
We were even allowed to touch them and feed them. It was very exciting to be
very so close to them. Then, we saw koala bears. They looked very cuddly. I took
picture with one of them. It was a great souvenir of my holiday in Sydney. We
also went to see the crocodiles. The Wildlife Park has a lot of fresh-water and salt-
water crocodiles. Some of them were very big and scary with huge teeth. I did not
get very close to them. Last, we visited the aviary. There were some colorful birds
in the aviary. I really liked an old parrot which could talk.
It was an amazing holiday that I ever had. I really enjoyed my time with my
parents in the Wildlife Park.

17. What is the writer’s intention to write the text?

A. To retell her past experience when visiting Wildlife Park.
B. To describe animals and birds in the Wildlife Park.
C. To persuade readers to visit Wildlife Park.
D. To inform readers about Wildlife Park.

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

A. The writer and his parents were able to walk along the kangaroos and
wallabies.
B. The Wildlife Park has a lot of fresh-water and salt-water crocodiles.
C. The Wildlife Park has a lot of Australian animals and birds.
D. The writer much preferred the Wildlife Park to a zoo.

19. “We were even allowed to touch them and ...” (paragraph 3). The word
“them” refers to ....
A. the visitors of the Wildlife Park
 197

B. the writer and his parents

C. the fresh-water and salt-water crocodiles
D. the kangaroos and wallabies

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

A. orientation – events – reorientation
B. identification – description
C. orientation – complication – resolution
D. goal – material – steps

Text 6 (Read the following text to answer questions number 21 to 23)

Last Sunday evening, I felt very tired after hanging out the whole day with
my friends at the mall. As soon as I arrived home, I hung my jacket on a hanger
and got ready to take a rest. Suddenly I remembered that I had to call a friend. I
looked for my cell phone everywhere but I could not find it. I was getting panic. I
asked everyone in the house whether they knew where my cell phone was, but no
one knew. Well, I lost it I thought. Then I had an idea. I asked my brother to call
my cell phone. To my surprise, I heard it ringing in my jacket. My cell phone was
there. Finally, I was happy because I could find my cell phone.

21. What is the text about?

A. Cell phone in the jacket.
B. The writer’s brother’s cell phone.
C. The lost cell phone.
D. The writer’s friend’s cell phone.

22. How did the writer get her cell phone back?
A. She asked about her cell phone to her friends.
B. She found her cell phone on a table in her bedroom.
C. She asked everyone in the house about her cell phone.
D. She asked her brother to call her cell phone and found it in her jacket.

23. From the text, we can conclude that the writer is ... person.
A. an attentive
B. a forgetful
 198

C. a cautious
D. a careful

Text 7 (The following text is for questions number 24 to 25)

A Recreation to Solo
My family and I went on a recreation to Solo last week. We went there by
car on Monday. We stayed at grandparents’ house.
On Tuesday, we went to Tawangmangu. We enjoyed the amazing view with
its waterfall and had lunch there. We ate traditional foods like gudangan, tempe
bacem, fried rice, and fried chicken. Then, we continued our trip to Taman Jurug.
The next day, we went to Kasunanan Palace. We saw many kinds of
historical heritage of the palace. After that we had shopping at Klewer Market and
Solo Grand Mall. I bought some souvenirs for my cousins. In the evening, we
went sightseeing the town.
On Thursday morning, we said “good bye” to our grandparents and went
home. I really enjoyed my holiday in Solo. It was amazing and fun.

24. The purpose of the text above is ....

A. to describe the view in Solo
B. to amuse or entertain the readers
C. to inform people about a tourism destination
D. to tell readers about the writer’s past experience

25. “In the evening, we went sightseeing the town” (paragraph 3). What does the
underlined word mean?
A. watching a movie
B. having dinner
C. going around
D. going shopping

Text 8 (Read the following text to answer questions number 26 to 27)

 199

I got a painful experience that I went through last semester. I joined the
cross country. I was running this race competing against several other schools.
The entire race was long and dreadful. It took place in the dessert so it was really
hot and humid. In the race, I ran up and down the hills.
It was getting awful after ten minutes of the race. People who ran in front of
me made me breathe the dust they created. It was not so bad until my throat
started to hurt. It was very painful. I had a hard time to catch my breath and I
sweat a lot. I really hated it.
In the end, I managed to finish the race. I felt really good after that. I felt
fully live again. The race was a horrible experience for me. Because of this
experience, I quitted the team a week later.

26. What does the second paragraph talk about?

A. Painful incidents during the cross country.
B. A good feeling after completing the race.
C. An awful place in the mountain.
D. A cross country race.

27. From the text, it can be concluded that ....

A. the race route was so mountainous and the weather was cool and windy
B. the race was a competition between students in the writer’s school
C. the writer could finish the race even though he had a painful throat
D. the writer quitted and never made it to the finish line

For questions number 28 to 30, fill in the blank in the text below with the
appropriate words!

Last month, my diving team and I (28) ... to Menjangan Island in the north-
west of Bali. After arriving at Menjangan, we got a general briefing. It included a
description about how to take pictures under water. Then, we began our diving.
During our diving, we saw groups of (29) ... fish. In order to identify them, we
needed a good guide. Without some knowledge of their habitat and behavior, it
was difficult to identify. This place is really impressive with its marine (30) ....
 200

Diving in Menjangan Island was a great diving experience that my diving team
and I ever had.

28. A. stayed
B. went
C. arrived
D. spent

29. A. big
B. large
C. wide
D. tiny

30. A. joy
B. life
C. love
D. things

ANSWER KEY

1. B 11. B 21. C
2. D 12. C 22. D
3. D 13. A 23. B
4. A 14. B 24. D
5. B 15. A 25. C
6. C 16. D 26. A
7. A 17. A 27. C
8. C 18. C 28. B
9. B 19. D 29. D
10. A 20. A 30. B
 201

Appendix 9. Expert Judgement Sheets of Pre-Test Instrument

EXPERT JUDGEMENT SHEET

Instrument: Multiple-Choice Reading Test (For Pre-Test)

Expert Judge: Prof. Dr. Ni Made Ratminingsih, M.A.

Expert Response
No. Comments
Relevant Irrelevant

1. √
√
2.
3. √

4. √

5. √

6. √

7. √

8. √

9. √

10. √

11. √

12. √

13. √

14. √

15. √

16. √
 202

17. √

18. √

19. √

20. √

21. √

22. √

23. √

24. √

25. √

26. √

27. √

28. √

29. √

30. √

Singaraja, 15 Februari 2022

Prof. Dr. Ni Made Ratminingsih, M.A.

EXPERT JUDGEMENT SHEET

 203

Instrument: Multiple-Choice Reading Test (For Pre-Test)

Expert Judge: I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd.

Expert Response
No. Comments
Relevant Irrelevant

1. √
√
2.
3. √

4. √

5. √

6. √

7. √

8. √

9. √

10. √

11. √

12. √

13. √

14. √

15. √

16. √

17. √

18. √

19. √
 204

20. √

21. √

22. √

23. √

24. √

25. √

26. √

27. √

28. √

29. √

30. √

Singaraja, 17 Februari 2022

I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd.

Appendix 10. Expert Judgement Sheets of Post-Test Instrument

 205

EXPERT JUDGEMENT SHEET

Instrument: Multiple-Choice Reading Test (For Post-Test)

Expert Judge: Prof. Dr. Ni Made Ratminingsih, M.A.

Expert Response
No. Comments
Relevant Irrelevant

1. √

2. √

3. √

4. √

5. √

6. √

7. √

8. √

9. √

10. √

11. √

12. √

13. √

14. √

15. √

16. √

17. √

18. √
 206

19. √

20. √

21. √

22. √

23. √

24. √

25. √

26. √

27. √

28. √

29. √

30. √

Singaraja, 15 Februari 2022

Prof. Dr. Ni Made Ratminingsih, M.A.

EXPERT JUDGEMENT SHEET

Instrument: Multiple-Choice Reading Test (For Post-Test)

Expert Judge: I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd.

 207

Expert Response
No. Comments
Relevant Irrelevant

1. √
√
2.
3. √

4. √

5. √

6. √

7. √

8. √

9. √

10. √

11. √

12. √

13. √

14. √

15. √

16. √

17. √

18. √

19. √

20. √

21. √
 208

22. √

23. √

24. √

25. √

26. √

27. √

28. √

29. √

30. √

Singaraja, 17 Februari 2022

I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd.

Appendix 11. Empirical Validity and Reliability Test of Pre-Test Instrument

THE RESULTS OF EMPIRICAL VALIDITY AND RELIABILITY TEST

OF PRE-TEST INSTRUMENT
 209

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 25

Jumlah butir = 30

Bobot jwb benar = 1

Bobot jwb salah = 0

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA

No Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 Ayutut Pur... 21 9 0 21 21

2 Dewa Putu ... 14 16 0 14 14

3 Gede Agus ... 17 13 0 17 17

4 Gede Ari S... 15 15 0 15 15

5 Gede Raja ... 7 23 0 7 7

6 I Gusti Ag... 21 9 0 21 21

7 I Putu Bak... 6 24 0 6 6

8 Kadek Agus... 19 11 0 19 19

9 Kadek Arta... 21 9 0 21 21

10 Kadek Auli... 25 5 0 25 25

11 Kadek Ayu ... 21 9 0 21 21

12 Kadek Inta... 21 9 0 21 21

13 Kadek Nia ... 21 9 0 21 21

14 Ketut Bintang 28 2 0 28 28

15 Ketut Laud... 18 12 0 18 18

16 Komang Ars... 21 9 0 21 21

17 Komang Yen... 25 5 0 25 25

18 Made Gerry... 6 24 0 6 6

19 Pande Kade... 20 10 0 20 20

20 Putu Diah ... 14 16 0 14 14

 210

21 Putu Gita ... 30 0 0 30 30

22 Putu Tiara... 23 7 0 23 23

23 Putu Yunia... 22 8 0 22 22

24 Ni Kadek R... 25 5 0 25 25

25 Putu Firma... 11 19 0 11 11

RELIABILITAS TES

================

Rata2= 18,88

Simpang Baku= 6,39

KorelasiXY= 0,81

Reliabilitas Tes= 0,89

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA

No.Urut Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 Ayutut Purnami 11 10 21

2 Dewa Putu Ang... 6 8 14

3 Gede Agus Pra... 11 6 17

4 Gede Ari Sanjaya 8 7 15

5 Gede Raja Yud... 5 2 7

6 I Gusti Agung... 13 8 21

7 I Putu Bakti ... 4 2 6

8 Kadek Agusta ... 9 10 19

9 Kadek Artada ... 10 11 21

10 Kadek Aulia N... 13 12 25

11 Kadek Ayu Wia... 10 11 21

12 Kadek Intan C... 10 11 21

13 Kadek Nia San... 12 9 21

 211

14 Ketut Bintang 14 14 28

15 Ketut Laudya Ani 8 10 18

16 Komang Arsada... 10 11 21

17 Komang Yena D... 12 13 25

18 Made Gerry Ad... 3 3 6

19 Pande Kadek D... 10 10 20

20 Putu Diah Ant... 7 7 14

21 Putu Gita Jut... 15 15 30

22 Putu Tiara Dewi 11 12 23

23 Putu Yuniantari 10 12 22

24 Ni Kadek Rosd... 13 12 25

25 Putu Firma Sa... 5 6 11

Kel Unggul & Asor

=================

Kelompok Unggul

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 Putu Gita Jut... 30 1 1 1 1 1 1 1 1 1 1 1

2 Ketut Bintang 28 1 1 1 1 1 1 - 1 1 1 1

3 Kadek Aulia N... 25 1 1 - 1 1 1 1 1 1 1 1

4 Komang Yena D... 25 - 1 1 1 1 1 1 1 1 1 1

5 Ni Kadek Rosd... 25 1 1 1 1 1 1 1 1 1 1 1

6 Putu Tiara Dewi 23 1 1 - 1 1 1 - 1 1 1 1

7 Putu Yuniantari 22 1 1 - 1 1 1 - 1 1 1 1

Jml Jwb Benar 6 7 4 7 7 7 4 7 7 7 7

 212

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 Putu Gita Jut... 1 1 1 1 1 1 1 1 1 1 1 1

2 Ketut Bintang 1 1 1 1 1 1 1 1 1 1 1 1

3 Kadek Aulia N... 1 1 - 1 - - 1 1 - 1 1 1

4 Komang Yena D... - 1 1 1 1 1 1 - 1 1 1 1

5 Ni Kadek Rosd... 1 1 - 1 - - 1 - - 1 1 1

6 Putu Tiara Dewi 1 1 1 1 1 1 1 - 1 1 1 -

7 Putu Yuniantari - 1 1 1 1 1 1 - 1 1 1 1

Jml Jwb Benar 5 7 5 7 5 5 7 3 5 7 7 6

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30

1 Putu Gita Jut... 1 1 1 1 1 1 1

2 Ketut Bintang 1 1 - 1 1 1 1

3 Kadek Aulia N... 1 1 1 1 1 1 1

4 Komang Yena D... 1 1 1 1 1 - -

5 Ni Kadek Rosd... 1 1 1 1 1 1 1

6 Putu Tiara Dewi 1 1 - 1 - 1 -

7 Putu Yuniantari 1 1 - - 1 - -

Jml Jwb Benar 7 7 4 6 6 5 4

Kelompok Asor

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 Gede Ari Sanjaya 15 1 1 - 1 - 1 1 - 1 - -

2 Dewa Putu Ang... 14 - - - 1 1 1 - 1 1 1 -

 213

3 Putu Diah Ant... 14 - 1 - - 1 1 - - 1 1 -

4 Putu Firma Sa... 11 1 - - - - - - 1 - - -

5 Gede Raja Yud... 7 - - - - 1 - - 1 1 - -

6 I Putu Bakti ... 6 - - - - - - - 1 - - 1

7 Made Gerry Ad... 6 - 1 - 1 1 1 - - - - 1

Jml Jwb Benar 2 3 0 3 4 4 1 4 4 2 2

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 Gede Ari Sanjaya - 1 - 1 - - - - - - 1 1

2 Dewa Putu Ang... 1 1 - 1 1 - 1 - - 1 - 1

3 Putu Diah Ant... - 1 1 1 - 1 - - 1 - - 1

4 Putu Firma Sa... 1 - - - - 1 - - 1 1 - 1

5 Gede Raja Yud... - 1 1 1 - - - - - 1 - -

6 I Putu Bakti ... - - - 1 - - - - - - - -

7 Made Gerry Ad... - - - - - - - - - - - 1

Jml Jwb Benar 2 4 2 5 1 2 1 0 2 3 1 5

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30

1 Gede Ari Sanjaya 1 1 - 1 1 - 1

2 Dewa Putu Ang... - - - - 1 - -

3 Putu Diah Ant... 1 1 - - 1 - -

4 Putu Firma Sa... 1 1 1 - - - 1

5 Gede Raja Yud... - - - - - - -

6 I Putu Bakti ... - 1 1 - - 1 -

7 Made Gerry Ad... - - - - - - -

Jml Jwb Benar 3 4 2 1 3 1 2

 214

DAYA PEMBEDA

============

Jumlah Subyek= 25

Klp atas/bawah(n)= 7

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA

No Butir Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 6 2 4 57,14

2 7 3 4 57,14

3 4 0 4 57,14

4 7 3 4 57,14

5 7 4 3 42,86

6 7 4 3 42,86

7 4 1 3 42,86

8 7 4 3 42,86

9 7 4 3 42,86

10 7 2 5 71,43

11 7 2 5 71,43

12 5 2 3 42,86

13 7 4 3 42,86

14 5 2 3 42,86

15 7 5 2 28,57

16 5 1 4 57,14

17 5 2 3 42,86

18 7 1 6 85,71

19 3 0 3 42,86

20 5 2 3 42,86

21 7 3 4 57,14
 215

22 7 1 6 85,71

23 6 5 1 14,29

24 7 3 4 57,14

25 7 4 3 42,86

26 4 2 2 28,57

27 6 1 5 71,43

28 6 3 3 42,86

29 5 1 4 57,14

30 4 2 2 28,57

TINGKAT KESUKARAN

=================

Jumlah Subyek= 25

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA

No Butir Jml Betul Tkt. Kesukaran(%) Tafsiran

1 15 60,00 Sedang

2 18 72,00 Mudah

3 7 28,00 Sukar

4 19 76,00 Mudah

5 22 88,00 Sangat Mudah

6 21 84,00 Mudah

7 7 28,00 Sukar

8 21 84,00 Mudah

9 21 84,00 Mudah

10 19 76,00 Mudah

11 16 64,00 Sedang
 216

12 14 56,00 Sedang

13 21 84,00 Mudah

14 17 68,00 Sedang

15 22 88,00 Sangat Mudah

16 10 40,00 Sedang

17 15 60,00 Sedang

18 15 60,00 Sedang

19 3 12,00 Sangat Sukar

20 15 60,00 Sedang

21 19 76,00 Mudah

22 16 64,00 Sedang

23 13 52,00 Sedang

24 19 76,00 Mudah

25 20 80,00 Mudah

26 9 36,00 Sedang

27 17 68,00 Sedang

28 20 80,00 Mudah

29 10 40,00 Sedang

30 11 44,00 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 25

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA
 217

No Butir Korelasi Signifikansi

1 0,506 Sangat Signifikan

2 0,486 Sangat Signifikan

3 0,453 Sangat Signifikan

4 0,572 Sangat Signifikan

5 0,484 Sangat Signifikan

6 0,584 Sangat Signifikan

7 0,424 Signifikan

8 0,340 -

9 0,601 Sangat Signifikan

10 0,722 Sangat Signifikan

11 0,358 Signifikan

12 0,382 Signifikan

13 0,619 Sangat Signifikan

14 0,425 Signifikan

15 0,366 Signifikan

16 0,433 Signifikan

17 0,375 Signifikan

18 0,623 Sangat Signifikan

19 0,518 Sangat Signifikan

20 0,441 Signifikan

21 0,543 Sangat Signifikan

22 0,744 Sangat Signifikan

23 0,109 -

24 0,572 Sangat Signifikan

25 0,485 Sangat Signifikan

26 0,161 -

27 0,740 Sangat Signifikan

28 0,661 Sangat Signifikan

 218

29 0,381 Signifikan

30 0,377 Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 25

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\PRE-TEST TRY

OUT.ANA

No Butir a b c d *

1 4++ 4++ 15** 2+ 0

2 2++ 3+ 2++ 18** 0

3 5++ 7** 6++ 7++ 0

4 19** 2++ 1- 3+ 0

5 1++ 22** 1++ 1++ 0

 219

6 2+ 1+ 1+ 21** 0

7 7++ 7** 4+ 7++ 0

8 21** 1+ 1+ 2+ 0

9 2+ 1+ 21** 1+ 0

10 19** 3+ 2++ 1- 0

11 2+ 16** 4+ 3++ 0

12 6- 1- 4++ 14** 0

13 21** 1+ 2+ 1+ 0

14 2+ 3++ 17** 3++ 0

15 1++ 22** 1++ 1++ 0

16 5++ 5++ 10** 5++ 0

17 15** 4++ 3++ 3++ 0

18 5+ 3++ 2+ 15** 0

19 6++ 10+ 3** 6++ 0

20 15** 3++ 5+ 2+ 0

21 1- 2++ 3+ 19** 0

22 16** 3++ 4+ 2+ 0

23 2- 3+ 13** 7- 0

24 3+ 2++ 1- 19** 0

25 2++ 20** 1+ 2++ 0

26 6++ 5++ 9** 5++ 0

27 17** 4+ 2+ 2+ 0

28 20** 2++ 2++ 1+ 0

29 5++ 5++ 10** 5++ 0

30 5++ 6+ 3+ 11** 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik
 220

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

Appendix 12. Empirical Validity and Reliability Test of Post-Test Instrument

THE RESULTS OF EMPIRICAL VALIDITY AND RELIABILITY TEST

OF POST-TEST INSTRUMENT
 221

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 25

Jumlah butir = 30

Bobot jwb benar = 1

Bobot jwb salah = 0

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA

No Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 Ayutut Pur... 19 11 0 19 19

2 Dewa Putu ... 8 22 0 8 8

3 Gede Agus ... 6 24 0 6 6

4 Gede Ari S... 23 7 0 23 23

5 Gede Raja ... 10 20 0 10 10

6 I Gusti Ag... 15 15 0 15 15

7 I Putu Bak... 8 22 0 8 8

8 Kadek Agus... 24 6 0 24 24

9 Kadek Arta... 18 12 0 18 18

10 Kadek Auli... 20 10 0 20 20

11 Kadek Ayu ... 20 10 0 20 20

12 Kadek Inta... 27 3 0 27 27

13 Kadek Nia ... 27 3 0 27 27

14 Ketut Bintang 20 10 0 20 20

15 Ketut Laud... 7 23 0 7 7

16 Komang Ars... 26 4 0 26 26

17 Komang Yen... 24 6 0 24 24

18 Made Gerry... 18 12 0 18 18

19 Pande Kade... 23 7 0 23 23

20 Putu Diah ... 27 3 0 27 27

 222

21 Putu Gita ... 28 2 0 28 28

22 Putu Tiara... 15 15 0 15 15

23 Putu Yunia... 27 3 0 27 27

24 Ni Kadek R... 24 6 0 24 24

25 Putu Firma... 17 13 0 17 17

RELIABILITAS TES

================

Rata2= 19,24

Simpang Baku= 6,98

KorelasiXY= 0,87

Reliabilitas Tes= 0,93

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA

No.Urut Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 Ayutut Purnami 8 11 19

2 Dewa Putu Ang... 3 5 8

3 Gede Agus Pra... 3 3 6

4 Gede Ari Sanjaya 12 11 23

5 Gede Raja Yud... 6 4 10

6 I Gusti Agung... 8 7 15

7 I Putu Bakti ... 3 5 8

8 Kadek Agusta ... 14 10 24

9 Kadek Artada ... 10 8 18

10 Kadek Aulia N... 9 11 20

11 Kadek Ayu Wia... 9 11 20

12 Kadek Intan C... 13 14 27

13 Kadek Nia San... 13 14 27

 223

14 Ketut Bintang 9 11 20

15 Ketut Laudya Ani 5 2 7

16 Komang Arsada... 13 13 26

17 Komang Yena D... 11 13 24

18 Made Gerry Ad... 8 10 18

19 Pande Kadek D... 11 12 23

20 Putu Diah Ant... 15 12 27

21 Putu Gita Jut... 13 15 28

22 Putu Tiara Dewi 9 6 15

23 Putu Yuniantari 14 13 27

24 Ni Kadek Rosd... 13 11 24

25 Putu Firma Sa... 9 8 17

Kel Unggul & Asor

=================

Kelompok Unggul

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 Putu Gita Jut... 28 1 1 1 1 1 1 1 1 1 1 -

2 Kadek Intan C... 27 1 1 1 1 1 1 1 1 1 1 1

3 Kadek Nia San... 27 1 1 1 1 1 1 1 1 - 1 1

4 Putu Diah Ant... 27 1 1 1 1 1 1 1 1 1 1 1

5 Putu Yuniantari 27 1 1 1 1 1 1 1 1 1 1 1

6 Komang Arsada... 26 1 1 1 1 1 1 1 1 1 1 1

7 Kadek Agusta ... 24 1 1 1 1 1 1 1 1 1 1 1

Jml Jwb Benar 7 7 7 7 7 7 7 7 6 7 6

 224

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 Putu Gita Jut... 1 1 1 1 1 1 1 1 1 1 1 1

2 Kadek Intan C... 1 1 1 1 1 1 1 1 1 - 1 1

3 Kadek Nia San... 1 1 1 1 1 1 1 1 - - 1 1

4 Putu Diah Ant... - 1 1 1 - 1 1 1 1 1 1 1

5 Putu Yuniantari 1 1 1 1 1 1 1 1 - - 1 1

6 Komang Arsada... 1 1 1 1 1 1 1 1 - - 1 1

7 Kadek Agusta ... - 1 1 1 - 1 - 1 - 1 1 1

Jml Jwb Benar 5 7 7 7 5 7 6 7 3 3 7 7

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30

1 Putu Gita Jut... 1 1 1 1 1 - 1

2 Kadek Intan C... 1 1 1 1 - - 1

3 Kadek Nia San... 1 1 1 1 1 1 1

4 Putu Diah Ant... - 1 1 1 1 1 1

5 Putu Yuniantari 1 1 1 1 - 1 1

6 Komang Arsada... 1 1 1 1 - - 1

7 Kadek Agusta ... 1 1 1 1 1 - -

Jml Jwb Benar 6 7 7 7 4 3 6

Kelompok Asor

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 I Gusti Agung... 15 - 1 1 1 1 1 1 1 1 1 1

2 Putu Tiara Dewi 15 1 1 1 1 1 - 1 1 - - -

 225

3 Gede Raja Yud... 10 1 - - 1 1 - - - 1 1 -

4 Dewa Putu Ang... 8 1 - - 1 - 1 1 1 - - -

5 I Putu Bakti ... 8 - - - - - - - - - 1 -

6 Ketut Laudya Ani 7 1 - - - - - 1 - 1 - -

7 Gede Agus Pra... 6 - 1 - - - - 1 - 1 - -

Jml Jwb Benar 4 3 2 4 3 2 5 3 4 3 1

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 I Gusti Agung... 1 1 - 1 1 - - - - - - -

2 Putu Tiara Dewi - - - 1 - 1 - - - - 1 1

3 Gede Raja Yud... - - - 1 1 1 - - - - - -

4 Dewa Putu Ang... - - 1 - - 1 - - - - - -

5 I Putu Bakti ... 1 1 - - - - - - - - 1 1

6 Ketut Laudya Ani - - 1 - - 1 - - - - - 1

7 Gede Agus Pra... - - - - - - - 1 - - - -

Jml Jwb Benar 2 2 2 3 2 4 0 1 0 0 2 3

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30

1 I Gusti Agung... - 1 - - - - -

2 Putu Tiara Dewi - 1 - 1 1 - 1

3 Gede Raja Yud... - - 1 1 - - -

4 Dewa Putu Ang... - - - - 1 - -

5 I Putu Bakti ... - - 1 1 - - 1

6 Ketut Laudya Ani 1 - - - - - -

7 Gede Agus Pra... - - 1 - 1 - -

Jml Jwb Benar 1 2 3 3 3 0 2

 226

DAYA PEMBEDA

============

Jumlah Subyek= 25

Klp atas/bawah(n)= 7

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA

No Butir Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 7 4 3 42,86

2 7 3 4 57,14

3 7 2 5 71,43

4 7 4 3 42,86

5 7 3 4 57,14

6 7 2 5 71,43

7 7 5 2 28,57

8 7 3 4 57,14

9 6 4 2 28,57

10 7 3 4 57,14

11 6 1 5 71,43

12 5 2 3 42,86

13 7 2 5 71,43

14 7 2 5 71,43

15 7 3 4 57,14

16 5 2 3 42,86

17 7 4 3 42,86

18 6 0 6 85,71

19 7 1 6 85,71

20 3 0 3 42,86

21 3 0 3 42,86
 227

22 7 2 5 71,43

23 7 3 4 57,14

24 6 1 5 71,43

25 7 2 5 71,43

26 7 3 4 57,14

27 7 3 4 57,14

28 4 3 1 14,29

29 3 0 3 42,86

30 6 2 4 57,14

TINGKAT KESUKARAN

=================

Jumlah Subyek= 25

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA

No Butir Jml Betul Tkt. Kesukaran(%) Tafsiran

1 21 84,00 Mudah

2 21 84,00 Mudah

3 20 80,00 Mudah

4 22 88,00 Sangat Mudah

5 20 80,00 Mudah

6 16 64,00 Sedang

7 21 84,00 Mudah

8 21 84,00 Mudah

9 21 84,00 Mudah

10 20 80,00 Mudah

11 12 48,00 Sedang
 228

12 12 48,00 Sedang

13 20 80,00 Mudah

14 17 68,00 Sedang

15 14 56,00 Sedang

16 15 60,00 Sedang

17 17 68,00 Sedang

18 13 52,00 Sedang

19 12 48,00 Sedang

20 5 20,00 Sukar

21 7 28,00 Sukar

22 20 80,00 Mudah

23 21 84,00 Mudah

24 9 36,00 Sedang

25 18 72,00 Mudah

26 15 60,00 Sedang

27 16 64,00 Sedang

28 15 60,00 Sedang

29 7 28,00 Sukar

30 13 52,00 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 25

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA
 229

No Butir Korelasi Signifikansi

1 0,478 Sangat Signifikan

2 0,702 Sangat Signifikan

3 0,837 Sangat Signifikan

4 0,661 Sangat Signifikan

5 0,720 Sangat Signifikan

6 0,648 Sangat Signifikan

7 0,303 -

8 0,733 Sangat Signifikan

9 0,303 -

10 0,617 Sangat Signifikan

11 0,564 Sangat Signifikan

12 0,470 Sangat Signifikan

13 0,734 Sangat Signifikan

14 0,513 Sangat Signifikan

15 0,550 Sangat Signifikan

16 0,435 Signifikan

17 0,313 -

18 0,713 Sangat Signifikan

19 0,552 Sangat Signifikan

20 0,363 Signifikan

21 0,304 -

22 0,734 Sangat Signifikan

23 0,606 Sangat Signifikan

24 0,486 Sangat Signifikan

25 0,791 Sangat Signifikan

26 0,339 -

27 0,404 Signifikan

28 0,184 -
 230

29 0,382 Signifikan

30 0,397 Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 25

Butir Soal= 30

Nama berkas: C:\USERS\ACER\DOCUMENTS\RESULT OF ANATES (TRY OUT)\POST-TEST TRY

OUT.ANA

No Butir a b c d *

1 2+ 21** 1+ 1+ 0

2 1+ 2+ 1+ 21** 0

3 1+ 2++ 2++ 20** 0

4 22** 1++ 1++ 1++ 0

5 2++ 20** 1+ 2++ 0

 231

6 2+ 3++ 16** 4+ 0

7 21** 2+ 1+ 1+ 0

8 1+ 1+ 21** 2+ 0

9 2+ 21** 1+ 1+ 0

10 20** 1+ 2++ 2++ 0

11 7- 12** 3+ 3+ 0

12 6+ 4++ 12** 3+ 0

13 20** 1+ 1+ 3-- 0

14 2+ 17** 2+ 4+ 0

15 14** 5+ 1- 5+ 0

16 3++ 4++ 3++ 15** 0

17 17** 2+ 2+ 4+ 0

18 3+ 2- 13** 7- 0

19 6+ 3+ 4++ 12** 0

20 5** 4+ 7++ 9+ 0

21 10- 3- 7** 5++ 0

22 2++ 2++ 1+ 20** 0

23 2+ 21** 1+ 1+ 0

24 8+ 1-- 7+ 9** 0

25 4- 1- 18** 2++ 0

26 15** 6-- 1- 3++ 0

27 3++ 4+ 16** 2+ 0

28 4++ 15** 5+ 1- 0

29 7++ 8+ 3- 7** 0

30 5++ 13** 3+ 4++ 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik
 232

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

Appendix 13. Blue Print of Pre-Test Instrument after Try-Out

BLUE PRINT OF PRE-TEST INSTRUMENT AFTER TRY-OUT

Jenjang : SMP
Mata Pelajaran : Bahasa Inggris
 233

Kelas/Semester : VIII/2
Materi : Recount Text (Personal Recount Text)
Jumlah Soal : 25 Soal
Bentuk Soal : PG (Pilihan Ganda)

Indikator
Kompetensi Pencapaian Level No
Indikator Soal
Dasar Kompetensi Kognitif Soal
(IPK)

4.11 Menangkap 1. Menentukan  Disajikan C1 2, 5,

makna secara informasi sebuah teks 8, 9,
kontekstual tersurat dari personal 10,
terkait fungsi suatu teks recount, 13,
sosial, personal peserta didik 14,
struktur teks, recount. diharapkan 16,
dan unsur dapat dan
kebahasaan menentukan 17
teks recount informasi
lisan dan tersurat
tulis, sangat tertentu dari
pendek dan teks recount
sederhana, tersebut.
terkait 2. Menentukan  Disajikan C2 6
pengalaman informasi sebuah teks dan
pribadi di tersirat dari personal
waktu 21
suatu teks recount,
lampau personal peserta didik
(personal recount. diharapkan
recount). dapat
meyimpulkan
isi bacaan teks
recount
tersebut.

3. Mengidentifi-  Disajikan C2 3
kasi struktur sebuah teks
dari suatu personal
teks personal recount,
peserta didik
 234

recount. diharapkan
dapat
menentukan
struktur teks
tersebut
dengan tepat.

4. Menjelaskan  Disajikan C2 1, 7,
gambaran sebuah teks dan
umum suatu personal
15
teks personal recount,
recount. peserta didik
diharapkan
dapat
menentukan
gambaran
umum dari
teks recount
tersebut.

5. Menjelaskan  Disajikan C2 4,
gagasan sebuah teks 20,
utama/ide personal
dan
pokok recount,
paragraf dari peserta didik 22
suatu teks diharapkan
personal dapat
recount. menentukan
gagasan utama
dari suatu
paragraf pada
teks recount
tersebut.

6. Menjelaskan  Disajikan C2 12
tujuan sebuah teks and
komunikatif personal
19
dari suatu recount,
teks personal peserta didik
recount. diharapkan
dapat
menentukan
tujuan
 235

komunikatif
dari teks
recount
tersebut.

7. Menentukan  Disajikan C2 11,

makna kata sebuah teks 18,
tertentu yang personal
dan
terdapat pada recount,
suatu teks peserta didik 23
personal diharapkan
recount. dapat
menentukan
makna kata
tertentu yang
terdapat pada
teks tersebut.

8. Melengkapi  Disajikan C3 24
sebuah teks sebuah teks dan
personal personal
25
recount recount
rumpang rumpang,
dengan kata peserta didik
yang tepat. diharapkan
dapat
melengkapi
bagian yang
rumpang
dengan pilihan
kata yang
tepat.

Appendix 14. Blue Print of Post-Test Instrument after Try-Out

BLUE PRINT OF POST-TEST INSTRUMENT AFTER TRY-OUT

Jenjang : SMP
Mata Pelajaran : Bahasa Inggris
 236

Kelas/Semester : VIII/2
Materi : Recount Text (Personal Recount Text)
Jumlah Soal : 25 Soal
Bentuk Soal : PG (Pilihan Ganda)

Indikator
Kompetensi Pencapaian Level No
Indikator Soal
Dasar Kompetensi Kognitif Soal
(IPK)

4.11 Menangkap 1. Menentukan  Disajikan C1 2, 3,

makna secara informasi sebuah teks 4, 7,
kontekstual tersurat dari personal 8,
terkait fungsi suatu teks recount, 10,
sosial, personal peserta didik 12
struktur teks, recount. diharapkan dan
dan unsur dapat 18
kebahasaan menentukan
teks recount informasi
lisan dan tersurat
tulis, sangat tertentu dari
pendek dan teks recount
sederhana, tersebut.
terkait 2. Menentukan  Disajikan C2 13,
pengalaman informasi sebuah teks 19,
pribadi di tersirat dari personal
waktu dan
suatu teks recount,
lampau personal peserta didik 23
(personal recount. diharapkan
recount). dapat
meyimpulkan
isi bacaan teks
recount
tersebut.
 237

3. Mengidentifi-  Disajikan C2 5
kasi struktur sebuah teks
dari suatu personal
teks personal recount,
recount. peserta didik
diharapkan
dapat
menentukan
struktur teks
tersebut
dengan tepat.

4. Menjelaskan  Disajikan C2 1,
gambaran sebuah teks 11,
umum suatu personal
dan
teks personal recount,
recount. peserta didik 17
diharapkan
dapat
menentukan
gambaran
umum dari
teks recount
tersebut.

5. Menjelaskan  Disajikan C2 9,
gagasan sebuah teks 15,
utama/ide personal
dan
pokok recount,
paragraf dari peserta didik 22
suatu teks diharapkan
personal dapat
recount. menentukan
gagasan utama
dari suatu
paragraf pada
teks recount
tersebut.

6. Menjelaskan  Disajikan C2 14
tujuan sebuah teks dan
komunikatif personal
dari suatu recount,
 238

teks personal peserta didik 20

recount. diharapkan
dapat
menentukan
tujuan
komunikatif
dari teks
recount
tersebut.

7. Menentukan  Disajikan C2 6,
makna kata sebuah teks 16,
tertentu yang personal
dan
terdapat pada recount,
suatu teks peserta didik 21
personal diharapkan
recount. dapat
menentukan
makna kata
tertentu yang
terdapat pada
teks tersebut.

8. Melengkapi  Disajikan C3 24
sebuah teks sebuah teks dan
personal personal
25
recount recount
rumpang rumpang,
dengan kata peserta didik
yang tepat. diharapkan
dapat
melengkapi
bagian yang
rumpang
dengan pilihan
kata yang
tepat.

Appendix 15. Reading Comprehension Test (Pre-Test)

 239

READING COMPREHENSION TEST (PRE-TEST)

(Time Allotment: 90 minutes)

Please choose the correct answer!

Text 1 (Read the following text to answer questions number 1 to 3)

Climbing Batur Mountain

Last month, I went to climb Batur Mountain in Bali with my friends. I have
never climbed it before. We started climbing at 7 o’clock p.m. Even though it was
so dark, I felt no worried because all of my friends were professional climbers.
We climbed slowly and enjoyed the moment. After climbing for about 8
hours, we could reach the top of the mountain. There were a lot of other climbers
who reached that top faster than us. We waited for the rising sun while cooking
some foods and drinking coffee to get warmer. Others sang some songs together,
shared stories, or lay on the ground to take a rest. After seeing the sun rose, we set
up the tent because we wanted to stay there for three days. We really enjoyed the
moment and did so many interesting activities there.
After all, it was my greatest experience I have ever had in my life. I felt
really tired but I was very happy.

1. What does the text tell us about?

A. The writer’s first experience in climbing a mountain.
B. The view of Batur Mountain in the morning.
C. The writer’s experience in climbing Batur Mountain.
D. The description of Batur Mountain in Bali.

2. What did the writer and his friends do when waiting for the sunrise?
A. They shared stories.
B. They set up the tent.
C. They lay on the ground to take a rest.
D. They cooked some foods and drank coffee.

3. The generic structure of the text above is ....

A. identification – description
 240

B. orientation – events – reorientation

C. goal – material – steps
D. orientation – complication – resolution

Text 2 (Read the following text to answer questions number 4 to 6)

Last Sunday, I was gardening with my father. It was half past six in the
morning. The air was so fresh. My father called me from the yard. He said
something about ‘banana’. Then, I walked to where he stood looking at one of my
banana trees. I saw some of the bananas were yellow. What a beautiful view!
Next, we were busy to harvest the bananas. It was my first time to do this.
We just moved to this house for about five months. Here, we have some yard with
banana and guava trees beside the house. After harvesting the bananas, I watered
the vertical garden and pulled off the wild grass. I also collected the old leaves so
that the yard looked nicer and cleaner.
Finally, I picked two ripe guavas. They smelt nice. Then, I took a shower
and had breakfast with my parents. It was a fine Sunday morning. I felt a stronger
bond by doing the gardening with my father.

4. What is the main idea of the first paragraph?

A. The writer found that some of the bananas were ripe.
B. The writer and his family had breakfast together.
C. The writer watered the plants and cleaned the yard.
D. The writer and his father were busy to harvest the banana trees.

5. Why did the yard looked nicer and cleaner?

A. Because the writer had watered the banana trees.
B. Because the writer had collected the old leaves and pulled off the wild grass.
C. Because it was full of beautiful flowers.
D. Because the writer and his father had cut off all the banana trees.

6. From the text, we know that ....

A. the writer’s mother was not at home last Sunday morning
B. the writer felt really bored last Sunday
C. the writer’s garden is full of many kinds of flowers
 241

D. the writer really enjoyed the gardening time with his father

Text 3 (The following text is for questions number 7 to 11)

My friends and I went to Bali for a field trip last holiday. We went there by
bus. When we arrived in Tuban, the bus stopped at a restaurant for a rest. My
friends and I got off the bus to have meal for lunch. Then, I went to the toilet. It
took only a few minutes.
When I came out from the toilet, the bus was not there. It had left! I looked
for my friends around the restaurant but they were not there too. Feeling shocked
and confused, I did not know what to do. Then, I asked the security of the
restaurant about the bus. He said that the bus had left about five minutes ago. I
thought that the bus had left when I was in the toilet.
I tried to call my friends one by one, but none of them answered my phone
and my phone’s battery was running low. I could not do anything. I just could
pray and hope. After several minutes, the bus came back. One of my friends
realized that I was not in the bus and told the bus driver that I was left in the
restaurant.
Finally, I got on the bus and walked to my seat. I felt so embarrassed when
all of my friends looked and laughed at me. It was an unforgettable experience in
my life.

7. What does the text mainly tell us about?

A. The writer arrived in Tuban for a rest.
B. The writer was left by the bus on her field trip.
C. The writer and her friends enjoyed their trip to Bali.
D. The writer went for a field trip by bus in her holiday.

8. What did the writer and her friends do when the bus stopped for a rest in
Tuban?
A. They got off the bus to have meal for lunch at a restaurant.
B. They bought some Bali souvenirs to be brought home.
C. They got off the bus to drank cold lemonade.
D. They went to the toilet for a few minutes.
 242

9. What did the writer feel when she found that the bus had left?
A. disappointed
B. embarrassed
C. shocked and confused
D. angry

10. Which of the following statements is NOT TRUE according to the text?
A. The writer did nothing when she knew that the bus had left her.
B. The writer spent a few minutes when she was in the toilet.
C. One of the writer’s friends realized that the writer was not in the bus.
D. Finally the bus came back to the restaurant.

11. “...the bus was not there. It had left!” (paragraph 2). The underlined word
refers to ....
A. the writer
B. the bus
C. the writer’s friends
D. the security

Text 4 (The following text is for questions number 12 to 14)

Having Stomachache
I had a really bad experience last Friday. I saw some mangoes on the table. I
was happy because I really wanted that fruit. I peeled one and ate greedily. Then, I
peeled another two mangoes. My mother had advised me not to do so, but I did
not think about it so much and I said that I would be just fine.
Then, I went to school. The first class was English class and I had a test.
During the test, suddenly I felt my stomachache. I tried to endure it and finished
my test first, but I could not. I had to go to the toilet. Because of my strange
behavior, my teacher thought that I had been cheating. The teacher got angry with
me. At that time, I could not endure my stomachache anymore. So, after asking
for my teacher’s permission, I directly went to the toilet. Oh...I felt relieved.
Afterwards, I entered the class.
When I arrived in the class, the test time was over. Certainly I could not
finish my test. Luckily, after I explained about my condition, the teacher
 243

understood my condition and gave me a chance to take a remedial test in the

following day. Oh....what a pity! I felt regretful because I did not listen and obey
my mother’s advice.

12. What is the purpose of the text above?

A. To describe how something is accomplished.
B. To amuse or entertain the readers.
C. To inform readers about the writer’s English test.
D. To retell about the writer’s past experience.

13. What happened to the writer on the English test?

A. She felt her stomachache.
B. She made a lot of mistakes in the test.
C. She cheated during the test.
D. The teacher instructed her to go out.

14. Why did the writer’s teacher get angry with her?
A. Because the writer had disturbed her friends during the test.
B. Because the writer had been noisy in the class.
C. Because the teacher thought that the writer had been cheating.
D. Because the writer could not answer all questions in the test well.

Text 5 (Read the following text to answer questions number 15 to 18)

Last year I joined the Chicago marathon. It was my first marathon contest. I
had to run 24.5 miles to complete it. It was so hard.
At first, I just wanted to get the experience of joining a marathon. I thought
it would be one life time experience. After finishing it, I changed my mind. I
wanted to join another one. I was interested to complete at least one more
marathon and improve my achievement. I also experienced a good feeling
between participants and the spectators that made me happy.
It was a very wonderful experience for me. Finally, I decided that I had to
join another marathon the following year.

15. What is the text about?

 244

A. The writer’s good achievement in marathon.

B. The writer’s activities of watching Chicago marathon contest.
C. The changing of the writer’s feeling after joining the Marathon contest.
D. The writer’s wonderful feeling after watching marathon contest.

16. What was the writer’s intention when he decided to join his first marathon?
A. He just wanted to get an experience of joining a marathon.
B. He wanted to complete 24.5 miles run in the marathon.
C. He planned to join another marathon.
D. He wanted to be the winner.

17. In order to improve his achievement, the writer ....

A. ran faster and faster
B. asked for advice how to run well
C. practice hard with other participants
D. planned to join another marathon contest

18. “After finishing it, I changed my mind” (paragraph 2). The underlined word
is closest in meaning to ....
A. suggestion
B. decision
C. thought
D. ambition

Text 6 (The following text is for questions number 19 to 21)

Story Telling Competition

Last month, I joined a story telling competition. My friend and I had been
chosen to take part in the final round at the district level. I was very happy and
eager to win the competition.
For the preparation, I had to memorize and understand the story well. My
teacher guided and taught me about pronunciation, facial expression, and gestures.
My friend and I were busy to prepare the props and costumes for the competition.
One thing that made me felt sad was my teacher rented the props and costume for
 245

my friend but not for me. My friend had a beautiful costume and luxurious props.
Although I just wore the simple ones, I performed my best to win the competition.
When the competition started, I got number 10 and my friend got number 5.
I was so nervous but I showed my best performance on the stage. Lots of people
took photos and videos of me. Finally, anxiety was gone after I had finished my
performance. Then, it was the time for the winner announcement. Luckily, I was
chosen as the first winner. I went to the stage and all judges congratulated me. As
the first winner, I got a trophy and money.
It was an unforgettable experience for me. I felt so happy.

19. What is the writer’s intention to write the text?

A. To tell her experience in joining story telling competition.
B. To show her disappointment to the teacher.
C. To tell readers how to be the winner in the competition.
D. To describe her feeling to the teacher.

20. What does the third paragraph tell us about?

A. The writer’s teacher was not fair to her.
B. The writer had no luxurious gown for the competition.
C. The writer practiced hard to win the story telling competition.
D. The writer performed well and be the first winner in the competition.

21. From the text above, it can be concluded that ....

A. practice makes performance go well
B. being nervous helps to perform well on the stage
C. wearing simple clothes can help to win the competition
D. it is necessary to wear luxurious costume and props for the competition

Text 7 (Read the following text to answer questions number 22 to 23)

Going Camping
My family and I decided to go camping last holiday since the weather was
very clear. My father prepared the tent and other equipments. My mother prepared
cooking and eating utensils. I took my fishing rod and my brother brought his
 246

sport equipment. When everything was ready, we left for the camping site in
countryside.
When we arrived at the camping site, we found that there were many
campers. Unfortunately, the good location near the river had been occupied by
other campers so that we had to look for another place. After some minutes,
finally we found a good place. It was near a big tree. Then, we set up the tent
there.
After setting up the tent, my father and I went fishing. We joined other
people sitting on the rock near the river. In the evening, my father made a
campfire. My mother cooked the fish we caught. Then, my family and I had
dinner. I could say that it was the best fish I had ever tasted. After having dinner,
we sang together and had fun. In the night, we slept in the tent. Sleeping in the
tent was a very wonderful experience for me. In the next morning, I woke up
early. I felt so fresh. Then, I accompanied my brother playing ball.
Finally, in the afternoon, we went back home. It was an amazing camping
experience. I felt so happy.

22. What does the second paragraph talk about?

A. The writer and his father went fishing in the river.
B. The writer and his family looked for a good place to set up the tent.
C. The writer and his father made a campfire in the evening.
D. The writer and his family prepared equipments for the camping.

23. “...the river had been occupied by...” (paragraph 2). The underlined word is
similar in meaning to ....
A. inhabited
B. authorized
C. bought
D. grabbed

For questions number 24 to 25, fill in the blank in the text below with
appropriate words!
 247

Last school (24) ..., my family and I went to Bandar Lampung. We went
there by car and we left our home in Bandung at 5 o’clock a.m. It (25) ... about
eight hours to get to the city center. We stayed in a small hotel. On the first day,
we had a city tour. We enjoyed some delicious foods of the city. On the second
day, we went to Pahawang Island and stayed there for two days. We went
swimming, snorkeling, and sailing to other small islands. The view was amazing.
The local people were also very friendly. We really had a good time although we
felt very tired.

24. A. holiday
B. examination
C. party
D. meeting

25. A. ran
B. paid

C. took
D. sold

ANSWER KEY

1. C 11. B 21. A
2. D 12. D 22. B
3. B 13. A 23. A
4. A 14. C 24. A
5. B 15. C 25. C
6. D 16. A
7. B 17. D
8. A 18. C
9. C 19. A
10. A 20. D
Appendix 16. Reading Comprehension Test (Post-Test)
 248

READING COMPREHENSION TEST (POST-TEST)

(Time Allotment: 90 minutes)

Please choose the correct answer!

Text 1 (Read the following text to answer questions number 1 to 6)

Came Late to School

Last Monday, I went to school like usual. My house was quite long way
from my school, so I went to school by bike. It was 6:35 a.m. and I took fifteen
minutes to get to my school.
At that time, I was peddling my bike slowly. Suddenly, I saw a motorcycle
hitting a bicycle ridden by a woman. The motorcycle did not stop. Soon, it
disappeared. I got shocked because it happened in front of me. I felt confused
whether I should help the woman or not. Finally, I decided to help her. She was
slightly injured. The rice carried by the woman was scattered on the street. Several
people and I helped the woman. I took the scattered rice on the street. Then, we
helped her to get some treatments.
After helping the woman, I looked at my watch and realized that I was late.
It was already 7:55 a.m. Then, I went to school hurriedly. I arrived at my school at
8:05. My teacher questioned me for being late. I explained what had happened and
she did not get angry with me. Even she said that she was proud of me.

1. What does the text tell us about?

A. The writer got an accident.
B. The writer was late to school.
C. The writer’s teacher was angry with him.
D. The writer skipped school.

2. How did the writer go to school?

A. on foot
B. by bus
C. by car
D. by bike
 249

3. What did the writer see when he was going to school?

A. A girl was hit by a car.
B. A crazy person hit by a car.
C. A thief chased by the police.
D. A bicycle ridden by a woman hit by a motorcycle.

4. What did the writer do after seeing the accident?

A. He helped the woman.
B. He did nothing.
C. He ignored the accident.
D. He cried for help.

5. The generic structure of the text above is ....

A. identification – description
B. orientation – events – reorientation
C. thesis – arguments - conclusion
D. goal – materials – steps

6. “Soon, it disappeared” (paragraph 2). The underlined word is closest in

meaning to ....
A. turned back
B. represented
C. vanished
D. replaced

Text 2 (Read the following text to answer questions number 7 and 8)

It was a beautiful Sunday afternoon and I was out for a short walk before
going back home. I was going to drop by a bookstore. On my way, about 200
meters from the bookstore, I noticed a jeep driver trying to park between a van
and a scooter. From the angle of the jeep, I knew that the driver was having
trouble.
As I walked past, I could not help but looked at the driver. Unexpectedly,
the driver turned his head and looked at me with a pleading face. I did not see any
parking attendants nearby, so I decided to help him. I stopped and started to direct
him. I said, “You can reverse some more, some more, some more. Stop! Now go
 250

forward”. After a couple of moves back and forth, he could park his jeep quite
well.
Finally, the driver smiled at me and said “thank you”. I felt so happy
because I could help him. It was my first experience of directing a car which was
going to park and I succeeded.

7. When did the story take place?

A. on Sunday morning
B. on Saturday afternoon
C. on Sunday afternoon
D. on the writer’s way to school

8. What did the writer do to help the driver?

A. The writer directed the driver in parking his car.
B. The writer drove and parked the driver’s car himself.
C. The writer called a parking attendant.
D. The writer pushed the driver’s car to an empty space.

Text 3 (The following text is for questions number 9 and 10)

Meeting a Star
Last Sunday morning, I was walking down Ramayana street to look for a
record store. A man stopped me and asked me the way to the Grand Hyatt Hotel. I
was not sure exactly where it was, but I walked with him to the end of Ramayana
street. He was very friendly and his face looked so familiar.
Then, I remembered where the Grand Hyatt Hotel was and told him the way
how to get there. The man thanked me and tried to give me something. I thought it
was money. I said “no” at first but he really wanted me to have it, so I took it.
After that, I found the record store and listened to a few records. D’Masive has a
new record that was number three in the top ten. I decided to buy it. I looked in
my bag for my wallet and found a piece of paper that had been given by the man.
It was a photo.
Finally, when I looked at the photo, I was very surprised. The man was a
singer in D’Masive.
 251

9. What does the first paragraph tell us about?

A. The man that the writer met was a singer in D’Masive.
B. The writer was walking down to find a record store.
C. The writer decided to buy D’Masive new record.
D. The writer found a record store and listened to a few records.
10. Why was the writer surprised?
A. Because the writer found that the man she met was a singer in D’Masive.
B. Because the writer got a lot of money from the man that she met.
C. Because the writer lost her wallet at the end of Ramayana street.
D. Because the writer could not go back to the Grand Hyatt Hotel.

Text 4 (The following text is for questions number 11 to 13)

Last holiday, my mother and I visited my elder sister in Surabaya. She has
lived there for nearly three years for study. We went there by an evening train.
When we arrived at the railway station, the train had not arrived yet. We had to
wait for a half hour.
When the train was getting into the station, many passengers were preparing
themselves. There were more than ten people including us who got into the train.
It was an economy-class train. It was too noisy and hot.
Nearly at dawn, we arrived at the Gubeng Station. My sister had been
waiting at the exit gate. My mother and I were very happy when we saw her, so
did my sister. From the station, my sister took us to her boarding house by a taxi.
After arriving at my sister’s boarding house, I just could not wait to lay my
body on the bed and slept. But, of course I had to take a bath and changed my
clothes first. It was a tiring trip.

11. What does the text mainly tell us about?

A. The writer’s feeling after meet her sister.
B. The writer’s trip to Surabaya.
C. The writer’s sister boarding house.
D. The writer’s first experience when travelling by train.

12. Which of the following statements is NOT TRUE based on the text?
A. The writer’s sister was waiting for the writer in her boarding house.
 252

B. The writer reach her sister’s boarding house by a taxi.

C. The writer went to Surabaya with her mother.
D. The writer felt tired after the trip.

13. Based on the text above, we can know that ....

A. the writer and her mother had to stand on the train during the trip
B. the writer really enjoyed her trip by train
C. the writer felt sad when she met her elder sister
D. the writer did not feel comfortable during the trip by train

Text 5 (Read the following text to answer questions number 14 to 16)

A Visit to a Wildlife Park

Last holiday, I visited Sydney with my parents. We visited many interesting
places. The one I enjoyed best was the Wildlife Park.
The Wildlife Park has a lot of Australian animals and birds. There are over
600 animals, including kangaroos, wallabies, koala, and crocodiles. They are kept
in their natural surroundings. I much preferred the Wildlife Park to a zoo where a
lot of animals are in cages.
In Wildlife Park, we were able to walk along the kangaroos and wallabies.
We were even allowed to touch them and feed them. It was very exciting to be
very so close to them. Then, we saw koala bears. They looked very cuddly. I took
picture with one of them. It was a great souvenir of my holiday in Sydney. We
also went to see the crocodiles. The Wildlife Park has a lot of fresh-water and salt-
water crocodiles. Some of them were very big and scary with huge teeth. I did not
get very close to them. Last, we visited the aviary. There were some colorful birds
in the aviary. I really liked an old parrot which could talk.
It was an amazing holiday that I ever had. I really enjoyed my time with my
parents in the Wildlife Park.

14. What is the writer’s intention to write the text?

A. To retell her past experience when visiting Wildlife Park.
B. To describe animals and birds in the Wildlife Park.
C. To persuade readers to visit Wildlife Park.
 253

D. To inform readers about Wildlife Park.

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

A. The writer and his parents were able to walk along the kangaroos and
wallabies.
B. The Wildlife Park has a lot of fresh-water and salt-water crocodiles.
C. The Wildlife Park has a lot of Australian animals and birds.
D. The writer much preferred the Wildlife Park to a zoo.

16. “We were even allowed to touch them and ...” (paragraph 3). The word
“them” refers to ....
A. the visitors of the Wildlife Park
B. the writer and his parents
C. the fresh-water and salt-water crocodiles
D. the kangaroos and wallabies

Text 6 (Read the following text to answer questions number 17 to 19)

Last Sunday evening, I felt very tired after hanging out the whole day with
my friends at the mall. As soon as I arrived home, I hung my jacket on a hanger
and got ready to take a rest. Suddenly I remembered that I had to call a friend. I
looked for my cell phone everywhere but I could not find it. I was getting panic. I
asked everyone in the house whether they knew where my cell phone was, but no
one knew. Well, I lost it I thought. Then I had an idea. I asked my brother to call
my cell phone. To my surprise, I heard it ringing in my jacket. My cell phone was
there. Finally, I was happy because I could find my cell phone.

17. What is the text about?

A. Cell phone in the jacket.
B. The writer’s brother’s cell phone.
C. The lost cell phone.
D. The writer’s friend’s cell phone.

18. How did the writer get her cell phone back?
A. She asked about her cell phone to her friends.
B. She found her cell phone on a table in her bedroom.
 254

C. She asked everyone in the house about her cell phone.

D. She asked her brother to call her cell phone and found it in her jacket.

19. From the text, we can conclude that the writer is ... person.
A. an attentive
B. a forgetful
C. a cautious
D. a careful

Text 7 (The following text is for questions number 20 and 21)

A Recreation to Solo
My family and I went on a recreation to Solo last week. We went there by
car on Monday. We stayed at grandparents’ house.
On Tuesday, we went to Tawangmangu. We enjoyed the amazing view with
its waterfall and had lunch there. We ate traditional foods like gudangan, tempe
bacem, fried rice, and fried chicken. Then, we continued our trip to Taman Jurug.
The next day, we went to Kasunanan Palace. We saw many kinds of
historical heritage of the palace. After that we had shopping at Klewer Market and
Solo Grand Mall. I bought some souvenirs for my cousins. In the evening, we
went sightseeing the town.
On Thursday morning, we said “good bye” to our grandparents and went
home. I really enjoyed my holiday in Solo. It was amazing and fun.

20. The purpose of the text above is ....

A. to describe the view in Solo
B. to amuse or entertain the readers
C. to inform people about a tourism destination
D. to tell readers about the writer’s past experience

21. “In the evening, we went sightseeing the town” (paragraph 3). What does the
underlined word mean?
A. watching a movie
B. having dinner
C. going around
 255

D. going shopping

Text 8 (Read the following text to answer questions number 22 and 23)

I got a painful experience that I went through last semester. I joined the
cross country. I was running this race competing against several other schools.
The entire race was long and dreadful. It took place in the dessert so it was really
hot and humid. In the race, I ran up and down the hills.
It was getting awful after ten minutes of the race. People who ran in front of
me made me breathe the dust they created. It was not so bad until my throat
started to hurt. It was very painful. I had a hard time to catch my breath and I
sweat a lot. I really hated it.
In the end, I managed to finish the race. I felt really good after that. I felt
fully live again. The race was a horrible experience for me. Because of this
experience, I quitted the team a week later.

22. What does the second paragraph talk about?

A. Painful incidents during the cross country.
B. A good feeling after completing the race.
C. An awful place in the mountain.
D. A cross country race.

23. From the text, it can be concluded that ....

A. the race route was so mountainous and the weather was cool and windy
B. the race was a competition between students in the writer’s school
C. the writer could finish the race even though he had a painful throat
D. the writer quitted and never made it to the finish line

For questions number 24 to 25, fill in the blank in the text below with the
appropriate words!

Last month, my diving team and I went to Menjangan Island in the north-
west of Bali. After arriving at Menjangan, we got a general briefing. It included a
description about how to take pictures under water. Then, we began our diving.
 256

During our diving, we saw groups of (24) ... fish. In order to identify them, we
needed a good guide. Without some knowledge of their habitat and behavior, it
was difficult to identify. This place is really impressive with its marine (25) ....
Diving in Menjangan Island was a great diving experience that my diving team
and I ever had.

24. A. big
B. large
C. wide
D. tiny

25. A. joy
B. life
C. love
D. things

ANSWER KEY

1. B 11. B 21. C
2. D 12. A 22. A
3. D 13. D 23. C
4. A 14. A 24. D
5. B 15. C 25. B
6. C 16. D
7. C 17. C
8. A 18. D
9. B 19. B
10. A 20. D
Appendix 17. Pre-Test Score of Control Group and Experimental Group

PRE-TEST SCORE OF CONTROL GROUP AND EXPERIMENTAL

GROUP
 257

A. Pre-Test Score of Control Group

No. Control Group Score

1. Student 1 92
2. Student 2 60
3. Student 3 40
4. Student 4 76
5. Student 5 84
6. Student 6 72
7. Student 7 48
8. Student 8 36
9. Student 9 24
10. Student 10 52
11. Student 11 56
12. Student 12 60
13. Student 13 88
14. Student 14 48
15. Student 15 36
16. Student 16 68
17. Student 17 32
18. Student 18 44
19. Student 19 40
20. Student 20 80
21. Student 21 72
22. Student 22 72
23. Student 23 64
24. Student 24 52
25. Student 25 80
26. Student 26 36
27. Student 27 84
28. Student 28 56
29. Student 29 52
30. Student 30 60
31. Student 31 76
B. Pre-Test Score of Experimental Group

No. Experimental Group Score

1. Student 1 60
2. Student 2 88
3. Student 3 56
4. Student 4 44
5. Student 5 60
6. Student 6 72
 258

7. Student 7 56
8. Student 8 56
9. Student 9 16
10. Student 10 72
11. Student 11 32
12. Student 12 52
13. Student 13 48
14. Student 14 68
15. Student 15 76
16. Student 16 40
17. Student 17 64
18. Student 18 60
19. Student 19 84
20. Student 20 44
21. Student 21 80
22. Student 22 32
23. Student 23 60
24. Student 24 64
25. Student 25 56
26. Student 26 36
27. Student 27 52
28. Student 28 80
29. Student 29 64
30. Student 30 24
31. Student 31 56

Appendix 18. Post-Test Score of Control Group and Experimental Group

POST-TEST SCORE OF CONTROL GROUP AND EXPERIMENTAL

GROUP
 259

A. Post-Test Score of Control Group

No. Control Group Score

1. Student 1 92
2. Student 2 68
3. Student 3 52
4. Student 4 72
5. Student 5 80
6. Student 6 80
7. Student 7 60
8. Student 8 60
9. Student 9 52
10. Student 10 64
11. Student 11 72
12. Student 12 80
13. Student 13 84
14. Student 14 64
15. Student 15 60
16. Student 16 72
17. Student 17 56
18. Student 18 64
19. Student 19 60
20. Student 20 84
21. Student 21 76
22. Student 22 76
23. Student 23 72
24. Student 24 64
25. Student 25 88
26. Student 26 52
27. Student 27 80
28. Student 28 64
29. Student 29 72
30. Student 30 68
31. Student 31 76
B. Post-Test Score of Experimental Group

No. Experimental Group Score

1. Student 1 84
2. Student 2 96
3. Student 3 76
4. Student 4 72
5. Student 5 84
6. Student 6 68
 260

7. Student 7 80
8. Student 8 88
9. Student 9 64
10. Student 10 92
11. Student 11 76
12. Student 12 84
13. Student 13 76
14. Student 14 88
15. Student 15 92
16. Student 16 72
17. Student 17 80
18. Student 18 80
19. Student 19 96
20. Student 20 84
21. Student 21 88
22. Student 22 72
23. Student 23 84
24. Student 24 76
25. Student 25 80
26. Student 26 76
27. Student 27 84
28. Student 28 92
29. Student 29 88
30. Student 30 64
31. Student 31 84

Appendix 19. Normality Test and Homogeneity Test of Pre-Test Data

THE RESULTS OF NORMALITY TEST AND HOMOGENEITY TEST OF

PRE-TEST DATA

A. The Result of Normality Test of Pre-Test

 261

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Group Statistic df Sig. Statistic df Sig.

Score
Pre-Test Control Group .109 31 .200* .970 31 .514

Pre-Test Experimental
.133 31 .171 .977 31 .726
Group
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Normal Q-Q Plots

 262

Detrended Normal Q-Q Plots

 263

B. The Result of Homogeneity Test of Pre-Test

Test of Homogeneity of Variances

Score
Levene Statistic df1 df2 Sig.
.689 1 60 .410
 264

Appendix 20. Normality Test and Homogeneity Test of Post-Test Data

THE RESULTS OF NORMALITY TEST AND HOMOGENEITY TEST OF

POST-TEST DATA

A. The Result of Normality Test of Post Test

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Group Statistic df Sig. Statistic df Sig.

Score
Post-Test Control Group .124 31 .200* .968 31 .463

Post-Test Experimental
.141 31 .122 .964 31 .380
Group
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Normal Q-Q Plots

 265

Detrended Normal Q-Q Plots

 266

B. The Result of Homogeneity Test of Post-Test

Test of Homogeneity of Variances

Score
Levene Statistic df1 df2 Sig.
2.311 1 60 .134
 267

Appendix 21. Result of Descriptive Statistical Analysis of Pre-Test Data

THE RESULT OF DESCRIPTIVE STATISTICAL ANALYSIS OF

PRE-TEST DATA

Case Processing Summary

Cases

Valid Missing Total

Group N Percent N Percent N Percent

Score
Pre-Test Control Group 31 100.0% 0 0.0% 31 100.0%

Pre-Test Experimental
31 100.0% 0 0.0% 31 100.0%
Group

Descriptives
Group Statistic Std. Error
Score Pre-Test Control Mean 59.35 3.303
Group 95% Confidence Lower Bound 52.61
Interval for Mean Upper Bound 66.10
5% Trimmed Mean 59.43
Median 60.00
Variance 338.237
Std. Deviation 18.391
Minimum 24
Maximum 92
Range 68
Interquartile Range 32
Skewness -.019 .421
Kurtosis -.997 .821
Pre-Test Mean 56.52 3.125
Experimental 95% Confidence Lower Bound 50.13
Group Interval for Mean Upper Bound 62.90
5% Trimmed Mean 56.94
Median 56.00
Variance 302.658
Std. Deviation 17.397
 268

Minimum 16
Maximum 88
Range 72
Interquartile Range 24
Skewness -.356 .421
Kurtosis -.084 .821
 269

Appendix 22. Result of Descriptive Statistical Analysis of Post-Test Data

THE RESULT OF DESCRIPTIVE STATISTICAL ANALYSIS OF

POST-TEST DATA

Case Processing Summary

Cases

Valid Missing Total

Group N Percent N Percent N Percent

Score
Post-Test Control Group 31 100.0% 0 0.0% 31 100.0%

Post-Test Experimental
31 100.0% 0 0.0% 31 100.0%
Group

Descriptives
Group Statistic Std. Error
Score Post-Test Control Mean 69.81 1.935
Group 95% Confidence Lower Bound 65.85
Interval for Mean Upper Bound 73.76
5% Trimmed Mean 69.64
Median 72.00
Variance 116.095
Std. Deviation 10.775
Minimum 52
Maximum 92
Range 40
Interquartile Range 20
Skewness .095 .421
Kurtosis -.722 .821
Post-Test Mean 81.29 1.534
Experimental Group 95% Confidence Lower Bound 78.16
Interval for Mean Upper Bound 84.42
5% Trimmed Mean 81.43
Median 84.00
Variance 72.946
Std. Deviation 8.541
 270

Minimum 64
Maximum 96
Range 32
Interquartile Range 12
Skewness -.254 .421
Kurtosis -.434 .821
 271

Appendix 23. Results of Independent Sample T-test of Pre-Test and Post-Test

THE RESULTS OF INDEPENDENT SAMPLE T-TEST OF PRE-TEST

DATA AND POST-TEST DATA

A. Independent Sample T-test Result of Pre-Test Data

Independent Samples Test

Levene's Test

for Equality of

Variances t-test for Equality of Means

95% Confidence

Sig. Mean Std. Interval of the

(2- Diffe- Error Difference

F Sig. t df tailed) rence Difference Lower Upper

Score Equal

variances .689 .410 .624 60 .535 2.839 4.547 -6.256 11.934

assumed

Equal

variances
.624 59.816 .535 2.839 4.547 -6.257 11.934
not

assumed

B. Independent Sample T-test Result of Post-Test Data

Independent Samples Test

Levene's Test

for Equality of

Variances t-test for Equality of Means

95% Confidence

Sig. Mean Std. Error Interval of the

(2- Diffe- Diffe- Difference

F Sig. t df tailed) rence rence Lower Upper

Score Equal

variances 2.311 .134 -4.650 60 .000 -11.484 2.469 -16,423 -6,544

assumed
 272

Equal

variances
-4.650 57.029 .000 -11.484 2,469 -16,429 -6,539
not

assumed
 273

Appendix 24. Documentations

DOCUMENTATIONS

No. Activity Experimental Group Control Group

Giving
Pre-Test
(Students
join
Google
1. Meet, then
answer the
pre-test
through
google
form.)
2. Treatment
(1st
meeting)
 274

Treatment
3. (2nd
meeting)

4. Treatment
(3rd
meeting)
 275

Giving
Post-Test
(Students
join
Google
5. Meet, then
answer the
post-test
through
google
form.)
 276

PRE-TEST SCORES

Control Group Experimental Group

POST-TEST SCORES
 277

Control Group Experimental Group

278